DLL - Mapeh 1 - Q1 - W3

School: DepEdClub.
com Grade Level: I

GRADES 1 to 12 Teacher: File Created by Ma’am SANDRA A. DARIO Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 11 - 15, 2023 (WEEK 3) Quarter: 1ST QUARTER
LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
demonstrates basic understanding demonstrates basic understanding The learner… The learner… The learner . . .
of sound, silence and rhythm of sound, silence and rhythm
demonstrates understanding of understands the importance of demonstrates understanding
lines, shapes, colors and texture, good eating habits and awareness of body parts in
A. Pamantayang Pangnilalaman
and principles of balance, behavior preparation for participation in
proportion and variety through physical activities.
drawing
responds appropriately to the responds appropriately to the pulse The learner… The learner… The learner . . .
pulse of the sounds heard and of the sounds heard and performs
B. Pamantayan sa Pagganap performs with accuracy the with accuracy the rhythmic patterns creates a portrait of himself and practices healthful eating performs with coordination
rhythmic patterns the elements and principles of art habits daily enjoyable movements on body
by drawing awareness .
his family which shows
C. Mga Kasanayan sa MU1RH-Ib-2 MU1RH-Ib-2 A1EL-Ib-1 H1N-Ia-b-1 PE1BM-Ic-d-2
Pagkakatuto relates images to sound and relates images to sound and silence distinguishes and identifies The learner… creates shapes by using different
Isulat ang code ng bawat silence within a rhythmic pattern within a rhythmic pattern the different kinds of body parts
kasanayan drawings: distinguishes healthful from less
2.1 portraits healthful foods
II. NILALAMAN Tempo Tempo
III. KAGAMITANG PANTURO

A. Sanggunian
1. Mga Pahina sa Gabay ng TG p.11-13 TG p 7-10. TG p. 4
Guro TG p. 8-11 TG 8-11
2. Mga Pahina sa LM p. 7-9 LM p. 7-9 LM p. 103 LM p. 207 LM p. 158

Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng
Learning Resource
B. Iba Pang Kagamitang CG p. 15
Panturo
IV. PAMAMARAAN
Muling ipaawit ang “Maligayang Balik-aralan ang awit na “Leron- Have the pupils look at their Ask them to give examples of .Balik-aralan ang mga bahagi ng
A. Balik-aral sa nakaraang Bati” at “Tulog Na”.Ano ang Leron Sinata”. Ipaawit ito sa klase. partner’s face and then let them foods from animals and plants. katawan sa pahina 153 ng
aralin at/o pagsisimula masasabi mo sap ag-awit ng draw the shape of the head and Kagamitan ng Mag-aaral.
ng bagong aralin “Maligayang Bati”, mabilis ba ito o the other parts.
mabagal awitin?
Alamin at laruin ang paboritong Muling laruin ang “Chimpoy, Ask,: If you could pose for a full Show a bag with a variety of Ipagawa ang pagpapalakas ng
B. Paghahabi sa layunin ng laro ng mga bata sa Binondo, Champoy” body drawing, how would you food commonly eaten ny katawan sa pahina 154 ng
aralin Maynila, ang Chimpoy, Champoy. pose? cgildren. Tell them to pick one Kagamitan ng Mag-aaraal.
(Tingnan sa pahina t ng LM). item from the bag, name it, and
tell if it is good for children or
not.
C. Pag-uugnay ng mga Pag-usapan ang laro. Ano ang Ano ang naramdaman mo habang Let the children demonstrate Teach the rhyme “Ang Gatas at Ituro ang mga posisyon na
halimbawa sa bagong masasabi mo sa larong ito? inaawit ito nang pabilis nang different poses and let the others Itlog” ituturo sa pahina 155 ng
aralin pabilis? guess what they are trying to Kagamitan ng Mag-aaral.
show in their poses. Isagawa ang bawat isa.
Ano ang naramdaman mo habang Ipaawit ang “Jack & Jill”. Pag- Explain that he next art activity Ask questions about the rhyme. Iguhit ang kilos o ilarawan ang
inaawit ito ng mabilis? usapan ang awit.Paano kaya is still full body drawing and they See to it you have pictures or kilos na nalikha mo para sa awit.
D. Pagtalakay ng bagong umakyat sa burol, mabilis k aba o will help each other. real food mentioned in the (Tingnan sa pahina 156 ng
konsepto at paglalahad mabagal kumilos? Paano naman poem. Kagamitan ng Mag-aaral).
ng bagong kasanayan kung gumulong ka pababa, mabilis Original File Submitted and
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Ipaawit ang “Leron-Leron, Sinta”. Ipaakita nga ninyo ang kilos ng : Pick out a student to help with Repeat the rhyme in different Ipaawit ang “Paa, Tuhod” nang
Sabayan ang ritmo ng pagtapik ng kabayo, suso, kalabaw,aso, manok. the demonstration. Lay out a ways (choral, by groups, may kilos upang ipaalala ang mga
guro sa mesa habang umaawit at Ano ang masasabi ninyo sa kilos ng piece of paper on the ground, or individually) till they have bahagi ng katawan
E. Pagtalakay ng bagong
nagmamartsa. mga hayop? Lahat ba sila ay mabilis tape it to the wall. Have the memorized it.
konsepto at paglalahad
Kung ikaw ay umaakyat sa puno ng kumilos? student strike a pose while lying
ng bagong kasanayan
papaya, ano ang magiging bilis ng on the paper or while leaning on
#2
awit?Bakit? the paper taped to the wall. The
teacher will use a crayon or
pencil to trace an outline of the
student.
F. Paglinang sa kabihasnan Pag-usapan. Pag-araln ang tugmang “Tren” When the outline is completed, Tell the class that healthful Ilarawan ang kilos na nagagawa
(Tungo sa Formative Ano ang nagyari sa huling bahagi Heto na ang aming tren have the student stand up and foods help children grow well. mo sa bawat bahagi ng katawang
Assessment) ng awit? Ano sa palagay mo Palapit nang palapit step aside so everyone can see They are good for the body. binanggit sa awit.
Ang dahilan kung bakit nahulog Kung sakaling sumad sad the outline. Explain what an
ang bata? Paano kaya siya kumilos Paano ang aking bayad? outline is.
habang umaakyat? Anong linya ng
awit ang mabagal at mabilis?
Paano kumilos ang mga hayop sa Paano kaya ang inyong kilos kung While the students are examining Why do we need to take healthy
ibaba? Lagyan ng tsek ang mga ang tren ay aakyat sa mataas na the body outline, ask the foods?
hayop na mabilis kumilos at ekis bundok?Ipakita rin ang kilos kung students to identify the body
G. Pag-uugnay sa pang ang mabagal. bababa na kayo sa bundok. parts and describe the kind of
araw-araw na buhay Kabayo line used to draw it.
Suso
Baboy
Kalabaw
aso
Ano ang masasabi ninyo sa ating Sa musika, may mga awit na mabilis Give examples of healthy foods. Makapagbibigay ka ba ng mga
H. Paglalahat ng Aralin
inawit? Ano ang masasabi ninyo sa at mabagal. Ang bilis ng awit ay kilos na nagagawa ng iba’t ibang
kilos ng mga hayop sa bukid?(May tinatawag na “Tempo” bahagi ng iyong katawan?
mabilis at mabagl)
Magbigay ng mga awit o tugma na Ipaawit ang “Tulog Na” nang Have the pupils work in pairs, or Draw some examples of healthy Tingnan ang pahina 158 ng
mabilis at mabagal na inaawit. mabagal. in groups, and then food. Kagamitan ng Mag-aaral at
Ihanda ang sarili sap ag-awit ng Ipaawit ang “Maligayang Bati” nang instruct one of them to lie ipagawa ang isinasaad dito.
isang mabilis at isang mabagal na mabilis. on the paper while the Hayaang bilangin nila ang hugis
awit sa klase. other traces around them. na kanilang nagawa.
I. Pagtataya ng Aralin When they are finished,
they will switch roles.
When all outlines are
finished, the students can
fill in the outlines with
lines and shapes. Post the
finished drawings on the
wall.
Isaulo ang tugmang “Tren”
J. Karagdagang gawain para
Pag-araln ang awit na “leron-Leron
sa takdang aralin at Heto na ang aming tren
Sinta.” Humanda sap ag-awit sa
remediation Palapit nang palapit
klase bukas.
Kung sakaling sumad sad
Paano ang aking bayad?
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: 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)
E. Alin sa mga istratehiyang ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
pagtuturo ang Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
nakatulong ng lubos? ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
Paano ito nakatulong? ___ 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 Cooperation ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s
in in Cooperation in Cooperation in Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
F. Anong suliranin ang aking __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
nararanasan na __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
nasulusyunan sa tulong __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
ng punong guro at __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
superbisor? 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/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ 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 used __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
as Instructional Materials as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
delivered due to: delivered due to: delivered due to: delivered due to: delivered due to:
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ 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
G. Anong kagamitang activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
panturo ang aking ___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
nadibuho na nais kong ___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
ibahagi sa kapwa ko ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
guro? ___ 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 Cooperation ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s
in in Cooperation in Cooperation in Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks

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School: DepEdClub.

com Grade Level: I

LUNES MARTES MIYERKULES HUWEBES BIYERNES

II. NILALAMAN Tempo Tempo

III. KAGAMITANG PANTURO

2. Mga Pahina sa LM p. 7-9 LM p. 7-9 LM p. 103 LM p. 207 LM p. 158

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