School: ILALIM ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12
Teacher: MIKEE S. SORSANO Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and
MONDAY Time:TUESDAY
JAN 29- FEB 2, 2024 (WEEK 1)
WEDNESDAY THURSDAYQuarter: 3RD QUARTER
FRIDAY

I. OBJECTIVES PE HEALTH
A. Content Standards Demonstrates Demonstrates The objective of this
understanding of understanding of the activity is to raise
participation and health implications of awareness about gender
assessment of physical poor environment equality and challenge
activity and physical sanitation stereotypes among sixth-
fitness grade students. Through
discussions, role-playing,
and creative expression,
students will gain a
deeper understanding of
gender-related issues.
B. Performance Participates and assess Consistently practices
Standards performance in physical ways to maintain a health
activities environment
C. Learning Describes the physical Describes diseases and
Competencies activity pyramid disorders caused by poor
PW6PF-IIIAQ-16 environmental sanitation
H6EH-IIIa-1
II. CONTENT MPRE MPRE Physical Activity Pyramid CATCH – UP FRIDAY IN
READING and HEALTH

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
pages
3. Textbook 21st Century Mapeh in 21st century Mapeh in
Pages Action 6 pp.184-185 Action 6 pages 280-282
4. Additional
Materials from
LR Portal
B. Other Learning Whiteboard or flip chart
Resources Markers
Chart paper
Sticky notes
Index cards
 Art supplies (optional)
Relevant articles or stories
(optional)
IV. PROCEDURES
A. Review previous Let the student analyse
Lesson the song Masdan mo ang
Kapaligiran by Asin..
What is the message of
the song?
What did you learn from
this song?
B. Establishing Give examples of Give examples of Begin by discussing the
purpose for the unhealthy living among environmental problems terms "gender" and
lesson/ Motivation children now a day? that we are experiencing "equality" with the
1. Eating junk foods now a day. students. Ask them to
2. Drinking soft Why do we experience it? share their thoughts on
drinks what these terms mean.
3. Not exercising Discuss why it's
What are the ways that we important to treat
can stop these unhealthy everyone equally
practices that we do regardless of their gender.
everyday?
C. Presenting Group pupils into 4. Facilitate a brainstorming
examples or They will identify the session on gender
presentation/ different diseases caused stereotypes. Write down
instances of the by poor environmental common stereotypes on
new lesson sanitation. the board, such as "girls
1. Respiratory are not good at math" or
Diseases "boys should not cry."
2. Gastrointestinal Encourage students to
Diseases share their experiences
3. Skin Diseases and observations.
Neurological Impairment

D. Discussing new What are the activities
concepts and that we should do
practicing new regularly?
skills What are the activities
that we should do
minimally? Why?
What are respiratory Engage in a class
diseases? discussion about the
Gastrointestinal? Skin dangers of stereotypes
Diseases? Give some and how they can lead to
examples. unfair treatment.
Introduce the concepts of

E. Discussing new
concepts & Why do you think these
practicing new pyramid do recommend
skills #2 activities that requires a
lot of body movement?
F. Developing Identify the following
Mastery (Leads to activities that we should
Formative do Minimally, Often,
Assessment 3) Regularly, Habitually.
1. Watching
television (M)
2. Swimming (O)
3. Doing house
chores (R)
4. Running
errands( R )
Playing computer games
(M)
G. Finding to What activities that we
Practical should change or
Application of minimize in the physical
concepts and skills activity pyramid? Why?
in daily living/
Valuing
H. Making What are activities that we
Generalization & should do minimally?
Abstraction about Regularly? Often?
the lessons Habitually?
What is the Physical
Activity Pyramid?
I. Evaluating Enumerate the activities
Learning that you should do (5
activities each)
a. Minimally
b. Often
equality, diversity, and the
importance of embracing
differences.
Identify the following Break the class into small
diseases; groups and provide them
1. Diarrhea with scenarios depicting
2. Cholera stereotypical situations.
3. Dysentery Ask each group to discuss
and come up with
alternative, non-
stereotypical solutions to
the situations.
What are the three Have each group present
diseases brought by poor their alternative solutions.
environmental sanitation? Facilitate a class
discussion on how
breaking stereotypes
contributes to building a
more inclusive and equal
community. Encourage
students to ask questions
and share their thoughts.
As a student how would Encourage them to
you contribute in helping identify and challenge
minimize the poor stereotypes, promote
environmental sanitation equality, and be inclusive
diseases? in their interactions with
others.
What are some diseases Summarize the key
and disorders caused by points, emphasizing the
poor environmental importance of treating
sanitation? everyone fairly,
irrespective of stereotypes.
True or False Conduct a brief reflection
1. (T)Diarrhea is the or quiz to gauge students'
opposite of understanding of the
constipation and lesson. Allow them to
sometimes called express what they've
 c. Regularly “intestinal flu” learned and any questions
Habitually 2. (T)Cold is the or concerns they may
most common have.
respiratory
disease due to
poor
environmental
sanitation.
3. (F)Cholera is a
disease involving
gastrointestinal
tract, namely the
esophagus,
stomach, small
intestine, large
intestine and
rectum.
4. (F) Dysentery is
not an infectious
disease which is
passed through
the ingestion of
food and water
that has beeb
contaminated.
(T) Overpopulation,
excessive urbanization,
environmental health
J. Additional List down your daily Assignment: creating anti-stereotype
activities for activities in your notebook Write a slogan for posters or writing short
application or and identify them environmental sanitation. stories that challenge
remediation according to the stereotypes
Philippine physical
activity pyramid.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who requires
additional acts for
 remediation who
scored below 80%
C. Did the remedial
instruction really
work? No of
learners who
caught up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of the
strategies work
well? Why did this
work?
F. What difficulties
did I encounter
which my
principal/
supervisor can
help me solve?)
G. What innovations
or localized
materials did I
used/ discover
which I wish to
share with other
teacher?

Prepared By:

MIKEE S. SORSANO Checked/ Reviewed:

Teacher I
JOYCE ANN S. ABAD Noted:
Master Teacher I
LAURA S. MANAGBANAG
Principal II