School: ANDRES FERNANDO ELEMENTARY SCHOOL Grade Level: III

GRADES 1 to 12 Teacher: MELANIE B. SORIANO Learning Area: MAPEH

DAILY LESSON LOG OCTOBER 3 – 7, 2022 (WEEK 7)

NOBILITY-
Teaching Dates and AMITY-
Time: REVERENCE Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
1. performs simple ostinato
patterns/ simple rhythmic
accompaniments on classroom
instruments and other sound
sources to a given song
2. sings songs with correct rhythm
Clap, tap, chant, walk, and play
musical instruments in response
to sound with the correct rhythm
. in measures of 2s (marching)
. in measures of 3s (dancing the
waltz)
. in measures of 4s (echo clapping)
Creates simple ostinato patterns
with classroom instruments and
othe sound sources.
MU3RH –Id –h- 5
. H3N-Igh-16
Creating Ostinato
Creates an artwork of people in the
province/region.On –the-spot
sketching of plants trees,or buildings
and geometric line designs shows a
work of art based on close observation
of natural objects in his/her
surrounding noting its size,shape and
texture.
1. Identify the textures and shapes of
in natural and man-made objects.
2. Draw on-the-spot sketches of
objects seen outside the school like
plants,
flowers, or trees and objects found
inside the room.
3. Develop awareness on texture of
objects found in the natural
environment
through drawing.
Creates a pencil or pen drawing of
scene in daily life,where people in the
province show their occupation by the
action they are doing.
A3PR -Ih
Pencil / Pen Drawing
The learner……
Performs body shapes and
actions properly
1. Describe correct body
mechanics in doing simple static
and dynamic flexibility
exercises.
2. Perform simple static and
dynamic flexibility exercises
while seated
3. Enjoy fun games that develop
flexibility
Demonstrates momentarily
stillness in symmetrical and
assymetrical shapes using body
parts other than both feet as a
base of support.
PE3BM –Ig –h-16
Shapes on Hold
The learner…… The learner……
Consistently demonstrates Consistently
good decision-making skills demonstrates good
in making food choices decision-making skills
in making food
choices
Identify the nutritional Identify the
guidelines 1 and 4 for nutritional guidelines
Filipinos 1 and 4 for Filipinos
- Explain the importance of - Explain the
following the nutritional importance of
guidelines (to avoid PEM) following the
- Plan balanced meals for a nutritional
day guidelines (to avoid
PEM)
- Plan balanced meals
for a day
Identify the nutritional Identify the
guidelines 1 and 4 for nutritional guidelines
Filipinos 1 and 4 for Filipinos
- Explain the importance of - Explain the
following the nutritional importance of
guidelines (to avoid PEM) following the
- Plan balanced meals for a nutritional
day guidelines (to avoid
PEM)
- Plan balanced meals
for a day
H3N-Igh-16
Nutritional Guideline 1 and Nutritional Guideline
4 1 and 4

IV. LEARNING RESOURCES
D. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
E. Other Learning Resource
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
1: Eat variety of food every
day to get the nutrients
needed by the
body.
4: Consume fish, lean meat,
poultry, egg, dried beans or
nuts daily
for growth and the repair of
body tissues
CG p. 18 of 63, p.23 Cg p.20 of 69 369-371
425-426
Pictures,chart Materials:
Real picture of foods
Organizers and charts
Picture of FNRI Food
Pyramid
Chart of rhythmic patterns in Powerpoint,pictures
2s,3s,and 4s.
Clap the ff. rhythmic patterns using Why is sketching important before you Checking of Attendance 1. Pictures of different
the foloowing rhythmic syllables. do final drawing? Warm –Up Exxercises variant of food.
Ta
Ti
No sound
Do you love your country?Why? Brainstorm about movement. 2. Ask about their favorite
Symmetrical / Asymmetrical breakfast, lunch, and dinner.
Shapes 3. Tell them to draw their
favorite dishes/meals on
each plate.
. dishes/meals on each
1: Eat variety of food
every day to get the
nutrients needed by
the
body.
4: Consume fish, lean
meat, poultry, egg,
dried beans or nuts
daily
for growth and the
repair of body tissues
369-371
425-426
Materials:
Real picture of foods
Organizers and charts
Picture of FNRI Food
Pyramid
1. Pictures of
different variant of
food.
2. Ask about their
favorite breakfast,
lunch, and dinner.
3. Tell them to draw
their favorite
plate.
.
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
. Bayang Sinta
What is the song all about?
Show the ff. pictures to pupils. 4. After finishing, ask the 4. After finishing, ask
Refer t pupils: the pupils:
a. Are your favorite meals a. Are your favorite
healthy Why do you say meals healthy Why
so?? do you say so??
b. How much food can you b. How much food
eat? can you eat?
Show pictures and meaning of the c. Is it okay to eat too much c. Is it okay to eat too
following words using the game 4 pics or too less? Why?. much or too less?
1 word. Why?.
o TG
What are the different kinds of What can you say about the Activity 1 Activity 1
drawing? picture? Ask the pupils to recall Ask the pupils to
What are the purpose of it? Can you describe the movements about forms of malnutrition: recall about forms of
How will it make the arts more shown in the pictures? Too much  obesity , too malnutrition:
beautiful? less  PEM Too much  obesity ,
sketch, traditionally a rough 1. Tell pupils that it is too less  PEM
drawing or painting in which an important to eat just right to 1. Tell pupils that it is
artist notes down his preliminary avoid malnutrition. important to eat just
ideas for a work that will 2. Ask the pupils, “How do right to avoid
eventually be realized with you know how much food malnutrition.
greater precision and detail. The should be eaten 2. Ask the pupils,
term also applies to brief everyday?” “How do you know
creative pieces that per se may 3. Draw a big pyramid on how much food
have artistic merit. Raphael: the board and ask if the should be eaten
Madonna and Child. pupils are familiar with everyday?”
it. 3. Draw a big pyramid
Activity 1 on the board and ask
1. Build the levels of the if the pupils are
food pyramid with the familiar with
pupils. Identify foods to be it.
eaten in right amounts. Activity 1
1. Build the levels of
the food pyramid
with the pupils.
Identify foods to be
eaten in right
amounts.
Is there any significant effect of What body positions did you Activity 2- Create your own Activity 2- Create
different drawing style in ones art? perform in station 1 -5? menu! your own menu!
1. Ask the pupils to turn to 1. Ask the pupils to

F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Group the class into 4. Each group
will create an ostinato pattern.Do
the ostinato patterns through body
movements while singing the song.
( Give materials /songs that are in
2s,3s,and 4s )
What is ostinato?
ostinato, (Italian: “obstinate”, )
plural Ostinatos, or Ostinati, in
music, short melodic phrase
repeated throughout a
composition, sometimes slightly
varied or transposed to a
different pitch. A rhythmic
ostinato is a short, constantly
repeated rhythmic pattern.
Rubrics
p.__. turn to p.__.
2. Using the Food Pyramid 2. Using the Food
Guide in their LM on page Pyramid Guide in
___, ask each pupil their LM on page ___,
to work with a classmate. ask each pupil
They must plan their food to work with a
for breakfast, lunch classmate. They must
and dinner. plan their food for
Activity 2 breakfast, lunch
2. Tell the students that and dinner.
they will pretend to be chefs Activity 2
that will 2. Tell the students
make a menu for the day. that they will pretend
3. Instruct them to list the to be chefs that will
foods on each menu. make a menu for the
day.
3. Instruct them to list
the foods on each
menu.
What are the different types of art
styles.
Art Activity: Travelogue ( 10 minutes for the Group Activity. Group Activity.
Pencil Drawing activity ) Food plate Food plate
Refer to TG.
sketch, traditionally a rough What is symmetrical and Ask the pupils: Ask the pupils:
drawing or painting in which an asymmetrical shape? a. What do you mean by a a. What do you mean
artist notes down his preliminary balanced diet? guide by a balanced diet?
ideas for a work that will eventually b. What is the importance of guide
be realized with greater precision maintaining a balanced b. What is the
diet? importance of
and detail. The term also applies to
maintaining a
brief creative pieces that per se may
have artistic merit. Raphael: balanced diet?
Madonna and Child.
Use rubrics in assessing the .Demonstates the body shapes See page LM-page 426 See page LM-page
pupils’output. or actionand check yes if you 426
performed well and check No if
not.
1. Stride kneeling
 2. side sitting position
3. frog sitting
4. dog stand
5. prone -lying
J. Additional activities for application Choose a song from the list. Create Ask help of your family memebers to Collect pictureso of symmetrical Make a 3-day breakfast, Make a 3-day
or remediation an ostinato pattern to accompany list down words or occupations of and asymmetrical shapes.Passte lunch, and dinner menu for breakfast, lunch, and
the chosen song. people in your region or province. iton bond paper.. your family. dinner menu for your
1. Tiririt ng Maya Write it on your notebook. family.
2. Colors Write it on your
3. Ang Alaga Kong Pusa notebook.
4. Mga Alaga Kong Hayop
55. Bahay- Kubo

VI. REMARKS

VII. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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?