School: Fairview Elementary School Grade Level: I- LOVE

GRADES 1 to 12
DAILY LESSON LOG MARIE ANTHONETTE C. MARCHAN MAPEH
Teacher: Learning Area:
Teaching Dates and
Time: February 26-29- March 01, 2024 (WEEK 5) Quarter: 3rd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

February 26, 2024 February 27, 2024 February 28, 2024 February 29, 2024 March 01, 2024
I. LAYUNIN

A. CONTENT The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
STANDARDS understanding of the basic understanding of the basic understanding of shapes and understanding of shapes and “CATCH- UP FRIDAYS”
(PAMANTAYANG concepts of timbre concepts of timbre texture and prints that can be texture and prints that can be
PANGNILALAMAN) repeated, alternated and repeated, alternated and READING
emphasized through emphasized through
printmaking printmaking Activity: Story- Telling

Pre-reading Activity:
 Picture study of the
book cover

During Reading:
 Noting Details in the
story (characters,
setting, plot)

Post- Reading:
 Sequencing of events
using pictures
 Story-retelling by
acting out

NUMERACY

 Domino Addition
Track
 “Put Together
Number Puzzles”
 HEALTH

 Naming Body Parts

 Sharing ways how to
clean body parts

VALUES/PEACE

 Knowing the
neighbors
 Identify actions that
show respect to
neighbors
 Tell the effects of
showing respect to
neighbors

B. PERFORMANCE The learner distinguishes The learner distinguishes The learner creates prints that The learner consistently
STANDARDS accurately the different sources accurately the different show repetition, alternation demonstrates healthful
(PAMANTAYAN SA of sounds heard and be able to sources of sounds heard and and emphasis using objects practices for a healthful
PAGGANAP) produce a variety of timbres be able to produce a variety from nature and found objects home environment.
of timbres at home and in school

C. LEARNING MU1FO-IId-1 MU1FO-IId-1 A1PR-IIIf WRITTEN SUMMATIVE

COMPETENCIES (MGA identifies with body movements identifies with body repeats a design by the use of TEST
KASANAYAN SA the movements the stencil (recycled paper,
PAGKATUTO (Isulat ang plastic, cardboard, leaves, and
code ng bawat kasanayan)) 6.1 beginnings 6.1 beginnings other materials) and
6.2 endings 6.2 endings prints on paper, cloth,
6.3 repeats of a recorded music 6.3 repeats of a recorded sinamay, bark, or a wall
example music example
Cognitive
identifies with body identifies with body Creates prints that show The learner consistently
movements the beginnings, movements the beginnings, repetition, alternation and demonstrates healthful
endings, repeats of a recorded endings, repeats of a emphasis using objects from practices for a healthful
music example recorded music example nature and found objects at home environment.
home and in school
 Affective Actively participate in the Actively participate in the Actively participate in the Actively participate in the
discussion discussion discussion discussion
Psychomotor Sing a song while doing echo Draw parts of the body Create a pendant using salt Get a score of 10/10 for the
clapping that helps in producing dough summative test
soft and loud sounds
II. CONTENT
(NILALAMAN)
III. LEARNING RESOURCES (KAGAMITANG PANTURO)
A. References
(Sanggunian)
1. Teachers Guide
Pages
(Mga Pahina sa
Gabay ng Guro)
2. Learners Material
Pages
(Mga Pahina sa
Kagamitang
Pangmag-aaral)
3. Other References
(Iba pang
Sangunian)

B. Materials (Kagamitan)
IV. PROCEDURE (PAMAMARAAN)
A. Reviewing previous Batiin ang kalse gamit ng
lesson or presenting the new So-Mi greeting
lesson (Balik-aral at/o Isa-isang tawagin sa
pagsisimula ng bagong pangalan ang mga bata
aralin) gamit ang pagbati.
B. Establishing a purpose for Echo Clapping: Twinkle, Tumawag ng ilang bata Ano ang maari nating gawn
the lesson Twinkle upang ipakita sa klase ang mula sa lumang bote o baso?
(Paghahabi sa layunin ng napili nilang kilos-
aralin) lokomotor para ilarawan ang
malakas at mahinang
kumpas sa awit na “Jack at
Jill”
C. Presenting Bumati gamit ang SO-MI na . Ipagaya sa buong klase Magpakita ng diwata.
examples/instances of the Pagbati ang galaw na ginawa ng Itanong: Ano mayroong ang
new lesson mga bata sa harap. isang diwata?
(Pag-uugnay ng mga
halimbawa sa bagong aralin)
D. Discussing new concepts
and practicing new skills #1
(Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1)
E. Discussing new concepts
and practicing new skills #2
(Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2)
F. Developing mastery
(Leads to Formative
Assessment 3)
(Paglinang sa kabihasnan
(Tungo sa Formative
Assessment))
G. Finding practical
applications of concepts and
skills in daily living
(Paglalapat ng aralin sa
pang-araw-araw na buhay)
H. Making generalizations
and abstractions about the
lesson
(Paglalahat ng aralin)
I. Evaluating learning
(Pagtataya ng aralin)
J. Additional activities for
application or remediation
(Karagdagang gawain para
Ipaawit ang Jack at Jill at
hayaang ipalakpak ang mga
bata ang kumpas habang
umaawit.
. Ipatukoy ang malakas na
kumpas/mahinang kumpas sa
awit.
Madali ba o mahirap hanapin
ang malakas na kumpas sa
awit?
Ipaawit at ipahanap ang
malakas na kumpas sa awit na
Alpabeton Filipino
Pangkatang ipaawit ang” Jack
at Jill” at hayaang ipalakpak
ang mga bata ang kumpas
habang umaawit
Lakipan ng kilos-lokomotor ang
malakas at mahinang kumpas sa
awit. Humandang ipakita ito sa
Totoo ba na may
kapangyarihan ang isang
diwata?
Ipakita angmga palawit
tulad ng krus, scapular at iba
pang isinusuot ng mga
Pilipino.
Bakit nagsusuot ang mga tao
ng ganitong mga bagay sa
kanilang katawan?
Ano kaya ang nagagawa ng
mga ito para sa taong may
suot ng mga ganitong bagay?
1. Gawain:
Ngayon ay susubukin nating
gumawa ng pendant.
2. Paghahanda ng mga
kagamitan:
salt-dough
3. Pagsasagawa sa gawain.
1. Paanokayo nakalilikha ng
eskultura?
2. Kanino mo gusting
ibigay ang nagawa mong
pendant
Pangkatang pagpapakitang Ang tawag sa mga ito ay
kilos ng mga bata. relihiyosong palawit
Maaring pagamitin ng ibat- (religious artifacts)
ibang instrumento
Iguhit ang bahagi ng iyong Paupuin nang pabilog ang
katawan na tumutulong sa mga bata pagkatapos ng
iyo para matukoy ang gawain.
malakas at mahinang tunog. Pag-usapan ang mga disenyo
na nagawa ng mga bata ukol
sa kulay, linya, hugis at
balance.
Alamin ang mga pendant na
ginagamit ng mga local na
superheroes sa TV at pelikula
sa takdang aralin at klase sa susunod na pagkikita. 1. Darna
remediation) 2. Kapten Barbel
IV. REMARKS
(MGA TALA)

V. REFLECTION
(PAGNINILAY)
A. No. of learners who earned 80% in
the evaluation (Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya)
B. No. of learners who require additional
activities for remediation who scored
below 80%
(Bilang ng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation)
C. Did the remedial lessons work? No.
of learners who have caught up with the
lesson
(Nakatulong ba ang remedial? Bilang
ng mga mag-aaral na naka-unawa sa
aralin)
D. No. of learners who continue to
require remediation
(Bilang ng mga mag-aaral na
magpapatuloy sa remediation)
E. Which of my teaching strategies
worked well? Why did these work?
(Alin sa mga istratehiyang pagtuturo
nakatulong ng lubos? Paano ito
nakatulong?)
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
(Anong suliranin ang aking naranasan
na solusyunan sa tulong ng aking
punungguro at superbisor?)
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers? (Anong
kagamitang panturo ang aking nadibuho
na nais kong ibahagi sa mga kapwa ko
guro?)

Prepared by: Checked by: Approved by:

MARIE ANTHONETTE C. MARCHAN SEBIA P. BATAYAN JORDAN O. NIWANE

Subject Teacher Master Teacher I School Head
Noted by:

BRENDALEE C. AWINGAN, EdD

PSDS-District 8