School: GREGORIO PARADERO ELEMENTARY SCHOOL Grade Level: VI

Teacher: ELVIE D. BENDANA Learning Area: TLE – H.E.

GRADE 6
DAILY LESSON LOG Teaching Dates and Time: AUGUST 22-26,2022 /2:00-2:50 PM(WEEK 1) Quarter: 1ST QUARTER
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WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,necessary procedures must be followed and if needed, additional lessons,exercises and remedial activities may be done for developing content
I. OBJECTIVES knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.Weekly objectives shall
be derived from the curriculum guides.
A. Content Standards Demonstrates an understanding of and skills in managing family resources
B. Performance Standards Manages family resources applying the principles of home management
TLE6HE-Oa-1 1.1.1 list of family resources 1.2 enumerates source of family income
C. Learning Competencies / Objectives 1.1 Identifies family resources and 1.1.2 list of basic and social needs
Write the LC code for each needs (human, material, and
nonmaterial)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Management of family resources
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-onl earning
III. LEARNING RESOURCES promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning T.H.E II Teacher’s Manual. 1991. Pp. 18
Resource (LR)portal (not accessible)
https://www.google.com.ph/#q=resourc Bantigue, R.M. and Pangilinan, J.P. (2014) https://www.google.com.ph/#q=re Bantigue, R.M. and Pangilinan, J.P. MODULAR DISTANCE
es+meaning Growing up with Home Economics and sources+meaning (2014) Growing up with Home LEARNING ACTIVITY
Livelihood Education. FNB Educational, Inc. Economics and Livelihood Education.
https://en.wikipedia.org/wiki/Resource_ QC. https://en.wikipedia.org/wiki/Reso FNB Educational, Inc. QC.
management urce_management

B. Other Learning Resources

Bantigue, R.M. and Pangilinan, J.P. (2014) Bantigue, R.M. and Pangilinan, J.P.
Growing up with Home Economics and (2014) Growing up with Home
Livelihood Education. FNB Educational, Economics and Livelihood
Inc. QC. Education. FNB Educational, Inc.
QC.

IV. PROCEDURES
 Generate ideas from learners about their Recap of what was discussed the day before Generate ideas from learners about Recap of what was discussed the day
definition of resources. and segue to the next lesson. their definition of resources. before and segue to the next lesson.

Resources are a stock or supply of money, Yesterday, we familiarized ourselves with Resources are a stock or supply of Yesterday, we familiarized ourselves with
materials, staff, and other assets that can management of family resources. We identified money, materials, staff, and other management of family resources. We
be drawn on by a person or organization in examples of resources and categorized them assets that can be drawn on by a identified examples of resources and
order to function effectively. into human, material and nonmaterial. We person or organization in order to categorized them into human, material
focused on time as a nonmaterial resource and function effectively. and nonmaterial. We focused on time as
its importance. a nonmaterial resource and its
Elicit from the class – what, then, is the importance.
meaning of family resources? The learners The class was asked to prepare a daily time and Elicit from the class – what, then, is
are asked to give examples of family work schedule and it was explained why they the meaning of family resources? The class was asked to prepare a daily
resources and needs. had included specific activities in the schedule, The learners are asked to give time and work schedule and it was
as well as the choice of time allotment. examples of family resources and explained why they had included specific
A. Reviewing previous lesson or needs. activities in the schedule, as well as the
The learners are asked to categorize the
presenting the new lesson resources into the following : choice of time allotment.
From the list of resources, choose another
(a) Human example. Energy might be one and falls under The learners are asked to categorize
(b) Material human resources. the resources into the following : From the list of resources, choose
(c) Nonmaterial (d) Human another example. Energy might be one
(e) Material and falls under human resources.
Mention that the resources generated in (f) Nonmaterial
the discussion need to be managed.
Mention that the resources
Ask the learners their idea of management. generated in the discussion need to
be managed.

Ask the learners their idea of

management.

Emphasize the importance of management Emphasize the importance of management of Emphasize the importance of Emphasize the importance of
B. Establishing a purpose for the of resources in the context of family which resources in the context of family, which will be management of resources in the management of resources in the context
lesson will be discussed in the lesson. discussed in the lesson. context of family which will be of family, which will be discussed in the
discussed in the lesson. lesson.

Ask the learners why energy is important. Why Refer to the response of the learners Ask the learners why energy is important.
Refer to the response of the learners on the should this be managed? How should this be on the examples of resources. Why should this be managed? How
examples of resources. Depending on the managed? Depending on the response, zero in should this be managed?
response, zero in on an example provided on an example provided by the
by the learners e.g. time. Time is in the Every activity utilizes energy, thus reducing learners e.g. time. Time is in the Every activity utilizes energy, thus
C. Presenting examples/ instances category of nonmaterial.
category of nonmaterial. strength and causing tiredness and fatigue. Our reducing strength and causing tiredness
of the new lesson
energy has its limits, so we have to avoid and fatigue. Our energy has its limits, so
Time is gold. It is a God-given gift that must unnecessary use. The proper management of Time is gold. It is a God-given gift we have to avoid unnecessary use. The
be valued and used wisely. Time is short strength can speed up work and reduce stress. that must be valued and used proper management of strength can
and once lost, cannot be regained. Proper wisely. Time is short and once lost, speed up work and reduce stress.
time management can bring good results. cannot be regained. Proper time
management can bring good results.
 The learners are asked to give the The teacher will divide the class into four (4). The learners are asked to give the The teacher will divide the class into four
advantages of proper time management. Using photos and drawings brought by the advantages of proper time (4). Using photos and drawings brought
Examples are also provided. learners, identify helpful measures that need to management. Examples are also by the learners, identify helpful measures
(1) Happiness and security for having be done to simplify work at home and conserve provided. that need to be done to simplify work at
accomplished something very human energy. (4) Happiness and security for having home and conserve human energy.
D.Discussing new concepts and practicing important for the day; accomplished something very
(2) More time to spend for family members important for the day;
new skills #1
after accomplishing the planned (5) More time to spend for family
activity; and members after accomplishing the
(3) More time to attend to other planned activity; and
constructive activities and worthwhile (6) More time to attend to other
projects. constructive activities and
worthwhile projects.

Time can be managed properly by Each group will report in class. Examples on Time can be managed properly by Each group will report in class. Examples
scheduling activities wisely. Make plan for application should also be given in the report. scheduling activities wisely. Make on application should also be given in the
every activity. Routinize some activities plan for every activity. Routinize report.
based on available time and how often these some activities based on available
tasks have to be done. time and how often these tasks have
E. Discussing new concepts and practicing new to be done.
skills#2 The preparation of a realistic daily time
schedule is a helpful management tool to The preparation of a realistic daily
help the students identify and prioritize time schedule is a helpful
activities. management tool to help the
students identify and prioritize
activities.

F. Developing mastery Ask the learners to prepare a one-day time Ask the learners to prepare a one-
(Leads to Formative Assessment 3) and work schedule. day time and work schedule.

The identified learners will be asked to The identified learners will be asked
present their schedule. to present their schedule.

G. Finding practical applications of Explain why they have included the After the completion of the group work, the Explain why they have included the After the completion of the group work,
concepts and skills in daily living activities in their schedule. Clarify why they teacher will reinforce the discussion by activities in their schedule. Clarify the teacher will reinforce the discussion by
have allotted the number of minutes in the synthesizing the results of the discussion. why they have allotted the number synthesizing the results of the discussion.
activities. of minutes in the activities.
• Analyze the activity. • Analyze the activity.
• Use gadgets to facilitate completion of work. • Use gadgets to facilitate completion of
• Arrange the materials and things needed at work.
work in one place. • Arrange the materials and things
• Know the appropriate time in carrying out the needed at work in one place.
activity in order to accomplish the task • Know the appropriate time in carrying
properly. out the activity in order to accomplish
• Maintain a good posture while working. the task properly.
 • Use both hands to facilitate working. • Maintain a good posture while working.
• Finish the work you have started. • Use both hands to facilitate working.
• Alternate the heavy and strenuous activities. • Finish the work you have started.
• Alternate the heavy and strenuous
activities.

H. Making generalizations and Mention that the class was able to: Mention that the class focused on energy which Mention that the class was able to: Mention that the class focused on energy
abstractions about the lesson • Define family resources is a human resource. • Define family resources which is a human resource.
• Define management in the context of • Define management in the
the family Ask the class what needs to be done to simplify context of the family Ask the class what needs to be done to
• Determine the importance of work at home and conserve human energy. • Determine the importance of simplify work at home and conserve
management of resources. management of resources. human energy.
• Provide examples of resources e.g. We learned the importance of energy • Provide examples of resources
time management. e.g. time We learned the importance of energy
The discussion will be synthesized by the The discussion will be synthesized by management.
teachers and relate one discussion point to the teachers and relate one
Emphasize the importance of rest after a hard
another. discussion point to another.
day’s work. Emphasize the importance of rest after a
hard day’s work.

I. Evaluating learning Referring to the resources identified by the Ask the learners to share on their insights on Referring to the resources identified Ask the learners to share on their insights
learners, ask them to choose one and the lessons for the day. by the learners, ask them to choose on the lessons for the day.
explain why this is important. one and explain why this is
important
J. Additional activities for application or Bring photos or drawings on: Bring photos or drawings of possible sources of Bring photos or drawings on: Bring photos or drawings of possible
remediation a) how to simplify work with the use of money c) how to simplify work with the sources of money
energy; and use of energy; and
b) how to conserve energy. d) how to conserve energy.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
VI. REFLECTION
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho earned80%onthe ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
___ of Learners who earned 80% above above above
formative assessment
B. No.oflearnerswho ___ of Learners who require additional ___ of Learners who require additional activities ___ of Learners who require ___ of Learners who require
requireadditionalactivities forremediation. activities for remediation for remediation additional activities for remediation additional activities for remediation
C. Didtheremediallessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No.oflearnerswho havecaughtupwiththe ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
lesson. lesson lesson
D. No.oflearnerswho continuetorequire ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
remediation remediation remediation require remediation require remediation
E. Whichofmyteaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategiesworkedwell?Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
didthesework? ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
 activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing ___ Group member’s ___ Group member’s ___ Group member’s
their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. WhatdifficultiesdidI encounterwhichmy __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
principalorsupervisorcan helpmesolve? __ 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
G. What innovation or localized materials did I Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
use/discover which I wish to share with __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used
Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures
Prepared by: Checked by: Noted by:

ELVIE D. BENDANA AURA B. CAUNCERAN GINA M. ASEREMO

Teacher III Master Teacher I OIC-PSDS/Principal IV