School: CABUGAO ELEMENTARY SCHOOL Grade Level: III

GRADES 1 to 12 Teacher: LESLI DARYL S. CUBILLAS Learning Area: MAPEH

DAILY LESSON LOG Teaching Dates and
Time: JUNE 18-22, 2018 (WEEK 3) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
A. Content Standard Demonstrates understanding of Demonstrates understanding Demonstrates understanding Demonstrates understanding of the
the basic concepts of rhythm. of lines,texture,shapes and of body shapes and body importance of nutritional guidelines and
depth,contrast (size, texture) actions in preparation for balanced diet in good nutrition and
through drawing. various movement activities. health.
B. Performance Standard Perform simple ostinato Creates an artwork of people in Performs body shapes and Consistently demonstrates good decision-
patterns/simple rhythmic the province/region. actions properly. making skills in making food choices.
accompaniments on classroom
instruments and other sound
sources to a given song.
C. Learning Competency/s: Clap rhythmic pattern using stick Appreciates that artist create .Describe the proper way of Identify nutritional problems- Weekly Test
notations. visual textures by using a bending and stretching to undernutrition
MURH – Ia –c- 3 variety of lines and color. improve flexibility - Describe the characteristics, signs and
A3PL -Ic 2.Execute correct bending and symptoms, and effects of the
Integration ; Science stretching to improve body various forms of malnutrition -
posture undernutrition, specifically protein-
3.Enjoy a pair activity for energy
fitness and fun malnutrition.
PE3BM-Ia-b-1 H3N-Icd-13/ H3N-Ief-14
II CONTENT Rhythm in Music Visual Texture LET’S MOVE AND BE FLEXIBLE! Form of malnutrition: Undernutrition
a. Protein-Energy Malnutrition (PEM)

III. LEARNING RESOURCES

A. References TGs and LMs Gr. 2, Enhancing DepEd (2013). K to 12 Health curriculum
Skills through MAPE guide. Pasig: DepEd.
Friedman, D.P., Stine, CC., & Whalen, S.
(2005). Lifetime health.
NY: Holt, Rinehart & Winston.
National Nutrition Council (2013).
Nutrition is key. Retrieved from
http://www.nnc.gov.ph/home/item/112-
nutrition-is-key.
UNICEF (2009). Nutrition in emergencies.
Retrieved from
http://www.unicef.org/nutrition/training/
1. Teacher’s Guide Pages CG p. 18 of 63 CG p.22 of 93 216-222 355-357
2. Learner’s Materials pages 238-245 414-416
3. Text book pages
4. Additional Materials from Araw at Buwan 4 4 C, so,mi Pictures, video about Activity card, pictures, Pencil and crayons
Learning Resources pointillism or cross -hatching flashcards
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson Stomp the pulse A. Routinary Activities: 1. Say: We will play a Word Association
or presenting the new Clap the rhythym. 1. Checking of attendance and game. I will write a word and call
lesson PE uniform (appropriate attire a pupil who will quickly give a related
for physical activities) word.
2. Warm-up activities .

B. Establishing a purpose for Present a picture of day and night Distribute sets of jigsaw Ask your pupils to recall the 2. Write “Malnutrition” on the board and
the lesson time and ask the children to tell puzzles to group of pupils. Let different body shapes and call a pupil who will give a word
something about it. each group assemble the actions and perform these. related to “malnutrition” as fast as
puzzle. possible. Call about five children. If
Does it shows texture, lines and there are doubts about the relationship of
color.Identify them. the words, ask the pupil to
explain how the word is related
C. Presenting Let the children recite the song. Present visual texture. Ask the pupils to sing the song Activity 1: A Story of Two Children
Examples/instances of new “Araw at Buwan”. Magtanim ay Di Biro with 1. Tell the pupils that they are going to
lesson actions read two stories about
Original File Submitted and malnutrition.
Formatted by DepEd Club 2. Let the pupils read the stories silently.
Member - visit depedclub.com 3. Ask the pupils to answer the questions
for more orally after each story.
D. Discussing new concepts What can you say about the song? What have you observed in (Note to teacher: Do the 4. Let the pupils recall the nutrients they
and practicing new skills #1 What is the source of light during picture A? picture B? warm–up activities here) learned in Grade 2.
day time and night time? (The Have a guessing game.
procedure should be delivered Divide the class into small groups. Tell the
in MTB) groups to guess the name of
the nutrient after you will write its first
Activity 1: Ready Get letter on the board. Let the groups
Set Go take turns in answering.
Write the beginning letters of the
Directions: Group the nutrients:
class into four columns. Ask P: Protein
the pupils to do the following C: Carbohydrates
positions.The pupils must wait D: Fats
for the teacher’s Go signal and V: Vitamins
freeze for five seconds. M: Minerals
 Groups who did the positions Once the pupils have identifies the
correctly will move 1 step correct word, complete the word
forward until a group reaches on the board and ask the pupils to read it
the finish line. (Note to the aloud.
teacher: Use the following
commands).

E. Discussing new concepts What body parts are used in 5. Recall with the pupils the functions of
and practicing new skills #2 bending and stretching? the food nutrients:
How did you do it? Which is the body-building nutrient?
Which are the energy-giving nutrients?
Which are the body regulating nutrients?
Once the correct answer have been given,
write the functions on the
board and let the class read it aloud.
6. Ask: What does M lack in her diet?
What does K lack in his diet?
7. Write the phrase “Protein-energy
malnutrition” on the board and tell
the pupils that it is a kind of
undernutrition where there is lack of
bodybuilding
and energy-giving nutrients in the diet.

F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical Group the class into 5. Still Life Drawing with Cross Travelogue What did you learned today?
applications of concepts and I- Sing the song. Hatch Lines or Dots.
skills II,III,IV, and V – Play the rhythmic Directions: Group pupils into
pattern using rhythmic three big groups or small
instruments. groups with 3 members
each.Ask them to perform the
activity written on the activity
cards. As the teacher claps
each group will transfer to the
next base in a counter-
clockwise manner.
H. Making generalizations What is rhythmic pattern? What is visual texture? Bending and stretching are
and abstractions about the movements that improve
lesson flexibility. The proper way of
doing these movements can
prevent injury.
 A flexible person can do many
movements safely and assume
good posture at all times.

I. Evaluating Learning Put a check on the appropriate Refer to Be Proud in LM. See page TG-page 222 Let the pupils answer Let’s Check on LM
box. See TG.
J. Additional activities for Create rhythmic pattern using Make a visual texture at home. A.Practice the different Divide the class into small groups and
application or remediation stick notation in 4s. exercises learned. assign to bring different kinds of food rich
B. List down five walking in vitamins.
movements using body shapes.
V. REMARKS
VI. REFLECTION
A. No. of learners who ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned
earned 80% on the above 80% above 80% above 80% above
formative assessment
B. No. of Learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
require additional activities additional activities for additional activities for additional activities for activities for remediation additional activities for
for remediation remediation remediation remediation remediation
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught
have caught up with the the lesson up the lesson up the lesson lesson up the lesson
lesson.
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to require ___ of Learners who continue
continue to require require remediation to require remediation to require remediation remediation to require remediation
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration well:
Why did these work? ___ Games ___ Games ___ Games ___ Games ___ Group collaboration
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw
activities/exercises activities/exercises activities/exercises activities/exercises ___ Answering preliminary
___ Carousel ___ Carousel ___ Carousel ___ Carousel activities/exercises
___ Diads ___ Diads ___ Diads ___ Diads ___ Carousel
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS)
Poems/Stories Poems/Stories Poems/Stories Poems/Stories ___ Rereading of Paragraphs/
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Discovery Method
Why? Why? Why? Why? ___ Lecture Method
 ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs Why?
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Complete IMs
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in ___ Pupils’ eagerness to learn
in Cooperation in Cooperation in doing their tasks ___ Group member’s
doing their tasks doing their tasks doing their tasks Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor can __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ 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 Planned Innovations: __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: __ Localized Videos Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Making big books from __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from views of the locality __ Making big books from __ Making big books from
views of the locality views of the locality __ Recycling of plastics to be views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used as Instructional Materials __ Recycling of plastics to be used as __ Recycling of plastics to be
as Instructional Materials used as Instructional Materials __ local poetical composition Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G. What innovation or The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully delivered due The lesson have successfully
localized materials did I delivered due to: delivered due to: delivered due to: to: delivered due to:
use/discover which I wish to ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
share with other teachers? ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration well:
___ Games ___ Games ___ Games ___ Games ___ Group collaboration
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw
activities/exercises activities/exercises activities/exercises activities/exercises ___ Answering preliminary
___ Carousel ___ Carousel ___ Carousel ___ Carousel activities/exercises
___ Diads ___ Diads ___ Diads ___ Diads ___ Carousel
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS)
Poems/Stories Poems/Stories Poems/Stories Poems/Stories ___ Rereading of Paragraphs/
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Discovery Method
 Why? Why? Why? Why? ___ Lecture Method
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs Why?
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Complete IMs
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in ___ Pupils’ eagerness to learn
in Cooperation in Cooperation in doing their tasks ___ Group member’s
doing their tasks doing their tasks doing their tasks Cooperation in doing their
tasks

Noted by: Prepared by:

JUN P. FLORES LESLI DARYL S. CUBILLAS

School Head Teacher