DLL Mapeh 5 Q4W2

School: SCCIS Grade Level: V
GRADES 1 to 12
Teacher: VANESSA O. LACARA Learning Area: MAPEH
DAILY LESSON LOG
Teaching Dates and May 8-12, 2023/WEEK 2
Time: Quarter: 4th QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner recognizes the musical symbols and demonstrates understanding of concepts pertaining to speed in music.
B. Performance Standards The learner applies appropriately, various tempo to vocal and instrumental performances.
C. Learning
Competencies/Objectives Uses appropriate musical terminology to indicate variations in tempo.
Write the LC code for 1. Largo
each 2. Presto
3. Allegro
4. Moderato
5. Andante
6. Vovace
7. Retardando
8. accelerando
MU5TP-IVc-d-2
II. CONTENT Ang Tempo Ang Tempo Ang Texture Ang Texture Ang Harmony
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 58-61 58-61 61-63 61-63 63-66
pages
2. Learner’s Material
pages
3. Textbook pages Halinang Umawit at Gumuhit Halinang Umawit at Gumuhit p. Halinang Umawit at Gumuhit Halinang Umawit at Gumuhit p.99 Halinang Umawit at Gumuhit p 100
p. 87 87 p.99
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources Batayang Aklat sa MAPEH 5, Batayang Aklat sa MAPEH 5, ppt, Batayang Aklat sa MAPEH 5, ppt, Batayang Aklat sa MAPEH 5, ppt, Batayang Aklat sa MAPEH 5,
ppt, Speaker Speaker Speaker
Speaker Speaker
IV. PROCEDURES
A. Reviewing previous Subukan ang kaalaman ng Iugnay ang kahalagahan ng Bilang panimulang gawain Alin sa mga napakinggan mong Magsagawa ng profiling tungkol sa
lesson or presenting the bawat mag-aaral tungkol sa pagsunod sa mga karatula sa magpatugtog ng mga awitin na awitin ang pinakagustuhan mo? mga mag-aaral na marunong
new lesson mga karatulang nakikita sa ating lansangan sa kahalaghahan nagpapakita ng mga sumusunod: tumugtog ng piyano o gitara.
kalye. ng kaalaman sa pagbabasa ng 1.solo
mga salitang gamit sa musika. 2.duet
3.koro
B. Establishing a purpose Magpatugtog ng ibat-ibang Talakayin ang konsepto bg Magpakita ng mga video /slideshow Kung may hinandang video ng mga Magpakita ng larawan ng
for the lesson musika na may ibat-iabng tempo. tungkol sa pagkilala ng masasahayang pamilya
pagtatanghak sa musika na
tempo. Anyayahan ang mga monophonic,homophonic
mag-aaral na sumayaw I nagpapakita ng monophonic,
igalaw ang katawan ayon sa
homophonic
musika
C. Presenting Ipaliwanag ang kahalagahan Magkaroon ng gawaing pakikinig. Bumuo ng tatlobg pangkat na mag- Talakayin ang ibat-ibang paraan ng Talakayin ang konsepto ng pagbuo
examples/instances of ng pagsunod sa wastong Magpatugtog ng mga halimbawa ng chord.
the new lesson uulat tungkol sa ibat-ibang uri ng pag-awit upang makabuo ng
tempo upang maisalarawan ng musika na maglalarawan sa
sa musika ang tunay na ibat-ibang tempo na piang-aralan. texture. monophonic/hpmpphonic at
saloobin at damdamin ng
polyphonic
kompositor.
D. Discussing new concepts Ano ang tempo? Bakit kailangang sundin ang Ano ang texture? Anu-ano ang mga uri ng texture? Ano ang chord?
and practicing new skills tempo ng isang awit? Ano ang triad?
#1
E. Discussing new concepts Ipagawa sa mag-aaral ang Magpasaliksik ng iba pang Ipagawa sa mga mag-aaral ang Magpasulat ng talata tungkol sa uri Ipagawa sa mga mag-aaral ang
and practicing new skills Gawain A a sa bahagi ng aklat GawainA sa bahagi ng aklat na mga Gawain sa bahagi ng aklat na
#2 salitang ginagamit upang ilarawan ng texture sa iba pang texture na
na Isagawa Natin sa pahina Isagawa Natin sa pahina 92 Isagawa Natin sa pahina 98
87 ang tempo ng isang awit. tinalaky sa klase.
F. Developing mastery Magsagawa ng gawain sa Magpatugtog ng mga musika na Magpatugtog ng maiikling bahagi ng Ipasagot sa mga mag-aaral ang Ipasagot sa mga mag-aaral ang
(Leads to Formative
Assessment 3) pakikinig may ibat-ibang tempo. Papiliin musika. IpaIpatukoy sa mga mag-aaral Gawain B at C sa bahagi ng aklat na mga gawain sa bahagi ng aklat na
ang mga mag-aaral kung anong ang uri ng texture ng musikang Balikan Natin sa pahina 93 Balikan Natin sa pahina 99-100
uri ng tempo ang kanilang kanilang narinig.
naririnig.
G. Finding practical Isulat ang salitang Italyano Pumiloi ng isang awiting bayan na Isulat ang kahulugan ng sumusunod Isulat ang kahulugan ng sumusunod Punan ang tsart ng mga ngalang
applications of concepts
and skills in daily living na nilalarawan ng iyong nais suriin. Sumulat ng na mga salita. na mga salita. pantono ng mga pangunahing kord
sumusunod na mga salita isang maikling talata na Monophonic Monophonic
1.mas mabilis at mas naglalarawan sa tempo ng musika Homophonic Homophonic
masigla na napakinggan polyphonic polyphonic
2. katamtaman ang bilis o
bagal
Pabilis ng pabilis
1.
M
H. Making generalizations Bakit kailangang sundin ang Mayron bang pangyayari sa Nakalikha k aba ng harmony sa Ano anf susi sa matagumpay na Paano ka makakatulong sa
and abstractions about wastong tempo ng musika? buhay mo na hindi ka sumunod? pagsulong ng harmony sa iyong
the lesson pagkanta ng mga awit paikot at paglikha ng harmonya sa mga awit
pamilya.
partner na may polyphonic texture
I. Evaluating learning Ano ang monophonic texture Ano ang polyphonic texture Ipasagot ang sumusunod Sa mga
mag-aaral.
J. Additional activities for
application or
remediation
V. REMARKS
VI. 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 used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
Why did these work?
Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note taking Examples: Self assessments, note taking Examples: Self assessments, note
taking and studying techniques, taking and studying techniques, and and studying techniques, and vocabulary and studying techniques, and taking and studying techniques, and
and vocabulary assignments. vocabulary assignments. assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
pair-share, quick-writes, and share, quick-writes, and anticipatory quick-writes, and anticipatory charts. share, quick-writes, and anticipatory share, quick-writes, and anticipatory
anticipatory charts. charts. ___Schema-Building: Examples: Compare charts. charts.
___Schema-Building: Examples: ___Schema-Building: Examples: and contrast, jigsaw learning, peer ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw teaching, and projects. Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning,
learning, peer teaching, and learning, peer teaching, and projects. ___Contextualization: peer teaching, and projects. peer teaching, and projects.
projects. ___Contextualization: ___Contextualization: ___Contextualization:
Examples: Demonstrations, media,
___Contextualization: Examples: Demonstrations, media, manipulative, repetition, and local Examples: Demonstrations, media, Examples: Demonstrations, media,
Examples: Demonstrations, manipulative, repetition, and local opportunities. manipulative, repetition, and local manipulative, repetition, and local
media, manipulative, repetition, opportunities. ___Text Representation: opportunities. opportunities.
and local opportunities. ___Text Representation: Examples: Student created drawings, ___Text Representation: ___Text Representation:
___Text Representation: Examples: Student created drawings, videos, and games. Examples: Student created drawings, Examples: Student created drawings,
Examples: Student created videos, and games. ___Modeling: Examples: Speaking slowly videos, and games. videos, and games.
drawings, videos, and games. ___Modeling: Examples: Speaking and clearly, modeling the language you ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
___Modeling: Examples: slowly and clearly, modeling the want students to use, and providing slowly and clearly, modeling the slowly and clearly, modeling the
Speaking slowly and clearly, language you want students to use, samples of student work. language you want students to use, and language you want students to use,
modeling the language you want and providing samples of student providing samples of student work. and providing samples of student
students to use, and providing work. Other Techniques and Strategies used: work.
___ Explicit Teaching Other Techniques and Strategies used:
samples of student work.
___ Group collaboration ___ Explicit Teaching
Other Techniques and Strategies Other Techniques and Strategies used:
___Gamification/Learning throuh play ___ Group collaboration
Other Techniques and Strategies used: ___ Explicit Teaching
___ Answering preliminary ___Gamification/Learning throuh play
used: ___ Explicit Teaching ___ Group collaboration
activities/exercises ___ Answering preliminary
___ Explicit Teaching ___ Group collaboration ___Gamification/Learning throuh play
___ Carousel activities/exercises
___ Group collaboration ___Gamification/Learning throuh ___ Answering preliminary
___ Diads ___ Carousel
___Gamification/Learning throuh play activities/exercises
___ Differentiated Instruction ___ Diads
play ___ Answering preliminary ___ Carousel
___ Role Playing/Drama ___ Differentiated Instruction
___ Answering preliminary activities/exercises ___ Diads
___ Discovery Method ___ Role Playing/Drama
activities/exercises ___ Carousel ___ Differentiated Instruction
___ Lecture Method ___ Discovery Method
___ Carousel ___ Diads ___ Role Playing/Drama
___ Diads ___ Differentiated Instruction ___ Lecture Method ___ Discovery Method
___ Differentiated Instruction ___ Role Playing/Drama ___ Lecture Method
___ Role Playing/Drama ___ Discovery Method
___ Discovery Method ___ Lecture Method
___ Lecture Method
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
can help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
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
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos / PPT __ Localized Videos / PPT __ Localized Videos / PPT __ Localized Videos / PPT __ Localized Videos / PPT
use/discover which I wish __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
to share with other views of the locality views of the locality views of the locality views of the locality views of the locality
teachers? __ Recycling of plastics to be __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
used as Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
Prepared by:
VANESSA O. LACARA
Teacher
Noted:
JANET R. MARTIN,EdD
ESP-III
Checked by:
RONILDA T. CASTANEDA
MT-I

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School: SCCIS Grade Level: V

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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