School: Grade Level: III

GRADES 1 to 12 Teacher: Learning Area: MAPEH

DAILY LESSON LOG Teaching Dates and
Time: Week 8 Quarter: 4th Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
B.Performance Standards Enhances performance of
poetry, chants, drama,
musical stories, and songs by
using a variety of tempo
C.Learning Distinguish between thinness
Competencies/Objectives and thickness of musical
sound
Write the LC Code for each
II.CONTENT Multiple Melodic Lines
III.LEARNING RESOURCES
A.References Music Time Lower and Upper
Primary
Creates a single puppet based The learner……. The learner……… Pagkatapos ng pulong ang mga
on character in legends,myths Demonstrates consistency in Performs movement activities bata ay inaasahang:
or stories using recycled and following safety rules to road involving -Paggalang at pagsunod sa mga
hard materialcreates a mask or safety and in the community. person,objects, music and babala
headdress that is imaginary in environment correctly
design using found and recycled
materials demonstrates basic
skills in constructing a puppet
made from a hard and
stick,which can be manipulated
1. Identify indigenous and At the end of the lesson, the 1. Describe Luksong-Tinik. - Paggalang at pagsunod sa mga
recyclable materials in the learner will be able to 2. Demonstrate “Leaping ”in Luksong babala
province/region that can be ‐ Follow safety rules/guidelines to Tinik.
used in making a avoid accidents in the community 3. Engage in fun and enjoyable
headdress. ‐ Recommend preventive action physical activities
2. Make a headdress that will for a safe community
show appreciation for the
festival of the province or
region.
3. Inspire others to use
recyclable and indigenous
materials found in their
province/region to promote
their
culture.
A3PR-IVi H3IS-IVi-27/H3IS-IVj-28 PE3PF-IV-a-h-16
Headdress Making I Want to be Safe! LUKSONG TINIK CHALLENGE
Rowett, R. Community safety-its K to 12 Curriculum Guide Mga Mungkahing Paksa sa
everyone’s responsibility. Sarilinang Silid
Retrieved from
http://www.freetraining.
com/Randy/Community%20Safet
y.htm
‐ World Health Organization.

1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
119-122
107-110
Song Charts, CD of songs
a. Rhythmic Drill
Let the children clap steady
beats in 3s
b.Group Work
The class will be divided into
three groups, Group I will clap
the
steady beats in 3s. Group II
will clap the rhythm of the
song,
“Bahay Kubo” and Group III
will sing “Bahay Kubo”.
c. Tonal Drill - Using the
Kodaly hand signs, practice
singing do
mi- so in tune.
2. Review Songs – “Awit ng
Buhay”
207-208
224-226
glue/paste, scissors, stapler,
pictures, crayon, ruler,
old folders/cardboards, rubber
bands,
Ask: Have you tried making
boats airplanes, flowers,
birds, fish, and others by
paperfolding?
Say:
The paper boats, planes,
flowers, and others are
samples of 3D objects. Today,
you will learn another 3D
sculpture.
Becoming a member of the
International Safe Community
Network-Guidelines. Retrieved
from
http://www.ki.se/csp/pdf/guideli
nes/20120124guidelines_safe_
community_applications.pdf
‐ Sundstrom, M. Safe
communities. Retrieved from
http://www.ki.se/csp/who_safe_
communities_en.htm
468-470 345-348
541-542 404-406
rubber mat, garter (2 meter long),
‐ pictures meter stick, whistle
‐ charts
‐ coloring and art materials
‐ Manila paper
. Check the assignment of the Learning Activities: 1.Awit
pupils on details of their contact A. Routinary Activities 2.Pag-uulat ng lider ng bawat
persons in 1. Checking of attendance pangkat
cases of emergency and 2. Checking of assignment Paggalang at pagsunod sa mga
community hazards. babala
2. Review the previous lesson on
how to become safe during man-
made
hazards by answering Let’s try on
p. ______. Ask at least 2-3 pupils
to
present it by group game
recitation.
B.Establishing a purpose for the
lesson
C.Presenting
examples/instances of the new
lesson
D.Discussing new concepts and
practicing new skills #1
Ask the children to get
crayons. Using different
colors, let them
draw 3 groups of lines. On the
upper portion of the paper,
let them
draw a single horizontal line.
In the middle part of the
paper, let them draw 2
horizontal lines
and at the bottom part, ask
them to draw as many
horizontal lines
as they can. Ask them to
compare the colored lines
they have
drawn.
Ask the children to compare
the song charts and figure out
which
melodic line is thin and which
is thick.
Song chart # 1 - “Bahay Kubo”
in unison
Song chart # 2 – “Bahay Kubo”
in two voices
Song chart # 3 – “Bahay Kubo”
in two voices with rhythmic
accompaniment
Ask:
Which song chart has thinner
melodic lines? Why?
Which song chart has thicker
Show pictures of children
wearing headdresses. Let
pupils observe and say
something about the
picture.What is happening in the
picture?
What are the children wearing?
Is the headdress a sample of a
3D sculpture?
. SHUTTLE RELAY
Say:
Headdress have a variety of uses
throughout the world.
Different styles of headdresses
are put over the head for
celebrations, performances and
entertainment. There are
also headdresses that are worn
mainly for protection (e.g.
helmet, bonnet, etc.).
Now, we are going to make
headdresses that can be used
in celebrating our festivals in our
province/region.
Motivate pupils to use a variety
of shapes and colors to
make their work attractive.
1. See Let’s Do Activity 1: Drawing
Maps on p. ____.
2. Post the map on the wall of the
classroom for everyone to see.
3. Form 3 groups who will trace
the route for the following on the
map:
Group 1- safe route for walking in
the community
Group 2-trace places/people to go
when seeking help
Group 3-trace route of places
where to report suspicious looking
people/suspicious actions
a. Why is it important for you to
know these routes?
b. Have you participated in any
disaster drill?
5.Stress that as part of safety
guidelines they should participate
in
disaster drills so that they will
Warm- Up Activities: Sino-sino sa inyo ang marunong
Do the following exercises: gumalang at sumunod sa babala?
A. Standing:
a. Jumping jacks in place 16 cts.
b. Breathing Exercise 8 cts.
c. Head/leg stretching 8 cts.
d. Side bending left and right 8 cts.
e. Back and front bending 8 cts.
f. Knee stretching 8 cts
g .Ankle stretching 8 cts.
Note: (The procedure should be
delivered in MTB.)
Pagpapakita ng mga larawan .
Directions:
1. Divide the class into two groups
2. Mark a distance of 10 meters
between the starting line and
turning point
3. The players of each team stand in
two columns behind the starting
line.
4. Number the players of the team
consecutively.
5. The player of each team whose
number is called leaps and jumps
from starting line to the
turning point and back to the
starting line.
6. The player who crosses back to
the starting line first gets a point for
his team.
7. The first team to get 10 points
wins the game.
Ask: a.Bakit may mga taong hindi
a. How did you feel while doing the marunong gumalang at sumunod
relay? sa mga babala?
b. What different skills did you apply b.Paano ninyo maipapakita ang

E.Discussing new concepts and
practicing new skills #2
melodic lines? Why? know what to do when disaster in playing the relay? paggalang at pagsunod sa mga
What can you say about song happens. Schools usually do c. Did you enjoy doing the relay? babala ?
chart number 3? earthquake and fire drills. d. What values did you learn from
For song chart number 2, ask 6. Discuss again the safety doing the relay?
the question and guide the guidelines on dealing with
pupils in strangers.
analyzing the song. 7. Point out that these three
How many melodic lines do things make up safety guidelines.
we have on the first staff?
(There are 2 melodic lines on
the first staff.)
Listen to the music of “Bahay
Kubo”.
First, the teacher will play the
upper melodic line of “Bahay
Kubo”.
Then, the teacher will play the
lower melodic line.
Next, the teacher will play
both the upper and the lower
melodic
lines of “Bahay Kubo”.
( Note: if the teacher cannot
play the music, a recorded
version of
“Bahay Kubo with the upper
and lower melodic lines will
be
played.)
What can you say about the Ask if they can add more safety Activity 1: LUKSONG TINIK
sound you heard? Describe. guidelines or preventive actions Ask the following questions.
(The first music of “Bahay for a. What can you say about the
Kubo“ is thin while the second a safe community by doing Activity picture?
one 2 on p. ____. b. Are you familiar with the games?
is thick.) c. Can you name some of your
What do you think affects the favorite indigenous games?
sound? d. What motor skills are needed to
(The number of melodic lines play Luksong Tinik?
affects the sound.) e. Do you want to play the game
with your classmates?
ecall the safety precautions while
playing.
Ask
How did you feel after the game?

F.Developing mastery
(Leads to formative
assessment)
G.Finding practical/applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
a. Sing the song “Bahay Kubo”
in unison with guitar or any
available musical
accompaniment.
b. Sing the song “Bahay Kubo”
with rhythmic instruments as
accompaniment.
How does melodic line affect
the texture of the sound?
(Texture in music is affected
by the number of melodic lines
Let the pupils do the Activity 1
(see LM p.___)
1. Ask: What have you learned
in your art activity? Were
able to express your
ideas/thoughts using
INDIVIDUAL PERFORMANCES
Give time for the pupils to make
posters about a safe and peaceful
community.
Did you enjoy it?
What movements were used in the
activity?
Can you demonstrate the correct
way of jumping?
How about leaping?
Did you perform on various levels
of movement?
How about the direction of
movement?Is there different
directions of movement in the
game?
How did you leap in the Luksong
Tinik?
How did the game become
successful?
CHINESE GARTER
Procedure:
Two pupils hold both ends of a
stretched garter (2 meter long)
horizontally while the
others attempt to cross over it. The
goal is to cross without tripping over
the garter. With
each round, the garter's height is
brought higher than the previous
round. The game starts
with the garter at ankle-level,
followed by knee-level, until the
garter is positioned above the
head. The higher rounds demand
dexterity, and the players generally
leap with their feet first
in the air, so their feet cross over the
garter, and they end up landing on
the other side.
Luksong Tinik is an indigenous game
played by three or more players
using
hands and feet as Tinik. The game

I.Evaluating Learning
in the song .The more melodic
lines there are, the thicker the
sound is.)
LM-page 110
headdress? develops your leg strength and skills
How? in
jumping.
Balance means to give equal weight
or remain equilibrium
Leaping means springing or
bounding upward from with foot
from the ground and land on the
opposite foot.
Jumping means springing from one
or both feet, and then
land on both feet.
LM-page 226 Let 2-3 pupils share their works in LM- page 406
Do “ BE PROUD “. front of the class.. Lagyan ng tsek(/) ang wastong
kahon.

J.Additional activities for Form a group and present a Research ahbout making Enjoy doing fun and exciteful Tell the pupils to bring pictures that
application or remediation song in unison, round, or headdress. activities. show different indigenous games.
partner song.
(Answers for evaluation)
1. thin
2. thick
3. thin
4. thick
5. thick
V.REMARKS

VI.REFLECTION

A.No. of learners who earned

75% of the formative
assessment
B.No. of learners who require
additional activities to
remediation
C.Did the remedial lessons
work?No. of learners who have
caught up with the lesson
D.No. of ledarners who
continue to require
remediation
E.Which of my teaching
strategies worked well?Why
did these work?
F.What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G.What innovation or localized
material did I use/discover
which I wish to share with
other teachers?

New DEPED daily lesson logs: www.teachershq.com

File Created by Sir LIONELL G. DE SAGUN