GRADE 6 School: Grade Level: VI

Teacher: Learning Area: ENGLISH

DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 19-23, 2018 (WEEK 4) Quarter: 3RD QUARTER

WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards  Demonstrate understanding of text types to construct feedback.
 Demonstrate understanding that a change in stress entails a change of meaning to evaluate the speaker’s /author’s purpose and meaning.
 Demonstrates understanding that words are composed of different parts to know that
 Their meaning changes depending in context.
 Demonstrates command of the conventions of Standard English grammar and usage when writing or speaking.
 Demonstrates understanding of the research process to write a variety of texts.
 Demonstrates understanding of different formats to write for a variety of audiences and purposes.

B. Performance Standards  Uses literal information from text heard to construct an appropriate feedback.
 Uses knowledge of stress and intonation of speech to appropriately evaluate speaker’s intention, purpose and meaning.
 Uses strategies to decode correctly the meaning of words in isolation and in context.
 Uses the correct functions of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)
 Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes.
 Drafts texts using appropriate text types for a variety of audiences and purposes.

C. Learning Listening Comprehension Vocabulary Study Strategies/Research Study Strategies/Research Writing Composition
Competencies/Objectives Fluency Attitude
Use the words using prefixes Use a kind of sentence for a Monitor one’s understanding as
Relate actual experience as you specific purpose and audience- he/she organizes information Follow steps in writing an
make a stand expressing opinions/emotions from the second sources editorial article

Accept criticism politely

Write LC code for each EN6LC-IIIe-3.1.13 EN6V-IIIe-12.4.2.3 EN6SS-IIIe-1.8.10 ENSS-IIIe-4 EN6WC-IIIe-2.2.10
EN6F-IIIe-3.5 EN6A-IIIe-18
EN6F-IIIe-3.2 EN6A-IIIe-16
EN6F-IIIe-3.6
II. CONTENT Making a stand (The Store of Inferring Meaning of Borrowed Using Kinds of Sentences Organizing Information from the Writing a 3-Paragraph Editorial
Happiness) Words Using Prefixes Secondary Sources Article

Accuracy, Appropriate Rate and

Proper Expressions in dialog
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide/Pages Lesson Guides in Elementary
English 6 pp. 264-267
 2. Learner’s Materials Pages p. 235 pp. 240-241 p. 239 pp. 242-243
3. Textbook Pages Essential English Essential English Essential English Essential English Essential English
(Work text in Language and (Work text in Language and (Work text in Language and (Work text in Language and (Work text in Language and
Reading-Kto12) Reading-Kto12 Reading-Kto12 Reading-Kto12 Reading-Kto12
4. Additional Materials Chart, paper strips, flashcards Chart, paper strips Pictures, story book, audio visual Pictures, Newspaper, Articles,
from Learning Resource (LR) presentation School’s Publication
portal
B. Other Learning Cartolina strips, piece of the story Graphic Organizer Chart, flash cards, paper strips & Outline Outline
Resources pictures
III. PROCEDURES
A. Reviewing previous lesson Do you know what an editorial is? Review of yesterday’s lesson Study the following sentences. From the story, “Store of Review what is an opinion
or presenting the new Reading of some words using “Happy? Are you happy!” happiness”, recalls the characters Cite that openness and criticism
lesson flashcards “I’d like to buy that house and I’ll and their dialogs should be observe the same
pay you with check!” way we would critique other’s
“Tour me around I will buy every opinion about a topic.
single happiness in your store!”
B. Establishing a purpose Make brief background Sing a song entitled " Prefix In Facebook, if you like the What are the information can Cite 1 current government
for the lesson information for pupils to Song” photos or posts of your friends, you get from reading a book? issues and give your opinion on
understand what an editorial is. https://www.youtube.com/wat what emoticons do you click? Write your answers inside the it.
Let them realized that an ch? bubbles.
editorial is the editor’s stand on
current events or issues. It is all
right if learners do not always
agree with the editor’s opinion
because they have their own
stand on certain issues. Reading
Book

C. Presenting Read the editorial that follows Show different prefixes like What kind of emotion does the Form 4 groups. Each group will Show an editorial article from a
examples/instances of and see if the learner’s agree or “ante”,” anti”, “gastro”, “hemi”, speaker possess? choose one story. Read the story newspaper and talk about its
the new lesson disagree with the editor’s views “homo”, “hyper”,” manu”, Original File Submitted and then summarize it by organizing content.
about child exploitation. “mega”, “retro” and “trans”. Formatted by DepEd Club ideas as they are recalled by Ask: What is your opinion on
“Roles Children are made to play” Ask: Do you know the meaning Member - visit depedclub.com members of the group. the issue you have heard?
p. 36 of Reading Links 6 of these prefixes? Do you know for more (Snow White, Cinderella,
what is the origin of these Pinocchio, Mulan) Discuss the steps on how to
words? write an editorial article.

D. Discussing new concepts Answer: “Think and Ponder” on Post a chart with prefix, Show flashcards of different Present a dialog based on the Present and tell that an
and practicing new skill #1 p. 37 of Reading Links 6 meaning and origin, 235 moods and tell what kind of character in the story you have editorial has its own page in a
Prefix Meaning Origin emotion it convey chosen newspaper and it’s just an
ante- positioned Latin opinion of the writer.
in front of
another
anti- against or Ancie
opposed to nt
another Greek
gastr of or Ancie
o- pertaining nt
to stomach Greek
hemi- one-half Ancie
nt
Greek
homo same as Ancie
- another nt
Greek
hyper above Ancie
- normal nt
Greek
manu of or Latin
- pertaining
to hand
mega enlargemen Greek
- t, million
retro- backward, Latin
behind
trans- across, Latin
through

E. Discussing new concepts Let the learners know the basics Study the meaning and origin of Does your excitement change In what way can you easily recall Read the following editorial
and practicing new skill #2 in writing an editorial. An the stated prefixes, 235 your emotion? the details of the story. written by a student and see
editorial is made up of three Give some instances. how each paragraph was
parts: a.) the introduction or the developed,
news peg; b.) the body; and c.)
the conclusion.
F. Developing mastery (Leads Group work: Have a classification Give the meaning of the Put a punctuation mark to Group Work Below are suggestions on how
to Formative Assessment) game for pupils. Task: Identify the following words: express your emotion. to write an editorial. Check the
parts of an editorial written on 1. ante 1. Wow Choose your own story presented blank before the number if it is
strips of cartolina. Then let the 2. antidote 2. Phew and be able to tell something seen or reflected in the
pupils explain how the writer 3. gastroblast 3. Oh, my about it. editorial you have just read.
developed each part. 4. hemicycle Can these be taken as sentences? ___1. Choose a topic that has a
 5. hyperventilate current news angle and would
interest readers
___2. Gather information and
facts
___3. Give opposing viewpoints
___4. Never use “I”
___5. Give a realistic solution to
the issue
G. Finding practical If you are the ones involved in an Create a quotation that refers Write exclamatory sentences Aside from the books you use in Give your opinion on how social
applications of concepts and editorial article, how are you to a word “before” that you which members of your family school, what other sources do media affects one’s study
skills in daily living going to react with the opinion may use in your study. usually say. Punctuate your you use to get valuable
that is written about you? sentences correctly. information?
H. Making generalizations What is an editorial? What is the How do we get/know the How can you transform a What is a secondary source? What is an editorial?
and abstractions about the importance of an editorial? meaning of words? declarative sentence or question What are the examples of How to write a 3-paragraph
lesson into exclamatory? Can emotion secondary sources? editorial article?
change the kind of sentence you
want to state?
I. Evaluating learning Write a 3-paragraph editorial Directions: Supply the correct Rearrange the words to form a The pictures below have plenty of Write a 3-paragraph editorial
article about a current event or prefixes in the following words meaningful exclamatory versions already. What reference article based from the topic
issue. and write the meaning. sentence. Punctuate the materials or secondary sources “Does Money Can Buy
(e.g. extrajudicial killings, the sentence you have formed could you use to look for these? Happiness?”
fight of our country against drugs, New word Meaning correctly. Write them below. Use the guidelines below
etc.) 1.___script 1. world dog you best the _________________________ 1.Title
2.___mart are in the _________________________ 2. Intended audience
3.___flex 2. my out of stay room told _________________________ 3. Purpose
4.___phones I you to _________________________ 4.Topic sentence
5.___scribe 3. occupied great the yet 5. Supporting details
from our seats not 6. Conclusion
4. got whoa almost the hit 7. Level of persuasion
kid spreading car by the
5.there spider under yikes is
creepy bed your a

J. Additional activities for Make an album of clippings of After answering the above, use Create comic strip with a partner Write PS for Primary Sources and Cut an editorial article from the
application or remediation editorial articles from the new discovered words in in any given genre. Make use of SS for Secondary Sources newspaper and give your
newspapers. Be able to identify sentences. exclamatory sentences in your ___1. Textbooks opinion on it with politeness
what kind of editorial are the 1. manuscript speech balloons. ___2. Journal articles and open to criticism. Present it
clippings. (interpretation, 2.megamart ___3. Pictures in the class.
HORROR
criticism, argumentation, 3. retroflex ___4. Autobiographies
entertainment, information) 4. homophones ___5. documents
COMEDY DRAMA
5. transcribe
IV. REMARKS ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to
the next objective. the next objective. the next objective. the next objective. the next objective.
___Lesson not carried ___Lesson not carried ___Lesson not carried ___Lesson not carried ___Lesson not carried
_____Re-teaching _____Re-teaching _____Re-teaching _____Re-teaching _____Re-teaching
_____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the
following day following day following day following day following day
_____Lack of Time _____Lack of Time _____Lack of Time _____Lack of Time _____Lack of Time
V. REFLECTION
A. No. of learners who _____% 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%
earned 80% on the mastery mastery mastery mastery mastery
formative assessment
B. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require additional additional activities for additional activities for additional activities for additional activities for additional activities for
activities for remediation remediation remediation remediation remediation remediation

C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught
who have caught up with the lesson the lesson the lesson the lesson up the lesson
the lesson
D. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to require additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation remediation
E. Which of my teaching 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:
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Power PointPresentation ___ Power PointPresentation ___ Power PointPresentation ___ Power PointPresentation activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method 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
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
can help me solve?
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos/Powerpoint __ Localized Videos/Powerpoint __ Localized Videos/Powerpoint __ Localized Videos/Powerpoint __ Localized
use/discover which I __Flashcards __Flashcards __Flashcards __Flashcards Videos/Powerpoint
wish to share with other
__Flashcards
teachers?

School: Grade Level: VI- A

 GRADE 6 Teacher: Learning Area: ESP
DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 19-23, 2018 (WEEK 4) Quarter: 3RD QUARTER

WEEK 4 LUNES MARTES MIYERKULES HUWEBES BIYERNES

HOLIDAY
I.LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag unawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa isang maunlad, mapayapa, at mapagkalingang pamayanan.

B.Pamantayan sa Pagganap Naipakikita ang mga gawaing tumutugon sa pagmamahal sa bansa sa pamamagitan ng aktibong pakikilahok na may dedikasyon at integridad.
4. Nabibigyang halaga ang mga batayang kalayaan na may kaukulang pananagutan at limitasyon.
C. Mga Kasanayan sa Pagkatuto 4.5 Pambansang Pagkakaisa ( National Unity )
Isulat ang code ng bawat Code: EsP6PPP-IIIa-c-34
kasanayan

II.NILALAMAN Pagkakaisa Para sa Bansa

III. KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro EsP - K to 12 CG p. 84, EsP - K to 12 CG p. 84, EsP - K to 12 CG p. 84, EsP - K to 12 CG p. 84,
2.Mga Pahina sa Kagamitang
Pang-Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula Powerpoint presention, larawan nina Dolphy, Jose Rizal, Manny Pacquiao, at Pia Wurztbach, videoclip:
sa portal ng Learning Resource https://www.youtube.com/watch?v=lmArTfUktVA, puzzle, metacards, manila paper, permanent marker at masking tape
B.Iba pang Kagamitang Panturo
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin 1. Pagbati ng guro ng magandang a. Pagbati sa mag-aaral. a. Balik-aral sa nakaraang a. Balik-aral sa nakaraang .
at/o pagsisimula ng aralin buhay sa mag-aaral. b. Balik-aral. Itanong : talakayan. talakayan
2. Pagtitsek kung sinong liban sa 1. Tungkol saan ang ating
klase. talakayan kahapon?
3. Magbuo ng apat na pangkat sa 2. Ano ang pagpagpapahalaga
klase ang iyong natutuhan tungkol
a. Pumili ng lider sa bawat sa aralin?
pangkat 3. Paano ito nakaimpluwensiya
b. Bigyan ng isang envelope ang sa iyong sarili bilang miyembro
bawat pangkat na naglalaman ng ng lipunang iyong
puzzle at manila paper. ginagalawan?
c. Maglaan ng 3 minuto upang
mabuo ang puzzle, idikit sa
manila paper ang nabuong puzzle
d. Ipaskil sa pisara ang nabuong
puzzle
4. Mag-uulat ang lider ng
kanilang nabuong puzzle
B. Paghahabi sa layunin ng aralin Alamin Natin
a. Ilahad ang mga larawan.
(manny pacquiao, pia wurztbach,
dr. jose rizal)

C. Pag-uugnay ng mga Itanong:

halimbawa sa bagong aralin a. Saang larangan sila nakilala?
Manny Pacquio
Pia
Dr. Jose Rizal
Dolphy
b. Ano –ano ang kanilang mga
naiambag para sa bayan?
c. Paano nila naabot ang kanilang
tagumpay?
d. Mahalaga bang maging
masipag (at produktibo) upang
maging matagumpay? Bakit?
e. Sa inyong murang edad paano
ninyo matutularan ang mga nasa
larawan ?

D. Pagtatalakay ng bagong Isagawa Natin

konsepto at paglalahad ng
bagong kasanayan #1 Isahang Gawain
1. Suriin ang larawan na ipapakita
ng guro. Basahin ang mga
impormasyong nakasulat sa
larawan.
2. Isulat ang katangian ng nasa
larawan ayon sa impormasyong
nabasa?
E. Pagtatalakay ng bagong Pangkatang Gawain:
konsepto at paglalahad ng
bagong kasanayan #2 a. Pangkatin ang klase sa apat
 ayon sa kanilang interes

Pangkat I Anong imbensyon ang

gusto mong likhain upang
makatulong sa kasalukuyang
problema ng bansa?

Iguhit mo.
Pangkat II Anong talento ang
nais mong maipakita upang
makilala ang ating bansa sa buong
mundo? (maaring sayaw, awit o
kahalintulad na larang)
Pangkat III Gumawa ng
panalangin para sa mga
Pilipinong matagumpay at
tumulong sa ating bayan.
Pangkat IV- kung bibigyan ka ng
pagkakataong makausap ang
presidente anong proyekto ang
nais mong isulong upang
makatulong sa ating bayan?
ipakita sa pamamagitan ng role
play.
b. .Magkaroon ng talakayan
tungkol presentasyong ipinakita
ng bawat pangkat.
c. Ibigay ang rubrics para sa
gawain.

F. Paglinang sa Kabihasaan Isapuso Natin

(Tungo sa Formative Assesment
3) b. Ipanood sa mga mag-aaral
ang videoclip.
https://www.youtube.com/wat
ch?v=lmArTfUktVA
c. Magbigay ng mga katanungan
tumgkol sa videoclip.
Mga tanong.
1. Tungkol saan ang videoclip
na iyong napanood?
2. Ano ang nararamdaman mo
habang pinanonood ang video
clip?
3. Bakit ka masaya/ malungkot?
Pangatwiranan
 4. Kung ikaw ang nasa video (Si
Nora Aunor), gagawin mo rin
ba ang ginawa niya? Bakit?
5. Gumawa ng talata.
a. Gamitin ang mga sumusunod
na tanong bilang gabay upang
makabuo ng talata:

i. Sino ang hinahangaan mong

matagumpay na Pilipino?
ii. Bakit mo siya hinahangaan?
iii. Paano siya nagsakripisyo
para sa bayan?
iv. Paano mo siya tutularan
(gagawing modelo)?
d. Ipabasa sa mga mag-aaral ang

Tandaan Natin.
Bigyang halaga ang mga
Pilipinong nagbibigay ng
karangalan sa ating bansa,
tularan natin ang kanilang
kasipagan at pagsasakripisyo
upang maging matagumpay din
tayo pagdating ng panahon
Matapos maipabasa ay tumawag
na mag-aaral na kung saan ay
magbibigay siya ng kanya
idelohiya batay sa tandaan natin.

G. Paglalapat ng aralin sa pang Isabuhay Natin

araw-araw na buhay
Mini Festival of Talents

Gabayan ang mga mag-aaral

na makabuo ng programa sa
gaganaping Mini Festival.
Itanong ng guro kung
napaghandaan ba nila ang
talento ng kanilang idolo.
Bigyan ng 25 minuto upang
maipakita nila ang kani-
kanilang talento.

Pagtalakay sa ginawa ng
bata (iproseso ng malalim)
H. Paglalahat ng Aralin Itanong: Bilang isang mag-
aaral, paano mo ipapakita
ang pagpapahalaga sa mga
matagumpay na Pilipino?

I. Pagtataya ng Aralin Subukin Natin

Panuto:
Isulat ang Tama kung ang
pangungusap ay nagpapakita ng
pakikiisa at Mali kung hindi.
______1. Pinaunlakan ni Annie
ang paanyaya ng pinuno ng SPG
upang sumali sa “Fun Run para
sa kalikasan”.
______2. Napagkasunduan ng
mag kaibigang Ben at John na
umuwi na lamang at huwag ng
makilahok sa programa dahil ito
ay ukol sa droga at wala naman
silang maitutulong dito.
_____3. Pinunit ni Nathaan ang
poster tungkol sa
Earthquake Drill na
isasagawa pa lamang sa
kanilang barangay.
_____ 4. Tumulong sa pagkalap
ng mga donasyon ang mga
batang nasa ikaanim na baiting
upang matulungan ang mga
biktima ng nakaraang bagyo.
_____5. Ang mga tao sa aming
barangay ay sabay sabay nag
patay ng ilaw bilang pakikiisa sa
Earth Hour.
J. Karagdagang gawain para sa Sumulat ng mga hugot lines
takdang-aralin at remediation tungkol sa pambansang
pagkakaisa.
V.MGA TALA

VI. PAGNINILAY

A.Bilang ng mag-aaral na ____ % ng mga mag-aaral ang nakaabot sa lubusang pagkatuto.

nakakuha ng 80% sa pagtataya
B. Blgng mag-aaral na ____ mag-aaral na nangangailangan ng karagdagang gawain para sa remediation.
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial? ___ opo _____ hindi po
Bilang ng mag-aaral na ____ mag-aaral na nakaunawa sa aralin.
nakaunawa sa aralin?
D. Bilang ng mga mag-aaral na ____ mag-aaral ang magpapatuloy sa remediation.
magpatuloy sa remediation?
E. Alin sa mga istrateheya ng Stratehiyang dapat gamitin:
Patuturo nakatulong ng lubos? __Kolaborasyon
Paano ito nakatulong? __Pangkatang Gawai
__Experiential Learning
F. Anong suliranin ang aking Mga Suliraning aking naranasan:
naranasan na solusyonan sa __Kakulangan sa makabagong kagamitang panturo.
tulong ng aking punongguro at __Di-magandang pag-uugali ng mga bata.
__Mapanupil/mapang-aping mga bata
superbisor?
__Kahandaan ng mga bata lalo na sa pagbabasa.
G.Anong kagamitang panturo __Pagpapanuod ng video presentation
ang aking na dibuho na naiskong __Paggamit ng Big Book
ibahagi sa mga kapwa ko guro? __Community Language Learning
__Ang “Suggestopedia”
__Ang pagkatutong Task Based
__Instraksyunal na material
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 19-23, 2018 (WEEK 4) Quarter: 3RD QUARTER

WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES MUSIC ARTS HEALTH PE HOLIDAY

A. Content Standard Demonstrates understanding of the Demonstrates Demonstrates Demonstrates understanding of
concept of timbre through understanding of understanding participation and assessment of
recognizing musical instruments shapes, colors, values, of the health physical activity and physical fitness
aurally and visually and the principles of implications of
emphasis, contrast, poor
and harmony in environmental
printmaking and sanitation
photography using
new technologies.
B. Performance Aurally determines the sound of a Describes the basic Consistently Demonstrates understanding of
Standard single instrument in any section of concepts and principles of practices participation and assessment of
the orchestra basic photography ways to physical activity and physical fitness
maintain a
healthy
environment
C. Learning Describes the distinct sound quality Realizes that art Suggests ways Explains basic dance steps
Competencies of the different instruments of the processes, elements, and to -Describes the skills
(write the LC Code) orchestra principles still apply even control/manag involved in the basic
MU6TB-IIId-e-4 with the use of e noise dance steps
technologies. pollution -Observes
A6EL-III-e H6E safety
H- precautions
IIIe-5
PE6RD-IIIb-h-3

Timbre BASIC PHOTOGRAPHY Control of noise Basic Dance Steps

A. Phone Camera pollution
II. CONTENT B. Point and Shoot Digital
Camera

III. LEARNING RESOURCES

A. References
1. TG/CG pages CG p.56 CG p.51 CG p.56 CG p. 36
2. Learner’s Materials pages
3. Textbook pages The 21st Century MAPEH in Action The 21st Century MAPEH in 21st century Mapeh in Action 6 21st century Mapeh in Action 6
p.50-59 Action p.153-160 pages 150-152 pages 220-224
4. Materials downloaded
from LRMDS
A. Reviewing previous Identify the characteristics of the What is printmaking?Give its 4 What are the effects of a noisy `What is dance?
lesson and presenting orchestra instruments like processes. environment?
new lesson string,woodwind,brass,and
percussion instruments.
B. Establishing a purpose Let the pupils show and play their How about photography? How Do you want to have a Warm-up exercises:
for the lesson brought instruments. can you define it? peacefulenvironment? How? 1.head bending
Let them identify the sound of 2.neck twisting
each. 3.arm stretching
4.arm circling
5.trunk bending
6.hip rotating
7.half-knee bending
8.jumping
9.jogging in place
10.inhaling-exhaling

C. Presenting Video watching about the sound Video watching about principles Show pictures of a peaceful and Present the table /video of basic
examples/instances of quality of the different orchestra of photography a noisy environment. dance steps (see p.220-221)
the lesson instruments.( Assign each group to
jot down important details/topic
assigned for their reporting)

D. Discussing new concepts Group discussion Group discussion Discuss the bad effects of noisy I DO
and practicing new skills environment. Demonstration of each basic dance
#1 steps of the teacher
E. Discussing new concepts Group reporting Group reporting Suggest ways on how to control YOU DO
and practicing new skills Group 1 - Characteristics of the noise pollution Demonstration of each pupils
#2 sound of string instruments
Group 2 - Characteristics of the
sound of woodwinds instruments
Group 3 - Characteristics of the
sound of brass instruments
Group 4 - Characteristics of the
sound of percussion instruments

F. Developing mastery (lead Orally identifying of the other Sharing experiences about Identify all the good suggestions THEY DO
to formative assessment group of the characteristics of the photography on how to control noise pollution. Demonstration by group
 3) sound of the orchestra insruments
reported by the group for further
clarification
G. Finding practical Game- sing a song while passing Why is photography important? Role playing Group presentation
application of concepts the ball with questions to be
and skills in daily living answered about the lesson
H. Making generalization Describe the distinct sound quality What can you say about How do you control noise 1.What are the basic dance steps?
and abstractions about of the different instruments of the photography? pollution? 2.Describes the skills involved in the
the lesson orchestra: basic dance
steps( coordination,flexibility,bvalanc
e,endurance,muscular strength)
3..What could be the safety
precautions in dancing?(do not have
medical problem,wearing t5he
proper dance attire,in a spacious
area without barriers,not carrying
sharp objects,must warm-up before
the session)
I. Evaluating learning Draw a line to match the Write YES on the blank if the Write an essay on how to Check your understanding in Fitness
descriptions in column A with the statement about photography is control noise pollution Enhancement through Basic Dance
terms in column B..Write the letter true and NO if it is not. Steps
only on the blank. ___1.In photography, the TOPICS
A elements and principles of arts Topics Ihave a I still I
__1.It is tuned a fifth lower than are also applied. good have don’t
violin __2.The output will depend on underst some get it
__2.It has the lowest pitch among the type of camera you used. anding ques
the stringed instruments __3.It needs a skilled tions
__3.It has a brilliant and brassy photographer to capture a good Basic
sound. photo. dance
__4.It sounds more mellow than __4. A good camera will always steps
the trumpet produce pictures. Skills
__5.It produces fast series of tones __5.Contrast and harmony are invov
B also applied in photography. ed
a. Flute Safety
b. Viola preca
c. Double bass utions
d. Trumpet in
e. French Horn danci
f. flute ng
V. REMARKS ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the
next objective. the next objective. the next objective. next objective.
___Lesson not carried ___Lesson not carried ___Lesson not carried ___Lesson not carried
_____Re-teaching _____Re-teaching _____Re-teaching _____Re-teaching
 _____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the
following day following day following day following day
_____Lack of Time _____Lack of Time _____Lack of Time _____Lack of Time
VI. REFLECTION ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the
next objective. the next objective. the next objective. next objective.
___Lesson not carried ___Lesson not carried ___Lesson not carried ___Lesson not carried
_____Re-teaching _____Re-teaching _____Re-teaching _____Re-teaching
_____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the
following day following day following day following day
_____Lack of Time _____Lack of Time _____Lack of Time _____Lack of Time
A.( No. of learners who earned _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
80% in the evaluation) mastery mastery mastery mastery
B.( No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
requires additional acts for additional activities for remediation additional activities for additional activities for additional activities for remediation
remediation who scored below remediation remediation
80%)
C.( Did the remedial instruction ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
really work? No of learners ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up the
who caught up with the lesson) the lesson the lesson the lesson lesson
D.( No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to require additional activities for remediation additional activities for additional activities for additional activities for remediation
remediation) remediation remediation
E. (Which of the strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
work well? Why did this work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Power PointPresentation ___ Power PointPresentation ___ Power PointPresentation ___ Power PointPresentation
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method 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
F. (What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal/ __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
supervisor can help me solve?) __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. ( What innovations or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I used/ __ Localized Videos/Powerpoint __ Localized Videos/Powerpoint __ Localized Videos/Powerpoint __ Localized Videos/Powerpoint
discover which I wish to share __Flashcards __Flashcards __Flashcards __Flashcards
with other teacher?)

GRADE 6 School: Grade Level: VI

Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 19-23, 2018 (WEEK 4) Quarter: 3RD QUARTER
 WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES The learner…..
A. Content Standard demonstrates understanding of sequence in forming rules, expressions and equations.
B. Performance Standard is able to apply knowledge of sequence, expressions, and equations in mathematical problems and real-life situations.
C. Learning Competencies / 55. formulates the rule in finding the nth term using different 56. differentiates expression from equation. Holiday
Objectives strategies (looking for a pattern, guessing and checking, working M6AL-IIId-15
backwards) e.g. 4,7,13,16,…n (the nth term is 3n+1)
M6AL-IIId-7
II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Lesson Guide in Elem. Math Gr. Lesson Guide in Elem. Math Gr. 6
6 p.85-90 p. 1-6
2. Learner’s Materials 21st Century Mathletes 6, 200- 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6,
pages 209

3. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6,

4. Additional Materials
from Learning Resource
(LR) Portal
B. Other Learning Resources Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip,
power point presentation power point presentation, power point presentation power point presentation
drawings of patterns, picture
cards
IV. PROCEDURES
A. Reviewing previous Drill: Given the ff. scenarios, ask Drill: Drill: Write the expression for the
lesson or presenting the the pupils which of the four 1.The cafeteria bought lots of Identify the number that should following:
new lesson basic operations is involved. frozen pizzas to serve. If you be in place of the question mark 1. Seventy-five decreased by five
1.Ruth had typed 12 pages of know the total amount of money to make the mathematical 2.Fourteen divided by the sum of
her research paper during the they spent and how many pizzas statement correct. three and four
first day. On the second day she they bought, how could you ? + 5 =22 3.Triple the sum of eleven and six
typed 14 pages. How many figure out the cost of 1 pizza? 72/? =8 4.One more than the product of
pages did she type in all? Why do you believe that? What is 19 = ? – 12 six and eight
2. Johann was given Php200 by the action of this operation? 7+2=3+? 5.Twenty plus five less than
his mom. His younger brother (You would divide the total cost 21 x ? =63 eighty
Drake borrowed Php20 from by the number of pizzas to find Review: 6.Take away 10 from 50
him. How much money did he the cost of one pizza. Division Translate the ff. word phrases to 7.Four more than twice three
have left? separates the money spent into algebraic expressions 8.Difference of 17 and 8
3. Bless is 9years old. Her older equal stacks. Each stack 1.Five times the sum of a and b 9. fifteen more than the quotient
brother Ed is twice as old as she represents the cost of one pizza. 2.Twelve decreased by twice x of seventy-two and nine
is. How old is Ed? Division separates a quantity into 3.the ratio of 11 and thrice p 10. one hundred twenty
 4. Mrs. Cruz brought home a equal parts.) Translate the ff. algebraic increased by nineteen
2000 ml bottle of orange juice. 2.)Pete bought some candy and expressions to word phrases
She divided this equally among gave some of the pieces to his 4.)51 –(x+5) Review: Give the Expressions of
her five children. How much did best friend, Hal. How could you 5.) 7 (2-x) the ff. verbal phrases
each child receive? figure out how many pieces Pete 6. x+3
Review: has left? Why do you believe 2
Supply the next 3 terms. this? What is the action of the
1.)Z, X, V,….. operation?
2.)a + b, 2c + 2d, 3e + 3f (Subtract the number of pieces
3.)¼, 2/5, 3/6, ….. he gave to a friend from the
4.)10, 15, 20, ……. number of pieces he purchased.
5.)1/5, 1/10, 1/15 You are starting with the whole,
taking away a part so what is left
is the other part. The subtraction
action is to take away, or
compare by finding the Answer:
difference.)
3. Bob and Tyler do not have
enough money to buy a box of
donuts, but they have the exact
amount needed if they combine
their money. How would you find
the cost of a box of donuts? What
is the action of this operation?
(You would find the sum of Bob's
and Tyler's money. Combine is
the action of addition.)
4.Macy wants to buy each of her
classmates a Coke. How would
you figure out the cost? What is
the action of this operation?
(You would multiply the cost of
the Coke by the number of
classmates. Repeated addition of
the same value is multiplication)
B. Establishing a purpose Present the ff. road signs. (TG Show picture of the president Allow the pupils to find a partner. Show the video of the
for the lesson p.188) ask the class if they can Duterte. One member of the pair is to “Variiables Song”. Let the pupils
identify and explain the meaning Ask: What expression describes make his or her own word phrase sing that song.
of each sign. President Rodrigo Duterte? and the other member is to
If we use expressions to describe translate it into algebraic
our President, we also use expression. Then, the two
expressions in Mathematics, to members exchange roles. Ask
describe relationships between some volunteer pairs to share
numbers and the operations their word phrases and algebraic
 being used. expressions to the class. Write
Ask if they can give other road these on the board.
signs aside from the road signs
presented.

C. Presenting Ask the pupils the ff. question:  Define an expression for Present the ff. situation to the Present the video “Variables and
Examples/Instances of The jeepney fare for the first students, "A math phrase without class: Algebraic Expression”
new lesson 4km is ₱8.00 and an additional an equal or inequality sign." Tell Maricel buys 5 star apples for
₱1.00 for every km. Richie will students that expressions are ₱5.00 each and 3 guyabanos for
go to Cubao from Antipolo. The solved. This lesson is to translate ₱32.50 each. She gives the
distance from Antipolo to Cubao written words to numbers, cashier a ₱200.00 bill. Write an
is about 28 km. how much does operational symbols, and expression for the total cost of
she need to pay? variables. the fruits she buys and an
Answer: Remind students that a variable is equation for the amount of
Study the illustration below: a placeholder for one or more change the cashier should give
numbers. "Some number" is a her.
phrase that indicates a variable is Discuss the answer to the
needed. situation. See page 232-233 of
Show pupils how to break down a the textbook
verbal expression, beginning with
simple expressions.
If the first 4 km is ₱8.00, we
a.Example: Given "some number
need to find the amount of fare
increased by 5", ask students,
for the remaining distance to get
"What action is happening in this
the amount which Richie needs
phrase?" (Answer: We are
to pay. The remaining distance is
making larger, joining to, adding
24 km. Let y= the fixed amount
to). Then ask, "What operation
of ₱1.00 for every km. to find
indicates this action?" (Answer:
the total amount fare, we will
Addition) x + 5
use the expression 24y + 8.
b.Example: Given "51 less than
Evaluate:
some number." Ask students,
24y +8 24(1)+8=32
"What action is happening in this
Therefore, Richie needs to pay
phrase?" (Answer: We are
₱32.00
decreasing, going down,
subtracting). Then ask, "What
operation indicates this action?"
(Answer: Subtraction) x - 51;
taking away from the x.
Discuss the role and plays in this
written sentence. Example: Sum
of 12 and e. (12 + e)
 Tell students that they have to
read very carefully using context
clues to determine what action is
required. They will need to
reread some problems in order to
focus on the needed information.
D. Discussing new concepts Consider this problem: Group Activity: Deepening: Show a video of “Translating
and practicing new skills Glen is a newly hired messenger Translate each phrase or Define the ff. term: Verbal Expressions into
#1 in a multinational company in sentence into a mathematical Equation a mathematical Algebraic Equations”
Makati. As a trainee, he needs to expression or equation. sentence with an equal sign (=)
wear a polo-shirts everyday. He 1.Twelve more than a number. which shows that two Write a variable expression to
was given a clothing allowance SOLUTION: 12+x expressions or both sides are represent each of the following:
of ₱6,000.00. how many polo- 2.Eight minus a number. equal. 1.The sum of a number and
shirt can he buy using this SOLUTION: 8−x Give the ff. equation and explain twelve.
amount? 3.An unknown quantity less which is the left member and 2.The difference between a
fourteen. which is the right member. 3x + 5 number and eight.
SOLUTION: x−14 = 20 3.Three times a number
4.Six times a number is fifty-four. Common words Translated as = 4.A number squared plus five
SOLUTION: 6x=54 equal or equals 5.A number divided by two plus
5.Two ninths of a number is is/are seven
eleven. is equal to 6.Four times the quantity of a
SOLUTION: 2/9x=11 result is number plus six
Discuss the contents on page 6.Three more than seven times a yields 7.A number times two divided by
225-226 of Mathletes textbook. number is nine more than five four
times the number. Tell the pupils that this time , you 8.A number times six plus the
SOLUTION will be translating sentences same number times two
3+7x=9+5x instead of phrases. The technique 9.A number squared plus seven
7.Twice a number less eight is is very much the same as the take a way four
equal to one more than three previous lesson except that this 10.A number divided by three
times the number. time, it already involves the equal plus twelve
SOLUTION: sign and on either side of the 11.A number times five and
2x−8=3x+1 or 2x−8=1+3x equal sign is a phrase that is another number times six
represented by an algebraic 12.Sixteen less than a number
expression. times negative four
13.A number times eight divided
by two
14.A number divided by six and
another number times negative
five
15.A number divided by four plus
another number divided by
sixteen
E. Discussing new concepts To translate word phrases into Discuss examples 4-5 on page Discuss examples 1-5 on how to Discuss examples 5-8 on how to
and practicing new skills algebraic expressions, familiarity 228-229 of Mathletes txbk. translate verbal phrases or translate verbal phrases or
#2 with words and phrases sentences to algebraic equations. sentences to algebraic equations.
associated with symbols or Show the video of “ Learn to Give the ff. examples. Show how
operations are important. The translate algebraic you translate the first example, Translate the ff. into an
table (on page 226) lists some expressions into word” then ask the pupils to translate algebraic equation.
keywords that are used to the rest. Again, allow the pupils A number decreased by seven is
describe common mathematical to use a letter they prefer for the fifteen.
operations. variable. A number increased by fifty-five
Translate the ff. into an algebraic is equal to eighty-eight.
equation. Twelve times a number is sixty
The sum of a number and five is The quotient of a number and
twelve. nine is one hundred thirty-five.
Twice a number decreased by six The sum of a number and forty-
is equal to sixteen. six is one hundred twenty-five.
If nine is added to the difference
Discuss examples 1-3 on page of a number and nineteen, the
227-228 of Mathletes txbk. sum is ninety.
Twice the sum of a number and
two is twenty-two
The product of thirteen less than
thrice a number and five will
result to forty-five.
Group Activity: Group Activity: Group Activity: Translate each algebraic
Translate in algebraic symbols. Translate in algebraic symbols. Give the ff. scenarios and ask equation into words.
1. twice a number x added to 10 1.)twice a number a   divided by pupils to do what is asked in the 2n + 5 = 45
Ans:2x + 10 three Ans:2a / 3 problem. n = 10 (7+11)
2.A number n decreased by five 2.)five times a number x minus 1.Mr. and Mrs. Panem own a n + 15 = 35 – n
Ans:n - 5 four Ans:5x - 4 laundry shop. They had 134
3. a number and multiplied by 7 3.)Thrice the sum of a customers this week, 18 fewer = 20
Ans: 7y number   x and six Ans:3 (x + 6) than last week. Write an
4.) A number x is divided by two algebraic equation for the 2 (n + 6) = 22
Translate algebraic symbols added to seven Ans:7 + x / 2 number of customers they had
into mathematical statement. last week. Write a variable expression to
4.)2x + y  Translate algebraic symbols into 2. Aling Martha, when asked represent each of the following:
(this can be stated as :) mathematical statement. about her age, replies “I am six Four times ten divided by five
twice the sum of x and y 5.)5x + 2y years older than twice the age of Twelve diminished by two
two times x increased by y the product of five X added to the my youngest child.” Express her Six times three added to seven
and more than twice x product of two and y age in algebraic equation if her Eight added to the product of five
x exceeds by twice y the sum of five times x and two age now is 66. and three
5.)x - 3y times y 3. Grade 6 basketball team Twenty-five added to two
x minus thrice y five times x increased by twice  y scored three less than thrice as Three times twenty-five less
thrice y subtracted from x twice and more than five times x many points as their opponent. twenty
three times y less than x Their total score at the end of the The sum of three and thirty-nine
x diminished by thrice y Afterwards, call on students to share game was 108. Write an algebraic divided by seven
6.) x / y - 2z their responses and justify their equation for the number of
 the quotient answers. points they scored.
of x and y decreased by twice z Afterwards, call on students to share Afterwards, call on students to share
x divided by y less twice z their responses and justify their their responses and justify their
twice z less than the quotient answers. Encourage other students answers. Encourage other students
to contribute to the dialogue to contribute to the dialogue
of x and y
the difference between the
quotient of x and y, and twice z
Afterwards, call on students to
share their responses and justify
their answers.

F. Developing mastery Pair-share: Pair-share: Translate each phrase or Translate each phrase or
(Leads to Formative Write an expression for each of 1.   Translate into verbal sentence to a mathematical sentence to a mathematical
Assessment) the following: phrases. expression or equation. expression or equation.
1.add 4 and 8, then multiply by 3 a.)3x - 4 1.A number minus the opposite 1.A quantity less twelve.
2.subtract 9 from 14, then b.)n + 8 of negative one. 2.Six more than an unknown
multiply by 2 c.)2 / x + y 2.A number minus the opposite number.
3.subtract 7 from 24, then divide d.)5y - 2 of negative twelve. 3.A number minus four.
by 6 e.)2x + 3 3.Eleven added to three times a 4.A number plus seven.
4.the quotient of a number and number. 5.A number increased by one.
4 2.  Translate in algebraic 4.Six plus five times an unknown 6.A number decreased by ten.
5.the product of 23 and twice a symbols. number. 7.Negative seven added to some
number a.eight times a 5.Twice a number minus seven number.
6.times the sum of 9 and a number x increased by three. equals four. 8.Negative nine added to a
number y b.five times a number n added to 6.Ten times a quantity increased number.
7.15 less than 7 times a number six. by two is nine. 9.A number plus the opposite of
Answers: c.fifteen added to the quotient of 7.When fourteen is added to two six.
1. (4 + 8)3 a number y and two. times a number the result is six. 10.A number minus the opposite
2. (14 - 9)2 d.twenty four multiplied by the 8.Four times a number minus of five.
3. (24 - 7)/6 sum of x and y. twenty-nine is eleven.
4. n/4 e.the sum of the number n and 9.Three fifths of a number plus
5. 23(2n) seven multiplied by two. eight is fifty.
6. 5(9 + y) 10.When four thirds of a number
7. 7n - 15 is increased by twelve, the result
is five.

G. Finding practical What is an algebraic expression? What is an algebraic expression?

applications of concepts How do you translate real-life How do you translate real-life
and skills in daily living verbal expressions and verbal expressions and equations
equations into letters or symbols into letters or symbols and vice
 and vice versa versa
You need to read very carefully
using context clues to determine
what action is required. They
will need to reread some
problems in order to focus on
the needed information.

H. Evaluating Learning Instructions: Write the Instructions: Write the

expression or equation in Answer Math Challenge on page expression or equation in Answer Math Challenge on page
algebraic form. 231 algebraic form. 237
1. 3 times the quantity mm minus 1. two times a number plus 9
7 2. 7 less than the product of 12
2. What is an algebraic and a number
expression for "3 less than the 3. x minus twenty divided by two
product of 2 and a number x"? times x
3.12 more than a number.  4.describe 8 times x plus 3. 
4. six times the difference of a 5. Three times some number plus
number and 9.  eleven 

I. Additional activities for Drill: Given the ff. scenarios, ask Drill: Drill: Write the expression for the
application and the pupils which of the four 1.The cafeteria bought lots of Identify the number that should following:
remediation basic operations is involved. frozen pizzas to serve. If you be in place of the question mark 1. Seventy-five decreased by five
1.Ruth had typed 12 pages of know the total amount of money to make the mathematical 2.Fourteen divided by the sum of
her research paper during the they spent and how many pizzas statement correct. three and four
first day. On the second day she they bought, how could you ? + 5 =22 3.Triple the sum of eleven and six
typed 14 pages. How many figure out the cost of 1 pizza? 72/? =8 4.One more than the product of
pages did she type in all? Why do you believe that? What is 19 = ? – 12 six and eight
2. Johann was given Php200 by the action of this operation? 7+2=3+? 5.Twenty plus five less than
his mom. His younger brother (You would divide the total cost 21 x ? =63 eighty
Drake borrowed Php20 from by the number of pizzas to find Review: 6.Take away 10 from 50
him. How much money did he the cost of one pizza. Division Translate the ff. word phrases to 7.Four more than twice three
have left? separates the money spent into algebraic expressions 8.Difference of 17 and 8
3. Bless is 9years old. Her older equal stacks. Each stack 1.Five times the sum of a and b 9. fifteen more than the quotient
brother Ed is twice as old as she represents the cost of one pizza. 2.Twelve decreased by twice x of seventy-two and nine
is. How old is Ed? Division separates a quantity into 3.the ratio of 11 and thrice p 10. one hundred twenty
4. Mrs. Cruz brought home a equal parts.) Translate the ff. algebraic increased by nineteen
2000 ml bottle of orange juice. 2.)Pete bought some candy and expressions to word phrases
She divided this equally among gave some of the pieces to his 4.)51 –(x+5) Review: Give the Expressions of
her five children. How much did best friend, Hal. How could you 5.) 7 (2-x) the ff. verbal phrases
each child receive? figure out how many pieces Pete 6. x+3
Review: has left? Why do you believe 2
Supply the next 3 terms. this? What is the action of the
 1.)Z, X, V,….. operation?
2.)a + b, 2c + 2d, 3e + 3f (Subtract the number of pieces
3.)¼, 2/5, 3/6, ….. he gave to a friend from the
4.)10, 15, 20, ……. number of pieces he purchased.
5.)1/5, 1/10, 1/15 You are starting with the whole,
taking away a part so what is left
is the other part. The subtraction
action is to take away, or
compare by finding the
difference.)
3. Bob and Tyler do not have
enough money to buy a box of
donuts, but they have the exact
amount needed if they combine
their money. How would you find Answer:
the cost of a box of donuts? What
is the action of this operation?
(You would find the sum of Bob's
and Tyler's money. Combine is
the action of addition.)
4.Macy wants to buy each of her
classmates a Coke. How would
you figure out the cost? What is
the action of this operation?
(You would multiply the cost of
the Coke by the number of
classmates. Repeated addition of
the same value is multiplication)
V. Remarks ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to
the next objective. the next objective. the next objective. the next objective.
___Lesson not carried ___Lesson not carried ___Lesson not carried ___Lesson not carried
_____Re-teaching _____Re-teaching _____Re-teaching _____Re-teaching
_____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the
following day following day following day following day
_____Lack of Time _____Lack of Time _____Lack of Time _____Lack of Time

VI. REFLECTIONS
A. No. of learners who _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
earned 80% on the mastery mastery mastery mastery
formative assessment
B. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require additional additional activities for additional activities for additional activities for additional activities for
activities for remediation remediation remediation remediation remediation
who scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
who have caught up with the lesson the lesson the lesson the lesson
the lesson
D. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to require additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did this work? ___ Games ___ Games ___ Games ___ Games
___ Power PointPresentation ___ Power PointPresentation ___ Power PointPresentation ___ Power PointPresentation
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method 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
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encountered which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
can help me solve?
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos/Powerpoint __ Localized Videos/Powerpoint __ Localized Videos/Powerpoint __ Localized Videos/Powerpoint
use/discover which I wish __Flashcards __Flashcards __Flashcards __Flashcards
to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 19-23, 2018 (WEEK 4) Quarter: 3RD QUARTER

WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives

II. CONTENT / TOPIC

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(leads to formative assessment )
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalization and
 abstraction about the lesson
I. Evaluating learning
J. Additional activities for
application / remediation
V. REMARKS

VI. REFLECTION
______ of Learners who earned ______ of Learners who earned ______ of Learners who earned ______ of Learners who earned 80% above
A. No. of learners who earned
80% above 80% above 80% above
80% in the evaluation
______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require additional activities for
B. No. of learners who require
additional activities for additional activities for additional activities for remediation
additional activities for
remediation remediation remediation
remediation
C. Did the remedial lessons work ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
? No. of learners who have ______ of Learners who caught ______ of Learners who caught ______ of Learners who caught up ______ of Learners who caught up the lesson
caught up with the lesson up the lesson up the lesson the lesson
D. No. of learners who continue ______ of Learners who ______ of Learners who continue ______ of Learners who continue ______ of Learners who continue to require remediation
to require remediation continue to require remediation to require remediation to require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well ? Why ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning
did this work ? ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture Demonstrations
Demonstrations Demonstrations Demonstrations The activity can be a classroom experiment, a survey, a
The activity can be a classroom The activity can be a classroom The activity can be a classroom simulation or an analysis of secondary data.
experiment, a survey,a experiment, a survey, a experiment, a survey, a simulation ___Cooperative Learning
simulation or an analysis of simulation or an analysis of or an analysis of secondary data. ___Jigsaws
secondary data. secondary data. ___Cooperative Learning ___Gallery Walks
___Cooperative Learning ___Cooperative Learning ___Jigsaws ___Fieldtrips
___Jigsaws ___Jigsaws ___Gallery Walks ___Making notes from book
___Gallery Walks ___Gallery Walks ___Fieldtrips ___Use of internet/audio visual presentation
___Fieldtrips ___Fieldtrips ___Making notes from book ___Text books
___Making notes from book ___Making notes from book ___Use of internet/audio visual ___Investigations
___Use of internet/audio visual ___Use of internet/audio visual presentation ___Models
presentation presentation ___Text books ___Demonstrations
___Text books ___Text books ___Investigations Other Techniques and Strategies used:
___Investigations ___Investigations ___Models ___Manipulative Tools
___Models ___Models ___Demonstrations ___Pair Work
___Demonstrations ___Demonstrations Other Techniques and Strategies ___ Explicit Teaching
 Other Techniques and Strategies Other Techniques and Strategies used: ___ Group collaboration
used: used: ___Manipulative Tools ___ Carousel
___Manipulative Tools ___Manipulative Tools ___Pair Work ___ Diads
___Pair Work ___Pair Work ___ Explicit Teaching ___ Differentiated Instruction
___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration ___ Discovery Method
___ Group collaboration ___ Group collaboration ___ Carousel ___ Lecture Method
___ Carousel ___ Carousel ___ Diads Why?
___ Diads ___ Diads ___ Differentiated Instruction ___ Complete IMs
___ Differentiated Instruction ___ Differentiated Instruction ___ Discovery Method ___ Availability of Materials
___ Discovery Method ___ Discovery Method ___ Lecture Method ___ Pupils’ eagerness to learn
___ Lecture Method ___ Lecture Method Why? ___ Group member’s collaboration/cooperation in doing their
Why? Why? ___ Complete IMs tasks
___ Complete IMs ___ Complete IMs ___ Availability of Materials ___ Audio Visual Presentation of the lesson
___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s
___ Group member’s ___ Group member’s collaboration/cooperation in doing
collaboration/cooperation in collaboration/cooperation in their tasks
doing their tasks doing their tasks ___ Audio Visual Presentation of
___ Audio Visual Presentation of ___ Audio Visual Presentation of the lesson
the lesson the lesson

__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
F. What difficulties did my
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
principal or supervisor can help
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
me solve ?
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and Indigenized IM’s
which I wish to share with Indigenized IM’s Indigenized IM’s Indigenized IM’s __ Localized Videos
other teachers ? __ Localized Videos __ Localized Videos __ Localized Videos __ Making big books from
__ Making big books from __ Making big books from __ Making big books from views of the locality
views of the locality views of the locality views of the locality __ Recycling of plastics to
__ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to be used as Instructional Materials
be used as Instructional be used as Instructional be used as Instructional __ local poetical composition
Materials Materials Materials
__ local poetical composition __ local poetical composition __ local poetical composition
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 19-23, 2018 (WEEK 4) Quarter: 3RD QUARTER

WEEK 4 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
A. Pamantayang
Pangnilalaman
B. Pamantayan sa Pagganap
C. Mga Kasanayan sa
Pagkatuto (Isulat ang code ng
bawat kasanayan)
II. NILALAMAN
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2. Mga pahina sa Gabay ng
Pang-mag-aaral
3. Mga pahina Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang
pangturo
IV. PAMAMARAAN
A. Balik –Aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin

(Panimulang Gawain)

B. Paghahabi ng layunin ng
aralin

(Pagmomodelo at Paglalahat)
C.Pag-uugnay ng mga
halimbawa sa bagong aralin

(Pinatnubayang Pagsasanay)

D. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan # 1

(Pinatnubayang Pagsasanay)
E. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan # 2

(Pagpapalawak ng kasanayan)

F. Paglinang sa kabihasaan
(Tungo sa Formative
Assessment)

G. Paglalapat ng aralin sa 1.
pang-araw araw na buhay

(Aplikasyon)

H. Pagtataya ng aralin

(Malayang Pagsasanay)

I. Karagdagan Gawain para sa -

takdang aralin at remediation
V.MGA TALA
VI. PAGNINILAY
 A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
Gawain para sa remediation
C. Nakatulong ba ang
remediation? Bilang ng mag-
aaral na nakaunawa sa aralin.
D Bilang ng mag-aaral na
magpapatuloy sa
remediation?
E. Alin sa mga estratehiyang
pagtuturo na nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyon sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang panturo
ang aking ginamit/nadiskubre
na nais kong ibahagi sa mga
kapwa ko guro?

GRADE 6 School: Grade Level: VI

Teacher: Learning Area: TLE-IA
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 19-23, 2018 (WEEK 4) Quarter: 3RD QUARTER
dsd

WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson

B. Establishing a purpose
for the lesson

C. Presenting examples/
instances of the new
lesson

D. Discussing new concepts

and practicing new skills #1

E. Discussing new concepts and

practicing new skills#2

F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications

of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson

I. Evaluating learning

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
A. No.oflearnerswho earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons work?
No.oflearnerswho
havecaughtupwiththe lesson.
D. No.oflearnerswho
continuetorequire remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan
helpmesolve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-ENTREP AND ICT
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 19-23, 2018 (WEEK 4) Quarter: 3RD QUARTER

WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard
B. Performance Standard
C.Learning
Competency/Objectives
Write the LC code for each.

II. CONTENT

IV. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and  
practicing new skills # 2
F. Developing mastery  
(leads to Formative Assessment
3)

G. Finding practical application

of concepts and skills in daily
living
H. Making generalizations and  
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
VI. REMARKS
VII. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-H.E.
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 19-23, 2018 (WEEK 4) Quarter: 3RD QUARTER

WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalization and
abstractions about lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. Of learners who earned
80% in the evaluation
B. No. Of learners who require
additional activities for
remediation who scored below
80%
C. Did remedial lesson work?
No. Of learners who have
caught up with the lesson
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 19-23, 2018 (WEEK 4) Quarter: 3RD QUARTER

WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S
D. Content Standard
E. Performance
Standard
F. Learning
Competencies
(write the LC Code)

II. CONTENT

III. LEARNING RESOURCES

B. References
5. TG/CG pages
6. Learner’s Materials
pages
7. Textbook pages
8. Materials
downloaded from
LRMDS
C. Other Learning
Materials
IV. PROCEDURES
J. Reviewing previous
lesson and
presenting new
lesson
K. Establishing a
purpose for the
lesson
L. Presenting
examples/instance
s of the lesson
M. Discussing new
concepts and
practicing new
 skills #1
N. Discussing new
concepts and
practicing new
skills #2
O. Developing
mastery (lead to
formative
assessment 3)
P. Finding practical
application of
concepts and skills
in daily living
Q. Making
generalization and
abstractions about
the lesson
R. Evaluating learning

S. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who acquired
additional activities
for remediation
who scored below
80%
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
 require
remediation.
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encountered
which my principal
can help me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to
share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: NOVEMBER 19-23, 2018 (WEEK 4) Quarter: 3RD QUARTER

WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang
Pangnilalaman

Pamantayan sa Pagaganap

Mga Kasanayan sa
Pagkatuto (Isulat ang
code ng bawat kasanayan)

I. Layunin

Cognitive

Affective

Psychomotor

II. NILALAMAN
KAGAMITANG PANTURO
A. Paksa
B. Sanggunian
III.
PAMAMARAAN
AE. Balik-aral sa
nakaraang aralin at/o
 pagsisimula ng bagong
aralin

AF.Paghahabi sa layunin
ng aralin

AG.Pag-uugnay ng mga
halimbawa sa bagong
aralin

AH.Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1

AI.Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2

AJ.Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)

AK.Paglalapat ng aralin sa
pang-araw-araw na buhay
AL.Paglalahat ng Aralin

AM.Pagtataya ng Aralin

AN.Karagdagang gawain
para sa takdang-aralin at
remediation

IV. Mga Tala

V. Pagninilay
A. No. of learners who earned
80% on this formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work?
No. of learners who have
caught up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor help me solve?

G. What innovation or
localized materials did I
used/discover which I wish to
share with other teacher?