GRADE 2 School:
DAILY LESSON LOG Teacher:
Teaching Date and Time:
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/ Objectives
Write the LC code for each.
II. CONTENT
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
Tala Elementary School Grade Level: II
Rowena P. Lopez Learning Area: MAPEH (Arts)
February 12, 2024
6:40-7:20 Quarter: 3rd
Demonstrates understanding of shapes, textures,colors and repetition of
motif, contrast of motif and color from nature and found objects
Creates prints from natural and man-made objects that can be repeated or
alternated in shape or color
Differentiates natural and man-made objects with repeated or alternated
shapes and colors and materials that can be used in print making A2EL-
llIa
Pagkakaiba ng Natural at Man-made na Bagay
K to12 Curriculum Guide 2016 Grade 2 – Arts
DBOW MAPEH2 QUARTER 1
SLM in MAPEH pages 1-8
Music, Arts, Physical Education and Health 2. Illagan, Amelia M. et.al, 2013
pp.3-8
Laptop, Teacher made-visual aids
.
Balik-aral:
Lagyan ng tsek ang mga larawan ng bagay na ginagamit sa
paggawa ng likhang sining.
Ano ang paglilimbag?
Ano ang dalawang klase ng mga bagay na maaari nating gamitin sa
paglilimbag?
Pagmasdan ang mga larawan. Paano ba ito ginawa?
Ang dalawang larawan sa itaas ay gawa sa mga natural na mga bagay at
ang dalawang larawan sa ibaba ay gawa sa man-made na mga bagay.
Ang paglillmbag o printing ay isang gawaing sining na nagagawa sa
pamamagitan ng pag-iiwan ng bakas mula sa kinulayang bagay.
Ang mga natural na bagay na mula sa kalikasan ay maaaring gamitin sa
paglilimbag tulad ng puno, halaman, yamang-tubig, yamang-lupa at iba pa.
Ang mga man-made na mga bagay ay gawa ng tao tulad ng mga karton,
mga guhit, mga pinta, lapis at iba pa.
E. Discussing new concepts and Mga halimbawa ng mga natural na mga bagay na maaaring gamitin sa
practicing new skills #2 paglilimbag.

Halimbawa ng mga man-made na bagay na maaaring gamitin sa

paglilimbag.

F. Developing mastery (leads to Isulat ang N sa patlang kung ang bagay ay natural o galing sa kalikasan at M
Formative Assessment 3) naman kung ito ay man-made o gawa ng tao.
______1. Okra
______2. Sapatos
______3. Puno
______4. Lobo
______5. isda

H. Making generalizations May dalawang klase ng bagay na maaaring gamitin sa paglilimbag. Ito ay
and abstractions about the lesson mga bagay na mula sa kalikasan tulad ng mga gulay at prutas at gawa ng
tao.

Ang paglilimbag na ginamitan ng mga bagay na gawa ng tao ay tinatawag

na payak lamang ang disenyo. Ang nababakat lamang kasi dito ay ang hugis
nito. Samantalang ang paglilimbag na ginamitan ng mga bagay mula sa
kalikasan ay mas nakakalikha ng mas magandang disenyo dahil nababakat
nito ang iba’t-ibang hugis, linya o disenyo ng gulay at prutas.

I. Evaluating learning Isulat ang salitang Natural kung ang larawan ay nagpapakita ng mga natural
na bagay sa paglilimbag at isulat naman ang salitang man-made kung ang
mga bagay na ginamit ay gawa ng tao.

J. Additional activities for Gumuhit ng 2 bagay na natural o galng sa kalikasan at 2 bagay na man-
application or remediation made o gawa ng tao. Gawin ito sa iyong kuwaderno.

IV. REMARKS
V. REFLECTION
A..No. of learners who earned 80% in the
evaluation
B.No. of learners who require 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 Strategies used that work well:
___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw
well? Why did these work? ___ Answering preliminary activities/exercises ___ Carousel ___ Diads
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama __ Discovery Method
___ Lecture Method
Why?
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I encounter which my __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs
__ Unavailable Technology Equipment (AVR/LCD)
principal or supervisor can help me solve? __ Science/ Computer/ Internet Lab
__ Additional Clerical works
G. What innovation or localized materials Planned Innovations:
__ Localized Videos __ Making big books from views of the locality
 GRADE 2 School: Tala Elementary School Grade Level: II
DAILY
did LESSON LOG
I use/discover which Teacher:
I wish to share with Rowena P. Lopez Learning Area:
__ Recycling of plastics to be used as Instructional Materials
__ local poetical MAPEH (Arts)
composition

other teachers? February 13, 2024

Prepared by:Date and Time:
Teaching Checked and Validated by: Quarter:
6:40-7:20 Noted 3rdby:

ROWENA P. LOPEZ RODA T. CANALES REMEDIOS B. LICONG

Teacher I Master Teacher -in- Charge Principal III

I. OBJECTIVES
A. Content Standard Demonstrates understanding of shapes, textures,colors and repetition of
motif, contrast of motif and color from nature and found objects
B. Performance Standard Creates prints from natural and man-made objects that can be repeated or
alternated in shape or color
C. Learning Competency/ Objectives Differentiates natural and man-made objects with repeated or alternated
Write the LC code for each. shapes and colors and materials that can be used in print making A2EL-
llIa
II. CONTENT Iba’t-ibang Anyo ng Imprenta
LEARNING RESOURCES
A. References K to12 Curriculum Guide 2016 Grade 2 – Arts
1. Teacher’s Guide pages DBOW MAPEH2 QUARTER 1
2. Learner’s Materials pages SLM in MAPEH pages 1-8

3. Textbook pages
4. Additional Materials from Music, Arts, Physical Education and Health 2. Illagan, Amelia M. et.al, 2013
Learning Resource (LR) portal pp.3-8

B. Other Learning Resource Laptop, Teacher made-visual aids

III. PROCEDURES .
A. Reviewing previous lesson or Tingnan ang mga larawan ng iba’t ibang bagay.
presenting the new lesson Maaari ba silang gamitin sa pag imprenta o pagtatak ng marka? Bakit o bakit
hindi? Ano ang kanilang pagkakapareho?

B. Establishing a purpose for the Ano-ano ang bagay na maaaring gamitin natin upang makalikha ng tatak o
lesson marka?

C. Presenting examples/ instances May mga bagay sa kalikasan ang hindi patag ngunit maaaring hiwain o
of the new lesson hatiin sa gitna upang magkaroon ng patag na bahagi. Sa pamamagitan nito,
masisilayan ang panloob na kaanyuan ng mga bagay na may kanya-kanyang
hugis at kurba.

May mga bagay din na gawa ng tao na maaaring gamitin bilang pantatak
o pang imprenta.

D. Discussing new concepts and
practicing new skills #1
Kung lalagyan ng pangkulay bilang pantatak ang patag na bahagi ang
kanilang mga likas na hugis at kurba ay maaaaring makapagdulot ng kani-
kaniyang guhit, marka o disenyo sa imprenta.
Ang mga bahaging hindi nilagyan ng kulay ay hindi makalilikha ng marka
kahit pa ilapat ito sa ibang bagay.
 Kung walang krayola, maaaring gamitin ang tubig na hinalo sa kape, lupa,
harina, pulbo dagta ng mga dahon at puno, o katas ng iba’t ibang prutas.

E. Discussing new concepts and Sundin ang mga sumusunod na hakbang upang makalikha ng isang
practicing new skills #2 imprentang may mga guhit o linya sa disenyo o marka. ( ipapakita ng guro
bilang isang halimbawa)

Mga kagamitan:

Mga paraan:
1. Maglagay ng isang kutsarang toyo sa platito.
2. Idampi ang dulo ng tinidor sa platito.
3. Lumikha ng iba’t ibang patuldok na marka sa papel
4. Ihiga ang ulong bahagi ng tinidor sa papel
5. Lumikha ng ibat ibang markang may apat na guhit sa papel.
6. Patuyuin ito sa maaraw na lugar.

F. Developing mastery (leads to Lagyan ng gitling (-) kung kung ang bagay sa larawan ay may patag na
Formative Assessment 3) bahagi at (^) kung ito ay walang patag na bahagi.

H. Making generalizations Ang sining ng imprenta ay nakapagpapayabong ng pagkamalikhain at

and abstractions about the lesson pagkamaparaan ng isang tao dahil sa dami ng magagawang kombinasyon
nito.

I. Evaluating learning Isulat ang letrang K kung ang kagamitang pang imprenta ay mula sa
kalikasan at letrang T kung gawa ng tao.
_____1. kalamansi
_____2. dahon ng bayabas
_____3. takip ng bote
_____4. barya
_____5. balat ng puno

J. Additional activities for Kumpletuhin.

application or remediation Ang mga maaaring gamitin sa pag-imprenta ay maaaring mula sa
________ o gawa ng _______.

IV. REMARKS
V. REFLECTION
A..No. of learners who earned 80% in the
evaluation
B.No. of learners who require 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 Strategies used that work well:
___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw
well? Why did these work? ___ Answering preliminary activities/exercises ___ Carousel ___ Diads
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama __ Discovery Method
___ Lecture Method
Why?
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I encounter which my __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs
__ Unavailable Technology Equipment (AVR/LCD)
principal or supervisor can help me solve? __ Science/ Computer/ Internet Lab
__ Additional Clerical works
G. What innovation or localized materials Planned Innovations:
__ Localized Videos __ Making big books from views of the locality
did I use/discover which I wish to share with __ Recycling of plastics to be used as Instructional Materials __ local poetical composition
other teachers?

Prepared by: Checked and Validated by: Noted by:

 GRADE 2 School:
DAILY LESSON LOG Teacher:
ROWENA P. LOPEZ
Teacher I
Teaching Date and Time:
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/ Objectives
Write the LC code for each.
II. CONTENT
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
Tala Elementary School Grade Level: II
Rowena P. Lopez
RODA T. CANALES Learning Area:
REMEDIOS B. MAPEH (Arts)
LICONG
February 14, 2024-in- Charge
Master Teacher Principal III
6:40-7:20 Quarter: 3rd
Demonstrates understanding of shapes, textures,colors and repetition of
motif, contrast of motif and color from nature and found objects
Creates prints from natural and man-made objects that can be repeated or
alternated in shape or color
Creates a consistent pattern by making two or three prints that are repeated
or alternated in shape or color A2EL-llIb
Ritmo ng Disenyo
K to12 Curriculum Guide 2016 Grade 2 – Arts
DBOW MAPEH2 QUARTER 1
SLM in MAPEH pages 1-8
Music, Arts, Physical Education and Health 2. Illagan, Amelia M. et.al, 2013
pp.3-8
Laptop, Teacher made-visual aids
.
Isulat ang letrang K kung ang kagamitang pang imprenta ay mula sa
kalikasan at letrang T kung gawa ng tao.
_____1. kalamansi
_____2. dahon ng bayabas
_____3. takip ng bote
_____4. barya
_____5. balat ng puno
Ang ritmo ay natutuhan natin sa tunog ng musika. Ngunit alam mo bang
mayroon ding ritmo sa sining? Ano kaya ang ritmo sa sining? Paano kaya
makagagawa nito?
Pagmasdan ang larawan. Ilang kulay ang nakikita sa kaliwang kahon? Ilang
hugis naman ang makikita sa kanang kahon?
-Ang mga marka sa kaliwang kahon ay gumagamit ng dalawang
kulay, ang itim at ang puti. Ang mga marka naman sa kanang kahon
ay may tatlong hugis, ang puso, ang bituin at ang bilog na mukha.
Sa larangan ng sining, ang ritmo ay tumutukoy sa paulit-ulit o nagsasalit
na linya, hugis o kulay ng isang likhang-sining. Ito ay tila nagpapahiwatig ng
paggalaw ng hitsura ng isang panig o bahagi ng isang bagay.
Isulat ang MR kung ang mga bagay sa larawan ay may ritmo at WR naman
kung walang ritmo.
Iguhit sa kuwaderno at kulayan ang mga hugis. Sundin ang itinakdang kulay
sa bawat hugis.
H. Making generalizations
and abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
A..No. of learners who earned 80% in the
evaluation
B.No. of learners who require 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 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:
ROWENA P. LOPEZ
Teacher I
Ang ritmo ay isang prinsipyo ng biswal na sining. Kung saan naipapakita ang
may dalawa o tatlong umuulit o nagsasalitang hugis, linya o kulay. Ginagamit
ito upang magdulot ng pagkakapare-pareho o pagkakaiba-iba sa mga marka
o disenyo ng isang bagay. Nagbibigay din ito ng ilusyon ng paggalaw sa isa o
ilang bahagi ng isang sining at direksyon sa mata ng mga nakakakita nito.
Sundin ang mga hakbang sa ibaba upang makalikha ng imprentang may
ritmo na may dalawa o tatlong markang inuulit o nagsasalit na hugis o kulay
Mga kagamitan:
isang istik o walis tingting
pangkulay na likido
tatlong platito o lalagyan ng kulay
Gumuhit ng mga bagay at ipakita ang ritmo. Kulayan ito. Gawin ito sa iyong
kuwaderno.
Strategies used that work well:
___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises ___ Carousel ___ Diads
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama __ Discovery Method
___ Lecture Method
Why?
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
__ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs
__ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos __ Making big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials __ local poetical composition
Checked and Validated by: Noted by:
RODA T. CANALES REMEDIOS B. LICONG
Master Teacher -in- Charge Principal III