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  • DLL - Mapeh 1 - Q3 - W5

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    Jomarie Shaine Lulu Hipolito
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    This document provides a daily lesson log for a Grade 1 teacher covering a week of classes in Music, Arts, Health, and PE. The learning objectives focus on developing an understanding of concepts like timbre, texture, printmaking techniques, and healthful home environments. Specific activities are outlined for each subject, such as identifying sound sources, creating repeated prints, discussing religious artifacts, and assessing locomotor movements to music. The log also references teaching materials and aims to apply lessons to everyday life.

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    DLL_MAPEH 1_Q3_W5 (1)

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    This document provides a daily lesson log for a Grade 1 teacher covering a week of classes in Music, Arts, Health, and PE. The learning objectives focus on developing an understanding of concepts like timbre, texture, printmaking techniques, and healthful home environments. Specific activities are outlined for each subject, such as identifying sound sources, creating repeated prints, discussing religious artifacts, and assessing locomotor movements to music. The log also references teaching materials and aims to apply lessons to everyday life.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    6 views4 pages

    DLL - Mapeh 1 - Q3 - W5

    Uploaded by

    Jomarie Shaine Lulu Hipolito
    This document provides a daily lesson log for a Grade 1 teacher covering a week of classes in Music, Arts, Health, and PE. The learning objectives focus on developing an understanding of concepts like timbre, texture, printmaking techniques, and healthful home environments. Specific activities are outlined for each subject, such as identifying sound sources, creating repeated prints, discussing religious artifacts, and assessing locomotor movements to music. The log also references teaching materials and aims to apply lessons to everyday life.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 4

    School: STO.

    ROSARIO ELEMENTARY SCHOOL Grade Level: I


    GRADES 1 to 12 Teacher: JOMARIE SHAINE H. CANTILA Learning Area: MAPEH
    DAILY LESSON LOG Teaching Dates and
    Time: FEBRUARY 26 – MARCH 1, 2024 (WEEK 5) Quarter: 3RD QUARTER

    I.LAYUNIN LUNES (MUSIC) MARTES (MUSIC) MIYERKULES (ARTS) HUWEBES (HEALTH) BIYERNES (P.E)
    A. PAMANTAYANG The learner… The learner… The learner… The learner… CATCH-UP FRIDAY
    PANGNILALAMAN demonstrates understanding of demonstrates understanding of demonstrates understanding of understands the importance of
    the basic concepts of timbre the basic concepts of timbre shapes and texture and prints that keeping the home environment
    can be repeated, alternated and healthful.
    emphasized through printmaking
    B. PAMANTAYAN SA PAGGANAP The learner… The learner… The learner… The learner…
    distinguishes accurately the distinguishes accurately the creates prints that show consistently demonstrates
    different sources of sounds different sources of sounds repetition, alternation and healthful practices for a healthful
    heard and be able to produce a heard and be able to produce a emphasis using objects from home environment.
    variety of timbres variety of timbres nature and found objects at home
    and in school
    MU1FO-IId-1 MU1FO-IId-1 A1PR-IIIf WRITTEN SUMMATIVE TEST
    identifies with body movements identifies with body movements repeats a design by the use of
    the the stencil (recycled paper, plastic,
    C. MGA KASANAYAN SA
    cardboard, leaves, and other
    PAGKATUTO (Isulat ang code ng
    6.1 beginnings 6.1 beginnings materials) and
    bawat kasanayan)
    6.2 endings 6.2 endings prints on paper, cloth, sinamay,
    6.3 repeats of a recorded music 6.3 repeats of a recorded music bark, or a wall
    example example
    II. NILALAMAN

    A.Sanggunian
    1. Mga Pahina sa Gabay ng Guro
    2. Mga Pahina sa Kagamitang
    Pangmag-aaral

    B.Kagamitan
    III.PAMAMARAAN
    Batiin ang kalse gamit ng So-Mi
    greeting
    A. Balik-aral at/o pagsisimula ng
    Isa-isang tawagin sa
    bagong aralin
    pangalan ang mga bata gamit
    ang pagbati.
    B. Paghahabi sa layunin ng aralin Echo Clapping: Twinkle, Twinkle Tumawag ng ilang bata upang Ano ang maari nating gawn mula
    ipakita sa klase ang napili nilang sa lumang bote o baso?
    kilos-lokomotor para ilarawan
    ang malakas at mahinang
    kumpas sa awit na “Jack at Jill”
    Bumati gamit ang SO-MI na . Ipagaya sa buong klase ang Magpakita ng diwata.
    Pagbati galaw na ginawa ng mga bata sa Itanong: Ano mayroong ang isang
    C. Pag-uugnay ng mga halimbawa sa
    harap. diwata?
    bagong aralin
    Totoo ba na may kapangyarihan
    ang isang diwata?
    D. Pagtalakay ng bagong konsepto Ipaawit ang Jack at Jill at Ipakita angmga palawit tulad
    at paglalahad ng bagong kasanayan hayaang ipalakpak ang mga bata ng krus, scapular at iba pang
    #1 ang kumpas habang umaawit. isinusuot ng mga Pilipino.

    . Ipatukoy ang malakas na Bakit nagsusuot ang mga tao ng


    kumpas/mahinang kumpas sa ganitong mga bagay sa kanilang
    E. Pagtalakay ng bagong konsepto
    awit. katawan?
    at paglalahad ng bagong kasanayan
    Ano kaya ang nagagawa ng mga
    #2
    ito para sa taong may suot ng mga
    ganitong bagay?
    Madali ba o mahirap hanapin 1. Gawain:
    ang malakas na kumpas sa awit? Ngayon ay susubukin nating
    F. Paglinang sa kabihasnan gumawa ng pendant.
    (Tungo sa Formative Assessment) 2. Paghahanda ng mga
    kagamitan:
    salt-dough
    3. Pagsasagawa sa gawain.
    Ipaawit at ipahanap ang 1. Paanokayo nakalilikha ng
    G. Paglalapat ng aralin sa pang- malakas na kumpas sa awit na eskultura?
    araw-araw na buhay Alpabeton Filipino 2. Kanino mo gusting ibigay
    ang nagawa mong pendant
    Pangkatang pagpapakitang kilos Ang tawag sa mga ito ay
    H. Paglalahat ng aralin ng mga bata. relihiyosong palawit (religious
    Maaring pagamitin ng ibat- artifacts)
    ibang instrumento
    Pangkatang ipaawit ang” Jack at Iguhit ang bahagi ng iyong Paupuin nang pabilog ang mga
    Jill” at hayaang ipalakpak ang katawan na tumutulong sa iyo bata pagkatapos ng gawain.
    mga bata ang kumpas habang para matukoy ang malakas at Pag-usapan ang mga disenyo na
    I. Pagtataya ng aralin umaawit mahinang tunog. nagawa ng mga bata ukol sa kulay,
    linya, hugis at balance.

    J. Karagdagang gawain para sa Lakipan ng kilos-lokomotor ang Alamin ang mga pendant na
    takdang-aralin at remediation malakas at mahinang kumpas sa ginagamit ng mga local na
    awit. Humandang ipakita ito sa superheroes sa TV at pelikula
    klase sa susunod na pagkikita. 1. Darna
    2. Kapten Barbel
    IV. MGA TALA
    V. PAGNINILAY
    A. Bilang ng mag-aaral na nakakuha ___ bilang ng Mag-aaral na ___ bilang ng Mag-aaral na ___ bilang ng Mag-aaral na ___ bilang ng Mag-aaral na
    ng 80% sa pagtataya nakakuha ng 80% sa Pagtataya nakakuha ng 80% sa Pagtataya nakakuha ng 80% sa Pagtataya nakakuha ng 80% sa Pagtataya
    B. Bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na
    nangangailangan ng iba pang gawain nangangailangan ng gawain nangangailangan ng gawain nangangailangan ng gawain para nangangailangan ng gawain para
    para sa remediation para sa remediation para sa remediation sa remediation sa remediation

    C. Nakatulong ba ang remedial? ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi
    Bilang ng mga mag-aaral na naka- ____ bilang ng mag-aaral na ____ bilang ng mag-aaral na ____ bilang ng mag-aaral na naka- ____ bilang ng mag-aaral na naka-
    unawa sa aralin naka-unawa sa aralin naka-unawa sa aralin unawa sa aralin unawa sa aralin
    D. Bilang ng mga mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na
    magpapatuloy sa remediation magpapatuloy sa remediation magpapatuloy sa remediation magpapatuloy sa remediation magpapatuloy sa remediation
    Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
    ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
    ___ Games ___ Games ___ Games ___ Games
    ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
    ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
    activities/exercises activities/exercises activities/exercises activities/exercises
    ___ Carousel ___ Carousel ___ Carousel ___ Carousel
    ___ Diads ___ Diads ___ Diads ___ Diads
    ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
    ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
    E. Alin sa mga istratehiya sa Poems/Stories Poems/Stories Poems/Stories Poems/Stories
    pagtuturo ang nakatulong ng lubos? ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
    ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
    ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
    ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
    Why? Why? Why? Why?
    ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
    ___ 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
    ___ Group member’s ___ Group member’s ___ Group member’s Cooperation ___ Group member’s Cooperation
    Cooperation in Cooperation in in in
    doing their tasks doing their tasks doing their tasks doing their tasks
    F. Anong suliranin ang aking __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
    naranasan na nasolusyunan sa __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
    tulong ng aking punongguro? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
    __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
    Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
    __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
    Internet Lab Internet Lab Internet Lab Internet Lab
    __ Additional Clerical works __ Additional Clerical works Planned Innovations: __ Additional Clerical works
    Planned Innovations: Planned Innovations: __ Localized Videos Planned Innovations:
    __ Localized Videos __ Localized Videos __ Making big books from __ Localized Videos
    __ Making big books from __ Making big books from views of the locality __ Making big books from
    views of the locality views of the locality __ Recycling of plastics to be used views of the locality
    __ Recycling of plastics to be __ Recycling of plastics to be as Instructional Materials __ Recycling of plastics to be used
    used as Instructional Materials used as Instructional Materials __ local poetical composition as Instructional Materials
    __ 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
    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
    ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
    ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
    ___ worksheets ___ worksheets ___ worksheets ___ worksheets
    ___ 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 well: Strategies used that work well:
    ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
    ___ Games ___ Games ___ Games ___ Games
    ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
    ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
    activities/exercises activities/exercises activities/exercises activities/exercises
    G. Anong kagamitang panturo ang ___ Carousel ___ Carousel ___ Carousel ___ Carousel
    aking nadibuho na nais kong ibahagi ___ Diads ___ Diads ___ Diads ___ Diads
    sa mga kapwa ko guro? ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
    ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
    Poems/Stories Poems/Stories Poems/Stories Poems/Stories
    ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
    ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
    ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
    ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
    Why? Why? Why? Why?
    ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
    ___ 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
    ___ Group member’s ___ Group member’s ___ Group member’s Cooperation ___ Group member’s Cooperation
    Cooperation in Cooperation in in in
    doing their tasks doing their tasks doing their tasks doing their tasks
    PREPARED BY: NOTED BY:

    JOMARIE SHAINE H. CANTILA CRISTINA L. CORDOVA


    Teacher I Principal I

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