School: TAYKIN ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: VERONICA MAE A.BAREN Learning Area: MAPEH

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 13 -17, 2023(WEEK 1) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner… The learner… The learner… The learner… The learner . . .

demonstrates understanding of demonstrates understanding of understands the nature and demonstrates

the uses and meaning of musical the uses and meaning of musical demonstrates understanding of effects of the use and abuse of understanding of
terms in Form terms in Form new printmaking techniques caffeine, tobacco and alcohol participation and
with the use of lines, texture assessment of physical
through stories and myths. activity and physical
fitness
B. Performance Standards The learner… The learner… The learner… The learner… The learner . . .

performs the created song with performs the created song with creates a variety of prints using practices appropriate first aid participates and assesses
appropriate musicality appropriate musicality lines (thick, thin, jagged, ribbed, principles and procedures for performance in physical
fluted, woven) to produce visual common injuries activities.
texture. assesses physical fitness
C. Learning 1. recognizes the design or 1. recognizes the design or discusses the richness of explains the indicators for
Competencies/Objectives structure of simple musical structure of simple musical Philippine myths and legends identifies products with caffeine fitness
Write the LC code for each forms: forms: (MariangMakiling, Bernardo
Carpio, dwende, capre, sirena, H5SU-IIIb-8 PE5PF-IIIa-17
1.1 unitary(one section) 1.1 unitary(one section) Darna, diwata,
1.2 strophic(same tune with 2 or 1.2 strophic(same tune with 2 or DalagangMagayon, etc.) from
more sections and 2 or more more sections and 2 or more the local community and other
verses). verses). parts of the country.

MU5FO-IIIa-1 MU5FO-IIIa-1 A5EL-IIIa

II. CONTENT ANYO NG MUSIKA ANYO NG MUSIKA Paglilimbag Gateway Drugs Paglinang ng Flexibility

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson Gumawa ng dibuho ng iskalang Gumawa ng dibuho ng iskalang Magpakita ng larawan. Pag-aralan at suriin ang bawat Ano ang kaugnayan ng
or presenting the new pentatonic, G Mayor at C Mayor pentatonic, G Mayor at C Mayor larawan at sagutin ang mga bawat bahagi ng pyramid sa
lesson sa staff. sa staff. tanong sa Talakayin. pagpapaunlad ng iba’t ibang
bahagi ng katawan?

B. Establishing a purpose for the recognizes the design or recognizes the design or Ang Alamat ay identifies products with caffeine pagpapatuloy ng
lesson structure of simple musical structure of simple musical kwentong bayanat kawili- wiling pagpapaunlad ng physical
forms: forms: basahin lalo’t mahusay ang fitness
pagkakasulat. Isa sa mga paksang
malimit pagbatayan ng mga
alamat ay ang paglalang ng
daigdig at ang pinagmulan ng
unang tao sa ibabaw ng lupa.
Ang lahat ng bansa ay halos ay
may alamat.
Ang alamat ay kwento
tungkol sa pinanggalingan ng
isang bagay. Karaniwan sa mga
alamat ay kawili wiling basahin
lalo’t mahusay ang
pagkakaksulat,ngunit hwag
kalilimutan na ang alamat ay
kathang isip o gawa-gawa
lamang.

C. Presenting examples/instances Awitin ang “Pilipinas Kong Awitin ang “Pilipinas Kong Pagguhit o paglilimbag ng isang Anu- ano ang mga produktong Gaano kadalas ang
of the new lesson Mahal” Mahal” alamat na yaman ng ating bansa makikkita sa larawan? pagsasagawa ng mga
o pinagmulan ngating Saan karaniwang mabibili ang gawaing makapagpapaunlad
komunidad, halimbawa ang ng flexibility (kahutukan) ng
mga produktong nasa larawan?
alamat ni Mariang katawan?
Kailan karaniwang iniinom ang
Makiling,Bernardo Original File Submitted and
Carpio,dwende, mga produktong ito? Formatted by DepEd Club
sirena,Darna,diwata,dalagang Ano ang pagkakatulad ng mga Member - visit
magayon at iba pa) produktong ito? depedclub.com for more

D. Discussing new concepts and Ano ang ipinahihiwatig ng Ano ang ipinahihiwatig ng Ang Alamat ay kwentong Basahin ang dayalogo at sagutin Ang kahutukan ay
practicing new skills #1 awiting ito sa atin? awiting ito sa atin? bayanat kawili- wiling basahin ang mga kasunod na tanong. kakayahang makaabot ng
 lalo’t mahusay ang pagkakasulat. isang bagay nang malaya sa
Isa sa mga paksang malimit pamamagitan ng pag-unat
pagbatayan ng mga alamat ay ng kalamnan at kasukasuan.
ang paglalang ng daigdig at ang Kinakailangan ang
pinagmulan ng unang tao sa kahutukan ng katawan
ibabaw ng lupa. Ang lahat ng upang maisagawa ang mga
bansa ay halos ay may alamat. pang-araw-araw na gawain
Ang alamat ay kwento tulad ng pagbangon sa
tungkol sa pinanggalingan ng pagkakahiga, pagbuhat ng
isang bagay. Karaniwan sa mga bagay, pagwalis sa sahig, at
alamat ay kawili wiling basahin iba pa.
lalo’t mahusay ang Ang antas ng kahutukan ng
pagkakaksulat,ngunit hwag katawan ay bumababa kapag
kalilimutan na ang alamat ay tumanda ang isang tao dahil
kathang isip o gawa-gawa sa palaupong pamumuhay.
lamang. Kapag walang sapat na
kahutukan, nagiging mahirap
ang pagsasagawa ng mga
pang-araw-araw na gawain
Tingnan ang mga larawan sa
ibaba. Tukuyin kung alin sa
mga larawan ang
nagpapakita ng kahutukan
ng katawan. Sabihin kung
ang mga gawaing ito ay
pang-araw-araw na gawain,
ehersisyo, laro, o sayaw.
E. Discussing new concepts and Tingnan ang iskor ng Silent Night Tingnan ang iskor ng Silent Night 1. Gumuhit ng isang Ang caffeine ay isang uri ng Gawain: Paglinang sa
practicing new skills #2 alamat na may gamot na natural na kahutukan Two-Hand Ankle
kaugnayan sa inyong matatagpuan sa mga dahon at Grip Pamamaraan: 1.
Bahagyang ibaluktot ang
bayan halimbawa “Ang buto ng maraming uri ng
katawan sa harap. Sa
Alamat ng Lanzones” halaman. Maaari rin itong gawin pamamagitan ng pagdikit ng
2. Ipakita sa pamamagitan sa artipisyal na pamamaraan at dalawang sakong (heel) ng
ng pagkakaguhit ang ilahok sa mga pagkain. Ang paa, abutin ng mga kamay sa
mga bahagi na may caffeine ay itinuturing na gamot pagitan ng mga binti ang
kaugnayan kung paano o drugs dahil sa nagpapagising bukong-bukong (ankle). 2.
ito ay naging isang ito sa ating central nervous Pag-abutin ang mga kamay
sa harap ng mga bukong-
alamat ng inyong bayan. system na nagiging sanhi ng
bukong. 3. Panatilihing
3. Kulayan ng maayos ang pagiging aktibo ng isang nakahawak ang mga kamay
inilimbag o iginuhit na indibidwal. sa harap ng mga bukong-
alamat. bukong sa ayos ng sakong ng
Ang caffeine ay matagpuan sa paa. 4. Manatili sa posisyon
 4. Lagyan ng pamagat. maraming inumin tulad ng kape, sa loob ng limang segundo
tsokolate, at maraming soft (5).
drinks, gayundin sa mga pain
relievers at mga gamot na
mabibili ng walang reseta.
Mapait ang lasa ng caffeine kung
kaya’t dumadaan sa mahabang
proseso ang mga inuming may
caffeine upang mawala ang pait
ng lasa nito. Ang caffeine ay
hindi naiiwan sa katawan ngunit
mararamdaman ng isang tao ang
epekto nito sa loob ng anim na
oras.

Ang caffeine ay itinuturing na

diuretic, nagiging sanhi ito ng
pag- ihi ng madalas ng mga
taong kumokunsumo nito.

Ang mga pagkaing may gamot na

caffeine ay karaniwang mabibili
sa mga botika, sari- sari stores,
groceries at maging sa
convenience stores. Maraming
pagkain at inuming may caffeine
tulad ng nasa listahang inihaanda
ko.

F. Developing mastery Paghambingin ang dalawang Paghambingin ang dalawang Individwal na gawain Magtala sa tsart ng mga Pangkatang Gawain
(Leads to Formative Assessment iskor ng awit. iskor ng awit. produktong may caffeine na
3) karaniwang mabibili sa mga
tindahang malapit sa inyong
lugar at isulat ang karampatang
dami ng caffeine na taglay nito.

G. Finding practical applications of Ano ang iyong nararamdaman Ano ang iyong nararamdaman Individwal na gawain Pangkatang Gawain Pangkatang Gawain
concepts and skills in daily living habang inaawit mo ang mga habang inaawit mo ang mga
awiting nasa anyong unitary at awiting nasa anyong unitary at
strophic? Sa anong mga awitin strophic? Sa anong mga awitin
madalas makikita ang anyong madalas makikita ang anyong
unitary? ang anyong Strophic? unitary? ang anyong Strophic?
H. Making generalizations and Ang disenyo o istruktura ng Ang disenyo o istruktura ng Ang alamat ay kwento tungkol sa Ilahad ang mga natutunan sa Ang pagpapaunlad ng
abstractions about the lesson anyong musical na may isang anyong musical na may isang pinanggalingan ng isang bagay. flexibility o kahutukan ng
aralin?
verse na di inuulit ang pag-awit verse na di inuulit ang pag-awit Karaniwan sa mga alamat ay kalamnan ay nakatutulong
kawili wiling basahin lalo’t upang mapadali ang
ay tinatawag na unitary. Ang ay tinatawag na unitary. Ang
mahusay ang pagsasagawa at mapaganda
anyong musikal na inaawit mula anyong musikal na inaawit mula pagkakaksulat,ngunit hwag ang isang gawain. Ang
sa unang verse hanggang sa sa unang verse hanggang sa kalilimutan na ang alamat ay paglinang sa mga gawaing
matapos ang huling verse na matapos ang huling verse na kathang isip o gawa-gawa makatutulong sa flexibility
may parehong tono ay tinayawag may parehong tono ay lamang. ng katawan ay inaasahan
na strophic. tinayawag na strophic. upang matamo ang
inaasahang antas ng physical
fitness. Ang two-hand ankle
grip ay isa lamang sa mga
gawaing sumusubok sa
flexibility.
I. Evaluating learning Panuto: Sagutan ang Panuto: Sagutan ang Bigyan ng kaukulang puntos ang Punan ng tama o mali ang Tingnan ang talaan sa ibaba
Sumusunod. Sumusunod. inyong nagging pagganap gamit patlang upang makabuo ng at sabihin sa pamamagitan
1. Anong awit ang 1. Anong awit ang ang rubric na nasa kasunod na angkop na pangungusap. ng paglagay ng tsek sa kolum
pahina. 1. Ang pag-inom ng ng inuming kung alin ang mga
nasa anyong nasa anyong
may sangkap na caffeine ay makapagpapaunlad ng iyong
unitary? unitary?
______________ at flexibility o kahutukan.
2. Anong awit ang 2. Anong awit ang Kopyahin ang talaan sa iyong
makabubuti sa ating
nasa anyong nasa anyong kuwaderno at sagutan ito.
kalusugan.
strophic? strophic?
2. _________________ang
3. Ilang verse 3. Ilang verse
pagkonsumo ng higit sa 100
mayroon ang awit mayroon ang awit
mg ng caffeine sa araw-
na Amazing na Amazing
araw.
Grace”? Grace”?
3. _________________na
4. Ilang linya mayroon 4. Ilang linya mayroon
magpakonsulta sa doctor
ang awit na “The ang awit na “The
kung sakaling may
Farmer in the Farmer in the
maramdamang kakaibang
Dell”? Dell”?
reaksyon sa katawan dulot
5. Ilang linya mayroon Ilang linya mayroon ang awit na
“Amazing Grace”? ng pagkonsumo ng mga
ang awit na
pagkaing may caffeine.
“Amazing Grace”?
4. _________________na
suriin ang dami ng caffeine o
anumang sangkap na taglay
ng pagkain o inumin.
5. ________________na
maging maingat sa pagpili
 ng pagkain lalo na at may
taglay itong gamot tulad ng
caffeine.

J. Additional activities for Sumangguni sa LM_______. Sumangguni sa LM_______. Sumangguni sa LM_______. Sumangguni sa LM_______. Gumawa ka ng talaan ng
application or remediation mga ito. Ibahagi mo sa mga
kamag-aral mo ang iyong
talaan.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to
80% in the evaluation next objective. next objective. next objective. next objective. the 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% _____% of the pupils got 80% _____% of the pupils got 80%
mastery 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
additional activities for answering their lesson. answering their lesson. answering their lesson. answering their lesson. difficulties in answering their
remediation who scored below ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson.
answering their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in
80%
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson.
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills ___Pupils did not enjoy the
and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson. lesson because of lack of
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the knowledge, skills and interest
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties about the lesson.
encountered in answering the encountered in answering the encountered in answering the encountered in answering the ___Pupils were interested on
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. the lesson, despite of some
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson difficulties encountered in
despite of limited resources used by despite of limited resources used by despite of limited resources used by despite of limited resources used by answering the questions asked
the teacher. the teacher. the teacher. the teacher. by the teacher.
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Pupils mastered the lesson
their work on time. their work on time. their work on time. their work on time. despite of limited resources
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their used by the teacher.
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary ___Majority of the pupils
behavior. behavior. behavior. behavior. finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.

C. Did the remedial lessons work? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
No. of learners who have above above above above 80% above
caught up with the lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for
remediation
E. Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
work? lesson lesson lesson 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
which my principal or require remediation require remediation require remediation require remediation to require remediation
supervisor can help me 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 I use/discover ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
which I wish to share with other Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
teachers? taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and assessments, note taking and
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. studying techniques, and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- vocabulary assignments.
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory ___Bridging: Examples: Think-
charts. charts. charts. charts. pair-share, quick-writes, and
anticipatory charts.

___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building:

Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Examples:Compare and contrast, ___Schema-Building: Examples:
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and jigsaw learning, peer teaching, and Compare and contrast, jigsaw
projects. projects. projects. projects. learning, peer teaching, and
projects.

___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization: 

Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: 
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations,
opportunities. opportunities. opportunities. opportunities. media, manipulatives,
repetition, and local
opportunities.
___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation: 
Examples: Student created Examples: Student created Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. ___Text Representation: 

___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking Examples: Student created
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the drawings, videos, and games.
language you want students to use, language you want students to use, language you want students to use, language you want students to use, ___Modeling: Examples:
and providing samples of student and providing samples of student and providing samples of student and providing samples of student Speaking slowly and clearly,
work. work. work. work. modeling the language you
want students to use, and
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies providing samples of student
used: used: used: used: work.
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration Other Techniques and
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh Strategies used:
play play play play ___ Explicit Teaching
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Group collaboration
activities/exercises activities/exercises activities/exercises activities/exercises ___Gamification/Learning
___ Carousel ___ Carousel ___ Carousel ___ Carousel throuh play
___ Diads ___ Diads ___ Diads ___ Diads ___ Answering preliminary
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction activities/exercises
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Carousel
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Diads
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Differentiated Instruction
Why? Why? Why? Why? ___ Role Playing/Drama
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why?
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Complete IMs
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Availability of Materials
in doing their tasks in doing their tasks in doing their tasks in doing their tasks ___ Pupils’ eagerness to learn
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group member’s
of the lesson of the lesson of the lesson of the lesson collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson