Grade

School SORSOGON EAST CENTRAL SCHOOL One - Cleverness

GRADE 1 Level
DAILY LESSON LOG Teacher MARY JOY D. MENDOZA Day Monday-Friday
Date November 28- December 2,2022 Quarter One

LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN MAPEH
demonstrates basic The learner… The learner… The learner . . .
understanding of sound,
silence and rhythm demonstrates understanding of understands the importance demonstrates
lines, shapes, colors and texture, of good eating habits and understanding awareness
A. Pamantayang Pangnilalaman and principles of balance, behavior of body parts in
proportion and variety through preparation for
drawing participation in physical
activities.
responds appropriately to The learner… The learner… The learner . . .
the pulse of the sounds
heard and performs with creates a portrait of himself and practices healthful eating performs  with
B. Pamantayan sa Pagganap
accuracy the rhythmic his family which shows the habits daily coordination enjoyable
patterns elements and principles of art by movements on  body
drawing awareness .

C. Mga Kasanayan sa MU1RH-Ib-2 A1EL-Ib-1 H1N-Ia-b-1 PE1BM-Ic-d-2

Pagkakatuto relates images to sound and distinguishes and The learner… creates shapes by
      Isulat ang code ng bawat silence within a rhythmic identifies the different using different body parts
kasanayan pattern kinds of drawings: distinguishes healthful
1. family portraits from less healthful foods

II. NILALAMAN

III. KAGAMITANG PANTURO

A. Sanggunian
1. Mga Pahina sa Gabay ng TG  p. 14-16 TG p. 10-12 TG p. 6
Guro TG p. 14-15

2. Mga Pahina sa Kagamitang LM p. 12-13 LM p. 104-105 LM p. 207 LM p.160

Pang-Mag-aaral
3. Mga Pahina sa Teksbuk

4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B. Iba Pang Kagamitang Panturo
IV. PAMAMARAAN
Balik-aralan ang awit na
“Leron-Leron Sinta”.
A. Balik-aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
Punong-puno ng iba’t ibang
uri ng tunog an gating
B. Paghahabi sa layunin ng
mundo.  Ang mga tunog mula
aralin
sa makina, kalikasan, at gawa
ng tao ang halimbawa nito.
Magbigay nga ng mga tung
na naririnig mo?
Gumawa tayo ng mga tunog
na kaya nating gawin.  Gaano
C. Pag-uugnay ng mga
ka kahusay kumilala ng boses
halimbawa sa bagong aralin
ng iyong katabi, ng iyong
guro, at ng iyong mga kamag-
aral?
Iguhit ang mga bagay na
unang pumasok  sa iyong isip
nang marinig ang awit ng
iyong kamg-aral.
D. Pagtalakay ng bagong Kamag-aral 1:
konsepto at paglalahad ng Kamag-aral 2:
bagong kasanayan #1 Kamag-aral 3:
Itanong:
-Pare-pareho ba ang iginuhit
mo nang marinig mo ang
boses ng iyong mga kamag-
aral? Bakit? Bakit Hindi?
E. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
Draw in a piece of paper your
full body.
Read aloud, Ang Dyip ni Mang
Tomas (or other story). Discuss
what the different characters in
the story are doing.
Read the story.
Explain to the students what
“subject” means.  Then ask the
students:
-Who or what is the subject of
the story?
Ask the students if they can
relate to the story in any way.  1.  Malapad na
What do they do as a family or as
a community?
Review how they used lines and
shape to draw figures in the
previous classes.
Go back to the food items in
Activity 1 on page 207 of
Learner’s Material. See if the
pupils will be able to tell
whether a food item is
healthful or less healthful.
Guide the pupils in answering
the Activity in the Learning
Module-Healthful or Less
Healthful  Food?. Discuss the
answers.
Teach “The Food Song”.  Itanong:
Teach the lyrics of the song.
Do you like apples?
Yes, I like apples.
Do you like oranges?
Yes, I like oranges.
Do you like candy?
No, I don’t like candy.
Do you like chips?
No, I don’t like chips.
I like to eat
Healthy food
Not junk food
Do you like carrots?
Balik-aralan ang Gawain 3
sa pahina 158 ng
Kagamitan ng Mag-aaral.
Tukalsin ang iba’t ibang
paraan kung paanong ang
katawan ay magagamit na
tulay sa tulong ng
paggawa ng mga hugis
gamit ang iyong katawan.
tulay
2. Makitid na tulay
3. Maigsing tulay
4. Mahabang tulay
-Ilan sa mga tulay na ito
ang nagawa mo?
Bigyan ng grado ang sarili
sa pamamagitan ng
paglagay ng / sa kahon.
(Tingnan ang tseklist sap
ah. 159 ng Kagamitan ng
Mag-aaral)
Original File Submitted
and Formatted by DepEd
Club Member - visit
depedclub.com for more
 Isagawa ang Gawain 2:
Larong Aso sa pahina 13-14
ng Kagamitan ng Mag-aaral.  together.  Describe the body
Ipaliwanang ang mga
F. Paglinang sa kabihasnan
tuntunin ng laro.
(Tungo sa Formative
Assessment)
Nagustuhan mo ba ang laro?
Nalaman mob a o ng iyong
kamag-aral kung sino ang
G. Pag-uugnay sa pang araw-
kumuha ng buto sa aso?
araw na buhay
Ngayon, mag-isip ng ibang
hayop at palitan ang pangalan community.
ng aso at ang nawawalang
bagay.
Anong hayop ang naisip
H. Paglalahat ng Aralin
mong ipalit kanina?Anong
bagay ang maaaring  mawala
sa hayop na iyong naiisip?
Palitan ng ibang hayop angWhen the class or some members of the
aso at kantahin ang awit.  class are done, gather them
Gayahin ang tunog ng hayop
na ipinalit habang umaawit.
I. Pagtataya ng Aralin
J. Karagdagang gawain para
sa takdang aralin at
remediation
Have the pupils draw their Ask:
family doing something -What are the healthy foods?
-What are the less healthy
shapes of the family members. foods?
Who is the tallest in the family? -What are they called? (junk
Explain that this is the subject of foods)
their artwork. -Name the less healthy food
in the song.
-What should we eat more of?
-What will happen if you eat
too much….candy?chips?
Have the students draw their
community around the famiy. 
Explain that this will be in the
background.  They can also draw
what they see in their
Too much salty and fatty food
can make you sick.
Lagyan ng X ang hindi Maaaring gawin ang 
masustansyang pagkain. naunang gawain nang
together and ask each child to 1.  Softdrinks may kapareha o
explain his or her artwork.  Then 2. Lollipop pangkatan.
look for similarities between the 3. Ice candy
activities or subject.  Ask the 4. Mang Juan
pupils to identify the similarities 5. hamburger
and differences in each other’s
work.  Explain that even though
families and communities are in
different places, it is possible to
like to do the same things.

V. MGA TALA
VI. PAGNINILAY
A. Bilang ng Mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng Mag-aaral na
nangangailangan ng iba
pang gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng mga
mag-aaral na nakaunawa sa
aralin
D. Bilang ng mga mag-aaral
na magpapatuloy sa
remediation
Strategies used that work
well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
E. Alin sa mga istratehiyang
___ Rereading of Paragraphs/
pagtuturo ang nakatulong
Poems/Stories
ng lubos? Paano ito
___ Differentiated Instruction
nakatulong?
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
       doing  their  tasks
F. Anong suliranin ang aking __ Bullying among pupils
nararanasan na __ Pupils’ behavior/attitude
nasulusyunan sa tulong ng __ Colorful IMs
punong guro at superbisor? __ Unavailable Technology
      Equipment (AVR/LCD)
__ Science/ Computer/
      Internet Lab
__ Additional Clerical works
Planned Innovations:
Strategies used that work
Strategies used that work well:
well: ___ Group collaboration
___ Group collaboration ___ Games
___ Games ___ Solving
Strategies used that work
Strategies used that work well: ___ Solving
well: Puzzles/Jigsaw
___ Group collaboration Puzzles/Jigsaw
___ Group collaboration ___ Answering
___ Games ___ Answering
___ Games preliminary
___ Solving Puzzles/Jigsaw preliminary
___ Solving Puzzles/Jigsaw activities/exercises
___ Answering preliminary activities/exercises
___ Answering preliminary ___ Carousel
activities/exercises ___ Carousel
activities/exercises ___ Diads
___ Carousel ___ Diads
___ Carousel ___ Think-Pair-Share
___ Diads ___ Think-Pair-Share
___ Diads (TPS)
___ Think-Pair-Share (TPS) (TPS)
___ Think-Pair-Share (TPS) ___ Rereading of
___ Rereading of Paragraphs/ ___ Rereading of
___ Rereading of Paragraphs/
Poems/Stories Paragraphs/ Paragraphs/
Poems/Stories
___ Differentiated Instruction Poems/Stories Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama ___ Differentiated ___ Differentiated
___ Role Playing/Drama
___ Discovery Method Instruction Instruction
___ Discovery Method
___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Lecture Method
Why? ___ Discovery Method ___ Discovery Method
Why?
___ Complete IMs ___ Lecture Method ___ Lecture Method
___ Complete IMs
___ Availability of Materials Why? Why?
___ Availability of Materials
___ Pupils’ eagerness to learn ___ Complete IMs ___ Complete IMs
___ Pupils’ eagerness to learn
___ Group member’s ___ Availability of
___ Group member’s ___ Availability of
Cooperation in Materials
Cooperation in Materials
       doing  their  tasks ___ Pupils’ eagerness to
       doing  their  tasks ___ Pupils’ eagerness to
learn
___ Group member’s learn
Cooperation in ___ Group member’s
       doing  their  tasks Cooperation in
       doing  their  tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ __ Pupils’ behavior/attitude __ Pupils’
__ Colorful IMs behavior/attitude __ Colorful IMs behavior/attitude
__ Unavailable Technology __ Colorful IMs __ Unavailable Technology __ Colorful IMs
      Equipment (AVR/LCD) __ Unavailable       Equipment (AVR/LCD) __ Unavailable
__ Science/ Computer/ Technology __ Science/ Computer/ Technology
      Internet Lab       Equipment       Internet Lab       Equipment (AVR/LCD)
__ Additional Clerical works (AVR/LCD) __ Additional Clerical works __ Science/ Computer/
Planned Innovations: __ Science/ Computer/ Planned Innovations:

__ Localized Videos
__ Making big books from
     views of the locality
__ Recycling of plastics  to be
used as Instructional
Materials
__ local poetical  composition
G. Anong kagamitang panturo The lesson have successfully
ang aking nadibuho na nais delivered due to:
kong ibahagi sa kapwa ko ___ pupils’ eagerness to learn
guro? ___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work
well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
       doing  their  tasks
__ Localized Videos
__ Making big books from
     views of the locality
__ Recycling of plastics  to be
used as Instructional Materials
__ local poetical  composition
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
       doing  their  tasks
      Internet Lab
__ Additional Clerical
works
Planned Innovations:
__ Localized Videos
__ Making big books from
     views of the locality
__ Recycling of plastics  to
be used as Instructional
Materials
__ local poetical  __ local poetical
composition
The lesson have
successfully delivered due
to:
___ pupils’ eagerness to
learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work
well:
___ Group collaboration
___ Games
___ Solving
Puzzles/Jigsaw
___ Answering
preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share
(TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
      Internet Lab
__ Additional Clerical
works
__ Localized Videos Planned Innovations:
__ Making big books from __ Localized Videos
     views of the locality
__ Making big books from
__ Recycling of plastics  to be
     views of the locality
used as Instructional
__ Recycling of plastics  to
Materials
be used as Instructional
__ local poetical  composition
Materials
 
composition
The lesson have successfully The lesson have
delivered due to: successfully delivered due
___ pupils’ eagerness to learn to:
___ complete/varied IMs ___ pupils’ eagerness to
___ uncomplicated lesson learn
___ worksheets ___ complete/varied IMs
___ varied activity sheets ___ uncomplicated lesson
Strategies used that work ___ worksheets
well:
___ varied activity sheets
___ Group collaboration
Strategies used that work
___ Games
___ Solving Puzzles/Jigsaw well:
___ Answering preliminary ___ Group collaboration
activities/exercises ___ Games
___ Carousel ___ Solving
___ Diads Puzzles/Jigsaw
___ Think-Pair-Share (TPS) ___ Answering
___ Rereading of Paragraphs/ preliminary
Poems/Stories activities/exercises
___ Differentiated Instruction ___ Carousel
___ Role Playing/Drama ___ Diads
___ Discovery Method ___ Think-Pair-Share
___ Lecture Method (TPS)
Why? ___ Rereading of
___ Complete IMs Paragraphs/
___ Availability of Materials Poems/Stories
___ Pupils’ eagerness to learn ___ Differentiated
___ Group member’s
Instruction
Cooperation in
___ Role Playing/Drama
       doing  their  tasks
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
 ___ Pupils’ eagerness to
___ Group member’s learn
Cooperation in ___ Group member’s
       doing  their  tasks Cooperation in
       doing  their  tasks

Prepared by: NOTED:

MARY JOY D. MENDOZA GRACE N. JACOB

Teacher III/ Mentee Master Teacher II/ Mentor