School: SIOTES ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: SHERYL F. ARESCO Learning Area: MAPEH

DAILY LESSON LOG Teaching Dates and
Time: MARCH 13 – 17, 2023 (WEEK 5) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content The learner… The learner… The learner… The learner… The learner . . .
Standards
demonstrates understanding of demonstrates understanding of demonstrates understanding of understands the nature and effects demonstrates
the uses and meaning of the uses and meaning of musical new printmaking techniques with of the use and abuse of caffeine, understanding of
musical terms in Form terms in Form the use of lines, texture through tobacco and alcohol participation and
stories and myths. assessment of physical
activity and physical
fitness
B. Performance The learner… The learner… The learner… The learner… The learner . . .
Standards
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 describes the characteristics of describes the characteristics of explores new printmaking discusses the nature of caffeine, describes the skills involved in the
Competencies/Objecti each type of voice each type of voice technique using a sheet of thin nicotine and alcohol use and abuse dance
ves rubber (used for soles of
Write the LC code for MU5TB-IIIe-1 MU5TB-IIIe-1 shoes),linoleum, or any soft wood H5SU-IIIc-9 PE5RD-IIIb-2
each that can be carved or gouged to
create different lines and
textures

A5EL-IIIb

II. CONTENT Iba’t Ibang Uri ng Timbre Ayon Iba’t Ibang Uri ng Timbre Ayon sa Paglilimbag Pinagmula ng Caffeine, Nikotina at STUNTS ( tatluhan, pangkatan,)
sa Tinig Tinig Alcohol

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. PROCEDURE
S
A. Reviewing Gamit ang player. pakinggan Gamit ang player. pakinggan Ang bagong pamamaraan ng Pagmasdan at pag-aralang mabuti Alin sa mga larawan ang nasubukan
previous lesson awitin. Ilarawan ang mga awitin. Ilarawan ang mga narinig paglilimbag ay sa pamamagitan ang mga larawan sa ibaba. ninyong gawin?
or presenting the narinig na tinig ng mga mang- na tinig ng mga mang-aawit. ng pag-iwan ng bakas sa ipinintan Alin sa mga larawan ang may
new lesson bagay. kaugnayan sa katatagan ng katawan?
aawit.

B. Establishing a purpose Ilarawan angiba’t-ibang uri ng Ilarawan angiba’t-ibang uri ng explores new printmaking discusses the nature of caffeine, describes the skills involved in the
for the lesson timbre timbre technique using a sheet of thin nicotine and alcohol use and abuse dance
rubber (used for soles of
shoes),linoleum, or any soft wood
that can be carved or gouged to
create different lines and
textures

C. Presenting Pakinggan ang tinig ng mang- Pakinggan ang tinig ng mang- Pangkatang Gawain Ano ang tawag ninyo sa mga Ang stunt ay gawaing nagpapatibay ng
examples/instances of aawit na narinig sa player. aawit na narinig sa player. larawan? Saan madalas nakikita ang katawan. Sa pamamagitan din ng mga
the new lesson Suriin ang mga Suriin ang mga mga ito? Alam b ninyo na nagtataglay ito ay nalalaman ang katatagan ng
sila ng mga mahahalagang katawan lalung-lalo na ang mga braso
katangian ng tinig n gbabae at katangian ng tinig n gbabae at
substansya? Anu-anong mga larawan at binti na nakatutulong sa
lalaki. lalaki. ang makikita ninyo sa titik A, B at C? pagsasagawa sa ating pang araw-araw
sa palagay ninyo ano ang maaring na gawain. Ang stunt ay maaaring
magmula sakanila kapag sila ay gawing laro o kompetisyon.
idinaan sa mga proseso.? Hindi kailanman dapat sinusubukan
Original File Submitted and ang anumang uri ng stunt kung walang
Formatted by DepEd Club sapat kasanayan o kakayahan.
Member - visit depedclub.com
for more
D. Discussing new Ang paglilimbag ay isa sa mga Nikotina, kapeina, at alcohol Pag-aralan ang mga sumusunod na
concepts and Ang iba’t-ibang uri ng timbre ng Ang iba’t-ibang uri ng timbre ng gawaing pansining na magagawa pamantayan at tuntunin sa
practicing new skills tinig ay nahahati sa apat: tinig ay nahahati sa apat: soprano sa pamamagitan ng pag-iwan ng Ang nikotina ay isang alkaloid na pagsasagawa ng iba pang uri ng stunt.
#1 soprano ay tinig ng babae na ay tinig ng babae na magaan at bakas ng isang kinulayang bagay. matatagpuan sa nightshade plants 1. TANDEM BICYCLE
Ito’y maaaring isagawa sa partikular sa tabako plant na a. Tatlo o apat na bata ang tatayo nang
magaan at manipis ang tinig manipis ang tinig kaya nakaaabot
pamamagitan ng iba’t ibang tinatawag ding Nicotiana tabacum. sunud-sunod na nakaharap sa isang
kaya nakaaabot ng mataas na ng mataas na antas. Alto ang tinig bagay na matatagpuan natin sa direksyon na ang pinakamaliit na bata
Ang ibang nightshade plants, gaya ng
antas. Alto ang tinig na babae na babae na makapal ang boses paligid at pamayanan halimbawa ay nasa harap.
patatas, kamatis, at talong, ay
na makapal ang boses at ang at ang iba’y halos boses lalaki. ang linoleum, mayroon ding nicotine ngunit mas b. Ang batang nasa unahan ay uupo sa
iba’y halos boses lalaki. Tenor Tenor ay boses ng lalaki na softwood,rubber(soles of shoes). mababa ang kanilang nicotine ibabang bahagi ng hita ng batang
ay boses ng lalaki na magaan at magaan at kung minsa’y manipis Sa pamamagitan ng content kung ihahambing sa tabako. nasa kanyang likuran. Hahawakan
 pagkulay,mapagyayaman ang Ang nicotine ay matatagpuan sa naman sa baywang ang batang
kung minsa’y manipis at matili at matili ang timbre kaya ganda ng mga gawaing pansining. sigarilyo at iba pang produktong nakaupo
ang timbre kaya nakaaabot ng nakaaabot ng mataas na antas. Sa kulay,maipakikita rin nang tabako. Ang bawat piraso ng sigarilyo ng batang nasa kanyang likuran.
mataas na antas. Baho ay Baho ay makapal at kung minsan lubusan ang damdamin at ay tinatayang may 1 mg nicotine. Gagawin rin ito ng mga batang nasa
imahinasyon ng likhang-sining Ang caffeine o kapeina ay nilalaman likuran ng batang 1 at 2.
makapal at kung minsan ay ay magaralgal kung kaya’t
kung paano nagbabago ang mga ng ilang mga halaman at ito ay c. Sabay-sabay na lalakad pasulong ang
magaralgal kung kaya’t nakaaabot ng mababang antas. nakulob na bagay upang mapait. Kadalasang matatagpuan ito mga batang gumagamit ng
nakaaabot ng mababang antas. makalikha ng linya o texture sa maraming inumin na tulad ng magkakatulad na paa (salisihang
gamit ang mga bagong paraan ng kape, tsaa, soft drinks o soda, cacao o kanan;kaliwa).
paglilimbag. tsokolate, kola nuts at ilang mga d. Sa hudyat, hhinto ang mga bata sa
gamot na kung tawagin paglakad.
ay stimulants. Ito ay nagbibigay ng Ipagawa nang pangkatan ang stunt.
karagdagang enerhiya at Habang isinasagawa ng isang pangkat
pansamantalang tulong sa pagiging ang stunt, ang guro at ibang bata ay
alerto. nagmamasid.
Alcohol ay nilikha mula sa katas ng
prutas, o gulay na tinatawag na
fermented. Ang alcohol ay parang
tubig o Kristal dahil sa kulay nitong
puti. Ang pagbuburo ay isang proseso
na gumagamit ng yeast o bakterya
upang baguhin ang sugars sa pagkain
sa alak. Ang Pagbuburo ay ginagamit
upang makagawa ng maraming mga
kinakailangang mga item. Alcohol ay
may iba't ibang mga form at
maaaring magamit bilang isang
malinis, o isang antiseptiko, o di
kayay isang gamot na pampakalma.

E. Discussing new Pangkatang Gawain Pangkatang Gawain 1. Ihanda ang mga Pangkatang Gawain. Bumuo ng FERRIS WHEEL
concepts and kagamitan na gagamitin talong pangkat, pag-usapan ang mga a. Bumuo ng isang malaking bilog.
practicing new skills sa isasagawang pinagmulan ng mga sangkap na b. Magkahawak-hawak ang kamay
#2 inihahalo sa mga produkto gaya ng nang mahigpit.
paglilimbag na nakalap
kape ano ba ang mga sangkap na c. Salitang maupo ang mga kasama sa
sa inyong tahanan. nakapaloob dito. Ibibigay ng guro ang grupo upang ang isang tao ay
2. Gayundin ilahad ang mga pag-uusapan (caffeine, alcohol bubuhatin ng dalawang tao.
oslo paper na at nicotine). d. Ang mga paa ng mga nakupo (upong
gagamitin,water paint o Gumuhit ng kahon sa inyong pababa) ay magkakadikit sa gitna.
water color,brush. kwaderno at isulat kung ano ang ibig e. Lumakad ang mga nakatayo ng
3. Kulayan ang mga bagay sabihin ng substansyang nabanggit at paikot.
kung saan ito nagmula.
na may bakas na bahagi
na ipinadala ng guro at
pagkatapos ay ilapat ito
 sa oslo paper kung ito
ay di na gaanong basa
ang pagkakapinta o
kulay.
4. Lumikha ng magandang
disenyo sa
pamamagitan ng mga
bakas na nasa mga
kagamitan.
5. Upang lalong maging
kaakit-akit ang iyong
gagawin ay paganahin
ang inyong
imahinasyon sa
paglilimbag sa
pamamagitan ng pag-
iwan ng bakas.
6. Kung ang gagamitin
naman ay softwood.
Umukit ng magandang
larawan sa malambot
na kahoy at pagkatapos
ay pintahan at iwanan
ang bakas sa malinis na
papel.

F. Developing mastery Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Hatiin sa iba’t ibang pangkat ang klase
(Leads to Formative upang gawin ang tatluhan at
Assessment 3) pangkatang stunt.

G. Finding practical Ano ang dapat gawin upang Ano ang dapat gawin upang Pangkatang Gawain Pangkatang Gawain Lagyan ng tsek (√) ang angkop na hanay
applications of ayon sa iyong pagsasagawa ng tatluhan
maging kaaya-aya sa pandiniga maging kaaya-aya sa pandiniga
concepts and skills in at pangkatang stunt.
daily living ng tinig habang umaawit? ng tinig habang umaawit?
H. Making Anu-ano ang iba’t-ibang uri ng Anu-ano ang iba’t-ibang uri ng Ang paglilimbag ay isa sa mga Ano-ano ang mga natutunan sa Ang pangmaramihang stunts ay dapat
generalizations and timbre ng boses? timbre ng boses? gawaing pansining na magagawa isagawa ng may pagsunod sa mga
aralin?
abstractions about the sa pamamagitan ng pag-iwan ng pamantayang pangkaligtasan, may
lesson bakas ng isang kinulayang bagay. pagtitiwala sa sarili, may
Ito’y maaaring isagawa sa pagtutulungan, at
pamamagitan ng iba’t ibang may pagkakaisa upang maisagawa ito
bagay na matatagpuan natin sa nang matagumpay.
 paligid at pamayanan halimbawa
ang linoleum,
softwood,rubber(soles of shoes).
Sa pamamagitan ng
pagkulay,mapagyayaman ang
ganda ng mga gawaing pansining.
Sa kulay,maipakikita rin nang
lubusan ang damdamin at
imahinasyon ng likhang-sining
kung paano nagbabago ang mga
nakulob na bagay upang
makalikha ng linya o texture
gamit ang mga bagong paraan ng
paglilimbag.

I. Evaluating learning Pakingggan ang mga tinig ng Pakingggan ang mga tinig ng Bigyan ng kaukulang puntos ang Tukuyin ang mga uri ng prutas o Sagutan ang tseklis.
mang-aawit at tukuyin ang mang-aawit at tukuyin ang inyong nagging pagganap gamit gulay na pinagmulan ng mga
timbre ng tinig. timbre ng tinig. ang rubric na nasa kasunod na substansya na inihahalo sa ilang
pahina.
1. Darrel Espanto 1. Darrel Espanto produkto gaya ng kape. Buuin ang
2. Jed Madela 2. Jed Madela salita sa pamamagitan ng pagsulat sa
3. KZ Tandingan 3. KZ Tandingan patlang ng mga nawawalang titik.
4. Angeline Quinto 4. Angeline Quinto
5. Lea Salonga 5. Lea Salonga 1. Prutas na hugis puso
at may kulay na pula,
mayroong din berde
ginagawang alcohol
___a___s___na____
2. Ito ay prutas hugis
bilog na maliliit na
ginagawa ding alcohol
ang katas
_____b_____s
3. Isang prutas na
malabot maraming
buto at kulay pula na
pinagmulan din
caffeine
K____m____ _____ I
______
4. Ito ay mahaba at may
kulay ube na
pinagmulan ng
 nikotina
_____ a _____ o
______ g
5. Halaman na may
maliliit na dahon
ginagamit na sangkap
sa sigarilyp
_____ o ______a
______ o

J. Additional activities Sumangguni sa LM______. Sumangguni sa LM______. Sumangguni sa LM_______. Sumangguni sa LM_______. Sa tulong ng isang kontrata na nasa
for application or ibaba, gumawa ng personal na kontrata
remediation para sa paglinang ng pagpapatibay ng
katawan sa pamamagitan ng stants.
Ipasa ang kontrata sa susunod na
pagkikita.
V. MGA TALA
VI. PAGNINILAY .
A. Bilang ng mag-aaral na ___Lesson carried. Move on to the ___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 next
nakakuha ng 80% sa next objective. next objective. next objective. objective. objective.
pagtataya. ___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% mastery _____% of the pupils got 80% mastery
mastery mastery mastery
B. Bilang ng mga-aaral na ___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
nangangailangan ng iba answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
pang gawain para sa ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in answering
answering their lesson. answering their lesson. answering their lesson. their lesson. their lesson.
remediation
___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
because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills and of lack of knowledge, skills and interest
skills and interest about the lesson. and interest about the lesson. and interest about the lesson. interest about the lesson. about the lesson.
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the lesson, ___Pupils were interested on the lesson,
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties despite of some difficulties encountered despite of some difficulties encountered in
encountered in answering the encountered in answering the encountered in answering the in answering the questions asked by the answering the questions asked by the
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. teacher. teacher.
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of
despite of limited resources used despite of limited resources used by despite of limited resources used by limited resources used by the teacher. limited resources used by the teacher.
by the teacher. the teacher. the teacher. ___Majority of the pupils finished their ___Majority of the pupils finished their work
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished work on time. on time.
their work on time. their work on time. their work on time. ___Some pupils did not finish their work ___Some pupils did not finish their work on
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their on time due to unnecessary behavior. time due to unnecessary behavior.
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary
behavior. behavior. behavior.

C. Nakatulong ba ang ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above
remediation? Bilang ng above above above
mag-aaral na nakaunawa sa
aralin.
D. Bilang ng mga mag-aaral ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional
na magpapatuloy sa additional activities for remediation additional activities for remediation additional activities for remediation activities for remediation activities for remediation
remediation
E. Alin sa mga istratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo ang nakatulong ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson
ng lubos? Paano ito the lesson lesson lesson lesson
nakatulong?
F. Anong suliranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require
naranasan na nasolusyunan require remediation require remediation require remediation remediation remediation
sa tulong ng aking
punungguro at superbisor?
G. Anong kagamitan ang 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:
aking nadibuho na nais kong ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: Examples:
ibahagi sa mga kapwa ko Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note taking Self assessments, note taking and studying
guro? taking and studying techniques, taking and studying techniques, and taking and studying techniques, and and studying techniques, and vocabulary techniques, and vocabulary assignments.
and vocabulary assignments. vocabulary assignments. vocabulary assignments. assignments. ___Bridging: Examples: Think-pair-share,
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.
share, quick-writes, and share, quick-writes, and anticipatory share, quick-writes, and anticipatory quick-writes, and anticipatory charts.
anticipatory charts. charts. charts.
___Schema-Building: Examples: Compare
___Schema-Building: Examples:Compare and contrast, jigsaw learning, peer teaching,
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: and contrast, jigsaw learning, peer and projects.
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw teaching, and projects.
learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and projects.
projects. ___Contextualization:
___Contextualization:
Examples: Demonstrations, media,
___Contextualization: ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local
___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media, manipulatives, repetition, and local opportunities.
Examples: Demonstrations, media, manipulatives, repetition, and local manipulatives, repetition, and local opportunities.
manipulatives, repetition, and local opportunities. opportunities.
opportunities. ___Text Representation:
___Text Representation:
Examples: Student created drawings,
___Text Representation: ___Text Representation:
Examples: Student created drawings, videos, and games.
___Text Representation:
Examples: Student created drawings, Examples: Student created drawings, videos, and games. ___Modeling: Examples: Speaking slowly
Examples: Student created videos, and games. videos, and games. ___Modeling: Examples: Speaking slowly and clearly, modeling the language you
drawings, videos, and games. ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking and clearly, modeling the language you want students to use, and providing samples
___Modeling: Examples: Speaking slowly and clearly, modeling the slowly and clearly, modeling the want students to use, and providing of student work.
slowly and clearly, modeling the language you want students to use, language you want students to use, samples of student work.
language you want students to use, and providing samples of student and providing samples of student Other Techniques and Strategies used:
and providing samples of student work. work. Other Techniques and Strategies used: ___ Explicit Teaching
work. ___ Explicit Teaching ___ Group collaboration
Other Techniques and Strategies Other Techniques and Strategies ___ Group collaboration ___Gamification/Learning throuh play
Other Techniques and Strategies used: used: ___Gamification/Learning throuh play ___ Answering preliminary
used: ___ Explicit Teaching ___ Explicit Teaching ___ Answering preliminary activities/exercises
___ Explicit Teaching ___ Group collaboration ___ Group collaboration activities/exercises ___ Carousel
___ Group collaboration ___Gamification/Learning throuh ___Gamification/Learning throuh play ___ Carousel ___ Diads
___Gamification/Learning throuh play ___ Answering preliminary ___ Diads ___ Differentiated Instruction
play ___ Answering preliminary activities/exercises ___ Differentiated Instruction ___ Role Playing/Drama
___ Answering preliminary activities/exercises ___ Carousel ___ Role Playing/Drama ___ Discovery Method
activities/exercises ___ Carousel ___ Diads ___ Discovery Method ___ Lecture Method
___ Carousel ___ Diads ___ Differentiated Instruction ___ Lecture Method Why?
___ Diads ___ Differentiated Instruction ___ Role Playing/Drama Why? ___ Complete IMs
___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Complete IMs ___ Availability of Materials
___ Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Discovery Method ___ Lecture Method Why? ___ Pupils’ eagerness to learn ___ Group member’s
___ Lecture Method Why? ___ Complete IMs ___ Group member’s collaboration/cooperation
Why? ___ Complete IMs ___ Availability of Materials collaboration/cooperation in doing their tasks
___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn in doing their tasks ___ Audio Visual Presentation
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s ___ Audio Visual Presentation of the lesson
___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation of the lesson
___ Group member’s collaboration/cooperation in doing their tasks
collaboration/cooperation in doing their tasks ___ Audio Visual Presentation
in doing their tasks ___ Audio Visual Presentation of the lesson
___ Audio Visual Presentation of the lesson
of the lesson