School: KCPES Grade Level: III
GRADE 3
DAILY LESSON LOG
Teaching Dates 2020
I OBJECTIVES
Content Standard
Performance Standard
Learning
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting Examples/instances of
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
JEROME
JEREMIAH
Teacher: C. MOLINA Learning Area: MAPEH
MARCH 9,
and Time: (WEEK 7) Quarter: 4TH QUARTER
MONDAY
Demonstrates understanding of the concepts of tempo in order to
respond to conducting symbols indicating in tempo.
Enhances performance of poetry, chants, drama, musical stories,
and songs by using a variety of tempo
Distinguish between single and multiple melodic lines which
occur simultaneously
Melodic Lines
Music Time Lower and Upper Primary
173-177
112-115
Song charts,CD of songs
TEACHER’S ACTIVITY PUPILS’ ACTIVITY
Review Songs – “Leron, Leron The pupils will sing the two
Sinta” – “Pamulinawen” songs as partner songs.
(to be sung as partner songs)
Picture Analysis: The pupils will look at the
Show picture of a globe. picture.
Around the globe, there are
groups of children from different
parts of the world holding each
other’s hands.
Ask:  There are children from
 What can you say about different parts of the
the picture? world holding each
 What does it show? other’s hands.
 How can we have good  It shows unity and
relationship with our friendship among
neighbors? nations.
 By respecting others’
rights, being kind and
understanding.
Sing Along: The pupils will sing along with
“Its’ a Small World”. the songs.
 How many melodic lines  1 melodic line
do we have in this  one or single melodic
song? Line (SML)
Song #2: “He’s got the Whole
World in His Hands”.
 How many melodic lines
do we have in this
song?
 What did you notice  It has thinner sound
about the sound when we sang the two
produced when we sang songs one after the
the songs one after the other and the sound
 other? Compare it when became thicker when
we sang the two songs the two songs were
simultaneously. sung together.

F. Developing mastery
(Leads to Formative Assessment)
G. Finding Practical applications of
concepts and skills
Sing the two songs together. The pupils will do the activity.
Row I will sing “Its’ a Small
World” while Row II will sing
“He’s Got the Whole World In
His Hands”.
Then, repeat with Row I singing
“He’s Got the Whole World In
His
Hands” and “Row II singing,
“It’s a Small World”.

H. Making generalizations and When do we have single  Unison singing

abstractions about the lesson melodic line (SML) in singing? produces one melodic
When do we have multiple line. Round song or
melodic lines (MML)? partner song produces
two or more melodic
lines.

I. Evaluating Learning LM-page 102 The pupils will answer the

Lagyan ng tsek(/) ang angkop evaluation.
na kahon.Gawin ito sa
sagutang papel.

J. Additional activities for application Practice singing partner songs

or remediation correctly. Sing the songs
applying correct dynamics and
tempo.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
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
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?