School: PORFIRIO G.

COMIA MEMORIAL ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: ARLENE H. MAÑIBO Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 25-29, 2023 (WEEK 5) Quarter: 1ST QUARTER

LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN

A. Pamantayang
Pangnilalaman Naipamamalas ang mapanuring pag-unawa at kaalaman sa kasanayang pangheograpiya, ang mga teorya sa pinagmulan ng lahing Pilipino upang mapahahalagahan ang
konteksto ng lipunan/ pamayanan ng mga sinaunang Pilipino at ang kanilang ambag sa pagbuo ng kasaysayan ng Pilipinas

B. Pamantayan sa Pagaganap Naipamamalas ang pagmamalaki sa nabuong kabihasnan ng mga sinaunang Pilipinogamit ang kaalaman sa kasanayang pangheograpikal at mahahalagang konteksto ng
kasaysayan ng lipunan at bansa kabilang ang mga teorya ng pinagmulan at pagkabuo ng kapuluan ng Pilipinas at ng lahing Pilipino

C. Mga Kasanayan sa Nakabubuo ng pansariling paninindigan sa pinakapanipaniwalang teorya ng pinagmulan ng lahing Pilipino batay sa mga ebidensiya
Pagkatuto (Isulat ang code Natatalakay ang teorya ng pandarayuhan ng tao mula sa rehiyong Austronesyano
ng bawat kasanayan) Natatalakay ang iba pang mga teorya tungkol sa pinagmulan ng mga unang tao sa Pilipinas
Nakasusulat ng maikling sanaysay (1-3 talata) ukol sa mga teoryang natutunan

AP5PLP-Ie-5

II. NILALAMAN Teorya ng Austronesian Migration Teorya ng Core Population Teorya ng Wave Migration

KAGAMITANG PANTURO

A. Sanggunian

1. Mga pahina sa Gabay ng p.19-22

Guro
2. Mga pahina sa p.50-61
Kagamitang Pang-Mag-
aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng
Learning Resource
B. Iba pang Kagamitang
Panturo
III. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin
B. Paghahabi sa layunin ng
aralin
C. Pag-uugnay ng mga
halimbawa sa bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
Larawan ng mga pangkat ng tao na nanirahan sa Pilipinas,tsart
Ibigay ang mga teorya tungkol sa
pagkabuo ng kapuluan ng
Pilipinas?
Pagpapakita ng larawan ng mga
pangkat mg tao na nanirahan sa
Pilipinas.
Tungkol saan ang larawan na
ipinakita?
May alam ba kayo tungkol sa
kanila? Magbigay ng ilang bagay
tungkol sa kanila.
Iugnay ito sa ibat ibang Teoryang
nagpapaliwanag sa mga unang
panirahan ng mga tao sa
Pilipinas.
Ipabasa ng tahimik ang p.50-53
ng KM Unawain Natin.
Magkaroon ng malayang
talakayan ukol sa binasa.
Ano ang naging batayan ng
teorya ng Austronesian
Migration?
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com for
more
Pagpapalawak ng talakayan ukol
sa teorya ng Austronesian
Migration.
Paano nabuo ang teorya ng
Austonesian Migration.
Hayaan ang mga mag-aaral
magbigay ng opinion ukol dito.
Ipaliiwanag ang teorya ng
Austronesian Migration ang
pinagmulan ng ninuno ng mga
Pilipino.
Ipakita ang larawan ng mga
nahukay na buto sa kuweba ng
Tabon.
Saan makikita ang kuweba ng
Tabon?
Ano ang kauganayan ng mga
buto sa teorya ng Core
Population?
Ipabasa ng tahimik ang p.53-55
ng KM Unawain Natin.
Magkaroon ng malayang
talakayan ukol sa binasa
Ano ang naging batayan ng
teorya ng Core Population?
Magbigay pa ng ibang
impormasyon ukol sa teorya ng
Core Population upang lalo pang
mapalawak ang talakayan.
Ano ang ginamit na batayan ukol
teoryang ito. Ipaliwanag.
Ano ang teorya ng Core
Population? Paano ito nabuo?
Pagpapakita ng larawan ng
mga Negrito.
Paano mo masasabi na
naunang nakarating sa
Pilipinas ay mga Negrito?
Ipabasa ng tahimik ang p.55
ng KM Unawain Natin.
Magkaroon ng malayang
talakayan ukol sa binasa
Sino si Henry Otley Beyer?
Paano mo masasabi na
naunang nakarating sa
Pilipinas ay mga Negrito?
F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa
pang-araw-araw na buhay
H. Paglalahat ng Arallin
I Pagtataya ng Aralin
J Karagdagang gawain para sa
takdang-aralin at remediation
III. Mga Tala
Ano ang teorya na
nagpapaliwanag ng unang
panirahan ng mga tao sa
Pilipinas?
Sino ang may akda nito?
Saan lugar nila ito natagpuan?
Ipaliwanag bakit mahalaga
maunawaan an gating
pinagmulan.
Ipagawa ang pagpapayamang
Gawain sa p. 60 ng KM.
Paano ipinaliliwanag ng teorya ng
Austronesian Migration ang
pinagmulan ng ninuno ng mga
Pilipino.
Sagutin ang tanong sa p 56 ng
Isip,Hamunin A ng KM.
Magdala ng mga larawAn ng mga
sinaunang Pilipino.
Paano nabuo ang teorya ng Core
Population? Ipaliwanag.
Gumawa ng sanaysay ukol sa
teorya ng Core Population.
Sumulat ng talata kung paano
nabuo ang teorya ng Core
Population.
Ano ang teorya ng Core
Population? Paano ito nabuo?
Sagutin ang tanong sa p 56 ng
Isip,Hamunin B ng KM.
Paghambinging ang dalawang
teoryang napag-aralan.
Igrupo sa tatlo ang mga bata
at ipaliwanag kung ano ang
higit n pinaniniwalaan nilang
mga teorya.
Ipasagot ang tanong sa May
Palagay Ko sa p.58 ng KM.
Paano nabuo ang teorya ng
Wave Migration? Ipaliwanag
Gumawa ng talata kung paano
nakarating ang mga Negrito sa
Pilipinas.Ano ang naging
batayan
Paano nabuo ang tatlong
teorya at sino sino ang mga
tao na nagpatunay sa mga
teorya na ito. Anong teorya
ang inyong pinaniniwalaan.
Isulat ito sa papel.

IV. 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 mag-
aaral na nakaunawa sa
aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa
remediation
 E. Alin sa mga istratehiyang
pagtuturo nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang panturo
ang aking nadibuho na nais
kong ibahagi sa mga kapwa
ko guro?

Prepared by:

ARLENE H. MAÑIBO Checked by:

Teacher III
EMELITA C. CASAPAO
Master Teacher II NOTED:

FEBELYN D. BALBUENA
Principal IV

School: PORFIRIO G. COMIA MEMORIAL ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: ARLENE H. MAÑIBO Learning Area: ENGLISH
 DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 25-29, 2023 (WEEK 5) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

The learner demonstrates understanding ...

• of various verbal elements in orally communicating information
• of various non-verbal elements in orally communicating information
• that English language is stress timed to support comprehension
• of text types to listen for different purposes from a variety of texts
A. Content Standards
• of figurative language, word relationships and nuances in word meanings to develop word consciousness
• of various linguistics nodes to comprehend various texts
• of writing styles to comprehend the author’s message
• of the conventions of standard English grammar and usage when writing or speaking
• of the forms and conventions of print, non-print, and digital materials to understand various viewing texts
The learner ...
• orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities
• reads with sufficient accuracy and fluency to support comprehension
• uses linguistic cues to effectively construct meaning from a variety of texts for a variety of purposes
• uses literal information from texts heard to construct an appropriate feedback
B. Performance Standards • uses linguistic cues to appropriately construct meaning from a variety of texts for a variety of purposes
• uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
• uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various discourse (oral and written)  speaks and
writes using good command of the conventions of standard English
• applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the message
• applies knowledge of the various forms and conventions of print, non-print, and digital materials to appropriately comprehend print, non-print, film and moving
texts
EN6LC-Ie-2.11.1 EN6RC-Ie-6.10 EN6F-Ie-1.8.1 EN6F-Ie-1.8.1 EN6VC-Ie-5.1.5
EN6LC-Ie-2.11.2 EN6RC-Ie-6.11 Read with automaticity grade Read with automaticity grade Describe different forms and
EN6LC-Ie-2.11.3 Analyze figures of speech level frequently occurring level frequently occurring conventions of film and
Infer the speaker’s tone, (hyperbole, irony) content area words content area moving pictures (acting)
mood and purpose EN6F-Ie-1.8.1 EN6G-Ie-3.6 words Original File Submitted and
C. Learning Competencies/Objectives
EN6V-Ie-12.3.2 Read with automaticity grade Compose clear and coherent EN6G-Ie-3.6 Compose clear Formatted by DepEd Club
Write the LC code for each.
EN6V-Ie-12.4.1.2 level frequently occurring sentences using appropriate and coherent sentences Member - visit depedclub.com
EN6V-Ie-12.4.2.2 content area words grammatical structures: using appropriate for more
Infer meaning of figurative -modals grammatical structures:
language using -context -modals
clues -affixes and roots

-other strategies
 EN6A-Ie-16
Observe politeness at all
times
EN6A-Ie-17
Show tactfulness when
communicating with others
EN6A-Ie-18
Show openness to criticism
Speaker’s Tone, Mood and Figures of Speech: Hyperbole Modals: Can, Could, May, Might Modals: Must, Should Different Forms and
Purpose and Irony Conventions of Film and
Meaning of Figurative Moving Pictures (acting)
II. CONTENT Language; Idioms
Story: “Cloudy With a
Chance of Meatball” by Judy
Barret
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
Learning Resource (LR) portal (Quarter 1 Week 5-Day 1) (Quarter 1 Week 5-Day 2) (Quarter 1 Week 5-Day 3) (Quarter 1 Week 5-Day 4) (Quarter 1 Week 5-Day 5)
B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or Let’s Practice p. 1 Let’s Let’s Practice p. 1 Let’s Let’s Practice p. 1 Let’s
Let’s Recall pp. 1-2 Let’s Recall p. 1
presenting the new lesson Recall p. 2 Recall p. 2 Recall p. 2
B. Establishing a purpose for the
Let’s Try This (A) p. 2
lesson
C. Presenting examples/instances
Let’s Try This (B, C & D) p. 3 Let’s Try This p. 3 Let’s Try This pp. 2-3 Let’s Try This p. 2 Let’s Try This pp. 1-2
of the new lesson
D. Discussing new concepts and
Let’s Study This pp. 3-4 Let’s Study This pp. 4-5 Let’s Study This pp. 3-4 Let’s Study This p. 3 Let’s Study This pp. 2-4
practicing new skills #1
E. Discussing new concepts and
Let’s Do This p. 5 Let’s Do This p. 5 Let’s Do This p. 5 Let’s Do This p. 4 Let’s Do This pp. 4-5
practicing new skills #2
F. Developing mastery (leads to
Let’s Do More p. 6 Let’s Do More pp. 6-7 Let’s Do More pp. 5-6 Let’s Do More p. 4 Let’s Do More pp. 5-6
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily
living
 H. Making generalizations and
Let’s Remember pp. 6-7 Let’s Remember p. 7 Let’s Remember p. 6 Let’s Remember p. 5 Let’s Remember p. 6
abstractions about the lesson
I. Evaluating learning Let’s Test Ourselves p.7 Let’s Test Ourselves pp. 7-8 Let’s Test Ourselves p. 6 Lets’ Test Ourselves p. 5 Let’s Test Ourselves pp. 6-7
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

Prepared by:

ARLENE H. MAÑIBO Checked by:

Teacher III
EMELITA C. CASAPAO
Master Teacher II NOTED:

FEBELYN D. BALBUENA
Principal IV

School: PORFIRIO G. COMIA MEMORIAL ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: ARLENE H. MAÑIBO Learning Area: ESP
DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 25-29, 2023 (WEEK 5) Quarter: 1ST QUARTER

I.LAYUNIN
A. Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan
II.NILALAMAN
III. KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga Pahina sa Kagamitang Pang-
Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa
portal ng Learning Resource
B.Iba pang Kagamitang Panturo
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin at/o
pagsisimula ng aralin
B. Paghahabi sa layunin ng aralin
LUNES MARTES MIYERKULES HUWEBES BIYERNES
Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat.
Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat.
1. Naisasagawa ang mga tamang hakbang na mkatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya.
1.1. Pagsusuri nang mabuti sa mga bagay na may kinalaman sa pangyayari
1.2. Pagsang-ayon sa pasya ng nakararami kung nakabubuti ito.
1.3. Paggamit ng impormasyon
EsP6PKP-Ia-i-37
Paksa: Katatagan ng loob sa responsableng pagdedesisyon Kaugnay na Pagpapahalaga: Katatagan ng Loob (Forttitude)
K to 12 Gabay Pangkurikulum, Edukasyon sa Pagpapakatao May 2016, pahina 81
1. EsP DLP, Unang Markahan, Ikalimang Linggo - Aralin 5: Tibay ng Iyong Kalooban Aking Susubukin, pahina 1-10 2. Maaaring gamitin ang sumusunod na videos:
a. https://www.youtube.com/watch?v=AJ1LHw8dt84
b. https://www.youtube.com/watch?v=JMPEbx4kMkg
c. https://www.youtube.com/watch?v=ZdMOqT3qjoY
3. https://prezi.com/kz1kbhdevo3l/katatagan-ng-kaloobannasusubok-sa-pagharap-sa-hamon/
laptop, projector, video clips ng mga awit na “Pagsubok” ng Orient Pearl, at "Liwanag sa Dilim” ng Rivermaya, video clip na hango sa palatuntunang "Kapuso Mo,
Jessica Soho”, powerpointpresentation na nagpapakita ng mga sitwasyon, manila paper, gunting, permanent marker, masking tape, graphic organizers
Batiin ang mga mag- aaral at itala Batiin ang mga mag- aaral Batiin ang mga mag- aaral Batiin ang mga mag- aaral at Batiin ang mga mag- aaral at
ang bilang ng mga pumasok at at itala ang bilang ng mga at itala ang bilang ng mga itala ang bilang ng mga itala ang bilang ng mga
lumiban. pumasok at lumiban. pumasok at lumiban. pumasok at lumiban. pumasok at lumiban.
Sa pagsisimula ng aralin, itanong sa Magkaroon nang maikling Magkaroon nang maikling Magkaroon nang maikling Magkaroon nang maikling
mga mag-aaral: Bilang mag- aaral, balik-aral sa ginawa ng balik-aral sa ginawa ng balik-aral sa ginawa ng balik-aral sa ginawa ng
paano nakakaapekto ang pagiging nakaraang araw. nakaraang araw. nakaraang araw. nakaraang araw.
bukas ng inyong isipan sa pagbuo at
pagbibigay ng desisyon o pasya na
makabubuti sa inyong sarili at
pamilya?
Itanong sa mga mag- aaral:
1. Ano ang karaniwan ninyong
ginagawa kapag may mga

C. Pag-uugnay ng mga halimbawa sa
bagong aralin
Unang Markahan, Ikalimang Linggo -
Aralin 5, pahina 2-3 para sa mga
sitwasyon at mga tanong sa
pagtatalakay.
D. Pagtatalakay ng bagong konsepto
at paglalahad ng bagong kasanayan
#1
E. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F. Paglinang sa Kabihasaan (Tungo sa
Formative Assesment 3)
suliraning dumarating sa inyong
pamilya?
Paano ninyo nabigyang solusyon
ang mga suliraning ito?
Gamit ang powerpoint
presentation, ipapakita ng guro
ang iba’t ibang sitwasyon na
sasagutin ng mga mag-aaral ng OO
o HINDI.
Sumangguni sa EsP DLP,
Ipapakinig sa mga magaaral
ang awitin na may pamagat
na "Pagsubok”.
Tandaan:
Maaaring gumamit ng ibang
awitin na may kaugnayan sa
aralin.
Sumangguni sa pahina 3 ng
EsP DLP, Unang Markahan,
Ikalimang
Linggo - Aralin 5, para sa
patnubay na mga tanong.
Original File Submitted and Pangkatin ang klase sa apat
Formatted by DepEd Club (4).
Member - visit Ipabasa sa bawat pangkat
depedclub.com for more ang kwento na may pamagat
na "Isang Hamon sa Buhay ni
Joel”, na makikita sa EsP DLP,
Unang Markahan, Ikalimang
Linggo - Aralin 5, pahina 4.
Sumangguni sa pahina 4 ng
EsP DLP, Unang Markahan,
Ikalimang Linggo - Aralin 5
para sa iba pang gawain at
mga gabay na tanong sa
talakayan.
Sumangguni sa EsP DLP,
Unang Markahan, Ikalimang
Linggo - Aralin5, pahina 5-6 para
 sa Gawain 1 at 2
G. Paglalapat ng aralin sa pang araw- Sumangguni sa EsP DLP,
araw na buhay Unang Markahan, Ikalimang
Linggo - Aralin 5, pahina 6-7
para sa pangkatang gawain
H. Paglalahat ng Aralin Bigyan ang bawat lider ng
pangkat ng graphic organizer
at ipagawa ang gawain.
Sumangguni sa EsP DLP,
Unang Markahan, Ikalimang
Linggo - Aralin 5, pahina 7-8
para sa gawain at pagtalakay.
I. Pagtataya ng Aralin Sumangguni sa pahina 8-10 ng
EsP DLP, Unang
Markahan, Ikalimang Linggo -
Aralin 5, para sa pagtataya at
pagninilay/ repleksyon.
J. Karagdagang gawain para sa Ipagawa ang karagdagang
takdang-aralin at remediation gawain na makikita sa EsP
DLP, Unang Markahan,
Ikalimang Linggo - Aralin 5:
pahina 10.
V.MGA TALA

VI. PAGNINILAY

A.Bilang ng mag-aaral na nakakuha ng

80% sa pagtataya

B. Blgng mag-aaral na nangangailangan

ng iba pang gawain para sa
remediation
C. Nakatulong ba ang remedial? Bilang
ng mag-aaral na nakaunawa sa aralin?
D. Bilang ng mga mag-aaral na
magpatuloy sa remediation?
E. Alin sa mga istrateheya ng
Patuturo nakatulong ng lubos? Paano
ito nakatulong?
F. Anong suliranin ang aking naranasan
na solusyonan sa tulong ng aking
punongguro at superbisor?
G.Anong kagamitang panturo ang
 aking na dibuho na naiskong ibahagi sa
mga kapwa ko guro?

Prepared by:

ARLENE H. MAÑIBO Checked by:

Teacher III
EMELITA C. CASAPAO
Master Teacher II NOTED:

FEBELYN D. BALBUENA
Principal IV

School: PORFIRIO G. COMIA MEMORIAL ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: ARLENE H. MAÑIBO Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 25-29, 2023 (WEEK 5) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S
A. Content Standard Demonstrates understanding
of the concept of rhythm by
applying notes and rests,
rhythmic patterns, and time
signatures
B. Performance Standard Responds to beats in
music heard with
appropriate
conducting patterns of
2 3 4 and 6
4 4 4 8 or class logo.
C. Learning
Competencies Differentiates among 2 3 4
(write the LC Code) 4 4 4
And 6 time signatures
8 Software: Inkscape (Open
•Describes the 6
8 time
signature
MU6RH-Id-e-2
Demonstrates
understanding of the
use of lines, shapes,
colors, texture, and the
principles of emphasis
and contrast in drawing
a logo and own cartoon
character using new
Technologies in drawing.
Creates concepts through art
processes, elements, and
principles using new
technologies (hardware and
software) to create personal
designs cartoon character
onthe spot using new
technologies
explains ideas about the
logo
A6PR-Id
LOGO DESIGN
Source) for Laptop/Desktop PC
demonstrates understanding of Demonstrates Weekly Test
participation and assessment of understanding of personal health
physical activity and physical issues and concerns and the
fitness importance of health appraisal
procedures and
community resources in
preventing or managing them
participates and assesses practices selfmanagement
performance in physical skills to prevent and control
activities assesses physical personal health issues and
fitness concerns
1`explains the
nature/background of the
games
PE6GS-Ib-1
2.describes the skills involved in
the games
PE6GS-Ib-2
3.observes safety precautions
PE6GS-Ib-h-
4.recognizes the value of
participation in physical
activities
PE6PF-Ib-h-19
assesses regularly
participation in physical
activities based on the
Philippines physical activity
pyramid
PE6PF-Ib-h-18
5.displays joy of effort, respect
for others and fair play during
participation in physical
activities
PE6PF-Ib-h-20
6.identifies areas for
improvement
 PE6PF-Ib-h-22
Process: Assessment of
RHYTHM 8. DRAWING – NEW physical
Musical Symbols and TECHNOLOGIES activities and
II. CONTENT Concepts: 8.1 logo physical fitness
1. Notes and Rests 8.2 cartoon character Target games
2. Meters (Striking/ fielding game )
3. Rhythmic Patterns

III. LEARNING RESOURCES

A. References
1. TG/CG pages
2. Learner’s Materials
pages
3. Textbook pages MISOSA5-module6 Musika at Original File Submitted and ASE P.E Module 2 pp.6-7,12-13
Sining 6. Sunico, Raul Formatted by DepEd Club
M. et al, 2000. Projector, Member - visit depedclub.com 21st Century MAPEH in Action
laptop, musical scale of the for more Gerardo C. Lacia pp.
songs HaranasaBukid, or any Copyright 2016,pp126
folk songs in three-four time
signature
pp.8-10
*Umawit at Gumuhit
6.Valdecantos,
Emelita C. 1999. pp.5-20
4. Materials downloaded
from LRMDS
B. Other Learning Projector,laptop,musical scores Laptop, computer, cellphone,
Materials or the song HimigPasko tablet

IV. PROCEDURES
A. Reviewing previous Review the previous lesson Giving Test papers
lesson and presenting Have a game: Peel the cabbage Review the previous lesson
new lesson game.
Mechanics:
While singing / listening to the
song “Do re mi, ask the pupils
to pass the cabbage. If the
music stops the pupil who will
be holding the cabbage will
peel it,reveal the kind of
note /rest written in it and tell
the name of the note/rest and
 the value of it.
B. Establishing a purpose Differentiated activities We are going to assess our Answering test questions
for the lesson Establish the purpose of the Group the class into: participation in physical
lesson 1. Visual artist activities based on the
2. Museum officer or Philippines physical
curator activity pyramid through a
3. Local arts director game Striking/ fielding game
4. Participants in an art
exhibit
C. Presenting .Do you know this game? Do
examples/instances of Present the song “HimigPasko“ 1. Create a logo you play it ? Who can tell about
the lesson or any folk song in 6/8 time 2. Put up a mini art the mechanics of the game ?
signature. exhibit using the Call one pupil to teach the
Ask the pupils to sing the song artworks of your mechanic of the game
with the music classmates
3. Give talk to a group
participating in a
seminar on culture.
Talk about your
community and its
uniqueness as shown
in its art forms
4. Each of you will
exhibit your artwork
in class. A place in
your classroom will be
designated as an art
gallery. Partcipate
willingly in this
activity. Use this
activity as a way to
make your classmates
know you better.
Likewise, be
observant. Learn from
the works of your
classmates. Observing
and appreciating your
classmates’ work will
help you understand
them better
D. Discussing new “ Feel the pride of being a Filipino
concepts and Help the pupils analyze the with striking/fielding game .
practicing new skills #1 song This game promote healthful
 What is the time signature of
the song ?WHAT is meant by
the upper 6 ?, the lower 8?
What are the notes and rests
used in the song? What is the
value of the quarter note/rest,
eight note/rest , half
note/rest ? How many beats
are there in each measure of
the song ?
E. Discussing new Using the rhythmic syllables,
concepts and help the pupils clap/tap the
practicing new skills #2 rhythmic pattern of the song
F. Developing mastery
(lead to formative
assessment 3)
G. Finding practical Present another song in 6/8
application of concepts time signature
and skills in daily living Ask the following questions:
1. What is the time signature of
the song ?
2. What are the notes and rests
in a song ?
3. What is the value of eight
note/rest? Sixteenth note
/rest? Half note/rest
4. How many beats are there in
each measure ?
Tap the rhythm of the song
H. Making generalization How would you describe 6
and abstractions about 8 the game ?
the lesson Time signature
I. Evaluating learning 1. What is meant by 6 in
6 students’ participation to the
8 time signature ?
2. 8?
3. What note receives
one beat?
4. What is the value of
sixteenth note in 5/8
time signature ?
5. How would you
lifestyle. Furthermore,they
promote: patriotism( to feel the
pride of being Filipino)
Bonding( to build bridge of fun
and closeness among
neighborhood to develop
camaraderie with peers) and
sportsmanship ( to build a
positive outlook on acceptance
of winning and being defeated
What should we remember
before we play ?
PLAY THE GAME
What are the skills develop in
Can you assess your physical
fitness through this game ?
Use Rubrics in assessing 1. Did you enjoy the game ? Checking of the test
2. Describe the skills involved in
activity the game ?
3.Did you observe safety
precautions ?
4. Did you display joy of effort,
respect for others and
fair play during your
participation to the game ?
5.Do you feel proud being
 describe the six-eight Filipino while playing the
time signature ? game?

J. Additional activities
for application or
remediation
V. REMARKS

VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
acquired additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encountered which my
principal can help me
solve?
G. What innovation or
localized materials did
I used/discover which I
wish to share with
other teachers?
Prepared by:

ARLENE H. MAÑIBO Checked by:

Teacher III
EMELITA C. CASAPAO
Master Teacher II NOTED:

FEBELYN D. BALBUENA
Principal IV