DLL_MAPEH 5_Q2_W1

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: NOVEMBER 6-10, 2023 (WEEK 1) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Recognizes the musical symbols Demonstrates understanding of Demonstrates understanding of Demonstrates Demonstrates
and demonstrates lines, colors, space, and the different changes, health understanding of understanding of
understanding of concepts harmony through painting and concerns and management participation in and participation in and
pertaining to melody explains/illustrates landscapes strategies during puberty assessment of physical assessment of physical
of important historical places in activity and physical activity and physical
the community (natural or man- fitness fitness
made)using one-point
perspective in landscape
drawing, complementary colors,
and the right proportions of
parts
B. Performance Standards Accurate performance of songs Sketches natural or man-made Demonstrates health practices Participates and assesses Participates and assesses
following the musical symbols places in the community with for self-care during puberty performance in physical performance in physical
pertaining to melody indicated the use of complementary based on accurate and scientific activities. activities.
in the piece colors. information
draws/paints significant or
important historical places
C. Learning Competencies/ 1. recognizes the meaning and 1. identifies the importance of Describes the physical changes Describes the Philippines Describes the Philippines
Objectives Write the LC code uses of natural and historical places in during puberty physical activity pyramid physical activity pyramid
for each F-Clef on the staff the community that have been
designated as World Heritage H5GD-Ia-b-1 PE5PF-IIa-16 PE5PF-IIa-16
Site (e.g., rice terraces in
MU5ME-IIa-1 Banawe, Batad; Paoay Church;
Miag-ao Church; landscape of
Batanes, Callao Caves in
Cagayan; old houses inVigan,
Ilocos Norte; and the torogan in
Marawi)
A5EL-IIa
II. CONTENT MELODY I. Elements: Changes during Puberty Assessment of Assessment of
1. LINE physical physical
1.1 straight and curved activities and activities and
2. COLOR physical fitness physical fitness
2.1 complementary Invasion games Invasion games
3. SPACE (agawan base, lawin at sisiw, (agawan base, lawin at sisiw,
3.1 one-point perspective In laglag panyo laglag panyo
landscape drawing
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K TO 12 TG pp. K TO 12 TG pp K TO 12 TG pp K TO 12 TG pp K TO 12 TG pp
2. Learner’s Material pages K TO 12 LM pp. K TO 12 LM pp. K TO 12 LM pp. K TO 12 LM pp. K TO 12 LM pp.
3. Textbook pages
4. Additional Materials for Mp3 player, speakers Posters of tourist spot in the Posters of a child and teenagers Mp3 player, speakers Mp3 player, speakers
Learning Resource Portal Philippines
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Show a rhythmic pattern on the What are the old buildings What is emotional health? Ask pupil to give examples of larong Ask pupil to give examples of
or presenting the new lesson board. Let the pupil clap their found in the Philippines? mental health? social health? Pinoy larong Pinoy
hands for each note.
B. Establishing a purpose for Play a song on the MP3 player. Introduce about straight and Tell the objective of the new Play the song “Sabay-sabay tayo by Play the song “Sabay-sabay tayo
the lesson Allow pupils to listen to it curve line lesson Marian Rivera and ask pupil to do 2 by Marian Rivera and ask pupil to
thoroughly Original File Submitted and minutes fitness exercise/ warm up do 2 minutes fitness exercise/
Formatted by DepEd Club warm up
Member - visit depedclub.com
for more
C. Presenting examples/ Show the symbol of a F-clef Show pictures of different Show a picture of a child and a Demonstrate some movement Demonstrate some movement
instances of the new lesson tourist attraction in the country teenager. performed in work or at play performed in work or at play
like Banaue Rice terraces
D. Discussing new concepts Discuss the meaning and uses of Demonstrate how to sketch Ask pupil to say what they Discuss the Philippines physical Discuss the Philippines physical
and practicing new skills #1 F-clef observe from the pictures activity pyramid activity pyramid
E. Discussing new concepts In a cartolina, show a staff with Apply the straight and curve Explain about Puberty Demonstrate the movement Demonstrate the movement
and practicing new skills #2 a missing F-clef. Allow pupils to lines in sketching
draw the F-clef
F. Developing mastery Group the class into four. Tell Ask what is the importance of Ask pupil to get a partner. List Ask pupil to imitate the movement Ask pupil to imitate the
(Leads to Formative pupils to write down the use of historical places in the counry? down the changes of the body shown movement shown
Assessment 3) F-clef in a metacard. during puberty
G. Finding practical Let the pupil identify the F-clef Skills demonstration; Let pupils Group the pupil. Let them Group the pupil to play agawan Group the pupil to play agawan
application of concepts and in the staff sketch the rice terraces Roleplay on taking care of their base. Explain the mechanics of the base. Explain the mechanics of
skills in daily living body during puberty game the game
H. Making generalizations and What is a F-clef? What are the lines used in our What are the changes in your What is a Physical activity pyramid? What is a Physical activity
abstractions about the lesson sketch? body during puberty? pyramid?
I. Evaluating learning Complete the sentence. Today I Let pupil draw using straight and Give 5 items seatwork Ask pupil to sight 5 examples given Ask pupil to sight 5 examples
learnt about ________. curve line in the physical activity pyramid given in the physical activity
pyramid
J. Additional activities for Draw a F-clef in a given staff Pupils will draw the old houses Essay: Describe the changes Group the pupils. Let them create Group the pupils. Let them create
application or remediation in Vigan during puberty their own exercise movement their own exercise movement
V. REMARKS
VI. REFLECTION
A.No. of learners who earned ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the
80% in the evaluation next objective. next objective. next objective. objective. next objective.
___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% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery mastery mastery mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
additional activities for answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. 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 lesson
because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, skills
skills and interest about the lesson. skills and interest about the lesson. skills and interest about the lesson. and interest about the lesson. and interest about the lesson.
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties
encountered in answering the encountered in answering the encountered in answering the encountered in answering the questions encountered in answering the
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson
despite of limited resources used by despite of limited resources used by despite of limited resources used by of limited resources used by the despite of limited resources used by
the teacher. the teacher. the teacher. teacher. the teacher.
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished
their work on time. their work on time. their work on time. work on time. their work on time.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary
behavior. behavior. behavior. behavior. behavior.
C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80%
learners who have caught up above above above above
with the lesson
D.No. of learners who continue ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
to require remediation additional activities for remediation additional activities for remediation additional activities for remediation activities for remediation additional activities for remediation
E.Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why did ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
these work? lesson lesson lesson lesson lesson
F.What difficulties did I ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
encounter which my principal or require remediation require remediation require remediation require remediation require remediation
supervisor can helpme 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 used/discover ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
which I wish to share with other Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note taking Examples: Self assessments, note
teachers? taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and and studying techniques, and taking and studying techniques, and
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and share, quick-writes, and share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and anticipatory
anticipatory charts. anticipatory charts. anticipatory charts. charts. charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and peer teaching, and projects. learning, peer teaching, and projects.
projects. projects. projects.
___Contextualization: ___Contextualization:
___Contextualization: ___Contextualization: ___Contextualization: Examples: Demonstrations, media, Examples: Demonstrations, media,
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, manipulatives, repetition, and local manipulatives, repetition, and local
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local opportunities. opportunities.
opportunities. opportunities. opportunities.
___Text Representation: ___Text Representation:
___Text Representation: ___Text Representation: ___Text Representation: Examples: Student created drawings, Examples: Student created drawings,
Examples: Student created Examples: Student created Examples: Student created videos, and games. videos, and games.
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking slowly and clearly, modeling the slowly and clearly, modeling the
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the language you want students to use, and language you want students to use,
language you want students to use, language you want students to use, language you want students to use, providing samples of student work. and providing samples of student
and providing samples of student and providing samples of student and providing samples of student work.
work. work. work. Other Techniques and Strategies used:
___ Explicit Teaching Other Techniques and Strategies
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies ___ Group collaboration used:
used: used: used: ___Gamification/Learning throuh play ___ Explicit Teaching
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Answering preliminary ___ Group collaboration
___ Group collaboration ___ Group collaboration ___ Group collaboration activities/exercises ___Gamification/Learning throuh
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Carousel play
play play play ___ Diads ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Differentiated Instruction activities/exercises
activities/exercises activities/exercises activities/exercises ___ Role Playing/Drama ___ Carousel
___ Carousel ___ Carousel ___ Carousel ___ Discovery Method ___ Diads
___ Diads ___ Diads ___ Diads ___ Lecture Method ___ Differentiated Instruction
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction Why? ___ Role Playing/Drama
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Complete IMs ___ Discovery Method
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Availability of Materials ___ Lecture Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Pupils’ eagerness to learn Why?
Why? Why? Why? ___ Group member’s ___ Complete IMs
___ Complete IMs ___ Complete IMs ___ Complete IMs collaboration/cooperation ___ Availability of Materials
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials in doing their tasks ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Audio Visual Presentation ___ Group member’s
___ Group member’s ___ Group member’s ___ Group member’s of the lesson collaboration/cooperation
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 JUNILY B. SUPERALES

Teacher III Office In-charge

DLL_MAPEH 5_Q2_W1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DLL_MAPEH 5_Q2_W1

Uploaded by

Copyright:

Available Formats

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

ANTHONETTE LLYN JOICE B. BURGOS JUNILY B. SUPERALES

You might also like