DLL - Mapeh 5 - Q2 - W6

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: DECEMBER 11 – 15, 2022 (WEEK 6) Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards recognizes the musical symbols Demonstrates understanding Demonstrates understanding of the The learner . . . Quiz
and demonstrates of lines, color, space, and different concern and management demonstrates Music 1-5
understanding of concepts harmony through painting and strategies during puberty. understanding of Arts 6-10
pertaining to melody explains/illustrates landscapes Understand basic concepts participation in and Health 11-15
of important historical places in regarding sex and gender assessment of physical P.E 16-20
the community (natural or activity and physical
manmade) using one point fitness.
perspective in landscape
drawing, complimentary colors,
and the right proportion of
parts.
B. Performance Standards accurate performance of songs Scketches natural or man made The learner demonstrates health The learner . . .
following the musical symbols places in the community with practices for self care during participates and assesses
pertaining to melody indicated the use of the complientary puberty based on accurate and performance in physical
in the piece colors. scientific information activities.
assesses physical fitness
Daw/paint signiicant or
important historical places.
C. Learning Competencies/ sketches and uses assesses the issues in terms of Assesses regularly participation
Objectives Write the LC code for identifies the notes of complementary colors in scientific basis and probable effects in physical activities based on
each the intervals in the C painting a landscape. on health the Philippines physical activity
major scale A5PL-IIe H5GD-Ic-d-4 pyramid
MU5ME-IIc-5 PE5PF-IIb-h-18
II. CONTENT Scales (Pentatonic, C major, G PAINTING 2. On Nocturnal Emissions Assessment of

major) 5.1 landscapes of important 2.1. not related to preoccupation physical
places in the community with sexual thought activities and
(natural or man-made) 3. On Circumcision physical fitness
3.1 at the appropriate maturational Invasion games
stage (agawan base, lawin at sisiw,
agawan panyo)
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.
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.
3. Textbook pages
4. Additional Materials for Learning

Resource Portal
B. Other Learning Resources Larawan ng Physical Activity
Pyramid Guide para sa Batang
Pilipino
Mga larawan, cartolina/bond

paper, lapis, ruler, krayola o oil
pastel. Mga larawan
IV. PROCEDURES
A. Reviewing previous lesson or Laro: Kodaly Game Ipakita ang inyong mga Ano ang mga halimbawa ng maling Pagtsek ng attendance at
presenting the new lesson Paraan ng laro: larawan paniniwala kaugnay sa pagdadalaga angkop na kasuotan
1. Pumili ng tigg – iisang bata sa at pagbibinata? Pagtsek sa takdang-aralin
Original File Submitted and 2. Pampasiglang Gawain
bawat limang pangkat
Formatted by DepEd Club Member - Ipagawa sa mga bata ang
2. Pahanayin ang mga bata sa visit depedclub.com for more pampasiglang gawain na
harap ng klase ginawa sa mga nakaraang
3. Magsasabi ang guro ng nota aralin.
so-fa syllable at una unahang
ipapakita ng mga bata ang nota
gamit ang Kodaly Sign.
B. Establishing a purpose for the Iparinig ng guro ang mga so-fa Sagutin ang mga katanungan.
lesson syllable na pataas at pababa.
Sa panahon ng iyong pagdadalaga
at pagbibinata, sino ang iyong
unang nilapitan?
Nagkaroon ka ba ng suliranin o
problema hingil sa iyong
pagdadalaga at pagbibinata?
Ipaliwanag: Kakontra Kulay-
Dalawang kulay direkta
kabaligtaran isa sa kulay ng
wheel. Kapag inilagay sa tabi sa
isa't isa, kakontra kulay ay
intensified at madalas ay lilitaw Bumuo ng dalawang grupo na
upang manginig may 8-10 miyembro at isagawa
ang Sakayan na Lakad Tren
C. Presenting examples/ instances Ipakita ang iskalang C mayor Ibahagi sa mga bata ang pag-alaga Nagustuhan nyo ba ang larong
of the new lesson sa sarili habang may regla ito?
Anong sangkap ng physical
fitness ang pinauunlad sa
larong ito?
Paano nagamit sa larong ito
ang katatagan ng kalamnan?
Ipakita ang larawan ng
kalupaan o landscape.
D. Discussing new concepts and . Ano-ano ang napapansin ninyo Ipaliwanag: Landsape o Ipakita ang larawan ng pagtutuli Ang paggamit ng kalamnan
practicing new skills #1 sa iskalang C Mayor? pasyahe’ may roon dalawang para
Mahalagang malaman ang gamit sag salitang landscaode o Matagal na panatilihin ang
bawat pagitan ng nota sa bawat pasyahe isa sa mga ito ay posisyon ng
iskala. Dito natin nasusukat ang tumutukoy sa anyo ng katawan ay pagpapakita ng
taas at baba ng tono. kalupaan kung saan marami pagtaglay ng
ang uri nito gaya ng bundok, tatag ng kalamnan.
kapatagan, burol, talampas, Mahalaga na magtaglay ng
lambak at iba pa. lakas at
Tatag ng kalamnan upang
laging handa
Ang ating katawan sa ano
mang gawaing
nangangailangan ng power.
E. Discussing new concepts and Ang Major Scale /iskala mayor . Panimulang gawain: Ipaliwanag: Magkaroon ng talakayan sa
practicing new skills #2 ay ang pagkakasunod-sunod ng Gamit ang inyong mga Pagtutuli o Circumcision ginawang gawain. Ipasagot sa
walong tono o nota sa mga linya kagamitan sa pag gawa, Lumika Ang pagtutuli o circumcision ay ang mga bata ang mga tanong sa
at puwang ng limguhit mula sa ng obra na hango sa mga pagtanggal ng balat sa dulo ng ari “Ipagpatuloy Natin” at
mababang do hanggang sa natatanging anyong lupa sa ng isang lalaki. Dahil ito’y bahagi ng ipaliwanag ito.
mataas na do. bansa, gamit ang inyong, tradisyon sa Pilipinas, halos lahat ng
krayola, pastel Color, lapis, kalalakihan ay nagpapatuli,
bond paper at iba pa.. karamihan habang bata pa, mula
Ipasagot sa mga bata ang edad 9-12.
“Pagusapan Natin” sa LM.
F. Developing mastery Ang interval ay ang pagitan ng PANUTO: ________________1. Ito ay ang Sagutin ang mga tanong ng Oo
(Leads to Formative Assessment 3) dalawang nota. Ito ay makikilala 1. Magpakita sa mga mag aaral tradisyon na pagtutuli sa Pilipinas. o Hindi.
batay sa kinalalagyan o posisyon ng ibat ibang anyo ng kalupaan ________________2. Pagtatanggal 1.Nasunod mo ba ang mga
nito sa staff o limguhit. Ang mga hanggo sa ibat ibang disenyo ng balat sa dulo ng ari ng isang panuntunan sa paglalaro
interval ay ang mga sumusunod: 2. Hayaang mamili ang mga lalaki. 2. Naisagawa mo ba nang tama
1. prime(first ) inuulit 5. fifth mag aaral ng larawan ng ________________3. Pagdurugo ng ang mga gawaing sumusubok
2. second 6. sixth kanilang nais gawin isang babae o buwanang dalaw. sa
3. third 7. seventh 3. Gamit ang mga materyales ________________4. Tamang edad tatag at lakas ng kalamnan?
4. fourth 8. Octave o Oktaba hayaan silang gumawa ng kni para sa pagtutuli. 3. Nauunawaan mo na ba ang
knilang obra. ________________5. Pamamaga pagkakaiba ng tatag ng
4. Paalalahanan ang mga bata ng ari matapos tuliin. kalamnan
na maging masinop pag ________________6. Sakit na at lakas ng kalamnan.
katapos ng kanilang gawain maaring makuha sa pakikipagtalik. 4. Nasisiyahan ka ba kapag
5. Golden rule: ________________7. Gamot pinagagawa ka ng mga gawain
Magbiugay ng kawikaan sa pampamanhid na ginagamit sa sa bahay at paaralan?
isang maayos nap ag gawa, medisina bago tuliin.
upang maging mag maayos ang ________________8. Gamot
kalalabasan ng obra panghugas at panglinis sa tinuli.
________________9. Panahon
kung kailan ginagawa ng pagtutuli.
________________10. Ito ay
ginagamit sa panahon ng may regla.
G. Finding practical application of Umawit Tayo Paano natin mapahahalagahan Itanong: Tumulong sa mga gawaing
concepts and skills in daily living a. Sa pamamagitan ng awiting ang pagkakaiba-iba ng mga Ano ang kaibahan ng German cut sa bahay tulad ng pagbubuhat,
“Kumusta” ipatukoy sa mga istilo ng mga tanyag na pintor Dorsal cut? pag-iigib o Pagdidilig ng
bata ang mga nota na may sa kanilang mga obra? Bakit kailangang palitan ang halaman.
pinakamataas at pinakamababa sanitary napkin 2 beses o higit pa sa
tono. isang loob ng isang araw?
H. Making generalizations and Tandaan Ipabasa: Ayon sa american Mahalagang sundin ang mga Ang paggamit ng kalamnan
abstractions about the lesson Ang bawat tono o nota ay reaserch institute isang sangay pananaw na medikal o basehang para
sunod-sunod na umaakyat o sa america na nag aaral sa ibat agham sa mga pagbabago at isyu na Matagal na panatilihin ang
tumataas at bumababa na may ibang bagay para sa kaalaman, ating nararanasan. Maluwag natin posisyon ng
nakatakdang pagitan ng mga nalaman na ang sining sy may itong tanggapin sa ating kalooban katawan ay pagpapakita ng
hakbang. malaking bahagi sa paglaki ng upang maiwasan ang anumang pagtaglay ng
mga mag-aaral. kapahamakan. tatag ng kalamnan.
Mahalaga na magtaglay ng
lakas at
Tatag ng kalamnan upang
laging handa
Ang ating katawan sa ano
mang gawaing
nangangailangan ng power.
I. Evaluating learning Gawain A- Ipapaskil ang larawan na Ipasagot:
Isulat ang Prime, Second nilikha ng mga mag-aaral. Tama o Mali My Fitness Diary
Interval, Third Interval, Fourth (Sumangguni sa SURIIN) __________1. Huwag Ilan sa mga gawaing nagawa ko
Interval, Fifth Interval, Sixth maligo kapag may regla. sa araw na ito ay ang.......
Interval, Seventh Interval at __________2. Iwasan ang Nakatutulong ang mga gawaing
Octave sa patlang. pagbubuhat ng mabigat kung may ito sa akin
regla. upang____________________
__________3. Maghugas gamit ang _________________________
banayad na sabon kung may regla. _________________________
__________4. Gumamit na sanitary _________________________
napkin. _________________________
__________5. Huwag basain ang ari _________________________
pagkatapos matuli. _________________________
__________6. Kumain ng _________________
masusustansyang pagkain.
__________7. Iwasan ang maaasim
at maalat na pagkain.
__________8. Mas maliit ang
probabilidad na mahawa o
makahawa ng HIV/AIDS at iba pang
mga STD ang mga tuli.
__________9. Mag-ehersisyo para
mabawasan ang sakit na
nararamdaman habang may regla.
__________10. Hindi maaaring
tuliin ang mga sanggol pa lamang.
J. Additional activities for Iguhit ang kapatagan sa isang
application or remediation bond paper. Gamitin ang
Kakontra-kulay.
V. REMARKS
VI. REFLECTION
A.No. of learners who earned 80% in ___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 ___Lesson carried. Move on to the
the evaluation next objective. next objective. objective. next 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% mastery _____% of the pupils got 80% _____% 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 remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering 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, skills because of lack of knowledge, because of lack of knowledge,
skills and interest about the lesson. skills and interest about the and interest about the lesson. skills and interest about the skills and interest about the
___Pupils were interested on the lesson. ___Pupils were interested on the lesson. lesson.
lesson, despite of some difficulties ___Pupils were interested on the lesson, despite of some difficulties ___Pupils were interested on the ___Pupils were interested on the
encountered in answering the lesson, despite of some difficulties encountered in answering the lesson, despite of some difficulties lesson, despite of some difficulties
questions asked by the teacher. encountered in answering the questions asked by the teacher. encountered in answering the encountered in answering the
___Pupils mastered the lesson questions asked by the teacher. ___Pupils mastered the lesson despite questions asked by the teacher. questions asked by the teacher.
despite of limited resources used by ___Pupils mastered the lesson of limited resources used by the ___Pupils mastered the lesson ___Pupils mastered the lesson
the teacher. despite of limited resources used teacher. despite of limited resources used despite of limited resources used
___Majority of the pupils finished by the teacher. ___Majority of the pupils finished their by the teacher. by the teacher.
their work on time. ___Majority of the pupils finished work on time. ___Majority of the pupils finished ___Majority of the pupils finished
___Some pupils did not finish their their work on time. ___Some pupils did not finish their their work on time. their work on time.
work on time due to unnecessary ___Some pupils did not finish their work on time due to unnecessary ___Some pupils did not finish their ___Some pupils did not finish their
behavior. work on time due to unnecessary behavior. work on time due to unnecessary work on time due to unnecessary
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% above ___ of Learners who earned 80% ___ of Learners who earned 80%
learners who have caught up with the above above above above
lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
require remediation additional activities for remediation additional activities for activities for remediation additional activities for additional activities for
remediation remediation remediation
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
lesson the lesson lesson the lesson the lesson
F.What difficulties did I encounter ___ 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
which my principal or supervisor can require remediation require remediation require remediation require remediation require remediation
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 which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, taking and studying techniques, and taking and studying techniques, taking and studying techniques,
vocabulary assignments. and vocabulary assignments. vocabulary assignments. and vocabulary assignments. and 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 anticipatory share, quick-writes, and share, quick-writes, and
anticipatory charts. anticipatory charts. charts. anticipatory charts. anticipatory 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 learning, Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. projects. projects. projects.
___Contextualization:
___Contextualization: ___Contextualization: Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and opportunities. manipulatives, repetition, and manipulatives, repetition, and
opportunities. local opportunities. local opportunities. local opportunities.
___Text Representation:
___Text Representation: ___Text Representation: Examples: Student created drawings, ___Text Representation: ___Text Representation:
Examples: Student created Examples: Student created videos, and games. Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking slowly and clearly, modeling the ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
slowly and clearly, modeling the slowly and clearly, modeling the language you want students to use, and slowly and clearly, modeling the slowly and clearly, modeling the
language you want students to use, language you want students to providing samples of student work. language you want students to language you want students to
and providing samples of student use, and providing samples of use, and providing samples of use, and providing samples of
work. student work. Other Techniques and Strategies used: student work. student work.
___ Explicit Teaching
Other Techniques and Strategies Other Techniques and Strategies ___ Group collaboration Other Techniques and Strategies Other Techniques and Strategies
used: used: ___Gamification/Learning throuh play used: used:
___ Explicit Teaching ___ Explicit Teaching ___ Answering preliminary ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration activities/exercises ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh ___Gamification/Learning throuh ___ Carousel ___Gamification/Learning throuh ___Gamification/Learning throuh
play play ___ Diads play play
___ Answering preliminary ___ Answering preliminary ___ Differentiated Instruction ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises ___ Role Playing/Drama activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Discovery Method ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Lecture Method ___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction Why? ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Complete IMs ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Availability of Materials ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Pupils’ eagerness to learn ___ Lecture Method ___ Lecture Method
Why? Why? ___ Group member’s Why? Why?
___ Complete IMs ___ Complete IMs collaboration/cooperation ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials in doing their tasks ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s of the lesson ___ Group member’s ___ Group member’s
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 School Officer In-charge

DLL - Mapeh 5 - Q2 - W6

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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

II. CONTENT Scales (Pentatonic, C major, G PAINTING 2. On Nocturnal Emissions Assessment of

4. Additional Materials for Learning

Mga larawan, cartolina/bond

Prepared by: Approved by:

ANTHONETTE LLYN JOICE B. BURGOS JUNILY B. SUPERALES

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