GRADE 6 School: FLORENTINO JOYA ELEMENTARY SCHOOL Grade Level: VI

Teacher: REYMARK A. ANCHITA Learning Area: MAPEH

DAILY LESSON LOG
Teaching Dates and Time: (Week 2) Quarter: 1st Quarter
WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVE/S MUSIC ARTS P.E HEALTH P.E.
A. Content Standard demonstrates understanding demonstrates demonstrates understanding of Demonstrates demonstrates understanding
of the concept of rhythm by understanding of the participation and assessment of understanding of personal of
applying notes and rests, use of lines, shapes, physical activity and physical health issues and concerns and participation and assessment
rhythmic patterns, and time colors, texture, and the fitness the importance of health of physical activity and
signatures principles of emphasis appraisal procedures and physical
and contrast in drawing community resources in fitness
a logo and own cartoon preventing or managing them
character using new
technologies in drawing
B. Performance Standard responds to beats in creates concepts through art participates and assesses practices selfmanagement participates and assesses
music heard with processes, elements, and performance in physical skills to prevent and control performance in physical
appropriate principles using new activities.assesses physical personal health issues and activities.assesses physical
conducting patterns of technologies (hardware and fitness concerns fitness
2 3 4 and 6 software) to create personal
4 4 4 8 or class logo.
designs cartoon character onthe
spot using new
technologies
C. Learning Competencies Differentiates among 2 3 4 applies concepts on the use describes personal Explains the
(write the LC Code) 4 4 4 of the software (commands, menu, . explains thenature/background health issues and concerns nature/background of the
And 6 time signatures etc.) of the games H6PHIab-18 games
8 A6PR-Ib PE6GS-Ib-1 demonstrates self management PE6GS-Ib-1
MU6RH-Ib-e-2 describes the skills involved in the skills describes the skills involved in
• Describes the 2 games H6PHIab-19 the games
4 time signature PE6GS-Ib-2 PE6GS-Ib-2
observes safety precautions observes safety precautions
PE6GS-Ib-h- PE6GS-Ib-h-
recognizes the value of recognizes the value of
participation in physical participation in physical
activities activities
PE6PF-Ib-h-19 PE6PF-Ib-h-19
assesses regularly
assesses regularly participation in physical
participation in physical activities activities based on the
based on the Philippines physical activity
Philippines physical activity pyramid
pyramid PE6PF-Ib-h-18
 PE6PF-Ib-h-18 displays joy of effort, respect
displays joy of effort, respect for for others and fair play during
others and fair play during participation in physical
participation in physical activities
activities PE6PF-Ib-h-20
PE6PF-Ib-h-20 identifies areas for
identifies areas for improvement improvement
PE6PF-Ib-h-22 PE6PF-Ib-h-22

II. CONTENT RHYTHM Principles: Personal Health -Issues and Assessment of physical
Musical Symbols and 6. CONTRAST Concerns activities and physical fitness
Concepts: 7. EMPHASIS Assessment of physical 1. height and weight(stunted Target games ( batuhang
1. Notes and Rests activities and physical fitness growth, underweight, Bola/ Tamaangtao
2. Meters Target games (Tumbangpreso) overweight, obesity) Original File Submitted and
3. Rhythmic Patterns 2. hearing (impacted cerumen, Formatted by DepEd Club
swimmer’s ear, otitis media) Member - visit depedclub.com
3. vision for more
4. (astigmatism, myopia,
hyperopia,xerophthalmia,
strabismus)
5. skin, hair and and nail
6. (sunburn, dandruff ,corns,
blisters and calluses, ingrown
toenails)
7. posture and spine disorders
(scoliosis, lordosis, kyphosis)
8. oral/dental problems
(cavities, gingivitis,
periodontitis, malocclusion,
halitosis)
III. LEARNING RESOURCES
A. References
1. TG/CG pages
2. Learner’s Materials
pages
3. Textbook pages MISOSA5-module6 Musika at ASE P.E Module 2 pp.6-7,12-13 1. OHSP Health 1 Q1 Module 1, ASE P.E Module 2 pp.6-7,12-
Sining 6. Sunico, Raul Reading 2 13
M. et al, 2000. Projector, 21st Century MAPEH in Action 2. OHSP Health 1 Q2 Module 1
laptop, musical scale of the Gerardo C. Lacia pp. pp.10-13 21st Century MAPEH in Action
songs HaranasaBukid, Copyright 2016,pp126 3. EdukasyongPangkatawan, Gerardo C. Lacia pp.
HimigPasko and other folk kalusugan, at Copyright 2016,pp126
songs Musika I. DepED. Abejo, Mary
pp.8-10 Placid Sr.
 *Umawit at Gumuhit et.al. 1991.pp.46-52, 69-7
6.Valdecantos,
Emelita C. 1999. pp.5-20
4. Materials downloaded
from LRMDS
B. Other Learning Materials Laptop, PC desktop Lata ng gatas/evap , tsinelas Palayok,

IV. PROCEDURES
A. Reviewing previous Let the pupils sing the song “ Review the previous lesson Review the previous lesson How is
lesson and presenting Tao, taopo “. Let the pupils Describe the Philippine Physical Tumbangpresoplayed ? What
new lesson clap/ tap the rhythm of the activity pyramid skills are develop by playing
song . the game ?
B. Establishing a purpose Today, we are going to Today, we are going to apply Establish the purpose for the Would you like to play a game
for the lesson describe the 2 concepts on the use of software. Would you like to play a game ? lesson again ?
4 time signature
C. Presenting Present again the song “ Tao, ( This lesson should be done in the Group the class in four Fill the pride of being a
examples/instances of taopo “. E-classroom. In the absence of Give them topics to research Filipino with Tumbangpreso.
the lesson Analyze the song. Give the technology, the teacher may Fill the pride of being a Filipino and to talk /share with the This game promote healthful
value of each note find in the prepare visuals that would help with Tumbangpreso. This game group and share to the whole lifestyle. Furthermore,they
song and relate the value of the pupils visualize and promote healthful lifestyle. class. Provide them with promote: patriotism( to feel
the notes to the time conceptualize the concepts on the Furthermore,they promote: readings downloaded from the pride of being Filipino)
signature of the song. Review use of software ) patriotism( to feel the pride of LRMDS Bonding( to build bridge of
the meaning of the numbers being Filipino) Bonding( to build Group 1. skin, hair and and nail fun and closeness among
in the time signature. bridge of fun and closeness among Group 2. (sunburn, neighborhood to develop
Discuss the value of the song neighborhood to develop dandruff ,corns, camaraderie with peers) and
in the life of Filipino. camaraderie with peers) and blisters and calluses, ingrown sportsmanship ( to build a
sportsmanship ( to build a positive toenails) positive outlook on
outlook on acceptance of winning Group 3. posture and spine acceptance of winning and
and being defeated disorders being defeated
(scoliosis, lordosis, kyphosis)
Group 4. oral/dental problems
(cavities, gingivitis,
periodontitis, malocclusion,
halitosis)
*Include personal hygiene to be
observe to prevent or control
personal health issues
D. Discussing new concepts Play the song and then the Each pupil should hands on/ or Big group sharing Remind the pupils on the
and practicing new skills pupils will do the following: manipulate the computer while precautionary measures that
#1 1.Tap the rhythm of the song the teacher showing the Remind the pupils on the they should do to avoid being
2.Clap the rhythmic pattern of commands and menu precautionary measures that they hurt while playing
the song Those pupils who are already should do to avoid being hurt Bring them to the playground
 3.Create an action of the song literate in the use of computer while playing and let them play
The pupils will sing the may serve as tutors to their peers. Bring them to the playground and BasagangPalayok
song ,too. Any applications in the computer let them play TumbangPreso
may be use. Would it be
photoshop, publisher, my drawing
desk etc..
E. Discussing new concepts Play the song and then the After the play, ask them Basagangpalayok is a Filipino
and practicing new skills pupils will do the following: How is Tumbangpreso played game played by children
#2 1. Tap the rhythm of during birthday parties and
the song town fiestas.
2. Clap the rhythmic The goal of the game is for a
pattern of the song blind-folded player to hit and
3. Create an action of break the clay pot into pieces.
the song Discuss with the pupils the
The pupils will sing the rules of the game.
song ,too.
F. Developing mastery
(lead to formative
assessment 3)
G. Finding practical Provide the pupil activity to apply Have a classroom setting
application of concepts the concept portraying fiesta or birthday
and skills in daily living party. Provide each pupil with
a party hat to wear during the
game to create a birthday
party atmosphere in the
classroom.
Assign one of the pupil to
play/ be blind-folded
H. Making generalization How would you describe the What are personal health
and abstractions about 2 What are the commands and issues? How to handle it
the lesson 4 time signature ? menu in the use of software

I. Evaluating learning Sample questions for Use rubrics to assess Self-assessment . Use rubrics Do you practice
assessment: pupils performance personal hygiene to
1.What is the value of quarter 1.Did you enjoy the game ? prevent and control Self-assessment . Use rubrics
note in the 2/4 time 2. Describe the skills involved in
Theory 50% personal health
signature ? the game ? 1.Did you enjoy the game ?
concerns.? What are
2.How many beats are there Application 5% 3.Did you observe safety 2. Describe the skills involved
in every measure in 2/4 time precautions ? these ? in the game ?
signature? 4. Did you display joy of effort, 3.Did you observe safety
3.What is the value of eight respect for others and precautions ?
note in 2/4 time signature ? fair play during your participation 4. Did you display joy of
4.Can we use the whole note to the game ? effort, respect for others and
 in 2/4 time signature? Why? 5.Do you feel proud being Filipino fair play during your
while playing the game ? participation to the game ?
5.Do you feel proud being
Filipino while playing the
game?
J. Additional activities for Share your inputs to your family
application or and friends
remediation
V. REMARKS

VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.

A. No. of learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who earned 80%
80% in the evaluation
above
B. No. of learners who ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
acquired additional activities activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
for remediation who scored
below 80%
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 the ____ 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
have caught up with the lesson lesson lesson lesson
lesson.
D. No. of learners who ___ 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 require
continue to require require remediation require remediation require remediation require remediation 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 well:
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ 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 ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in 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
encountered which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
 principal can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ 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 __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
used/discover which I wish __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
to share with other
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
teachers? Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures