School: UPPER LONDON ELEMENTARY SCHOOL Grade Level: I

GRADES 1 to 12 Teacher: WILMA MAY J. SUMAMPONG Learning Area: MAPEH

DAILY LESSON LOG Teaching Dates and
Time: AUGUST 22 – 26, 2022 (WEEK 1) Quarter: 1ST QUARTER
LUNES MARTES MIYERKULES HUWEBES BIYERNES
MUSIC MUSIC ARTS HEALTH P.E.
I. LAYUNIN

The Learner . . . The Learner . . . The Learner . . . The Learner . . . The Learner . . .
demonstrates basic demonstrates basic demonstrates understands the demonstrates understanding awareness of body
understanding of understanding of sound, understanding of lines importance of good parts in preparation for participation in physical
A. PAMANTAYANG sound, silence and silence and rhythm shapes, colors and eating habits and activities.
PANGNILALAMAN rhythm texture, and principles behavior
of balance, proportion
and variety through
drawing
The Learner . . . The Learner . . . The Learner . . . The Learner . . . The Learner . . .
responds responds appropriately to creates a portrait of practices healthful performs with coordination enjoyable
appropriately to the the pulse of the sounds himself and his family eating habits daily movements on body awareness.
B. PAMANTAYAN SA
pulse of the sounds heard and performs with which shows
PAGGANAP
heard and performs accuracy the rhythmic the elements and
with accuracy the patterns principles of art by
rhythmic patterns drawing
The Learner . . . The Learner . . . The Learner . . . The Learner . . .
The Learner . . .
MU1RH-Ia-1 MU1RH-Ia-1 A1EL-Ia H1N-Ia-b-1
E1BM-Ia-b-1
C. MGA KASANAYAN SA identifies the identifies the difference 1. tells that ART is all
PAGKATUTO (Isulat ang difference between between sound and around and is created distinguishes healthful
1. describes the different parts of the body and
code ng bawat kasanayan) sound and silence silence accurately by different from less healthful
their movements through enjoyable physical
accurately people foods
activities
RHYTHM RHYTHM I. Elements: A. Healthful and less Body Awareness
1. Distinction 1. Distinction Between 1. Lines healthful foods (Different body parts and their movements)
Between Sound and Sound and Silence 2. Shapes 1. Water and milk vs.
Silence 3. Color soft drinks
I. NILALAMAN
4. Texture 2. Fruits and vegetables
vs. sweets, salty and
processed food

KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay TG 1-7 TG 1-7 TG 4-6 TG 2-3 TG 2-6
ng Guro
2. Mga pahina sa LM 1-6 LM 1-6 LM 5-10
Kagamitang Pang-Mag- LM 4-7
aaral
3. Mga pahina sa Teksbuk
4. Karagdagang
Kagamitan mula sa portal
ng Learning Code.
B. Iba pang Kagamitang
panturo
II.
Pagbati ng Guro sa mga Linya: tuwid na linya Ipaawit; bahay-
Pagbati ng Guro sa bata. (SO_MI) kubo
mga bata. (SO_MI Pagmasid sa mga bata kurbadong linya Anu-anong gulay
Sabihin: Alam mo ba na kahanga-hanga ang
kung nakasusunod sa ang nabanggit sa awit?
ating katawan?
A. Balik-aral at/o awit. makapal/manipis
Awit: Paa, Tuhod
pagsisimula ng bagong Ulit-ulitin ang awit upang
aralin lahat ay makasunod
Pagpapakitang-kilos ng ibat-ibang galaw
paglakad, pagtayo, pagbubuhat, atbp.
)

1. Paano kinanta ng Ipalabas ang takdang Bigyan ng pagkakataon Ano ang paboritong Pagpapakitang-kilos ng ibat-ibang galaw
iyong guro ang awit aralin ng mga bata. ang mga bata na suriin mong pagkain? paglakad,
na pagbati? Pumili ng isa upang ang paligid ng silid- Ipalarawan ito sa pagtayo,
awitin sa klase. aralan. mga bata. pagbubuhat, atbp.
2. Binati mo rin ba
Ano ang napansin mo
siya sa parehong
sa ating silid-aralan?
paraan?
Ano-ano ang nakiita
B. Paghahabi sa layunin 3. Ngayon, batiin mo mo?
ng aralin iyong guro sa (Mga Guhit/Linya)
malakas na boses,
pagkatapos ay sa
mahinang boses.
Aling pagbati ang
mas tamang gamitin
sa iyong guro? Ang
una o ang ikalawa?
C. Pag-uugnay ng mga Ituro ang awit: . Muling talakayin ang Ipabakat ang mga Saan kaya nanggaling 1. Ipakita ang larawan ng batang lalaki
halimbawa sa bagong “Ang Susi Nakatago”: kahulugan ng dynamics putul-putol na guhit. ang mga pagkaing 2. Isa isang ipakita at basahin ang pangalan ng
aralin Ang susi nakatago, upang mas lubos na Ano ang inyong mga nabanggit sa awit/ mga bahagi ng katawan na nakasulat sa plaskard
Kung saan ‘di ko piho maunawaan. linyang nabuo?
 Kung sakaling nasa Iparinig at pag-aralan ang Paano ninyo nabuo
‘yo awiting Tulog na ang mga linya?
Akin na gagamitin at Maligayang Pagbati Mailalarawan mo ba
ko. ang mga ito?
Iparinig sa mga bata LM, pah . 6
ang awit.
Ipaawit ito ng
isahang linya.
Ipaawit ang buong
awit sa mga bata.
Maglaro Tayo Talakayin ang pagkakaiba Pangkatang gawain: Ipapangkat ang Pangkatang Gawain
Makinig na mabuti ng 2 awitin upang Pagguhit ng mga mga larawan 1. Pangkat 1 – Mga Bahagi ng katawan
sa panuto ng guro magsilbing paalala sa mga bata ng bahay.. Hayop 2. Pangkat 2 – Hugis ng katawan
upang matukoy ang bata na ang dynamics ang halaman
D. Pagtalakay ng bagong
nawawalang susi. nagpapadama ng ibig
konsepto at paglalahad
Pabilugin ang mga ipakahulugan ng awit sa
ng bagong kasanayan #1
bata. Ipaawit ang pamamagitan ng lakas at
awitin. hina nito.
Takpan ang mata ng
taya.
Ipaliwanag ang Hayaang ipaliwanag ng Pansinin kung sa Ipagawa ang Gawain 2 sa LM pah. 8
Concept Map sa TG mga bata ang kanilang tamang lalagyan
E. Pagtalakay ng bagong pah 1 ginawa. nilagay ng mga bata
Ipagawa ang Gawain
konsepto at paglalahad ang mga larawan.
dalawa sa LM pah. 4
ng bagong kasanayan #2 Kung mali ang sagot,
hayaang itama ng bata
ang gawain.
Ipagawa ang Gawain Iparinig ang tula: Anu-anong linya at Ipagawa ang Gawain 3 sa LM pah. 9
1 sa LM pah. 3 Ako’y May Alaga hugis ang kanilang
1. Malinaw kong binigkas ginamit sa pagguhit ng
ang mga salita sa tula. mga puno, tao o mga
2. Gumamit ako ng bahay?
F. Paglinang sa tamang antas ng dynamics
Ipagawa ang Gawain sa
kabihasnan sa tula
LM pah.5
(Tungo sa Formative 3. Nabigkas ko nang may
Assessment) pagbabago sa lakas at
hina ng tula.
4. Nasiyahan ako sa
gawin

.
G. Paglalapat ng aralin sa 1. Pasagutan ang Pangkatang Gawain Pagguhit ng bawat Ipagawa ang Gawain sa Ipagawa ang Gawain 4 sa LM pah. 10
 gawain 1. Papikitin Ipagaya: Gayahin bata ng tao, bahay, o LM pah.6
ang mga bata at Mo ako (Paggaya sa ibat- puno.
pakinggan ang tunog ibang hayop) ibon,
sa paligid na kalabaw, pusa, aso, baka
iparirinig ng guro. atbp.
malakas (kakaway)
mahina
pang-araw-araw na buhay
( papalakpak)

1. tahol ng aso
2. miyaw ng pusa
3. babala ng relos
4. tunog ng elektrik
fan
Ano ang Ano ang dynamics? ALam ninyo ba ang Anu-ano ang Ano ang kilos locomotor?
dynamics? (Lakas at hina ng tunog) tawag sa taong nagbibigay sa atin ng Di-locomotor?
(Lakas at hina ng nakalilikha nakaguguhit pagkain?
H. Paglalahat ng aralin tunog) ng mga bagay?
Kayo rin ay maituturing
na isang artist dahil sa
inyong ginawa.
Ipaawit: Goodbye Alin sa mga gawain ang Gumuhit ng isang Ipagawa ang Gawain sa Iguhit ang hugis o mga hugis na nalilikha ng kilos
Song – So Mi inyong nagustuhan o hindi bagay na nakita mo sa LM pah.7 di-lokomotor gamit ang ibat-ibang bahagi ng
nagustuhan? Bakit? daan pauwi sa bahay. katawan.
 Ano ang nararamdaman Kulayan ito. Pumili sa mga sumusunod na guhit.
mo kapag nakaririnig ka Original File Submitted
ng mahinang awit? and Formatted by bilog tatsulok parihaba biluhaba
 Ano ang nararamdaman DepEd Club Member - parisukat
I. Pagtataya ng aralin
mo kapag nakaririnig ka visit depedclub.com for
ng malakas na awit? more
 Anong uri ng musika ang
nais mong awitin o
pakinggan? Bakit?
 Buuin ang pangungusap:
Ang dynamics ay __ .
J.Karagdagang gawain Magpaturo sa
para sa takdang-aralin at magulang ng Awit o
remediation tula na
nagpapahayag ng
damdamin na
ginagamitan ng
malakas o mahina na
 tunog.
IV. MGA TALA
V. PAGNINILAY
A. Bilang ng mag-aaral na ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who earned 80% above
nakakuha ng 80% sa earned 80% above earned 80% above earned 80% above earned 80% above
pagtataya
B. Bilang ng mag-aaral na ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who require additional activities
nangangailangan ng iba require additional require additional require additional require additional for remediation
pang gawain para sa activities for activities for remediation activities for activities for
remediation remediation remediation remediation
C. Nakatulong ba ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial? Bilang ng mga ____ of Learners ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who caught up the lesson
mag-aaral na naka-unawa who caught up the caught up the lesson caught up the lesson caught up the lesson
sa aralin lesson
D. Bilang ng mga mag- ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who continue to require
aaral na magpapatuloy sa continue to require continue to require continue to require continue to require remediation
remediation remediation remediation remediation remediation
E. Alin sa mga istratehiya Strategies used that Strategies used that work Strategies used that Strategies used that Strategies used that work well:
sa pagtuturo ang work well: well: work well: work well: ___ Group collaboration
nakatulong ng lubos? ___ Group ___ Group collaboration ___ Group ___ Group ___ Games
collaboration ___ Games collaboration collaboration ___ Solving Puzzles/Jigsaw
___ Games ___ Solving Puzzles/Jigsaw ___ Games ___ Games ___ Answering preliminary
___ Solving ___ Answering ___ Solving ___ Solving activities/exercises
Puzzles/Jigsaw preliminary Puzzles/Jigsaw Puzzles/Jigsaw ___ Carousel
___ Answering activities/exercises ___ Answering ___ Answering ___ Diads
preliminary ___ Carousel preliminary preliminary ___ Think-Pair-Share (TPS)
activities/exercises ___ Diads activities/exercises activities/exercises ___ Rereading of Paragraphs/
___ Carousel ___ Think-Pair-Share (TPS) ___ Carousel ___ Carousel Poems/Stories
___ Diads ___ Rereading of ___ Diads ___ Diads ___ Differentiated Instruction
___ Think-Pair-Share Paragraphs/ ___ Think-Pair-Share ___ Think-Pair-Share ___ Role Playing/Drama
(TPS) Poems/Stories (TPS) (TPS) ___ Discovery Method
___ Rereading of ___ Differentiated ___ Rereading of ___ Rereading of ___ Lecture Method
Paragraphs/ Instruction Paragraphs/ Paragraphs/ Why?
Poems/Stories ___ Role Playing/Drama Poems/Stories Poems/Stories ___ Complete IMs
___ Differentiated ___ Discovery Method ___ Differentiated ___ Differentiated ___ Availability of Materials
Instruction ___ Lecture Method Instruction Instruction ___ Pupils’ eagerness to learn
___ Role Why? ___ Role ___ Role ___ Group member’s Cooperation in
Playing/Drama ___ Complete IMs Playing/Drama Playing/Drama doing their tasks
___ Discovery ___ Availability of ___ Discovery Method ___ Discovery Method
Method Materials ___ Lecture Method ___ Lecture Method
___ Lecture Method ___ Pupils’ eagerness to Why? Why?
Why? learn ___ Complete IMs ___ Complete IMs
 ___ Complete IMs ___ Group member’s ___ Availability of ___ Availability of
___ Availability of Cooperation in Materials Materials
Materials doing their tasks ___ Pupils’ eagerness ___ Pupils’ eagerness
___ Pupils’ to learn to learn
eagerness to learn ___ Group member’s ___ Group member’s
___ Group member’s Cooperation in Cooperation in
Cooperation in doing their tasks doing their tasks
doing their
tasks
__ Bullying among __ Bullying among pupils __ Bullying among __ Bullying among __ Bullying among pupils
pupils __ Pupils’ pupils pupils __ Pupils’ behavior/attitude
__ Pupils’ behavior/attitude __ Pupils’ __ Pupils’ __ Colorful IMs
behavior/attitude __ Colorful IMs behavior/attitude behavior/attitude __ Unavailable Technology
__ Colorful IMs __ Unavailable __ Colorful IMs __ Colorful IMs Equipment (AVR/LCD)
__ Unavailable Technology __ Unavailable __ Unavailable __ Science/ Computer/
Technology Equipment (AVR/LCD) Technology Technology Internet Lab
Equipment __ Science/ Computer/ Equipment Equipment __ Additional Clerical works
(AVR/LCD) Internet Lab (AVR/LCD) (AVR/LCD) Planned Innovations:
__ Science/ __ Additional Clerical __ Science/ Computer/ __ Science/ Computer/ __ Localized Videos
Computer/ works Internet Lab Internet Lab __ Making big books from
F. Anong suliranin ang Internet Lab Planned Innovations: Planned Innovations: __ Additional Clerical views of the locality
aking naranasan na __ Additional Clerical __ Localized Videos __ Localized Videos works __ Recycling of plastics to be used as
nasolusyunan sa tulong works __ Making big books from __ Making big books Planned Innovations: Instructional Materials
ng aking punongguro? Planned Innovations: views of the locality from __ Localized Videos __ local poetical composition
__ Localized Videos __ Recycling of plastics to views of the locality __ Making big books
__ Making big books be used as Instructional __ Recycling of plastics from
from Materials to be used as views of the locality
views of the __ local poetical Instructional Materials __ Recycling of plastics
locality composition __ local poetical to be used as
__ Recycling of composition Instructional Materials
plastics to be used __ local poetical
as Instructional composition
Materials
__ local poetical
composition
The lesson have The lesson have The lesson have The lesson have The lesson have successfully delivered due to:
G. Anong kagamitang successfully successfully delivered due successfully delivered successfully delivered ___ pupils’ eagerness to learn
panturo ang aking delivered due to: to: due to: due to: ___ complete/varied IMs
nadibuho na nais kong ___ pupils’ ___ pupils’ eagerness to ___ pupils’ eagerness ___ pupils’ eagerness ___ uncomplicated lesson
ibahagi sa mga kapwa ko eagerness to learn learn to learn to learn ___ worksheets
guro? ___ complete/varied ___ complete/varied IMs ___ complete/varied ___ complete/varied ___ varied activity sheets
IMs ___ uncomplicated lesson IMs IMs Strategies used that work well:
___ uncomplicated ___ worksheets ___ uncomplicated ___ uncomplicated ___ Group collaboration
lesson ___ varied activity sheets lesson lesson ___ Games
___ worksheets Strategies used that work ___ worksheets ___ worksheets ___ Solving Puzzles/Jigsaw
___ varied activity well: ___ varied activity ___ varied activity ___ Answering preliminary
sheets ___ Group collaboration sheets sheets activities/exercises
Strategies used that ___ Games Strategies used that Strategies used that ___ Carousel
work well: ___ Solving Puzzles/Jigsaw work well: work well: ___ Diads
___ Group ___ Answering ___ Group ___ Group ___ Think-Pair-Share (TPS)
collaboration preliminary collaboration collaboration ___ Rereading of Paragraphs/
___ Games activities/exercises ___ Games ___ Games Poems/Stories
___ Solving ___ Carousel ___ Solving ___ Solving ___ Differentiated Instruction
Puzzles/Jigsaw ___ Diads Puzzles/Jigsaw Puzzles/Jigsaw ___ Role Playing/Drama
___ Answering ___ Think-Pair-Share (TPS) ___ Answering ___ Answering ___ Discovery Method
preliminary ___ Rereading of preliminary preliminary ___ Lecture Method
activities/exercises Paragraphs/ activities/exercises activities/exercises Why?
___ Carousel Poems/Stories ___ Carousel ___ Carousel ___ Complete IMs
___ Diads ___ Differentiated ___ Diads ___ Diads ___ Availability of Materials
___ Think-Pair-Share Instruction ___ Think-Pair-Share ___ Think-Pair-Share ___ Pupils’ eagerness to learn
(TPS) ___ Role Playing/Drama (TPS) (TPS) ___ Group member’s Cooperation in doing their
___ Rereading of ___ Discovery Method ___ Rereading of ___ Rereading of tasks
Paragraphs/ ___ Lecture Method Paragraphs/ Paragraphs/
Poems/Stories Why? Poems/Stories Poems/Stories
___ Differentiated ___ Complete IMs ___ Differentiated ___ Differentiated
Instruction ___ Availability of Instruction Instruction
___ Role Materials ___ Role ___ Role
Playing/Drama ___ Pupils’ eagerness to Playing/Drama Playing/Drama
___ Discovery learn ___ Discovery Method ___ Discovery Method
Method ___ Group member’s ___ Lecture Method ___ Lecture Method
___ Lecture Method Cooperation in Why? Why?
Why? doing their tasks ___ Complete IMs ___ Complete IMs
___ Complete IMs ___ Availability of ___ Availability of
___ Availability of Materials Materials
Materials ___ Pupils’ eagerness ___ Pupils’ eagerness
___ Pupils’ to learn to learn
eagerness to learn ___ Group member’s ___ Group member’s
___ Group member’s Cooperation in Cooperation in
Cooperation in doing their tasks doing their tasks
doing their
tasks