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    6 views7 pages

    DLL - Mapeh 1 - Q4 - W3

    Uploaded by

    Josie Obado

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 7

    School: ANONAS ELEMENTARY SCHOOL Grade Level: I

    GRADES 1 to 12 Teacher: LYN L. CONCEPCION Learning Area: MAPEH


    DAILY LESSON LOG Principal: APOLLO C. CACHUELA
    Teaching Dates and
    Time: APRIL 15 – 19, 2024 (WEEK 3) Quarter: 4TH QUARTER

    I. LAYUNIN
    LUNES MARTES MIYERKULES HUWEBES BIYERNES
    MUSIC MUSIC ARTS P.E HEALTH
    The Learner. . . The Learner. . . The Learner . . . The learner… The learner . . .
    demonstrates demonstrates demonstrates understanding of demonstrates understanding of demonstrates understanding of
    A. PAMANTAYANG understanding of the basic understanding of the basic shapes and texture and prints safe and responsible behavior to relationships of movement skills
    PANGNILALAMAN concepts of tempo concepts of tempo that can be repeated, alternated lessen risk and prevent injuries in in preparation for participation
    and emphasized through day-to-day living in physical activities.
    printmaking
    The Learner. . . The Learner. . . The Learner . . . The learner… The learner . . .
    performs with accuracy performs with accuracy creates prints that show appropriately demonstrates performs movements in
    varied tempi through varied tempi through repetition, alternation and safety behaviors in daily activities relation to a stationary or
    B. PAMANTAYAN SA movements or dance steps movements or dance steps emphasis using objects from to prevent injuries moving object/person with
    PAGGANAP to enhance poetry, chants, to enhance poetry, chants, nature and found objects at coordination.
    drama, and musical stories drama, and musical stories home and in school

    MU1TX-IVf-3 MU1TX-IVf-3 A1PR-IVg PE1PF-IVa-h-11 H1IS-IVe-6


    Distinguishes accurately Distinguishes accurately creates mobiles out of recyclable enjoys participating in physical Follows rules during fire and
    C. MGA KASANAYAN SA
    between single musical line between single musical line materials such as cardboards, activities other disaster drills
    PAGKATUTO (Isulat ang
    and multiple musical lines and multiple musical lines papers, baskets, leaves, strings Suggested learning activities Natutukoy ang mga Bagay na
    code ng bawat
    which occur simultaneously which occur simultaneously and other found materials O action songs Sanhi ng Sunog sa Tahanan
    kasanayan)
    in a given song in a given song O singing games

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

    B. Kagamitan
    III.
    A. Balik-aral at/o Ano ang Melodiya? Ano ang Melodiya? Ano-ano ang mga kagamitan sa Ano ang action song o awiting Ano ang dapat gawin kapag
    pagsisimula ng bagong paggawa ng maskara? may kilos? may mga hayop na napadpad sa
    Saan ginagamit ang maskara? inyong tahanan?
    aralin

    1.Pakantahin ang mga mag- 1.Pakantahin ang mga mag- Sabihin sa mga mag-aaral na Ipaawit ang Making Melodies in Ipakita ang larawan.
    aaral ng lahatan ng “Bahay aaral ng lahatan ng “Bahay tumingin sa kanilang silid-aralan? my Heart sa klase bilang
    Kubo.” Kubo.” Ano ang masasabi ninyo sa ating paghahanda sa bagong aralin.
    B. Paghahabi sa layunin 2. Tumawag ng isang bata 2. Tumawag ng isang bata silid-aralan?
    ng aralin na aawit ng “Bahay Kubo” na aawit ng “Bahay Kubo” Paano natin mapagaganda ang
    na siya lamang. na siya lamang. loob ng ating silid?

    Ano ang pinagkaiba ng Ano ang pinagkaiba ng Ipakita ang isang mobile Ipaawit sa bata ang awit na Paglalahad ng Balita
    pagkanta sa “Bahay Kubo” pagkanta sa “Bahay Kubo” sculpture. pinamagatang Balita! Balita!
    ng lahatan sa pagkanta ng lahatan sa pagkanta “ Who Stole the Cookie from the Bagong-bagong Balita!
    ng :Bahay Kubo” ng isahan” ng :Bahay Kubo” ng isahan” Magkakaroon ng
    Cookie Jar”
    brownout sa loob ng tatlong
    Bigyan ito ng aksyon sa
    Sabihin na kapag marami Sabihin na kapag marami oras.
    ang kumakanta parang ang kumakanta parang pamamagitan ng pag palakpak, Lahat ay maghanda ng
    C. Pag-uugnay ng mga
    makapal ang isang awit pero makapal ang isang awit pero pag padiyak ng paa at sabay ng kandila. Mag-ingat at
    halimbawa sa bagong
    aralin kapag iisa lamang, paranag kapag iisa lamang, paranag pagpalakpak at pagpadiyak ng manatiling ligtas!
    manipis lamang ang awit. manipis lamang ang awit. paa.
    Ganun din sa texture ng Ganun din sa texture ng Itanong sa mga bata kung ano
    isang awit. isang awit.
    ang naramdaman nila sa
    paglalaro na may kasamang awit.

    D. Pagtalakay ng Awiting muli ang awit Awiting muli ang awit Pag-usapan ang larawan o tunay Sabihin sa mga mag-aaral; Ipabasa sa mga bata ang balita.
    bagong konsepto at itanong sa mga bata kung itanong sa mga bata kung na mobile sculpture. Kung ano Maglaro ulit ng awit na Papag-ispin ang mga bata kung
    paglalahad ng bagong ano ang napansin nila sa ano ang napansin nila sa ang maaaring idulot nito sa loob pinamagatang tungkol saan ang balita.
    ng bahay o sa loob ng Paaralan. “Sawsaw Suka Mahuli ay Taya”  Ano ang sinasabi sa
    kasanayan #1 awit saang banda ang awit saang banda ang
    Ilahad ang mga kagamitan sa balita?
    makapal ang tono at makapal ang tono at paggawa ng mobile sculpture. Ipaliwanag sa bata ang  Ilang oras ito
    manipis ang tono. manipis ang tono. -gunting magtatagal?
    mechanics ng laro.
    Original File Submitted and -yarn  Ano ang mga bagay na
    Formatted by DepEd Club -glue ipinahahanda,kung
    Member - visit -cardboard sakali?
    depedclub.com for more -crayons  Sa inyong palagay, ano
    -sabitan ang mga sanhi kung
    bakit nagkakaroon ng
    sunog sa tahanan?
     Sa oras ng
    brownout ,ano ang
    dapat nyong gawin?

    Ipaliwanag sa mga bata na Ipaliwanag sa mga bata na A mobile sculpture is a type of Talakayin sa klase ang maaaring Pag-usapan din ang mga
    makapal ang tunog ng awit makapal ang tunog ng awit kinetic sculpture constructed to magandang dulot ng mga larong sumusunod:
    kapag mas madaming linya kapag mas madaming linya take advantage of the principle of may awit.
    equilibrium. It consists of a
    at manipis ang tunog ng at manipis ang tunog ng
    number of rods, from which
    awit kapag kaunti ang linya. awit kapag kaunti ang linya. weighted objects or further rods
    hang. The objects hanging from
    the rods balance each other, so
    that the rods remain more or less
    horizontal. Each rod hangs from
    only one string, which gives it
    freedom to rotate about the
    string. An ensemble of these
    balanced parts hang freely in
    E. Pagtalakay ng bagong
    space, by design without coming
    konsepto at paglalahad
    into contact with each other.
    ng bagong kasanayan #2
    Mobiles are popular in the
    nursery, where they hang over
    cribs to give infants
    entertainment and visual
    stimulation. Mobiles have
    inspired many composers,
    including Morton Feldman and
    Earle Brown who were inspired
    by Alexander Calder's mobiles to
    create mobile-like indeterminate
    pieces.[2] Frank Zappa also
    claimed that his compositions
    were modelled on Calder mobiles
    F. Paglinang sa Ipakanta ang leron-leron Ipakanta ang leron-leron Paggawa ng mobile sculpture. Magpalaro sa mga bata sa saliw Ano ang mga dapat gawin kung
    kabihasnan Sinta. Sinta. ng isang awitin. may sunog?
    (Tungo sa Formative
    Assessment) Safety Steps

    If you're in a room with the


    door closed when the fire
    breaks out, you need to take a
    few extra steps:

    Check to see if there's heat or


    smoke coming in the cracks
    around the door. (You're
    checking to see if there's fire on
    the other side.)

    If you see smoke coming under


    the door — don't open the
    door!

    If you don't see smoke — touch


    the door. If the door is hot or
    very warm — don't open the
    door!

    If you don't see smoke — and


    the door is not hot — then use
    your fingers to lightly touch the
    doorknob. If the doorknob is
    hot or very warm — don't open
    the door!
    Lakipan ng kilos-lokomotor Lakipan ng kilos-lokomotor Halimbawang hindi maganda ang Halimbawang napapagod ka na sa Nakita mong nag-overheat ang
    ang malakas at mahinang ang malakas at mahinang kapaligiran ng iyong kuwarto, paggawa ng iyong takdang aralin, electric fan ninyo, ano ang
    G. Paglalapat ng aralin
    kumpas sa awit. kumpas sa awit. kaya mo bang pagandahin ito ano ang maaari mong gawin dapat mong gawin?
    sa pang-araw-araw na
    Humandang ipakita ito sa Humandang ipakita ito sa gamit ang mga mobile sculpture? upang marelaks ka sa paggawa
    buhay
    klase sa susunod na klase sa susunod na nito?
    pagkikita. pagkikita.
    Ano ang texture Ano ang texture Ano ang mobile sculpture? Ang laro na may kasamang awit Ano-ano ang mga sanhi ng
    ay laro upang malibang matuwa sunog?
    at maaliw ang sarili nakakatulo Tandaan:
    Huwag maglaro ng apoy.
    H. Paglalahat ng aralin ng din ito sa ating katawan
    Baka mapaso ka.
    upang sumigla. Baka may bagay na
    masunog.
    Baka masunog ang inyong
    bahay.
    Ipaawit sa mga bata ang Ipaawit sa mga bata ang Lagyan ng tsek ang patlang kung Pakulayan sa bata ang kahon ng
    awit na london bridge awit na london bridge ito ay halimbawa ng mobile berde kung sila ay sang ayon at
    magpakita ng linya ng awit magpakita ng linya ng awit sculpture at ekis kung hindi. pula naman kung hindi.
    upang matukoy nila ang upang matukoy nila ang 1.Ang bata ay nasa ilalim ng
    makapal at manipis na makapal at manipis na lamesa
    _____1.
    tekstura ng tunog nito. tekstura ng tunog nito. 2.Sa trapic sign ang kulay pula
    ba ay nangangahulugang
    _____2. “Go”
    3.Ang larong Sawsaw Suka
    _____3. Mahuli Taya” ay laro upang
    I. Pagtataya ng aralin masukat ang kakayahan n gating
    _____4. isipan.
    4.Ang linya ban a kulay puti
    _____5. sa gitna ng kalsada ay
    “Pedestrian Crossing”.
    5. Ang ribbon ba ay ay
    pwedeng makabuo ng bilog at
    numerong 8 sa pamamagitan ng
    mabilis na paggalaw ng ating
    braso .

    J.Karagdagang gawain
    para sa takdang-aralin at
    remediation
    IV. MGA TALA
    V. PAGNINILAY
    A. Bilang ng mag-aaral ___ 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
    na nakakuha ng 80% sa nakakuha ng 80% sa nakakuha ng 80% sa nakakuha ng 80% sa Pagtataya nakakuha ng 80% sa Pagtataya nakakuha ng 80% sa Pagtataya
    pagtataya Pagtataya Pagtataya
    B. Bilang ng mag-aaral ___ 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
    na nangangailangan ng nangangailangan ng gawain nangangailangan ng gawain nangangailangan ng gawain para nangangailangan ng gawain para nangangailangan ng gawain
    iba pang gawain para sa para sa remediation para sa remediation sa remediation sa remediation para sa remediation
    remediation

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

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