DLL - Mapeh 1 - q4 - w5 - For Merge

School: SAMAT ELEMENTARY SCHOOL Grade Level: I
GRADES 1 to 12 Teacher: MELODY L. DE ASIS Learning Area: MAPEH

DAILY LESSON LOG Teaching Dates and
Time: MAY 29 – JUNE 2, 2023 (WEEK 5) 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 demonstrates demonstrates understanding of demonstrates understanding of demonstrates understanding
understanding of the basic understanding of the basic shapes and texture and prints that safe and responsible behavior to of
A. PAMANTAYANG
concepts of tempo concepts of tempo can be repeated, alternated and lessen risk and prevent injuries in relationships of movement
PANGNILALAMAN
emphasized through printmaking day-to-day living skills in preparation for
participation in physical
activities.
The Learner. . . The Learner. . . The Learner . . . The learner… The learner . . .
performs with accuracy performs with accuracy creates prints that show repetition, appropriately demonstrates performs movements in
varied tempi through varied tempi through alternation and emphasis using safety behaviors in daily activities relation to a stationary or
B. PAMANTAYAN SA movements or dance steps movements or dance steps objects from nature and found to prevent injuries moving object/person with
PAGGANAP to enhance poetry, chants, to enhance poetry, chants, objects at home and in school coordination.
drama, and musical stories drama, and musical stories
MU1TP-IVb-3 MU1TP-IVb-3 A1PR-IVh PE1BM-IVf-h-14

responds to varied tempo responds to varied tempo creates human figures out of clay, performs jumping over a
with movements or dance with movements or dance flour-salt mixture, or paper-mache stationary object several times in
H1IS-IVi-10
C. MGA KASANAYAN SA steps steps using different techniques succession, using forwardand-
distinguishes between go
PAGKATUTO (Isulat ang code - slow movement with slow - slow movement with back and side-to-side movement
and bad touch
ng bawat kasanayan) music slow music patterns
- fast movement with fast - fast movement with fast
music music
identifies
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 Ano ang kahulugan ng Ano ang mobile sculpture? Magbigay ng mga halimabawa ng Ano-ano ang mga sanhi
A. Balik-aral at/o pagsisimula
Texture? Texture? mga larong may awit? sunog?
ng bagong aralin
Magparinig sa mga mag- Magparinig sa mga mag- Magpakita ng clay sa mga mag- Ipasagawa ang Tayo’y mag- Ipabasa sa mga mag-aaral a
aaral ng dalawang klase ng aaral ng dalawang klase ng aaral. ehersisyo bilang panimula sa mga sumusunod na kaaga;
awit. Isang awit na pang- awit. Isang awit na pang- Itanong sa mga ito kung ano-ano aralin. “Tamang Paghipo.”
modern dance hip hop at modern dance hip hop at ang maaaring magawa na mga “Maling Paghipo.”
isang awit para sa slow isang awit para sa slow bagay-bagay mula sa clay? Hayaan ang mga mag-aaral
dance. dance. makabuo ng sarili nilang kur
Tanungin sa mga mag-aaral Tanungin sa mga mag- kuro tungkol sa nabasa nila
B. Paghahabi sa layunin ng
kung paano sinasayaw ang aaral kung paano mga kataga
aralin mga ito. sinasayaw ang mga ito.
Para sa nasabing huling awit Para sa nasabing huling
para sa sweet dance, awit para sa sweet dance,
maaaring imuwestra ng guro maaaring imuwestra ng
kung paano ito sayawin sa guro kung paano ito
saliw ng isang sayawin sa saliw ng isang
nakakaengganyong awitin. nakakaengganyong awitin.
Magpakita ng larawan ng Magpakita ng larawan ng Ipakita sa kanila ang isang larawan Magpaskil ng larawan ng asong Magpaskil ng mga larawan.
mga sayaw na mabilis at mga sayaw na mabilis at ng bagay na gawa sa clay. tinetraining ng dog trainer.
asayaw na mabagal. asayaw na mabagal.
Pag-usapan ang kulay at ang mga

anggulo kung paano ito ginawa.
Itanong kung ano ang ginawa ng Pag-usapan kung alin sa m

C. Pag-uugnay ng mga aso sa paglipat-lipat mula sa isang larawan ang ligtas at a
halimbawa sa bagong aralin hulahoop patungo sa iba pang naman ang hindi ligtas?
holahoops?
Magagawa niyo ba ang ginagawa
ng aso?
D. Pagtalakay ng bagong Pag-usapan ang pagkakaiba Pag-usapan ang Pag-usapan kung ano ang clay, Ang pagtalon ay isang lokomotor Talakayin ang mga tama
konsepto at paglalahad ng ng dalawang sayaw na pagkakaiba ng dalawang saan ito nagmula at kung ano ang na kilos na kung saan ito ay hipo at maling hipo.
nakapaskil sa paskilan. sayaw na nakapaskil sa mga maaaring magawa mula sa maaaring isagawa ng mga
1. Paano sinasayaw ang paskilan. clay. nilalang na may mga binti at paa.
unang larawan at kung 1. Paano sinasayaw ang Patalunin ang mga mag-aaral ng
anong awit at akma para sa unang larawan at kung tatlong beses paharap, tatlong
ganitong mga sayaw. anong awit at akma para beses pabalik, tatlong beses
2. Paano din sinasayaw ang sa ganitong mga sayaw. Ilahad ang clay sa mga mag-aaral at patagilid (kanan) at tatlong beses
pangalawang larawan at 2. Paano din sinasayaw maaari ring ipalabas sa kanila ang patagilid (kaliwa)
bagong kasanayan #1 kung anong musika ang ang pangalawang larawan Ulitin ito sa saliw ng isang tugtog.
dala nilang mga clay.
puwedeng tugtugin para at kung anong musika ang Itanong kung bakit nagkaroon ng
dito. puwedeng tugtugin para mga kulay ang clay na dala nia.
dito. Sabihin sa kanila na gagawa sila ng
human figure mula sa dala-dala .
nilang clay.
Tempo in dance is the speed Tempo in dance is the Bago ang paggawa ng clay ay Sabihin sa mga bata na kumuha Pagkatapos talakayin a
or pace of movement. In this speed or pace of talakayin mun ang mga paraan sa ng partner. tamang hipo at maling hip
activity you will consider movement. In this activity paggawa ng clay person. Patalunin sila sa baton o hoops talakayin naman ang m
how tempo can be used in you will consider how na hahawakan ng guro. paraan upang maiwasan a
dance to create meaning. tempo can be used in Preparing the Clay Pieces1. Get mga maling hipo o ku
Ang mabagal na kilos o dance to create meaning. clay. If you want to be able to Ask: paano maging ligtas mula
galaw ay dapat ding lapatan Ang mabagal na kilos o move your clay person around 1.How many sets of jumps were mga hipo.
ng mabagal na musika at galaw ay dapat ding after it's finished, you'll need you able to do with your partner?
ang mabilis na galaw o kilos lapatan ng mabagal na modeling clay. 2.Were you able to do it together
ay dapat ding lapatan ng musika at ang mabilis na 2. Make a ball for the head. throughout the activity?
mabilis na musika. galaw o kilos ay dapat ding Pinch off a piece of the clay. Roll 3. What good behavior did you
lapatan ng mabilis na the piece of clay into a ball. This show during the activity with
E. Pagtalakay ng bagong musika. will be the clay person's head. your partner? ( cooperation)
konsepto at paglalahad ng 3. Make a tube for the body. Pinch 4. How will you able to do
bagong kasanayan #2 off a piece of clay that's larger than jumping over stationary objects
the head. Shape this piece into a in succession? ( do successive
fat snake-like cylinder. jumps)
4. Make two long tubes for the 5. In what direction? (forward,
arms and legs. Pinch off two more backward, sideward -left,
pieces of clay. Roll these pieces sideward - right)
into two long tube shapes. One Maaari ding talakayin ang mga
tube should be thicker than the baenepisyo ng paglundag.
other. These will become the arms
and legs.
5. Pinch out the neck. Take the ball
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.
F. Paglinang sa kabihasnan Ipasagawa sa mga bata ang Ipasagawa sa mga bata Paggawa ng Clay Person sa Gabay (Dyad Activity) Ipabasa ng salitan ang m
(Tungo sa Formative Mastermind para sa bilis at ang Mastermind para sa ng guro. Perform jumping rope in place. sumusunod.
Assessment) You are my Sunshine para bilis at You are my Record the number of jumps
naman sa bagal. Sunshine para naman sa made.
bagal.
Kapag pinagsayaw ka ng Kapag pinagsayaw ka ng Ano-ano ang naidudulot ng mga Napakalampa ng iyong katawan, May isang ‘di-kialalang t
guro mo ng panghiphop n guro mo ng panghiphop n clay sa mga batang katulad mo? ano-ano ang mga dapat mong ang nagbigay sa iyo
sayaw, paano mo ito sayaw, paano mo ito Nakabubuti ba ito sa iyong gawin upang maging maliksi sa pagkain at hinawak-hawak
G. Paglalapat ng aralin sa isasagawa? Paano mo rin isasagawa? Paano mo rin kalusugan? pagkilos? pa ang iyong buhok, ano a
pang-araw-araw na buhay isasagawa kung ang sayaw isasagawa kung ang sayaw Nakapagdudulot ba ito ng saya mas nakabubuti mong gawin
ay pang slow dance? ay pang slow dance? habang gumagawa ka ng mga nais
mong 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 Mahalaga ang kaalaman sa
magawa mula sa mga clay? paglundag dahil, magiging
masaya at mapupuno ng enerhiya
H. Paglalahat ng aralin ang 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.
Isulat sa kahon ang MBS Isulat sa kahon ang MBS Presentasyon ng output. Individual performance in doing 5 Kulayan ng berde ang bil
kung ang awit ay sinasayaw kung ang awit ay successive forward, backwards, kung tamang hipo at pu
ng mabilis at MBG kung sinasayaw ng mabilis at sideward jumps over wands and naman kung maling hipo.
mabagal. MBG kung mabagal. hoops with accuracy. (Teacher
made rubrics scoring)
1. Tayo ay mag- 1. Tayo ay mag-
ehersisyo ehersisyo
I. Pagtataya ng aralin 2. Jesus Loves Me 2. Jesus Loves Me
3. I Love You, You Love 3. I Love You, You
Me Love
4. Yokai-Yokai Me
5. Chicken Dance 4. Yokai-Yokai
5. Chicken Dance
J.Karagdagang gawain para sa Sumulat ng 5 awting Sumulat ng 5 awting

takdang-aralin at remediation puwedeng sayawin ng puwedeng sayawin ng
mabilis at 5 awitin din na mabilis at 5 awitin din na
pwedeng sayawin ng pwedeng sayawin ng
mabagal. mabagal.
IV. MGA TALA
V. PAGNINILAY
A. Bilang ng mag-aaral na ___ bilang ng Mag-aaral na ___ bilang ng Mag-aaral ___ bilang ng Mag-aaral na ___ bilang ng Mag-aaral na ___ bilang ng Mag-aaral na
nakakuha ng 80% sa nakakuha ng 80% sa na nakakuha ng 80% sa nakakuha ng 80% sa Pagtataya nakakuha ng 80% sa Pagtataya nakakuha ng 80% sa
pagtataya Pagtataya 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 nangangailangan ng nangangailangan ng gawain para sa nangangailangan ng gawain para nangangailangan ng gawain
gawain para sa remediation para sa remediation gawain para sa remediation sa remediation para 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 ____ bilang ng mag-aaral na naka- ____ bilang ng mag-aaral na ____ bilang ng mag-aaral na
aaral na naka-unawa sa aralin naka-unawa sa aralin na naka-unawa sa aralin unawa sa aralin naka-unawa sa aralin naka-unawa sa aralin
___ 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
D. Bilang ng mga mag-aaral na
magpapatuloy sa magpapatuloy sa magpapatuloy sa remediation magpapatuloy sa remediation magpapatuloy sa remediatio
magpapatuloy sa remediation
remediation remediation
E. Alin sa mga istratehiya sa Strategies used that work Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work
pagtuturo ang nakatulong ng well: well: ___ Group collaboration ___ Group collaboration well:
lubos? ___ Group collaboration ___ Group collaboration ___ Games ___ Games ___ Group collaboration
___ Games ___ Games ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary activities/exercises activities/exercises ___ Answering preliminary
activities/exercises activities/exercises ___ Carousel ___ Carousel activities/exercises
___ Carousel ___ Carousel ___ Diads ___ Diads ___ Carousel
___ Diads ___ Diads ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of Poems/Stories Poems/Stories ___ Rereading of Paragraphs
Paragraphs/ Paragraphs/ ___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories
Poems/Stories Poems/Stories ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instructio
___ Differentiated ___ Differentiated ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
Instruction Instruction ___ Lecture Method ___ Lecture Method ___ Discovery Method
___ Role Playing/Drama ___ Role Playing/Drama Why? Why? ___ Lecture Method
___ Discovery Method ___ Discovery Method ___ Complete IMs ___ Complete IMs Why?
___ Lecture Method ___ Lecture Method ___ Availability of Materials ___ Availability of Materials ___ Complete IMs
Why? Why? ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Complete IMs ___ Complete IMs ___ Group member’s Cooperation ___ Group member’s ___ Pupils’ eagerness to lear
___ Availability of Materials ___ Availability of in Cooperation in ___ Group member’s
___ Pupils’ eagerness to Materials doing their tasks doing their tasks Cooperation in
learn ___ Pupils’ eagerness to doing their tasks
___ 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 __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs behavior/attitude __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Colorful IMs __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) __ Unavailable Technology Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ Equipment (AVR/LCD) __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab __ Science/ Computer/ Internet Lab Internet Lab Internet Lab
__ Additional Clerical works Internet Lab __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
F. Anong suliranin ang aking
Planned Innovations: __ Additional Clerical Planned Innovations: Planned Innovations: Planned Innovations:
naranasan na nasolusyunan
__ Localized Videos works __ Localized Videos __ Localized Videos __ Localized Videos
sa tulong ng aking
__ Making big books from Planned Innovations: __ Making big books from __ Making big books from __ Making big books from
punongguro?
views of the locality __ Localized Videos views of the locality views of the locality views of the locality
__ Recycling of plastics to __ Making big books from __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to b
be used as Instructional views of the locality as Instructional Materials used as Instructional Materials used as Instructional
Materials __ Recycling of plastics to __ local poetical composition __ local poetical composition Materials
__ local poetical be used as Instructional __ local poetical compositio
composition Materials
__ local poetical
composition
G. Anong kagamitang panturo The lesson have successfully The lesson have The lesson have successfully The lesson have successfully The lesson have successfully
ang aking nadibuho na nais delivered due to: successfully delivered due delivered due to: delivered due to: delivered due to:
kong ibahagi sa mga kapwa ko ___ pupils’ eagerness to to: ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to lear
guro? learn ___ pupils’ eagerness to ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ complete/varied IMs learn ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ uncomplicated lesson ___ complete/varied IMs ___ worksheets ___ worksheets ___ worksheets
___ worksheets ___ uncomplicated lesson ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
___ varied activity sheets ___ worksheets Strategies used that work well: Strategies used that work well: Strategies used that work
Strategies used that work ___ varied activity sheets ___ Group collaboration ___ Group collaboration well:
well: Strategies used that work ___ Games ___ Games ___ Group collaboration
___ Group collaboration well: ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games
___ Games ___ Group collaboration ___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw
___ Solving Puzzles/Jigsaw ___ Games activities/exercises activities/exercises ___ Answering preliminary
___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Carousel ___ Carousel activities/exercises
activities/exercises ___ Answering preliminary ___ Diads ___ Diads ___ Carousel
___ Carousel activities/exercises ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads
___ Diads ___ Carousel ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Diads Poems/Stories Poems/Stories ___ Rereading of Paragraphs
___ Rereading of ___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories
Paragraphs/ ___ Rereading of ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instructio
Poems/Stories Paragraphs/ ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
___ Differentiated Poems/Stories ___ Lecture Method ___ Lecture Method ___ Discovery Method
Instruction ___ Differentiated Why? Why? ___ Lecture Method
___ Role Playing/Drama Instruction ___ Complete IMs ___ Complete IMs Why?
___ Discovery Method ___ Role Playing/Drama ___ Availability of Materials ___ Availability of Materials ___ Complete IMs
___ Lecture Method ___ Discovery Method ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
Why? ___ Lecture Method ___ Group member’s Cooperation ___ Group member’s ___ Pupils’ eagerness to lear
___ Complete IMs Why? in Cooperation in ___ Group member’s
___ Availability of Materials ___ Complete IMs doing their tasks doing their tasks Cooperation in
___ Pupils’ eagerness to ___ Availability of doing their tasks
learn Materials
___ Group member’s ___ Pupils’ eagerness to
Cooperation in learn
doing their tasks ___ Group member’s
Cooperation in
doing their tasks

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School: SAMAT ELEMENTARY SCHOOL Grade Level: I

GRADES 1 to 12 Teacher: MELODY L. DE ASIS Learning Area: MAPEH

MU1TP-IVb-3 MU1TP-IVb-3 A1PR-IVh PE1BM-IVf-h-14

Pag-usapan ang kulay at ang mga

Itanong kung ano ang ginawa ng Pag-usapan kung alin sa m

J.Karagdagang gawain para sa Sumulat ng 5 awting Sumulat ng 5 awting

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