DLL Qtr. 2 Week 2 - (No Epp)

GRADES 1 to 12 Paaralan KALANGAHAN ELEMENTARY SCHOOL Baitang/Antas V-FAITHFUL
DAILY LESSON LOG Guro MELLANIE A. TAMARES Asignatura FILIPINO

(Pang-araw-araw na
Tala sa Pagtuturo) Petsa/Oras AUGUST 21-25, 2017 Markahan Second/Week 2
Lunes Martes Miyerkules Huwebes Biyernes

I. LAYUNIN Nasasagot ang mga literal na tanong sa napakinggang teksto
A. Pamantayang Pangnilalaman Naipamamalas ang pagpapahalaga Naipamamalas ang pagpapahalaga Naipamamalas ang pagpapahalaga Naipamamalas ang pagpapahalaga Naipamamalas ang
at ksanayan sa paggamit ng wika sa at ksanayan sa paggamit ng wika sa at ksanayan sa paggamit ng wika sa at ksanayan sa paggamit ng wika sa pagpapahalaga at ksanayan sa
komunikasyon at pagbasa ng ibat komunikasyon at pagbasa ng ibat komunikasyon at pagbasa ng ibat komunikasyon at pagbasa ng ibat paggamit ng wika sa
ibang uri ng panitikan ibang uri ng panitikan ibang uri ng panitikan ibang uri ng panitikan komunikasyon at pagbasa ng
ibat ibang uri ng panitikan
B. Pamantayan sa Pagaganap Napahahalagan ang wika at Napahahalagan ang wika at Napahahalagan ang wika at Napahahalagan ang wika at Napahahalagan ang wika at
panitikan sa pamamagitan ng pagsali panitikan sa pamamagitan ng pagsali panitikan sa pamamagitan ng pagsali panitikan sa pamamagitan ng pagsali panitikan sa pamamagitan ng
sa usapan at talakayan, paghiram sa sa usapan at talakayan, paghiram sa sa usapan at talakayan, paghiram sa sa usapan at talakayan, paghiram sa pagsali sa usapan at talakayan,
aklatan, pagkukuwento, pagsulat ng aklatan, pagkukuwento, pagsulat ng aklatan, pagkukuwento, pagsulat ng aklatan, pagkukuwento, pagsulat ng paghiram sa aklatan,
tula at kuwento tula at kuwento tula at kuwento tula at kuwento pagkukuwento, pagsulat ng tula
at kuwento
C. Mga Kasanayan sa Pagkatuto F5TA-00-1 F5TA-00-1 F5TA-00-1 F5TA-00-1 F5TA-00-1
(Isulat ang code ng bawat Nakikinig at nakatutugon nang Nakikinig at nakatutugon nang Nakikinig at nakatutugon nang Nakikinig at nakatutugon nang Nakikinig at nakatutugon nang
kasanayan) angkop at wasto angkop at wasto angkop at wasto angkop at wasto angkop at wasto
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Kagamitang Pang-

Mag-aaral
3. Mga pahina sa Teksbuk Hiyas ng Pagbasa 5 pp.112-115 Hiyas ng Pagbasa 5 pp.112-115 Filipino, Yaman ng Lahing Filipino, Yaman ng Lahing Filipino, Yaman ng Lahing
Hiyas sa Pagbasa 5 pp. 80-82 Hiyas sa Pagbasa 5 pp. 80-82 Kayumanggi 6 pp.29-32 Kayumanggi 6 pp.29-32 Kayumanggi 6 pp.29-32
Binhi Wika at Pagbasa 5 pp. 94-95 Binhi Wika at Pagbasa 5 pp. 94-95 Binhi Wika at Pagbasa 5 pp. 94-
F5PS-IIae-8.7 F5PS-IIae-8.7 95
F5PS-IIae-8.7
4. Karagdagang Kagamitan mula sa
portal ng Learning Resource
B. Iba pang Kagamitang Panturo Kwento Kwento Tarpapel Tarpapel Tarpapel
tarpapel tarpapel Manila paper Manila paper Manila paper
larawan larawan plaskard plaskard plaskard
plaskard plaskard
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Paglalarawan sa mga tauhan at Paglalarawan sa mga tauhan at Sino ang kauna-unahang Pilipinong Sino ang kauna-unahang Pilipinong Sino ang kauna-unahang
at/o pagsisimula ng bagong tagpuan sa napanood na pelikula tagpuan sa napanood na pelikula optometrist ayon sa talambuhay na optometrist ayon sa talambuhay na Pilipinong optometrist ayon sa
aralin kahapon kahapon atin binasa kahapon? atin binasa kahapon? talambuhay na atin binasa
kahapon?
B. Paghahabi sa layunin ng aralin Nasasagot ang mga literal na tanong Nasasagot ang mga literal na tanong Nakapagbibigay ng panutong may 3- Nakapagbibigay ng panutong may 3- Nakapagbibigay ng panutong
sa napakinggang teksto sa napakinggang teksto 5 hakbang 5 hakbang may 3-5 hakbang
C. Pag-uugnay ng mga halimbawa sa Magpakita ng larawan ng Magpakita ng larawan ng Narinig o nabasa ninyo na ba ang Narinig o nabasa ninyo na ba ang Narinig o nabasa ninyo na ba
bagong aralin optometrist. optometrist. kwento buhat sa bibliya tungkol kay kwento buhat sa bibliya tungkol kay ang kwento buhat sa bibliya
Paghawan ng Balakid Paghawan ng Balakid Noe? Noe? tungkol kay Noe?
Ipabasa ang Tuklasin Mo Ipabasa ang Tuklasin Mo Pagganyak na Pagganyak na Pagganyak na
Tanong Tanong Tanong
Paano ipinakita ni Noe ang kanyang Paano ipinakita ni Noe ang kanyang Paano ipinakita ni Noe ang
katapatan sa paglilingkod sa Diyos? katapatan sa paglilingkod sa Diyos? kanyang katapatan sa
paglilingkod sa Diyos?
D. Pagtatalakay ng bagong konsepto Iparinig ang talambuhay Ang Iparinig ang talambuhay Ang Ipabasa ang Basahin Mo Ipabasa ang Basahin Mo Ipabasa ang Basahin Mo
at paglalahad ng bagong kasanayan Kauna-unahang Pilipinong Kauna-unahang Pilipinong
#1 Optometrist Optometrist
Ang Kauna-unahang Pilipinong Ang Kauna-unahang Pilipinong
Optometrist Optometrist
(Talambuhay) (Talambuhay)
Ang pagsisikap, kapatid ng pag- Ang pagsisikap, kapatid ng pag-

unlad. unlad.
Minsan pay pinatunayan Minsan pay pinatunayan
ng isang Pilipinong taga-Kalibo, Aklan ng isang Pilipinong taga-Kalibo, Aklan
ang laging sawikain ni Pangulong ang laging sawikain ni Pangulong
Manuel Luis Quezon na Ang Manuel Luis Quezon na Ang
mahirap ay lalong dapat magsikap. mahirap ay lalong dapat magsikap.
Pinatunayan ni Federico B. Sarabia, Pinatunayan ni Federico B. Sarabia,
ang batang Aklanenio na noong 1899 ang batang Aklanenio na noong 1899
sa gulang na labingdalawang taon ay sa gulang na labingdalawang taon ay
nagtrabaho sa baraks ng isang nagtrabaho sa baraks ng isang
Kapitan ng Sundalong Amerikano. Kapitan ng Sundalong Amerikano.
Nagustuhan siyang isama ng Kapitan Nagustuhan siyang isama ng Kapitan
sa San Francisco, California. sa San Francisco, California.
Naipagpatuloy niya ang kaniyang Naipagpatuloy niya ang kaniyang
pag-aaral nang libre sa sekundarya sa pag-aaral nang libre sa sekundarya sa
California Agro-Industrial School. California Agro-Industrial School.
Nag-aaral siya sa araw at Nag-aaral siya sa araw at
nagtatrabahoo sa gabi bilang nagtatrabahoo sa gabi bilang
katulong. katulong.
Noong 1903, lumipat siya Noong 1903, lumipat siya
ng Chicago at bilang Kitchen Boy ng Chicago at bilang Kitchen Boy
naipagpatuloy niya ang kaniyang pag- naipagpatuloy niya ang kaniyang pag-
aaral sa Northern Illinois College of aaral sa Northern Illinois College of
Optometry. Lumipat siya sa New York Optometry. Lumipat siya sa New York
at nagtatrabaho siya sa araw sa Eye at nagtatrabaho siya sa araw sa Eye
Infirmary at sa gabi ay tagapagluto sa Infirmary at sa gabi ay tagapagluto sa
New York Hotel. Noong 1906, New York Hotel. Noong 1906,
ipinasiya na niyang bumalik sa ipinasiya na niyang bumalik sa
Pilipinas. Halos isang taon siyang Pilipinas. Halos isang taon siyang
naglayag bago siya nakarating sa naglayag bago siya nakarating sa
Pilipinas. Pilipinas.
Noong 1907, napangasawa Noong 1907, napangasawa
niya ang dati niyang kababata, si niya ang dati niyang kababata, si
Rosalia Gonzales at nanirahan sila sa Rosalia Gonzales at nanirahan sila sa
Iloilo at ditoy nagtayo sila ng kauna- Iloilo at ditoy nagtayo sila ng kauna-
unahang Optometry Clinic. Binigyan unahang Optometry Clinic. Binigyan
sila ng Diyos ng 13 anak na sila ng Diyos ng 13 anak na
napagtapos nilang lahat sa pag-aaral. napagtapos nilang lahat sa pag-aaral.
Karamihan sa kaniyang mga anak at Karamihan sa kaniyang mga anak at
mga inapo ay sumunod sa kaniyang mga inapo ay sumunod sa kaniyang
mga yapak. Katulad niya, naging mga yapak. Katulad niya, naging
matagumpay silang optometrist at matagumpay silang optometrist at
ophthalmologist. Napalaganap nila ophthalmologist. Napalaganap nila
ang kanilang klinika sa ibat ibang ang kanilang klinika sa ibat ibang
kapuluan ng Pilipinas. Sa Luzon, kapuluan ng Pilipinas. Sa Luzon,
matatagpuan ang kanilang klinika sa matatagpuan ang kanilang klinika sa
Maynila at may dalawa namang Maynila at may dalawa namang
klinika sa Sta.Cruz, Laguna. Sa klinika sa Sta.Cruz, Laguna. Sa
Visayas, matatagpuan naman ang Visayas, matatagpuan naman ang
apat nilang klinika sa Lungsod ng apat nilang klinika sa Lungsod ng
Iloilo, lima sa Lungsod ng Bacolod, at Iloilo, lima sa Lungsod ng Bacolod, at
dalawa sa Lungsod ng Cebu. dalawa sa Lungsod ng Cebu.
Hindi lamang nila ito Hindi lamang nila ito
napalaganap sa Pilipinas kundi pati sa napalaganap sa Pilipinas kundi pati sa
ibang bansa tulad ng San Jose, ibang bansa tulad ng San Jose,
California at New York City. Hindi California at New York City. Hindi
lamang mahusay mahusay na lamang mahusay mahusay na
optometrist si Dr. Federico Sarabia, optometrist si Dr. Federico Sarabia,
mahusay din siyang negosyante. mahusay din siyang negosyante.
Nakapagpatayo siya ng kolehiyo para Nakapagpatayo siya ng kolehiyo para
sa Optometry noong 1932. sa Optometry noong 1932.
Nakapagpatayo rin siya sa Aklan ng Nakapagpatayo rin siya sa Aklan ng
paaralan. Ito ay ang Aklan Academy paaralan. Ito ay ang Aklan Academy
sa Kalibo. Kasosyo rin siya ng sa Kalibo. Kasosyo rin siya ng
Amerikano sa Wright Furniture at ng Amerikano sa Wright Furniture at ng
mga Italyano sa Sausage Company. mga Italyano sa Sausage Company.
Nakabili rin siya ng may 80 ektaryang Nakabili rin siya ng may 80 ektaryang
niyugan sa Pulo ng Boracay. Si Dr. niyugan sa Pulo ng Boracay. Si Dr.
Federico Sarabia ay isa ring tunay na Federico Sarabia ay isa ring tunay na
makabayan. Siya ang nagtatag ng makabayan. Siya ang nagtatag ng
Cruz Rojo na katulad ng gawain sa Cruz Rojo na katulad ng gawain sa
Red Cross. Handa siyang tumulong sa Red Cross. Handa siyang tumulong sa
mga mahihirap na nangangailangan mga mahihirap na nangangailangan
ng tulong. ng tulong.
Hinango sa Hiyas sa Hinango sa Hiyas sa

Pagbasa pp.112-113 Pagbasa pp.112-113
E. Pagtatalakay ng bagong konsepto Unawain at Sagutin Unawain at Sagutin Tungkol saan ang kwentong inyong Tungkol saan ang kwentong inyong Tungkol saan ang kwentong
at paglalahad ng bagong kasanayan binasa? binasa? inyong binasa?
#2 Sino ang kauna-unahang Pilipinong Sino ang kauna-unahang Pilipinong Ano ang iniutos ng Diyos kay Noe? Ano ang iniutos ng Diyos kay Noe? Ano ang iniutos ng Diyos kay
optometrist? optometrist? Bakit Niya nilipol ang lahat ng may Bakit Niya nilipol ang lahat ng may Noe?
buhay sa lupa maliban sa buhay sa lupa maliban sa Bakit Niya nilipol ang lahat ng
Saan siya isinilang? Saan siya isinilang? sambahayan ni Noe at iilang hayop? sambahayan ni Noe at iilang hayop? may buhay sa lupa maliban sa
Bakit si Noe ang pinili ng Diyos? Bakit si Noe ang pinili ng Diyos? sambahayan ni Noe at iilang
Saan niya natapos ang kaniyang pag- Saan niya natapos ang kaniyang pag- Bakit kaya kay Noe Bakit kaya kay Noe hayop?
nakipagkasunduan ang Diyos? nakipagkasunduan ang Diyos? Bakit si Noe ang pinili ng Diyos?
aaral ng sekundarya? aaral ng sekundarya?
Ipaliwanag. Ipaliwanag. Bakit kaya kay Noe
Tama bang parasuhan ang mga tao? Tama bang parasuhan ang mga tao? nakipagkasunduan ang Diyos?
Paano siya nakatapos ng kaniyang Paano siya nakatapos ng kaniyang
Kung hindi sinunod ni Noe ang utos Kung hindi sinunod ni Noe ang utos Ipaliwanag.
pag-aaral ng optometry? pag-aaral ng optometry? ng Diyos, ano ang maaaring ng Diyos, ano ang maaaring Tama bang parasuhan ang mga
mangyari? mangyari? tao?
Paano niya naipakita ang kaniyang Paano niya naipakita ang kaniyang Kung hindi sinunod ni Noe ang
pagiging makabayan? pagiging makabayan? Basahin muli ang talata na hinango Basahin muli ang talata na hinango utos ng Diyos, ano ang maaaring
sa kwentong binasa. sa kwentong binasa. mangyari?
Ang mga katanungang inyong Ang mga katanungang inyong Pumutol ka ng kahoy ng sipres at Pumutol ka ng kahoy ng sipres at
sinagot ay mga halimbawa ng literal sinagot ay mga halimbawa ng literal gumawa ka ng isang daong na may gumawa ka ng isang daong na may Basahin muli ang talata na
na tanong. na tanong. silid. Pahiran mo ng alkitran ang loob silid. Pahiran mo ng alkitran ang loob hinango sa kwentong binasa.
Ang literal na tanong ay nakapokus Ang literal na tanong ay nakapokus at labas nito. Ang daong ay may at labas nito. Ang daong ay may Pumutol ka ng kahoy ng sipres
sa mga ideya at impormasyong sa mga ideya at impormasyong haba na apatnaraat limampung haba na apatnaraat limampung at gumawa ka ng isang daong na
tuwirang nakalahad sa teksto. tuwirang nakalahad sa teksto. talamapakan, may taas na talamapakan, may taas na may silid. Pahiran mo ng alkitran
apatnaput lima, may luwang na apatnaput lima, may luwang na ang loob at labas nito. Ang
pitumput lima. Atipan mo ito at pitumput lima. Atipan mo ito at daong ay may haba na
lagyan ng pintuan. Magsakay ka ng lagyan ng pintuan. Magsakay ka ng apatnaraat limampung
pitong pares ng bawat uri ng hayop. pitong pares ng bawat uri ng hayop. talamapakan, may taas na
Magdala ka ng lahat ng uri ng Magdala ka ng lahat ng uri ng apatnaput lima, may luwang na
pagkain para sa inyo, wika ng Diyos pagkain para sa inyo, wika ng Diyos pitumput lima. Atipan mo ito at
kay Noe. kay Noe. lagyan ng pintuan. Magsakay ka
ng pitong pares ng bawat uri ng
Sino ang kausap ng Diyos sa Sino ang kausap ng Diyos sa hayop. Magdala ka ng lahat ng
kwento? kwento? uri ng pagkain para sa inyo,
Ano ang ipinagawa ng Diyos kay Ano ang ipinagawa ng Diyos kay wika ng Diyos kay Noe.
Noe? Noe?
Paano nakagawa ng daong si Noe? Paano nakagawa ng daong si Noe? Sino ang kausap ng Diyos sa
Ano ang panuto? Ano ang panuto? kwento?
Ano ang kahalagahan ng pagsunod Ano ang kahalagahan ng pagsunod Ano ang ipinagawa ng Diyos kay
sa panuto? sa panuto? Noe?
Ano ang dapat tandaan sa pagsunod Ano ang dapat tandaan sa pagsunod Paano nakagawa ng daong si
sa panutong may 3-5 hakbang? sa panutong may 3-5 hakbang? Noe?
Ano ang panuto?
Ano ang kahalagahan ng
pagsunod sa panuto?
Ano ang dapat tandaan sa
pagsunod sa panutong may 3-5
hakbang?
F. Paglinang sa Kabihasan Pangkatan Gawain. Pangkatan Gawain. Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain
(Tungo sa Formative Assessment) Ipagawa ang Pagyamanin Mo. Ipagawa ang Pagyamanin Mo. Bigyan ng gagawin ang bawat Bigyan ng gagawin ang bawat Bigyan ng gagawin ang bawat
Bigyan ng oras ang mga bata sa pag- Bigyan ng oras ang mga bata sa pag- pangkat tungkol sa pagsunod sa pangkat tungkol sa pagsunod sa pangkat tungkol sa pagsunod sa
uulat ng kanilang natapos na uulat ng kanilang natapos na panuto. panuto. panuto.
gawain. gawain. Ipagawa ang Pagyamin Mo Ipagawa ang Pagyamin Mo Ipagawa ang Pagyamin Mo
G. Paglalapat ng aralin sa pang-araw- Ipagawa ang Isapuso Mo. Ipagawa ang Isapuso Mo. Ipagawa ang Isapuso Mo Ipagawa ang Isapuso Mo Ipagawa ang Isapuso Mo
araw na buhay
H. Paglalahat ng Arallin Gabayan ang mga mag-aaral sa Gabayan ang mga mag-aaral sa Gabayan ang mga mag-aaral sa Gabayan ang mga mag-aaral sa Gabayan ang mga mag-aaral sa
paglalahat. paglalahat. pagbibigay ng paglalahat. (Gamitin pagbibigay ng paglalahat. (Gamitin pagbibigay ng paglalahat.
Ano ang ibig sabihin ng pagsagot sa Ano ang ibig sabihin ng pagsagot sa ang graphic organizer) ang graphic organizer) (Gamitin ang graphic organizer)
literal na tanong. literal na tanong. Ano ang panuto? Ano ang panuto? Ano ang panuto?
Basahin ang nasa Isaisip Mo. Basahin ang nasa Isaisip Mo. Ano ang kahalagahan ng pagsunod Ano ang kahalagahan ng pagsunod Ano ang kahalagahan ng
sa panuto? sa panuto? pagsunod sa panuto?
I. Pagtataya ng Aralin Gawin ang Isulat Mo. Gawin ang Isulat Mo. Sagutin ang Isulat Mo Sagutin ang Isulat Mo Sagutin ang Isulat Mo
J. Karagdagang gawain para sa Basahin ang kwentong Ang Hari ng Basahin ang kwentong Ang Hari ng Isa-isahin ang hakbang para Isa-isahin ang hakbang para Isa-isahin ang hakbang para
takdang-aralin at remediation mga Dyip at sagutan ang mga mga Dyip at sagutan ang mga mabisang makapag-aral ng leksiyon mabisang makapag-aral ng leksiyon mabisang makapag-aral ng
tanong sa Hiyas sa Pagbasa 5 pp. tanong sa Hiyas sa Pagbasa 5 pp. sa bahay. Isulat sa kuwaderno ang sa bahay. Isulat sa kuwaderno ang leksiyon sa bahay. Isulat sa
102-105. Isulat ang sagot sa 102-105. Isulat ang sagot sa inyong kasagutan. inyong kasagutan. kuwaderno ang inyong
kuwaderno. kuwaderno. kasagutan.
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80% ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to
sa pagtatayao. next objective. next objective. next objective. next objective. 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 80%
mastery mastery mastery mastery mastery
B.Bilang ng mag-aaralna nangangailangan ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
ng iba pang Gawain para sa remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
___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 lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge,
and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson. skills and interest about the
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the
encountered in answering the encountered in answering the encountered in answering the encountered in answering the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson answering the questions asked by
despite of limited resources used by despite of limited resources used by despite of limited resources used by despite of limited resources used by the teacher.
the teacher. the teacher. the teacher. the teacher. ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished despite of limited resources used
their work on time. their work on time. their work on time. their work on time. by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time.
behavior. behavior. behavior. 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 80% ___ of Learners who earned 80%
mag-aaral na nakaunawa sa aralin. above above above above 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 require
sa remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities 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 the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
nakatulong? lesson lesson lesson lesson 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 to ___ of Learners who continue to
na solusyunansa tulong ng aking require remediation require remediation require remediation require remediation require remediation
punungguro at superbisor?
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 well:
nadibuho nanais kong ibahagi sa kapwa ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
ko guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques,
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and pair-share, quick-writes, and
charts. charts. charts. anticipatory charts. anticipatory charts.

___Schema-Building:
Examples: ___Schema-Building:
Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. projects.
___Contextualization: ___Contextualization: ___Contextualization:

Examples: Demonstrations, media,
Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local
manipulatives, repetition, and local
Examples: Demonstrations, media, Examples: Demonstrations,
opportunities. opportunities. opportunities. manipulatives, repetition, and local media, manipulatives, repetition,
opportunities. and local opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:

Examples: Student created drawings,
Examples: Student created drawings, ___Text Representation: Examples: Student created
videos, and games. videos, and games. videos, and games. Examples: Student created drawings, videos, and games.
drawings, videos, and games.
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples:
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the Speaking slowly and clearly,
language you want students to use, language you want students to use, language you want students to use, language you want students to use, modeling the language you want
and providing samples of student and providing samples of student and providing samples of student and providing samples of student students to use, and providing
work. work. work. work. samples of student work.
Other Techniques and Strategies
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies used:
used: used: used: used: ___ Explicit Teaching
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh play
play play play play ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary activities/exercises
activities/exercises activities/exercises activities/exercises activities/exercises ___ Carousel
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Diads
___ Diads ___ Diads ___ Diads ___ Diads ___ Differentiated Instruction
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Role Playing/Drama
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Method
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Lecture Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method Why?
Why? Why? Why? Why? ___ Complete IMs
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Availability of Materials
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Pupils eagerness to learn
___ Pupils eagerness to learn ___ Pupils eagerness to learn ___ Pupils eagerness to learn ___ Pupils eagerness to learn ___ Group members
___ Group members ___ Group members ___ Group members ___ Group members collaboration/cooperation
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation in doing their tasks
in doing their tasks in doing their tasks in doing their tasks in doing their tasks ___AudioVisual Presentation
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson
of the lesson of the lesson of the lesson of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
Teacher I HAZEL J OY P. PAGADOR
Head Teacher II
GRADES 1 to 12 School KALANGAHAN ELEMENTARY SCHOOL Grade Level V-FAITHFUL
DAILY LESSON LOG Teacher MELLANIE A. TAMARES Learning Areas MATH
Teaching Dates and Time AUGUST 21-25, 2017 Quarter 2ND / WEEK 2
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Rounds decimal numbers to the nearest hundredths and thousandths.
A. Content Standards 1.demonstrates understanding of 1.demonstrates understanding of 1.demonstrates understanding of 1.demonstrates understanding of Weekly Test
decimals. decimals. decimals. decimals.
2. demonstrates understanding of 2. demonstrates understanding of 2. demonstrates understanding of 2. demonstrates understanding of

the four fundamental operations the four fundamental operations the four fundamental operations the four fundamental operations
involving decimals and ratio and involving decimals and ratio and involving decimals and ratio and involving decimals and ratio and
proportion. proportion. proportion. proportion.
B. Performance Standards
1. is able to recognize and represent 1. is able to recognize and represent 1. is able to recognize and represent 1. is able to recognize and represent
decimals in various forms and decimals in various forms and decimals in various forms and decimals in various forms and
contexts. contexts. contexts. contexts.
2. is able to apply the four 2. is able to apply the four 2. is able to apply the four 2. is able to apply the four
fundamental operations involving fundamental operations involving fundamental operations involving fundamental operations involving
decimals and ratio and proportion in decimals and ratio and proportion in decimals and ratio and proportion in decimals and ratio and proportion in
mathematical problems and real-life mathematical problems and real-life mathematical problems and real-life mathematical problems and real-life
situations. situations. situations. situations.
C. Learning Competencies/Objectives rounds decimal numbers to the rounds decimal numbers to the compares and arranges decimal compares and arranges decimal
Write the LC code for each nearest hundredth and thousandth. nearest hundredth and thousandth. numbers. numbers.
M5NS-IIa-103.2 M5NS-IIa-103.2 M5NS-IIb-104.2 M5NS-IIb-104.2
II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense
III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages K to 12 Grade 5 Curriculum (MN5S- K to 12 Grade 5 Curriculum (MN5S- K to 12 Curriculum Guide, LM Math K to 12 Curriculum Guide, LM Math
IIa-1012.3) p.57, IIa-1012.3) p.57, Grade 5 pages Grade 5 pages
Lesson Guide in Mathematics Lesson Guide in Mathematics
Grade 5 pp. 316-318, Growing Up Grade 5 pp. 316-318, Growing Up Lesson Guide in Elementary Lesson Guide in Elementary
with Math pp. 170-171, Math for Life with Math pp. 170-171, Math for Life Mathematics Grade 6 p. 46-49, 271 Mathematics Grade 6 p. 46-49, 271
pp.215-217 pp.215-217 MISOSA Module Mathematics 6 No. MISOSA Module Mathematics 6 No.
12 12
Workbook in Mathematics 6, Rubio, Workbook in Mathematics 6, Rubio,
May Ester M. p. 20-23 May Ester M. p. 20-23
Growing Up with Math 5 p. 167-168 Growing Up with Math 5 p. 167-168
4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources flashcards, number line flashcards, number line activity cards activity cards
IV. PROCEDURES
A. Reviewing previous lesson or Write the decimals that the teacher Write the decimals that the teacher Arranging numbers in ascending or Arranging numbers in ascending or
presenting the new lesson will dictate. will dictate. descending order. descending order.
Mechanics: Mechanics:
a. The teacher dictate the decimal a. The teacher dictate the decimal a. Group the class with 5 members a. Group the class with 5 members
number. number. each. each.
b. The first pupil in a row will write his b. The first pupil in a row will write his b. Each member of the group will be b. Each member of the group will be
answer on a piece of paper as a answer on a piece of paper as a given cards with numbers. given cards with numbers.
groups answer sheet. groups answer sheet.
c. He pass it to his teammate next to c. He pass it to his teammate next to Group 1 Group 1
him for his answer to the number him for his answer to the number
dictate by the teacher. dictate by the teacher. c. The teacher gives instruction to c. The teacher gives instruction to
d. As soon as the last pupil in a row d. As soon as the last pupil in a row arrange themselves in ascending arrange themselves in ascending
has written his answer he submits has written his answer he submits order; then in descending order. order; then in descending order.
their answer sheet to the teacher for their answer sheet to the teacher for d. The first group to arrange d. The first group to arrange
checking. checking. themselves correctly wins the game. themselves correctly wins the game.
e. The group with the most number e. The group with the most number
of correct answers win. of correct answers win.
B. Establishing a purpose for the Rounds decimal numbers to the Rounds decimal numbers to the Compares and arranges decimal Compares and arranges decimal
lesson nearest hundredths and nearest hundredths and numbers. numbers.
thousandths. thousandths.
C. Presenting examples/instances of What percent is the molecules of What percent is the molecules of During the Palaro ng Bayan, Alex During the Palaro ng Bayan, Alex
the new lesson carbon dioxide present in the earths carbon dioxide present in the earths Soriano ran the 100 meter dash in Soriano ran the 100 meter dash in
atmosphere? atmosphere? 11.43 seconds. Jun Abad the same 11.43 seconds. Jun Abad the same
event in 11.58 seconds. Who is faster event in 11.58 seconds. Who is faster
between the two runners? between the two runners?
Ask: Ask:
How long did it take for Alex to How long did it take for Alex to
reach the finish line? How about reach the finish line? How about
Jun? Jun?
Which of the time recorded in Which of the time recorded in
seconds is less than? greater than? seconds is less than? greater than?
If you win the race, are you the If you win the race, are you the
fastest or the slowest? If you are, do fastest or the slowest? If you are, do
you have the least or the greatest you have the least or the greatest
time spent? time spent?
Who is faster between the two Who is faster between the two
runners? runners?
D. Discussing new concepts and Present the problem in the class. Present the problem in the class. Encourage the pupils to work in Encourage the pupils to work in
practicing new skills #1 Of the 100% total molecules present Of the 100% total molecules present pairs. Give them time to solve for pairs. Give them time to solve for
in the total molecules present in the total molecules present the answer to the problem by the answer to the problem by
composition of the Earths composition of the Earths illustration. illustration.
atmosphere, only 0.0325 percent is atmosphere, only 0.0325 percent is
carbon dioxide. carbon dioxide.
Ask: What number is closest to Ask: What number is closest to
0.0325? Why? Why not? 0.0325? Why? Why not?
What are the other possible What are the other possible
numbers closest to 0.325? numbers closest to 0.325?
What are the rules in rounding off What are the rules in rounding off
decimal numbers? decimal numbers?
E. Discussing new concepts and . Encourage the pupils to work in . Encourage the pupils to work in After all groups presented their After all groups presented their
practicing new skills #2 pairs. Give them time to solve for pairs. Give them time to solve for answers, ask: Which group/s answers, ask: Which group/s
the answer to the problem by the answer to the problem by was/were able to give all correct was/were able to give all correct
answers? Which group/s missed an answers? Which group/s missed an
illustration. illustration.
answer? Which group/s was/were answer? Which group/s was/were
not able to give any correct answer? not able to give any correct answer?
Ask: Ask:
How do we compare decimals? How do we compare decimals?
How do we order decimals? How do we order decimals?
F. Developing mastery After the group have played, ask, After the group have played, ask, Let the pupils study Explore and Let the pupils study Explore and
(Leads to Formative Assessment 3) How do you find the activity? How How do you find the activity? How Discover on page ___ of the LM Math Discover on page ___ of the LM Math
did you round decimal number did you round decimal number Grade 5. Emphasize the use of the Grade 5. Emphasize the use of the
nearest to hundredths and nearest to hundredths and number line to compare and order number line to compare and order
thousandths? thousandths? decimals. Let the pupils observe that decimals. Let the pupils observe that
Expected answer: Expected answer: the value of numbers at the right part the value of numbers at the right part
By using number line By using number line of the number line is greater than the of the number line is greater than the
By following the rules in rounding off By following the rules in rounding off value of numbers on its left. value of numbers on its left.
numbers. numbers.
G. Finding practical applications of Discuss the presentation on Explore Discuss the presentation on Explore Allow pupils to answer exercises A Allow pupils to answer exercises A
concepts and skills in daily living and Discover and the other and Discover and the other and B under Keep Moving, pages and B under Keep Moving, pages
examples, LM examples, LM ____ and LM Math Grade 5. Check ____ and LM Math Grade 5. Check
Math Grade 5. Check their answer. Math Grade 5. Check their answer. the pupils answer. the pupils answer.
For mastery, have them answer the For mastery, have them answer the
answer the answer the
Items under Keep Moving on page Items under Keep Moving on page
_____ of LM Math Grade 5. Check _____ of LM Math Grade 5. Check
pupils answers. pupils answers.
H. Making generalizations and What is the rule to be followed when What is the rule to be followed when In comparing and ordering decimals: In comparing and ordering decimals:
abstractions about the lesson rounding decimals? rounding decimals? Line up decimals. Write Line up decimals. Write
1. Identify the digit to be rounded- 1. Identify the digit to be rounded- equivalent decimals if equivalent decimals if
off. off. necessary. necessary.
2. Inspect the digit to the right of the 2. Inspect the digit to the right of the
Begin at the left. Compare Begin at the left. Compare
required place. required place.
a. If the digit is greater than 5, add 1 a. If the digit is greater than 5, add 1 to find the first place to find the first place
to the digit at the required place. to the digit at the required place. where the digits are where the digits are
b. If the digit is less than 5, retain the b. If the digit is less than 5, retain the different. different.
digit at the required place. Then drop digit at the required place. Then drop Compare the digits. Compare the digits.
all the digits to the right of the all the digits to the right of the Order the decimals if there Order the decimals if there
required place. required place.
are 3 or more given are 3 or more given
c. Copy all the digits to the left of the c. Copy all the digits to the left of the
required place if there are any. required place if there are any. decimals from least to decimals from least to
greatest or from greatest greatest or from greatest
to least. to least.
I. Evaluating learning Round off the following to the Round off the following to the B. Compare these decimals by B. Compare these decimals by
nearest place indicated. nearest place indicated. writing <, > or = in the blank. writing <, > or = in the blank.
Hundredths Thousandths Hundredths Thousandths
1. 0.823 6.5864 1. 0.823 6.5864 1. 0.162 _____ 0.106 1. 0.162 _____ 0.106
2. 1.376 35.0465 2. 1.376 35.0465 6. 0.61 6. 0.61
3. 0.937 74.3091 3. 0.937 74.3091 _____ 0.601 _____ 0.601
4. 0.608 49.1719 4. 0.608 49.1719 2. 0.036 _____ 0.031 2. 0.036 _____ 0.031
5. 0.381 35.0007 5. 0.381 35.0007 7. 9.2 7. 9.2
_____ 9.200 _____ 9.200
3. 0.4 _____ 0.40 3. 0.4 _____ 0.40
8. 8.
10.021 _____ 0.045 10.021 _____ 0.045
4. 3.53 _____ 3.59 4. 3.53 _____ 3.59
9. 9.
0.7562 _____ 0.7559 0.7562 _____ 0.7559
5. 7.01 _____ 7.103 5. 7.01 _____ 7.103
10.8.627 10.8.627
_____ 8.649 _____ 8.649
J. Additional activities for application Round 85.81267 to the nearest place Round 85.81267 to the nearest place Order the numbers from least to Order the numbers from least to
or remediation greatest. greatest.
indicated. indicated.
1. 0.0990, 1. 0.0990,
a. hundredths a. hundredths 0.0099, 0.0099,
0.999, 0.90 0.999, 0.90
b. thousandths b. thousandths 2. 3.01, 2. 3.01,
3.001, 3.1, 3.001, 3.1,
3.0011 3.0011
3. 0.123, 3. 0.123,
0.112, 0.12, 0.112, 0.12,
0.121 0.121
4. 7.635, 4. 7.635,
7.628, 7.63, 7.628, 7.63,
7.625 7.625
5. 4.349, 5. 4.349,
4.34, 4.3600, 4.34, 4.3600,
4.3560 4.3560
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 ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to
evaluation next objective. next objective. next objective. next objective. the next objective.
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 in ___Pupils did not find difficulties
activities for remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
lesson, despite of some
encountered in answering the encountered in answering the encountered in answering the encountered in answering the difficulties encountered in
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. answering the questions asked by
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson the teacher.
despite of limited resources used by despite of limited resources used by despite of limited resources used by despite of limited resources used by ___Pupils mastered the lesson
the teacher. the teacher. the teacher. the teacher. despite of limited resources used
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished by the teacher.
their work on time. their work on time. their work on time. their work on time. ___Majority of the pupils finished
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their their work on time.
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary ___Some pupils did not finish
behavior. behavior. behavior. behavior. their work on time due to
C.Did the remedial work? No.of learners ___ 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%
who have caught up with the lesson above above above above above
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
require remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for
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 the ____ of Learners who caught up
lesson lesson lesson lesson 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 to
my principal or supervisor can helpme require remediation require remediation require remediation require remediation 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 Development:
with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note

___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building:
projects. projects.

Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
opportunities. opportunities. opportunities.
___Text Representation: ___Text Representation: ___Text Representation: manipulatives, repetition, and local media, manipulatives, repetition,

Examples: Student created drawings, Examples: Student created drawings,
videos, and games. videos, and games. videos, and games. ___Text Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Text Representation: Examples: Student created
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the Examples: Student created drawings, videos, and games.
language you want students to use, language you want students to use, language you want students to use, drawings, videos, and games. ___Modeling: Examples:
and providing samples of student and providing samples of student and providing samples of student ___Modeling: Examples: Speaking Speaking slowly and clearly,
work. work. work. slowly and clearly, modeling the modeling the language you want
language you want students to use, students to use, and providing
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies and providing samples of student samples of student work.
used: used: used: work. Other Techniques and Strategies
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching used:
___ Group collaboration ___ Group collaboration ___ Group collaboration Other Techniques and Strategies ___ Explicit Teaching
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh used: ___ Group collaboration
play play play ___ Explicit Teaching ___Gamification/Learning throuh
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Group collaboration play
activities/exercises activities/exercises activities/exercises ___Gamification/Learning throuh ___ Answering preliminary
___ Carousel ___ Carousel ___ Carousel play activities/exercises
___ Diads ___ Diads ___ Diads ___ Answering preliminary ___ Carousel
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction activities/exercises ___ Diads
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Carousel ___ Differentiated Instruction
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Diads ___ Role Playing/Drama
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Differentiated Instruction ___ Discovery Method
Why? Why? Why? ___ Role Playing/Drama ___ Lecture Method
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Discovery Method Why?
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Lecture Method ___ Complete IMs
___ Pupils eagerness to learn ___ Pupils eagerness to learn ___ Pupils eagerness to learn Why? ___ Availability of Materials
___ Group members ___ Group members ___ Group members ___ Complete IMs ___ Pupils eagerness to learn
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Availability of Materials ___ Group members
in doing their tasks in doing their tasks in doing their tasks ___ Pupils eagerness to learn collaboration/cooperation
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group members in doing their tasks
of the lesson of the lesson of the lesson collaboration/cooperation ___AudioVisual Presentation
in doing their tasks of the lesson
___ Audio Visual Presentation
of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
Head Teacher II
DAILY LESSON LOG Guro MELLANIE A. TAMARES Asignatura ARALING PANLIPUNAN
(Pang-araw-araw na AUGUST 21-25, 2017 Markahan 2ND WEEK/WEEK 2
Petsa/Oras
Tala sa Pagtuturo)

I. LAYUNIN Nasusuri ang pagbabago sa lipunan sa panahon ng pamahalaang kolonyal.
A. Pamantayang Pangnilalaman Naipamamalas ang mapanuring pag- Naipamamalas ang mapanuring pag- Naipamamalas ang mapanuring pag- Naipamamalas ang mapanuring pag- Lingguhang Pagsusulit
unawa sa konteksto,ang bahaging unawa sa konteksto,ang bahaging unawa sa konteksto,ang bahaging unawa sa konteksto,ang bahaging
ginampanan ginampanan ginampanan ginampanan
B. Pamantayan sa Pagaganap
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 kolonyalismong kolonyalismong kolonyalismong
C. Mga Kasanayan sa Pagkatuto Natatalakay ang kahulugan ng Natatalakay ang kahulugan ng Natatalakay ang kahulugan ng Natatalakay ang kahulugan ng
(Isulat ang code ng bawat kolonyalismo at ang konteksto nito kolonyalismo at ang konteksto nito kolonyalismo at ang konteksto nito kolonyalismo at ang konteksto nito
kasanayan) kaugnay sa pananakop ng Espanya kaugnay sa pananakop ng Espanya kaugnay sa pananakop ng Espanya kaugnay sa pananakop ng Espanya
sa Pilipinas sa Pilipinas sa Pilipinas sa Pilipinas
AP5PKE-IIa-1 AP5PKE-IIa-1 AP5PKE-IIa-1 AP5PKE-IIa-1
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian

Mag-aaral
3. Mga pahina sa Teksbuk Learners Materials, MISOSA Lesson Learners Materials, MISOSA Lesson Learners Materials, MISOSA Lesson Learners Materials, MISOSA Lesson
4-10 ( Grade V ) 4-10 ( Grade V ) 4-10 ( Grade V ) 4-10 ( Grade V )
K to 12 AP5KPK-IIIa-1,1.1 ; 1.1.3 ; K to 12 AP5KPK-IIIa-1,1.1 ; 1.1.3 ; K to 12 AP5KPK-IIIa-1,1.1 ; 1.1.3 ; K to 12 AP5KPK-IIIa-1,1.1 ; 1.1.3 ;
MISOSA Lesson 26 ; Pilipinas Kong MISOSA Lesson 26 ; Pilipinas Kong MISOSA Lesson 26 ; Pilipinas Kong MISOSA Lesson 26 ; Pilipinas Kong
Hirang V, Eleanor D. Antonio et.al. Hirang V, Eleanor D. Antonio et.al. Hirang V, Eleanor D. Antonio et.al. Hirang V, Eleanor D. Antonio et.al.
ph.129 ph.129 ph.129 ph.129

B. Iba pang Kagamitang Panturo
tsart, manila paper, pandikit, tsart, manila paper, pandikit, tsart, manila paper, pandikit, tsart, manila paper, pandikit,
panulat panulat panulat panulat
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Sagutin ang word puzzle. Isulat sa Sagutin ang word puzzle. Isulat sa Sagutin ang word puzzle. Isulat sa Sagutin ang word puzzle. Isulat sa
at/o pagsisimula ng bagong loob ng bawat kahon ang ankop na loob ng bawat kahon ang ankop na loob ng bawat kahon ang ankop na loob ng bawat kahon ang ankop na
aralin titik para mabuo ang sagot. Isulat titik para mabuo ang sagot. Isulat titik para mabuo ang sagot. Isulat titik para mabuo ang sagot. Isulat
ang sagot sa kwaderno. ang sagot sa kwaderno. ang sagot sa kwaderno. ang sagot sa kwaderno.
B. Paghahabi sa layunin ng aralin Naipapakita ang balangkas ng Naipapakita ang balangkas ng Naipapakita ang balangkas ng Naipapakita ang balangkas ng
organisasyong itinatag ng mga organisasyong itinatag ng mga organisasyong itinatag ng mga organisasyong itinatag ng mga
Espanyol. Espanyol. Espanyol. Espanyol.
C. Pag-uugnay ng mga halimbawa sa Tukuyin ang pinamumunuan ng mga Tukuyin ang pinamumunuan ng mga Tukuyin ang pinamumunuan ng mga Tukuyin ang pinamumunuan ng mga
bagong aralin sumusunod na opisyales. Iayos ang sumusunod na opisyales. Iayos ang sumusunod na opisyales. Iayos ang sumusunod na opisyales. Iayos ang
mga titik upang mabuo ang sagot. mga titik upang mabuo ang sagot. mga titik upang mabuo ang sagot. mga titik upang mabuo ang sagot.
Alcalde Mayor = DIACAAL Alcalde Mayor = DIACAAL Alcalde Mayor = DIACAAL Alcalde Mayor = DIACAAL
Cabildo = TAMIENAYUNTO Cabildo = TAMIENAYUNTO Cabildo = TAMIENAYUNTO Cabildo = TAMIENAYUNTO
Gobernadorcillo = UEBLOP Gobernadorcillo = UEBLOP Gobernadorcillo = UEBLOP Gobernadorcillo = UEBLOP
Cabeza de Barangay = RANGAYBA Cabeza de Barangay = RANGAYBA Cabeza de Barangay = RANGAYBA Cabeza de Barangay = RANGAYBA
Corregidores = MIENTOCORREGI Corregidores = MIENTOCORREGI Corregidores = MIENTOCORREGI Corregidores = MIENTOCORREGI
D. Pagtatalakay ng bagong konsepto 1. Ilahad ang aralin sa 1. Ilahad ang aralin sa 1. Ilahad ang aralin sa 1. Ilahad ang aralin sa
at paglalahad ng bagong kasanayan pagpapasagot sa tanong sa Alamin pagpapasagot sa tanong sa Alamin pagpapasagot sa tanong sa Alamin pagpapasagot sa tanong sa Alamin
#1 Mo, LM, ph 1. Mo, LM, ph 1. Mo, LM, ph 1. Mo, LM, ph 1.
2. Pakinggan ang sagot ng mga mag- 2. Pakinggan ang sagot ng mga mag- 2. Pakinggan ang sagot ng mga mag- 2. Pakinggan ang sagot ng mga mag-
aaral. Tanggapin ang lahat ng aaral. Tanggapin ang lahat ng aaral. Tanggapin ang lahat ng aaral. Tanggapin ang lahat ng
kanilang mga sagot. kanilang mga sagot. kanilang mga sagot. kanilang mga sagot.
3. Ipabasa ang tekstong naglalahad 3. Ipabasa ang tekstong naglalahad 3. Ipabasa ang tekstong naglalahad 3. Ipabasa ang tekstong naglalahad
ng pagtatalakay sa uri ng ng pagtatalakay sa uri ng ng pagtatalakay sa uri ng ng pagtatalakay sa uri ng
pamamahalang itinatag ng mga pamamahalang itinatag ng mga pamamahalang itinatag ng mga pamamahalang itinatag ng mga
Espanyol nang masakop nila ang Espanyol nang masakop nila ang Espanyol nang masakop nila ang Espanyol nang masakop nila ang
malaking bahagi ng Pilipinas? malaking bahagi ng Pilipinas? malaking bahagi ng Pilipinas? malaking bahagi ng Pilipinas?
4. Ipasagot ang mga tanong tungkol 4. Ipasagot ang mga tanong tungkol 4. Ipasagot ang mga tanong tungkol 4. Ipasagot ang mga tanong tungkol
sa binasang teksto sa LM, ph. 4. sa binasang teksto sa LM, ph. 4. sa binasang teksto sa LM, ph. 4. sa binasang teksto sa LM, ph. 4.

E. Pagtatalakay ng bagong konsepto 5. Ipagawa ang mga gawain. 5. Ipagawa ang mga gawain. 5. Ipagawa ang mga gawain. 5. Ipagawa ang mga gawain.
at paglalahad ng bagong kasanayan
#2 Gawain A Gawain A Gawain A Gawain A
Ipaliwanag ang pamamaraan sa Ipaliwanag ang pamamaraan sa Ipaliwanag ang pamamaraan sa Ipaliwanag ang pamamaraan sa
paggawa ng Gawain A sa LM, ph. 5 paggawa ng Gawain A sa LM, ph. 5 paggawa ng Gawain A sa LM, ph. 5 paggawa ng Gawain A sa LM, ph. 5
Ipakopya sa notbuk ang mga Ipakopya sa notbuk ang mga Ipakopya sa notbuk ang mga Ipakopya sa notbuk ang mga
grapikong pantulong sa LM, ph. At grapikong pantulong sa LM, ph. At grapikong pantulong sa LM, ph. At grapikong pantulong sa LM, ph. At
ipasulat dito ang sagot ng mga mag- ipasulat dito ang sagot ng mga mag- ipasulat dito ang sagot ng mga mag- ipasulat dito ang sagot ng mga mag-
aaral. aaral. aaral. aaral.
Gawain B Gawain B Gawain B Gawain B

Magpabuo ng pangkat na may 10 Magpabuo ng pangkat na may 10 Magpabuo ng pangkat na may 10 Magpabuo ng pangkat na may 10
kasapi. kasapi. kasapi. kasapi.
paggawa ng Gawain B sa LM,ph. 5. paggawa ng Gawain B sa LM,ph. 5. paggawa ng Gawain B sa LM,ph. 5. paggawa ng Gawain B sa LM,ph. 5.
Ipagawa ang gawain. Ipagawa ang gawain. Ipagawa ang gawain. Ipagawa ang gawain.
Gawain C Gawain C Gawain C Gawain C

Gamitin ang kaparehong pangkat sa Gamitin ang kaparehong pangkat sa Gamitin ang kaparehong pangkat sa Gamitin ang kaparehong pangkat sa
Gawain B. Gawain B. Gawain B. Gawain B.
paggawa ng Gawain C sa LM, ph.6 paggawa ng Gawain C sa LM, ph.6 paggawa ng Gawain C sa LM, ph.6 paggawa ng Gawain C sa LM, ph.6
Ipagawa ang isinasaad ng panuto sa Ipagawa ang isinasaad ng panuto sa Ipagawa ang isinasaad ng panuto sa Ipagawa ang isinasaad ng panuto sa
gawain. gawain. gawain. gawain.
Pag-usapan kung ang kanilang sagot Pag-usapan kung ang kanilang sagot Pag-usapan kung ang kanilang sagot Pag-usapan kung ang kanilang sagot
ay ayos bago ilahad sa klase at ay ayos bago ilahad sa klase at ay ayos bago ilahad sa klase at ay ayos bago ilahad sa klase at
ipawasto sa guro. ipawasto sa guro. ipawasto sa guro. ipawasto sa guro.
F. Paglinang sa Kabihasan Bigyang-diin ang kaisipan sa Bigyang-diin ang kaisipan sa Bigyang-diin ang kaisipan sa Bigyang-diin ang kaisipan sa
(Tungo sa Formative Assessment) Tandaan Mo sa LM ph. 6. Tandaan Mo sa LM ph. 6. Tandaan Mo sa LM ph. 6. Tandaan Mo sa LM ph. 6.
G. Paglalaapat ng aralin sa pang-araw- Ano ang natulong ng pamahalaang Ano ang natulong ng pamahalaang Ano ang natulong ng pamahalaang Ano ang natulong ng pamahalaang
araw na buhay sentral sa lipunan noon? sentral sa lipunan noon? sentral sa lipunan noon? sentral sa lipunan noon?
H. Paglalahat ng Arallin Ano ang pamahalaang sentral? Ano ang pamahalaang sentral? Ano ang pamahalaang sentral? Ano ang pamahalaang sentral?
Sino ang namumuno sa Sino ang namumuno sa Sino ang namumuno sa Sino ang namumuno sa
pamahalaang sentral? pamahalaang sentral? pamahalaang sentral? pamahalaang sentral?
I. Pagtataya ng Aralin Pasagutan ang bahaging Natutuhan Pasagutan ang bahaging Natutuhan Pasagutan ang bahaging Natutuhan Pasagutan ang bahaging Natutuhan
Ko sa ph. 6 7 ng LM Ko sa ph. 6 7 ng LM Ko sa ph. 6 7 ng LM Ko sa ph. 6 7 ng LM
J. Karagdagang gawain para sa Gumawa ng outline ng pamahalaang Gumawa ng outline ng pamahalaang Gumawa ng outline ng pamahalaang Gumawa ng outline ng pamahalaang
takdang-aralin at remediation sentral. sentral. sentral. sentral.
V.REMARKS
VI.REFLECTION
_____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% 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 in ___Pupils did not find
activities for remediation answering their lesson. answering their lesson. answering their lesson. 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, skills ___Pupils did not enjoy the
and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson. lesson because of lack of
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the knowledge, skills and interest
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties about the lesson.
encountered in answering the encountered in answering the encountered in answering the encountered in answering the ___Pupils were interested on
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. the lesson, despite of some
___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson ___Pupils mastered the lesson despite difficulties encountered in
despite of limited resources used by of limited resources used by the despite of limited resources used by of limited resources used by the answering the questions asked
the teacher. teacher. the teacher. teacher. by the teacher.
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Pupils mastered the lesson
their work on time. their work on time. their work on time. their work on time. despite of limited resources
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their used by the teacher.
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary ___Majority of the pupils
behavior. behavior. behavior. behavior. finished their work on time.
___Some pupils did not finish
C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
who have caught up with the lesson above above above above 80% above
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation additional activities for remediation activities for remediation additional activities for remediation additional activities for remediation additional activities for
remediation
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?
did used/discover which I wish to share ___Metacognitive Development: ___Metacognitive
Development: ___Metacognitive Development: ___Metacognitive
Development: ___Metacognitive Development:
taking and studying techniques, and
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and
vocabulary assignments.
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging:Examples:Think-pair-
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- share,quick-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and share, quick-writes, and anticipatory writes,andanticipatorycharts.
charts. charts. anticipatory charts. charts.
__Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
___Schema-Building:
projects.
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and
learning, peer teaching, and projects. ___Contextualization:
projects. Examples: Demonstrations, media,

___Contextualization: ___Contextualization: ___Contextualization: opportunities.

Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: Examples: Demonstrations, media, ___Text Representation:
manipulatives, repetition, and local Examples: Demonstrations, media, manipulatives, repetition, and local
Examples: Student created
opportunities. opportunities. manipulatives, repetition, and local opportunities. drawings, videos, and games.
opportunities. ___Modeling: Examples: Speaking
___Text Representation: ___Text Representation: ___Text Representation: slowly and clearly, modeling the

Examples: Student created drawings, ___Text Representation: Examples: Student created drawings,
language you want students to use,
and providing samples of student
videos, and games. videos, and games. videos, and games. work.
___Modeling: Examples: Speaking ___Modeling: Examples:
Speaking Examples: Student
created ___Modeling: Examples: Speaking
used:
slowly and clearly, modeling the slowly and clearly, modeling the drawings, videos, and games. slowly and clearly, modeling the
___ Explicit Teaching
language you want students to use, language you want students to use,
___Modeling: Examples: Speaking language you want students to use, ___ Group collaboration
and providing samples of student and providing samples of student slowly and clearly, modeling the and providing samples of student ___Gamification/Learning throuh
work. work. language you want students to use, work. play
and providing samples of student ___Answering preliminary
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies activities/exercises
work.
used: used: used: ___ Carousel
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Diads
Other Techniques and Strategies ___ Differentiated Instruction
___ Group collaboration ___ Group collaboration used: ___ Group collaboration
___ Role Playing/Drama
___Gamification/Learning throuh ___Gamification/Learning throuh play ___ Explicit Teaching ___Gamification/Learning throuh play ___ Discovery Method
play ___ Answering preliminary ___ Group collaboration ___ Answering preliminary ___ Lecture Method
___ Answering preliminary activities/exercises ___Gamification/Learning throuh activities/exercises Why?
activities/exercises ___ Carousel play ___ Carousel ___ Complete IMs
___ Carousel ___ Diads ___ Diads ___Availability of Materials
___ Answering preliminary
___ Diads ___ Differentiated Instruction ___ Differentiated Instruction ___ Pupils eagerness to learn
activities/exercises ___ Group members
___ Differentiated Instruction ___ Role Playing/Drama ___ Carousel ___ Role Playing/Drama
collaboration/cooperation
___ Role Playing/Drama ___ Discovery Method ___ Diads ___ Discovery Method
in doing their tasks
___ Discovery Method ___ Lecture Method ___ Differentiated Instruction ___ Lecture Method ___Audio Visual Presentatio of the
___ Lecture Method Why? ___ Role Playing/Drama Why? lesson
Why? ___ Complete IMs ___ Discovery Method ___ Complete IMs
___ Complete IMs ___ Availability of Materials ___ Lecture Method ___ Availability of Materials
___ Availability of Materials ___ Pupils eagerness to learn Why? ___ Pupils eagerness to learn
___ Pupils eagerness to learn ___ Group members ___ Complete IMs ___ Group members
___ Group members collaboration/cooperation ___ Availability of Materials collaboration/cooperation
collaboration/cooperation in doing their tasks ___ Pupils eagerness to learn in doing their tasks
in doing their tasks ___ Audio Visual Presentation ___ Group members ___ Audio Visual Presentation
___ Audio Visual Presentation of the lesson collaboration/cooperation of the lesson
of the lesson in doing their tasks
of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
Head Teacher II
DAILY LESSON LOG Teacher MELLANIE A. TAMARES Learning Areas ENGLISH

I. OBJECTIVES Listens carefully critically to news reports and other radio broadcasts and expresses ideas accurately in oral and written forms.
A. Content Standards The learner. The learner. The learner. The learner. Weekly Test
listens critically to news reports and listens critically to news reports and listens critically to news reports and listens critically to news reports and
other radio broadcasts and other radio broadcasts and other radio broadcasts and other radio broadcasts and
expresses ideas accurately in oral expresses ideas accurately in oral expresses ideas accurately in oral expresses ideas accurately in oral
and in written forms; and in written forms; and in written forms; and in written forms;
B. Performance Standards The learner... The learner... The learner... The learner...
demonstrates confidence in the use demonstrates confidence in the use demonstrates confidence in the use demonstrates confidence in the use
of the language to meet everydays of the language to meet everydays of the language to meet everydays of the language to meet everydays
needs; and reads independently and needs; and reads independently and needs; and reads independently and needs; and reads independently and
gets relevant information from gets relevant information from gets relevant information from gets relevant information from
various text types. various text types. various text types. various text types.
C. Learning Competencies/Objectives EN5LC-IIb-3.19 EN5LC-IIb-3.19 EN5G-IIb-3.9 EN5G-IIb-3.9
Write the LC code for each Identify informational text-types Identify informational text-types Compose clear and coherent Compose clear and coherent
sentences using appropriate sentences using appropriate
grammatical structures: grammatical structures:
-subject-verb agreement -subject-verb agreement
II. CONTENT

A. References
3. Textbook pages Curriculum Guide: CG in English 5 Curriculum Guide: CG in English 5 EN5G-IIb-3.9 EN5G-IIb-3.9
Quarter 2 Week 2 Quarter 2 Week 2
EN5LC IIb 3.19 EN5LC IIb 3.19
EN5SS IIb 3.9 EN5SS IIb 3.9
4. Additional Materials from pictures of internet, smartphones, pictures of internet, smartphones, dictionary, thesaurus dictionary, thesaurus
Learning Resource (LR) portal newspaper, magazines newspaper, magazines word flashcards word flashcards
reading materials reading materials
C. Other Learning Resources

5. PROCEDURES
A. Reviewing previous lesson or Show titles of shows or movies and Show titles of shows or movies and Group the pupils into four groups. Group the pupils into four groups.
presenting the new lesson ask them to classify if it is fiction or ask them to classify if it is fiction or Give each group a three set of Give each group a three set of
nonfiction. nonfiction. words. Ask them to write the words. Ask them to write the
synonym and antonym of the words synonym and antonym of the words
in a manila paper. in a manila paper.
B. Establishing a purpose for the Identify informational text-types. Identify informational text-types. Give precise information on a given Give precise information on a given
lesson Use card catalogue to locate Use card catalogue to locate topic. topic.
resources. resources. Identify meaning content of specific Identify meaning content of specific
words (denotation and connotation) words (denotation and connotation)
C. Presenting examples/instances of Show the students a newspaper, a Show the students a newspaper, a Say: Today we are going to Say: Today we are going to
the new lesson magazine, or an encyclopedia. Ask magazine, or an encyclopedia. Ask learn about how to give precise learn about how to give precise
the students if they have read one. the students if they have read one. information on a given topic and information on a given topic and
Ask them if they have used them in Ask them if they have used them in how to define words using how to define words using
doing research. doing research. connotation and denotation connotation and denotation
Show them a card catalogue. Ask Show them a card catalogue. Ask
them if they have used one in doing them if they have used one in doing
research. research.
D. Discussing new concepts and Today we are going to learn about Today we are going to learn about Now ask the students to read the Now ask the students to read the
practicing new skills #1 the informational text, its type and the informational text, its type and words in Find Out and Learn on the words in Find Out and Learn on the
their use. their use. LM page ____. Ask them the ways on LM page ____. Ask them the ways on
We will also study how to use a We will also study how to use a how they would define or give how they would define or give
card catalogue. card catalogue. meaning to the words. Write their meaning to the words. Write their
answer on their notebook. answer on their notebook.
Using their dictionary ask the Using their dictionary ask the
students to find the precise meaning students to find the precise meaning
of the following word: of the following word:
E. Discussing new concepts and Have the students listen to news Have the students listen to news Have the students answer Try and Have the students answer Try and
practicing new skills #2 from the newspaper or an article from the newspaper or an article Learn on the LM on page ____. Learn on the LM on page ____.
from a magazine. from a magazine.
Then ask them what they have Then ask them what they have
learned from what theyve just learned from what theyve just
listened to. listened to.
Ask: What have you noticed Ask: What have you noticed
about the article? about the article?
How many topics were there? How many topics were there?
Was it informational? Was it informational?
F. Developing mastery Choose one book from the Library Choose one book from the Library Perform Do and Learn on the LM Perform Do and Learn on the LM
(Leads to Formative Assessment 3) and make a card catalogue. and make a card catalogue. page ____. page ____.
Use of an index card. Use of an index card.
G. Finding practical applications of Ask: Ask: Perform Do and Learn on the LM Perform Do and Learn on the LM
concepts and skills in daily living How does card catalog helps you How does card catalog helps you page ____. page ____.
locate books? locate books?
H. Making generalizations and Informational texts are nonfictional Informational texts are nonfictional In giving precise information on a In giving precise information on a
abstractions about the lesson writing, written with the intention to writing, written with the intention to given topic, we may do the following: given topic, we may do the following:
of informing the reader about a of informing the reader about a 1. We must have a reliable source 1. We must have a reliable source
specific topic. It is typically found in specific topic. It is typically found in which is verifiable. This means that which is verifiable. This means that
magazines, newspaper, science magazines, newspaper, science the information that we get must be the information that we get must be
books, autobiographies, and books, autobiographies, and true and real, not made up or true and real, not made up or
instruction manuals. instruction manuals. unsure. unsure.
It uses special text which allows its It uses special text which allows its 2. We must have supporting 2. We must have supporting
users to easily find key information users to easily find key information information. information.
and understand the main topic. This and understand the main topic. This
is done by placing a header over is done by placing a header over Connotations and denotations are Connotations and denotations are
certain sections. It may also use certain sections. It may also use two principal methods of describing two principal methods of describing
visual representation with captions visual representation with captions the meaning of words. the meaning of words.
which includes pictures, graphs, which includes pictures, graphs,
tables, diagrams, and charts. tables, diagrams, and charts. Connotations refer to the wide array Connotations refer to the wide array
of positive and negative associations of positive and negative associations
A card catalogue is a file of cards A card catalogue is a file of cards that most naturally carry them while that most naturally carry them while
uniform in size arranged in some uniform in size arranged in some denotation is the precise, literal denotation is the precise, literal
definite order and listing the items in definite order and listing the items in definition of a word that might be definition of a word that might be
the collection of a library or group of the collection of a library or group of found in a dictionary. found in a dictionary.
libraries. Each card identifies a single libraries. Each card identifies a single
item. item.
The parts of a card catalogue are (1) The parts of a card catalogue are (1)
call number; (2) author; (3) Title call number; (2) author; (3) Title
Entry; (4) publisher; (5) series title; Entry; (4) publisher; (5) series title;
and (6) subject headings. and (6) subject headings.
I. Evaluating learning Identify if the following books if Identify if the following books if Who are your parents? Who are your parents?
there are informational text or not. there are informational text or not. What is your father/mothers work? What is your father/mothers work?
Write for informational text else Write for informational text else Where does he/she work? Where does he/she work?
write if it is not. write if it is not.
In what barangay do you live? In In what barangay do you live? In
1. newspaper 1. newspaper
2. magazines 2. magazines which purok? which purok?
3. instructional manuals 3. instructional manuals What would you like to be when you What would you like to be when you
4. fairy tales 4. fairy tales grow up? grow up?
5. autobiography 5. autobiography Where would you like to spend your Where would you like to spend your
vacation? vacation?
J. Additional activities for application Bring Dictionary Bring Dictionary Give examples of denotation and Give examples of denotation and
or remediation cannotation. cannotation.
D. REMARKS
E. REFLECTION
A.Bilang ng mag-aaral na nakauha ng 80% ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to
sa pagtatayao. next objective. next objective. next objective. next objective. the next objective.
B.Bilang ng mag-aaralna nangangailangan ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
ng iba pang Gawain para sa remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
the teacher. the teacher. the teacher. the teacher.
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Pupils mastered the lesson
their work on time. their work on time. their work on time. their work on time. despite of limited resources used
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their by the teacher.
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary ___Majority of the pupils finished
behavior. behavior. behavior. behavior. their work on time.
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 80% ___ of Learners who earned 80%
mag-aaral na nakaunawa sa aralin. above above above above 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 require
sa remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for
remediation
ang nakatulong ng lubos?Paano ito ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
nakatulong? lesson lesson lesson lesson 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 to ___ of Learners who continue to
na solusyunansa tulong ng aking require remediation require remediation require remediation require remediation require 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 well:
nadibuho nanais kong ibahagi sa kapwa ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
ko guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note

___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building:
projects. projects.

Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
opportunities. opportunities. opportunities. manipulatives, repetition, and local media, manipulatives, repetition,
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:

Examples: Student created drawings, ___Text Representation: Examples: Student created
videos, and games. videos, and games. videos, and games. Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. ___Modeling: Examples:
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: Speaking Speaking slowly and clearly,
language you want students to use, language you want students to use, language you want students to use, slowly and clearly, modeling the modeling the language you want
and providing samples of student and providing samples of student and providing samples of student language you want students to use, students to use, and providing
work. work. work. and providing samples of student samples of student work.
work. Other Techniques and Strategies
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies used:
used: used: used: Other Techniques and Strategies ___ Explicit Teaching
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching used: ___ Group collaboration
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Explicit Teaching ___Gamification/Learning throuh
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Group collaboration play
play play play ___Gamification/Learning throuh ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary play activities/exercises
activities/exercises activities/exercises activities/exercises ___ Answering preliminary ___ Carousel
___ Carousel ___ Carousel ___ Carousel activities/exercises ___ Diads
___ Diads ___ Diads ___ Diads ___ Carousel ___ Differentiated Instruction
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Role Playing/Drama
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Discovery Method
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Lecture Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Discovery Method Why?
Why? Why? Why? ___ Lecture Method ___ Complete IMs
___ Complete IMs ___ Complete IMs ___ Complete IMs Why? ___ Availability of Materials
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Pupils eagerness to learn
___ Pupils eagerness to learn ___ Pupils eagerness to learn ___ Pupils eagerness to learn ___ Availability of Materials ___ Group members
___ Group members ___ Group members ___ Group members ___ Pupils eagerness to learn collaboration/cooperation
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Group members in doing their tasks
in doing their tasks in doing their tasks in doing their tasks collaboration/cooperation ___AudioVisual Presentation
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks of the lesson
of the lesson of the lesson of the lesson ___ Audio Visual Presentation
of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
Head Teacher II
DAILY LESSON LOG Guro MELLANIE A. TAMARES Asignatura EsP
(Pang-araw-araw na Markahan 2ND /WEEK 2
Tala sa Pagtuturo) Petsa/Oras AUGUST 21-25, 2017

I. LAYUNIN Nakabubuo at nakapagpapahayag nang may paggalang sa anumang ideya / opinyon (EsP5P Iid e 25)
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa Naipamamalas ang pag- Naipamamalas ang pag-unawa sa Lingguhang Pagsusulit
kahalagahan ng pagkakaroon ng kahalagahan ng pagkakaroon ng unawa sa kahalagahan ng kahalagahan ng pagkakaroon ng
mapanuring pag-iisip sa mapanuring pag-iisip sa pagkakaroon ng mapanuring mapanuring pag-iisip sa pagpapahayag
pagpapahayag at pagganap ng pagpapahayag at pagganap ng pag-iisip sa pagpapahayag at at pagganap ng anumang gawain na
anumang gawain na may kinalaman anumang gawain na may kinalaman pagganap ng anumang may kinalaman sa sarili at sa pamilyang
sa sarili at sa pamilyang sa sarili at sa pamilyang gawain na may kinalaman sa kinabibilangan
kinabibilangan kinabibilangan sarili at sa pamilyang
kinabibilangan
B. Pamantayan sa Pagaganap Nakagagawa ng tamang pasya ayon Nakagagawa ng tamang pasya ayon Nakagagawa ng tamang Nakagagawa ng tamang pasya ayon sa
sa dikta ng isip at loobin sa kung sa dikta ng isip at loobin sa kung pasya ayon sa dikta ng isip at dikta ng isip at loobin sa kung ano ang
ano ang dapat at di-dapat ano ang dapat at di-dapat loobin sa kung ano ang dapat dapat at di-dapat
at di-dapat
C. Mga Kasanayan sa Pagkatuto EsP5PKP Ia- 27 EsP5PKP Ia- 27 EsP5PKP Ia- 27 EsP5PKP Ia- 27
(Isulat ang code ng bawat
kasanayan) 1. Napahahalagahan ang 1. Napahahalagahan ang 1. Napahahalagahan ang 1. Napahahalagahan ang katotohanan
katotohanan sa pamamagitan ng katotohanan sa pamamagitan ng katotohanan sa sa pamamagitan ng pagsusuri sa mga:
pagsusuri sa mga: pagsusuri sa mga: pamamagitan ng pagsusuri 1.1. balitang napakinggan
1.1. balitang napakinggan 1.1. balitang napakinggan sa mga: 1.2. patalastas na nabasa/narinig
1.2. patalastas na nabasa/narinig 1.2. patalastas na nabasa/narinig 1.1. balitang napakinggan 1.3. napanood na programang
1.3. napanood na programang 1.3. napanood na programang 1.2. patalastas na pantelebisyon
pantelebisyon pantelebisyon nabasa/narinig 1.4. nabasa sa internet
1.4. nabasa sa internet 1.4. nabasa sa internet 1.3. napanood na
programang pantelebisyon
1.4. nabasa sa internet
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
Mag-aaral
3. Mga pahina sa Teksbuk Wastong Pag-uugali sa
Makabagong Panahon

B. Iba pang Kagamitang Panturo cartolina, colored pen cartolina, colored pen cartolina, colored pen cartolina, colored pen
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Pagsagot sa takdang aralin Pagsagot sa takdang aralin Pagsagot sa takdang aralin Pagsagot sa takdang aralin
at/o pagsisimula ng bagong
aralin
B. Paghahabi sa layunin ng aralin Nakabubuo at nakapagpapahayag Nakabubuo at nakapagpapahayag Nakabubuo at Nakabubuo at nakapagpapahayag
nang may paggalang sa anumang nang may paggalang sa anumang nakapagpapahayag nang may nang may paggalang sa anumang
ideya / opinyon (EsP5P Iid e ideya / opinyon (EsP5P Iid e paggalang sa anumang ideya ideya / opinyon (EsP5P Iid e 25)
25) 25) / opinyon (EsP5P Iid e
25)
C. Pag-uugnay ng mga halimbawa sa Ipaunawa sa mga mag aaral na sa Ipaunawa sa mga mag aaral na sa Ipaunawa sa mga mag aaral Ipaunawa sa mga mag aaral na sa pang
bagong aralin
pang araw araw na buhay ay pang araw araw na buhay ay na sa pang araw araw na araw araw na buhay ay maaari tayong
maaari tayong makabuo at maaari tayong makabuo at buhay ay maaari tayong makabuo at makapagpahayag ng ibat
makapagpahayag ng ibat ibang makapagpahayag ng ibat ibang makabuo at ibang ideya / opinyon.
ideya / opinyon. ideya / opinyon. makapagpahayag ng ibat
ibang ideya / opinyon.
D. Pagtatalakay ng bagong konsepto Ibigay na halimbawa ang isang Ibigay na halimbawa ang isang Ibigay na halimbawa ang Ibigay na halimbawa ang isang debate
debate ng mga mag aaral tungkol debate ng mga mag aaral tungkol isang debate ng mga mag ng mga mag aaral tungkol sa
#1
sa napapanahong isyu ng K 12 sa napapanahong isyu ng K 12 aaral tungkol sa napapanahong isyu ng K 12 Program
Program na tinalakay sa Gawain 1 ng Program na tinalakay sa Gawain 1 ng napapanahong isyu ng K 12 na tinalakay sa Gawain 1 ng Isagawa
Isagawa Natin sa Kagamitan ng Mag Isagawa Natin sa Kagamitan ng Mag Program na tinalakay sa Natin sa Kagamitan ng Mag aaral.
aaral. Gabayan ang mga mag aaral. Gabayan ang mga mag Gawain 1 ng Isagawa Natin sa Gabayan ang mga mag aaral upang
aaral upang maunawan nila na ang aaral upang maunawan nila na ang Kagamitan ng Mag aaral. maunawan nila na ang bawat tao ay
bawat tao ay may kanya kanyang bawat tao ay may kanya kanyang Gabayan ang mga mag aaral
ideya / opinyon na dapat nating ideya / opinyon na dapat nating upang maunawan nila na ang may kanya kanyang ideya / opinyon
igalang. igalang. bawat tao ay may kanya na dapat nating igalang.
kanyang ideya / opinyon na
dapat nating igalang.
E. Pagtatalakay ng bagong konsepto Idagdag sa mga katanungan: Idagdag sa mga katanungan: Idagdag sa mga katanungan: Idagdag sa mga katanungan:
#2
Naranasan niyo na ba ang makilaok Naranasan niyo na ba ang makilaok Naranasan niyo na ba ang Naranasan niyo na ba ang makilaok sa
sa isang debate? Ano ang masasabi sa isang debate? Ano ang masasabi makilaok sa isang debate? isang debate? Ano ang masasabi niyo sa
niyo sa onsepto ng debate? niyo sa onsepto ng debate? Ano ang masasabi niyo sa onsepto ng debate?
onsepto ng debate?
Ano ang kaugalian na dapat nating Ano ang kaugalian na dapat nating Ano ang kaugalian na dapat nating
mapaunlad sa pakikilahok sa mapaunlad sa pakikilahok sa Ano ang kaugalian na dapat mapaunlad sa pakikilahok sa debate?
debate? Ipaliwanag ang debate? Ipaliwanag ang nating mapaunlad sa Ipaliwanag ang kahalagahan nito.
kahalagahan nito. kahalagahan nito. pakikilahok sa debate?
Mahalagang maunawaan ng mag
Ipaliwanag ang kahalagahan
Mahalagang maunawaan ng mag Mahalagang maunawaan ng mag aaral na dapat pagbuhusan nila ng
nito.
aaral na dapat pagbuhusan nila ng aaral na dapat pagbuhusan nila ng pansin ang paggalang sa ideya /
pansin ang paggalang sa ideya / pansin ang paggalang sa ideya / Mahalagang maunawaan ng opinyon ng ibang tao.
opinyon ng ibang tao. opinyon ng ibang tao. mag aaral na dapat
Ipaunawa din sa kanila na bawat tao ay
pagbuhusan nila ng pansin
Ipaunawa din sa kanila na bawat tao Ipaunawa din sa kanila na bawat tao nakabubuo at nakapagpapaayag ng
ang paggalang sa ideya /
ay nakabubuo at nakapagpapaayag ay nakabubuo at nakapagpapaayag ideya / opinyon ayon sa kanyang
opinyon ng ibang tao.
ng ideya / opinyon ayon sa kanyang ng ideya / opinyon ayon sa kanyang paniniwala na dpat igalang ng iba.
paniniwala na dpat igalang ng iba. paniniwala na dpat igalang ng iba. Ipaunawa din sa kanila na
bawat tao ay nakabubuo at
Gamit ang kanilang kuwaderno
nakapagpapaayag ng ideya /
Gamit ang kanilang kuwaderno Gamit ang kanilang kuwaderno pasagutan ang Gawain 1.
opinyon ayon sa kanyang
pasagutan ang Gawain 1. pasagutan ang Gawain 1.
Para sa Gawain 2, hatiin ang klase sa Para sa Gawain 2, hatiin ang klase sa paniniwala na dpat igalang ng Para sa Gawain 2, hatiin ang klase sa
apat. apat. iba. apat.
Gamit ang kanilang

kuwaderno pasagutan ang
Gawain 1.
Para sa Gawain 2, hatiin ang

klase sa apat.
F. Paglinang sa Kabihasan Ipabasa at ipaunawa ang mga Ipabasa at ipaunawa ang mga Ipabasa at ipaunawa ang mga Ipabasa at ipaunawa ang mga
(Tungo sa Formative Assessment)
sitwasyon sa Isapuso Natin sa sitwasyon sa Isapuso Natin sa sitwasyon sa Isapuso Natin sa sitwasyon sa Isapuso Natin sa
Kagamitan ng Mag aaral. Kagamitan ng Mag aaral. Kagamitan ng Mag aaral. Kagamitan ng Mag aaral.
Hingin ang magiging sagot ng mga Hingin ang magiging sagot ng mga Hingin ang magiging sagot ng Hingin ang magiging sagot ng mga mag
mag aaral kung sa paraang oral mag aaral kung sa paraang oral mga mag aaral kung sa aaral kung sa paraang oral kung
kung dumating ang katuald ng kung dumating ang katuald ng paraang oral kung dumating dumating ang katuald ng ibinigay na
ibinigay na sitwasyon sa kanila. ibinigay na sitwasyon sa kanila. ang katuald ng ibinigay na sitwasyon sa kanila.
Iproseso ang sagot ng mga mag Iproseso ang sagot ng mga mag sitwasyon sa kanila. Iproseso ang sagot ng mga mag aaral.
aaral. aaral. Iproseso ang sagot ng mga Ang mga impormasyon sa Tandaan
Ang mga impormasyon sa Tandaan Ang mga impormasyon sa Tandaan mag aaral. Natin ay dagdag na kaalaman para sa
Natin ay dagdag na kaalaman para Natin ay dagdag na kaalaman para Ang mga impormasyon sa mag aaral. Inaasahan na may
sa mag aaral. Inaasahan na may sa mag aaral. Inaasahan na may Tandaan Natin ay dagdag na malawak na pagpapaliwanag ang guro
malawak na pagpapaliwanag ang malawak na pagpapaliwanag ang kaalaman para sa mag aaral. upang mas maramdaman ng mag
guro upang mas maramdaman ng guro upang mas maramdaman ng Inaasahan na may malawak aaral ang araling ito.
mag aaral ang araling ito. mag aaral ang araling ito. na pagpapaliwanag ang guro Maaaring magamit sa pagpapaliwanag
Maaaring magamit sa Maaaring magamit sa upang mas maramdaman ng ang kaalaman tungkol sa Teorya ng
pagpapaliwanag ang kaalaman pagpapaliwanag ang kaalaman mag aaral ang araling ito. Interaktibong Pagkatuto (Interactive
tungkol sa Teorya ng Interaktibong tungkol sa Teorya ng Interaktibong Maaaring magamit sa Learning Theory) ni Albert Bandura.
Pagkatuto (Interactive Learning Pagkatuto (Interactive Learning pagpapaliwanag ang Sinasabi sa teoryang ito na ang isang
Theory) ni Albert Bandura. Sinasabi Theory) ni Albert Bandura. Sinasabi kaalaman tungkol sa Teorya tao ay maaaring matuto sa
sa teoryang ito na ang isang tao ay sa teoryang ito na ang isang tao ay ng Interaktibong Pagkatuto pamamagitan ng pagmamasid at
maaaring matuto sa pamamagitan maaaring matuto sa pamamagitan (Interactive Learning Theory) pagkuha ng bagong impormaasyon sa
ng pagmamasid at pagkuha ng ng pagmamasid at pagkuha ng ni Albert Bandura. Sinasabi sa kaniyang kapwa sa magalang na
bagong impormaasyon sa kaniyang bagong impormaasyon sa kaniyang teoryang ito na ang isang tao pamamaraan.
kapwa sa magalang na kapwa sa magalang na ay maaaring matuto sa Iugnay ang teoryang ito sa parran ng
pamamaraan. pamamaraan. pamamagitan ng paggalang sa ideya / opinyon ng ibang
Iugnay ang teoryang ito sa parran Iugnay ang teoryang ito sa parran pagmamasid at pagkuha ng tao.
ng paggalang sa ideya / opinyon ng ng paggalang sa ideya / opinyon ng bagong impormaasyon sa
ibang tao. ibang tao. kaniyang kapwa sa magalang
na pamamaraan.
Iugnay ang teoryang ito sa
parran ng paggalang sa ideya
/ opinyon ng ibang tao.
G. Paglalapat ng aralin sa pang-araw- Hatiin ang klase sa dalawang Hatiin ang klase sa dalawang Hatiin ang klase sa dalawang Hatiin ang klase sa dalawang pangkat.
araw na buhay
pangkat. pangkat. pangkat. Pagsagawain ang mga mag aaral ng
Pagsagawain ang mga mag aaral ng Pagsagawain ang mga mag aaral ng Pagsagawain ang mga mag isang debate ayon sa isyu na ibibgay ng
isang debate ayon sa isyu na ibibgay isang debate ayon sa isyu na ibibgay aaral ng isang debate ayon sa guro.
ng guro. ng guro. isyu na ibibgay ng guro. Isaalang alang ang mga paraan ng
Isaalang alang ang mga paraan ng Isaalang alang ang mga paraan ng Isaalang alang ang mga paggalang sa ideya / opinyon ng ibang
paggalang sa ideya / opinyon ng paggalang sa ideya / opinyon ng paraan ng paggalang sa ideya tao.
ibang tao. ibang tao. / opinyon ng ibang tao. Gabayaan ang mga mag aaral sa
Gabayaan ang mga mag aaral sa Gabayaan ang mga mag aaral sa pagsasagawa ng debate.
pagsasagawa ng debate. pagsasagawa ng debate.
Gabayaan ang mga mag
aaral sa pagsasagawa ng
debate.
H. Paglalahat ng Arallin Bkit kailangan igalang ang opinion Bkit kailangan igalang ang opinion Bkit kailangan igalang ang Bkit kailangan igalang ang opinion ng
ng iba? ng iba? opinion ng iba? iba?
I. Pagtataya ng Aralin Gamit ang kuwaderno ng mga mag Gamit ang kuwaderno ng mga mag Gamit ang kuwaderno ng mga Gamit ang kuwaderno ng mga mag
aaral, pasagutan ang Subukin Natin aaral, pasagutan ang Subukin Natin mag aaral, pasagutan ang aaral, pasagutan ang Subukin Natin sa
sa Kagamitan ng Mag aaral. sa Kagamitan ng Mag aaral. Subukin Natin sa Kagamitan Kagamitan ng Mag aaral.
Hingan ng insights ang mga mag Hingan ng insights ang mga mag ng Mag aaral. Hingan ng insights ang mga mag
aaral hinggil sa natapos na aralin aaral hinggil sa natapos na aralin aaral hinggil sa natapos na aralin
Hingan ng insights ang mga
mag aaral hinggil sa
natapos na aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
80% sa pagtatayao. next objective. next objective. to the next objective. objective. objective.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
B.Bilang ng mag-aaralna nangangailangan ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find difficulties in
ng iba pang Gawain para sa remediation answering their lesson. answering their lesson. difficulties in answering their answering their lesson. answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in lesson. ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. ___Pupils found difficulties in answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, skills because of lack of knowledge, skills ___Pupils did not enjoy the because of lack of knowledge, skills and because of lack of knowledge, skills and
and interest about the lesson. and interest about the lesson. lesson because of lack of interest about the lesson. interest about the lesson.
___Pupils were interested on the ___Pupils were interested on the knowledge, skills and interest ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some difficulties lesson, despite of some difficulties about the lesson. lesson, despite of some difficulties lesson, despite of some difficulties
encountered in answering the encountered in answering the ___Pupils were interested on encountered in answering the encountered in answering the
questions asked by the teacher. questions asked by the teacher. the lesson, despite of some questions asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson ___Pupils mastered the lesson difficulties encountered in ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite
despite of limited resources used by despite of limited resources used by answering the questions of limited resources used by the of limited resources used by the
the teacher. the teacher. asked by the teacher. teacher. teacher.
___Majority of the pupils finished ___Majority of the pupils finished ___Pupils mastered the ___Majority of the pupils finished their ___Majority of the pupils finished their
their work on time. their work on time. lesson despite of limited work on time. work on time.
___Some pupils did not finish their ___Some pupils did not finish their resources used by the ___Some pupils did not finish their work ___Some pupils did not finish their work
work on time due to unnecessary work on time due to unnecessary teacher. on time due to unnecessary behavior. on time due to unnecessary behavior.
behavior. behavior. ___Majority of the pupils
finished their work on time.
C.Nakatulong ba ang remedial? Bilang ng ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above
mag-aaral na nakaunawa sa aralin. above above 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 additional ___ of Learners who require additional
sa remediation additional activities for remediation additional activities for remediation additional activities for activities for remediation activities for remediation
remediation
ang nakatulong ng lubos?Paano ito ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught up the
nakatulong? lesson lesson up the lesson lesson lesson
F.Anong sulioranin ang aking naranasan ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to
na solusyunansa tulong ng aking require remediation require remediation to require remediation require remediation require remediation
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well: Strategies used that work
nadibuho nanais kong ibahagi sa kapwa ___Metacognitive Development: ___Metacognitive Development: well: ___Metacognitive Development: well:___Metacognitive Development:
ko guro? Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive Examples: Self assessments, note taking Examples: Self assessments, note taking
taking and studying techniques, and taking and studying techniques, and Development: Examples: Self and studying techniques, and and studying techniques, and
vocabulary assignments. vocabulary assignments. assessments, note taking and vocabulary assignments. vocabulary assignments.

___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- studying techniques, and ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and share, quick-writes, and vocabulary assignments. share, quick-writes, and anticipatory share, quick-writes, and anticipatory
anticipatory charts. anticipatory charts. ___Bridging: Examples: charts. charts.
Think-pair-share, quick-
___Schema-Building: Examples:
writes, and anticipatory Compare and contrast, jigsaw learning,
___Schema-Building:
charts. ___Schema-Building: Examples:
peer teaching, and projects.
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw learning,
learning, peer teaching, and peer teaching, and projects. ___Contextualization:
projects. projects. ___Schema-Building: Examples:Demonstrations,
Examples: Compare and media,manipulatives,

contrast, jigsaw learning, peer
___Contextualization:
repetition,andlocal opportunities.
___Contextualization: ___Contextualization:
teaching, and projects. Examples: Demonstrations, media,

___Text Representation:
opportunities.
Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: Examples: Student created drawings,
Examples:
Demonstrations, ___Text Representation: videos, and games.
opportunities. opportunities. media, manipulatives, ___Modeling: Examples: Speaking
repetition, and local videos, and games. slowly and clearly, modeling the
___Text Representation: ___Text Representation: opportunities. language you want students to use, and
___Modeling: Examples: Speaking
providing samples of student work.
Examples: Student
created Examples: Student
created slowly and clearly, modeling the
Other Techniques and Strategies used:
drawings, videos, and games. drawings, videos, and games. ___Text Representation: language you want students to use, and
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking Examples: Student created providing samples of student work.
___ Group collaboration
slowly and clearly, modeling the slowly and clearly, modeling the drawings, videos, and games. ___Gamification/Learning throuh play
language you want students to use, language you want students to use, Other Techniques and Strategies used:
___Modeling: Examples:
and providing samples of student and providing samples of student Speaking slowly and clearly, activities/exercises
work. work. ___ Group collaboration
modeling the language you ___ Carousel
___Gamification/Learning throuh play
want students to use, and ___ Diads
Other Techniques and Strategies Other Techniques and Strategies ___ Answering preliminary
providing samples of student ___ Differentiated Instruction
used: used: activities/exercises
work. ___ Role Playing/Drama
___ Explicit Teaching ___ Explicit Teaching ___ Carousel
___ Discovery Method
___ Group collaboration ___ Group collaboration ___ Diads
Other Techniques and ___ Lecture Method
___Gamification/Learning throuh ___Gamification/Learning throuh ___ Differentiated Instruction
Strategies used: Why?
play play ___ Role Playing/Drama
___ Explicit Teaching ___ Complete IMs
___ Answering preliminary ___ Answering preliminary ___ Discovery Method
___ Group collaboration ___ Availability of Materials
activities/exercises activities/exercises ___ Lecture Method
___Gamification/Learning ___ Pupils eagerness to learn
___ Carousel ___ Carousel Why?
throuh play ___ Group members
___ Diads ___ Diads ___ Complete IMs
___ Answering preliminary collaboration/cooperation
___ Differentiated Instruction ___ Differentiated Instruction ___ Availability of Materials
activities/exercises in doing their tasks
___ Role Playing/Drama ___ Role Playing/Drama ___ Pupils eagerness to learn
___ Carousel ___ AudioVisual Presentation
___ Discovery Method ___ Discovery Method ___ Group members
___ Diads of the lesson
___ Lecture Method ___ Lecture Method collaboration/cooperation
___ Differentiated Instruction
Why? Why? in doing their tasks
___ Complete IMs ___ Complete IMs ___ Audio Visual Presentation
___ Availability of Materials ___ Availability of Materials of the lesson
___ Lecture Method
___ Pupils eagerness to learn ___ Pupils eagerness to learn Why?
___ Group members ___ Group members ___ 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 members
of the lesson of the lesson
of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
Head Teacher II
DAILY LESSON LOG Teacher MELLANIE A. TAMARES Learning Areas MAPEH

I. OBJECTIVES
A. Content Standards The learner The learner The learner The learner The learner . . .
demonstrates
recognizes the musical symbols and recognizes the musical symbols and demonstrates understanding of lines, demonstrates understanding of the understanding of
demonstrates understanding of demonstrates understanding of colors, space, and harmony through different changes, health concerns participation in and
concepts pertaining to melody concepts pertaining to melody painting and explains/illustrates and management strategies during assessment of physical
landscapes of important historical puberty activities and physical
places in the community (natural or Understands basic concepts fitness.
man-made)using one-point regarding sex and gender
perspective in landscape drawing,
complementary colors, and the right
proportions of parts.
B. Performance Standards The learner The learner The learner The learner... The learner . . .
participates and assesses
accurate performance of songs accurate performance of songs sketches natural or man-made places demonstrates health practices for performance in physical
following the musical symbols following the musical symbols in the community with the use of self-care during puberty based on activities .assesses physical
pertaining to melody indicated in pertaining to melody indicated in complementary colors. accurate and scientific information fitness
the piece the piece draws/paints significant or important The learner...
historical places. Demonstrates respect for the
decisions that people make with
regards to gender identity and
gender roles.
C. Learning Competencies/Objectives identifies the pitch names of each identifies the pitch names of each identifies and describes the accepts changes as a normal part of Explain the indicator of fitness
Write the LC code for each line and space on the F-Clef staff line and space on the F-Clef staff architectural or natural features of the growth and development
places visited or seen on pictures. PE5PF-IIa-17
MU5ME-IIa-2 MU5ME-IIa-2 H5GD-Ia-b-2
A5EL-IIb
II. CONTENT unitary song unitary song Arkitektura o Natural na Likas na Mga Pagbabagong Emosyonal at Ang Philippine Physical Activity
Ganda ng mga Tanawin Sosyal sa Panahon ng Pyramid Guide para sa Batang
Pagdadalaga at Pagbibinata Pilipino

A. References
3. Textbook pages
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Ano ang istruktura ng anyong Ano ang istruktura ng anyong Piliin ang mga larawan na Ano-ano ang mga pagbabagong Humanap ng kapares. Pag-aralan
presenting the new lesson unitary? Strophic? unitary? Strophic? matatagpuan sa ating bansa. pisikal sa panahon ng pagbibinata at ang mga larawan at itambal sa
Magbigay ng awitin na nasa anyong Magbigay ng awitin na nasa anyong pagdadalaga? ibinigay na deskripsyon. Ang lahat
ng pares ay magpapaunahan ng
unitary. Strophic. unitary. Strophic.
pagtambal. Ang unang pares na
makatapos ay siyang panalo.
B. Establishing a purpose for the identifies the pitch names of each identifies the pitch names of each Nakikilala at nailalarawan ang accepts changes as a normal part of pagyayamanin at tutukuyin ang
lesson line and space on the F-Clef staff line and space on the F-Clef staff arkitektura o natural na likas na ganda growth and development ating kaalaman sa lakas at tatag
ng mga tanawin. ng kalamnan.
C. Presenting examples/instances of Awiting muli ang Magtanim Tayo Awiting muli ang Magtanim Tayo Magpakita ng mga larawan ng Magpakita ng mga larawan Tama ba ang iyong paglalarawan
the new lesson ng Gulay nang sabay-sabay. ng Gulay nang sabay-sabay. magagandang tanawin. Isalarawan ang sa mga gawain?
mga ito at hayaang magbahagi ng Alin sa mga larawan ang may
karanasan tungkol dito. kaugnayan sa tatag ng kalamnan?
Alin naman ang gumagamit ng
lakas ng kalamnan?
D. Discussing new concepts and Gumawa ng lyrics na may pamagat Gumawa ng lyrics na may pamagat Ang ating bansa ay biniyayaan ng Ang pagbabago sa ugali ng Gawain 1. Pagbuhat ng mabigat
practicing new skills #1 na Ang Paborito Kong Alaga na Ang Paborito Kong Alaga mgagandang tanawin na may natural mga nagbibinata at nagdadalaga ay
Palitan ang tono o himig ng awit ng Palitan ang tono o himig ng awit ng na likas na ganda na nakakaakit sa mga kapansin-pansin. Totoong Bumuo ng pangkat na may tig-
dumarayong turista. Ang mga ito ay napapahilig sila sa pakikipagkaibigan apat o tig-limang kasapi.
pangkatan. pangkatan.
mas lalong napaganda sa tulong ng ngaunit ang pagiging mapag-isa Sama-samang buhatin ng pangkat
arkitektura na ipinakikita ng pagiging kung ninanais ay dapat pahalagahan ang isang malaking sako na
malikhain ng mga Pilipino. dahil ito ang panahon upang naglalaman ng sampung aklat
makapag-isip ng mga dapat at di papunta sa puwesto ng may
Ang arkitektura o agbarugan ay ang
dapat para sa sarili. Ang mga dalawang metro ang layo mula sa
proseso at produkto bg pagplano,
nagbibinata at nagdadalaga ay pinagmulan. Bumalik sa
pagdisenyo,at pagtayo ng mga gusali at
nagiging mapili na rin sa gustong pinagmulan.
iba pang pisikal na istruktura. Ang mga
kagamitan. Hindi lamang sila
gawang arkitektura sa materyal na anyo
nagiging maayos sa sarili kundi Gawain 2. Pagbuhat ng magaan
ng mga gusali ay madalas na kinikilala
gayundin sa mga damit at iba pang
bilang simbolo ng kultura at gawa ng
kagamitan. Humanap ng kapareha. Buhatin
sining. Ang mga makasaysayang
ng pares ng isang bag na
sibilisasyon ay malimit na nakikilala
dahil sa kanilang mga arkitekturang Mamamasid din sa kanila naglalaman ng dalawang aklat
nagawa na hanggang ngayon ay ang kasipagan at paggawa nang may lamang papunta sa puwesto ng
nakatayo pa. kusa. Ang pagiging matulungin at may dalawang metro ang layo
Ilan sa mga tanyag na tanawin na mapagkalinga sa kapwa ay makikita mula sa pinagmulan. Ulit-ulitin ito
matatagpuan sa ating bansa ay ang sa kanilang pakikitungo sa mga sa lugar ng tatlong (3) minute.
mga sumusunod. kaibigan at kapatid. Ang pagtanggap
ng responsibilidad ay isang hudyat
Ang Simbahan ng Barasoain ay isang
ng pagtitiwala sa sarili na gusto rin
Katolikong simbahang matatagpuan sa
nilang pahalagahan.
Lungsod ng Malolos, Bulacan.
Dito naganap ang tatlong
mahahalagang pangyayari sa
kasaysayan ng Pilipinas: ang
pagpupulong ng Unang Kongreso ng
Pilipinas.
E. Discussing new concepts and Iparinig ang nabuong awit sa klase. Iparinig ang nabuong awit sa klase. Hagdan Hagdan Palayan sa Banaue Dahil sa mga pagbabagong pisikal ay Anong naramdaman ninyo nang
practicing new skills #2 Kilalang-kilala sa buong daigdig ang naapektuhan din ang damdamin ng gawin ang unang gawain kumpara
tanawing ito. Sa katunayan, ito ay isang nagdadalaga at nagbibinata. sa pangalawa?
tinagurian natin na 8th Wonder of the Ang mga kabataang ito ay nagiging Sino sa inyo ang hindi
World. Ang tinutukoy kong tanawin ay palaayos sa sarili ay normal na nakaramdam ng ngalay o hirap sa
matatagpuan sa Banaue, Ifugao. Ito ay bahagi at dahil dito ay nagiging pagbuhat ng bag na may
ang hagdan-hagdang palayan na palahanga sa mga taong mapag-ayos sampung aklat? Ilang ulit ninyong
pinagbuwisan ng buhay ng ating mga at may magandang tikas ng katawan nagawa ang pagbuhat ng bag
ninuno. Ito ay nayari lamang sa na nagiging idolo nila sa paglak.
pamamagitan ng kanilang mga kamay. Maging sa sarili ay mapaghanap sila
Tanda ito ng sipag at pagkamalikhain ng ng pansin mula sa kapwa at mga
mga unang Pilipino. magulang. Dito rin maigting ang
pakikipagkaibigan at
pakikipagtunggali kayat ang
Talon ng Pagsanjan
pakikisama ay dapat nilang
Sa bayan ng Pagsanjan, lalawigan ng
matutunan at pahalagahan. Sa
Laguna, matatagpuan ang isang
panahong ito, ang pagtitiwala sa
napakagandang talon, ang Talon ng
sarili ay makatutulong sa pagiging
Pagsanjan. Malawak at malinaw ang
matatag na siyang susi upang
tubig na nagbubuhat sa talon
maging maunlad at malawak ang
na ito. Higit sa lahat ay kahali-halinang
pag-unawa sa buhay.
tingnan ang bagsak ng tubig na parang
Ang mga kasambahay at
sinasaliwan ng malamyos na tunog ng
kaibigan ay dapat namang
lagaslas ng tubig-batis.
magpakita ng pag-unawa, pagkilala,
at pagtitiwala na siyang
Lawa ng Taal makatutulong sa pagpapaunlad ng
Ang Lawa ng Taal ay isang lawang mga nagbibinata at nagdadalaga.
tubig-tabang sa lalawigan ng Batangas
sa pulo ng Luzon, Pilipinas. Ang lawa ay
nasa isang caldera na nabuo ng
napalaking mga pagputok sa pagitan
ng 500,000 at 100,000 taong
nakararaan. Ito ang pangatlong
pinakamalaking lawa sa Pilipinas (ang
pinakamalaki ay ang Lawa ng Laguna)
Chocolate Hills
Ang Chocolate hills ay isang
burol.Napakagandang destinasyon ang
tsokolate hills ito ay matatagpuan sa
Bohol..
Boracay
Ang boracay ang pinakamagandang
destinasyon na maari mong puntahan,
napakaganda ng dagat nito at
napakaputi ng buhangin..Isa rin eto sa
tourist attraction sa Pilipinas. Bahagi
ito ng bayan ng Malay sa probinsiya ng
Aklan
Pag-usapan ang larawan at ang mga
makikita rito.
F. Developing mastery Pangkatang Gawain Pangkatang Gawain (Sumangguni sa GAWIN) Bumuo ng dalawang grupo at 1. Bumuo ng dalawang grupo na
(Leads to Formative Assessment 3) pagusapan ang mga pagbabagong may walo hanggang sampung
emosyonal at sosyal sa panahon ng kasapi o higit pa.
pagbibinata at pagdadalaga. 2. Maglagay ng silya sa harap ng
Saguting ang sumusunod na bawat pangkat na may layong
katanungan. limang metro.
1. Anu-ano ang mga 3. Humarap nang sunuran na ang
pagbabagong emosyonal agwat ng bawat isa ay isang ta-
ang nararanasan ninyo sa lampakan, at humawak sa
inyong pagdadalaga / baywang o balikat ng nasa
pagbibinata? harapan.
2. Anu-ano ang mga
pagbabagong sosyal ang
nararanasan ninyo sa 4. Ibaluktot ang mga tuhod nang
inyong pagdadalaga / paupo at nakaharap sa likod ng
pagbibinata? isang kasapi.
5. Gayahin ito ng lahat ng kasapi
at humanda na sa dahan-dahang
paglakad. Panatilihin ng bawat isa
ang ganitong posisyon habang
naglalakad ang pangkat.
6. Marahang lumakad pasulong
patungo sa itanakdang lugar at
ikutan pakanan ng buong grupo
hanggang makabalik sa
pinanggalingan na napanatili ang
posisyon.
7. Ang grupong unang makabalik
sa puwesto at makahanay ng
tuwid ang panalo.
G. Finding practical applications of Ano ang iyong naramdaman nang Ano ang iyong naramdaman nang Paano maipakikita ang likas na ganda Pangkatang Gawain Pangkatang Gawain
concepts and skills in daily living makalikha kayo ng sarili ninyong makalikha kayo ng sarili ninyong ng magagandang tanawin dito sa ating
awit? awit? bansa?
H. Making generalizations and Upang makagawa ng awit na may Upang makagawa ng awit na may Ang pagpipinta sa ating iginuhit ay Ilahad ang mga pagbabagong Ang paggamit ng kalamnan para
abstractions about the lesson apat na linyang anyong unitary apat na linyang anyong unitary nakakadagdag ganda sa ating likhang matagalang panatilihin ang
emosyonal na nararanasan ng
dapat tandaan ang istruktura o dapat tandaan ang istruktura o sining. Maaari nating gawing modelo posisyon ng katawan ay
sa pagguhit ang magagandang tanawin nagbibinata at nagdadalaga. pagpapakita ng pagtaglay ng
disenyo ng anyong nito. disenyo ng anyong nito.
sa ating bansa. tatag ng kalamnan.
(Sumangguni sa TANDAAN)
Mahalaga na magtaglay ng lakas
at tatag ng kalamnan upang
laging handa ang ating katawan
sa anumang gawaing
nangangailangan ng power.
I. Evaluating learning Gumawa ng sariling awit na nasa Gumawa ng sariling awit na nasa Ipapaskil ang larawan na nilikha ng Lagyan ng Tsek (/) kung Sagutin ang mga tanong ng OO o
anyong unitary na may apat na anyong unitary na may apat na mga mag-aaral. pagbabagong emosyonal at ekis(x) HINDI.
linya. Gamitin ang pamagat na linya. Gamitin ang pamagat na kung pagbabagong sosyal.
(Sumangguni sa SURIIN)
___1. Pagiging mapili ng kagamitan.
Aking Kaibigan bilang patnubay. Aking Kaibigan bilang patnubay.
___2. Paghahanap ng pansin mula
Gumamit ng rubric at lagyan ng tsek Gumamit ng rubric at lagyan ng tsek sa kapwa ang magulang.
ang tamang kahon. ang tamang kahon. ___3. Pagtanggap ng
responsibilidad mula sa iba.
___4. Maigting ang
pakikipagkaibigan at
pakikipagtunggali sa iba.
___5. Pagiging maitin ang ulo sa
ilang mga sitwasyon.
J. Additional activities for application Sumannguni sa LM___________. Sumannguni sa LM___________. Sumannguni sa LM___________. Sumannguni sa LM___________. Gawing matatag at malakas ang
or remediation inyong kalamnan sa pamamagitan
ng pagsasagawa ng
mga gawaing bahay katulad ng
pagdidilig, pagbubuhat ng gamit,
at iba pa. Gumawa ng Fitness
Diary katulad ng nasa kabilang
pahina.
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
80% sa pagtatayao. next objective. next objective. to the next objective. objective. objective.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
B.Bilang ng mag-aaralna nangangailangan ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find difficulties in
ng iba pang Gawain para sa remediation answering their lesson. answering their lesson. difficulties in answering their answering their lesson. answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in lesson. ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. ___Pupils found difficulties in answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, skills because of lack of knowledge, skills ___Pupils did not enjoy the because of lack of knowledge, skills and because of lack of knowledge, skills and
and interest about the lesson. and interest about the lesson. lesson because of lack of interest about the lesson. interest about the lesson.
___Pupils were interested on the ___Pupils were interested on the knowledge, skills and interest ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some difficulties lesson, despite of some difficulties about the lesson. lesson, despite of some difficulties lesson, despite of some difficulties
encountered in answering the encountered in answering the ___Pupils were interested on encountered in answering the encountered in answering the
questions asked by the teacher. questions asked by the teacher. the lesson, despite of some questions asked by the teacher. questions asked by the teacher.
difficulties encountered in
___Pupils mastered the lesson ___Pupils mastered the lesson answering the questions ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite
despite of limited resources used by despite of limited resources used by asked by the teacher. of limited resources used by the of limited resources used by the
the teacher. the teacher. ___Pupils mastered the teacher. teacher.
___Majority of the pupils finished ___Majority of the pupils finished lesson despite of limited ___Majority of the pupils finished their ___Majority of the pupils finished their
their work on time. their work on time. resources used by the work on time. work on time.
___Some pupils did not finish their ___Some pupils did not finish their teacher. ___Some pupils did not finish their work ___Some pupils did not finish their work
work on time due to unnecessary work on time due to unnecessary ___Majority of the pupils on time due to unnecessary behavior. on time due to unnecessary behavior.
behavior. behavior. finished their work on time.
C.Nakatulong ba ang remedial? Bilang ng ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above
mag-aaral na nakaunawa sa aralin. above above 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 additional ___ of Learners who require additional
sa remediation additional activities for remediation additional activities for remediation additional activities for activities for remediation activities for remediation
remediation
ang nakatulong ng lubos?Paano ito ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught up the
nakatulong? lesson lesson up the lesson lesson lesson
F.Anong sulioranin ang aking naranasan ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to
na solusyunansa tulong ng aking require remediation require remediation to require remediation require remediation require remediation
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well: Strategies used that work
nadibuho nanais kong ibahagi sa kapwa ___Metacognitive Development: ___Metacognitive Development: well: ___Metacognitive Development: well:___Metacognitive Development:
ko guro? Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive Examples: Self assessments, note taking Examples: Self assessments, note taking
taking and studying techniques, and taking and studying techniques, and Development: Examples: Self and studying techniques, and and studying techniques, and
vocabulary assignments. vocabulary assignments. assessments, note taking and vocabulary assignments. vocabulary assignments.

___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- studying techniques, and ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and share, quick-writes, and vocabulary assignments. share, quick-writes, and anticipatory share, quick-writes, and anticipatory
anticipatory charts. anticipatory charts. ___Bridging: Examples: charts. charts.
Think-pair-share, quick-
___Schema-Building: Examples:
writes, and anticipatory Compare and contrast, jigsaw learning,
___Schema-Building:
charts. ___Schema-Building: Examples:
peer teaching, and projects.
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw learning,
learning, peer teaching, and peer teaching, and projects. ___Contextualization:
projects. projects. ___Schema-Building:
Examples: Compare and
contrast, jigsaw learning, peer
___Contextualization: Examples:Demonstrations,
teaching, and projects. media,manipulatives,
___Contextualization: ___Contextualization: Examples: Demonstrations, media,
manipulatives, repetition, and local repetition,andlocal opportunities.

Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local ___Contextualization: opportunities. ___Text Representation:
opportunities. opportunities. Examples: Demonstrations, Examples: Student created drawings,
media, manipulatives,
___Text Representation: videos, and games.
repetition, and local ___Modeling: Examples: Speaking
___Text Representation: ___Text Representation:
opportunities. Examples: Student created drawings,
videos, and games. slowly and clearly, modeling the
Examples: Student
created Examples: Student created
language you want students to use, and
drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples: Speaking
providing samples of student work.
___Text Representation: slowly and clearly, modeling the
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking Other Techniques and Strategies used:
slowly and clearly, modeling the
slowly and clearly, modeling the Examples: Student created language you want students to use, and
language you want students to use, language you want students to use, drawings, videos, and games. providing samples of student work.
___ Group collaboration
and providing samples of student and providing samples of student ___Modeling: Examples: ___Gamification/Learning throuh play
work. work. Speaking slowly and clearly, Other Techniques and Strategies used:
modeling the language you ___ Explicit Teaching
activities/exercises
Other Techniques and Strategies Other Techniques and Strategies want students to use, and ___ Group collaboration
___ Carousel
used: used: providing samples of student ___Gamification/Learning throuh play
___ Diads
___ Explicit Teaching ___ Explicit Teaching work. ___ Answering preliminary
___ Differentiated Instruction
___ Group collaboration ___ Group collaboration activities/exercises
___Gamification/Learning throuh ___Gamification/Learning throuh Other Techniques and ___ Carousel
play play Strategies used: ___ Diads
___ Lecture Method
___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching ___ Differentiated Instruction
Why?
activities/exercises activities/exercises ___ Group collaboration ___ Role Playing/Drama
___ Complete IMs
___ Carousel ___ Carousel ___Gamification/Learning ___ Discovery Method
___ Availability of Materials
___ Diads ___ Diads throuh play ___ Lecture Method
___ Pupils eagerness to learn
___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary Why?
___ Group members
___ Role Playing/Drama ___ Role Playing/Drama activities/exercises ___ Complete IMs
___ Discovery Method ___ Discovery Method ___ Carousel ___ Availability of Materials
___ Lecture Method ___ Lecture Method ___ Diads ___ Pupils eagerness to learn
___ AudioVisual Presentation
Why? Why? ___ Differentiated Instruction ___ Group members
of the lesson
___ Complete IMs ___ Complete IMs ___ Role Playing/Drama collaboration/cooperation
___ Availability of Materials ___ Availability of Materials ___ Discovery Method in doing their tasks
___ Pupils eagerness to learn ___ Pupils eagerness to learn ___ Lecture Method ___ Audio Visual Presentation
___ Group members ___ Group members Why? of the lesson
collaboration/cooperation collaboration/cooperation ___ Complete IMs
in doing their tasks in doing their tasks ___ Availability of Materials
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils eagerness to learn
of the lesson of the lesson ___ Group members
of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
Head Teacher II
DAILY LESSON LOG Teacher MELLANIE A. TAMARES Learning Areas SCIENCE
Teaching Dates and Time AUGUST 21-25, 2017 Quarter 2ND/WEEK 2

I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon
A. Content Standards
demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that
girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes
puberty puberty puberty puberty during puberty
B. Performance Standards
explains changes in girls and boys explains changes in girls and boys explains changes in girls and boys explains changes in girls and boys explains changes in girls and boys
undergoing puberty including undergoing puberty including undergoing puberty including undergoing puberty including undergoing puberty including
development of secondary sex development of secondary sex development of secondary sex development of secondary sex development of secondary sex
characteristics which indicate characteristics which indicate characteristics which indicate characteristics which indicate characteristics which indicate
readiness for reproduction. readiness for reproduction. readiness for reproduction. readiness for reproduction. readiness for reproduction.
practices ways of maintaining practices ways of maintaining practices ways of maintaining practices ways of maintaining practices ways of maintaining
health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the
reproductive system reproductive system reproductive system reproductive system reproductive system
C. Learning Competencies/Objectives
Write the LC code for each identifies parts of the reproductive identifies parts of the reproductive identifies parts of the reproductive identifies parts of the reproductive identifies parts of the
system and their functions system and their functions system and their functions system and their functions reproductive system and their
functions
describes secondary sex describes secondary sex describes secondary sex describes secondary sex
characteristics in girls and boys characteristics in girls and boys characteristics in girls and boys characteristics in girls and boys describes secondary sex
characteristics in girls and boys
explains the menstrual cycle and explains the menstrual cycle and explains the menstrual cycle and explains the menstrual cycle and
how it indicates readiness for how it indicates readiness for how it indicates readiness for how it indicates readiness for explains the menstrual cycle and
reproduction reproduction reproduction reproduction how it indicates readiness for
reproduction
cites proper ways of maintaining cites proper ways of maintaining cites proper ways of maintaining cites proper ways of maintaining cites proper ways of maintaining
health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the
reproductive system reproductive system reproductive system reproductive system reproductive system
II. CONTENT
Humans Humans Humans Humans Humans
- stages of growth and development - stages of growth and development - stages of growth and development - stages of growth and development - stages of growth and
- parts of the reproductive system - parts of the reproductive system - parts of the reproductive system - parts of the reproductive system development
- development of secondary sex - development of secondary sex - development of secondary sex - development of secondary sex - parts of the reproductive system
characteristics characteristics characteristics characteristics - development of secondary sex
characteristics
menstrual cycle menstrual cycle menstrual cycle menstrual cycle
menstrual cycle
A. References Science & Health Competencies Science & Health Competencies Science & Health Competencies Science & Health Competencies Science & Health Competencies
Grade V Grade V Grade V Grade V Grade V
Science & Health 5-SD Publication Science & Health 5-SD Publication Science & Health 5-SD Publication
Science & Health 5-SD Publication Science & Health 5-SD Publication IUnc. 1999 p 23-24 IUnc. 1999 p 23-24 IUnc. 1999 p 23-24
IUnc. 1999 p 23-24 IUnc. 1999 p 23-24 Explore & Discover 5 Rex Printing Explore & Discover 5 Rex Printing Explore & Discover 5 Rex
Science for Daily Use 5 p12-13 Science for Daily Use 5 p12-13 Co.-2004 p 14-19 Co.-2004 p 14-19 Printing Co.-2004 p 14-19
Science Spectrum-Rex Printing Co Science Spectrum-Rex Printing Co Science Spectrum-Rex Printing Co Science Spectrum-Rex Printing Co Science Spectrum-Rex Printing
2004 p14-18 2004 p14-18 2004 p14-18 2004 p14-18 Co 2004 p14-18

2. Learners Material pages Exploring & Protecting our World- Exploring & Protecting our World- Exploring & Protecting our World- Exploring & Protecting our World- Exploring & Protecting our World-
Vibal Publishing House 2007 p4-7 Vibal Publishing House 2007 p4-7 Vibal Publishing House 2007 p 4-7 Vibal Publishing House 2007 p 4-7 Vibal Publishing House 2007 p 4-7
3. Textbook pages
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What are the different parts of What are the different parts of What are the changes occur among What are the changes occur among What are the changes occur
presenting the new lesson male/female reproductive system? male/female reproductive system? male during puberty stage? male during puberty stage? among male during puberty
Name the functions of each part of Name the functions of each part of stage?
the reproductive system. the reproductive system.
B. Establishing a purpose for the Describe the physical changes that Describe the physical changes that Describe the physical changes that Describe the physical changes that Describe the physical changes that
lesson occur in males during puberty. occur in males during puberty. occur among females during puberty occur among females during puberty occur among females during
puberty
C. Presenting examples/instances of Look at the pictures of a young boy Look at the pictures of a young boy a. What have you observed a. What have you observed a. What have you
the new lesson and a mature boy. and a mature boy. in the pictures? Describe in the pictures? Describe observed in the
all the changes that you all the changes that you pictures? Describe all
a. What have you observed a. What have you observed have observed in the have observed in the the changes that you
in the pictures? Describe in the pictures? Describe pictures. pictures. have observed in the
all the changes that you all the changes that you b. Have you undergone these b. Have you undergone these pictures.
have observed in the have observed in the physical changes? physical changes? b. Have you undergone
pictures. pictures. c. Do all females c. Do all females these physical changes?
b. Have you undergone these b. Have you undergone these experienced these experienced these c. Do all females
physical changes? physical changes? changes? At what ages changes? At what ages experienced these
c. Do all males experienced c. Do all males experienced are these changes are these changes changes? At what ages
these changes? At what these changes? At what observed? observed? are these changes
ages are these changes ages are these changes d. At what stage of your life d. At what stage of your life observed?
observed? observed? do these changes take place? do these changes take place? d. At what stage of your
d. At what stage of your life d. At what stage of your life life do these changes take place?
do these changes take do these changes take
place? place?
D. Discussing new concepts and What are the common changes that What are the common changes that What are the common changes that What are the common changes that What are the common changes
practicing new skills #1 have taken place among males have taken place among males have taken place among female have taken place among female that have taken place among
during puberty? during puberty? during puberty? during puberty? female during puberty?
E. Discussing new concepts and Puberty is the process through Puberty is the process through Physical changes that occur among Physical changes that occur among Physical changes that occur among
practicing new skills #2 which a childs body matures into which a childs body matures into females during puberty. females during puberty. females during puberty.
an adult body capable of sexual an adult body capable of sexual 1. Female increases in 1. Female increases in 1. Female increases in
reproduction. It commonly begins reproduction. It commonly begins height and weight height and weight height and weight
at ages at ages 2. Voice become high 2. Voice become high 2. Voice become high
10-12 and complete at ages 15-17 10-12 and complete at ages 15-17 pitched pitched pitched
3. Enlargement of the 3. Enlargement of the 3. Enlargement of the
Physical changes that occur in Physical changes that occur in breast & broader hips breast & broader hips breast & broader
males during puberty. males during puberty. 4. Onset of 4. Onset of hips
menstruation menstruation 4. Onset of
1. Male increases in height 3. Male increases in height 5. Ovaries release 5. Ovaries release menstruation
and weight and weight mature eggs mature eggs 5. Ovaries release
2. Voice become deeper & 4. Voice become deeper & 6. Hair grows in some 6. Hair grows in some mature eggs
lower lower body parts body parts
3. Bigger & stronger muscles 3. Bigger & stronger muscles 7. Active oil secretion 7. Active oil secretion 6. Hair grows in some
develop develop body parts
4. Develops broad shoulders 4. Develops broad shoulders 7. Active oil secretion
5. Testes produce sperm 5. Testes produce sperm
6. Hair grows in some body 6. Hair grows in some body
parts parts
7. Active oil secretion 7. Active oil secretion
F. Developing mastery 1. Describe the physical changes that 1. Describe the physical changes that 1. Describe the physical changes that 1. Describe the physical changes that 1. Describe the physical changes
(Leads to Formative Assessment 3) occur in males during puberty. occur in males during puberty. occur among female during puberty. occur among female during puberty. that occur among female during
2. You observed that hair grows on 2. You observed that hair grows on 2. You observed that your breasts 2. You observed that your breasts puberty.
the different parts of your body? the different parts of your body? are getting bigger? What does that are getting bigger? What does that 2. You observed that your breasts
What was that mean? What was that mean? mean? mean? are getting bigger? What does
3. Boys experienced wet dreams 3. Boys experienced wet dreams 3. What will happen when the 3. What will happen when the that mean?
.What must they do? .What must they do? ovaries of a girl start to released ovaries of a girl start to released 3. What will happen when the
mature egg cells? mature egg cells? ovaries of a girl start to released
mature egg cells?
G. Finding practical applications of Have you experiencing these Have you experiencing these Have you experiencing these Have you experiencing these Have you experiencing these
concepts and skills in daily living changes? changes? changes? changes? changes?
H. Making generalizations and There are different stages in the There are different stages in the Physical changes that occur among Physical changes that occur among Physical changes that occur
abstractions about the lesson childs puberty. childs puberty. females during puberty. females during puberty. among females during puberty.
I. Evaluating learning Complete the table to show the Complete the table to show the Physical Changes in Females during Physical Changes in Females during Physical Changes in Females
physical changes in boys by choosing physical changes in boys by choosing puberty puberty during puberty
the correct answer inside the box the correct answer inside the box
menstruation menstruation menstruation
Physical Changes in males during Physical Changes in males during hips hips hips
puberty puberty breasts breasts breasts
ovaries ovaries ovaries
Voice Voice hair hair hair
shoulders shoulders
sperms sperms Change No. 1: Enlargement of the Change No. 1: Enlargement of the Change No. 1: Enlargement of the
muscles muscles _______. _______. _______.
hair hair Change No. 2 ________grows in Change No. 2 ________grows in Change No. 2 ________grows in
some body parts some body parts some body parts
Change No. 1: ________ deepens Change No. 1: ________ deepens Change No. 3: ________ start to Change No. 3: ________ start to Change No. 3: ________ start to
Change No. 2 ________on armpit Change No. 2 ________on armpit grow broader grow broader grow broader
and genitals and genitals Change No. 4 Onset of __________ Change No. 4 Onset of __________ Change No. 4 Onset of
Change No. 3: ________ start to Change No. 3: ________ start to Change No. 5: ________release Change No. 5: ________release __________
grow broader grow broader mature eggs. mature eggs. Change No. 5: ________release
mature eggs.
Change No. 4 Bigger and stronger Change No. 4 Bigger and stronger
________ ________
Change No. 5: Testes produce Change No. 5: Testes produce
________ ________
J. Additional activities for application Examine yourselves. Find out if there Examine yourselves. Find out if there Examine yourselves. Find out if there Examine yourselves. Find out if there Examine yourselves. Find out if
or remediation are distinct changes in your body are distinct changes in your body are distinct changes in your body are distinct changes in your body there are distinct changes in your
towards puberty towards puberty towards puberty. towards puberty. body towards puberty.
V.REMARKS
VI.REFLECTION
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery 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 in ___Pupils did not find difficulties
activities for remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
the teacher. the teacher. the teacher. the teacher. ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished despite of limited resources used
their work on time. their work on time. their work on time. their work on time. by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time.
behavior. behavior. behavior. behavior.
C.Did the remedial work? No.of learners ___ 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%
who have caught up with the lesson above above above above above
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
require remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for
remediation
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 to
my principal or supervisor can helpme require remediation require remediation require remediation require remediation require remediation
solve?
did used/discover which I wish to share ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
Development: ___Metacognitive Development:
taking and studying techniques, and
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and
vocabulary assignments.
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging:Examples:Think-pair-
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- share,quick-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory writes,andanticipatorycharts.
charts. charts. charts. charts.
__Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Schema-Building:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw ___Contextualization:
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects.
learning, peer teaching, and projects. Examples: Demonstrations, media,
opportunities.
___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:
___Text Representation:

Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
videos, and games.
opportunities. opportunities. opportunities. opportunities.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation: language you want students to use,
and providing samples of student

Examples: Student created drawings, Examples: Student created drawings, work.
videos, and games. videos, and games. videos, and games. videos, and games.
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
used:
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the
language you want students to use, language you want students to use, language you want students to use, language you want students to use, ___ Group collaboration
and providing samples of student and providing samples of student and providing samples of student and providing samples of student ___Gamification/Learning throuh play
work. work. work. work. ___Answering preliminary
activities/exercises
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies ___ Carousel
used: used: used: used: ___ Diads
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Differentiated Instruction
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Lecture Method
play play play play Why?
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Complete IMs
activities/exercises activities/exercises activities/exercises activities/exercises ___Availability of Materials
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Pupils eagerness to learn
___ Diads ___ Diads ___ Diads ___ Diads ___ Group members
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction collaboration/cooperation
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___Audio Visual Presentatio of the
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method lesson
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils eagerness to learn ___ Pupils eagerness to learn ___ Pupils eagerness to learn ___ Pupils eagerness to learn
___ Group members ___ Group members ___ Group members ___ Group members
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation
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
Prepared by:
Checked by:
MELLANIE A. TAMARES
Head Teacher II

DLL Qtr. 2 Week 2 - (No Epp)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DLL Qtr. 2 Week 2 - (No Epp)

Uploaded by

Copyright:

Available Formats

GRADES 1 to 12 Paaralan KALANGAHAN ELEMENTARY SCHOOL Baitang/Antas V-FAITHFUL

DAILY LESSON LOG Guro MELLANIE A. TAMARES Asignatura FILIPINO

Lunes Martes Miyerkules Huwebes Biyernes

1. Mga pahina sa Gabay ng Guro

2. Mga pahina sa Kagamitang Pang-

Ang pagsisikap, kapatid ng pag- Ang pagsisikap, kapatid ng pag-

Hinango sa Hiyas sa Hinango sa Hiyas sa

Monday Tuesday Wednesday Thursday Friday

2. demonstrates understanding of 2. demonstrates understanding of 2. demonstrates understanding of 2. demonstrates understanding of

M5NS-IIa-103.2 M5NS-IIa-103.2 M5NS-IIb-104.2 M5NS-IIb-104.2

III. LEARNING RESOURCES

4. Additional Materials from

Lunes Martes Miyerkules Huwebes Biyernes

AP5PKE-IIa-1 AP5PKE-IIa-1 AP5PKE-IIa-1 AP5PKE-IIa-1

1. Mga pahina sa Gabay ng Guro

2. Mga pahina sa Kagamitang Pang-

4. Karagdagang Kagamitan mula sa

Gawain B Gawain B Gawain B Gawain B

Gawain C Gawain C Gawain C Gawain C

projects. Examples: Demonstrations, media,

Monday Tuesday Wednesday Thursday Friday

III. LEARNING RESOURCES

C. Other Learning Resources

Lunes Martes Miyerkules Huwebes Biyernes

4. Karagdagang Kagamitan mula sa

Gamit ang kanilang

Para sa Gawain 2, hatiin ang

Monday Tuesday Wednesday Thursday Friday

III. LEARNING RESOURCES

Monday Tuesday Wednesday Thursday Friday

1. Teachers Guide pages

You might also like