DAILY LESSON PLAN

SUBJECT MUSIC CG CODE MU5RH-Ia-b-2 DATE SEPT. 11,2023

GRADE LEVEL FIVE WEEK 3 DAY MONDAY TIME

Competency: Recognizes Rhythmic Patterns Using Quarter Note and Half Note

Materials Needed:

Rhythm flashcards or rhythm notation examples

Audio player with rhythmic music (optional)

Pencils and erasers

Learning Objectives:

By the end of the lesson, students should be able to:

 Recognize and understand rhythmic patterns using quarter notes and half notes.
 Demonstrate their understanding by clapping, tapping, or playing rhythms.
 Notate simple rhythms on a music staff.

Procedure:

ENGAGE

 Begin the lesson by asking students if they have ever tried to clap or tap a rhythm to their
favorite songs. Encourage them to share their experiences.
 Play a short piece of rhythmic music (e.g., a drumbeat) or clap a simple rhythm and ask
students to clap or tap along with it.

EXPLORE

 Introduce quarter notes and half notes using rhythm flashcards or written notation on the
board. Explain that quarter notes are short beats, while half notes are twice as long.
 Clap and count simple rhythmic patterns using quarter notes and half notes as a class. For
example, clap "quarter-quarter-half" while counting "1-2-3."
 Have students take turns coming to the front of the class to create and lead simple rhythms
using quarter notes and half notes. The class should clap or tap along.

EXPLAIN

 Discuss the concept of rhythm notation and how musicians use it to communicate and
remember rhythms.
 Explain that quarter notes are usually notated as filled-in circles, and half notes are notated
as open circles with a stem.
 Show examples of simple rhythms notated on the board and explain how to read them.

ELABORATE

 Divide the class into small groups and provide each group with percussion instruments (if
available) or have them clap and tap.
  Give each group a rhythm notation sheet with a series of quarter notes and half notes.
Instruct them to practice and perform the rhythm together.
 Ask each group to notate their rhythm on blank sheet music staff paper and share their
compositions with the class.

EVALUATE

 Play a variety of short rhythmic patterns using quarter notes and half notes. Have students
identify and write down the rhythm they hear.
 Review the notations and discuss any challenges students faced in identifying and notating
the rhythms.

Homework

Assign homework that asks students to find a simple song or piece of music and notate its rhythm
using quarter notes and half notes.

Closure

Summarize the main points of the lesson:

 What are quarter notes and half notes, and how do they differ in length?
 How can we notate rhythms using quarter notes and half notes?
 Why is rhythm important in music?

REFLECTION

Encourage students to practice recognizing and notating rhythms in various songs and pieces of
music.
 DAILY LESSON PLAN
SUBJECT ARTS CG CODE 5EL-Ic DATE SEPT. 12,2023
GRADE LEVEL FIVE WEEK 3 DAY TUESDAY TIME

Competency: Designs an Illusion of Depth/Distance to Simulate a 3-Dimensional Effect Using

Crosshatching and Shading Techniques in Drawings (Old Pottery, Boats, Jars, Musical Instruments)

Materials Needed:

Visual aids (images of old pottery, boats, jars, musical instruments)

Drawing paper or sketchbooks

Pencils (various grades)

Erasers

Rulers

Drawing pens (optional)

Examples of crosshatching and shading techniques

Learning Objectives:

By the end of the lesson, students should be able to:

 Understand the concept of creating a 3-dimensional effect in drawings.

 Apply crosshatching and shading techniques to simulate depth and distance in their artwork.
 Create drawings of old pottery, boats, jars, or musical instruments that appear three-
dimensional.

Procedure:

ENGAGE

 Begin the lesson by showing images of old pottery, boats, jars, and musical instruments to
the class.
 Ask students what they notice about these objects and how they could make them look
three-dimensional in a drawing.
 Discuss the concept of creating an illusion of depth and distance in artwork.

EXPLORE

 Introduce students to the basic principles of crosshatching and shading. Show examples of
these techniques and explain how they can be used to add depth to drawings.
 Provide students with drawing paper or sketchbooks and ask them to choose one of the
objects (old pottery, boats, jars, or musical instruments) to draw.
 Instruct them to start by drawing the basic outline of the object using pencils.

EXPLAIN
  Demonstrate how to apply crosshatching and shading techniques to add depth and
dimension to the drawing.
 Explain that crosshatching involves creating a series of intersecting lines, while shading
involves adding darker areas to indicate shadows.
 Encourage students to pay attention to the light source and imagine how it affects the
object's shadows.

ELABORATE

 Allow students to work on their drawings, applying crosshatching and shading techniques as
they see fit.
 Provide guidance and support as needed, emphasizing the importance of patience and
attention to detail.
 Encourage students to experiment with different pencil grades to achieve varying levels of
darkness in their shading.

EVALUATE

 Have each student present their completed drawing to the class.

 Encourage classmates to provide constructive feedback, focusing on the effectiveness of the
crosshatching and shading techniques in creating a 3-dimensional effect.
 Assess each drawing based on its ability to convey depth and distance in the chosen object.

Homework

Assign homework that involves students selecting a different object (not from the ones discussed in
class) and applying crosshatching and shading techniques to create a three-dimensional drawing of
it.

Closure

Summarize the main points of the lesson:

 What are crosshatching and shading techniques, and how do they create a 3-dimensional
effect in drawings?
 How did applying these techniques change the appearance of your drawings of old pottery,
boats, jars, or musical instruments?
 Why is it important to consider the direction of light when shading objects in a drawing?

REFLECTION

This lesson allows students to explore the world of visual arts and practice techniques that are
crucial for creating depth and dimension in their drawings. Encourage creativity and artistic
expression while providing guidance on the technical aspects of crosshatching and shading.
 DAILY LESSON PLAN
SUBJECT MAPEH/ P.E. CG CODE 5EL-Ic DATE SEPT. 13,2023
GRADE LEVEL FIVE WEEK 3 DAY WEDNESDAY TIME

Competency: Assesses Regularly Participation in Physical Activities Based on the Philippines Physical
Activity Pyramid

Materials Needed:

Copies of the Philippines Physical Activity Pyramid

Stopwatch or timer

Recording sheets or journals for each student

Cones or markers for setting up activity stations (optional)

Learning Objectives:

By the end of the lesson, students should be able to:

 Understand the Philippines Physical Activity Pyramid and its recommendations.

 Assess their participation in physical activities based on the pyramid's guidelines.
 Develop a personal plan for increasing physical activity as needed.

Procedure:

ENGAGE

 Start the lesson by discussing the importance of regular physical activity for health and well-
being.
 Introduce the Philippines Physical Activity Pyramid and explain its different levels and
corresponding recommendations.
 Ask students if they are aware of the activities they engage in regularly and how these
activities fit into the pyramid.

EXPLORE

 Display the Philippines Physical Activity Pyramid on the whiteboard.

 Discuss each level of the pyramid and the types of activities that fall under each category
(e.g., sedentary, light, moderate, vigorous).
 Emphasize the recommended duration and frequency of physical activities for each level.

EXPLAIN

 Explain that today's lesson involves assessing their own physical activity levels.
 Distribute recording sheets or journals to each student and explain how they will use these
to track their activities.
 Instruct students to record their activities for the next week, specifying the type of activity,
duration, and frequency.

ELABORATE
  Encourage students to discuss their recording sheets with their peers or family members to
gain insights into their activity patterns.
 Ask if any students already have ideas for increasing their physical activity based on the
pyramid's recommendations.

EVALUATE

 Divide the class into small groups.

 Set up activity stations (e.g., jumping jacks, relay races, stretching exercises) if possible. If
not, these activities can be done without equipment.
 Have each group rotate through the stations, spending a few minutes at each one.
 Use a stopwatch or timer to ensure that each station's activity meets the recommended
duration for its pyramid level.
 After the activity stations, gather the class and discuss how the activities they just completed
fit into the pyramid.

Homework

Assign homework that involves students reflecting on their activity records and setting personal
goals for increasing their physical activity levels in the coming weeks.

Closure

Summarize the main points of the lesson:

 What is the Philippines Physical Activity Pyramid, and why is it important?

 How did you assess your own physical activity levels, and what did you discover?
 What steps can you take to increase your physical activity based on the pyramid's
recommendations?

REFLECTION

This lesson encourages students to be aware of their physical activity levels and make informed
decisions about how to improve their health through regular exercise. It also promotes an active and
healthy lifestyle, aligning with physical education objectives.
 DAILY LESSON PLAN
SUBJECT HEALTH CG CODE H5PH-Iab-10 DATE SEPT. 14,2023
GRADE LEVEL FIVE WEEK 3 DAY THURSDAY TIME

Competency: Describes a Mentally, Emotionally, and Socially Healthy Person

Materials Needed:

Whiteboard and markers

Chart paper and markers

Magazines or printed images

Scissors and glue

Worksheets or journals for each student

Learning Objectives:

By the end of the lesson, students should be able to:

 Define and explain what it means to be mentally, emotionally, and socially healthy.
 Describe the characteristics and behaviors of a mentally, emotionally, and socially healthy
person.
 Reflect on their own mental, emotional, and social health.

Procedure:

ENGAGE

 Begin the lesson by asking students what it means to be healthy. List their responses on the
whiteboard.
 Discuss with students that health includes not only physical health but also mental,
emotional, and social health.
 Ask students to share their thoughts on what it means to be mentally, emotionally, and
socially healthy.

EXPLORE

 Explain the concept of mental health, emotional health, and social health:
 Mental health: How we think and process information, manage stress, and solve
problems.
 Emotional health: How we handle and express our emotions, including both positive
and negative feelings.
 Social health: How we interact with others, build relationships, and communicate
effectively.
 Discuss with students the importance of each aspect of health and how they are
interconnected.

EXPLAIN
  Present a list of characteristics and behaviors associated with mentally, emotionally, and
socially healthy individuals on the whiteboard or chart paper.
 Have a class discussion to explain each characteristic and behavior in detail.
 Encourage students to ask questions and share their thoughts on these traits.

ELABORATE

 Provide magazines or printed images and ask students to work in pairs or small groups.
 Instruct them to cut out pictures and phrases from the magazines that represent a mentally,
emotionally, and socially healthy person.
 Have each group create a collage on a sheet of chart paper or poster board.
 After completing the collages, ask each group to present and explain their choices to the
class.

EVALUATE

 Distribute worksheets or journals to each student.

 Ask students to reflect on their own mental, emotional, and social health.
 Have them write about their strengths and areas they want to improve in each aspect of
health.
 Collect and review their reflections to gauge their understanding.

Homework

Assign homework that involves students interviewing a family member or friend about their
perceptions of the student's mental, emotional, and social health. The student can then compare
these perceptions with their self-reflection.

Closure

Summarize the main points of the lesson:

 What does it mean to be mentally, emotionally, and socially healthy?

 What are the characteristics and behaviors of a mentally, emotionally, and socially healthy
person?
 How can you work on improving your own mental, emotional, and social health?

REFLECTION

This lesson fosters self-awareness and encourages students to think about their overall health
beyond physical well-being. It also promotes open discussions about mental, emotional, and social
health, helping students understand the importance of these aspects in their lives.
 DAILY LESSON PLAN
SUBJECT HEALTH CG CODE H5PH-Iab-10 DATE SEPT. 15,2023
GRADE LEVEL FIVE WEEK 3 DAY THURSDAY TIME

Competency: Describes a Mentally, Emotionally, and Socially Healthy Person

Materials Needed:

Whiteboard and markers

Chart paper and markers

Magazines or printed images

Scissors and glue

Worksheets or journals for each student

Learning Objectives:

By the end of the lesson, students should be able to:

 Define and explain what it means to be mentally, emotionally, and socially healthy.
 Describe the characteristics and behaviors of a mentally, emotionally, and socially healthy
person.
 Reflect on their own mental, emotional, and social health.

Procedure:

ENGAGE

 Begin the lesson by asking students what it means to be healthy. List their responses on the
whiteboard.
 Discuss with students that health includes not only physical health but also mental,
emotional, and social health.
 Ask students to share their thoughts on what it means to be mentally, emotionally, and
socially healthy.

EXPLORE

 Explain the concept of mental health, emotional health, and social health:
 Mental health: How we think and process information, manage stress, and solve
problems.
 Emotional health: How we handle and express our emotions, including both positive
and negative feelings.
 Social health: How we interact with others, build relationships, and communicate
effectively.
 Discuss with students the importance of each aspect of health and how they are
interconnected.

EXPLAIN
  Present a list of characteristics and behaviors associated with mentally, emotionally, and
socially healthy individuals on the whiteboard or chart paper.
 Have a class discussion to explain each characteristic and behavior in detail.
 Encourage students to ask questions and share their thoughts on these traits.

ELABORATE

 Provide magazines or printed images and ask students to work in pairs or small groups.
 Instruct them to cut out pictures and phrases from the magazines that represent a mentally,
emotionally, and socially healthy person.
 Have each group create a collage on a sheet of chart paper or poster board.
 After completing the collages, ask each group to present and explain their choices to the
class.

EVALUATE

 Distribute worksheets or journals to each student.

 Ask students to reflect on their own mental, emotional, and social health.
 Have them write about their strengths and areas they want to improve in each aspect of
health.
 Collect and review their reflections to gauge their understanding.

Homework

Assign homework that involves students interviewing a family member or friend about their
perceptions of the student's mental, emotional, and social health. The student can then compare
these perceptions with their self-reflection.

Closure

Summarize the main points of the lesson:

 What does it mean to be mentally, emotionally, and socially healthy?

 What are the characteristics and behaviors of a mentally, emotionally, and socially healthy
person?
 How can you work on improving your own mental, emotional, and social health?

REFLECTION

This lesson fosters self-awareness and encourages students to think about their overall health
beyond physical well-being. It also promotes open discussions about mental, emotional, and social
health, helping students understand the importance of these aspects in their lives.