School: Fausto Gonzales Sioco Memorial School Grade Level: VI

GRADE 6 Teacher: Marlon C. Tayag Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 13 – FEBRUARY 17, 2023 (WEEK 2) Quarter: 3rd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: The learner…
 Demonstrates understanding of various linguistics nodes to comprehend various texts.
 Demonstrates understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose
and audience
 Demonstrates command of the conventions of standard English grammar and usage when writing or speaking
 Demonstrates understanding of different formats to write for a variety of audiences and purpose.
Demonstrates understanding of verbal and non verbal elements of communication to respond back
B. Performance Standards: The learner…
 Analyzes text types to effectively understand information/message(s)
 Prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
 Uses linguistic cues to appropriately construct meaning from a variety of purposes.
 Speaks and writes using good command of the conventions of standard English
 Edit texts using appropriate text types for a variety of audiences and purpose.
 Uses a variety of strategies to provide appropriate feedback
C. Learning Listening Comprehension Reading Comprehension Study Strategies/Research Writing and Composition Attitude
Competencies/Objectives: Oral Language Show tactfulness when
Distinguish text type Use a particular kind of Plan a composition using an communicating with
Note significant details in according to purpose and sentence for a specific outline/other graphic others
the story language features through purpose and audience organizers
Provide evidences using enumeration -asking permission
opinion
EN6RC-IIIa-3.2.8
EN6LC-IIIa-2.2 EN6Wc-IIIa-1.1.6.1
EN6OL-IIIa-1.27 EN6SS-IIIa-1.8.1 EN6A-IIIa-17
II. Content Noting significant details in Distinguishing text type Relaying Commands and Organizing Ideas Using Graphic Show tactfulness when
the story and express according to purpose and Request Using Indirect Aids communicating with
opinions using evidences. language features through Discourse others.
“The Boastful Shrimp” enumeration
“The Fox in the Well”
References
1.Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from

Learning Resource portal
5. Other Learning Resources

IV. PROCEDURES
Reviewing previous lesson or Recapitulation of the Review the summary of Recapitulation on the -What is the difference -What is a graphic
presenting the new lesson. previous lesson on the the story that was read characteristics of a fable. between a command and a organizer?
Varieties of Sentences; yesterday. request?
-Compound Sentence What is the purpose of the - The command plainly gives an -How does it help the
-Simple Sentence -What important values fable? order while a request asks a beginners to write a
-Complex Sentence did you get from the favor to do or act at a certain selection?
With the use of proper story? What is the most important task.
conjunctions. lesson you learned from the Why should we be
selection? -What is a direct and indirect familiar with graphic
discourse? organizers?

1. John said, “wash the dishes

Anna.”
-John ordered Anna to wash the
dishes.

2. “Please give me a piece of

advice.” Jay said.
-Jay asked me to give him a
piece of advice.

How do you deliver a direct and

indirect discourse?

In the reported command, the

verb “said” is not used, instead,
“told”. The word “to” is added
before the verb.
 -In reporting request, the verb
“asked” or “requested” is used
instead of “told”
. The word “please” is dropped.
Establishing a purpose for the The teacher shows a spoon Recall an instance in your Use flash cards/show me Show a video clip about the Show a picture of a true
lesson. -It is used for eating. Aside life when you did a certain boards. Write R if the children from the different friend.
from it is used as eating thing without thinking of statement states request parts of the world.
utensil, it can be used in the consequences. and C if it shows Command. Let them share opinion. -Do you have a friend?
several ways. Give some of 1. Listen attentively. -Compare the Filipino Children
its uses. Examples: ice What do you think will 2. Please keep your things in with the Children of the world. -What do you like most
cream scooper, taking in happen if you did a certain order. -The teacher presents a about your friend?
medicines, can opener, as a thing without thinking of 3. Avoid making too much semantic web. What word can
pestle etc. the consequences? noise. you associate with the word -What do you dislike
4. Stop going around please. CHILDREN? about him/ her?
Have the pupils relate their 5. Observe silence.
experiences. Answers may vary.
CHILDR If you want to say an
Unlock vocabulary words. honest mistake of your
Enhance vocabulary words -Play a game: Simon says. Match column A with column B friend how do you do it?
through body language. (Teacher uses command or and write the letter of the
request. correct answer.

-Read the words aloud 1. Go to the wash room. A B

2. Keep right! 1rebozos a. a pendant
Hind legs 3. Kindly speak in a soft 2. kimono braid of hair at
A.
voice. 3. queue the back of
4. Please lend me your ears. 4. igloo the head.
5. Come with us. 5. fleet b. an Eskimo
B. Fore legs 6. hut house
c. boat house
leap d. cottage
C. e. a Japanese lose
Without the robe fastened with a sash.
second f. a long scarf of silk
D. worn wrapped about
thought
the head and shoulder and
sometimes over face.
Presenting examples/instances B. Do you have a pet? Share -Have you seen a fox? Ask the pupils to read and A. Motive Questions: A. Motive Question:
of the new lesson. a heroic deed it has done for (Yes/ Not yet analyze the comic strip. 1. How do children from around Why do we need to be
you or for others. the world differ from each tactful all the time?
Unlocking of Difficulties: other?
Synonym hunt through -What are the qualities of Mother: “Lock your room 2. How do children differ in
multiple choice. Encircle the the fox in some common before leaving, Jim”. complexion.
 letter of the correct answer stories? 3. How do you compare the
1. The sharp protrusion of a (Often times fox is wise Jim: “Yes, Mother”. clothing’s of the children from
shrimp is used to fight and bad) around the world?
against its enemies. Rina: Mother told Jim to 4. Can you make distinctions as
a. a part of the body that is -Let us find out if the fox is lock his door before leaving. the types of houses in which
pointed still the fox we have children from around the world
b. a part of the body that is known before. Ms.Aguila: “Please polish lives?
hidden. the floor, Mang Ambo.” 5. What do they have in
c. a part of the that is plain. common?
d. a part of the body that is Mang Ambo: “Yes Maám”.
dull.
Ricky: Ms. Aguila requested
2. Nothing can pierce an Mang Ambo to polish the
iron shield even an iron floor.
sword.
a. to rip of c. to crush
b. to spin d. to go
through

3. The beautiful white pearl

is glistening under the rays
of the sun.
a. shine c. flash
b. bright d. all the above

4. The boastful man shows

off his knowledge about
martial arts.
a. humble c. naughty
b. overly confident d. shy

5. His colorful lantern has

scorched because of the
constant raining.
a. dried c. dyed
b. worn d. a and b

Motive Question: Why is

that the story titled the
Boastful Shrimp?
Discussing new concepts and The teacher uses the Read the story. What kind of sentences Read the poem: Read the dialogues.
practicing new skills #1 popcorn reading strategy The Fox in the Well were used?
while the other pupils listen Children Around the World Joana: Hey, Susan! It
very carefully The -Study the charts of direct (by Jo Feniford) smells stinky, Is that you
Boastful Shrimp and indirect discourse Susan!

B. Answer the -Differentiate a direct and -Using the Clustering Organizer, Susan: No! (She cried
Comprehension Check-up. indirect discourse. discuss how children from and ran outside.)
1. Describe the Shrimp different parts of the world
based on his outer and inner -Differentiate command differ from each other. Joana: Oh! I don’t mean
appearance. from request based on their to hurt you, I just want
2. Why did the old shrimp usage. to be frank!
advised the boastful shrimp
not to display the latter’s Point out also their
shell too much? similarities. B.
3. Did the boastful shrimp Frieda: Hi, Jenna. Can we
listen to his advice? Why? talk outside?
4. What happened to him?
5. What lesson did you learn
from the selection?
Jenna: Sure! Perhaps it is
-Explain answers by giving
a very important matter
one’s opinion and
right?
supporting idea
Frieda: Yes Jenna. I am
your friend and I am
concern about your
wellness. Being a
teenager we must be
concern with our
personal hygiene. Taking
a bath everyday will help
a lot. It is more of loving
and respecting ourselves.

Jenna: Thank you Frieda,

indeed you are a true
friend. Thank you, and I
appreciate it very much.

Comprehension Check:

How did Susan react to

 Joana’s statement?

Do you think Joana’s

action is right?

If you were Susan, will

you feel the same?

In the dialogue B, How

did Frieda approach
Jenna?

Did Jenna got angry? Did

she feel embarrassed?
Why?

If you were Jenna, will

you get mad at Frieda?
Why?

If you will choose

between Joana and
Frieda, who will you
choose? Why?
Discussing new concepts and Group Work What is a Fable? Present a Bubble Talk. Use your own graphic Group Work:
practicing new skills #2 Each group will have the Teacher calls on three pupils organizer, and supply the Each group will share an
review of the selection (The Fable is a short to act out the dialogue and missing details asked by each instance in their life
listened to. fictional story that is complete the indirect sub topic. when they experienced
A graphic organizer is used characterized by animals command or request. A. SHELTER the tactlessness of a
in presenting and and it always gives us a A. B. CLOTHES certain person.
developing the skill. The lesson in life.) Grandfather: “Obey your How they reacted on it.
teacher asks each group on parents, Jojo”.
action taken by the boastful -What is the purpose of a
shrimp and later asks for fable? Jojo: “Yes Lolo”. C. COLOR OF THE SKIN .
inferences on alternative D. COUNTRY ORIGIN
actions. (The purpose of a fable is Shiella: Obey your parents,
-What did we do to be able to entertain and to Jojo.
to give alternative actions to inform.)
the action taken by the B.
character in the story they -What makes it unique?
read. Millie: “Rizza, Please help
-Presentation of each (It is characterized by me finish my homework”.
group animals having the
attributes of humans.) Rizza: “Sure”.

Raffy:
The teacher reads 10 Millie____Rizza____finish__
statements and the pupils ___project
will identify whether it is a Answer:
fact or a bluff. (FACT OR
BLUFF CARD) Millie asked Rizza to help
her finish her project.
Bluff 1. The animals can
think.

Bluff 2. The goat is a friend

to the fox.

Fact 3. The fox belongs to

the dog family.

Fact 4. The goat is a hog.

Fact 5. The fable is

fictional.

Fact 6. Animals have their

own ways of
communicating with one
another.

Fact 7. All fables give a

lesson in life.

Bluff 8. Talking animals like

humans is true.

Bluff 9. A fox is smarter

than a goat.

Fact 10. In the story, the

 fox is representing the
smart people.
Developing mastery (leads to Enumerate the characters in Enumerate the different The teacher gives request GROUP WORK Create a simple skit that
Formative Assessment 3) the story. purposes of a selection. and command statements. Present a Fishbone Mapping shows tactfulness in
( The Shrimp, The Old Graphic Organizer. school.
Shrimp) -to entertain Fill in the blanks the missing Provide the needed data or Checking.
words to complete the details to conclude the general
-What line in the story tells -to inform sentences. Letters A to D concept of children of the world
about the characteristics of similarities and differences.
the shrimp? -to persuade A. Rico said, “Eric waters the Similarities and differences of
plants”. the Children of the World
-What part of the story you
liked best? -Rico_______ water the
Plants.

B. Liza said, “Please check

the papers for me, Annie.”

-Liza ____Annie ________

the papers for ____.

C. Mr. Mirasol said, “Jose,

submit your project early
tomorrow.”

-Mr. Mirasol ____ Jose Each group will present each

_____ project early work.
tomorrow.
Explain why they chose the said
D. The maid said, “Please organizer.
stay in your room, children.”

- The maid ____the children

_____ stay in _____ room.

Answers:
1. Rico ordered Eric to water
the plants.
2. Liza asked Annie to check
the papers for her.
 3. Mr. Mirasol told Jose to
submit his project early
tomorrow.
4. The maid requested the
children to stay in their
room.
Finding practical applications of A. FIND THE GEMS: A. ACT ME OUT: A. WORKING IN TANDEM: LET’S DO IT! Look for a tandem/
concepts and skills in daily living -Read the story of the Prepare an outline about how partner and think of a
selection The Story of the - Group the pupils into 3 to - Find a partner and you want to spend your situation.
Tiny Frog. role play the selection create a usual Christmas using the clustering Deliver a one minute
GROUP WORK: Group the below. scenario in class of ideas. dialogue using the tactful
pupils into four. -Group I to entertain that shows the use Checking after immediate way of communicating
-Group I is assigned to look of a command and submission of work. with others.
for the Characters in the -Group II to persuade or request in direct The teacher checks the
story. convince. activity immediately
and indirect
-Group II is assigned to look -Group III to inform using the RUBRIC.
discourse.
for the Settings.
- Each tandem is
-Group III is assigned to look A Raven and a Swan
for the Plot by sequencing expected to
e present their work
the events in the story in A Raven, which you know
five sentences. in one minute.
is black as coal, was
- Group IV is assigned to envious of the Swan,
look for the Theme of the B. The teacher checks
because her feathers were
Story. the pupils work
as white as the purest
-Write each output in the snow. The foolish bird got immediately. Using
Manila Paper and each the idea that if he lived like the Rubric for
groupo will assign a the Swan, swimming and making a dialogue.
presentor in front of the diving all day long and
class. eating the weeds and
-The teacher gives the final plants that grow in the
correction/ clarification water, his feathers would
after each presentor. turn white like the Swan's.
The Story of The Tiny Frog So he left his home in the
woods and fields and flew
There once was a bunch of down to live on the lakes
tiny frogs who got together and in the marshes. But
to arrange a competition to though he washed and
reach to the top of the washed all day long,
highest tower in town. almost drowning himself
at it, his feathers remained
As the date for the as black as ever. And as
competition was the water weeds he ate
announced, the news did not agree with him, he
spread everywhere and got thinner and thinner,
crowd in large numbers and at last he died.
gathered around the tower
to see this interesting B. The teacher uses the
competition and cheer on Rubrics below for checking
the contestants. The crowd the role play.
did not really believe any of
these little frogs were going Role-Play Rubric BLM G–
to make it to the top of the 17 Name:
tower. Yet they were ______________________
curious… ________ Date:
_____________________
The competition began, the Activity:
frogs quickly started to ______________________
ascend and the crowd __ Role played:
cheered! _____________________
Assessment done by:
As a few moments passed, ______________________
someone from the crowd ______________________
shouted, "Not a chance that __ Criteria: Rating: Speech
they will succeed! The tower was clear with appropriate
is too high!" volume and inflection. 5 4
3 2 1 Role was played in a
convincing, consistent
Another spectator said,
manner. 5 4 3 2 1
"Yes, they will never make it
Arguments and viewpoints
to the top. It's way too
expressed fit role played. 5
difficult!"
4 3 2 1 Costumes and
props were effectively
As the competition used. 5 4 3 2 1 Role-play
continued, some of the tiny was well prepared and
frogs began collapsing. One organized. 5 4 3 2 1 Role-
by one… tired… exhausted… play captured and
But the race continued… as maintained audience
those who still had the fight interest. 5 4 3 2 1
left, passionately continued Additional Criteria:
to climb higher and higher… ______________________
______________________
In the excitement and __________________
anxiety the crowd continued ______________________
to yell, "It is too difficult. No ______________________
 one will make it!" __________________
______________________
More tiny frogs got tired ______________________
and gave up. They all __________________
continued to give up one by ______________________
one, until there was only ______________________
ONE little frog left in the __________________
competition who continued Comments:
to climb higher and higher ______________________
and higher… ______________________
__________________
______________________
This one wouldn’t give up!
______________________
__________________
This one tiny frog who, after ______________________
a big effort was the only one ___________________
who reached the top! This
little soul was the winner!
He made it! He got the
glory!

Naturally, everyone wanted

to know how this one tiny
frog managed to pull it off
when every other
contestant gave up.
Everybody wanted to know
how this tiny frog had found
the strength to reach this
goal that everyone else
thought it was impossible.
So, they asked questions.

It turned out that the

winner was deaf
Making generalizations and Ask: How do we get the Pupils will state the Fable’s Ask: What is Command? Ask: What is the importance of Ask; How do we show
abstractions about the lesson significant details in the concepts. What is Request? organizing ideas through tactfulness in
story read? -What is a direct discourse? graphic organizer? communicating with
Concept Formation: -What is indirect discourse? Concept Formation: The others?
Concept Formation: Noting Fable is a fictional story clustering graphic organizer Concept Formation:
the significant detail is that has a purpose of Concept Formation: shows and separates the 1. Be honest but always
reading between the lines to entertaining and informing In the reported command, developed ideas from other consider the feelings of
 get the main idea of the the readers. It is peopled the verb “said” is not used, ideas. The use of the CGO others. There are many
story, how it started, by animals that are instead, “told”. The word provides the organization of ways in communicating
developed and ended with capable of talking and “to” is added before the ideas easy to understand, without hurting the
the help of the characters expressing feelings as verb. making learning more enjoyable feelings of others.
and other elements of the humans .
story. -In reporting request, the
verb “asked” or “requested”
is used instead of “told”.
The word “please” is
dropped.

The quotation marks are

dropped.

Necessary changes are

made in the pronouns.

Examples:
Direct:

1. “Put down your bag,”

mother said to Leo.

2. “Please try the other

button,” Lyka said.

Evaluating learning Number each statement The teacher will read the Read the short paragraph Use a graphic aid to organize Write T if it shows
according on how the story selections orally and the below. Follow what you are the ideas in the given tactfulness for each
happened. pupils will identify its asked to do. paragraph. situation.
_____The old shrimp purpose.
advised the handsome 1. Ultra was lying down on It was vacation time. Provide a Title to the ______1. Kindly do your
shrimp not to show off too the back porch when Being the eldest, Lina was paragraph. work on time because it
much. suddenly his friend Kitten assigned by her mother to pp.428-429 can help in our
_____When one day a went to him and she clean the house. In order to performance rating.
fisherman was looking for a invited him to visit their finish early, she called her 1. The Filipino is a very
good catch. friend Sky at the pen. brothers and sisters to help respectful person. He shows _______2. Work fast,
_____The handsome Shrimp 2. The Frog went out for her. due respect to his parents, you waste our time.
starts to brag about his she hate himself for being elders and to people in
handsomeness and athletic useless. He couldn’t croak Identify her statement if it authority. He never misses _______3. We can finish
figure. and jump. After he fell into is a command or request saying the word “po” and the task on time if we
_____He was caught by a deep well and was about then transform each into a “opo”. This is a Filipino way will help each other.
fishing net of the fisherman. to face his death, he was
 _____The boastful shrimp able to bring his best and reported form. Of showing respect, which we _______4. It is much
was cooked and eaten at did even better. He is are very proud of. He kisses the better if we are a help
lunch. certain that no one could _______1. “Kevin, please hands of parents and than a burden to other,
help us except our own dust the furniture”. grandparents as a unique way
self. _______2. “Susie, arrange of showing respect to elders. He _______5. Speak like no
3. The Free Bird cried, “My the books and magazines”. calls his older brother “Kuya one is listening to you.
Darling sing the song of _______3. “Husk the floor, and his older sister “ate”.
the woodlands.” Ruben.”
The caged bird said, “Sit by _______4. “Help me put
my side; I’ll teach you the some plants inside, Roy”.
speech of the learned.” _______5. “Please be
4. There was a turtle that careful with the plates,
couldn’t stop talking and Susie”.
the geese made a
challenge to bring her to
the nice place if she could
promise not to talk
because she will be
carrying a stick on her
mouth. The turtle agreed
and so they flew to the
place. They heard people
saying something about
them and the turtle spoke.
She fell dead on the
ground.
5. The monkey who was so
wise ate all the bananas
and went down without
noticing the thorns planted
by his friend turtle. His
selfishness ruined him.
Additional activities for Read another fable and fill Read and tell what the Write a paragraph from the Cut out a comic strip
application or remediation up the SWBS Chart person in each sentence given topics and present it to and compose a comic
meeting the details in the said. the class using a graphic balloon for each
story. organizer. conversation. Always use
1. Father said, “Avoid A. Effect of Smoking on One’s a tactful way of
playing near the pool, John”. Health communicating your
2. “Please help me with my B. Students’ Addiction to thoughts and feelings.
toy, Sandy”, Sam said. Internet Gaming
3. “Pray before sleeping C. How Do You Celebrate
Ela”, aunt Norma said. Christmas?
 4. Estella said, “Please allow
me to visit my friend,
Grandma.”
5. “Proceed to my office”
the Principal said.

V. REMARKS

IV. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation

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 work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by:

MARLON C. TAYAG
Substitute Teacher
 Noted by:

DINNA P. GARCIA
Principal IV

School: Fausto Gonzales Sioco Memorial School Grade Level: VI

GRADE 6 Teacher: Marlon C. Tayag Learning Area: ESP
DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 13 – FEBRUARY 18, 2023 (WEEK 2) Quarter: 3rd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. LAYUNIN

Naipamamalas ang pag- unawa sa kahalagahan ng pakikipag kapwa-tao na may kaakibat na paggalang at responsibilidad
Pamantayang Pangnilalaman

 Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasiya para sa kapayapaan ng sarili at kapwa
Pamantayan sa Pagganap
Mga Kasanayan sa Pagkatuto
Isulat ang code sa bawat
kasanayan Nakapagpapakita ng paggalang sa ideya o suhestyon ng kapwa (sa social media) - ESP 6 P – IId-i-31

Aralin 8: IT at media-suring Komento: Tungkulin sa Kapwa Tao

II. NILALAMAN
KAGAMITANG PANTURO
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
A. Iba pang Kagamitang
Panturo

III. Pamamaraan
A. Balik-aral sa nakaraang aralin Paano maipahahayag ang Itanong: Ano ang Magbalik aral sa tamang pakikipag Magbigay ng isang Anong kaisipan ang
at/o pagsisimula ng bagong paggalang sa ideya ng kahalagahan ng usap gamit ang social media. hakbang na magpapakita natutunan na may
aralin namumuno sa pamayanan? paggamit ng IT o media ng paggalang sa kapwa pagpapahalaga sa
sa isang usapan? gamit ang social media paggalang sa suhestyon ng
iba gamit ang IT o social
Ipaskil ang larawan media?
Gamitin Lakip Blg. 1
Itanong: Hi-Tech ka ba?
Pamilyar ba sa inyo ang mga
nasa larawan?
B. Paghahabi sa layunin ng Tandaan:; Ang IT o social media ay Ipahayag na magkakaroon
aralin Hikayatin ang mga mag- Ngayon naman ay matutunan natin may mahalagang papel sa ng pagtatasa ukol sa
aaral na magbahagi ng ang Responsableng pagsali sa kasalukuyang kalagayang natutunang aralin
Ilahad ang layunin ng
kanilang karanasan sa discussion forum o chat na maaring sosyal ng mga tao.
aralin.
paggamit ng mga social magpakita ng pagmamalasakit sa
media information kapwa at paggalang sa kanyang
opinion o ideya.
C. Pag-uugnay ng mga Itanong: Masasabi mo Ngayong araw ay
halimbawa sa bagong aralin bang naging maingat ka sa masusukat ang inyong
pagbibigay ng iyong pagsasabuhay sa
personal na komento o paggalang sa inyong
ideya sa inyong usapan kausap sa forum o chat
gamit ang social media?
D. Pagtatalakay ng bagong Taglay mo na ba ang
konseptoat paglalahad ng sumusunod na kaalaman o
bagong kasanayan #1 kasanayan? Tsekan (√) ang
thumbs up icon kung taglay
mo na ito o ang thumbs
down icon kung hindi pa.
Gamitin ang Lakip Blg. 2
E. Pagtatalakay ng bagong
Gamitin ang Lakip Blg.
konseptoat paglalahad ng
3
bagong kasanayan #2
F. Paglinang sa Kabihasaan Talakayin ang naging sagot Bigyang paliwanag ang Ipakita sa klase ang mga hakbang
(Tungo sa Formative ng mga mag-aaral. Ituon ang inyong marka sa bawat na ito gamit ang graphic organizer
Assessment) pansin sa mga sitwasyong pagpapahalaga. Gamitin ang Lakip Blg. 4
 nagbigay respeto sila sa
ideya ng kanilang kausap sa
chat room.
G. Paglalapat ng aralin sa pang- Anong kinalabasan ng Pangkatin ang mga mag
Itanong:
araw araw na buhay inyong sagot bilang aaral sa apat. Ipagawa ang
Maari bang ikumpara ang Gumawa ng isang resolusyon para
panukat sa antas ng lakip bilang 6
pakikipag usap ng personal sa iyong sariling pagpapaunlad
inyong paggalang sa
sa pakikipag usap sa bilang paggalang sa suhestyon o
usapan gamit ang
pamamagitan ng paggamit ideya ng kapwa gamit ang social
media?
ng social media?Ipaliwanag media.
Nakatulong ba ito sa
ang sagot
inyong sarili?
H. Paglalahat ng Aralin Ano ang epekto ng paggamit Ang paggamit ng IT o Ano ano ang dapat tandaan upang Ang paggamit ng Ang responsableng
ng information technology media sa usapan ay matutunan ang responsableng magagalang na salita ay paggamit ng social media o
sa paggalang sa ideya ng nakasalalay o pagsali sa forum na nagpapakita ng nagpapahayag ng IT ay nagpapakita ng
iba? nakabatay sa antas ng paggalang sa suhestyon ng iba paggalang sa opinion/ paggalang sa suhestyon ng
inyong paggalang sa suhestyon ng iba. iba.
kapwa
I. Pagtataya ng Aralin Paano mo ginamit ang Ano ang kabutihang Paano mo masasabing naunawaan Ibigay ang pagtatasa sa Gamitin ang Lakip Blg.8
IT/media upang ipakita ang dulot ng antas ng mo ang mga hakbang na pamamagitan ng isang
paggalang sa ideya ng inyong paggalang sa nabanggit? rubrics.
kapwa? kapwa gamit ang IT o GAmitin ang tsart.
Gamitin ang lakip blg. 7
media? Lakip Blg. 5
J. Karagdagang gawain para sa
takdang-aralin at remediation.

IV. Mga Tala

V. Pagninilay
H. No. of learners who earned
80% in the evaluation
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 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 punongguro at
superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa ko
guro?

Prepared by:

MARLON C. TAYAG
Substitute Teacher

Noted by:

DINNA P. GARCIA
Principal IV