Mapeh W2

School: BUNGA PRIMARY SCHOOL Grade Level: I
GRADES 1 to 12 Teacher: JC A. ESCALANTE Learning Area: MAPEH

DAILY LESSON LOG Teaching Dates and Time: SEPT.11-15,2023 (WEEK 2) Quarter: 1ST QUARTER
LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
demonstrates basic understanding demonstrates basic understanding of The learner… The learner… The learner . . .
of sound, silence and rhythm sound, silence and rhythm
demonstrates understanding of understands the importance of demonstrates understanding
A. Pamantayang Pangnilalaman lines, shapes, colors and texture, good eating habits and behavior awareness of body parts in
and principles of balance, preparation for participation in
proportion and variety through physical activities.
drawing
responds appropriately to the pulse responds appropriately to the pulse The learner… The learner… The learner . . .
of the sounds heard and performs of the sounds heard and performs
B. Pamantayan sa Pagganap with accuracy the rhythmic with accuracy the rhythmic patterns creates a portrait of himself and practices healthful eating habits performs with coordination
patterns the elements and principles of art 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 silence relates images to sound and silence distinguishes and identifies The learner… creates shapes by using different
Isulat ang code ng bawat 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
A. Balik-aral sa nakaraang 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
aralin at/o pagsisimula 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
ng bagong aralin masasabi mo sap ag-awit ng draw the shape of the head and Kagamitan ng Mag-aaral.
“Maligayang Bati”, mabilis ba ito o the other parts.
mabagal awitin?
B. Paghahabi sa layunin ng 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
aralin laro ng mga bata sa Binondo, Champoy” body drawing, how would you food commonly eaten ny katawan sa pahina 154 ng
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 ituturo
halimbawa sa bagong masasabi mo sa larong ito? inaawit ito nang pabilis nang different poses and let the others Itlog” sa pahina 155 ng Kagamitan ng
aralin pabilis? guess what they are trying to Mag-aaral. Isagawa ang bawat
show in their poses. 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 poem. (Tingnan sa pahina 156 ng
konsepto at paglalahad mabagal kumilos? Paano naman 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 the Repeat the rhyme in different Ipaawit ang “Paa, Tuhod” nang
Sabayan ang ritmo ng pagtapik ng kabayo, suso, kalabaw,aso, manok. demonstration. Lay out a piece of ways (choral, by groups, may kilos upang ipaalala ang mga
E. Pagtalakay ng bagong guro sa mesa habang umaawit at Ano ang masasabi ninyo sa kilos ng paper on the ground, or tape it to individually) till they have bahagi ng katawan
konsepto at paglalahad nagmamartsa. mga hayop? Lahat ba sila ay mabilis the wall. Have the student strike memorized it.
ng bagong kasanayan Kung ikaw ay umaakyat sa puno kumilos? a pose while lying on the paper or
#2 ng papaya, ano ang magiging bilis while leaning on the paper taped
ng awit?Bakit? to the wall. The teacher will use a
crayon or pencil to trace an
outline of the student.
Pag-usapan. Pag-araln ang tugmang “Tren” When the outline is completed, Tell the class that healthful foods Ilarawan ang kilos na nagagawa
Ano ang nagyari sa huling bahagi Heto na ang aming tren have the student stand up and step help children grow well. They mo sa bawat bahagi ng katawang
F. Paglinang sa kabihasnan
ng awit? Ano sa palagay mo Palapit nang palapit aside so everyone can see the are good for the body. binanggit sa awit.
(Tungo sa Formative
Ang dahilan kung bakit nahulog Kung sakaling sumad sad outline. Explain what an outline
Assessment)
ang bata? Paano kaya siya kumilos Paano ang aking bayad? is.
habang umaakyat? Anong linya ng
awit ang mabagal at mabilis?
G. Pag-uugnay sa pang Paano kumilos ang mga hayop sa Paano kaya ang inyong kilos kung While the students are examining Why do we need to take healthy
araw-araw na buhay ibaba? Lagyan ng tsek ang mga ang tren ay aakyat sa mataas na the body outline, ask the students foods?
hayop na mabilis kumilos at ekis bundok?Ipakita rin ang kilos kung to identify the body parts and
ang mabagal. bababa na kayo sa bundok. describe the kind of line used to
Kabayo draw it.
Suso
Baboy
Kalabaw
aso
Ano ang masasabi ninyo sa ating Sa musika, may mga awit na Give examples of healthy foods. Makapagbibigay ka ba ng mga
H. Paglalahat ng Aralin
inawit? Ano ang masasabi ninyo sa mabilis at mabagal. Ang bilis ng kilos na nagagawa ng iba’t ibang
kilos ng mga hayop sa bukid?(May awit ay 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 instruct food. Kagamitan ng Mag-aaral at
Ihanda ang sarili sap ag-awit ng Ipaawit ang “Maligayang Bati” one of them to lie on the ipagawa ang isinasaad dito.
isang mabilis at isang mabagal na nang mabilis. paper while the other Hayaang bilangin nila ang hugis
awit sa klase. traces around them. When na kanilang nagawa.
I. Pagtataya ng Aralin
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 Cooperation ___ Group member’s ___ Group member’s
in in in Cooperation in Cooperation in
doing their tasks 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)
F. Anong suliranin ang __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
aking nararanasan na Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
nasulusyunan sa tulong __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
ng punong guro at Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
superbisor? __ 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
G. Anong kagamitang The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
panturo ang aking delivered due to: delivered due to: delivered due to: delivered due to: delivered due to:
nadibuho na nais kong ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
ibahagi sa kapwa ko ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
guro? ___ 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 Cooperation ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s ___ Group member’s
in in in Cooperation in Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
PREPARED BY:
JC A. ESCALANTE
Adviser
CHECKED BY:
MARTIN P. FIGUEROA
Teacher-In-Charge

Mapeh W2

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Mapeh W2

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School: BUNGA PRIMARY SCHOOL Grade Level: I

GRADES 1 to 12 Teacher: JC A. ESCALANTE Learning Area: MAPEH

LUNES MARTES MIYERKULES HUWEBES BIYERNES

II. NILALAMAN Tempo Tempo

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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