GRADE 1 to 12 School Grade/Section TWO-

DAILY LESSON LOG Teacher Subject MAPEH

Date August 28-Sep 1 Quarter 1 – WEEK 1

Monday
OBJECTIVES Tuesday(Music) Wednesday(Arts) Thursday(PE) Friday(Health)
(Holiday)
A. Content Demonstrates basic understanding See that each person in this world has a Demonstrates understanding of body The Learner demonstrates
Standard of sound, silence and rhythmic unique face (some are round, oval, square shapes and body actions in understanding of the importance of
patterns and develops musical faced) and each has a different body shape preparation for various movement respecting individual differences and
awareness while performing the (some are tall, fat, thin, small, big)- activitie managing feelings
fundamental processes in music showing the variety of human beings in this
world.
B. Performance Responds appropriately to the pulse Learn to observe distinctions between facial Performs body shapes and actions The Learner demonstrates respect for
Standard of the sounds heard and performs features of persons: properly individual differences and managing
with accuracy the rhythmic patterns - like shape of the eyes, nose, lips, head; feelings in healthful ways
and texture of the hair and can show these
in a drawing.
C. Learning Distinguish between sound and Identifies and appreciates the different Describes body shapes and actions Accept individual differences and
Competency/ silence. styles of Filipino artists when they create PE2BM-Ia-b-1 similarities
Objectives Demonstrate understanding of portraits and still life (different lines and
sound and silence. colors)
Write the LC code A2EL-Ia
for each.
II. CONTENT Rythm SINING NA KAY GANDA BODY SHAPES AND ACTIONS Content: Healthy Food and the
Sound and Silence Body
Objectives 1. Provides energy
A. Review about the different kinds of lines Objective: Differentiate 1.1 Carbohydrates and Fats
and shapes symmetrical and asymmetrical 2. Promotes growth and body-
B. Identify lines and shapes in the features shapes building
of a face 2.1 Protein
C. Drawportrait of one’s friend using lines 3. Regulates body functions
and basic shapes 3.1 Vitamins and Mineral
D. Explore the storytelling qualities of art
E. Show love and pride in one’s identity
III. LEARNING
RESOURCES
A. References K-12 MELC C.G p 245 K-12 MELC C.G p. 276 K-12 MELC CG p 316 K-12 MELC C.G p342
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Laptop Materials: pencil, crayon,CD player and cut-outs of pictures of symmetrical Charts, enlarged picture of the picture
Resource tape of classicalmusic(optional) and asymmetrical objects, pictures, in the unit opener
illustrations of symmetrical and
 asymmetrical body movements, chart
of story “First Day Out”, and
tarpaulin (provided by the teacher)
printed with the game “Tell your
Steps”. If tarpaulin is not available
teacher may draw the game on the
floor or use any available materials
creatively.
III.
PROCEDURES
A. Reviewing Greet with the usual SO – SO – MI Prepare cut-out pictures of
previous lesson or – SO – MI greeting. Review of the lines and shapes (Please refer symmetrical and asymmetrical
presenting the new to Learner’s Material Unang Yunit, Unang objects cut into halves.
lesson Pagtulon-an) Sample of cut-out pictures.

B. Establishing a  Show a real toy car. Give each pupil half of the picture. Motivation
purpose for the Ask: Motivation: Let the pupils stand and look for the Ask:
lesson  Do you have a toy car? 1. Have the pupils play the game “The Boat one who holds the other half of What have you learned in your Health
 Describe it. is Sinking” his/her picture by singing the song subject in Grade I?
 Do you have other toys? The teacher says a specific number for the below to the tune of “Are You What else do you want to learn about
 Have you experienced pupils to group until they will have four (4) Sleeping Brother John” health?
breaking your toy groups. Present pictures of happy and healthy
accidentally? 2. Tell a story while the pupils act out the children.
What did you do to fix it? objects being mentioned (underlined) in the
story using body language.

C. Presenting Presenta lively song “Ang Awtoni Ask: Tell children to go back to their cut- Discussion of the Overview of the
examples/ Juan”. (Tune: Ang Fiera ni Juan). a. Who is mentioned in the story? outs, what pair is divided equally? Unit
instances of the (ball, tennis racket, baseball bat) Our first unit is about personal health.
new lesson b. What are the things seen by Pedro Pupils with cut-outs divided equally This unit will help us demonstrate
Kwadrado? will stand and show their cut-outs to respect for individual differences and
c. Are there lines and shapes? What are the class then post them on the board. manage feelings in healthful ways.
these? Into how many parts are these figures We have to accept that no two
d. How about your friend’s face, are there divided? (Two) children are exactly alike. Children
lines and shapes? What can you say about the parts? differ in physical characteristics.
(Both sides are the same/balance or They also differ in their interests and
equal.) capabilities.
D. Discussing new Sing the presented song and do the Process: (Gallery Walk) Are the parts on both sides the same? To be happy and healthy, children
concepts and actions. Let the pupils sing and 1. Show different shapes of the face in a (Yes) need to:
practicing new follow the actions done. tree chart. Tell pupils that those pictures whose 1. feel that they belong to a group.
skills #1 Ask: Let the pupils have a “Gallery Walk” on the halves are the same/balance or equal 2. share their feelings.
- Who owns the car? displayed shapes of face. are called symmetrical. Emphasize 3. express their feelings appropriately.
Ask: the word symmetrical by letting the 4. be exposed to appropriate
- What happened to the wheel of the a. What have you observed? pupils say and spell the word situations for them. They should be
toy car? repeatedly to facilitate retention. keep away from inappropriate places
- What did Juan do to fix his toy b. What are the different shapes of the face? Tell pupils that a symmetrical shape and inappropriate persons and
car? is a shape that, if you draw a straight activities.
- If you were Juan, would you do line from one point of it to the other, 5. show or demonstrate respect for the
the same? Why? will cut the shape exactly in half, the feelings of others.
- If you have toys or belongings, same image is on both sides. For 6. show proper attitude to the
 how do you take care of them?
- What did you feel while singing?
E. Discussing new 3. Repeat the song but gradually
concepts and substitute the underlined word with
practicing new action only one at a time until all
skills #2 the underlined words are acted.
4. Tap the table to the rhythmic
pattern of the song. (Refer to the
pattern below as guide for tapping.)
Let the pupils sing the song again
while tapping the table.
5. Have the pupils tap the table
while singing.
F. Developing Then let the pupils clapto the
mastery (leads to rhythmic pattern of the song (clap
Formative only without singing it). Make sure
Assessment 3) they pause for every underlined
word one at a time as they repeat
the song.
Doing My Art:
1. Let the pupils set the standards in doing
the artwork.
2. Let them draw freely their friend’s
portrait in a bond paper.
3. You may play a classical or any
instrumental music as background while the
pupils are doing their artwork.
Talking Time:
1. Once done, pupils show their artwork to
the class (Voluntary).
2. Congratulate the pupils for doing the
artwork well.
3. Letthem tell something about their
artwork.
example, if you cut a perfect square in differently-able and mentally-
half from top to bottom, both sides challenged individuals.
are symmetrical.
Now focus on those pupils holding
cut-outs not equally divided and let
them show their cut-outs to the class.
Ask them how the halves of their cut-
out differ from those of the
symmetrical shapes.
Tell pupils that those pictures whose
halves are not same/balance or equal
are called asymmetrical. Tell them
that if you cut an asymmetrical shape
in half from top to bottom, both sides
just won’t match.
Tell the pupils that they are going to Setting of Standards
play a game called statue dance. What are you going to do while
In playing the game all they have to taking the test?
do is to dance while the music is
played and freeze as the music is
stopped.
Remind them to move their body,
hands and feet freely as they dance to
have varied positions when they
freeze. Let the whole class play.
After the game, instruct pupils to sit
and choose four or six children to
play the game in front of the class.
Assign a pupil to take charge of the
music
Show a chart with illustrations of the
shapes formed.
 G. Finding Ask:
practical - How did we sing the underlined
application of words?
concepts and skills - The teacher discusses that sounds
in daily living can be associated with actions.
- Were we able to produce a
pleasant visual image with the
song?
- What were those visual images?
- Did you notice silence and sound
in the given song/rhythmic pattern?
- What part of the song/rhythmic
pattern is in “silence”?
- What part of the song or rhythmic
pattern is sung or “sounded”?
H.Making Sa musika, may mga tunog na
generalizations naririnig at hindi naririnig ngunit
and abstractions nadarama. Maari natin itong
about the lesson sabayan sa
pamamagitan ng iba’t ibang kilos
ng katawan.
I. Evaluating I.Evaluation
learning Ipakita ang lubos na pagkatuto sa
mga isinagawang aralin sa
pamamagitan ng paglalagay ng tsek
(/). Isulat sa sagutang papel.
Guide Questions:
a. What are the different shapesof the face?
b. In what parts of the face do you see the
different lines and shapes?
c. Do we have the same shape of the face?
How about our eyes? Nose? Lips? Head?
Texture of the hair? Why?
d. How did you feel while drawing your
friend’s face? Why?
Art Vocabulary:
 Portrait- a painting of a person's face
 Natural Shapes- a shape created by
natural forces; not man-made
Let the pupils draw a portrait of another
friend or classmate in a bond paper.
Let them tell what they like best in that
particular person.
Post the best work in the “Art Corner
Ask how the shapes in Chart A differ Test Proper
from that of Chart B. Refer to LM I p. 82-83
Let them distinguish symmetrical and
asymmetrical shapes.
Remember: Teach the value of Honesty
A symmetrical pose is when you
draw a straight line at the center part
of your body from top to bottom;
both sides are the
same/balance/proportion.
Asymmetrical pose is when you draw
a straight line at the center part of
your body from top to bottom, both
sides are not alike.
Show simple dance steps using Checking and Recording
symmetrical and asymmetrical body
movements. (Teacher selects a song
that is fitted for the simple dance
movement to be executed.
 J. Additional Proceed to end the class by singing Cut out from old magazines or
activities for the goodbye song. Group the class into four. First and second newspapers 5 pictures of symmetrical
application or group will perform the first rhythmic and 5 pictures of asymmetrical
remediation pattern while the third and fourth group will shapes.
perform the second rhythmic pattern.
Note: Patterns follow the 4/4 time
signature.
IV. REMARKS
V. REFLECTION
A..No. of learners ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
who earned 80% ___ of Learners who earned 80% above above
in the evaluation above
B.No. of learners ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
who require activities for remediation additional activities for remediation activities for remediation additional activities for remediation additional activities for remediation
additional
activities for
remediation who
scored below 80%
C. Did the ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial lessons
work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
No. of learners lesson lesson lesson lesson
who have caught
up with
the lesson
D. No. of learners ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
who continue to require remediation require remediation remediation require remediation require remediation
require
remediation
E. Which of my 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:
teaching strategies ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why ___ Games ___ Games ___ Games ___ Games ___ Games
did these work? ___ 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 Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks in doing their tasks doing their tasks doing their tasks
doing their tasks
F. What __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
difficulties did I __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
my principal or __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
supervisor can Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
help me solve? __ 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
G. What Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
innovation or __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized materials __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
did I use/discover views of the locality views of the locality views of the locality views of the locality views of the locality
which I wish to __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
share with other Instructional Materials as Instructional Materials Instructional Materials Instructional Materials Instructional Materials
teachers? __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition

Prepared by: NOTED:

Class Adviser Head Teacher II