agri-crop-dll.docx

DAILY LESSON PLAN/LOG
School: LANTON HIGH SCHOOL Grade Level: Grade 10
Teacher: ELBERT P. MALAYO Learning Area: AGRICROP 10
Teaching Dates and
Time:
JULY 29- AUGUST 2 2019
3:00-4:00 pm Quarter: 1st
I. OBJECTIVES
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 knowledge and competencies. These are using FormativeAssessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significanceand joy in learning the lessons. Weekly objectives shall be derived
from the curriculum guides.
A. Content Standards:
The learner demonstrates an understanding of concepts, underlying theories and principles in the preparation of farm materials,
tools and equipment and occasional health and safety operations in crop production.
B. Performance Standards:
The learner uses farm materials, tools, and equipment and applies occupational health and safety practices in crop production.
C. Learning
Competencies/Objectives:
Write the LC Code for each 1.1. Identify the required materials, tools and equipment according to lists provided and/or teacher's/supervisor’s instructions
1.2. Check farm tools, materials and equipment for faults and defects based on manufacturer's lists and pre-operating
procedures
1.3. Demonstrate the correct manual handling procedures and techniques when loading and unloading materials to minimize
damage to the load and vehicle
1.4. Select and check the suitable personal protective equipment (PPE), as required by the job
1.5. Provide the work support in accordance with OHS requirements and the workplace information
TLE_AFAC9HC-Ia-e-1
II. CONTENT
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.
SUPPORT HORTICULTURAL WORK

III. LEARNING RESOURCES
Lists 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
manipulativematerials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages K to 12 TLE Agri – Fishery Arts – Agri - Crop Production Curriculum Guide December 2013 Page 6 of 21
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Google.com
Page 1 of 5
DAILY LESSON PLAN/ LOG
School: LANTON HIGH SCHOOL Grade Level:
Teacher: ELBERT P. MALAYO Learning Area:
Teaching Dates and
Time: Quarter: 1st
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the timeallotment for each
step.
Prayer
Checking of the Attendance
Review
Pretest
Motivation

A. Establishing a Purpose
Lesson
Activity
Fill in the column
Picture Analysis
Activity 1
Vitamin A Vitamin B Vitamin C Vitamin E
Activity 3
List the tools that can be use for cultivation
Activity 2
B. Presenting
Examples/Instances of
the Lesson
How do you understand
the picture?
What health benefits do you think
that these fruits can give?
C. Discussing New
Concepts and
Practicing New Skills
#1
Analysis
Origins of Horticultural Science
•The origin of horticultural science derives from a coming together of three events:
-the formation of scientific societies in the 17th century,
-the creation of agricultural and horticultural societies in the 18th century, and
-the establishment of state-supported agricultural research in the 19th century in different countries.
•In England Two seminal horticultural societies involved:
-The Horticultural Society of London(later the Royal Horticulture Society) founded in 1804 and
-The Society for Horticultural Science(later the American Society for Horticultural Science)
founded in 1903.

of 5
MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
D. Discussing New Concepts and
Practicing New Skills #2 IMPORTANCEOF HORTICULTURE
•Diet
•Entertainment
•Medicinal purposes
•Environment
•Aesthetic value
•Economic value Vitamins
•These are the important constituents of fruits and vegetables and are indispensable part of
human diet.
•Although required in very minute quantities, they are absolutely essential for the maintenance of
health.
•The deficiency of any vitamin from the diet for considerable period may lead to diseased state
or disorder conditions.
•Fruits and vegetables supply several vitamins

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MULTIGRADE
DAILY LESSON LOG
School: Grade Level: G10
Teacher: Learning Area: Agriculture 10
Teaching Dates and
Time: Quarter: 1st
V. PROCEDURES
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
G. Making Generalizations and
Abstractions about the Lesson
H. Evaluating Learning
Place a “T” in the circle if the sentence is true and
an “F” if it is false.
1- You should use good quality seed, if you want to grow healthy plants.
2- Direct sowing is used for plants that do not tolerate transplanting.
3- Soil moisture is not important at planting time.
E. Developing Mastery
(Leads to Formative Assessment
3)
F.
Finding Practical Applications
of Concepts and Skills in Daily
Living

4- If the seed is slow to germinate, you should start it as a seedling
5- It is important to air the seedbeds to avoid disease
6- You need more seeds to produce seedlings than for direct sowing.
7- You should water seedlings two days before transplanting.
8- Choose the healthiest and strongest mother plants for vegetative propagation.
I. Additional Activities for
Application or Remediation
VI. REMARKS
Page 4 of 5
VII.REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.What works? What else needs to be done to help the
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?

of 5
Prepared by: Elbert P. Malayo
Subject teacher
School: LANTON HIGH SCHOOL Grade Level: 10
Teacher: ELBERT P. MALAYO Learning Area: ACP 10
Teaching Dates and
Time: June 17-21, 2019 Quarter: 1st
V. OBJECTIVES
D. Content Standards:
The learner demonstrates an understanding of the techniques of selecting business ideas.
E. Performance Standards: The learner independently selects a viable business idea.

F. Learning
Write the LC Code for each
LO 3. Select a business idea based on the criteria and techniques provided for the agricultural crop production
market
3.1. Identify potential business ideas to select from
3.2. Enumerate the various criteria and steps to selecting a business idea
3.3. Apply the criteria/steps in order to select a viable business idea
3.4. Identify a business idea based on the criteria/steps provided.
TLE_EM10-III0-3
VI. CONTENT
THE MARKET - SELECTING BUSINESS IDEA
1. Key concepts in Selecting a Business Idea
2. Criteria
3. Techniques
VII.LEARNING RESOURCES
C. References
5. Teacher’s Guide Pages to 12 TLE Agri – Fishery Arts – Agri - Crop Production Curriculum Guide December 2013 *LO- Learning Outcomes Page 14 of 21
6. Learner’s Materials Pages
7. Textbook Pages
portal
D. Other Learning Resources

of 5
Teaching Dates and
Time: Quarter: 1st
VIII. PROCEDURES
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Prayer
Review
Pretest
Motivation
J. Establishing a
Purpose Lesson
K. Presenting
Examples/Instances
of the Lesson
What have you observe in a picture? Study the photograph and discuss it
in your group. Use the chart below to
list people, objects, and activities that
you can clearly observe in the
photograph

L. Discussing New
Concepts and
#1
Page 2 of 5
MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:
VIII. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multipleways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
M. Discussing New Concepts and
Practicing New Skills #2
A. Identify Customer Needs - Using survey forms, interviews, researches, focused group discussions, and observations an
entrepreneur can easily identify customers’ needs and wants. In this stage, the information that can possibly be gathered here are
product specifications (performance, taste, size, color, shape, life span of the product, etc.). This stage is very important because
this would determine the product to be produced or provided.

Establish Target Specifications - Based on customers' needs and reviews of competitive products, you may now establish target
specifications of the prospective new product and/or service. Target specifications are essentially a wish-list.
Analyze Competitive Products - It is imperative to analyze existing competitive products to provide important information on
establishing product/service specifications. Other products may exhibit successful design attributes that should be emulated or
improved upon in the new product/service
N. Developing Mastery
(Leads to Formative Assessment 3)
O.
Finding Practical Applications
of Concepts and Skills in Daily
Living

of 5
MULTIGRADE
DAILY LESSON LOG
School: Grade Level:
Teacher: Learning Area:
Teaching Dates and
Time: Quarter:
IX. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multipleways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
P. Making Generalizations and
Abstractions about the Lesson
Generating Ideas for Business
The process of developing/generating business idea is not a simple process. Some people come up with
a bunch of business ideas, while some are without ideas. There are two problems that arise; first is the
excessive generation of ideas that makes one remain in the dreaming stage, and second, when one fails
to generate.
Q. Evaluating Learning
Fill in the blanks identify potential business ideas, chose your inside the box
_______Needs for the products and services are referred to as market demand.
_________ _______Look and listen to what the customers, institution,
and communities are missing in terms of goods and services.
R. Additional Activities for
Application or Remediation Enumerate recognizable brands in the town/province
Examine the existing goods and services.
Examine how the needs are being satisfied.

X. REMARKS
Page 4 of 5
MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:
XI. REFLECTION
students learn?
H. No. of learners who earned 80%
in the evaluation
I. No. of learners who require
remediation
J. Did the remedial lessons work?
up with the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
M. What difficulties did I encounter

can help me solve?
N. What innovations or localized
teachers?
Page 5 of 5
Subject teacher
School: LANTON HIGH SCHOOL Grade Level: G 9
Teaching Dates and
Time:
August 28-31, 20018
2:00-3:00pm Quarter: 2nd
IX. OBJECTIVES

G. Content Standards:
The learner demonstrates an understanding of estimation and basic calculation.
H. Performance Standards:
The learner accurately performs estimation and basic calculation.
I. Learning
LO 2. Perform basic workplace calculation
2.1. Identify calculations to be done according to the job requirement
2.2. Determine correct methods of calculation
TLE_AFAC7/8MC-0e-5
X. CONTENT
1. Farm inputs
2. Labor requirement
3. Estimating farm inputs and labor requirements
4. Perform calculation
5. System of measurement
6. Units of measurement
7. Conversion of units
8. Fraction and decimals
9. Percentage and ratio
XI. LEARNING RESOURCES
E. References
9. Teacher’s Guide Pages K to 12 TLE Agri – Fishery Arts – Agri - Crop Production Curriculum Guide December 2013
10. Learner’s Materials Pages HORTICULTURE 31
K to 12 – Technology and Livelihood Education
11. Textbook Pages
portal

F. Other Learning Resources Google.com
Page 1 of 5
Teaching Dates and
Time: Quarter: 2nd
XII.PROCEDURES
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
step.
Prayer
Review
Pretest
Motivation
S. Establishing a Purpose
Lesson
Picture Analysis
Let us determine how much you
already know about the use farm
tools and
equipment. Take this test.
Label the following pictures
1. _______________
2. _________________
3.______________________________
4.________________
ANSWER THE FOLLOWING:
Convert the following:
1. 1m=____cm
2. 400cm=_____m
3. 5km=______m
4. 1km=_____cm
5. 2000 m=___km
1._________
2.__________
3.___________
4.____________

Find the area (hectare) of the
following.
1. 600m x 600m
2. 100mx1000m
3. 200mx300m
4. 300mx400m
5. 500mx600m
T. Presenting
Examples/Instances of
the Lesson
U. Discussing New
Concepts and Practicing
New Skills #1
PERFORM
CALCULATION
TRIANGLES
The surface area or
surface (A) of a
triangle is
calculated by the
formula:
A (triangle) = 0.5 x
base x height = 0.5
x b x h ..... (1)

MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:
XII.PROCEDURES
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multipleways to learn new things, practice their learning,
step.
V. Discussing New
Concepts and
#2
The surface area
or surface (A) of
a square or a
rectangle is
calculated by the
formula:
A (square or
rectangle) =
length x width = l
x w ..... (2)
W. Developing
Mastery
(Leads to Formative
Assessment 3)
X.
Finding Practical
Given Answer
Square: length =
2 cm
Calculate the surface areas of the rhombus and the
parallelogram.
Given Answer

Applications of
Concepts and Skills in
Daily Living
width = 2 cm
Formula: A =
length x width
= 2 cm x 2 cm =
4 cm2
Rectangle:
length = 5 cm
width = 3 cm
Rhombus: base = 3 cm
height = 2 cm
Formula: A = base x height
= 3 cm x 2 cm = 6 cm2
Parallelogram: base = 3.5 cm
height = 3 cm
Formula: A = base x height
= 3.5 cm x 3 cm = 10.5 cm2
Page 3 of 5
MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 1st
XIII. PROCEDURE
S
MONDAY TUESDA
Y
WEDNESDA
Y
THURSDA
Y
FRIDA
Y
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multipleways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Y. Making
Generalizations and
Abstractions about
the Lesson
Z. Evaluating Learning

AA. Additional
Activities for
Application or
Remediation
XIV. REMARKS
Page 4 of 5
MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:
XV.REFLECTION
students learn?
O. No. of learners who earned 80%
in the evaluation
P. No. of learners who require
remediation
Q. Did the remedial lessons work?

up with the lesson
R. No. of learners who continue to
require remediation
S. Which of my teaching strategies
T. What difficulties did I encounter
can help me solve?
U. What innovations or localized
teachers?
Page 5 of 5
Subject teacher

School: LANTON HIGH SCHOOL Grade Level: G9
Teaching Dates and
Time: July 29-August 2, 2019 1:00-2:00 Quarter: 1st
XIII. OBJECTIVES
J. Content Standards:
The learner demonstrates an understanding of concepts, underlying theories and principles in the preparation of farm materials,
tools and equipment and occasional health and safety operations in crop production.
K. Performance Standards: The learner uses farm materials, tools, and equipment and applies occupational health and safety practices in crop production.
L. Learning
Identify the required materials, tools and equipment according to lists provided and/or teacher's/supervisor’s instructions
TLE_AFAC9HC-Ia-e-1
XIV. CONTENT
Common horticultural production work
XV.LEARNING RESOURCES
G. References
13. Teacher’s Guide Pages K to 12 TLE Agri – Fishery Arts – Agri - Crop Production Curriculum Guide December 2013
14. Learner’s Materials Pages HORTICULTURE 31
K to 12 – Technology and Livelihood Education Page 8 of 21
15. Textbook Pages

portal
H. Other Learning Resources Google.com
Page 1 of 5
Teaching Dates and
Time: Quarter: 1st
XVI. PROCEDURES
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
Prayer
Review
Pretest
Motivation
BB. Establishing a Purpose
Lesson
Give Ten (10) Materials
needed to start a
nursery
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Give the health benefits of
the following vegetables.

CC. Presenting
Examples/Instances of the
Lesson
1. What you have observed in the picture?
2. Do you think you can establish the same
nursery? Explain
1. Do you find it difficult
to enumerate the
materials? Explain
2. . How to make sure
that you have the
enough supply of
materials for gardening
1. Are you familiar with
these vegetables?
2. What benefits you can
get if you eat fruits and
vegetables
DD. Discussing New Concepts
and Practicing New Skills #1
Enthusiasm and willingness are the most important things, and you will
also need other elements.
In order to plant a garden you need:
1- A garden plan.
2- Available land.
3- Some garden tools.
It is important to know what we are eating and to use the garden for
improving our nutrition
1- What is a garden plan?
It is necessary to know the local climate.
Talk with your neighbours.
Write the dates here
In tropical countries write down:
Rainy season _____________________
Dry season _____________________
When planning our vegetable garden we should know at which altitude above sea level we
are located and know what is possible to plant.
You have probably already planted vegetables and know which grow best in your area.
There are vegetables that are easier to grow than others and these are better to start with:
Easy vegetables:
• Swiss chard

• Lettuce
• Carrots
• Zucchini
• Pakchoi
• Cucumber
• Squash
• Cabbage
• Beans
MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:
XVI. PROCEDURES
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.
EE.Discussing New
Concepts and Practicing
New Skills #2

FF. Developing Mastery
(Leads to Formative
Assessment 3)
GG.
Finding Practical
Applications of
Concepts and Skills in
Daily Living
You should rotate your plants; this means to change the type of vegetables planted each season.
This way you will avoid:
- The depletion of the same
nutrients in the soil.
- The appearance of many weeds, pests and diseases
GARDENING TIME..
Page 3 of 5
MULTIGRADE
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 1st
XVII. PROCEDURES
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
HH. Making
Generalizations and

Abstractions about
the Lesson
II. Evaluating Learning
Test 1
Fill in the following table showing to what
group these foods belong:
Bread, potatoes, fish, milk, lettuce,
carrots, sugar, oil, oranges, eggs and onions.
You will find several tests like this one!
Find the answers in the text.
Building Regulating Energy
Foods foods foods
TEST 2.
Write the most suitable word on the dotted line. Choose one of the words in brackets( )
1- Good health means a................... diet. (varied - plentiful)
2- My vegetable garden provides................. that are fresher.(proteins - vegetables)
3-....................... foods supply vitamins, minerals and fibres. (building -regulating)
Test 3
In the circle next to each sentence, place a “T” if the statement is true, and an “F” if the statement is false, as given in the example
Example
Food provides the energy for strong, healthy growth
Exercises
1- Energy is needed perform any activity
2- It isn’t necessary to eat food from every group

3- Many nutritius food can be grown in the vegetable garden
4- Vegetables grown at home cannot be preserved
5- potatoes and bred contain carbohydrates
6- Keeping a vegetable plot helps to save money
7- Parents must teach their children how to work in the vegetable garden
8- Small children can help in the vegetable garden
Test 4
1- Potatoes and beans occupy....................space. (a lot of - less)
2- If the land is small, it is preferable to plant.......................
(carrots-pumpkin)
3- It is necessary to know the
............................ of the area, in order to know when to plant.
(climate-space)
JJ.Additional Activities
for Application or
Remediation
Why is it important to take care of
the soil in the garden?
TYPES OF SOIL
XVIII. REMARKS
Page 4 of 5
MULTIGRADE
DAILY LESSON LOG
Teaching Dates and Quarter:

Time:
XIX. REFLECTION
students learn?
V. No. of learners who earned 80%
in the evaluation
W.No. of learners who require
remediation
X. Did the remedial lessons work?
up with the lesson
Y. No. of learners who continue to
require remediation
Z. Which of my teaching strategies
AA. What difficulties did I
encounter which my principal or
supervisor can help me solve?
BB. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?

of 5
Subject teacher

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