DLL - Mapeh 1 - Q1 - W6

School: WRIGHT II CENTRAL ELEM.
SCHOOL Grade Level: I

GRADES 1 to 12 Teacher: LILIA C. BULAN Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and
Time: DECEMBERBER 11– 15 , 2023 (WEEK 6) 2:20- 3:00 Quarter: 1ST QUARTER
LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
The learner... The learner... The learner… The learner… The learner . . .
demonstrates basic understanding demonstrates basic understanding demonstrates understanding
A. Pamantayang of sound, silence and rhythm of sound, silence and rhythm of lines, shapes, colors and understands the importance of demonstrates understanding
Pangnilalaman texture, and principles of good eating habits and behavior awareness of body parts in
balance, proportion and preparation for participation in
variety through drawing physical activities.
The learner... The learner... The learner… The learner… The learner . . .
responds appropriately to the pulse responds appropriately to the pulse creates a portrait of himself
B. Pamantayan sa Pagganap
of the sounds heard and performs of the sounds heard and performs and his family which shows practices healthful eating habits performs with coordination
with accuracy the rhythmic patterns with accuracy the rhythmic patterns the elements and principles daily enjoyable movements on body
of art by drawing awareness .
C. Mga Kasanayan sa MU1RH-Ia-1 MU1RH-Ia-1 A1PR-If H1N-Ig-j-4 PE1PF-Ia-h-2
Pagkakatuto identifies the difference between identifies the difference between draws different animals practices good eating habits engages in fun and
Isulat ang code ng bawat sound and silence accurately sound and silence accurately (pets) showing different that can help one become enjoyable physical
kasanayan shapes and textures healthy activities with
coordination
II. NILALAMAN TIMBRE TIMBRE Kinds of Animals Are your Eating Habits Okay? Movement Imitation
III. KAGAMITANG PANTURO

A. Sanggunian
1. Mga Pahina sa Gabay MELC p. 18--19 MELC p. 16 MELC p. 8
ng Guro MELC p. 17-18 MELC p. 17-18
2. Mga Pahina sa LM p. 13-14 LM p. 13-14 LM p. 106 LM p. 208 LM p. 165

Kagamitang Pang-
Mag-aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource
B. Iba Pang Kagamitang Real objects, chart Pictures, chart Pictures, chart Pictures, chart Pictures, chart
Panturo
IV. PAMAMARAAN
A. Balik-aral sa nakaraang Ipaawit muli ang “Leron-Leron Balik-aralan ang awiting “Aso, Aso” Recall their drawings of their Let the pupils give examples of Umawit ng “Action Songs” na
aralin at/o Sinta”. families. food that are healthy. natutunan.
pagsisimula ng
bagong aralin
Show the students drawings
or cartoon renderings of the
B. Paghahabi sa layunin
animals. Tell them that the
ng aralin
covering, the feathers, the fur
of the animals is called
“texture”-because you can
feel it.
C. Pag-uugnay ng mga
halimbawa sa bagong
aralin
Pag-aralan ang awiting “Aso, Aso” sa Anong hayop ang maaari mong ipalit Explain texture: Show the Read the rhyme on page 208 to Tingnan ang larawan sa pahina
pahina 13 ng Kagamitan ng Mag- sa laro? Anong bagay ang maaaring pictures again, and ask the the pupils. 165 ng Kagamitan ng Mag-aaral
aaral. mawala sa hayop na iyong naiisip? students to describe the at gayahin ang galaw nito.
D. Pagtalakay ng bagong Hal. different kinds of texture they
konsepto at Hayop Nawawalang Bagay see in the skin of animals.
paglalahad ng bagong pusa tinik Point out how these can be
kasanayan #1 Manok mais drawn using different kinds of
lines-long and straight for
smooth, short and scurvy for
soft, etc.
Subukin itong laruin sa klase. Palitan ng ibang hayop ang aso at Let the students choose Give your answer to fill in the
Ipaliwanag ang mga tuntunin ng kantahin ang awit. Gayahin ang which animal he would like to blank.
laro. tunog ng hayop na ipinalit habang draw form the pictures
E. Pagtalakay ng bagong umaawit. displayed or shown. The
konsepto at students can also choose to
paglalahad ng bagong draw from memory. Remind
kasanayan #2 them to show the different
shapes and lines of the
animal’s head, body, and legs.
Encourage them to draw the
texture of animal’s skin.
F. Paglinang sa Pareho baa ng iyong pagkaawit sa
kabihasnan “Aso, Aso” nang palitan moa ng awit
(Tungo sa Formative ng ibang hayop?
Assessment)
G. Pag-uugnay sa pang
araw-araw na buhay
Itanong: nagustuhan ba ninyo ang Tandaan: Post the students’ work on

laro? Nalaman mob a o ng iyong Puno ng kakaiba at kawili-wiling the wall. Put the animals that
kamag-aral kung sino ang kumuha tunog an gating mundo. May sariling belong together near each
ng buto sa aso? tunog ang bawat bagay. Ito ang other.
H. Paglalahat ng Aralin dahilan kaya ang boses mo ay iba sa
boses ng iyong kapatid at mga
kamag-aral.
Sa musika, timbre ang tawag sa
kagandahan at pagkakaiba ng tunog.
Ito ang nagbibigay sa iyong boses ng
natatanging kalidad.
Mag-isip ng ibang hayop at palitan Gayahin ang tunog ng mga After the drawings are After you have given out your Paano mo naisagawa ang mga
ang pangalan ng aso at ang sususunod: finished, pick one answer, ask each pupil to tell kilos? Bilugan ang iyong grado.
nawawalang bagay. 1. manok randomly, and ask the her/his answer in the blank part
2. baboy class to describe what of the rhyme.. Pinakamagaling
I. Pagtataya ng Aralin
3. aso lines and shapes were Magaling
4. kambing used to draw the Di gaanong magaling
5. ibon animals, and the kinds Di magaling
of lines and shapes
used to show the
texture of the animal’
J. Karagdagang gawain Magsanay sa pagguhit sa Read the rhyme on page 210.
Pag-aralan ang awiting “Aso, Aso” sa
para sa takdang Sumulat ng ibat-ibang huni ng mga bahay.
pahina 15 ng Kagamitan ng Mag-
aralin at remediation hayop.
aaral.
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

Strategies used that work well: Strategies used that work well:
Strategies used that work well: Strategies used that work well: 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
E. Alin sa mga ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
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 ___ Role Playing/Drama ___ Role Playing/Drama
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
nakatulong? ___ 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 ___ Group member’s
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s
Cooperation in Cooperation in
doing their tasks doing their tasks Cooperation in
doing their tasks doing their tasks
doing their tasks
F. Anong suliranin ang __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
aking nararanasan na __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
nasulusyunan sa __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
tulong ng punong __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
guro at 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
used as Instructional
as Instructional Materials as Instructional Materials used as Instructional Materials used as Instructional Materials
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
Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration well:
___ 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
G. Anong kagamitang activities/exercises activities/exercises
___ Carousel ___ Carousel activities/exercises
panturo ang aking ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Carousel
nadibuho na nais ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads
kong ibahagi sa ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS)
kapwa ko guro? ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why? ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s
doing their tasks doing their tasks ___ Group member’s
Cooperation in Cooperation in
Cooperation in
doing their tasks doing their tasks
doing their tasks
Prepared by: Noted:
LILIA C. BULAN JEVIE D. OBINGUAR

( Teacher) ( Principal)

DLL - Mapeh 1 - Q1 - W6

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DLL - Mapeh 1 - Q1 - W6

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School: WRIGHT II CENTRAL ELEM.

SCHOOL Grade Level: I

LUNES MARTES MIYERKULES HUWEBES BIYERNES

III. KAGAMITANG PANTURO

2. Mga Pahina sa LM p. 13-14 LM p. 13-14 LM p. 106 LM p. 208 LM p. 165

Itanong: nagustuhan ba ninyo ang Tandaan: Post the students’ work on

Strategies used that work

LILIA C. BULAN JEVIE D. OBINGUAR

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