DLL G6 Q3 WEEK 1 (Mam Inkay Peralta)
DLL G6 Q3 WEEK 1 (Mam Inkay Peralta)
DLL G6 Q3 WEEK 1 (Mam Inkay Peralta)
GRADGRADE 6 Teacher JESSICA M. BAUTISTA Learning Area TLE – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG
Teaching Dates and Time NOVEMBER 4-8, 2019 (WEEK 1) Quarter: 3RDQUARTER
IV.Procedures
A.Review Previous Lessons Ask : What are the most Ask : What are the most Review with each group their plans from
widely used techniques in widely used techniques in Activity Sheet No. 4
enhancing bamboo and enhancing metal craft
wood products ? products ?
B.Establishing purpose for Intro: Ask: For the Intro: Refer to each group output from
the Lesson There are many different 1. Are there metal craft shops Activity Sheet
industrial ways or methods present in your The Facilitator will situate and No. 4 (matrix 1 and matrix
to enhance and decorate communities? encourage learners to think of 2)
bamboo, wood, and metal 2. What techniques do you ways on how they will be able
products. These methods mostly see while they work to use the concepts learned Let each group discuss if they will apply
help improve not only the on their products? from the previous three (3) all enhancements that they have
quality of our products but day sessions (wood and metal planned or they
also the life of the families enhancing techniques).
engaged in various
livelihood
activities. Enhancing is Say (Loud) : Are your groups will include other items.
carried out basically to ready ? (15‐20 minutes)
improve the aesthetics and
the functional properties of
a material.
Ask:
1. Are there wooden
furniture shops present
in your communities?
2. What techniques do you
mostly see while they
work on their products?
C.Presenting examples Discuss with the learners The Facilitator will use two
/instances of the the usual techniques being identical wood/metal
new lessons used in furniture shops products found in his home
based on their observations or shops. Show the class
from their community the transformation of a
product from its original
appearance (1st piece) ‐‐‐‐ to
its enhanced version
(2nd piece).
G.Finding Practical Ask: What are some of the Ask: What are some of the sample Ask: What do you think now
Applications of sample products in bamboo products in metal are the essence of knowing
concepts and skills and woodcraft? (Expected craft? the various ways of enhancing
in daily living answers : (Expected answers: Accessories, wood and metal crafts ?
Bamboo lamp, bamboo pen holder, wind chimes, etc.
bottle holders, bamboo plant
box, desktop organizer,
candle holder, furniture, etc.
H.Making Generalizations Ask : How important is the Ask : How important is the 1. If you are interested in craft Ask:
& Abstractions about knowledge on the different knowledge on the different designing and production, What benefits does a craftsman get from
the lessons techniques on enhancing the techniques on enhancing which will you choose, the know‐how of enhancing wood and
beauty of bamboo and the beauty of metal crafts ? wood crafts or metal craft? metal products?
woodcrafts ? 2. In the Philippines, which do (Expected response) Products made of
you think should be given bamboo, wood and metal can be
focus, wood or metal crafts enhanced through different techniques
? in order to increase their marketability
and saleability.
I.Evaluating Learning Ask the learners to enumerate Ask the learners to enumerate the Ask: After knowing the
the wood craft enhancing metal craft enhancing techniques different techniques on how
techniques to improve or enhance wood
and metal products, what
effects do you think it will do
to a products’ marketability?
J.Additional activities for Before the session ends: Tell the learners to conduct a Reminder:
application or ‐Break the class into survey (group of three (3) on:
remediation subgroups with 5 What types of finishing What sort of wood /metal
members per group. processes does wood and products did you found in
‐Let them choose a leader metal craft artisans in their your homes, and your group
and a communities used to enhance is planning to work on as an
secretary/documenter their products . application of the three
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees
C. Learning Competencies/ 1.1 Explains benefits derived 1.1 Explains benefits derived 1.1.2 Identifies successful To administer a Pre Test To administer a Pre Test
Objectives from planting trees and fruit- from planting trees and fruit- orchard growers in the
( Write the L Ccode for each) bearing trees to families and bearing trees to families and community or adjacent
communities communities communities
TLE6AG-Oa-1 TLE6AG-Oa-1 TLE6AG-Oa-1
II. CONTENT Benefits derived from Benefits derived from planting Successful orchard growers in
( Subject Matter) planting trees and fruit trees and fruit bearing trees to the community
bearing trees to families and families and communities
communities
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. pp.
2. Learner’s Material pages pp. pp.
3. Textbook pages
4. Additional Materials from https://plantyourtrees.com/c https://plantyourtrees.com/cat
Learning Resource LR atalog/information/bene fits- alog/information/bene fits-of-
portal of-trees trees
B. Other Learning Resources LED tv, ppt, materials for LED tv, ppt, materials for LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers,
activity activity
IV. PROCEDURE
A. Reviewing previous Lesson or Energizer Energizer Energizer
presenting new lesson What have you learned about What have you learned about What are the benefits derived
agriculture when you are in agriculture when you are in from planting trees and fruit-
Grade Five? Grade Five? bearing trees?
B. Establishing a purpose for the Show a picture of an orchard Show a picture of an orchard or Group the pupils into three. Let
lesson or a farm? a farm? them list down the persons that
Ask: What can you say about Ask: What can you say about has an orchard in their
the pictures? the pictures? community?
a. Presenting examples/ instances Group Activites Group Activites Let the group present their
of the new lesson. output.
b. Discussing new concepts and Group Reporting Group Reporting Discuss their output.
practicing new skills.#1
c. Discussing new concepts and What are the benefits derived What are the benefits derived
practicing new skills #2. from planting trees and fruit- from planting trees and fruit-
bearing trees? bearing trees?
d. Developing Mastery 1.The teacher further explains 1.The teacher further explains The teacher further gives
(Lead to Formative Assessment 3) and discuss the background and discuss the background examples of orchard growers in
information through inquiry information through inquiry the community.
approach approach
2. Have the pupils master the 2. Have the pupils master the
concepts. concepts.
e. Finding practical application of Why it is necessary to plant Why it is necessary to plant If you were an orchard grower
concepts and skills in daily living trees? trees? how can you help other people?
f. Making Generalizations and What have you learned? What have you learned? How can we say that an orchard
Abstraction about the Lesson. What are the benefits of What are the benefits of owner is a successful?
planting trees? planting trees?
g. Evaluating Learning Why is it good to plant trees Why is it good to plant trees or List down all the orchard
or fruit –bearing trees? fruit –bearing trees? growers in your community.
h. Additional Activities for Draw a fruit-bearing tree and Draw a fruit-bearing tree and Draw an orchard that you have
Application or Remediation explain the benefits of it. explain the benefits of it. in your community.
V. REMARKS
VI. REFLECTION
C. Learning Competencies/ Listening Comprehension Reading Comprehension Study Strategies/Research Writing and Composition Attitude
Objectives Oral Language Show tactfulness when
Distinguish text type according Use a particular kind of Plan a composition using an communicating with others
Note significant details in the to purpose and language sentence for a specific outline/other graphic
story features through enumeration purpose and audience organizers
Provide evidences using -asking permission
opinion
Write the LC code for each EN6LC-IIIa-2.2 EN6RC-IIIa-3.2.8 EN6SS-IIIa-1.8.1 EN6Wc-IIIa-1.1.6.1 EN6A-IIIa-17
EN6OL-IIIa-1.27
II.CONTENT Noting significant details in the Distinguishing text type Relaying Commands and Organizing Ideas Using Show tactfulness when
story and express opinions according to purpose and Request Using Indirect Graphic Aids communicating with others.
using evidences. language features through Discourse
“The Boastful Shrimp” enumeration
“The Fox in the Well”
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide/Pages Elementary English Elementary English
Elementary English pp.303-307 Elementary English p. 309
pp.239-244 pp.423-429
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from A copy of the story “The A copy of the story, The Fox in Comic strips, flash cards, Graphics organizer, map or Pictures, copy of the selection
Learning Boastful Shrimp”, a the Well, short stories, charts Show Me Boards globe
Resource(LR)portal tablespoon, charts
B. Other Learning tarpapel
Resources
IV.PROCEDURES
A. Reviewing previous Recapitulation of the previous Review the summary of the Recapitulation on the -What is the difference -What is a graphic organizer?
lesson or presenting the lesson on the Varieties of story that was read yesterday. characteristics of a fable. between a command and a
new lesson Sentences; request? -How does it help the
-Compound Sentence -What important values did What is the purpose of the - The command plainly gives beginners to write a selection?
-Simple Sentence you get from the story? fable? an order while a request asks
-Complex Sentence a favor to do or act at a Why should we be familiar with
With the use of proper What is the most important certain task. graphic organizers?
conjunctions. lesson you learned from the
selection? -What is a direct and indirect
discourse?
B. Establishing a purpose The teacher shows a spoon Recall an instance in your life Use flash cards/show me Show a video clip about the Show a picture of a true friend.
for the lesson -It is used for eating. Aside when you did a certain thing boards. Write R if the children from the different
from it is used as eating without thinking of the statement states request parts of the world. -Do you have a friend?
utensil, it can be used in consequences. and C if it shows Command. Let them share opinion.
several ways. Give some of its 1. Listen attentively. -Compare the Filipino -What do you like most about
uses. Examples: ice cream What do you think will happen 2. Please keep your things in Children with the Children of your friend?
scooper, taking in medicines, if you did a certain thing order. the world.
can opener, as a pestle etc. without thinking of the 3. Avoid making too much -The teacher presents a -What do you dislike about
consequences? noise. semantic web. What word him/ her?
4. Stop going around please. can you associate with the
Have the pupils relate their 5. Observe silence. word CHILDREN? If you want to say an honest
experiences. mistake of your friend how do
AnswersCHILDR
may vary. you do it?
Enhance vocabulary words -Play a game: Simon says. Unlock ENN vocabulary words.
through body language. (Teacher uses command or Match column A with column
request. B and write the letter of the
correct answer.
-Read the words aloud 1. Go to the wash room.
2. Keep right! A B
A. Hind legs 3. Kindly speak in a soft 1rebozos a. a pendant
voice. 2. kimono braid of hair at
4. Please lend me your ears. 3. queue the back of
B. Fore legs 5. Come with us. 4. igloo the head.
5. fleet b. an Eskimo
leap 6. hut house
C. c. boat house
d. cottage
Without the
second thought e. a Japanese
D. lose robe fastened with a
sash.
f. a long scarf of
silk worn wrapped about
the head and shoulder and
sometimes over face.
B. Do you have a pet? Share a -Have you seen a fox? Ask the pupils to read and A. Motive Questions: A. Motive Question:
C. Presenting examples/ heroic deed it has done for you (Yes/ Not yet analyze the comic strip. 1. How do children from Why do we need to be tactful
instances of the new lesson or for others. around the world differ from all the time?
Unlocking of Difficulties: each other?
Synonym hunt through -What are the qualities of the Mother: “Lock your room 2. How do children differ in
multiple choice. Encircle the fox in some common stories? before leaving, Jim”. complexion.
letter of the correct answer (Often times fox is wise and 3. How do you compare the
1. The sharp protrusion of a bad) Jim: “Yes, Mother”. clothing’s of the children
shrimp is used to fight against from around the world?
its enemies. -Let us find out if the fox is still Rina: Mother told Jim to 4. Can you make distinctions
a. a part of the body that is the fox we have known lock his door before leaving. as the types of houses in
pointed before. which children from around
b. a part of the body that is Ms.Aguila: “Please polish the world lives?
hidden. the floor, Mang Ambo.” 5. What do they have in
c. a part of the that is plain. common?
d. a part of the body that is Mang Ambo: “Yes Maám”.
dull.
Ricky: Ms. Aguila requested
2. Nothing can pierce an iron Mang Ambo to polish the
shield even an iron sword. floor.
a. to rip of c. to crush
b. to spin d. to go through
Skin
passed by, with fisherman on
board looking for a good catch. 9. What is the moral of the
The boastful shrimp saw his story? hut
the
fisherman saw him. They cast grammar of the selection World
caught in the net, along with -Characters: The Fox and the
other shrimps and fish. Goat
That day, at lunch time, Forms of
Clothing
Group Work What is a Fable? Present a Bubble Talk. Use your own graphic Group Work:
E. Discussing new concepts Each group will have the Teacher calls on three pupils organizer, and supply the Each group will share an
and practicing new skill #2 review of the selection listened (The Fable is a short fictional to act out the dialogue and missing details asked by each instance in their life when they
to. story that is characterized by complete the indirect sub topic. experienced the tactlessness of
A graphic organizer is used in animals and it always gives us command or request. A. SHELTER a certain person.
presenting and developing the a lesson in life.) A. B. CLOTHES How they reacted on it.
skill. The teacher asks each Grandfather: “Obey your
group on action taken by the -What is the purpose of a parents, Jojo”. Children Around
the world
boastful shrimp and later asks fable? .
for inferences on alternative Jojo: “Yes Lolo”. C. COLOR OF THE SKIN
actions. (The purpose of a fable is to D. COUNTRY ORIGIN
-What did we do to be able to entertain and to inform.) Shiella: Obey your parents,
give alternative actions to the Jojo.
action taken by the character -What makes it unique?
in the story they read. B.
-Presentation of each group (It is characterized by animals
having the attributes of Millie: “Rizza, Please help
humans.) me finish my homework”.
Rizza: “Sure”.
The teacher reads 10
statements and the pupils will Raffy:
identify whether it is a fact or Millie____Rizza____finish__
a bluff. (FACT OR BLUFF CARD) ___project
Answer:
Bluff 1. The animals can think.
Millie asked Rizza to help
Bluff 2. The goat is a friend to her finish her project.
the fox.
Answers:
1. Rico ordered Eric to water
the plants.
2. Liza asked Annie to check
the papers for her.
3. Mr. Mirasol told Jose to
submit his project early
tomorrow.
4. The maid requested the
children to stay in their
room.
G. Finding A. FIND THE GEMS: A. ACT ME OUT: A. WORKING IN TANDEM: LET’S DO IT! Look for a tandem/ partner and
practical/applications of -Read the story of the selection Prepare an outline about think of a situation.
concepts and skills in daily The Story of the Tiny Frog. - Group the pupils into 3 to - Find a partner and how you want to spend your Deliver a one minute dialogue
living
GROUP WORK: Group the role play the selection below. create a usual Christmas using the using the tactful way of
pupils into four. -Group I to entertain scenario in class clustering of ideas. communicating with others.
-Group I is assigned to look for that shows the use Checking after immediate The teacher checks the activity
the Characters in the story. -Group II to persuade or of a command and submission of work. immediately using the RUBRIC.
-Group II is assigned to look for convince. request in direct
the Settings. -Group III to inform and indirect
-Group III is assigned to look discourse.
for the Plot by sequencing the A Raven and a Swan
- Each tandem is
events in the story in five e
expected to present
sentences. A Raven, which you know is
- Group IV is assigned to look black as coal, was envious of their work in one
for the Theme of the Story. the Swan, because her minute.
-Write each output in the feathers were as white as the
Manila Paper and each groupo purest snow. The foolish bird B. The teacher checks
will assign a presentor in front got the idea that if he lived the pupils work
of the class. like the Swan, swimming and immediately. Using
-The teacher gives the final diving all day long and eating the Rubric for
correction/ clarification after the weeds and plants that making a dialogue.
each presentor. grow in the water, his feathers
would turn white like the
The Story of The Tiny Frog
Swan's. So he left his home in
There once was a bunch of tiny the woods and fields and flew
frogs who got together to down to live on the lakes and
arrange a competition to reach in the marshes. But though he
to the top of the highest tower washed and washed all day
in town. long, almost drowning himself
at it, his feathers remained as
As the date for the competition black as ever. And as the
was announced, the news water weeds he ate did not
spread everywhere and crowd agree with him, he got thinner
in large numbers gathered and thinner, and at last he
around the tower to see this died.
interesting competition and
cheer on the contestants. The B. The teacher uses the
crowd did not really believe Rubrics below for checking
any of these little frogs were the role play.
going to make it to the top of
the tower. Yet they were Role-Play Rubric BLM G–17
Name:
curious… _________________________
_____ Date:
The competition began, the _____________________
frogs quickly started to ascend Activity:
and the crowd cheered! ________________________
Role played:
As a few moments passed, _____________________
someone from the crowd Assessment done by:
shouted, "Not a chance that _________________________
they will succeed! The tower is _____________________
too high!" Criteria: Rating: Speech was
clear with appropriate volume
Another spectator said, "Yes, and inflection. 5 4 3 2 1 Role
they will never make it to the was played in a convincing,
top. It's way too difficult!" consistent manner. 5 4 3 2 1
Arguments and viewpoints
expressed fit role played. 5 4 3
As the competition continued,
2 1 Costumes and props were
some of the tiny frogs began
effectively used. 5 4 3 2 1
collapsing. One by one… tired…
Role-play was well prepared
exhausted… But the race
and organized. 5 4 3 2 1 Role-
continued… as those who still
play captured and maintained
had the fight left, passionately
audience interest. 5 4 3 2 1
continued to climb higher and
Additional Criteria:
higher…
_________________________
_________________________
In the excitement and anxiety
____________
the crowd continued to yell, "It
_________________________
is too difficult. No one will
_________________________
make it!"
____________
_________________________
More tiny frogs got tired and _________________________
gave up. They all continued to ____________
give up one by one, until there _________________________
was only ONE little frog left in _________________________
the competition who ____________ Comments:
continued to climb higher and _________________________
higher and higher… _________________________
____________
This one wouldn’t give up! _________________________
_________________________
This one tiny frog who, after a ____________
big effort was the only one _________________________
who reached the top! This little ________________
soul was the winner! He made
it! He got the glory!
H. Making generalization Ask: How do we get the Pupils will state the Fable’s Ask: What is Command? Ask: What is the importance Ask; How do we show
and abstraction about the significant details in the story concepts. What is Request? of organizing ideas through tactfulness in communicating
lesson. read? -What is a direct discourse? graphic organizer? with others?
Concept Formation: -What is indirect discourse? Concept Formation: The Concept Formation:
Concept Formation: Noting the Fable is a fictional story that clustering graphic organizer 1. Be honest but always
significant detail is reading has a purpose of entertaining Concept Formation: shows and separates the consider the feelings of others.
between the lines to get the and informing the readers. It In the reported command, developed ideas from other There are many ways in
main idea of the story, how it is peopled by animals that are the verb “said” is not used, ideas. The use of the CGO communicating without hurting
started, developed and ended capable of talking and instead, “told”. The word provides the organization of the feelings of others.
with the help of the characters expressing feelings as humans “to” is added before the ideas easy to understand,
and other elements of the verb. making learning more
story. enjoyable
-In reporting request, the .
verb “asked” or “requested”
is used instead of “told”.
The word “please” is
dropped.
The quotation marks are
dropped.
Examples:
Direct:
I. Evaluating Learning Number each statement The teacher will read the Read the short paragraph Use a graphic aid to organize Write T if it shows tactfulness
according on how the story selections orally and the below. Follow what you are the ideas in the given for each situation.
happened. pupils will identify its purpose. asked to do. paragraph.
_____The old shrimp advised 1. Ultra was lying down on the ______1. Kindly do your work
the handsome shrimp not to back porch when suddenly his It was vacation time. Provide a Title to the on time because it can help in
show off too much. friend Kitten went to him and Being the eldest, Lina was paragraph. our performance rating.
_____When one day a she invited him to visit their assigned by her mother to pp.428-429
fisherman was looking for a friend Sky at the pen. clean the house. In order to _______2. Work fast, you
good catch. 2. The Frog went out for she finish early, she called her 1. The Filipino is a very waste our time.
_____The handsome Shrimp hate himself for being useless. brothers and sisters to help respectful person. He shows
starts to brag about his He couldn’t croak and jump. her. due respect to his parents, _______3. We can finish the
handsomeness and athletic After he fell into a deep well elders and to people in task on time if we will help
figure. and was about to face his Identify her statement if it authority. He never misses each other.
_____He was caught by fishing death, he was able to bring his is a command or request saying the word “po” and _______4. It is much better if
net of the fisherman. best and did even better. He is then transform each into a “opo”. This is a Filipino way we are a help than a burden to
_____The boastful shrimp was certain that no one could help reported form. Of showing respect, which other,
cooked and eaten at lunch. us except our own self. we are very proud of. He
3. The Free Bird cried, “My _______1. “Kevin, please kisses the hands of parents _______5. Speak like no one is
Darling sing the song of the dust the furniture”. and grandparents as a unique listening to you.
woodlands.” _______2. “Susie, arrange way of showing respect to
The caged bird said, “Sit by my the books and magazines”. elders. He calls his older
side; I’ll teach you the speech _______3. “Husk the floor, brother “Kuya and his older
of the learned.” Ruben.” sister “ate”.
4. There was a turtle that _______4. “Help me put
couldn’t stop talking and the some plants inside, Roy”.
geese made a challenge to _______5. “Please be
bring her to the nice place if careful with the plates,
she could promise not to talk Susie”.
because she will be carrying a
stick on her mouth. The turtle
agreed and so they flew to the
place. They heard people
saying something about them
and the turtle spoke. She fell
dead on the ground.
5. The monkey who was so
wise ate all the bananas and
went down without noticing
the thorns planted by his
friend turtle. His selfishness
ruined him.
J. Additional activities for Read a short story or dialogue. Read another fable and fill up Read and tell what the Write a paragraph from the Cut out a comic strip and
application or remediation Write the plot in 5 sentences. the SWBS Chart meeting the person in each sentence given topics and present it to compose a comic balloon for
details in the story. said. the class using a graphic each conversation. Always use
-Be ready to share it in class. SWBS: Plot AUTHOR:__________ organizer. a tactful way of communicating
Chart 1. Father said, “Avoid
PURPOSE:_________ A. Effect of Smoking on One’s your thoughts and feelings.
TITLE:____ playing near the pool, John”. Health
S- 2. “Please help me with my B. Students’ Addiction to
Somebody toy, Sandy”, Sam said. Internet Gaming
W- Wanted 3. “Pray before sleeping C. How Do You Celebrate
B- But Ela”, aunt Norma said. Christmas?
S- So 4. Estella said, “Please allow
me to visit my friend,
Grandma.”
5. “Proceed to my office”
the Principal said.
V.REMARKS
VI. REFLECTION
A.No of learners who
earned 80% in the
evaluation
B. No of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these works?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
GRADE 6 Paaralan: SISIMAN ELEMENTARY SCHOOL Baitang / Antas: VI
Guro: JESSICA M. BAUTISTA Asignatura: FILIPINO
DAILY LESSON LOG
Petsa / Oras: November 4-8, 2019 (WEEK 1) Markahan: 3RD QUARTER
B.Pamantayan sa Pagganap Nagagamit sa pagsasalaysay Nabibigyang kahulugan ang Nakasusulat ng isang Nakasusulat ng isang Natutukoy ang mga
(Performance Standards) ang mga pandiwa na nasa iba’t- kilos, gawi at pananalita ng maikling reaksyon maikling reaksyon pandiwang ginamit at
ibang aspekto mga tauhan sa akda tungkol sa tungkol sa napapanahong ang aspekto nito
napapanahong paksa paksa
C. Mga Kasanayan sa Pagkatuto Paggamit sa Pagsasalaysay ng Pagbibigay Kahulugan sa Pagsulat ng Isang Pagsulat ng Isang Pagtukoy sa mga
(Learning Competencies) mga Pandiwa na Nasa Iba’t- Kilos, Gawi at Pananalita ng Maikling Reaksyon Maikling Reaksyon Pandiwang Ginamit at
ibang Aspekto mga Tauhan sa Akda Tungkol sa Tungkol sa ang Aspekto Nito
Napapanahong Paksa Napapanahong Paksa
II.NILALAMAN (Content)
III. KAGAMITANG PANTURO (Learning
Resources)
A.Sanggunian (References)
1.Mga pahina sa Gabay ng Guro (Teacher’s Guide BEC/PELC FIL. VI PAGSASALITA BEC/PELC FIL. VI PAGBASA BEC/PELC FIL. VI BEC/PELC FIL. VI PAGSULAT BEC/PELC FIL VI
Pages) PH. 4 ph. 4 PAGSULAT ph. 4 ph. 4 PAGSASALITA Ph. 4
2.Mga Pahina sa Kagamitang Pang-Mag-aaral
(Learner’s Materials Pages)
3.Mga pahina sa Teksbuk (Textbook Pages) Banghay Aralin sa Filipino Banghay Aralin sa Filipino Banghay Aralin sa Filipino 6,
6, ph. 142-146 6, ph. 110-111 ph. 110-111
4. Karagdagang Kagamitan mula sa portal ng Learning
Resource (Additional Materials from Learning
Resources (LR) Portal)
B.Iba pang Kagamitang Panturo (Other Manila Paper, Larawan Larawan, Tsart Tsart Tsart Manila paper
Learning Resources)
IV.PAMAMARAAN (Procedures)
A.Balik-Aral sa nakaraang aralin at/o Ano ang pandiwa? Magbigay ng Ano-ano ang aspekto ng Ano-ano ang mga dapat Ano-ano ang mga dapat Ano-ano ang mga dapat
pagsisimula ng aralin (Review Previous halimbawa ng mga salitang pandiwa? tandaan sa pagbibigay ng tandaan sa pagbibigay ng tandaan sa pagbibigay ng
Lessons) kilos o pandiwa at gamitin sa Magbigay ng halimbawa at kahulugan sa kilos, gawi kahulugan sa kilos, gawi at reaksyon?
sariling pangungusap. gamitin sa pangungusap. at pananalita ng mga pananalita ng mga tauhan Pagwawasto sa takdang-
Pagwawasto sa Itinakdang- tauhan sa akda? sa akda? aralin.
Gawain.
Pagwawasto sa Takdang- Pagwawasto sa Takdang-
Aralin. Aralin.
B. Paghahabi sa layunin ng aralin Sino-sino angating mga ninuno Paano mahihinuha ang Ano-ano ang mga Ano-ano ang mga Sino sa inyo ang may
(Establishing purpose for the Lesson) na unang dumating sa katangian o damdaming napapanahong isyu o napapanahong isyu o pinag- alagang pato?
Pilipinas? ipinahahayag ng iyong pinag-uusapan ngayon? uusapan ngayon? Ano-anong mga
kapwa? Madali ba itong pakinabang ang
Hanggang sa mgayon ay Makita? Ano naman ang inyong Ano naman ang inyong makukuhan natin sa
nakikita parin natin ang mga masasabi tungkol dito? masasabi tungkol dito? pag-aalaga nito?
lahi nila. Maaari mo bang Paghawan ng balakid:
ilarawan ang kanilang naging Hanapin ang kahulugan ng Paghawan ng balakid:
pamumuhay? tambalang-salita na nasa
kaliwa sa mga salita o 1.Mapapawi ang sakit
pariralang nasa kanan. kung ating gagamutin.
Isulat lamang ang titik. 2.Mag-ingat ka sa iyong
Alam niyo bang sa Kalibo Aklan daraanan baka ka
ay taon-taon nilang ____1. Bukang-liwayway matalisod.
ipinagdiriwang ang Ati-atihan? ____2 . basing-sisiw 3.Tumatawa at tila
Paano kaya nagsimula ang ____3. Buhay-hari nanunuya pa ang
ganitong pagdiriwang? ____4.kakaning-itik kanyang kaaway nang
Alamin natin. siya ay pagalitan.
a.madaling-araw
b.api-apihan
c.mayaman
d.kaawa-awa
C. Pag-uugnay ng mga halimbawa sa Pagbasa sa talatang nakasulat Sino sa inyo ang umaalis ng Pagbasa sa maikling Pagbasa sa maikling Paglalahad sa tulang”Ang
bagong aralin (Presenting examples sa Manila Paper,”Ati-atihan sa bahay kahit hindi kuwento na nasa ph. kuwento na nasa ph. 111- Pato at ang Bulati”.
/instances of the new lessons) Kalibo Aklan”. pinapayagan? Alam ba 111-112, Gintong Aklat sa 112, Gintong Aklat sa
ninyo ang nararamdaman Pagbasa. Pagbasa. Tumawag ng isang mag-
ng mga magulang kapag aaral na mahusay
hindi sinusunod ang bumasa at ipabasa ito
kanilang payo? nang malakas.
Pagbasa sa
kuwentong”Liwanag sa
Dilim”.
D. Pagtatalakay ng bagong konsepto at 1.Tungkol saan ang talata? 1.Bakit nagpasya si Henry 1.Bakit nagtungo ang 1.Bakit nagtungo ang 1.Bakit tinawag ng inahin
paglalahad ng bagong kasanayan #1 2.Ayon sa talata, sino sa ating na sumama sa mga Pangulo at Unang Ginang Pangulo at Unang Ginang sa ang mga inakay?
(Discussing new concepts and mga ninuno ang unang naghahanap ng sa Barangay Kalayaan? Barangay Kalayaan? 2.Ano ang samo ng
practicing new skills #1. dumating sa lugar ng Panay? kayamanan? 2.Paano makatutulong 2.Paano makatutulong ang bulati?
3.Ilarawan ang naging buhay ng 2.Ano-anong mga ang pabahay sa mga pabahay sa mga iskwater? 3.Dapat bang maniwala
mga Ati sa kabundukan? Mga katangian ni Henry ang iskwater? 3.Sa inyong palagay, agad tayo sa pangako ng
Malayo? iyong kaibigan? 3.Sa inyong palagay, makatutulong bas a mga isang tao? Bakit?
4.Paano nagkaroon ng Ati- 3.Kubng ikaw ang nanay ni makatutulong bas a mga iskwater ang pagkawala ng 4.Anong aral ang iyong
atihan sa Kalibo Aklan? Henry, anong payo ang iskwater ang pagkawala Smokey Mountain? Bakit? napulot sa tula?
maibibigay mo sa kanya? ng Smokey Mountain?
4.Angkop baa ng kuwento Bakit?
ang pamagat na “Liwanag
sa Dilim”? Ipaliwanang ang
sagot.
E. Pagtatalakay ng bagong konsepto at Balikan natin ang talata: 1.Pagsagot sa mga tanong Pangkatang Gawain: Pangkatang Gawain: Isulat Pagbasa sa mga
paglalahad ng bagong kasanayan #2 1.Ano-anong pandiwa ang na may pag-iisip. Isulat sa isang manila sa isang manila paper ang pandiwang ginamit sa
(Discussing new concepts & practicing ginamit sa talata? 2.Ipakita ang semantic paper ang inyong sagot inyong sagot sa mga tula. Halimbawa:
new slills #2) 2.Isulat ito sa pisara. webbing ang katangian ni sa mga katanungan katanungan kasama ng
3.Ipabasa ang lahat ng Henry at ng kanyang Ina. kasama ng iyong iyong pangkat. Humanda sa tinawag, tinuka
pandiwang naibigay. pangkat. Humanda sa paglalahad nito sa klase.
4.Nasa anong aspekto ang mga paglalahad nito sa klase. Kailan ginawa ang kilos?
H
pandiwang ginamit sa talata? Paano natin gagawin ang
5.Magpabigay ng iba pang mga pandiwang ito sa
halimbawa ng mga pandiwang aspektong ginagawa pa,
e
nasa iba’t-ibang aspekto at at gagawin pa lamang?
ipagamit ang mga ito sa Anong panlapi ang
pangungusap. idinagdag upang mabuo
ang aspektong ginagawa
n
at gagawin pa lamang?
F. Paglinang sa Kabihasaan (Tungo sa Ipagawa ang Magbigay ng iba pang
Formative Assesment 3) Pagpapayamang halimbawa at tumawag
Developing Mastery (Leads to Gawain:Gawain 1 sa ph. ng ilang mag-aaral na
r
Formative Assesment 3) gagawa sa pisara.
143 banghay aralin sa
Filipino 6. Ibigay ang aspektong
ginagawa at gagawin pa
y
lamang:
1.sumayaw
2.tinuruan
3.ipinagluto
G. Paglalapat ng aralin sa pang araw- Pangkatang Gawain: Magbigay ng iyong Magbigay ng iyong Pangkatang Gawain:
araw na buhay (Finding Practical Pangkatin ang klase. Sabihing reaksyon tungkol sa reaksyon tungkol sa Magbigay ng tiglimang
Applications of concepts and skills in sila ay gagawa o susulat ng nagaganap na isyu nagaganap na isyu tungkol pandiwa na nasa iba’t-
daily living) isang talata tungkol sa kanilang tungkol sa droga sa ating sa droga sa ating bansa. ibang aspekto at gamitin
magiging paksa. Gumamit ng bansa. ito sa pangungusap.
mga pandiwang nasa iba’t-
ibang aspekto. Ipaalala ang
wastong hakbang sa pagsusulat
ng talata.
I.OBJECTIVES
A.Content Standards Demonstrates understanding of the Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Weekly Test
concept of musical forms and musical the concept of musical forms and the concept of musical forms and the concept of musical forms 1. Administerin
symbols musical symbols musical symbols and musical symbols g test
questions
correctly
2. Administerin
g of weekly
test in Music
6
3. Setting of
Standards
4. Test Proper
5. Checking of
Test Results
B.Performance Standards Performs accurately the design of Performs accurately the design of Performs accurately the design of Performs accurately the design
structure of a given musical piece structure of a given musical piece structure of a given musical piece of structure of a given musical
piece
C.Learning Analyzes the musical forms of the Analyzes the musical forms of the Uses the different repeat marks Uses the different repeat marks
Competencies/Objectives following following that are related to form; that are related to form;
1. Leron Leron Sinta 1. Leron Leron Sinta 1. Da Capo (D.c) Da Capo (D.c)
2. Silent Night 2. Silent Night 2. Dal Segno (D.S.) Dal Segno (D.S.)
3. Happy Birthday 3. Happy Birthday 3. Al Fine (up to the end) Al Fine (up to the end)
4. Joy to the world 4. Joy to the world 4. D.C. al Fine (repeat from D.C. al Fine (repeat from
5. Bahay Kubo 5. Bahay Kubo beginning until the word beginning until the word fine)
6. Ili-Ili Tulog Anay 6. Ili-Ili Tulog Anay fine) II: :II
7. Paru-Parung Bukid 7. Paru-Parung Bukid 5. II: :II /----/ /-----/
8. Ang Bayan Ko 8. Ang Bayan Ko 6. /----/ /-----/ (Ending 1, ending 2)
9. Pamulinawen 9. Pamulinawen (Ending 1, ending 2) MU6FO-IIIc-3
10. Tinikling 10. Tinikling MU6FO-IIIc-3
11. Lupang Hinirang 11. Lupang Hinirang
MU6FO-IIIa-b-2 MU6FO-IIIa-b-2
II.CONTENT Forms Forms Forms Forms
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages The 21st Century MAPEH in Action The 21st Century MAPEH in Action The 21st Century MAPEH in The 21st Century MAPEH in
p.44-47 p.44-47 Action p.48 Action p.48
4.Additional materials from MISOSAA$-module 23 MISOSAA$-module 23 MISOSA4-module 17 MISOSA4-module 17
learning resource (LR) portal Manwal ng Guro Umawit at Manwal ng Guro Umawit at
Gumuhit 5 Valdecantos, Emelita Gumuhit 5 Valdecantos, Emelita
C, 1999 pp. 39, 38-40 C, 1999 pp. 39, 38-40
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or What is pollution? What is form? What is ternary? Identify the symbol
presenting the new lesson Give the different types. II: :II
B.Establishing a purpose for the Let the pupils identify the different Form 4 groups. Each will be giving Give the symbol for repeat marks What is the importance of
lesson songs. examples of songs according to in music. musical symbols like repeat
1. Happy birthday forms. Let the other group guess marks or ending marks in a
2. Bahay Kubo the forms. musical composition?
C.Presenting Examples/ instances Let them identify the forms of the Singing of songs according to the Draw the repeat and ending sign Identify the repeat marks in the
of the new lesson songs..How many times did u sing it? different forms for music. Ex II: :II composition.
(The teacher shall provide a
copy with symbols)
D.Discussing new concepts and Form in music is the way a musical What is form? Repeat marks for forms are the Using the songs given to them
practicing new skills #1 composition is arranged. This following: they will form 4 groups and they
composition could be either any 1. Da Capo(D.C.) repeat will sing the song according to
musical piece as sung by vocalists or from beginning of the the musical marks.
singers or the music created by composition
means of musical instruments. 2. Dal Segno(D.S )indicates
that the musical piece is
to be repeated from the
sign S.
3. Da CapoAndDal Segno-
have the same purpose
in repeating the
particular sections
except in the exact
places where to begin.
They also end with the
word “Fine”.
4. D.C. Al Fine- means that
the section is to be
repeated from the
beginning up to the
word “Fine” or up to the
end.
E.Discussing new concepts and Diff Kinds Of Forms: Review on the different kinds of What is a Choir?
practicing new skills #2 1. Unitary Form- contains only forms Have u been a member of a
one section which remains choir?
the same all throughout the
whole composition ex.
Dandansoy
2. Binary(AB)- made up of two
musical parts or has two
different melodic ideas. Ex
Paru-Parung Bukid
3. Ternary- utilizes a three-
part form represented by
(ABC) and sometimes, third
part is a repititon of the first
part represented by (ABA)
Ex. Lupang Hinirang
4. Rondo (ABACA) is made
upfive or more musical parts
with some repetitions. Ex.
Maligayang Araw
F.Developing Mastery What are the different forms? Give What are the different forms? Give the different repeat marks What are the different repeat
examples for each. Give examples for each. related to form with its meaning. marks?
G.Finding Practical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning Identify the musical forms of the Give examples of each form by Identify the following repeat
Following songs group (singing) marks.
1. Happy Birthday
1. have the same purpose
2. Maligayang Araw
in repeating the
3. Leron Leron Sinta
particular sections
4. Dandansoy
except in the exact
5. Lupang Hinirang
places where to begin.
They also end with the
word “Fine”.
2. repeat from beginning
of the composition
3. means that the section
is to be repeated from
the beginning up to the
word “Fine” or up to
the end.
4. indicates that the
musical piece is to be
repeated from the sign
S.
5.end of the song.
J.additional activities for
application or remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilangng mag-aaralnanakauhang
80% sapagtatayao.
B.Bilangng mag-
aaralnanangangailanganngiba pang
Gawain para sa remediation
C.Nakatulongbaangremedial?
Bilangng mag-
aaralnanakaunawasaaralin.
D.Bilangng mag-
aaralnamagpapatuloysa
remediation
E.Alinsamgaestratehiyangpagtutur
oangnakatulongnglubos?Paanoiton
akatulong?
F.Anongsulioraninangakingnaranas
annasolusyunansatulongngakingpu
nungguro at superbisor?
G.Anongkagamitangpanturoangaki
ngnadibuhonanaiskongibahagisaka
pwakoguro?