School: NAGPATAYAN ELEMENTARY SCHOOL Grade Level: III

GRADES 1 to 12 Teacher: DARIE MAE A. MATEO Learning Area: MAPEH

DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 31 – NOVEMBER 4, 2022 (WEEK 1) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
A. Content Standard Demonstrates understanding of the basic concepts of melody Demonstrates understanding of lines ,textures ,shapes ,and
balance of size
B. Performance Standard . Sing the melody of a song with accurate pitch. Create an artwork of people in the province
.
C. Learning Competency/Objectives Identify the pitch of a tone: Match the correct pitch of the tones. Sees that there is harmony in Perceives how harmony is Weekly Test
Write the LC code for each. MU3ME – Iia -1 MU3ME – IIa -2 nature as sees in the color created in an artwork of
Of landscapes. complementary colors and
A3EL - IIa shapes.
A3EL- IIc
II. CONTENT Pitch Pitch Color , Harmony Complementary Colors

IV. LEARNING RESOURCES

D. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
E. Other Learning Resource
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
CG p. 156-157 154-155
Slides//powerpoint Pictures,chart powerpoint powerpoint
1. Drill 1. Drill Share to the class your Ask the pupils to name several
a. Tonal The techer will sing the so-fa syllables. experiences of using colors in complementary colors.
b. Rhythmic - Sing “ See –Saw”. your different artworks.
Sing “ High and Low”.
Teacher will use Kodaly hand signals Show pictures of mountains, Show sample pictures of the Go on nature walk. Let the
while the pupils sing the following forests ,seas ,and fields. landscape paintings of Felix pupils identify the different
exercises. What can be in these places? Hidalgo ,Fernando Amorsolo ,and complementary colors they
Jonathan Salvosa. see around the school
premises.
Present the musical score “ Go Tell Present the song “ Yaman ng Bayan”. Show sample pictures of the Show some pictures of a
Aunt Rhody”. landscape paintings of Felix house , roses and t-shirt with
Hidalgo ,Fernando Amorsolo ,and colors.
Jonathan Salvosa.
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
VI. REMARKS
VII. 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
worked well? Why did these
Song Analysis What can you say about the movement -What color combination have What did you paint?
-What is the song all about? of the notes? you seen in the painting? What colors did you use?
- On which line can you find the Do you see any notes written on the -Which are bright colors?dark Is color harmony present in
lowest tone? same level? colors? Light colors? your artwork?
Using the song “ Go Tell Aunt Rhody” Art Activity Art Activity.
,the teacher wil ask the pupils to
match the so-fa syllables on the
meta strips with the notation
presented.
Ask the pupils to create body Divide the class into 4 groups. Let each If you are a painter ,how can you Do as “ TAKE THE
movements that will match the group perform the contour of the help develop environment CHALLENGE” ask for.
ff.pitches of a tones: melody through body movements. awareness?
High –higher - Up and Down”.
Moderately high -higher
What is pitch? What is melody? How is harmony in nature How did you show harmony
What is melodic contour? depicted in landscape painting? in your painting artwork?
Identify if the given tones is high – Using the musical score of “ Up and Rate the outputs of the pupils Do “ BE PROUD “ in LM.
higher ,or moderately high –higher. Down “ let the pupils draw the melodic based on the given rubrics. Original File Submitted and
1. Leron –Leron Sinta contour. 3- very evident Formatted by DepEd Club
2. Ang mamatay nang dahil sayo. 2- evident Member - visit
1- not evident depedclub.com for more
Study the song “ Twinkle ,Twinkle Choose one line of any foksong and Bring pictures of animals found in Bring to the class any kind of
Little Star”. trace the melodic contou using colored province or region. fruit.
pen or crayons.
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for ___ of Learners who require additional activities for
remediation remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation ___ of Learners who continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___Metacognitive Development:Examples: Self assessments, ___Metacognitive Development:Examples: Self assessments, note ___Metacognitive Development:Examples: Self ___Metacognitive Development:Examples: Self
note taking and studying techniques, and vocabulary taking and studying techniques, and vocabulary assignments. assessments, note taking and studying techniques, and assessments, note taking and studying techniques,
 work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
Prepared by:
assignments. ___Bridging: Examples: Think-pair-share, quick-writes, and vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts. ___Bridging: Examples: Think-pair-share, quick-writes, ___Bridging: Examples: Think-pair-share, quick-
anticipatory charts. ___Schema-Building: Examples: Compare and contrast, jigsaw and anticipatory charts. writes, and anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and projects. ___Schema-Building: Examples: Compare and contrast, ___Schema-Building: Examples: Compare and
learning, peer teaching, and projects. ___Contextualization: jigsaw learning, peer teaching, and projects. contrast, jigsaw learning, peer teaching, and
projects.
___Contextualization: ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, local opportunities. Examples: Demonstrations, media, manipulatives,
and local opportunities. repetition, and local opportunities. Examples: Demonstrations, media, manipulatives,
___Text Representation:
repetition, and local opportunities.
___Text Representation: ___Text Representation:
Examples: Student created drawings, videos, and games. ___Text Representation:
Examples: Student created drawings, videos, and games. Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the Examples: Student created drawings, videos, and
___Modeling: Examples: Speaking slowly and clearly, modeling language you want students to use, and providing samples of student ___Modeling: Examples: Speaking slowly and clearly, games.
the language you want students to use, and providing samples work. modeling the language you want students to use, and
of student work. Other Techniques and Strategies used: providing samples of student work. ___Modeling: Examples: Speaking slowly and
Other Techniques and Strategies used: ___ Explicit Teaching Other Techniques and Strategies used: clearly, modeling the language you want students to
___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching use, and providing samples of student work.
___ Group collaboration ___Gamification/Learning throuh play ___ Group collaboration Other Techniques and Strategies used:
___Gamification/Learning throuh play ___ Answering preliminary ___Gamification/Learning throuh play ___ Explicit Teaching
___ Answering preliminary activities/exercises ___ Answering preliminary ___ Group collaboration
activities/exercises ___ Carousel activities/exercises ___Gamification/Learning throuh play
___ Carousel ___ Diads ___ Carousel ___ Answering preliminary
___ Diads ___ Rereading of Paragraphs/ ___ Diads activities/exercises
___ Rereading of Paragraphs/ Poems/Stories ___ Rereading of Paragraphs/ ___ Carousel
Poems/Stories ___ Differentiated Instruction Poems/Stories ___ Diads
___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Rereading of Paragraphs/
___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama Poems/Stories
___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Differentiated Instruction
___ Lecture Method Why? ___ Lecture Method ___ Role Playing/Drama
Why? ___ Complete IMs Why? ___ Discovery Method
___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Lecture Method
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials Why?
___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Complete IMs
___ Group member’s collaboration/cooperation ___ Group member’s ___ Availability of Materials
collaboration/cooperation in doing their tasks collaboration/cooperation ___ Pupils’ eagerness to learn
in doing their tasks ___ Audio Visual Presentation in doing their tasks ___ Group member’s
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation collaboration/cooperation
of the lesson of the lesson in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and Indigenized IM’s __Contextualized/Localized and Indigenized IM’s __Contextualized/Localized and Indigenized IM’s __Contextualized/Localized and Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ 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
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
__ Recycling of plastics to be used as Instructional
Materials
__ Recycling of plastics to be used as Instructional
Materials
__ local poetical composition __ local poetical composition
Checked by: Noted:
DARIE MAE A. MATEO FELISA M. SEGURO JULIAN F. VICENTE, JR.
Teacher I Master Teacher I Head Teacher III