GRADE 5 School: Grade Level: V

Teacher: Learning Area: ENGLISH

DAILY LESSON LOG
Teaching Dates and Time: JUNE 24-28, 2019 (WEEK 4) Quarter: 1ST QUARTER

WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards demonstrates understanding of the various forms and conventions of
print, non-print, and digital materials
B. Performance Standards evaluates effectively the message constructed and conveyed in various
viewing texts
C. Learning 1.Identify the elements 1.Identify the elements of . Compose clear and coherent 1. Use formal and informal English 1. Infer the meaning of unfamiliar
Competencies/Objective of literary texts literary texts sentences using appropriate when appropriate to task and words (affixed) based on given
s 2. Summarize narrative 2. Summarize narrative texts grammatical structures: Modals situation context clues
Write the LC code for texts based on elements based on elements 2. Write two to three- paragraph . 2. Show tactfulness when (synonyms, antonyms, word parts)
each composition based on the prepared communicating with others. and other strategies
EN5LC-Id-2.17.3 EN5OL- EN5LC-Id-2.17.3 EN5OL-Id- outline EN5OL-Id-3.9/EN5WC-Id-2.2.4/ . 2. Read with automaticity grade
Id-2.23/Page 64 of 164 2.23/Page 64 of 164 EN5G-Id-3.6/EN5WC-Id- Page 64 of 164 level frequently occurring content
2.2.4/2.23/Page 64 of 164 area words (Art)
EN5V-Id-12 and 13 EN5F-Id-
1.8.1.1
II. CONTENT Identifying the Elements Identifying the Elements of Clear and Coherent Sentences using 1. Using Formal and Informal English Inferring Meaning of Unfamiliar
of Literary Texts Literary Texts Appropriate Grammatical 2. Showing Tactfulness when Words (Affixed)
Structures Modals: Can and May Communicating with Others Prefix re-, un- Suffix –able, -ment
2. Writing two to three-paragraph
composition
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG/Week 4 TG/Week 4 TG/Week 4 TG/Week 4 TG/Week 4
pages
2. Learner’s Material LM/Week4 LM/Week4 LM/Week4 LM/Week4 LM/Week4
pages
3. Textbook pages Joy in Learning English Joy in Learning English pp.7-9 Joy in Learning English pp.54-56 Joy in Learning English pp. Joy in Learning English pp.48-52
pp.7-9
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Power point Power point presentation, lap pictures, power point presentation, : power point presentation, lap top, power point presentation, lap top,
Resources presentation, lap top, top, projector, pictures, lap top, activity cards, metacards activity cards, puzzle, strip of papers activity cards, strip of papers
projector, pictures, activity cards, improvised
activity cards, improvised ball
 ball
IV. PROCEDURES
A. Reviewing previous Review Review Review Review Review
lesson or presenting MODALS( used to, will, MODALS( used to, will, would) Elements of literary texts/Checking Checking of Using Formal and Informal English
the new lesson would) of assignment assignment/MODALS(Can ,May)
B. Establishing a purpose Setting the Stage Setting the Stage Setting the Stage Setting the Stage Setting the Stage
for the lesson (Picture talk- (Picture talk-Dyad) Picture clue and dialog Introduce to the class the Loop-the-
Dyad) (Refer to LM Think (Refer to LM Think and Tell) (Refer to LM Think and Tell) Word Game. (Refer to LM Think and Show picture of children giving gifts.
and Tell) Ask: Who among you Answer the questions Tell) Ask:Do you like giving gift?
Ask: Who among here know how to draw? orally. Say: Do you know the game What occasions do you give gift?
you here know how to What picture do you love to 1. What can Mark and Reiner Loop- the- Word? Do you give gift to your friend on
draw? What picture do make? When do you usually play this game? his/her birthday?
you love to draw? 2. Who helped Mark build the sand Ask pupils to find four words from Why do you give gift to your friends
castle? the puzzle that are written vertically, on his/her birthday?
draw? Say: This morning, we are 3. What may Jasmine be able to horizontally, diagonally or even
going to have an activity. do? backwards.
We are going to do this 4. What reminder did Reiner give Tell pupils to loop the words found
Say: This morning, activity in pairs. her? in the puzzle.
we are going to have an 5. Do you go to the beach? When Use the guide phrases in looking for
activity. do we usually spend time at the the words and tell the pupils the
We are going to do this beach? What can we make along connection of these words in the
activity in pairs. the seashore? If your brother or lesson for that day.
sister made a sandcastle, are you
going to break/destroy it? Why or
why not?
Values: What characteristics do the
children in the dialog possess?
How can you show your love to
your brother and sister?

C. Presenting . Explaining to students . Explaining to students what Explaining to students what to do Explaining to Students What to Do 2. Explaining to Students What to Do
examples/instances of what to do to do Say: Our lesson for today is Say: Whenever you meet
the new lesson Say: Listen to the Say: Listen to the story about modals can and may. friends, you are obliged to exchange Let the pupils read the story
story that I am going to that I am going to read. From greetings with them. orally. (Refer to Find Out and Learn)
read. From the story you the story you are going to This morning we are going to learn
are going to how to use formal and informal form
identify the elements of the of
identify the elements of story. English in such kind of instances.
the story.
D. Discussing new concepts The teacher will read the The teacher will read the story Modal verbs are used to express Read each pair of sentences. Take I have here a story about a girl who
and practicing new skills story to the pupils. to the pupils. (Teacher may two different types of ability: open note of the differences between is going to give gift for her friend’s
#1 (Teacher may use power use power point possibility, generally expressed by long/formal expressions and birthday.
 point presentation) presentation) (Refer forms of the modal verb can, and short/informal expressions. Get a Read the story and answer
(Refer to LM Find out and to LM Find out and Learn). authority or potential ability, partner in reading the sentences. the comprehension question.
Learn). Use the questions in guiding generally expressed by Formal: May I introduce to you my
Use the questions in the students to identify the forms of the modal verb may. teacher, Mrs. Dela Cruz? Answer the questions:
guiding the students to elements of the literary Use of Can Informal: Please meet my teacher, 1. Who was the girl in the selection?
identify the elements of texts. Write 1. To talk about what you are able Mrs. Dela Cruz. 2. What was Sarah doing?
the literary the answer in the organizer. to do Formal: It was nice meeting you. 3. Did she wrap the gift neatly?
texts. 1. What is the theme of the 2. To talk about a general possibility Informal: Nice meeting you! 4. What did Sarah and her mother
Write the answer in the story? 3. To say that something is allowed Formal: Hi! I would like to join you do to make the gift looked good?
organizer. 2. Where does the story Use of May this Saturday. 5. What did Sarah realize after her
1. What is the theme of happen? 1. It is used for permissions. Informal: Hi! I’d like to join you this mother helped her?
the story? 3. Who are the characters in 2. It is used to express probability Saturday. Values: Are you like Sarah? Do you
2. Where does the story the story? or prediction. Formal: Was that not exciting? also give gift to your friends?
happen? 4. How does the story begin? Informal: Wasn’t that exciting? Aside from giving gift to your
3. Who are the What is the problem Ask:What did you notice in using friends, what other things you can
characters in the story? encountered in the story? formal and informal English in do to show that you value
4. How does the story How does the story writing sentences? friendship?
begin? What is the end? When should we use formal and You have to pick out the words
problem encountered in informal English? having prefixes and suffixes used in
the story? How are you going to use formal and the selection.
How does the informal English?
story end? Values: If you are about to meet
friends in a party, what will you use,
formal or informal English?
Why?
Why is it important to be
tactful/careful in saying words
whenever we communicate with
other people?
E. Discussing new concepts 3. Modelling 3. Modelling . Modelling Modelling 3. Modelling
and practicing new skills The organizer The organizer Read the sentences below. Read the sentences in the chart. Read the sentences and notice the
#2 explains the content of explains the content of the Explain how the modals can and Formal English underlined word.
the elements of literary elements of literary text based may used in sentences. May I introduce to you my teacher? a. In her disappointment she
text based on the on the selection that you (Refer to LM Find out and It was nice meeting you. wanted to throw everything and
selection that have read. Learn) I would like to join you this Saturday. forget what she was
you have read. Was that not exciting? doing.
Ask: Informal English b. She swallowed her pride, but still
a. What Mother can do? Please meet my teacher. undecided, called for her mother.
b. What Mark can do? Nice meeting you! c. “Look like it’s time for a redo!”
c. What Jasmine may build? I’d like to join you this Saturday. d. Sarah slowly rewrapped each
d. What she may use for drinking? Wasn’t that exciting? present and retied each bow
e. What are the modal verbs used listening carefully to
in sentences? Formal English each direction.
f. When do we use can?
 g. When do we use may? -it is signalled by complex and e. Her mother even helped her
h. What do these two modals complete sentence. It avoids slang remake the card.
express? vocabulary and written in a f. Sarah rewrote the message and
long form. added sparkly stickers to the paper.
-it is used during business meetings, g. You are such an adorable friend.
while giving public announcements,
or while presenting a report or Read the underlined words
delivering a speech. in the sentences.
What do you call the
Informal English underlined words?
-it is characterized by a What prefix or suffix is
simpler grammatical structures, added to each word?
personal expression and Pr
slang vocabulary. Wor Meani Suffi
efi Words
-in using informal, ds ng x
x
combining words will require
knowledge of contractions. und not -
un
-is used when you are ecid decide men disappointmen
-
around people you know, ones that ed d t
you are close to, such as friends or
-to do
persons you regularly speak with.
redo again
, -to
rewr wrap
appe again
d, -to tie
re
retie again -able adorable
-
d, -to
rem make
These elements of the literary
ake, again
These elements of the texts are helpful in
rewr -to
literary texts are helpful summarizing a story or
ote write
in summarizing a story or narrative text.
again
narrative text. The elements of
Prefix- is an affix placed before a
The elements of literary texts are:
root word or base word to form a
literary texts are: • Theme- is a central
new word. When you add prefix
• Theme- is a message or purpose of a story.
to the root word, you change the
central message or The theme of a story is the
word’s meaning.
purpose of a story. The message or the lesson given by
The prefix -un means “not”
theme of a story is the the story to its readers.
(unhappy), “opposite”
message or the lesson • Setting- tells where
(unwholesome); “to reverse” or
given by the story to its and when the story happens
“undo the result of a
readers. and how the story begins.
specified action” (unbind); “to
• Setting- tells
where and when the story
 happens and how the
story begins.
• Characters
(Heroes and Villains) - are
the people or animated
objects that
interact in the story.
• Plot- tells the
order of events
Plot has three important
parts:
1. Beginning- is
where the characters and
setting are established
2. Middle-
introduction of the
problem or conflict, the
high point and the
winding point
3. End- it is the
conclusion of the story,
the conflicts are resolved
Give important
discussion on the
sequence of these
elements.
Values: Do you
also make promise to
your mother or father?
Do you fulfil what you
have
promised to
them? Is it important that
we should fulfil our
promise? Why do you
say so?
F. Developing mastery Guided Practice
(Leads to Formative The teacher will present
Assessment 3) another story. (Refer to
LM Try and Learn)
• Characters (Heroes release, free, or remove from”
and Villains) - are the people or (untie).
animated objects that
interact in the story. The prefix -re means “to do
• Plot- tells the order of again” (retell)
events
Plot has three important parts: Suffix- is an affix placed after a root
1. Beginning- is where word to form a new word.
the characters and setting are
established The suffix –ment means “state of
2. Middle- being” (treatment); “result of n
introduction of the problem or action” (development)
conflict, the high point and the The suffix –able means
“capable or worthy of” (lovable)
winding point When you add prefix or suffix to the
3. End- it is the root word, you change the word’s
conclusion of the story, the meaning
conflicts are resolved
Give important
discussion on the sequence of
these elements.
Values: Do you also
make promise to your mother
or father? Do you fulfil what
you have
promised to them? Is
it important that we should
fulfil our promise? Why do you
say so?
Guided Practice Guided Practice . Guided Practice . Guided Practice
The teacher will present Teacher will provide pictures and Group Activity (Refer to LM Find Group Activity (Refer to LM Try and
another story. (Refer to LM activity cards for group activity. Out and Learn) Learn)
Try and Learn) (Refer to LM, Try and Learn) 1. Group the class into 4. 1. Group the class into 4.
Group 1
 Read the story. Identify
the elements of the
story.
Group Activity
1. Group the pupils into
4. Distribute to each
group the photocopy of
the story.
2. Summarize the story
by writing the elements
of the story in the
semantic web
3. Report the group
output to the class.
G. Finding practical Independent practice
applications of concepts Read each
and skills in daily living sentence. Write Th on
the blank for setting of
the story, Se for setting,
Ch for
characters and Pl for plot.
Do this on a piece of
paper.
______1. As Jimmy
waved goodbye he knew
that he wouldn’t want to
miss this swamp
adventure for anything.
______2. The
night was pitching dark,
and Jimmy was sure that
he was lost in t swamp.
Read the story. Identify the
elements of the story.
Group Activity
1. Group the pupils into 4.
Distribute to each group the
photocopy of the story.
2. Summarize the story by
writing the elements of the
story in the semantic web
3. Report the group output to
the class.
Independent practice
Read each sentence.
Write Th on the blank for
setting of the story, Se for
setting, Ch for characters and
Pl for plot. Do this on a piece
of paper.
______1. As Jimmy waved
goodbye he knew that he
wouldn’t want to miss this
swamp adventure for
anything.
______2. The night
was pitching dark, and Jimmy
was sure that he was lost in t
swamp.
______3. Jimmy had been so
pleased with his catch that he
had lost track of time.
1. Look at the pictures below. The
pictures are activities that a grade
five can do in school.
2. Name other things that you can
do in school.
3. Write your sentences on strips of
paper.
4. Read the sentences in front of
the class.
Group 2
1. The diagram is the activities a
child in grade five may do at home.
2. Write sentences of other
activities that you may do at home.
3. Write your answer on a manila
paper.
Group 3
1. Look at the picture below.
2. Write two to three paragraphs
using modal can and may about the
activities the
children do.
3. Write your answer in a manila
paper.
5. Independent Practice
Write sentences about the
pictures using modals can or may.
(Refer to Do and Learn)
2. Each group has the same copy of
paragraph.
3. Read the paragraph then identify
the formal and informal English
used.
4. Write your answer in the
organizer.
Formal and Informal English
Formal Informal
. Independent Practice
Study each expression
below and tell whether it is formal
and informal. Write your answer on
the line.
_______1. Do you understand what
to do?
_______2. Anybody in here?
_______3. I would like to have a
hamburger and a soda.
_______4. I am afraid I will not be
able to attend.
_______5. Sorry, I can’t make it.
2. Give each group activity card with
directions on what to do with the
activity.
3. Activity proper.
4. Present the group output before
the class.
. Independent Practice
Choose from the letter of the correct
word to complete the sentences.
1. At my house, we play Scrabble,
and I always win because I can
__________ words quickly.
A. unlock B. unusual
C. unfamiliar D.
unpleasant
2. Mom said I had to wait until my
birthday to _________ my presents.
A. unable B. untied
C. unwrap D. unhappy
3. Jon forgot his backpack and had to
________ home to get it.
 ______3. Jimmy had
been so pleased with his
catch that he had lost
track of time.
______4. Jimmy was the
lost boy in the swamp
and the kind man helped
him find his way home.
______5. Chills chased
each other up and down
Jimmy’s spine when he
remembered about the
strange events happened
in the swamp.
H. Making generalizations Closure/Assessment
and abstractions about
the lesson The teacher will provide
a ball, wrapped in it are
strips of paper with
questions. The pupils
will play “Pass the Ball”.
They may sing, or recite a
poem while passing the
ball to each
classmate. When the
teacher tells the pupils to
stop, whoever holding
the ball he/she will
answer the question.
Answer the following:
1. What are the elements
of the literary texts?
2. What is a theme?
3. What is a setting?
4. Give examples of
characters.
5. What is a plot? What
are the parts of a plot?
______4. Jimmy was the lost A. replace B. return
boy in the swamp and the kind C. resend D. retell
man helped him find his way
home. 4. Babies need ________ to grow up
______5. Chills chased each smart and strong.
other up and down Jimmy’s A. development B. instalment
spine when he remembered C. management D.
about the strange events nourishment
happened in the swamp.
5. Mario’s new cell phone is
_____________ in two months.
A. breakable B. payable
C. lovable D. doable
Closure/Assessment Closure/Assessment Closure/Assessment Closure/Assessment
The teacher will provide a ball, Ask: Use a Venn diagram to
wrapped in it are strips of What did you learn today? illustrate important details in using Place stars with questions under the
paper with questions. The When do we use the modal can? formal and informal English. In pupils’ table/chairs. (This should be
pupils will play “Pass When do we use the modal may? the overlapping circle at the middle done before the class starts).
the Ball”. They may sing, or When do we sue the modals can their similarities and in the outer are Instruct the pupils to check if their
recite a poem while passing and may? their differences. tables have stars. If it has, he/she
the ball to each will answer the question.
classmate. When the teacher
tells the pupils to stop,
whoever holding the ball
he/she will answer the
question.
Answer the following:
1. What are the elements of
the literary texts?
2. What is a theme?
3. What is a setting?
4. Give examples of
characters.
5. What is a plot? What are
the parts of a plot?
I. Evaluating learning Evaluation Evaluation Evaluation Evaluation Evaluation
The teacher The teacher reads the Study each expression. Put a check
reads the short story and short story and instructs the Look at each picture. (/) in the column whether the Choose from the tree the correct
instructs the pupils to fill pupils to fill in the blanks to Complete each sentence by writing expression is formal or informal. word to complete the sentences.
in the blanks to complete the may or can on each blank. Sentence Forma
Informal
complete the statement. (Refer in LM Do and s l
statement. (Refer in LM Learn) 1. I
Do and Learn) would be
The theme of the story is grateful
The theme of the story is ______________________ 1. Carlo ________ write a letter to if you
_____________________ The story happened in his friend. could
_ _________________________ reply
The story happened in ____. early.
_____________________ The characters 2. Nice to
________. were_____________________ meet
The characters ___. 2. You ________ go home now. you. See
were________________ The problem started when ya.
________. _________________________ 3. Please 1. Jacob almost fell down because
____. let me his shoelaces were _____________.
The problem started It was solved when know 2. My dad was not able to fit the
when _________________________ when entire luggage into the truck of our
3. Susie ________ help her teacher.
_____________________ ______. you will car so he had to
________. be ________ it.
It was solved when 3. Monica was a _____________
_____________________ available. child, always helpful and kind.
__________. 4. The schoolchildren ___________ 4. I’ll see 4. A sudden __________ in the far
sing our national anthem. you corner of the room made her turn in
soon. that direction.
5. Don’t 5. The burnt pot roast had a very
forget to ___________ odor.
call me.
 5. A dog ________ barks if it sees a
stranger.

J. Additional activities for Assignment Assignment Assignment Assignment Assignment

application or Present the Present the details of Cut a picture or draw your answers Pretend that a friend and you are
remediation details of your favorite your favorite fairy tale using in each circle. Then use it in your attending to a birthday party. Write Pref Root
fairy tale using the the elements of the literary own sentence. a dialog between the two of you New Word Meaning
ix Word
elements of the literary texts. Write your 1. Something you can do on a about the event in the party. Use
un-
texts. Write work in your notebook. weekday formal and informal English in your
re-
your work in your dialog.
notebook. Complete the table below.
Root New
2. Something you may do on Prefix Meaning
Word Word
weekends. un-
re-

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
 ___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
F. What difficulties did I __ Bullying among pupils
__ Pupils’ behavior/attitude
encounter which my
__ Colorful IMs
principal or supervisor __ Unavailable Technology
can help me solve? Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
G. What innovation or Planned Innovations:
__ Localized Videos
localized materials did I
__ Making use big books from
use/discover which I views of the locality
wish to share with other __ Recycling of plastics to be
teachers? used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
 School: Grade Level: V
GRADES 1 to 12 Teacher: ROSA HILDA P. SANTOS Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: JUNE 25-29, 2018 (WEEK 4) Quarter: 1ST QUARTER

WEEK 4 LUNES MARTES MIYERKULES HUWEBES BIYERNES

June 25, 2018 June 26, 2018 June 27, 2018 June 28, 2018 June 29, 2018
VII. OBJECTIVES
D. Content Standards
1.understanding of whole numbers up to 10 000 000.

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

E. Performance Standards
1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.

2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical
problems and real-life situations.

F. Learning a.Find the common factors and the GCF of two – four numbers using continuous a.Identify the multiples of a given number
Competencies/Objective division b.Find the common multiples and LCM of two – four numbers
s b.Compute the GCF of the given numbers using continuous division using continuous division
Write the LC code for M5NS-Id-68.2/Page 54 of 109 c.Write the LCM of the given numbers using continuous division
each M5NS-Id-69.2/ Page 54 of 109
VIII. CONTENT Finds the common factors and the GCF of two - four numbers using continuous Finds the common multiples and LCM of two - four numbers using
division continuous division
IX. LEARNING
RESOURCES
C. References
 5. Teacher’s Guide
pages
6. Learner’s Material DLP Gr. 5 Module 9 DLP Gr. 5 Module 11
pages BEAM LG Gr. 6 – NumberTheory BEAM LG Gr. 6 – NumberTheory
Lesson Guide in Elem.Math Gr. 5 p.33, Gr. 6 p.148 Lesson Guide in Elem.Math Gr. 5 p.44, Gr. 6 p.151
7. Textbook pages
8. Additional Materials
from Learning
Resource (LR) portal
D. Other Learning strips of cartolina, boxes, Flaglets, flash cards flashcards, strips of cartolina, coins, boxes, ruler
Resources
X. PROCEDURES
K. Reviewing previous A.Preliminary Activities 1.Drill
lesson or presenting Game – Skip Counting
1.Drill
the new lesson Mechanics:
Game – Flaglets Race a.Divide the pupils into 4 groups.
b.Flash the cards one at a time and say,
Have a drill on the basic multiplication facts
“Give the next three numbers in the
using the game “Flaglets Race” sequence.”
Example:
Mechanics:
a.Divide the class into four groups. The 0, 3, 6, 9, ___, ____
leader gets the flags.
The first group, who can give the correct
b.The teacher will flash the number written answer, earns a point.
c.The game continues until all cards
in the cartolina strips.
have been flashed. The group with the
c.Ask the first member of each group to most number of points wins the game.
Review
give the factors of the number.
Review how to use the listing method to
d.The pupil who raises the flag first, gives
get the LCM of the given number.
the answer. The team gets the point if the
List some multiplies of two given
answer is correct. For every correct
numbers.
answer, a flag is attached to a maze until a
Write the common multiplies.
team reaches the finish line. If the answer
The smallest common multiple is the
is incorrect, the pupil from the other team
LCM
will give his/her answer.
3 6 9 12 15 21 24 27
 e.The team whose flaglets reach the finish 4 8 12 16 20 24 28 32
line first wins the contest.
Divide the class into 4 groups. Let each
group get the strip of cartolina and
2.Review
complete the given chart. Get the LCM
Game – Climbing the Ladder “Reach for the
using Listing method.
Star”
Numbers LCM
Mechanics:
a.Divide the pupils into 2 groups. 1) 6
b.Flash the cards with numbers. 10
c.The pupils identify the number whether it
2) 10
is prime or composite numbers. The first
21
pupil who answers correctly climbs one
3) 9
step of the ladder.
12
d.The group who first reaches the top is the
4) 8
winner.
40

L. Establishing a purpose 3.Motivation 3.Motivation

for the lesson Show a picture of a girl helping her
mother in their garden. Ask the pupils to
tell something about the picture. Elicit the
value of helpfulness.
Ask: how do you show helpfulness at
home? In school? Is it good to be helpful?
Why?
Show a picture of a boy and a girl
collecting used plastic bottles. Ask the
pupils to tell something about the
picture. Elicit the value of recycling used
objects.
Ask: What are the objects that can be
recycle? What do you do in the used
objects like plastic bottles, used papers,
glass bottles etc,. What are the good
effects of recycling in our environment?
M. Presenting 1.Presentation 1.Presentation
examples/instances of Present this problem to the class.
Present this problem to the class.
the new lesson Have the pupils read the problem. Then
ask: What did Richard and Francis
collected? What does the problem ask
for? How will you solve for the answer
to the problem? Can you think of ways
to solve it?

Have the pupils read the problem.

Then ask: How many bougainvillea plants
were sold? How many rose plants were
sold? What do Kendra and her mother
needs to do with the bougainvillea plants
and rose plants? How will you solve for the
answer to the problem?
a.Using the same given numbers 36 and 60,
find the GCF by using continuous division.
b.Guide the pupils to get the GCF of the
given numbers.
•Ask the pupil to write the number
horizontally.
36 60
•What prime number can divide 36 and
60? (12)
2 36 60
•Ask the pupils to divide the numbers by
the given prime number. Write the
quotients below the dividends.
2 36 60
18 30
 •Continue the process until none of the
numbers have a common divisor.
2 36 60
2 18 30
3 9 15
3 5
Therefore the GCF is 2 x 2 x 3 = 12.
•What is the GCF of 36 and 60?
•How did you get the GCF of 36 and 60?
By getting the product of all the prime
divisor or the common factors, we obtain
the GCF of the given numbers.
N. Discussing new concepts Performing the Activities 2.Performing the Activities
and practicing new skills Group the pupils into 4 working teams and Group the pupils into 5 groups. Give
#1 have them perform the task using each group a Manila paper and pentel
continuous division. pen for their solutions and answer s.
1.Richard bakes 42 cupcakes and 54 Tell the pupils that there are three ways
cookies. He plans to pack them separately of getting the LCM the listing, prime
in small boxes. What is the biggest factorization and the continuous
number of cupcakes and cookies that can division.
be placed in boxes if these are ofPrime divisors
the same
number? are (2 x 3) 8 1 2 3 4 4 5 6 7 8 8 9
Solution: 2 42 54 GCF is 6
6 4 2 0 8 6 4 2 0 8 6
3 21 27
7 9
1 2 3 4 6 7 8 9 1 1 1 1
2.There are 12 grade V and 18 grade VI 2 4 6 8 0 2 4 6 0 2 3 4
pupils who will join the basketball team.
8 0 2 4
What is the greatest number of Grade V
and Grade VI pupils that can be grouped
Prime divisors
together if all pupils are to be included?
Solution: 2 12 18 are (2 x 3) 1.By Listing Method
3 4 6 GCF is 6
2 3 2.By Prime Factorization
8 =2x2x2
1. If the numbers are 12 = 2 x 2 x 3
81 and 99, what is LCM = 2 x 2 x 2 x 3
the GCF?
 Solution: 3 81 99 3.Using the same given numbers 8 and
Prime divisors
3 9 33 12, find the multiples and the LCM by
are (3 x 3)
using continuous division.
3 11
GCF is 9 Guide the pupils to get the multiples
and the LCM of the given numbers.
3Name the common factors of 39, 65, 2 8 12
117 2 4 6 Therefore the LCM is 2
Solution: x 2 x 2 x 3 =.24
13 39 65 117 Prime 2 3
13 5 9 divisor is 13 •What is the LCM of 8 and 12?
GCF is 13 •How did you get the LCM of 8 and 12?
By getting the product of all the prime
divisor and the last set of quotients we
4.Find the GCF of 25 75 105 120 get the Least Common Multiples (LCM).
Solution: 5 25 75 105 120
Prime
divisor is 5
5 15 21 2 GCF is 5

O. Discussing new concepts 3.Processing the Activities 3.Processing the Activities

and practicing new skills Ask the groups to present and discuss their Let the groups present their outputs.
#2 answers on the board. Ask: How did you solve the correct
Expected answer: answer? Which multiples are common
• We solved problem by continuous to 8 and 12? What is the smallest
division, we multiply the prime divisors to multiple common to 8 and 12?
get the GCF. Expected answer:
•We solved problem by listing method
•We get the LCM using prime
factorization
•We solved problem using continuous
division; getting the product of all the
prime divisor and the last set of
quotients we get the Least Common
Multiples (LCM).
P. Developing mastery 4.Reinforcing the 4.Reinforcing the
(Leads to Formative Concepts/Lesson
Concepts/Lesson
Assessment 3) Discuss the
A.Discuss the presentation on top presentation on page 4
of LM Math Grade 5,
of page 1 of LM Math Grade 5.
and then give the
B.Have the pupils do the following following exercises.
A. Find the least
activities.
common multiples of
the following pairs of
 C.Find the common factors and the
GCF of the following pairs of
numbers using continuous division.
a)50 and 100
b) 66 and 99 c)
9, 27 and 81
d)12 , 16 and 24
e) 18, 30 and 42
Ask pupils to work on exercises A
and B under Get Moving on pages
1 and 2 LM Math Grade 5. Check
the pupils’ answers. For mastery,
have them answer the exercises A
and B under Keep Moving on page
2 and 3 of LM Math Grade 5. Check
on the pupils’ answers.
Q. Finding practical 6.Applying to New and Other
applications of concepts
Situations
and skills in daily living
Have the pupils do the exercises
under Apply Your Skills on page 3
LM Math Grade 5. Encourage
some pupils to show and discuss
their answers.
60 90 105 195
R. Making generalizations 5.Summarizing the Lesson
and abstractions about
Summarize the lesson by asking:
the lesson
What is Greatest Common Factor
(GCF) of two given number?
numbers using
continuous division.
a)25 and 50
b)b) 7 and 14
c)c) 4, 6, 8, and 9
d)6 , 9 and 18
e)e) 3, 8 and 15
f)f) 7, 9, 21 and 63
Ask pupils to work on
exercises A and B under
Get Moving on pages 4
and 5 LM Math Grade
5. Check the pupils’
answers. For mastery,
have them answer the
exercises under Keep
Moving on page 5 of
LM Math Grade 5.
Check on the pupils’
answers.
6.Applying to New and
Other Situations
Have the pupils do the
exercises under Apply
Your Skills on page 5,
LM Math Grade 5.
Encourage some pupils
to show and discuss
their answers.
5.Summarizing the
Lesson
Summarize the lesson
by asking:
 How do we find the Greatest What is Least Common
Multiple (LCM) of two
Common Factor (GCF) of two given
given number?
numbers using continuous How do we find the
Least Common Multiple
division?
(LCM) of two given
•Greatest Common Factor or GCF numbers using
continuous division?
is the biggest factor common to
•Least Common
two numbers. Multiple (LCM) is the
smallest non-zero
Continuous division is done
number that is a
following the steps below: multiple of all the
numbers in the set.
•Write the number horizontally
Continuous division in
and find a prime number that will finding the LCM is done
following the steps
divide the numbers, if possible.
below:
•Divide by that prime number and •Write the number
horizontally and find a
write the quotients below the
prime number that will
dividends. Copy any numbers not divide the numbers, if
possible.
divided below them.
•Divide by that prime
•Continue the process until no two number and write the
quotients below the
numbers have a common prime
dividends. Copy any
divisor. numbers not divided
below the dividend.
•Multiply all the prime divisors
•Continue the process
common to the given numbers to until no two numbers
have a common prime
get the GCF.
divisor.
•Multiply all the prime
divisors and the last set
of quotients to get the
LCM
S. Evaluating learning 1. C.Assessment C.Assessment
Find the Greatest Common Factor Find the Least Common
(GCF) of the given pairs of numbrs Multiple (LCM) of the
by continuous division. given pairs of numbers
1)16 and 24 by continuous division.
5) 18, 27 and 36 1)12 and 18
2)11 and 99

T. Additional activities for
application or
remediation
XI. REMARKS
XII. REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for remediation
who scored below 80%
J. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
9) 48, 56, 64 and 72 3)5, 10 and 30
2)20 and 30 4)4, 5 and 16
6) 36, 45 and 66 10) 5)9, 54, 90 and 108
27, 45, 63, and 81
3)21 and 35/7) 36, 60, 84 and 108
4)32 and 40 / 8) 12, 16, 24 and 36
D. Home Activity Provide the following
Remediation exercise. You may give
Provide the following exercise. more.
You may give more. Find the LCM of the
Find the GCF of the following following numbers.
numbers. 1) 3 4 6
1) 9 12/ 3) 18 24 32 3) 4 6
5) 21 28 12
35 42 2 2 3 5 4) 3 6 15
2) 15 20
4) 13 39 52
6) 10 12 14 18
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned
___ of Learners who earned 80% above 80% above
___ of Learners who require additional activities for ___ of Learners who require additional ___ of Learners who require additional activities for ___ of Learners who require
remediation activities for remediation remediation additional activities for
remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught
lesson up the lesson
___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who
remediation remediation remediation continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
___ Group collaboration ___ Group collaboration ___ Group collaboration well:
___ Games ___ Games ___ Games ___ Group collaboration
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Games
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Power Point Presentation
activities/exercises activities/exercises activities/exercises ___ Answering preliminary
___ Discussion ___ Discussion ___ Discussion activities/exercises
___ Case Method ___ Case Method ___ Case Method ___ Discussion
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Case Method
 ___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
M. What difficulties did I __ Bullying among pupils
__ Pupils’ behavior/attitude
encounter which my
__ Colorful IMs
principal or supervisor __ Unavailable Technology
can help me solve? Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
N. What innovation or Planned Innovations:
__ Localized Videos
localized materials did I
__ Making use big books from
use/discover which I views of the locality
wish to share with other __ Recycling of plastics to be
teachers? used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS)
Poems/Stories Poems/Stories Poems/Stories ___ Rereading of Paragraphs/
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Discovery Method
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Lecture Method Why?
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Complete IMs
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Group member’s ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn
Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks ___ Group member’s
Cooperation in doing their
tasks
__ 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
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ 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
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books
views of the locality views of the locality views of the locality from
__ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as __ Recycling of plastics to be used as Instructional views of the locality
Materials Instructional Materials Materials __ Recycling of plastics to be
__ local poetical composition __ local poetical composition __ local poetical composition used as Instructional
__Fashcards __Fashcards __Fashcards Materials
__Pictures __Pictures __Pictures __ local poetical composition
__Fashcards
__Pictures
 GRADE 5
DAILY LESSON LOG
WEEK 4
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
School:
Teacher:
Teaching Dates and Time: JUNE 24-28, 2019 (WEEK 4)
MONDAY
Materials undergo changes due
to oxygen and heat
Uses local, recyclable solod
and/or liquid materials in
making useful products
Investigate changes that happen
in materials due to application
of
heat
Changes that materials undergo
Curriculum Guide S5MT-Ic-d-2
matchstick clay pot
scratch paper bond paper
2 tablespoons of white or
refined sugar light bulb
Stove calamansi juice
Review
Distribute the pieces of scratch
paper to the class. Ask them to
manipulate it to show physical
change through
TUESDAY
Materials undergo changes due
to oxygen and heat
Uses local, recyclable solod
and/or liquid materials in making
useful products
Enumerate signs when material
undergo physical and chemical
change
due to presence/lack of oxygen.
Changes that materials undergo
Curriculum Guide S5MT-Ic-d-2
candle, candle holder,
matchstick, glass, apple
Let pupils sing the song:
Let pupils give examples of
changes that happen in materials
due to application of heat.
WEDNESDAY
Materials undergo changes due
to oxygen and heat
Uses local, recyclable solod
and/or liquid materials in making
useful products
Enumerate signs when materials
undergo physical and chemical
change due to application of
heat.
Changes that materials undergo
Curriculum Guide: S5MT-Ic-d-2
Pictures. Flashcards, Worksheet,
matchstick iron nail with rust,
candles, an empty tin can, ice,
graphic organizer
G. Review
Signs of physical and chemical
change due to presence and
absence of oxygen
Grade Level: V
Learning Area: SCIENCE
Quarter: 1ST QUARTER
THURSDAY
Materials undergo changes
due to oxygen and heat
Uses local, recyclable solod
and/or liquid materials in
making useful products
Classify changes that occur as
to physical and chemical
changes
Changes that materials
undergo
Curriculum Guide for Grade 5
S5MT-Ic-d-2
table, activity sheet
metacards
G. Review
Jumbled words.
(Teacher will distribute the
envelope containing
metacards)
Arrange the jumbled phrase
to form the science ideas.
Paste
your work on the manila
paper.
FRIDAY
Materials undergo changes
due to oxygen and heat
Uses local, recyclable solod
and/or liquid materials in
making useful products
Explain specific changes
that occur as to physical
and chemical
change
Changes that materials
undergo
Curriculum Guide S5MT–
Ic-d-2
activity sheet
video clip
Review
Write “P” for Physical or a
“C” for Chemical, to
indicate the type of
change that is taking place.
1. ___ digestion of food
2. ___ cutting of wood
3. ___ melting of butter
4. ___ ripening of fruits
5. ___ water evaporating
B.Establishing a purpose for the lesson
C.Presenting Examples/ instances of
the new lesson
The teacher will perform a
simple demonstration of
burning paper.
Predict what will happen if we
heat white sugar in a pot.
What chemical changes do you
always eat?
1. Divide the class into four
groups.
2. Recall the standards in doing
the activity.
3. Let the pupils do the activity.
4. Instruct them to answer the
guide questions after the activity
5. Activity Proper
Activity: Word Wizard!
Say: I have here words 5 sets of
jumbled letters. Arrange the
jumbled letters to form the
words which we will be using in
out activity later. The meaning of
the words serves as your
clue.
OUBTSINCOIN – igniting or fire
ERETUTMEPRA – hotness or
coldness
OOTS- dirt
PERISPIATTE – to become
separated from a liquid
EVERRISLEB – able to be changed
back to original form
Exploration:
1. Preparation
a. Setting of standards.
b. Group the pupils into 5 and
distribute the activity sheets.
c. Check for the completeness of
the materials brought by the
pupils for the activity.
d. Explain the directions in doing
the activity.
2. Introduce the lesson: signs
when materials undergo physical
and chemical change due to
application of heat.
3. Activity Proper (Group Activity)
a. Supervise the pupils while they
are doing the activity
FACT or BLUFF. What physical or chemical
Say: I am going to give change do you like most?
statements about properties
of materials.
Direction: Raise the word
FACT if the statement is
correct and
BLUFF if it is not.
FACT 1. Liquid freezes into
solid such that you can hold
water.
BLUFF 2. Due to physical
change, the sweet sugar may
turn
sour or bitter.
FACT 3. To dry clothes, liquid
evaporates into gas called
water
vapor.
BLUFF 4. There is no new
substance formed when
carbon
dioxide and water become
food in the leaves of a
plant.
FACT 5. Melting of candle is a
change from solid to liquid.
Present the new lesson: 1. Divide the class into five
Say: Today, we are going to groups.
categorize changes that occur 2. Have the group
in materials. representative present the
result of the activity.
3. Let the pupils explain
and understand the
specific changes occur in
physical and chemical
change.
4. Clarify misconceptions
when needed
D.Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
1. Ask the group to share some
of their predictions and
observations regarding the
activity
2. Answer the follow up
questions:
a. Did the sugar change its
color? Describe it.
b. Did its phase change?
c. What are the indications that
the sugar really underwent
chemical change?
d. Is there a new product
formed?
e. What were the changes that
occur in sugar due to application
of heat?
f. Are your predictions correct?
G. Presentation of group Group activity A. Preparation 1. Let the learners report
outputs. Let each group 1. Gather the materials their output
present their work in needed for the activity.
Class 2. Distribute the materials to
the group.
B. Group Activity
1. Setting activity standards.
2. Performing the activity.
a. What have you observed from Have the group representative A. Group reporting and How does physical and
the burning candle when it is present the results of the presentation chemical change differ?
a. uncovered? activity. Two (2) minutes may be b. From the activity what
b. covered? given to each group materials underwent
b. What helps the candle presentation. physical change? Chemical
continue burning? Explain change
c. What changes took place in the
candle?
d. What happened to the sliced
apple exposed to the air and
soaked
in water?
e. What changes took place in
both of the halves of the sliced
apple?
f. What physical change(s) occur?
g. What chemical change(s)
occur?
h. What condition contribute to
these changes?
i. Have you observed rusting of
iron window grills, why do you
think
this change occur?
j. To what elements are iron
window grills exposed to?
k. What do you think are the
reasons of rusting?
Ask pupils their knowledge on
the following
a. camote turns brown after
peeling and exposing it to air.
b. Plants wilted when left inside
the room
c. milk sours after a period of
times
F.Developing Mastery Performing the activity Can you enumerate signs when
materials undergo physical
and chemical change due
presence of oxygen?
How about the signs when
materials undergo changes
due to lack of oxygen?
What caused the materials to What changes took place in What are the specific
change? the materials during physical changes manifested by the
What happened to the change? materials during physical
matchstick when rubbed on a How will you describe and chemical change?
rough materials in chemical change?
surface? What are the evidences that
What made the material chemical change takes place?
continue burning? How do you differentiate
Was there an energy released physical from chemical
while the matchstick is change?
burning?
What energy was released?
Is there a new material
formed? Can it be brought back
to
its original form?
What was formed at the
bottom of the can?
What changes happened to the
candle?
Materials
What causes the materials to
change?
What is produced?
What are the signs that the
materials undergo change?
Can it be brought back to its
original form?
Matchstick
Burning candle and tin can
Ice
Can it be brought back to its
original form?
How would you describe the ice
before placing outside?
What happened to the after
placing outside?
Was there a change in taste
and color?
What change took place? Can it
be brought back to its
original form?
G.Finding Practical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
1. Is formation of bubbles an
indication of chemical change?
2. When burning a paper, what
are the new products formed?
A chemical change occurs to
materials when heat is applied.
Change in color, taste and odor,
production of smoke, ash,
bubbles, fire, new products and
even heat are the indications of
chemical change.
a. How will you prevent the
rusting of iron grills? Explain
b. You are planning to grill tilapia
and 25osit what will you do to
speed
the burning of charcoal? Why?
How do materials undergo
chemical change?
Ask: What are the signs of For five minutes, observe Draw Changes in materials.
physical and chemical change some changes that take place Identify the type of change
when heat is applied? in our and
Say: Let us summarize the things school ground. Record it then the properties that
that you learned by completing classify as to physical change changed based on your
this graphic organizer. and drawing.
chemical change. Write the procedure or
process on how change
occurs.
Background Information for What are the two types of What are the specific
Teachers: changes that materials changes that happen to
When a matchstick is rubbed undergo? physical and chemical
against a rough surface, friction is change?
produced. The matchstick is
kindled. Its color
SIGNS OF CHANGES IN
MATERIALS
PHYSICAL
CHEMICAL
Application
What is the importance of
burning charcoal to a barbeque
vendor?
5. Evaluation
Identify the signs of change that
are evident in each picture.
G. Roug h wood 2. Finished
wood
changes into black. Smoke, heat
and ashes are produced. These
are new substances formed
during combustion. They become
irreversible. Soot or dirt is formed
under the can when it is placed
over the lighted candle. Heat is
also transferred through
conduction. Both the burned
matchstick and ash on the heated
tin can are products of chemical
change.
In placing the ice outside, its solid
phase and shape becomes liquid.
But no new material is formed. It
is physical change.

I.Evaluating learning Encircle the letter of the correct
answer
J.additional activities for application or Home Connection:
remediation Materials: cotton, calamansi
juice, bond paper, light bulb/
fluorescent
bulb/emergency light
What to do:
1. Use calamansi juice and swab
of cotton to write words or draw
pictures on a bond paper.
2. Hold the paper near a light
bulb for 3-5 minutes.
Safety Note: Be sure not to hold
the paper too near the heat
source (light bulb), as the paper
may burn.
Question: What changes happen
to the materials?
V.REMARKS
VI.REFLECTION
Identify the sign when materials
undergo change in each of the
following
situation below:
Answer the following questions:
1. Aside from camote, what other
foods turns brown when exposed
to air?
2. What will you do to leftover
foods to avoid spoilage?
When heat is applied to materials
that undergo physical change,
they change in shape, texture,
phase and temperature. On the
other hand, when heat is applied
to materials that undergo
chemical change, color, odor and
temperature also change
Identify the signs of change that
are evident in each picture
Draw pictures that exhibit signs
of physical and chemical change
Classify the following changes
in materials as to chemical or
physical.
1. Fruit juice becomes
alcoholic drinks.
2. A liquid turns into gas when
it is heated.
Changes in Materials
Chemical Change
Physical Change
3. Banana turns sweet.
4. Mother bakes your favorite
cookies.
5. Plastics and nylon stockings
are made from organic
materials
Observe ten (10) changes that
took place in your community.
Record
them, then classify as to
physical or chemical change.
Below is a list of changes in
matter. Under the Physical
Change or Chemical
Change, write PC if the
material underwent
Physical Change and CC if
Chemical Change in each
of the item listed. Identify
the specific change and
write it in column under
Specific Change
Answer the following
questions
G. What benefit can
people get from
the following
situations?
evaporation of water
burning of wood
Etc.
A.No. of learners who earned 80% in
the evaluation
B.No.of learners who require
additional activities for remediation
C.Did the remedial work? No.of
learners who have caught up with the
lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor can
helpme solve?
G.What innovation or localized
materials did used/discover which I
wish to share with other teachers?
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
 GRADE 5
Teacher:
DAILY LESSON LOG
Teaching Dates and Time: JUNE 24-28, 2019 (WEEK 4)
WEEK 4 LUNES
I. OBJECTIVES
A. Content Standards recognizes the musical symbols
and demonstrates understanding
of concepts pertaining to rhythm
B. Performance Standards performs with a conductor, a
speech chorus in simple time
signatures
1. choral
2. instrumental
C. Learning responds to metric pulses of
Competencies/Objectives music heard with appropriate
Write the LC code for each conducting gestures
MU5RH-Ih-5
School:
MARTES
recognizes the musical symbols
and demonstrates understanding
of concepts pertaining to rhythm
performs with a conductor, a
speech chorus in simple time
signatures
1. choral
2. instrumental
responds to metric pulses of
music heard with appropriate
conducting gestures
MU5RH-Ih-5
Grade Level: V
Learning Area: MAPEH
Quarter: 1ST QUARTER
MIYERKULES HUWEBES BIYERNES
The learner… The learner… The learner . . .
demonstrates understanding of demonstrates understanding demonstrates
lines, shapes, and space; and the of mental emotional, and understanding of
principles of rhythm and balance social health concerns participation and
through drawing of archeological assessment of physical
artifacts, houses, buildings, and activity and physical
churches from historical periods fitness
using crosshatching technique to
simulate 3-dimensional and
geometric effects of an artwork.
The learner… The learner… The learner . . .
creates different artifacts and practices skills in managing participates and assesses
architectural buildings in the mental, emotional and social performance in physical
Philippines and in the locality health concerns activities.
using crosshatching technique, assesses physical fitness
geometric shapes, and space,
with rhythm and balance as
principles of design.
puts up an exhibit on Philippine
artifacts and houses from
different historical periods
(miniature or replica).
creates illusion of space in 3- recognizes signs of healthy describes the skills involved
dimensional drawings of and unhealthy relationships in the games
important archeological artifacts
seen in books, museums H5PH-Id-12 P5GS-Ib-2
(National Museum and its
branches in the Philippines, and
in old buildings or churches in
the community.
A5PR-If
 II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous 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
Musical Symbols and Concepts
1. Notes and Rests
2. Meters
3. Rhythmic Patterns
4. Simple Time Signatures
Pangkatin ang mga note at rest
upang makabuo ng rhythm ayon
sa time signature
Pagkilala sa time signature.
Suriin ang iskor ng awiting “Baby
Seeds”.
Basahin ang titik ng awit.
Tungkol saan ang awit?
Ang ay may time
signature na dalawahan ang
bilang ng kumpas. Ito ay
karaniwang iniuugnay sa kilos o
galaw na pang martsa. Ang
Musical Symbols and Concepts
1. Notes and Rests
2. Meters
3. Rhythmic Patterns
4. Simple Time Signatures
Pangkatin ang mga note at rest
upang makabuo ng rhythm ayon
sa time signature
Pagkilala sa time signature.
Suriin ang iskor ng awiting “Baby
Seeds”.
Basahin ang titik ng awit.
Tungkol saan ang awit?
Ang ay may time
signature na dalawahan ang
bilang ng kumpas. Ito ay
karaniwang iniuugnay sa kilos o
galaw na pang martsa. Ang
Pagguhit ng 3 dimensiyonal na
imahen ng mga gusali, lumang
bahay at simbahan sa ating
bansa.
Umawit at Gumuhit 5
lapis at bond paper
Ang mga sinaunang bagay o
gusali ay bahagi ng kultura ng
ating bansa. Kabilang dito ang
mga mosque at ang simbahan,
mga lumang bahay, pati na rin
ang mga museo at ilang
tanggapan.
Nakagagawa ng 3 dimensyonal na
imahe ng mga gusali sa ating
bansa noong unang panahon.
(A5PR-If)
Pagpapakita ng mga larawan ng
mga sinaunang gusali sa bansa.
1. Ang museo ay isang lugar o
gusali na pinaglalagakan ng mga
bagay na may kinalaman sa
kasaysayan at mga bagay na may
kinalaman sa sining at siyensiya.
Kabilang na sa mga museo sa
Pilipinas ay ang “National
Mga Palatandaan ng Mabuti at
Di-Mabuting Pakikipag-
ugnayan sa Iba
Ayusin ang mga pantig na nasa
card at buuin ang salita. Ipaskil
ang mga ito sa pisara.
Ibigay ang mga palatandaan ng
mabuti at di-mabuting
pakikipag-ugnayan sa iba.
Tignan at suriin ang mga
larawan. Sagutin ang kasunod
na mga tanong.
Ang pakikipag-ugnayan ay
maaaring mabuti o di-mabuti.
Ang mabuting pakikipag-
ugnayan/pakikisalamuha sa
iba ay nagdudulot ng
kasiyahan
samantalang ang di-mabuting
Paglinang ng Power
Pagpapakita ng larawan
mapaunlad ang kalusugan sa
pamamagitan ng paglahok sa
mga gawaing sumusubok
dito tulad ng paglalaro.
Paglaro ng bandera
challenge
Ang power ay ang
kakayahang makapagpalabas
ng lakas nang mabilisan base
sa kombinasyon ng lakas at
bilis ng pagkilos. Maaari
itong maipalabas ng mga
kalamnan (muscles) sa iba’t

E. Discussing new concepts and
practicing new skills #2
bilang nito ay 1-2│1-2│1-2│.
Napapangkat ang mga bilang na
ito sa pamamagitan ng
paglalagay ng barline.
Pangkatang Gawain
bilang nito ay 1-2│1-2│1-2│.
Napapangkat ang mga bilang na
ito sa pamamagitan ng
paglalagay ng barline.
Pangkatang Gawain
Museum” o Pambansang Museo
na itinakda ng pamahalaan
bilang espesyal na lagakan ng
mga pamana ng bansa. Dito
nakatago ang mahalagang
kagamitan na ginamit ng mga
unang Pilipino at mga dakilang
bayani ng bansa.
2. Mga lumang bahay na ginawa
daang taon na ang nakalilipas sa
ibat-ibang dako ng Pilipinas ay
karaniwang yari sa bato at
adobe. Ang mga bintana ay
malalaki at pinapa lamutian ng
kapis.Malalaki ang mga pinto.
Maluluwang ang mga silid
kabilang dito ay lumang bahay ni
Heneral Emilio Aguinaldo sa
Kawit Cavite.
3. Lumang simbahan at mosque.
Ang unang simbahan o parokya
sa Maynila ay ang ‘Manila
Metropolitan Cathedral” na
itinatag noong 1571.
(Sumangguni sa LM, Alamin)
Magpabuo sa bata sa
pamamagitan ng karton o
popsicle sticks ng isang gusali na
nagustuhan upang maipakita ang
tatlong dimensiyonal na imahe.
(Sumangguni sa LM, Gawain)
pakikipag-ugnayan ay
nagdadala ng kalungkutan.
Laruin ang larong “Raise a Red
Flag”.
Makinig ng mabuti sa mga
kaisipang babasahin ng guro.
Ibigay ang mga paraan at
panuntunan sa paglalaro.
ibang parte ng katawan tulad
ng mga kamay, braso, hita,
binti, paa, at iba pa.
Naipakikita ito sa mga
gawain tulad ng pagtalon
nang mataas, pagpukol sa
bola ng baseball, paghagis ng
bola nang malayuan, pagsipa
nang malakas, pagtulak o
paghila sa isang bagay, at iba
pa. Ang madalas na
pakikilahok sa ganitong tipo
ng mga gawain ay mainam
na paraan upang mapaunlad
ang power ng kalamnan. Mas
magiging maigi ang
pagpapalabas ng power kung
ito ay gagawin nang
mabilisan. Ang bilis ng
pagkilos kasama ng lakas na
ibubuhos dito ay maaaring
magresulta sa malakas na
power.
Ang mga pagsubok sa
sangkap (component) ng
physical fitness na ito ay
kinabibilangan ng mga
kilalang pagsubok tulad ng
Standing Long Jump, Vertical
Jump, at iba pa. Sa mga
ganitong pagsubok
nalalaman kung ang estado
ng mga kalamnan (muscles)
ay naaayon sa itinakda. Mas
mabuti para sa kalusugan
kung ang resulta o iskor na
iyong makukuha ay mataas o
may kataasan.
Ang ibig sabihin ng mataas o
may kataasang resulta o
iskor sa pagsubok sa
puwersa ay mas maiging
paggawa ng mga
gawaingnangangailangan

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
Pangkatang Gawain
Ano-anong mga gawain ang higit
na nakatulong sa pag-unawa ng
aralin?
Ang rhythmic pattern ay ang
pinagsama-samang mga note at
rest na naaayon sa isang
nakatakdang time signature.
Pangkatang Gawain
Ano-anong mga gawain ang higit
na nakatulong sa pag-unawa ng
aralin?
Ang rhythmic pattern ay ang
pinagsama-samang mga note at
rest na naaayon sa isang
nakatakdang time signature.
1. Paano mo ilalarawan ang
panuntunan sa pangangalaga ng
mga antigo at sinaunang gusali?
2. Bakit dapat pangalagaan ang
mga antigo o sinaunang
gusali?
Paano mo mapapangalagaan ang
mga antigo o sinaunang gusali sa
ating bansa?
(Sumangguni sa LM, Tandaan)
Pagmasdan ang mga larawan
at alamin ang mensaheng
ipinararating nito. Isulat sa
notebook ang iyong sagot.
Pangkatang Gawain
Ilahad ang mga natutunan sa
aralin.
nito. Kung mas maigi mong
magagawa ang mga gawaing
nangangailangan ng power,
nangangahulugang mas
mahusay ang lagay ng iyong
kalusugan pagdating sa
sangkap (component) ng
physical fitness.
Kailangang masanay ang
iyong katawan sa mga
gawaing lilinang o
magpapaunlad sa iyong
muscular power upang
maging handa sa mga
pangangailangan ng
anumang gawain. Sa iyong
Physical Fitness Passport
Card, ang layunin mo ay
mapaunlad ang markang
iyong nakuha sa Vertical
Jump. Sa pamamagitan ng
pakikilahok sa mga gawain sa
mga aralin sa yunit na ito
hanggang sa huling yunit,
maaaring malinang o
mapaunlad ang power.
Alamin ang mga bagay na
kailangan sa paglalaro ng
kickball.
Pangkatang Gawain
Ang paglinang ng power ay
mahalaga para mas maiging
magawa ang mga gawaing
nangangailangan nito. Ang
mga gawain tulad ng
pagtalon nang mataas,
pagpapagulong, pagsipa, at

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 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?
Buuin ang sumusunod na
hulwaran at lagyan ng kaukulang
note o rest ang bawat puwang.
Gumuhit ng nota gamit ang time
signature.
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
Buuin ang sumusunod na
hulwaran at lagyan ng kaukulang
note o rest ang bawat puwang.
Gumuhit ng nota gamit ang time
signature.
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
(Sumangguni sa LM,Suriin)
Magdala ng mga sumusunod.
1. Manila Paper
2. Krayon
3. Lapis
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
Paano ka magkakaroon ng
mabuting pakikipag-
ugnayan/pakikisalamuha sa
iba?
Ilagay sa loob ng organizer ang
iyong sagot.
Sumangguni sa LM ______.
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
paghagis sa bola sa kickball
ay mainam na mga paraan
upang malinang o
mapaunlad ang power. Mas
mainam kung madalas na
gagawin ang mga gawaing
tulad nito. Malalaman ang
pag-unlad ng power sa
pamamagitan ng post-test.
Suriin ang iyong pakikilahok
sa kickball. Lagyan ng tsek (/)
kung Oo at ekis (x) kung
Hindi.
Sumangguni sa LM ______.
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart

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?
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__I –Search
__Discussion
Mga Suliraning aking
naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
 GRADE 5
Teacher:
DAILY LESSON LOG
Teaching Dates and Time: JUNE 24-28, 2019 (WEEK 4)
WEEK 4 LUNES
I. LAYUNIN
A. Pamantayang Ang mag-aaral ay…
Pangnilalaman naipamamalas ang
mapanuring pag-unawa at
kaalaman sa kasanayang
pangheograpiya, ang mga
teorya sa pinagmulan ng
lahing Pilipino upang
mapahahalagahan ang
konteksto ng lipunan/
pamayanan ng mga sinaunang
Pilipino at ang kanilang ambag
sa pagbuo ng kasaysayan ng
Pilipinas
B. Pamantayan sa Pagaganap Ang mag-aaral ay…
naipamamalas ang
pagmamalaki sa nabuong
kabihasnan ng mga sinaunang
Pilipinogamit ang kaalaman sa
kasanayang pangheograpikal
at mahahalagang konteksto ng
kasaysayan ng lipunan at
bansa kabilang ang mga
teorya ng pinagmulan at
pagkabuo ng kapuluan ng
Pilipinas at ng lahing Pilipino
C. Mga Kasanayan sa Pagkatuto NO CLASS ( HOLIDAY)
(Isulat ang code ng bawat EDIL’FTR
kasanayan)
School:
MARTES
Ang mag-aaral ay…
naipamamalas ang mapanuring
pag-unawa at kaalaman sa
kasanayang pangheograpiya, ang
mga teorya sa pinagmulan ng
lahing Pilipino upang
mapahahalagahan ang konteksto
ng lipunan/ pamayanan ng mga
sinaunang Pilipino at ang
kanilang ambag sa pagbuo ng
kasaysayan ng Pilipinas
Ang mag-aaral ay…
naipamamalas ang pagmamalaki
sa nabuong kabihasnan ng mga
sinaunang Pilipinogamit ang
kaalaman sa kasanayang
pangheograpikal at
mahahalagang konteksto ng
kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng lahing
Pilipino
Naipaliliwanag ang teorya sa
pagkakabuo ng kapuluan at
pinagmulan ng Pilipinas batay sa
teoryang Bulkanismo at
“Continental Shelf”
AP5PLP-Id-4
MIYERKULES
Ang mag-aaral ay…
naipamamalas ang mapanuring
pag-unawa at kaalaman sa
kasanayang pangheograpiya,
ang mga teorya sa pinagmulan
ng lahing Pilipino upang
mapahahalagahan ang
konteksto ng lipunan/
pamayanan ng mga sinaunang
Pilipino at ang kanilang ambag
sa pagbuo ng kasaysayan ng
Pilipinas
Ang mag-aaral ay…
naipamamalas ang pagmamalaki
sa nabuong kabihasnan ng mga
sinaunang Pilipinogamit ang
kaalaman sa kasanayang
pangheograpikal at
mahahalagang konteksto ng
kasaysayan ng lipunan at bansa
kabilang ang mga teorya ng
pinagmulan at pagkabuo ng
kapuluan ng Pilipinas at ng
lahing Pilipino
Naipaliliwanag ang teorya sa
pagkakabuo ng kapuluan at
pinagmulan ng Pilipinas batay sa
teoryang Bulkanismo at
“Continental Shelf”
AP5PLP-Id-4
Grade Level: V
Learning Area: ARALING PANLIPUNAN
Quarter: 1ST QUARTER
HUWEBES
Ang mag-aaral ay…
naipamamalas ang mapanuring
pag-unawa at kaalaman sa
kasanayang pangheograpiya, ang
mga teorya sa pinagmulan ng
lahing Pilipino upang
mapahahalagahan ang konteksto
ng lipunan/ pamayanan ng mga
sinaunang Pilipino at ang kanilang
ambag sa pagbuo ng kasaysayan
ng Pilipinas
Ang mag-aaral ay…
naipamamalas ang pagmamalaki
sa nabuong kabihasnan ng mga
sinaunang Pilipinogamit ang
kaalaman sa kasanayang
pangheograpikal at mahahalagang
konteksto ng kasaysayan ng
lipunan at bansa kabilang ang mga
teorya ng pinagmulan at pagkabuo
ng kapuluan ng Pilipinas at ng
lahing Pilipino
Naipaliliwanag ang teorya sa
pagkakabuo ng kapuluan at
pinagmulan ng Pilipinas batay sa
teoryang Bulkanismo at
“Continental Shelf”
AP5PLP-Id-4
BIYERNES
Ang mag-aaral ay…
naipamamalas ang
mapanuring pag-unawa at
kaalaman sa kasanayang
pangheograpiya, ang mga
teorya sa pinagmulan ng
lahing Pilipino upang
mapahahalagahan ang
konteksto ng lipunan/
pamayanan ng mga
sinaunang Pilipino at ang
kanilang ambag sa pagbuo ng
kasaysayan ng Pilipinas
Ang mag-aaral ay…
naipamamalas ang
pagmamalaki sa nabuong
kabihasnan ng mga
sinaunang Pilipinogamit ang
kaalaman sa kasanayang
pangheograpikal at
mahahalagang konteksto ng
kasaysayan ng lipunan at
bansa kabilang ang mga
teorya ng pinagmulan at
pagkabuo ng kapuluan ng
Pilipinas at ng lahing Pilipino
SUMMATIVE TEST
 II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2. Mga pahina sa Kagamitang
Pang-Mag-aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo
III. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa
sa bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
Pinagmulan ng Pilipinas at mga
Sinaunang Kabihasnan
Mga teorya sa Pagkabuo ng
Kapuluan ng Pilipinas
p. 14-17
Pilipinas Bilang Isang Bansa p.
38-42
Laptop, batayang aklat, larawan
ng bulkan at tulay na lupa, mapa
ng daigdig
Pagbabalik aral tungkol sa
Pilipinas biang isang
archiepelago
Sa aralling ito at natatalakay ang
mga teorya ukol sa pagkabuo ng
kapuluan ng Pilipinas at
mababatid din ang mga
paliwanang ng siyentipiko
tungkol sa pagkabuo ng Pilipinas
sa kasalukuyan nitong anyo
Magpakita ng larawan tugkol sa
mga pinagulan ng kapuluan ng
Pilipinas
Magpakita at ipabasa sa mga
bata ang isang alamat na
pinagmulan ng Pilipinasa at
Pinagmulan ng Pilipinas at mga
Sinaunang Kabihasnan
Mga teorya sa Pagkabuo ng
Kapuluan ng Pilipinas
p. 14-7
Pilipinas Bilang Isang Bansa p.
38-42
Laptop, batayang aklat, larawan
ng bulkan at tulay na lupa, mapa
ng daigdig
Pagbabalik aral tungkol sa
Pilipinas biang isang
archiepelago
Sa aralling ito at natatalakay ang
mga teorya ukol sa pagkabuo ng
kapuluan ng Pilipinas at
mababatid din ang mga
paliwanang ng siyentipiko
tungkol sa pagkabuo ng Pilipinas
sa kasalukuyan nitong anyo
Magpakita ng larawan tugkol sa
mga pinagulan ng kapuluan ng
Pilipinas
Magpakita at ipabasa sa mga
bata ang isang alamat na
pinagmulan ng Pilipinasa at
Pinagmulan ng Pilipinas at mga
Sinaunang Kabihasnan
Mga teorya sa Pagkabuo ng
Kapuluan ng Pilipinas
p. 14-17
Pilipinas Bilang Isang Bansa p. 38-
42
Laptop, batayang aklat, larawan ng
bulkan at tulay na lupa, mapa ng
daigdig
Pagbabalik aral tungkol sa Pilipinas
biang isang archiepelago
Sa aralling ito at natatalakay ang
mga teorya ukol sa pagkabuo ng
kapuluan ng Pilipinas at mababatid
din ang mga paliwanang ng
siyentipiko tungkol sa pagkabuo
ng Pilipinas sa kasalukuyan nitong
anyo
Magpakita ng larawan tugkol sa
mga pinagulan ng kapuluan ng
Pilipinas
Magpakita at ipabasa sa mga bata
ang isang alamat na pinagmulan
ng Pilipinasa at ipasagot ang ilan
sa mga tanong kaugnay rito
 ipasagot ang ilan sa mga tanong
kaugnay rito
1. Ano ang iyong masasabi
tungkol sa alamat?
2. Kapanipaniwala baa ng
mga alamat tungkol sa
pinagmulan ng Piliinas?
ipasagot ang ilan sa mga tanong
kaugnay rito
1. Ano ang iyong
masasabi tungkol sa
alamat?
2. Kapanipaniwala baa ng
mga alamat tungkol sa
pinagmulan ng Piliinas?
1. Ano ang iyong masasabi
tungkol sa alamat?
2. Kapanipaniwala baa ng
mga alamat tungkol sa
pinagmulan ng Piliinas?
a. lupa

E. Pagtatalakay ng bagong Magpakita ng mga larawan
konsepto at paglalahad ng tungkol sa mga teorya sa
bagong kasanayan #2 pagkabuo ng kapuluan ng
Pilipinas.
Halimbawa: mapa ng daigdig,
bulkan, siyentista at tulay na lupa
Ipanood sa mga bata ang aktwal
na pagputok ng
bulkanhttps://youtu.be/-6G-
nHlPvHc
- Ilahad ang mga teorya:
Continental drift
theory, bulkanismo at
tulay na lupa
- Ipakita ang mga
larawan nito

F. Paglinang sa Kabihasan Talakayin ang 3 teorya na
(Tungo sa Formative nagpapaliwanag sa pinagmulan
Assessment) ng kapuluan ng Pilipinas
a. Teoryang continental
drift
b. Teoryang bulkanismo
c. Teorya ng tulay na lupa
Ipabasasa mga bata ang
mga teorya ukol sa
pagbuo ng kapuluan ng
Pilipinas sa pahina 40-
41 sa batayang aklat
Talakayin ang 3 teorya na
nagpapaliwanag sa pinagmulan
ng kapuluan ng Pilipinas
d. Teoryang continental
drift
e. Teoryang bulkanismo
f. Teorya ng tulay na lupa
Ipabasasa mga bata
ang mga teorya ukol sa
pagbuo ng kapuluan ng
Talakayin ang 3 teorya na
nagpapaliwanag sa pinagmulan ng
kapuluan ng Pilipinas
g. Teoryang continental drift
h. Teoryang bulkanismo
i. Teorya ng tulay na lupa
Ipabasasa mga bata ang
mga teorya ukol sa
pagbuo ng kapuluan ng
Pilipinas sa pahina 40-41
sa batayang aklat
 - Pilipinas sa pahina 40-
G. Paglalaapat ng aralin sa pang- Hatiin ang mga bata sa tatlong
araw-araw na buhay grupo. Bawat pangkat ay bubuo
ng Tsart ng Paghahambing na
kung saan ipaliliwanag ang
tatlong teorya batay sa hiningi ng
talahanayan. Isulat nila sa mga
meta strip na ibibigay ng guro.
Bago magsimula ay ilahad muna
ang rubriks sa pagmamarka ng
paghahambing
Pangkat 1 – teoryang continental
drift
Pangkat 2 – teoryang bulkanismo
o pacific theory
Pangkat 3 – Teoryang tulay na
lupa
Teorya paliwan patunay
at ag
siyentist
ang
naghain
ng
teorya
H. Paglalahat ng Arallin Itanong sa mga bata:
1. Ano ang mga kaalaman
at kasanayan ang madali
mong natutuhan mula
sa aralin?
2. Anong mga kaalaman at
kasanayan mula sa
aralin ang nahihirapan
kang matutuhan?
3. May pinaniniwalaan k
aba sa mga tinalakay na
teroya tungkol sa
pinagmula ng
Pilipinas?Ipaliwanag ang
sagot
41 sa batayang aklat
Hatiin ang mga bata sa tatlong
grupo. Bawat pangkat ay bubuo
ng Tsart ng Paghahambing na
kung saan ipaliliwanag ang
tatlong teorya batay sa hiningi
ng talahanayan. Isulat nila sa
mga meta strip na ibibigay ng
guro. Bago magsimula ay ilahad
muna ang rubriks sa
pagmamarka ng paghahambing
Pangkat 1 – teoryang
continental drift
Pangkat 2 – teoryang
bulkanismo o pacific theory
Pangkat 3 – Teoryang tulay na
lupa
Teorya paliwan patunay
at ag
siyentist
ang
naghain
ng
teorya
Itanong sa mga bata:
4. Ano ang mga kaalaman
at kasanayan ang
madali mong
natutuhan mula sa
aralin?
5. Anong mga kaalaman
at kasanayan mula sa
aralin ang nahihirapan
kang matutuhan?
May pinaniniwalaan k aba sa
mga tinalakay na teroya tungkol
sa pinagmulan ng Pilipinas?
Ipaliwanang ang sagot
Hatiin ang mga bata sa tatlong
grupo. Bawat pangkat ay bubuo ng
Tsart ng Paghahambing na kung
saan ipaliliwanag ang tatlong
teorya batay sa hiningi ng
talahanayan. Isulat nila sa mga
meta strip na ibibigay ng guro.
Bago magsimula ay ilahad muna
ang rubriks sa pagmamarka ng
paghahambing
Pangkat 1 – teoryang continental
drift
Pangkat 2 – teoryang bulkanismo
o pacific theory
Pangkat 3 – Teoryang tulay na lupa
Teorya paliwan patunay
at ag
siyentist
ang
naghain
ng
teorya
Itanong sa mga bata:
6. Ano ang mga kaalaman at
kasanayan ang madali
mong natutuhan mula sa
aralin?
7. Anong mga kaalaman at
kasanayan mula sa aralin
ang nahihirapan kang
matutuhan?
May pinaniniwalaan k aba sa mga
tinalakay na teroya tungkol sa
pinagmula ng Pilipinas?Ipaliwanag
ang sagot
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa
takdang-aralin at remediation
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
Pagtukoy sa konsepto. Pagtukoy sa konsepto. Pagtukoy sa konsepto.
Isulat sa ¼ na papel ang Isulat sa ¼ na papel ang Isulat sa ¼ na papel ang
konseptong hinihingi sa konseptong hinihingi sa konseptong hinihingi sa
bawat bilang. bawat bilang. bawat bilang.
______1. Tawag sa ______1. Tawag sa ______1. Tawag sa
supercontinent sa supercontinent sa supercontinent sa
sinasabing pinagmulan sinasabing pinagmulan sinasabing pinagmulan ng
ng Pilipinas. ng Pilipinas. Pilipinas.
_____ 2. Teoryang
tungkol sa unti-unting _____ 2. Teoryang tungkol sa _____ 2. Teoryang tungkol sa unti-
unti-unting paggalaw ng mga unting paggalaw ng mga kalupaan
paggalaw ng mga
kalupaan mula sa isang mula sa isang supercontinent.
kalupaan mula sa isang supercontinent.
supercontinent.
Suriin ang mga pares ng Suriin ang mga pares ng Suriin ang mga pares ng
pangungusap. Isulat ang S kung pangungusap. Isulat ang S kung pangungusap. Isulat ang S kung ito
ito ay nagsasaad ng sanhi at B ito ay nagsasaad ng sanhi at B ay nagsasaad ng sanhi at B kung
kung ito ay bunga. Isulat ang kung ito ay bunga. Isulat ang ito ay bunga. Isulat ang inyong
inyong sagot sa kwaderno. inyong sagot sa kwaderno. sagot sa kwaderno.
1. ________ Patuloy ang 1. ________ Patuloy ang 1. ________ Patuloy
pagtambak ng mga pagtambak ng mga ang pagtambak ng
volcanic na material sa volcanic na material sa mga volcanic na
ilalaim ng karagatan ilalaim ng karagatan material sa ilalaim ng
_______ Unti –unting _______ Unti –unting lumitaw karagatan
lumitaw ang mga pulo ang mga pulo sa karagatan na
sa karagatan na siyang siyang bumuo ng kapuluan. _______ Unti –unting lumitaw ang
mga pulo sa karagatan na siyang
bumuo ng kapuluan.
bumuo ng kapuluan.
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro at
superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa ko
guro?
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman ng
makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking
naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: EPP – H.E.
DAILY LESSON LOG
Teaching Dates and Time: JUNE 24-28, 2019 (WEEK 4) Quarter: 1ST QUARTER

WEEK 4 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
A. Pamantayang Pangnilalaman
B. Pamantayan sa Pagaganap
C. Mga Kasanayan sa Pagkatuto
(Isulat ang code ng bawat
kasanayan)
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Kagamitang
Pang-Mag-aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula
sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo
III. PAMAMARAAN
naipamamalas ang pang-unawa sa kaalaman at kasanayan sa mga “gawaing pantahanan” at Weekly Test
tungkulin at pangangalaga sa sarili
naisasagawa ang kasanayan sa pangangalaga sa sarili at gawaing pantahanan na nakatutulong sa
pagsasaayos ng tahanan
1.Nasusunod ang batayan 1.Nasusunod ang batayan ng 1.Naipapakita ang maayos na Natutupad ang mga tungkulin sap
ng tamang pamamalantsa. tamang pamamalantsa. pag-upo, pagtayo, at paglakad, ag-aayos ng tahanan
2.Naipapakita ang wastong 2.Naipapakita ang wastong wastong pananamit, at magalang EPP5 HE-0d-10
paraan ng pamamalantsa at paraan ng pamamalantsa at na pananalita
wastong paggamit ng wastong paggamit ng plantsa 2.Naisasaugali ang pagkain ng
plantsa EPP5HE-0d-8/ Page 22 of 41 mga masustansyang pagkain,
EPP5HE-0d-8/ Page 22 of 41 pag-iwas sa sakit
at di mabuting mga gawain sa
kalusugan
EPP5HE-0d-9/ Page 22 of 41
Ang Pamamalantsa ng Ang Pamamalantsa ng Damit Pagpapanatiling Maayos na Tindig Tungkulin sa Pag-aayos ng
Damit Tahanan
Makabuluhang Gawaing Makabuluhang Gawaing
Pantahanan at Pantahanan at Pangkabuhayan
Pangkabuhayan V Texbook: V Texbook: Umunlad
Umunlad sa Paggawa V
sa Paggawa V
: Plaskards, larawan ng mga : Plaskards, larawan ng mga Larawan ng batang maayos ang tsart, larawan ng maayos at
kagamitan sa kagamitan sa pamamalantsa, tindig, kumakain ng malinis na bahay larawan ng
pamamalantsa, masustansyang isang makalat
Pagkain, nag-eehersisyo At maruming tahanan
A. Balik-aral sa nakaraang aralin
at/o pagsisimula ng bagong
aralin
B. Paghahabi sa layunin ng aralin
Panimulang Pagtatasa Panimulang Pagtatasa Panimulang Pagtatasa PANIMULANG PAGTATASA
Ipasagot sa mga mag-aaral ang Ipasagot sa mga mag-aaral ang
Panimulang Panimulang sumusunod: mga sumusunod:
Pagtatasa Pagtatasa Lagyan ng tsek ( / ) kung tama 1. Bakit kailangan maging
ang isinasaad ng pangungusap, at maayos at maganda ang ating
Panimulang Pagtatasa Panimulang Pagtatasa ekis ( x ) kung mali. tahanan?
Ipasagot sa mga mag-aaral Ipasagot sa mga mag-aaral ang _____1. Ugaliing umupo at 2. Sino-sino ang dapat
ang sumusunod na sumusunod na tumayo nang maayos. gumanap sa mga tahanan?
tanong tanong _____2 Walang halaga ang tubig
sa kalusugan ng isang tao.
1. Anong G ang inaalis sa 1. Anong G ang inaalis sa _____3.Ang pag-eehersisyo ay
pamamalantsa?__________ pamamalantsa?_____________ nakatutulong sa kalusugan kung
_______ ____ isinasagawa nang
2.Anong K ang ibang tawag 2.Anong K ang ibang tawag sa Regular.
sa plantsahan?________________ _____4. Higit na mahabang oras
plantsahan?_____________ 3.Saang O dapat alisin ang plug ng pahinga ang kailangan ng mga
___ ng plantsa?_______________ lumalaking mga
3.Saang O dapat alisin ang 4.Anong B ang nagpapainit ng Bata.
plug ng lumang plantsa?_____________ _____5. Ang grow foods ay
plantsa?_______________ 5.Anong T ang tinitiyak sa nagbibigay ng init at lakas sa
4.Anong B ang nagpapainit plantsa bago katawan.
ng lumang magsimula?_________
plantsa?_____________
5.Anong T ang tinitiyak sa Anong G ang inaalis sa
plantsa bago pamamalantsa?_____________
magsimula?_________ ____
.
Anong G ang inaalis sa
pamamalantsa?__________ Anong T ang tinitiyak sa plantsa
_______ bago magsimula?_________
.
Anong T ang tinitiyak sa
plantsa bago
magsimula?_________
A.Pangganyak A.Pangganyak A. APagganyak.
1.Ganyakin ang mga mag- 1.Ganyakin ang mga mag-aaral .Pangganyak
aaral sa pamamagitan ng sa pamamagitan ng pagpapakita Pangganyak
pagpapakita ng larawan ng ng larawan ng isang batang Pangganyak Pagpapakita ng dalawang
isang batang nakasuot ng nakasuot ng lukot o gusot na Magpakita ng dalawang larawan: larawan.
lukot o gusot na damit. damit. isang batang kaaya-aya ang tindig a.a Isang maayos at malinis na
Itanong: Paano ang Itanong: Paano ang gagawin at tuwid na nakatayo at isang bahay
gagawin upang maging upang maging maganda sa mag-aaral na hukot ang tayo. b.Isang makalat at maruming
maganda sa paningin ng iba Bigyan ng pagkakataon ang mga tahanan

C. Pag-uugnay ng mga halimbawa
sa bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
at maginhawa ang isusuot
nating damit?
B.Paglalahad
.Ipakilala ang kahulugan ng
pamamaplantsa bilang isang
paraan ng pag-aalis sa mga
lukot sa damit na dulot ng
paglalaba upang maibalik
ito sa dating hugis at anyo
na matatagpuan sa Alamin
Natin sa LM
Talakayin ang wastong
pamamalantsa na nasa
Linangin Natin sa LM
. .
Anu-ano ang mga tuntuning
dapat sundin sa
pamamalantsa upang higit
na mapabuti ang mga damit
na pinalantsa?
Pagpapalalim ng kaalaman
1.Pumili ng tatlong mag-
aaral na magpapakita ng
wastong hakbang sa
pamamalantsa at ang ibang
mag-aaral ay masusing
magmamasid.
paningin ng iba at maginhawa
ang isusuot nating damit?
B.Paglalahad
.Ipakilala ang kahulugan ng
pamamaplantsa bilang isang
paraan ng pag-aalis sa mga lukot
sa damit na dulot ng paglalaba
upang maibalik ito sa dating
hugis at anyo na matatagpuan
sa Alamin Natin sa LM
Talakayin ang wastong
pamamalantsa na nasa Linangin
Natin sa LM
Anu-ano ang mga tuntuning
dapat sundin sa pamamalantsa
upang higit na mapabuti ang
mga damit na pinalantsa?
Pagpapalalim ng kaalaman
1.Pumili ng tatlong mag-aaral na
magpapakita ng wastong
hakbang sa pamamalantsa at
ang ibang mag-aaral ay
masusing magmamasid.
bata na pag-aralan ang mga
larawan. Kung handa na, papiliin
ang mga bata ng larawang gusto
nilang talakayin.
B.Paglalahad
Ipabasa ang Alamin Natin sa LM
Talakayin ang tamang ayos ng
sarilin tindig
C.Pagpapalalim ng Kaalaman
Ipagawa ang Linanagin Natin sa
LM
.
Isang maayos at malinis na
bahay
Isang makalat at maruming
tahanan
Isang maayos at malinis na
baha.
Isang makalat at maruming
tahanan
Itanong: Alin sa dalawang
larawan ang nagustuhan ninyo?
Bakit?
Paglalahad
Ipabasa ang Alamin Natin sa LM
.Magtalakayan sa tulong ng mga
sumusunod:
1.Anu-ano ang naidudulot ng
pagsasagawa ng kusang-loob sa
anumang tungkulin ng mag-aral
sa pag-aayos ng tahanan?
2.Matiwasay ba ang pamumuhay
kung ang bawat tungkulin sa pag-
aayos ng tahanan ay natutupad
ng bawat miyembro ng pamilya?
Bakit?
C.Pagpapalalim ng Kaalaman
a.Ipabasa ang Linangin Natin sa
LM
b.Magtalakayan sa tulong ng mga
sumusunod:

F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
H. Paglalahat ng Arallin
I. Pagtataya ng Aralin
2.Pagkatapos gamitin ng
mga mag-aaral ang mga
wastong hakbang sa
pamamalantsa, maghanap
sila ng partner upang ipakita
ang nayaring Gawain.
3.Alamin kung naunawaan
ang aralin. Sagutin ang mga
sumusunod na tanong.
a.Anu-ano ang mga
kagamitang kailangang
gamitin sa pamamalantsa?
b.Anu-ano ang mga
wastong hakbang sa
pamamalantsa?
Anu-ano ang mga tuntuning
dapat sundin sa
pamamalantsa upang higit
na mapabuti ang mga damit
na pinalantsa
Pagsasanib
Edukasyong
Pagpapakatao
Anong pag-uugali ang
ipinakikita sa ginawang
pamamalantsa?
E.Paglalahat
Bakit mahalagang
matutong mamalantsa ng
damit o kasuotan?
Pangwakas na
Pagtataya
Pangwakas na Pagtataya
2.Pagkatapos gamitin ng mga
mag-aaral ang mga wastong
hakbang sa pamamalantsa,
maghanap sila ng partner upang
ipakita ang nayaring Gawain.
3.Alamin kung naunawaan ang
aralin. Sagutin ang mga
sumusunod na tanong.
a.Anu-ano ang mga kagamitang
kailangang gamitin sa
pamamalantsa?
b.Anu-ano ang mga wastong
hakbang sa pamamalantsa?
Anu-ano ang mga tuntuning
dapat sundin sa pamamalantsa
upang higit na mapabuti ang
mga damit na pinalantsa
Pagsasanib
Edukasyong Pagpapakatao
Anong pag-uugali ang
ipinakikita sa ginawang
pamamalantsa?
E.Paglalahat
Bakit mahalagang matutong
mamalantsa ng damit o
kasuotan?
Pangwakas na
Pagtataya
Pangwakas na Pagtataya
Sagutan ang Gawin Natin sa LM
Pagsasanib
MAPEH
Isa-isahin ang mga ehersisyong
ginagawa sa asignaturang
pagpapalakas ng katawan. Alin sa
mga ito ang sa palagay ninyo ay
nakapagpapanatili ng maayos na
tindig?
E.Paglalahat
Ano ang maidudulot ng wastong
pagtayo,pag-upo at paglakad?
Ano ang kauganayan ng
masustansyang pagkain sa
pagpapanatili ng maayos na
tindig?
Pangwakas na Pagtataya
Ipagawa ang Gawin Natin sa
LM
1.Ano ang kahalagahan ng
pagtupad sa tungkulin ng bawat
kasapi ng mag-anak?
2.Anu-ano ang mga tungkulin ng
bawat kasapi ng mag-anak?
3.Anu-ano ang tungkulin ng
magulang sa kaniyang mag-anak?
Pagsasanib
Edukasyong Pagkakatao
Ano ang nadarama mo
pagkatapos magampanan ang
mga tungkulin sa pag-aayos ng
tahanan?
Paglalahat
Ipabasa ang Tandaan Natin sa LM
PANGWAKAS NA PAGTATAYA
Ipasagot ang Gawin Natin sa LM

J. Karagdagang gawain para sa
takdang-aralin at remediation
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro at
superbisor?
Sagutan ang Gawin Natin sa
LM
Pagpapayamang Gawain
Ipagawa ang Pagyamanin
Natin sa LM
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking
naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
Pagpapayamang Gawain
Ipagawa ang Pagyamanin Natin
sa LM
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
Pagpapayaman ng Gawain:
Ipagawa ang Pagyamanin Natin
sa LM
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
PAGPAPAYAMANG GAWAIN
Ipagawa ang Pagyamanin Natin
sa LM
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga
bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng mga
bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
G. Anong kagamitang panturo ang
aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: JUNE 24-28, 2019 (WEEK 4) Quarter: 1ST QUARTER

WEEK 4 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN

A. Pamantayang Naipamamalas ang pagunawa sa kahalagahan ng pagkakaroon ngmapanuring pag-iisip sa pagpapahayag at pagganap ng anumang gawain na may
Pangnilalaman kinalaman sa sarili at sa pamilyang kinabibilangan
B. Pamantayan sa Pagaganap Naisasabuhay ang pagkakaroon ng tamang pag-uugali sa pagpapahayag at pagganap ng anumang gawain.
C. Mga Kasanayan sa Pagkatuto Nakapagpapakita ng kawilihan at positibong saloobin sa pag-aaral; pakikinig, pakikilahok sa pangkatang gawain, pakikipagtalakayan at pagtatanong. (EsP5PKP-Ic-d-29)
(Isulat ang code ng bawat
Pahina 26 ng 79
kasanayan)
pakikinig pakikilahok sa pangatang Gawain pakikipagtalakayan pagtatanong

II. NILALAMAN Pagkabukas ng Isipan (Open-mindedness)

KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng
Guro
2. Mga pahina sa Kagamitang
Pang-Mag-aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo aklat, sagutang papel, lapis,
tsart, activity cards
III. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga AlaminNatin (Day 1)
halimbawa sa bagong aralin
1.Ihanda ang mga mag-aaral
sa pamantayan sa pagbasa at
pakikinig.
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
2.Ipabasa at ipaunawa ang
isang alamat sa Alamin Natin
na nasa Kagamitan ng Mag-
aaral.
3.Ipasagot ang mga tanong sa
Alamin Natin na nasa
Kagamitan ng Mag-aaral.
Magkaroon ng talakayan sa
sagot ng mga mag-aaral.
Isagawa Natin(Day 2)
1.Ipasagot sa mga mag-aaral
ang Gawain 1 sa Isagawa Natin
sa Kagamitan ng Mag-aaral.
Talakayin ang mga kasagutan.
Subuking palabasin mula sa
mga mag-aaral ang kawilihan
at positibong saloobin sa pag-
aral.
2.Sa Gawain 2, tulungan ang Isapuso Natin (Day 3) Isabuhay Natin (Day 4)
mga mag-aaral na bumuo ng 1.Magkaroon ng maikling pagbabalik-
tatlong pangkat. Ibigay ang aral ng mga gawain. Sa tulong ng guro, 1.Sabihin sa mga mag-aaral ,
panuto o sitwasyon at hayaang ipakita ng mga mag-aaral “Bilang mag-aaral, paano mo
ipaliwanag ang gawain ng kung ano ang tumimo sa kanilang puso maipapakita sa ang kawilihan at
bawat pangkat. Bigyan ng at isip. positibong saloobin sa pag-aaral?
sapat na oras ang bawat Ipatala ang mga sagot sa kanilang
pangkat na maisagawa ang 2.Pagkatapos ng gawain isulat sa kwaderno.
gawain. kanilang Reflection Booklet ang
Sa bahaging ito, kinakailangan kanilang mga natutunan. 2.Iproseso ang sagot ng mag-
mong tulungan ang mga mag- aaral sa paraan ng pag-uusap sa
aaral gamit ang karanasan at harap ng klase.
kaalaman at ilapat ito sa
pamamagitan ng dula-dulaan. 3.Ipapaliwanag ng mga mag-aaral
Kakailanganing gamitin ng sa harap ng klase ang kaniyang
mga mag-aaral ang kanilang sagot upang mabigyang
creative thinking upang pagpapahalaga ang kawilihan at
makabuo o makalikha ng positibong saloobin sa pag-aaral
isang dula-dulaan, balitaan at
rap. Ipatanghal ito sa klase.
Unang Pangkat -Pagsasagawa
ng pamantayan sa pakikinig
sapamamagitan ng rap.
 Ikalawang Pangkat - Ipakita
ang tamang gawi sa
pakikilahok sa pangkatang
gawain sa pamamagitan ng
dula-dulaan.
Ikatlong Pangkat -
Pagpapakita o pagsasagawa
ng tamang pakikipagtalakayan
at pagtatanong sa
pamamagitan ng pagbabalita.
H. Paglalahat ng Arallin Isapuso Natin (Day 3)
1.Magkaroon ng maikling pagbabalik-
aral ng mga gawain. Sa tulong ng guro,
hayaang ipakita ng mga mag-aaral
kung ano ang tumimo sa kanilang puso
at isip.

2.Pagkatapos ng gawain isulat sa

kanilang Reflection Booklet ang
kanilang mga natutunan.
3.Ipabasa at ipaliwanag ang Tandaan
Natin. Bigyang-diin at pahalagahan sa
talakayan ang kawilihan at positibong
saloobin sa pag-aaral.

I. Pagtataya ng Aralin Subukin

1.Ipahanda ang papel na sagutan.

2.Ipasagot ang Subukin Natin na

makikita sa Kagamitan ng Mag-
aaral.

3.Iwasto ang maling sagot ng mga

mag-aaral at ito ay talakayin upg
maintindihan nilang mabuti.

4.Bigyang papuri ang mga mag-

aaral na nakakuha ng may apat at
limang sagot dahil sila ay
nagpapatunay na naunawaan o
nagkaroon ng kasanayan sa
pagpapahalagang pinag-usapan.
J. Karagdagang gawain para sa
takdang-aralin at remediation
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang
pagtuturo nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro
at superbisor?
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking
naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon
__Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map
__Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search
__Discussion __Discussion
Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
__Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong
panturo. kagamitang panturo.
__Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga
__Mapanupil/mapang-aping mga bata bata.
__Kakulangan sa Kahandaan ng mga bata __Mapanupil/mapang-aping mga
lalo na sa pagbabasa. bata
__Kakulangan ng guro sa kaalaman ng __Kakulangan sa Kahandaan ng mga
makabagong teknolohiya bata lalo na sa pagbabasa.
__Kamalayang makadayuhan __Kakulangan ng guro sa kaalaman
ng makabagong teknolohiya
__Kamalayang makadayuhan
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking
naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa ko
guro?
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Pagpapanuod ng video presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
 GRADE 5 School: Grade Level: V
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: JUNE 24-28, 2019 (WEEK 4) Quarter: 1ST QUARTER

WEEK 4 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. Layunin
Naipamamalas ang kakayahan Naipamamalas ang kakayahan at tatas Naipamamalas ang kakayahan sa
Naipamamalas ang iba’t
at tatas sa pagsasalita at sa pagsasalita at pagpapahayag ng mapanuring panood ng iba’t ibang uri
ibang kasanayan upang
A. Pamantayang Pangnilalaman pagpapahayag ng sariling sariling ideya, kaisipan, karanasan at ng media
maunawaan ang iba’t
ideya, kaisipan, karanasan at damdamin
ibang teksto
damdamin
Nakapagtatala ng mga Nakasasali sa isang usapan Nakasasali sa isang usapan tungkol sa Nakagagawa ng movie trailer para sa
B. Pamantayan sa Pagganap kailangang impormasyon o tungkol sa isang paksa isang paksa maikling pelikulang napanood
datos
Nagagamit ang Nagagamit nang wasto ang - Nagagamit nang wasto ang mga Nailalarawan ang tagpuan at tauhan
pangkalahatang mga pangngalan at panghalip pangngalan at panghalip sa pagtalakay ng napanood na pelikula
sanggunian sa pagtatala ng sa pagtalakay tungkol sa tungkol sa sarili,sa mga tao,hayop, (F5PD-Id-g-11)
C. Mga Kasanayan sa Pagkatuto mga mahahalagang sarili,sa mga tao,hayop, lugar,bagay at pangyayari sa paligid
(CODE) impormasyon tungkol sa lugar,bagay at pangyayari sa (F5WG-Ia-e-2)
isang paksa(F5EP-Id-6) paligid (F5WG-Ia-e-2) -Naibabahagi ang isang pangyayaring
nasaksihan o naobserbahan(F5PS-Id-
3.1_
Kailanan ng Pangngalan Kailanan ng Pangngalan Paglalarawan sa mga tauhan at
1. NILALAMAN Masipag na Bata, Isang
Pagbabahagi ng pangyayaring nasaksiha tagpuan ng napanuod na pelikula
Biyaya
o naobserbahan
2. KAGAMITANG PANTURO Aklat,PPT, larawan, metacards

A. Sanggunian

Alab Fil. Manwal ng Guro Alab Fil. Manwal ng Guro pp. Alab Fil. Manwal ng Guro pp. 20 Alab Fil. Manwal ng Guro pp. 16-17
1. Gabay ng Guro (pahina)
pp. 17-18 18
2. Kagamitang Pangmag- Alab Fil. Batayang Akkat Alab Fil. Batayang Akkat pp. Alab Fil. Batayang Akkat pp. 22 Alab Fil. Batayang Akkat pp. 17
aaral pp. 18-20 20-21
3. Teksbuk (pahina)
4. Karagdagang Kagamitan
(LR portal)
https://www.youtube.com/watch?v=
B. Iba Pang Kagamitang Panturo Rz4-EpN-884
Si Buboy ang Masipag na Bubuyog
I. PAMAMARAAN
 Ano-ano ang mga kasarian Ano ang naging bunga ng Ano-ano ang tatlong uri ng kailanan ng Ano ang panghalip panaklaw?
ng pangngalan? pagiging masipag ng isang pangngalan? Magbigay ng halimbawa ng
A. Balik-Aral sa Nakaraang
Magbigay ng halimbawa bata? Magbigay ng halimbawa ng bawat isa. pangungusap na may gamit na
Aralin at/o Pagsisimula ng
ng bawat isa. Paano nakamit ni Michael ang Ano ang kahulugan ng panghalip panghalip panaklaw.
Bagong Aralin
kanyang pangarap na makasali panaklaw?
sa Sochi Olympics?
Magpakita ng larawan ng Magsagawa ng laro na “The Bilang pangganyak na gawain, basahin Ano ang pinakapaborito mong
isang bansang may niyebe. boat is sinking” sa klase ang sumusunod na pelikula?
Itanong: Ano kaya ang Ipakita o ipapangkat ang sarili pangungusap, saka sila mag-uunahan Bakit mo ito paborito?
maaring gawing libangan ayon sa sasabihing bilang. sagutin ang amga ito sa kanilang show Ano ang nagustuhan mo sa pelikulang
sa mga bansang may me board. ito?
B. Paghahabi sa Layunin ng
niyebe? 1.Masayang nagkukuwentuhan ang Hingan ang mga mag-aaral ng
Aralin
magkakaklase sa loob ng kanilang silid- kanilang kasagutan upang makuha
aralan. ang interes nila sa aralin.
2.Si Maria ay mabuting ina.
3.Nagtungo kahapon sa bukid ang mag-
pinsan upang magtanim ng palay.
Ipabasa ang Paghandaan Talakayin ang tatlong uri ng Talakayin ang mga sagot ng mag-aaral. Magpanood ng isang maikling
Natin at magkaroon ng kailanan ng pangngalan sa Ipasulat sa pisara ang mga tamang pelikula sa mga bata.
malayang talakayan PAG-ARALAN NATIN sa pahina sagot. Ipanood ang “Si Buboy ang Masipag
tungkol dito. 20.” Mula sa kasagutan ng mga mag-aaral ay na Bubuyog”
talakayin na rin ang mga kailanan ng
Ipakita ang larawan ni pangngalang ginamit at papunan ang
-Ipaskel sa pisara ang pamagat ng
Michael Christian Martinez talahanayan. bilang halimbawa sa
pelikulang panonuorin
susunod na gawain.
Isaha Dalawa Maramih -Pag-usapan ang pamagat
n han an
magkakak -Ano ang pamagat ng pelikula
C. Pag-uugnay ng mga lase
Halimbawa sa Bagong Aralin -Gamit ang prediction chart, ano ang
ina mga tanong na nais ninyong masagot
magpins sa pelikulang papanuorin?
an
Tanon Huling Tunay
g sagot na
sagot

Ano ang inyong natutuhan sa

kuwento?
D. Pagtalakay ng Bagong Ipabasa ang “Karangalan Magbigay ng mga halimbawa Gawin ang PAGSIKAPAN NATIN C. PAGNILAYAN NATIN:
Konsepto at Paglalahad ng Mula sa Niyebe” sa mga ng bawat isa at hayaang Talakayin ang kasagutan ng mga mag-
 Bagong Kasanayan #1 pahina 18-19 ng batayang magbigay din ng halimbawa aaral matapos nilang sagutan ang Magbigay ng halimbawa upang higit
(Modelling) aklat ng Alab Filipino. ang mga mag-aaral. gawain. na mapatunayan ang kahalagahan ng
kasipagan sa buhay ng isang tao.

Itanong: Ano ang panghalip panaklaw? Magsagawa ng pangkatang Gawain Tumawag ng mga mag-aaral na
Naniniwala ba kayo na ang Talakayin ito at magbigay ng bilang pangganyak sa aralin. magbahagi ng kanilang sagot.
masipag na bata, ay isang mga halimbawa ng Basahin ang pangungusap at ipatukoy
biyaya? pangungusap gamit ang mga kung anong uri ng kailanan ng
E. Pagtalakay ng Bagong
panghalip panaklaw at pangngalan o panghalip panaklaw na
Konsepto at Paglalahad ng
ipatukoy ang ginamit sa mga ginamit sa pangungusap. Mag-uunahan
Bagong Kasanayan # 2
mag-aaral. ang bawat pangkat na maisulat ito sa
(Guided Practice)
Hal. Nagdiwang ang madla kanilang show me board.
dahil sa nakamit na tagumpay
ni Kyrie Verzosa sa ginanap na
Miss International sa Japan.
Talakayin ang Pag-usapan Pasagutan ang PAGSIKAPAN Gawin ang PAGSIKAPAN NATIN D. PAG-ALABIN NATIN
Natin NATIN A sa pahina 21. Sipiin sa iyong kuwaderno ang Gabayan ang mga mag-aaral upang
Talasalitaan: Ibigay ang talahanayan sa ibaba. Pagkatapos, makagawa ng islogan na nagpapakita
kahulugan ng mga salita at punan ito ng kailanan ng pangngalan. ng pagmamalasakit sa pamayanan.
gamitin ito sa Isahan Dalawa Marami Gamitin ang rubrik sa pagmamarka
F. Paglinang sa Kabihasaan pangungusap. han han ng natapos na islogan.
(Independent) 1. skating 1.ama
(Tungo sa Formative 2. niyebe 2.kapati
Assessment 3) 3. namangha d
4. palaisipan 3.bata
5. suporta 4.guro
6. ibuhos 5.kalaro
7. isasanla
8. sponsor
9. matutubos

G. Paglalapat ng Aralin sa Pang-
araw-araw na Buhay
(Aplication/Valuing)
H. Paglalahat ng Aralin
(Generalization)
I. Pagtataya ng Aralin
10. determinasyon
Ano ang magandang dulot
ng pagiging masipag,
matiyaga, masigasig at
pagkakaroon ng
determinasyon sa buhay?
Paano mo ipakikita ang
iyong pagmamalasakit sa
bansa?
Pasagutan ang Pag-unawa
sa Binasa. Buuin ang
pangungusap sa bawat
bilang. Punan ang patlang
ng angkop na salita. Isalat
ang mga sagot sa iyong
kuwaderno.
1. Bata pa si Michael nang
makahiligan niya ang
________
2.Kahit na nakararanas ng
______________
Ano ang kahalagahan ng
wastong paggamit ng mga
kailanan ng pangngalan at
panghalip panaklaw sa pagbuo
ng isang pangungusap?
Ano-ano ang tatlong uri ng
kailanan ng pangngalan?
Magbigay ng halimbaw ng mga
ito.
Piliin ang kailanan ng
pangngalang may salungguhit.
Isulat ang sagot sa iyong
kuwaderno.
1.Matapat na naglilingkod ang
dama sa palasyo.
2. Mahal na mahal siya ng
magkapatid na prinsesa.
3. Maging ang hukbo ng mga
kawal ay labis ang paggalang
sa damang ito.
4. May isa pang kapatid ang
daman a kasingbait din niya.
Sa iyong palagay, bakit mahalaga na
matukoy ang bawat kailanan ng
pangngalan na ginagamit sa
pangungusap?
Ano-ano ang mga kailanan ng
pangngalan?
Ano ang panghalip panaklaw?
Ipagawa ang PAGTULUNGAN NATIN sa
Alab Filipino Batayang Aklat pahina 22.
Ano ang magadang naidudulot ng
pagiging masipag na bata?
Paano mailalarawan ng wasto ang
mga tauhan at tagpuan?
Sagot:
Upang mailarawan ng wasto ang mga
tauhan at tagpuan, kailangan ng
masusing panonood sa pelikulang
pinapanood at upang lubos din
maunawaan ang kuwentong
pinapanood.
Gawin Natin 1
a.Sinu-sino ang mga tauhan sa
napanuod ninyo sa pelikula?
b.Ilarawan ang mga tauhan.
c.Saan ang tagpuan ng pelikula?
d.Ilarawan ang tagpuan.
 3. Nakabuti sa _________ 5. Naglilingkod naman ito sa
ni Michael ang lamig ng kabataan bilang guro.
skating rink. 6. Ang mga mag-aaral na
4. Ang ___________ ay tinuturuan niya ay masisisgasig
ang kompetisyong na mag-aaral.
itinuring ni Michael na 7. Ang kambal na anak ng
pinakamalaking laban niya kapatid ng dama ay maliliit pa.
bilang skater. 8. Inaalagan ito ng kanilang
5. Kayang-kayang mga magulang.
makipagtagisan ng Pilipino 9. May magandang samahan at
kapag ___________, pagsusunuran ang
________, ____________, sambayanan.
at 10. Labis itong ikinatuwa ng
_____________________. hari at reyna.

J. Karagdagang Gawain Para sa

Takdang-Aralin at
Remediation
II. MGA TALA
III. 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 baa ng
remediation? Bilang ng Mag-
aaral na Nakaunawa sa
Aralin.
D. Bilang ng Mag-aaral na
Magpapatuloy sa
Remediation

E. Alin sa mga istratehiyang
pagtuturo ang nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro
at superbisor?
G. Anong Kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa
ko guro?
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking
naranasan:
__Kakulangan sa
makabagong kagamitang
panturo.
__Di-magandang pag-uugali
ng mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan
ng mga bata lalo na sa
pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task
Based
__Instraksyunal na material
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking
naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali
ng mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan
ng mga bata lalo na sa
pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task
Based
__Instraksyunal na material
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping mga
bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong kagamitang
panturo.
__Di-magandang pag-uugali ng mga bata.
__Mapanupil/mapang-aping mga bata
__Kakulangan sa Kahandaan ng mga bata
lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman ng
makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng mga bata.
__Mapanupil/mapang-aping mga bata
__Kakulangan sa Kahandaan ng mga bata
lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman ng
makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material