Grade 5 DLL MAPEH 5 Q4 Week 1

School: SOUTH 1-A CENTRAL SCHOOL Grade Level: V
GRADE 5 Teacher: ANTHONETTE LLYN JOICE B. BURGOS Learning Area: MAPEH

DAILY LESSON LOG Teaching Dates and Time: APRIL 1-5,2024 (WEEK 1) Quarter: 4TH Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner… The learner… The learner… The learner…
demonstrates
demonstrates understanding demonstrates understanding of demonstrates understanding of understanding of basic
of concepts pertaining to concepts pertaining to volume in colors, shapes, space, repetition, first aid principles and
volume in music music and balance through sculpture procedures for common
and 3-dimensional craft.
B. Performance Standards The learner… The learner… The learner… The learner… CATCH- UP FRIDAY
demonstrates fundamental
applies dynamics to musical applies dynamics to musical construction skills in making a 3- practices appropriate first aid Morning: DEAR
selections selections dimensional craft that expresses principles and procedures for
balance, artistic design, and common injuries Afternoon: Values Education,
repeated variation Health Education, Peace
of decorations and colors Education, and Homeroom
1. papier-mâché jars with Guidance Program
patterns
2. paper beads
constructs 3-D craft using primary
and secondary colors, geometric
shapes, space, and repetition of
colors to show balance of the
structure and shape
C. Learning identifies the different Napahahalagahan ang Dynamics sa Natutukoy at naiisa-isa ang mga a.Naipaliliwanag ang mga layunin
Competencies/Objectives dynamic levels used in a song madamdaming pagpapahayag ng kagamitan sa paglikha ng 3 ng mga pangunang lunas
Write the LC code for each heard musika. dimensyonal craft na paper beads b.Naibibigay ang mga pangunahing
MU5DY-IVa-b-1 kasanayan sa pangunang lunas
MU5DY-IVa-b-1 A5EL-IVa H5IS-IVa-34 /Page 35 of 66
II. CONTENT ANG PAGKAKAIBA-IBA NG : Dynamics sa madamdaming Mga Kagamitansa Paggawa ng 3 Pinagmulan at Layunin ng mga
MGA TEMPO GINAMIT SA pagpapahayag ng musika Dimensyonal Craft na Paper Pangunang Lunas
AWITING MUSIKAL Beads
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Curriculum Guide,
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources tsart ng mga awit, mga larawan, Paper ( magazine pages,
CD/CD player
wrapping paper, wallpaper,
coloured and art paper), Pencil,
ruler, scissors, thin wooden
dowel, 2 soft paint brush, glue,
wooden sticks, varnish
IV. PROCEDURES
A. Reviewing previous Pakinggang mabuti ang 1. Pagsasanay 1.Balik-aral Ipakita ang mga larawan ng isang
lesson or presenting the awiting “Kalesa”. a. Rhythmic Pagpapakita ng mga larawan ng masigla at malusog na pamilya na
new lesson i. Clapping/Paagpalakpak mga kagamitang ginamit sa di gumagamit ng gateway drugs.
paggawa ng 3 dimensyonal craft
na paper mache.
IIsa-isahin muli ang mga ito sa
pamamagitan ng paglalagay ng
pangalan sa guhit na nasa ibaba
ng larawan.
B. Establishing a purpose for the identifies the different Gawain Pagpapakita ng larawan tungkol
lesson dynamic levels used in a song 1.Pagganyak sa paunang panlunas.
heard
Panoorin ang video ng awit Ako ay
Pilipino/ Pakinggan ang pyesa ng
awit Ako ay Pilipino. Pagganyak
Pagpapakita ng larawan ng Paper
Beads
Itanong:
1.Ano ang nasa larawan?
2.Ano ang panagalan ng likhang –
sining na ito/
3.Ano-ano ang mga kagamitan
ginamit sa paglikha nito?
C. Presenting Anong uri ng transportasyon 2.Paglalahad 1.Paglalahad Pag-usapan sa klase ang larawan
examples/instances of the ang kalesa? Higit na gumaganda ang isang sa “Pag-usapan Natin” sa LM.
new lesson Sa anong uri ng pamayanan awit o tugtugin kapag naipahayag ng Ang paggawa ng paper bead ay Pasagutan ang mga tanong sa
makikita ang kalesa? maayos ang isinasaad sa isang gawaing nakakalibang na ibaba
Ano ang mabuting naidudulot pamamagitan ng wastong paglakas maaring pagkakitaan kung
sa kapaligiran ang paggamit at paghina nito sa mga bahagi ng gagamitan ng kaalaman sa
ng kalesa? Kung kayo ay paglikha ng mga palamuti. Ito ay
komposisyon na kakikitaan ng antas.
mabibigyan ng pagkakataong nagmula pa sa bansang Inglatera
Ang pagsunod sa mga sagisag ng
makagamit pa ng kalesa, na kung saan ang mga
nanaisin ba ninyo? Bakit? dynamics ay nagbibigay ng kababaihan ay matiyagang
Paano ninyo maipakikita ang kakaibang sigla at kahulugan nito nagbibilot ng maliliit na papel
pagpapahalaga sa kapaligiran? upang makulayan at matuhog
Sa awiting “Kalesa”, ano ang para gawing palamuti sa
inyong napansin sa tempo katawan gayundin upang maging
nito? palamuti sa bahay tulad
Aling bahagi ng awitin ang kurtinang gawa sa tinuhog na
may mabagal na tempo? May beads.
mabilis na tempo? Nangangailangan ng
masusing at matiyagang
pagbibilot o pagrorolyo ng maliliit
na papel upang makalikha ng
beads na kukulayan ng pintura at
didisenyuhan base sa nais.
Maaaring tuhugin at
gawing pulseras, kwintas, palawit
sa hikaw at iba pang palamuti sa
katawan at bahay ang nagawang
tinuhog na beads.
D. Discussing new concepts and Pakinggan ang mga Pagtalakay . mga kagamitan sa paggawa ng Pag-usapan sa klase ang larawan
practicing new skills #1 sumusunod na awitin at Pakinggang muli ang paper beads; sa “Pag-usapan Natin” sa LM.
tukuyin ang tempo ng awiting awit ng Ako ay Pilipino Pasagutan ang mga tanong sa
napakinggan. habang sumusunod sa Iskor 1.Papel – magasin , art paper at ibaba.
ng awit na nakasulat sa coloured ay maaaring gamitin Ang 3 pangunahing mga layunin
1. “Rikiting-kiting” C , Manila Paper. 2.Lapis- para sa pagguhit sa ng paunang tulong-panlunas, na
so korte ng papel mas kilala bilang 3 P (tatlong P)
2. 4. “Rock-a-Bye Baby” 3.Ruler- para sa pagsusukat ang mga sumusunod:
4.Gunting- para sa paggupit ng
F, la
mga papel • Pagpapanatili ng buhay
3. “Dandansoy” C, m 5.Mainipis na kahoy na dowel- (Preserve life)
4. 5. “Daniw” C, so para sa pagrorolyo ng papel • Pag-iwas mula sa
5. “Pandangguhan” F, 6.Malambot na brush ng pinta- pagkakaroon ng mga dagdag na
fa para sa pag-aaplay ng glu sa pinsala o pag-iwas sa paglala ng
papel kapinsalaan o karamdaman
7.Glue/ pandikit- para sa (Prevent further injury or illness)
pagdidikit ng mga paper beads • Pagtataguyod sa
8.Patpat na kahoy-para sa paggaling (Promote recovery)
pagpapatuyo ng beads pagkatpos
barnisan
9.Soft paint brush- sa pagpapahid
ng barnis
10.Barnis- para magkakulay at
hindi kumapit ang dumi
11.Oasis florist block-para sa
seguridad ng beads
E. Discussing new concepts and Tukuyin ang tempo ng mga A.Sagutin ang mga tanong 3.Pagpapalalim ng Pag-unawa Bigyan ng oras ang mga bata na
practicing new skills #2 bahaging awiting a.Saang parte ng awit ginamit ang 1.Ano-ano ang mga kagamitang basahin at pag-aralan ang 3
“Pandangguhan”.Awitin ng paghina ng boses? ginamit sa paggawa ng Paper mahahalagang layunin ng
wastong may tamang tempo. b.Saang parte ng awit naramdaman Beads ? pangunang lunas.
ang paglakas ng awit? 2.Itala sa inyong mga papel ang Mga Pangunahing kasanayan sa
mga kagamitang iyong nakikita na Pagbibigay ng Pangunahing
maaring gamitin sa paggawa ng Tulong-Panlunas
paper beads
F. Developing mastery Pangkatang gawain Pangkatang gawain 2.Gawaing Pansining Bumuo ng tatlong grupo kung
(Leads to Formative
saan ang bawat grupo ay
Assessment 3)
Sumangguni sa LM ( GAWAIN) tatalakayin ang bawat layunin
ng pangunang lunas.
G. Finding practical applications Ano ang inyong naramdaman 5.Paglalapat 2.Repleksyon
of concepts and skills in daily habang nakikinig kayo sa mga Paano mo mabibigyang halaga
Gawin ang Pangkatang
living awitin na may iba’t-ibang ang mga kagamitan na makikita
tempo? Gawain sa iyong kapaligiran na maaari
naman gamitin sa paggawa ng
Hatiin sa dalawang pangkat ang klase
paper beads?
a.Pangkat 1- Pakinggan ang awit NA
“Ako ay Pilipino” at awitin ito ng may
wastong paghina at paglakas.
b.Pangkat 2- Pakinggan ang “Ako ay
Pilipino”. Awitin ito nang may
wastong damdamin gamit ang antas
at simbolo ng dynamiks na nakasulat
sa Iskor ng awit.
H. Making generalizations and Ang tempong largo ay 4.Paglalahat 1.Paglalahat .Ano ang paunang lunas at ang
abstractions about the lesson mabagal na matatag Kung ang Dynamics ay tumutukoy sa Ang paggawa ng paper beads ay
mahalagang layunin nito?
samantalang ang presto ay paglakas at paghina ng pag-awit at isa sa mga kapakipakinabang
mabilis na nagmamadali. Ang pagtugtog. hindi lamang ito nakadaragdag ng
allegro ay mabilis habang ang Anu-ano naman ang tatlong antas ng palamuti ito rin ay pwede
moderato ay may Dynamics? pagkakitaan.
katamtamang bilis. Ang (p) – Mahinang pag-awit
andante ay mabagal at ang (mf) –Katamtamang lakas ng pag-
vivace ay mas mabilis sa awit
allegro samantalang ang (f) –Malakas na pag-awit
ritardando ay papabagal at
ang accelerando ay papabilis.
I. Evaluating learning Sumangguni sa Pagtataya SURIIN Ulat Pangkalusugan
LM__________. Isulat sa 5pangungusap ang Punan ang patlang ng wastong Isulat ang Tama kung
kahalagahan ng pag-awit ng may sagot. tama ang isinasaad ng
wastong lakas at wastong hina gamit 1.Ang __________ay ginagamit Pangungusap at Mali kung ang
ang antas ng dynamics upang mairolyo ng maayos ang isinasaad ay mali.
papel.
2.Ang __________ay para sa pag-
aaplay ng glue sa papel.
3. Ginagamit ang _______sa
pagsusukat
4. Ang barnis ay ay para
magkaroon ng _____at upang
maiwasan ang pagkapit ng dumi.
5. Ang malambot na Brush ng
pinta ay ginagamit para sa
pagpapahid ng ______.
J. Additional activities for Sumangguni sa Takdang-aralin Sumangguni sa LM__________. Makipanayam sa mga “ Health
application or remediation LM__________. Sumipi ng awit at isulat sa papel Ang Workers” sa Sentrong
Bayan ko. Pangkalusugan ng barangay
tungkol sa pgbibigay ng
pangunang lunas sa mga sanggol
at matatanda na biglang
nagkasakit o napinsala.
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to
earned 80% in the the next objective. objective. next objective. next objective. the next objective.
evaluation ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery
B. No. of learners who require ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
additional activities for in answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
remediation who scored ___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
below 80% answering their lesson. their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, because of lack of knowledge, skills and because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of
skills and interest about the interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest
lesson. ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson.
___Pupils were interested on the lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on
lesson, despite of some encountered in answering the questions encountered in answering the encountered in answering the the lesson, despite of some
difficulties encountered in asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in
answering the questions asked by ___Pupils mastered the lesson despite ___Pupils mastered the lesson ___Pupils mastered the lesson answering the questions asked by
the teacher. of limited resources used by the teacher. despite of limited resources used by despite of limited resources used by the teacher.
___Pupils mastered the lesson ___Majority of the pupils finished their the teacher. the teacher. ___Pupils mastered the lesson
despite of limited resources used work on time. ___Majority of the pupils finished ___Majority of the pupils finished despite of limited resources used
by the teacher. ___Some pupils did not finish their work their work on time. their work on time. by the teacher.
___Majority of the pupils finished on time due to unnecessary behavior. ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished
their work on time. work on time due to unnecessary work on time due to unnecessary their work on time.
___Some pupils did not finish behavior. behavior. ___Some pupils did not finish
their work on time due to their work on time due to
unnecessary behavior. unnecessary behavior.
C. Did the remedial lessons ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
work? No. of learners who above above above above
have caught up with the
lesson
D. No. of learners who continue ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
to require remediation additional activities for activities for remediation additional activities for remediation additional activities for remediation additional activities for
remediation remediation
E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
did these work? the lesson lesson lesson lesson the lesson
F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
encounter which my principal require remediation remediation require remediation require remediation require remediation
or supervisor can help me
solve?
G. What innovation or localized 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:
materials did I use/discover ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
which I wish to share with Examples: Self assessments, note Examples: Self assessments, note taking Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
other teachers? taking and studying techniques, and studying techniques, and vocabulary taking and studying techniques, and taking and studying techniques, and taking and studying techniques,
and vocabulary assignments. assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-
pair-share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and
anticipatory charts. charts. charts. charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and
projects. ___Contextualization: ___Contextualization: ___Contextualization: projects.
___Contextualization: ___Contextualization:
Examples: Demonstrations, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations,
media, manipulatives, repetition, manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local media, manipulatives, repetition,
and local opportunities. opportunities. opportunities. opportunities. and local opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, Examples: Student created
drawings, videos, and games. videos, and games. videos, and games. videos, and games. drawings, videos, and games.
___Modeling: Examples: ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples:
Speaking slowly and clearly, slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the Speaking slowly and clearly,
modeling the language you want language you want students to use, and language you want students to use, language you want students to use, modeling the language you want
students to use, and providing providing samples of student work. and providing samples of student and providing samples of student students to use, and providing
samples of student work. work. work. samples of student work.
Other Techniques and Strategies used:
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies
used: ___ Group collaboration used: used: used:
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh activities/exercises ___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh
play ___ Carousel play play play
___ Answering preliminary ___ Diads ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises ___ Differentiated Instruction activities/exercises activities/exercises activities/exercises
___ Carousel ___ Role Playing/Drama ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Discovery Method ___ Diads ___ Diads ___ Diads
___ Differentiated Instruction ___ Lecture Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama Why? ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Complete IMs ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Availability of Materials ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? ___ Pupils’ eagerness to learn Why? Why? Why?
___ Complete IMs ___ Group member’s ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials collaboration/cooperation ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn in doing their tasks ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Audio Visual Presentation ___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation of the lesson collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson of the lesson
Prepared by: Approved by:
ANTHONETTE LLYN JOICE B. BURGOS SALDEY P. CAJILLA

Teacher III School Principal II

Grade 5 DLL MAPEH 5 Q4 Week 1

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School: SOUTH 1-A CENTRAL SCHOOL Grade Level: V

GRADE 5 Teacher: ANTHONETTE LLYN JOICE B. BURGOS Learning Area: MAPEH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Prepared by: Approved by:

ANTHONETTE LLYN JOICE B. BURGOS SALDEY P. CAJILLA

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