Scribd Logo
Upload

Welcome to Scribd!

  • GRADES 1 To 12 Daily Lesson Log Ma. Lotis N. Laguerta Nov. 18-22, 2019

    Uploaded by

    MARION LAGUERTA
    231 views5 pages
    This document is a daily lesson log for a MAPEH (Music, Arts, Physical Education, and Health) class in the third quarter of grade 2. It outlines the learning objectives, content, and activities for each day of the week. The week's lessons focus on demonstrating understanding of pitch, timbre, and melodic patterns through singing, body movements, and identifying sources of sound. Key learning resources include the K-12 curriculum guide, textbooks, and online materials. Activities include forming groups to solve puzzles of instruments and sounds, acting out sounds from stories, and teaching a song about being a musician. The lessons aim to develop students' skills in listening, differentiating, and relating sounds to their sources.

    Original Description:

    THIRD SAMPLE IN MUSIC

    Original Title

    3RD MUSIC 3

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    This document is a daily lesson log for a MAPEH (Music, Arts, Physical Education, and Health) class in the third quarter of grade 2. It outlines the learning objectives, content, and activities for each day of the week. The week's lessons focus on demonstrating understanding of pitch, timbre, and melodic patterns through singing, body movements, and identifying sources of sound. Key learning resources include the K-12 curriculum guide, textbooks, and online materials. Activities include forming groups to solve puzzles of instruments and sounds, acting out sounds from stories, and teaching a song about being a musician. The lessons aim to develop students' skills in listening, differentiating, and relating sounds to their sources.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    231 views5 pages

    GRADES 1 To 12 Daily Lesson Log Ma. Lotis N. Laguerta Nov. 18-22, 2019

    Uploaded by

    MARION LAGUERTA
    This document is a daily lesson log for a MAPEH (Music, Arts, Physical Education, and Health) class in the third quarter of grade 2. It outlines the learning objectives, content, and activities for each day of the week. The week's lessons focus on demonstrating understanding of pitch, timbre, and melodic patterns through singing, body movements, and identifying sources of sound. Key learning resources include the K-12 curriculum guide, textbooks, and online materials. Activities include forming groups to solve puzzles of instruments and sounds, acting out sounds from stories, and teaching a song about being a musician. The lessons aim to develop students' skills in listening, differentiating, and relating sounds to their sources.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 5

    School: Sta.

    Rosa Elem School Central 1 Grade Level: II


    GRADES 1 to 12
    Teacher: Ma. Lotis N. Laguerta Learning Area: MAPEH
    DAILY LESSON LOG
    Teaching Dates and
    Time: Nov. 18-22, 2019 Quarter: 3rd QUARTER
    LUNES
    I. LAYUNIN MARTES BIYERNES
    MIYERKULES HUWEBES
    Demonstrates basic Demonstrates understanding of the Demonstrates understanding of Demonstrates understanding of
    understanding of pitch and simple basic concepts of timbre the basic concepts of timbre the basic concepts of timbre
    A. PAMANTAYANG
    PANGNILALAMAN melodic patterns

    Performs with accuracy of pitch, Determines accurately the sources of Distinguishes accurately the Determines accurately the sources
    the simple melodic patterns sounds heard, and produce sounds different sources of sounds heard of sounds heard, and produce
    B. PAMANTAYAN SA
    through body movements, singing using voice, body, and objects, and be and be able to produce a variety of sounds using voice, body, and
    PAGGANAP able to sing in accurate pitch timbres objects, and be able to sing in
    or playing musical instruments
    accurate pitch
    Relates visual imagery to melodic Identifies the common musical identifies the source of sounds Identifies the common musical
    patterns instruments by their sounds and image 1.1 wind, wave, swaying of the instruments by their sounds and
    MU2ME-IIc-8 MU2TB-IIIb-3 trees, animal sounds, sounds image
    C. MGA KASANAYAN SA
    produced by machines, MU2TB-IIIb-3
    PAGKATUTO (Isulat ang code transportation, through body BSP / GSP Investiture
    ng bawat kasanayan) movements
    MU1TB-IIIa-1

    Larawan ng Musika “Pakinggan mo ako, Sino Ako?” Differentiation of Sound Quality “Pakinggan mo ako, Sino Ako?”
    II. NILALAMAN

    A. Sanggunian K-12 CG p.18 K-12 CG p 19 K-12 CG p.12 K-12 CG p 19


    1. Mga pahina sa Gabay ng 41-43 71-74 63-66
    71-74
    Guro
    2. Mga pahina sa 63-66 108-111 97-102 108-111
    Kagamitang Pang-Mag-aaral
    3. Mga pahina sa Teksbuk
    4. Karagdagang Kagamitan Pilot School MTB-MLE Music, Arts, Physical Education and Music, Arts, Physical Education and Music, Arts, Physical Education and
    mula sa portal ng Learning Music, Arts, Physical Education Health 2. Illagan, Amelia M. et.al, 2013 Health 2.Illagan, Amelia M. et.al, Health 2. Illagan, Amelia M. et.al,
    Code. and Health 2.Illagan, Amelia M. pp.108-111 2013 pp.97-102 2013 pp.108-111
    et.al, 2013 pp.63-65
    Mp3, mini speaker chart “Playing Instruments pictures of musical instruments, “Playing Instruments
    vehicles, winds, glass, wood/log,
    B. Iba pang Kagamitang
    animals, a train, broken glass,
    panturo duck, power saw, ambulance
    MP3/MP4
    III.
    A. Balik-aral at/o Greeting to the tune of: SO-SO- Ask children to give any sound three Ask children the proper ways of Ask children to give any sound
    pagsisimula ng bagong aralin SO-SO-MI times and associate it with the body singing and have them three times and associate it with
    Good Morning Children demonstrates it through singing the body movement.
    movement.
    Good Morning Teacher “Work and Play” in unison.
    Good Morning Classmates
    Show picture of an airplane. Talk . Group the class into four groups and Show pictures of musical Group the class into four groups
    about it have each form the puzzle then name instruments, vehicles, winds, glass, and have each form the puzzle
    what the picture is piece of wood and animals. Ask then name what the picture is
    B. Paghahabi sa layunin ng
    them to group the pictures that
    aralin produce sound and not producing
    sound.

    Group the class into four , choose Gawain 1: Isipin Mo Kung Sino Ako ? Gawain 1: Isipin Mo Kung Sino
    a leader Banggitin mo ang ngalan ng mga Ask the children to close their eyes Ako ?
     Instruct the pupils to talk about instrumentong nasa larawan at sabihin and lay their head on top of the Banggitin mo ang ngalan ng mga
    ang tunog na nagagawa nito. table. Listen to the story “Hangin”. instrumentong nasa larawan at
    their experiences in places where
    Read the story by producing sabihin ang tunog na nagagawa
    they have gone already
    sounds not reading it by words.Tell nito.
    C. Pag-uugnay ng mga the pupils to identify the sources
    halimbawa sa bagong aralin of sound from the story heard.

    Ask their favorite places and how Teach the song “Ako ay Musikero”. Teach the song “Ako ay Musikero”.
    they have reached the place. Then ask what instrument is being Let the pupils produce the sound Then ask what instrument is being
     Ask if they have experienced played in the song as the teacher reads the story played in the song
    again
    riding on an airplane.
     blowing of strong winds,
     big waves on the sea shore
     winds in the forest
     sounds of animals in the forest
    D. Pagtalakay ng bagong like wild pig, monkey, snakes, and
    konsepto at paglalahad ng birds
    bagong kasanayan #1  waving of tall trees
     rainfalls
     moving tracks,
     machines in a factory
     chicken crow
     news and “pandesal vendors
     moving car, jeepneys, bus,
    motorcycles
     ship ready to move a away,
     big waves
    E. Pagtalakay ng bagong Let them listen to the song “Akyat The class will be divided into two Ask the children what the story is The class will be divided into two
    konsepto at paglalahad ng at Baba” and allow them to feel groups. Choose a leader for each all about and name different groups. Choose a leader for each
    bagong kasanayan #2 the message of the song. group. Each group will secretly think sounds they heard. Compare the group. Each group will secretly
     Ask what they have musical instrument which they will sound if there are similarities and think musical instrument which
    remembered with the song. acted and sing its‟ sound. The first differences. they will acted and sing its‟ sound.
    group will sing the song while the The first group will sing the song
    second group will tell what instrument while the second group will tell
    is being played. Sing the song again. what instrument is being played.
    This time the second group will sing Sing the song again. This time the
    and the first group will identify the second group will sing and the first
    instruments. group will identify the instruments.

    Ask the pupils what sound they Ask the children to read the story
    Ask the children to read the story “Ang
    heard from the song. Let them give “Ang Magkakaibigan” and let them
    Magkakaibigan” and let them identify
    F. Paglinang sa kabihasnan You will listen to the song again, other examples of animals‟ sounds identify the objects in the pictures
    the objects in the pictures by their
    (Tungo sa Formative following the instructions below. and its source. Compare the by their names. Tell to read again
    names. Tell to read again the story but
    Assessment) sounds for similarities and the story but this time instead of
    this time instead of instrument‟s
    differences. instrument‟s name, make the
    name, make the sound
    sound
    Close your eyes while listening to Awitin natin ang ―Ako ay Musikero. Showflashcards of pictures that Awitin natin ang ―Ako ay
    the song. produce sounds. Let children make Musikero.
    2. Imagine that you are riding on its sound three times. (you may
    add more pictures)
    an airplane.
    1. Broken glass
     When melodic pattern goes up,
    2. Ambulance
    draw a star, when it goes down, 3. Duck
    G. Paglalapat ng aralin sa
    draw a mountain and on the last
    pang-araw-araw na buhay
    part of the song, draw tall trees
    for the high tones and small trees
    for the low tones.
    Did you enjoy the imaginary ride?
    How can you associate melodic
    patterns to visual imagery?
    We can associate melodic Ang mga instrumentong pangmusika All things around us produce Ang mga instrumentong
    patterns to visual imagery by ay may sounds with differences in timbre pangmusika ay may
    feeling the melody and ibat‘ ibang uri ng tunog at may kanya- ibat‘ ibang uri ng tunog at may
    H. Paglalahat ng aralin kanyang anyo, hugis at laki. Kaya ang kanya-kanyang anyo, hugis at laki.
    themeaning of the song.
    bawat instrumento ay may iba‘t ibang Kaya ang bawat instrumento ay
    timbre. may iba‘t ibang timbre.

    Let the children identify the source


    of sound heard in a DVD/CD
    I. Pagtataya ng aralin
    player. Choose the letter of the
    correct answer from the box.
    J.Karagdagang gawain para Choose any song and make a Write the source of sound of the
    sa takdang-aralin at visual imagery for its melodic following:
    remediation pattern. 1. Klang! Klang! Klang!
    IV. MGA TALA
    V. PAGNINILAY
    A. Bilang ng mag-aaral na ___ of Learners who earned 80% ___ of Learners wo earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
    nakakuha ng 80% sa above above 80% above 80% above 80% above
    pagtataya
    B. Bilang ng mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
    nangangailangan ng iba additional activities for additional activities for additional activities for additional activities for additional activities for
    pang gawain para sa remediation remediation remediation remediation remediation
    remediation
    C. Nakatulong ba ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
    remedial? Bilang ng mga ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught
    mag-aaral na naka-unawa sa the lesson the lesson up the lesson up the lesson up the lesson
    aralin
    D. Bilang ng mga mag-aaral ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue
    na magpapatuloy sa require remediation require remediation to require remediation to require remediation to require remediation
    remediation
    Strategies used that work well: 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 ___ Group collaboration well:
    ___ Games ___ Games ___ Games ___ Games ___ Group collaboration
    ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games
    ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw
    activities/exercises activities/exercises activities/exercises activities/exercises ___ Answering preliminary
    ___ Carousel ___ Carousel ___ Carousel ___ Carousel activities/exercises
    ___ Diads ___ Diads ___ Diads ___ Diads ___ Carousel
    ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads
    ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS)
    E. Alin sa mga istratehiya sa Poems/Stories Poems/Stories Poems/Stories Poems/Stories ___ Rereading of Paragraphs/
    pagtuturo ang nakatulong ng ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories
    lubos? ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction
    ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
    ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Discovery Method
    Why? Why? Why? Why? ___ Lecture Method
    ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs Why?
    ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Complete IMs
    ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
    ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn
    in in Cooperation in Cooperation in ___ Group member’s
    doing their tasks doing their tasks doing their tasks doing their tasks Cooperation in
    doing their tasks
    F. Anong suliranin ang aking __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
    naranasan na nasolusyunan __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
    sa tulong ng aking __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
    punongguro? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
    Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
    __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
    Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
    __ Additional Clerical works __ Additional Clerical works Planned Innovations: __ Additional Clerical works __ Additional Clerical works
    Planned Innovations: Planned Innovations: __ Localized Videos Planned Innovations: Planned Innovations:
    __ Localized Videos __ Localized Videos __ Making big books from __ Localized Videos __ Localized Videos
    __ Making big books from __ Making big books from views of the locality __ Making big books from __ Making big books from
    views of the locality views of the locality __ Recycling of plastics to be views of the locality views of the locality
    __ Recycling of plastics to be __ Recycling of plastics to be used used as Instructional Materials __ Recycling of plastics to be __ Recycling of plastics to be
    used as Instructional Materials as Instructional Materials __ local poetical composition used as Instructional Materials used as Instructional Materials
    __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
    The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
    delivered due to: delivered due to: delivered due to: delivered due to: delivered due to:
    ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
    ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
    ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
    ___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
    ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
    Strategies used that work well: 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 ___ Group collaboration well:
    ___ Games ___ Games ___ Games ___ Games ___ Group collaboration
    ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games
    ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw
    activities/exercises activities/exercises activities/exercises activities/exercises ___ Answering preliminary
    G. Anong kagamitang ___ Carousel ___ Carousel ___ Carousel ___ Carousel activities/exercises
    panturo ang aking nadibuho ___ Diads ___ Diads ___ Diads ___ Diads ___ Carousel
    na nais kong ibahagi sa mga ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads
    kapwa ko guro? ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS)
    Poems/Stories Poems/Stories Poems/Stories Poems/Stories ___ Rereading of Paragraphs/
    ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories
    ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction
    ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
    ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Discovery Method
    Why? Why? Why? Why? ___ Lecture Method
    ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs Why?
    ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Complete IMs
    ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
    ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn
    in in Cooperation in Cooperation in ___ Group member’s
    doing their tasks doing their tasks doing their tasks doing their tasks Cooperation in doing their
    tasks

    You might also like