DLL - Mapeh 1 - Q4 - W6

School: Grade Level: I
GRADES 1 to 12 Teacher: Credits to the Writer of this DLL Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and
Time: JUNE 5-9, 2023 (WEEK 6) Quarter: 4TH QUARTER
I. LAYUNIN
LUNES MARTES MIYERKULES HUWEBES BIYERNES
MUSIC MUSIC ARTS P.E HEALTH
The Learner. . . The Learner. . . The Learner . . . The learner… The learner . . .
demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of
A. PAMANTAYANG
the basic concepts of tempo the basic concepts of tempo shapes and texture and prints that can safe and responsible behavior to relationships of movement skills in
PANGNILALAMAN
be repeated, alternated and lessen risk and prevent injuries in preparation for participation in
emphasized through printmaking day-to-day living physical activities.
The Learner. . . The Learner. . . The Learner . . . The learner… The learner . . .
performs with accuracy varied performs with accuracy varied creates prints that show repetition, appropriately demonstrates safety performs movements in
tempi through movements or tempi through movements or alternation and emphasis using behaviors in daily activities to relation to a stationary or moving
B. PAMANTAYAN SA dance steps to enhance poetry, dance steps to enhance poetry, objects from nature and found objects prevent injuries object/person with coordination.
PAGGANAP chants, drama, and musical chants, drama, and musical at home and in school
stories stories
MU1TP-IVb-3 MU1TP-IVb-3 A1PR-IVh

responds to varied tempo with responds to varied tempo with creates human figures out of clay,
C. MGA KASANAYAN SA
movements or dance steps movements or dance steps flour-salt mixture, or paper-mache
PAGKATUTO (Isulat ang code
- slow movement with slow music - slow movement with slow music using different techniques
ng bawat kasanayan)
- fast movement with fast music s - fast movement with fast music s
of a recorded m of a recorded m
II. NILALAMAN
A. Sanggunian
1. Mga Pahina sa Gabay ng
Guro
2. Mga Pahina sa Kagamitang
Pangmag-aaral
B. Kagamitan
III.
Ano ang kahulugan ng Texture? Ano ang kahulugan ng Texture? Ano ang mobile sculpture? Magbigay ng mga halimabawa ng Ano-ano ang mga sanhi ng sunog?
A. Balik-aral at/o pagsisimula
mga larong may awit?
ng bagong aralin
B. Paghahabi sa layunin ng Magparinig sa mga mag-aaral ng Magparinig sa mga mag-aaral ng Magpakita ng clay sa mga mag-aaral. Ipasagawa ang Tayo’y mag- Ipabasa sa mga mag-aaral ang mga
aralin dalawang klase ng awit. Isang dalawang klase ng awit. Isang Itanong sa mga ito kung ano-ano ang ehersisyo bilang panimula sa sumusunod na kaaga;
awit na pang-modern dance hip awit na pang-modern dance hip maaaring magawa na mga bagay- aralin. “Tamang Paghipo.”
hop at isang awit para sa slow hop at isang awit para sa slow bagay mula sa clay? “Maling Paghipo.”
dance. dance. Hayaan ang mga mag-aaral na
Tanungin sa mga mag-aaral kung Tanungin sa mga mag-aaral kung makabuo ng sarili nilang kuro-kuro
paano sinasayaw ang mga ito. paano sinasayaw ang mga ito. tungkol sa nabasa nilang mga
Para sa nasabing huling awit para Para sa nasabing huling awit para kataga
sa sweet dance, maaaring sa sweet dance, maaaring
imuwestra ng guro kung paano imuwestra ng guro kung paano
ito sayawin sa saliw ng isang ito sayawin sa saliw ng isang
nakakaengganyong awitin. nakakaengganyong awitin.
Magpakita ng larawan ng mga Magpakita ng larawan ng mga Ipakita sa kanila ang isang larawan ng Magpaskil ng larawan ng asong Magpaskil ng mga larawan.
sayaw na mabilis at asayaw na sayaw na mabilis at asayaw na bagay na gawa sa clay. tinetraining ng dog trainer.
mabagal. mabagal.
Pag-usapan ang kulay at ang mga

C. Pag-uugnay ng mga anggulo kung paano ito ginawa.
halimbawa sa bagong aralin
Itanong kung ano ang ginawa ng Pag-usapan kung alin sa mga
aso sa paglipat-lipat mula sa isang larawan ang ligtas at alin naman
hulahoop patungo sa iba pang ang hindi ligtas?
holahoops?
Magagawa niyo ba ang ginagawa
ng aso?
Pag-usapan ang pagkakaiba ng Pag-usapan ang pagkakaiba ng Pag-usapan kung ano ang clay, saan Ang pagtalon ay isang lokomotor Talakayin ang mga tamang hipo a
dalawang sayaw na nakapaskil sa dalawang sayaw na nakapaskil sa ito nagmula at kung ano ang mga na kilos na kung saan ito ay maling hipo.
paskilan. paskilan. maaaring magawa mula sa clay. maaaring isagawa ng mga nilalang
1. Paano sinasayaw ang unang 1. Paano sinasayaw ang unang na may mga binti at paa.
larawan at kung anong awit at larawan at kung anong awit at Patalunin ang mga mag-aaral ng
akma para sa ganitong mga akma para sa ganitong mga tatlong beses paharap, tatlong
D. Pagtalakay ng bagong
sayaw. sayaw. Ilahad ang clay sa mga mag-aaral at beses pabalik, tatlong beses
konsepto at paglalahad ng 2. Paano din sinasayaw ang 2. Paano din sinasayaw ang patagilid (kanan) at tatlong beses
maaari ring ipalabas sa kanila ang dala
bagong kasanayan #1 pangalawang larawan at kung pangalawang larawan at kung nilang mga clay. patagilid (kaliwa)
anong musika ang puwedeng anong musika ang puwedeng Itanong kung bakit nagkaroon ng mga Ulitin ito sa saliw ng isang tugtog.
tugtugin para dito. tugtugin para dito. kulay ang clay na dala nia.
Sabihin sa kanila na gagawa sila ng
human figure mula sa dala-dala nilang
clay. .
E. Pagtalakay ng bagong Tempo in dance is the speed or Tempo in dance is the speed or Bago ang paggawa ng clay ay talakayin Sabihin sa mga bata na kumuha ng Pagkatapos talakayin ang tamang
konsepto at paglalahad ng pace of movement. In this activity pace of movement. In this activity mun ang mga paraan sa paggawa ng partner. hipo at maling hipo, talakayin
bagong kasanayan #2 you will consider how tempo can you will consider how tempo can clay person.Preparing the Clay Patalunin sila sa baton o hoops na naman ang mga paraan upang
be used in dance to create be used in dance to create Pieces1. Get clay. If you want to be hahawakan ng guro. maiwasan ang mga maling hipo o
meaning. meaning. able to move your clay person around kung paano maging ligtas mula sa
Ang mabagal na kilos o galaw ay Ang mabagal na kilos o galaw ay after it's finished, you'll need modeling mga hipo.
dapat ding lapatan ng mabagal na dapat ding lapatan ng mabagal na clay. Ask:
musika at ang mabilis na galaw o musika at ang mabilis na galaw o 2. Make a ball for the head. 1.How many sets of jumps were
kilos ay dapat ding lapatan ng kilos ay dapat ding lapatan ng Pinch off a piece of the clay. Roll the you able to do with your partner?
mabilis na musika. mabilis na musika. piece of clay into a ball. This will be 2.Were you able to do it together
the clay person's head. throughout the activity?
3. Make a tube for the body. Pinch off 3. What good behavior did you
a piece of clay that's larger than the show during the activity with your
head. Shape this piece into a fat partner? ( cooperation)
snake-like cylinder. 4. How will you able to do jumping
4. Make two long tubes for the arms over stationary objects in
and legs. Pinch off two more pieces of succession? ( do successive jumps)
clay. Roll these pieces into two long 5. In what direction? (forward,
tube shapes. One tube should be backward, sideward -left, sideward
thicker than the other. These will - right)
become the arms and legs. Maaari ding talakayin ang mga
5. Pinch out the neck. Take the ball baenepisyo ng paglundag.
that will be the head and pinch out of
it a little spike of clay. This will be how
the head will attach to the body.
Attach the head to the body.
6. Make a hole for the neck. Take
something narrow, like a pencil, or a
toothpick, and burrow out a small
hole in the top of the body cylinder.
7. Attach the head to the body. Stick
the neck into the hole in the body so
that the ball touches the body.
Making the and Legs Arms
8. ear the arm tube into two pieces.
Find the middle of the smaller tube
and tear it into, for the two arms.
9. Flatten the ends of the arms. With
your thumb and finger, flatten a small
bit of one end of both arms. These will
become the hands.
10. Mold the hands.
11. Attach the arms.
12. Tear the leg tube into two pieces.
13. Make the feet. Bend one end of
both of the legs.
14. Attach the legs. Stick the legs into
the bottom of the body.
15. Troubleshoot any balancing issues.
16. Make the face.
Ipasagawa sa mga bata ang Ipasagawa sa mga bata ang Paggawa ng Clay Person sa Gabay ng (Dyad Activity) Ipabasa ng salitan ang mga
Mastermind para sa bilis at You Mastermind para sa bilis at You guro. Perform jumping rope in place. sumusunod.
are my Sunshine para naman sa are my Sunshine para naman sa Record the number of jumps
bagal. bagal. made.
F. Paglinang sa kabihasnan
(Tungo sa Formative
Assessment)
Kapag pinagsayaw ka ng guro mo Kapag pinagsayaw ka ng guro mo Ano-ano ang naidudulot ng mga clay Napakalampa ng iyong katawan, May isang ‘di-kialalang tao ang
ng panghiphop n sayaw, paano ng panghiphop n sayaw, paano sa mga batang katulad mo? ano-ano ang mga dapat mong nagbigay sa iyo ng pagkain a
mo ito isasagawa? Paano mo rin mo ito isasagawa? Paano mo rin Nakabubuti ba ito sa iyong kalusugan? gawin upang maging maliksi sa hinawak-hawakan pa ang iyong
G. Paglalapat ng aralin sa
isasagawa kung ang sayaw ay isasagawa kung ang sayaw ay Nakapagdudulot ba ito ng saya habang pagkilos? buhok, ano ang mas nakabubuti
pang-araw-araw na buhay
pang slow dance? pang slow dance? gumagawa ka ng mga nais mong mong gawin?
pigura?
Ano ang tempo? Ano ang tempo? Ano ang clay o luwad? Tandaan ang mga sumusunod: Ano ang tama at maling hipo?
Ano-ano ang mga maaaring magawa Mahalaga ang kaalaman sa
mula sa mga clay? paglundag dahil, magiging masaya
at mapupuno ng enerhiya ang
H. Paglalahat ng aralin katawan, natatanggal ang pagod
at matututong magbalanse ng
katawan. Magiging matikas din
ang katawan dahil sa kaalamang
ito lalo na kung regular ang
pagsasagawa dito.
I. Pagtataya ng aralin Isulat sa kahon ang MBS kung ang Isulat sa kahon ang MBS kung ang Presentasyon ng output. Individual performance in doing 5 Kulayan ng berde ang bilog kung
awit ay sinasayaw ng mabilis at awit ay sinasayaw ng mabilis at successive forward, backwards, tamang hipo at pula naman kung
MBG kung mabagal. MBG kung mabagal. sideward jumps over wands and maling hipo.
hoops with accuracy. (Teacher
1. Tayo ay mag-ehersisyo 1. Tayo ay mag-ehersisyo made rubrics scoring)
2. Jesus Loves Me 2. Jesus Loves Me
3. I Love You, You Love 3. I Love You, You Love
Me Me
4. Yokai-Yokai 4. Yokai-Yokai
5. Chicken Dance 5. Chicken Dance
Sumulat ng 5 awting puwedeng Sumulat ng 5 awting puwedeng
J.Karagdagang gawain para sa
sayawin ng mabilis at 5 awitin din sayawin ng mabilis at 5 awitin din
takdang-aralin at remediation
na pwedeng sayawin ng mabagal. na pwedeng sayawin ng mabagal.
IV. MGA TALA
V. PAGNINILAY
A. Bilang ng mag-aaral na ___ bilang ng Mag-aaral na ___ bilang ng Mag-aaral na ___ bilang ng Mag-aaral na nakakuha ___ bilang ng Mag-aaral na ___ bilang ng Mag-aaral na
nakakuha ng 80% sa nakakuha ng 80% sa Pagtataya nakakuha ng 80% sa Pagtataya ng 80% sa Pagtataya nakakuha ng 80% sa Pagtataya nakakuha ng 80% sa Pagtataya
pagtataya
B. Bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na
nangangailangan ng iba pang nangangailangan ng gawain para nangangailangan ng gawain para nangangailangan ng gawain para sa nangangailangan ng gawain para nangangailangan ng gawain para sa
gawain para sa remediation sa remediation sa remediation remediation sa remediation remediation
C. Nakatulong ba ang ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi
remedial? Bilang ng mga mag- ____ bilang ng mag-aaral na ____ bilang ng mag-aaral na ____ bilang ng mag-aaral na naka- ____ bilang ng mag-aaral na naka- ____ bilang ng mag-aaral na naka-
aaral na naka-unawa sa aralin naka-unawa sa aralin naka-unawa sa aralin unawa sa aralin unawa sa aralin unawa sa aralin
D. Bilang ng mga mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na
magpapatuloy sa remediation magpapatuloy sa remediation magpapatuloy sa remediation magpapatuloy sa remediation magpapatuloy sa remediation magpapatuloy sa remediation
E. Alin sa mga istratehiya sa Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
pagtuturo ang nakatulong ng ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
lubos? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation
Cooperation in Cooperation in doing their tasks in in
doing their tasks doing their tasks doing their tasks doing their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ 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/
F. Anong suliranin ang aking
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
naranasan na nasolusyunan
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
sa tulong ng aking
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
punongguro?
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used
used as Instructional Materials used as Instructional Materials Instructional Materials as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G. Anong kagamitang panturo The lesson have successfully The lesson have successfully The lesson have successfully delivered The lesson have successfully The lesson have successfully
ang aking nadibuho na nais delivered due to: delivered due to: due to: delivered due to: delivered due to:
kong ibahagi sa mga kapwa ko ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
guro? ___ 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 well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation
Cooperation in Cooperation in doing their tasks in in
doing their tasks doing their tasks doing their tasks doing their tasks

DLL - Mapeh 1 - Q4 - W6

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DLL - Mapeh 1 - Q4 - W6

Uploaded by

Copyright:

Available Formats

School: Grade Level: I

MU1TP-IVb-3 MU1TP-IVb-3 A1PR-IVh

Pag-usapan ang kulay at ang mga

You might also like