GRADES 1 to 12
DAILY LESSON LOG
School:
Grade Level:
I
Teacher:
Learning Area:
MAPEH
Teaching Dates and Time:
Week 2
Quarter:
4TH QUARTER
GRADES 1 to 12 DAILY LESSON LOG | School: | Grade Level: | I | |
Teacher: | Learning Area: | MAPEH | ||
Teaching Dates and Time: | Week 2 | Quarter: | 4TH QUARTER |
| LUNES MUSIC | MARTES MUSIC | MIYERKULES ARTS | HUWEBES P.E | BIYERNES HEALTH |
A. PAMANTAYANG PANGNILALAMAN | The Learner. . . demonstrates understanding of the basic concepts of tempo | The Learner. . . demonstrates understanding of the basic concepts of tempo | The Learner . . . demonstrates understanding of shapes and texture and prints that can be repeated, alternated and emphasized through printmaking | The learner… demonstrates understanding of safe and responsible behavior to lessen risk and prevent injuries in day-to-day living | The learner . . . demonstrates understanding of relationships of movement skills in preparation for participation in physical activities. |
B. PAMANTAYAN SA PAGGANAP | The Learner. . . performs with accuracy varied tempi through movements or dance steps to enhance poetry, chants, drama, and musical stories | The Learner. . . performs with accuracy varied tempi through movements or dance steps to enhance poetry, chants, drama, and musical stories | The Learner . . . creates prints that show repetition, alternation and emphasis using objects from nature and found objects at home and in school | The learner… appropriately demonstrates safety behaviors in daily activities to prevent injuries | The learner . . . performs movements in relation to a stationary or moving object/person with coordination. |
C. MGA KASANAYAN SA PAGKATUTO (Isulat ang code ng bawat kasanayan) | MU1TP-IVa-1 mimics animal movements 1.1 horse – fast 1.2 carabao – slow | MU1TP-IVa-1 mimics animal movements 1.1 horse – fast 1.2 carabao – slow | A1PR-IIIf repeats a design by the use of stencil (recycled paper, plastic, cardboard, leaves, and other materials) and prints on paper, cloth, sinamay, bark, or a wall | H1IS-IVa-1 identifies situations when it is appropriate to ask for assistance from strangers | PE1BM-IVa-b-12 identifies movement relationships |
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1. Mga Pahina sa Gabay ng Guro | |||||
2. Mga Pahina sa Kagamitang Pangmag-aaral | |||||
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A. Balik-aral at/o pagsisimula ng bagong aralin | Magparinig ng dalawang uri ng awit. Isang mabilis at isang mabagal. | Magpakita ng carbon paper. Alam ba ninyo ang gamit ng bagay na ito? Ito ay ginagamit sa pagkopya ng mga bagay. Ipakita ang paggamit ng carbon paper sa mga bata. | Aling mga bagay ang maaaring makasakit o magdulot ng kapahamakan? Lagyan ito ng ekis (X). Gawin sa inyong Kuwaderno
| Pasahang Bola sa Itaas at Ibaba Panuto: Sa larong ito, kayo ay magpapangkatpangkat. Makinig sa panuto ng guro. Kailangan ng bola ng bawat pangkat. Gagawa kayo ng isang hanay. Tingnan ang larawan sa ibaba. | |
B. Paghahabi sa layunin ng aralin | Magpakita ng larawan ng hayop. Kuneho at ahas. | Hatiin sa dalawang pangkat ang klase. Ang unang pangkat ang gagawa ng mabilis na paggalaw at ang Pangkat 2 ang gagawa ng mabagal na paggalaw. (lalapatan ang awit ng paggalaw) | Alam ba ninyo na noong matagal ng panahon ang mga sinaunang mga tao ay nakagagawa ng bakas o bakat sa mga kuweba at batong dinding? | Pabasa ang kuwento. Naku! Kahapon, pumunta kami sa palengke Bumili kami ni nanay ng krayola; Habang kami’y naglalakad Ako’y naglaro at tumakbo palayo. Hindi ko na makita si nanay. Naku! Nawawala ako! Nanay, nasaan ka na? | Ang mga manlalaro ay nakatayo sa likod ng bawat isa. Ang unang manlalaro ng bawat hanay ay may hawak ng bola. Kapag narinig ang hudyat, ipapasa ng unang manlalaro sa ikalawang manlalaro ang bola. Ipapasa ito sa itaas ng ulo. |
C. Pag-uugnay ng mga halimbawa sa bagong aralin | Paano gumalaw ang kabayo? Ang ahas? Alin ang mas mabilis? | Presentasyon ng bawat pangkat. | Ngayon ay susubukin nating magbakat ng coins gamit ng lapis o krayola. Ang tawag sa gawaing ito ay Printmaking. 2. Paghahanda ng mga kagamitan 3. Pagsasagawa sa gawain. | Sino ang nag punta sa palengke? Ano ang binili nila sa palengke? Ano ang nagyari habang sila ay naglalakad? Original File Submitted and Formatted by DepEd Club Member - visit depedclub.com for more | Ipapasa naman ng ikalawang manlalaro ang bola sa ikatlong manlalaro. Ipapasa ito sa ibaba, sa pagitan ng dalawang hita. Ipapasa naman ng ikatlong manlalaro sa susunod na manlalaro sa itaas ng ulo. Samakatuwid, halinhinan ang paraan ng pagpapasa. Hahawakan ng huling manlalaro ang bola sa itaas ng kanyang ulo upang ipakitang tapos nila ang laro. |
D. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1 | Iparinig ang: Awitin mo, Isasayaw ko. | Pagkatapos ng presentasyon, ay pagpalituin sila ng gawain | 1. Paano nakalilikha ng imahe sa papel? 2. Ilang beses mo nagawa ang pagbabakat o paglilipat ng imahe? | Kung ikaw yung bata sa kuwento, ano ang iyong gagawin? Bakit? | |
E. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2 | Ano ang naramdaman mo habang pinakikinggan ang awit? | Presentasyon ng bawat pangkat. | Nawawala ka, sino ang hihingan mo ng tulong? Piliin ang titik ng tamang sagot. Gawin sa inyong kuwaderno. Ipagawa ang Gawain sa LM pp. 9 | ||
F. Paglinang sa kabihasnan (Tungo sa Formative Assessment) | Iparinig ang: Sa Ugoy ng Duyan | Ano ang iyong naramadaman habang ginagawa ang pagkilos ng mabagal? Mabilis? | Ipagawa ang Gawain sa LM pp. 10 | ||
G. Paglalapat ng aralin sa pang-araw-araw na buhay | Ano ang naramdaman mo habang nakikinig sa awit? | Magpabigay ng mga awiting may mabagal at mabilis na tempo. | Kanino ka maaring humingi ng tulong kapag ikaw ay nawawala? | ||
H. Paglalahat ng aralin | Tandaan: Ang mabilis na awitin ay maaaring lapatan ng mabilis na paggalaw at ang mabagal na awitin aymaaring lapatan ng mabagal na paggalaw. Sa musika, ang bilis at bagal ng daloy ng awitin ay tinatawag na Tempo. | Tandaan: Ang mabilis na awitin ay maaaring lapatan ng mabilis na paggalaw at ang mabagal na awitin aymaaring lapatan ng mabagal na paggalaw. Sa musika, ang bilis at bagal ng daloy ng awitin ay tinatawag na Tempo. | Tandaan: Ang printmaking ay maaring ulitin o gawin ng maraming beses. | Tandaan: Humingi ng tulong sa taong kilala mo. Huwag kausapin ang taong hindi mo kilala. Laging dalhin ang iyong ID Card. | |
I. Pagtataya ng aralin | Subukang buuin ang mga ss. Na pangungusap. 1.Ang __ ay tumutukoy sa bilis at bagal ng awitin. 2.Ang tempo ay maaaring ___ at ____ na daloy ng tunog o musika. 3.Ang mabilis na musikaay maaaring lapatan ng ____ kilos. 4.Ang mabagal na musika ay maaaring lapatan ng ___ na kilos. 5.Ang awiting Bahay-Kubo ay nagtataglay ng ___ na tempo, samanatalang ang awiting Sa ugoy ng Duyan ay may ___ na tempo. | Hayaang makalikha ang mga bata ng bakas o bakat gamit ang perang barya. Piliin ang pinakamagandang gawa at ipaskil sa paskilan. | Gumawa tayo ng ID Card. Punan ng impormasyon ang ID Card. Gawin sa kuwaderno | ||
J.Karagdagang gawain para sa takdang-aralin at remediation | Magdala ng Carbon Paper bukas. | Magdala ng Bola bukas. | |||
IV. MGA TALA | |||||
V. PAGNINILAY | |||||
A. Bilang ng mag-aaral na nakakuha ng 80% sa pagtataya | ___ bilang ng Mag-aaral na nakakuha ng 80% sa Pagtataya | ___ bilang ng Mag-aaral na nakakuha ng 80% sa Pagtataya | ___ bilang ng Mag-aaral na nakakuha ng 80% sa Pagtataya | ___ bilang ng Mag-aaral na nakakuha ng 80% sa Pagtataya | ___ bilang ng Mag-aaral na nakakuha ng 80% sa Pagtataya |
B. Bilang ng mag-aaral na nangangailangan ng iba pang gawain para sa remediation | ___ bilang ng mag-aaral na nangangailangan ng gawain para sa remediation | ___ bilang ng mag-aaral na nangangailangan ng gawain para sa remediation | ___ bilang ng mag-aaral na nangangailangan ng gawain para sa remediation | ___ bilang ng mag-aaral na nangangailangan ng gawain para sa remediation | ___ bilang ng mag-aaral na nangangailangan ng gawain para sa remediation |
C. Nakatulong ba ang remedial? Bilang ng mga mag-aaral na naka-unawa sa aralin | ___Oo ___Hindi ____ bilang ng mag-aaral na naka-unawa sa aralin | ___Oo ___Hindi ____ bilang ng mag-aaral na naka-unawa sa aralin | ___Oo ___Hindi ____ bilang ng mag-aaral na naka-unawa sa aralin | ___Oo ___Hindi ____ bilang ng mag-aaral na naka-unawa sa aralin | ___Oo ___Hindi ____ bilang ng mag-aaral na naka-unawa sa aralin |
D. Bilang ng mga mag-aaral na magpapatuloy sa remediation | ___ bilang ng mag-aaral na magpapatuloy sa remediation | ___ bilang ng mag-aaral na magpapatuloy sa remediation | ___ bilang ng mag-aaral na magpapatuloy sa remediation | ___ bilang ng mag-aaral na magpapatuloy sa remediation | ___ bilang ng mag-aaral na magpapatuloy sa remediation |
E. Alin sa mga istratehiya sa pagtuturo ang nakatulong ng lubos? | Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks |
F. Anong suliranin ang aking naranasan na nasolusyunan sa tulong ng aking punongguro? | __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition | __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition | __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition | __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition | __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition |
G. Anong kagamitang panturo ang aking nadibuho na nais kong ibahagi sa mga kapwa ko guro? | The lesson have successfully delivered due to: ___ pupils’ eagerness to learn ___ complete/varied IMs ___ uncomplicated lesson ___ worksheets ___ varied activity sheets Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | The lesson have successfully delivered due to: ___ pupils’ eagerness to learn ___ complete/varied IMs ___ uncomplicated lesson ___ worksheets ___ varied activity sheets Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | The lesson have successfully delivered due to: ___ pupils’ eagerness to learn ___ complete/varied IMs ___ uncomplicated lesson ___ worksheets ___ varied activity sheets Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | The lesson have successfully delivered due to: ___ pupils’ eagerness to learn ___ complete/varied IMs ___ uncomplicated lesson ___ worksheets ___ varied activity sheets Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks | The lesson have successfully delivered due to: ___ pupils’ eagerness to learn ___ complete/varied IMs ___ uncomplicated lesson ___ worksheets ___ varied activity sheets Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks |
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