Mapeh Week 4-5 Q3

School: PANALICSICAN ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: JINKY S. PINEDA Learning Area: MAPEH

DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 25 – 28, 2019 (WEEK 5) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A.(Content Standards) Demonstrates understanding Demonstrates understanding of LOCAL HOLIDAY Demonstrates understanding of Demonstrates understanding
of participation and participation and assessment of participation and assessment of of participation and
assessment of physical physical activity and physical physical activity and physical assessment of physical
activity and physical fitness fitness fitness activity and physical fitness
B. (Performance Standards) Participates and assess Participates and assess Participates and assess Participates and assess
performance in physical performance in physical activities performance in physical performance in physical
activities activities activities
C. ( Learning Competencies) Describes the physical activity Explains the indicators for fitness Assesses regularly participation Explains the nature of dance
pyramid PE6PF-IIIA-17 in physical activities based on the PE6RD-IVB-1
PW6PF-IIIAQ-16 Philippine Physical activity
pyramid.
PE6PF-IIIB-H-18
II. ( Content) Physical Activity Pyramid Fitness Indicators Physical Activity Pyramid Dance
A. (References)
1. (Teacher’s Guide Pages)
2. (Learner’s Materials pages)
3. (Textbook Pages) 21st Century Mapeh in Action 21st Century Mapeh in Action 6 21st Century Mapeh in Action 6 21st Century Mapeh in Action
6 pp.184-185 pp.180-181 pp.184-185 6 pp.218-220
4. ( Additional Materials from LR
Portal)
B. (Other Learning Resources) Laptop, speaker
A. ( Review previous Lesson) What is the physical activity What is the different health
pyramid? related fitness?
Do you remember our lesson
about the Philippine Physical
Activity Pyramid? What is our national dance?
B. (Establishing purpose for the Give examples of unhealthy Identify the following What are the activities it
lesson/ Motivation) living among children now a activities in the picture. recommends?
day? Why do we need to be How can we classify them?
1. Eating junk foods active?
2. Drinking soft drinks
3. Not exercising
What are the ways
that we can stop
these unhealthy
practices that we do
everyday?
C. ( Presenting examples or Identify the following dances.

presentation/ instances of the new
lesson)
D. ( Discussing new concepts and What are the activities that What are the health related What are the activities in the Name some
practicing new skills) we should do regularly? components? pyramid you do in your daily life Philippine folkdance
What are the activities that Give its importance. as recommended by the chart? that you are familiar
we should do minimally? with.
Why?
E. ( Discussing new concepts & What are the things that we do Why do we need to do as what How do you describe
practicing new skills #2) Why do you think these that prevents these health related the chart recommends us? Maglalatik folk dance? Itik-
pyramid do recommend skills? Can you perform those activities? Itik?
activities that requires a lot of
body movement?
What is the different health
related fitness?
Enumerate them. Group activity.
Divide the group into 4. Assign
each group with different
classification of activities in the
Philippine Physical Activity
Pyramid.
Ask them to act out all activities
that are included in their
respective name of groups.
Give them time to plan for their
presentation
F. Developing Mastery Identify the following Is it difficult to dance
(Leads to Formative Assessment 3) activities that we should do Maglalatik?
Minimally, Often, Regularly, Who among you knows the
Habitually. steps?
1. Watching television (Watching of the video of
(M) maglalatik and Itik-Itik.)
2. Swimming (O)
3. Doing house chores
(R)
4. Running errands( R )
5. Playing computer
games (M)
G. ( Finding to Practical Application of What activities that we If you are asked to buy something Why do we need to keep our
concepts and skills in daily living/ should change or minimize in at the nearby store would you body active during the day?
Valuing) the physical activity pyramid? ride a jeepney or just walk? Why? What activities should be
Why? What are the benefits of walking? avoided based on the pyramid?
H. ( Making Generalization & What are activities that we What health related skills do you What is the importance of the What are the Philippine
Abstraction about the lessons) should do minimally? possess as of now? Philippine Physical Activity folkdances?
Regularly? Often? Habitually? What should you do to acquire pyramid in our day to day living?
What is the Physical Activity the skills you can’t do?
Pyramid?
I. ( Evaluating Learning) Enumerate the activities that What are the health related Let each group present their Dancing of Maglalatik for the
you should do (5 activities fitness? planned activity Boys and Itik-Itik for the Girls.
each)
a. Minimally Rubrics:
b. Often 5-4 each member of the group
c. Regularly participated actively. They clearly
d. Habitually act out the activities to be
guessed by the other group.
2-3 one or two of members of
the group did not fully
participate in the activity, some
acts were not clearly presented
0-1 only one member present
the activity/the group did not
participate at all
J. ( Additional activities for List down your daily activities Identify the health related fitness
application or remediation) in your notebook and identify performed in the following
them according to the exercise.
Philippine physical activity 1. 1-minute step
pyramid. test( Cardio)
2. Curl-ups(abdominal)
3. Sit and Reach (flexibility)
4. 50-meter sprint (Speed)
5. Paper
juggling(Coordination)
V. ( Remarks)
VI. ( Reflection)
A.( No. of learners who earned 80% in ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
the evaluation) 80% above above above above 80% above
B.( No. of learners who requires ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional acts for remediation who additional activities for additional activities for additional activities for remediation additional activities for additional activities for
scored below 80%) remediation remediation remediation remediation
C.( Did the remedial instruction really ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No of learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught
with the lesson) up the lesson the lesson lesson the lesson up the lesson
D.( No. of learners who continue to ___ of Learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
require remediation) continue to require require remediation require remediation require remediation to require remediation
remediation
E. (Which of the strategies work well? Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
Why did this work? well: ___Metacognitive ___Metacognitive ___Metacognitive well:
___Metacognitive Development: Examples: Self Development: Examples: Self Development: Examples: Self ___Metacognitive
Development: Examples: Self assessments, note taking and assessments, note taking and assessments, note taking and Development: Examples: Self
assessments, note taking and studying techniques, and studying techniques, and vocabulary studying techniques, and assessments, note taking and
studying techniques, and vocabulary assignments. assignments. vocabulary assignments. studying techniques, and
vocabulary assignments. ___Bridging: Examples: ___Bridging: Examples: ___Bridging: Examples: vocabulary assignments.
___Bridging: Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Think-pair-share, quick-writes, ___Bridging:
Examples: Think-pair-share, anticipatory charts. anticipatory charts. and anticipatory charts. Examples: Think-pair-share,
quick-writes, and anticipatory ___Schema-Building: ___Schema-Building: ___Schema-Building: quick-writes, and anticipatory
charts. Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and charts.
___Schema-Building: jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and contrast, jigsaw learning, peer ___Schema-Building:
Examples: Compare and projects. projects. teaching, and projects. Examples: Compare and
contrast, jigsaw learning, peer ___Contextualization: ___Contextualization: ___Contextualization: contrast, jigsaw learning, peer
teaching, and projects. Examples: Examples: Demonstrations, Examples: teaching, and projects.
___Contextualizatio Demonstrations, media, media, manipulatives, repetition, Demonstrations, media, ___Contextualizatio
n: manipulatives, repetition, and and local opportunities. manipulatives, repetition, and n:
Examples: local opportunities. ___Text Representation: local opportunities. Examples:
Demonstrations, media, ___Text Representation: Examples: Student created ___Text Demonstrations, media,
manipulatives, repetition, and Examples: Student drawings, videos, and games. Representation: manipulatives, repetition, and
local opportunities. created drawings, videos, and Examples: Student local opportunities.
___Modeling: Examples:
___Text games. created drawings, videos, and ___Text
Speaking slowly and clearly,
Representation: ___Modeling: Examples: modeling the language you want games. Representation:
Examples: Student Speaking slowly and clearly, students to use, and providing ___Modeling: Examples Examples: Student
created drawings, videos, and modeling the language you want samples of student work. : Speaking slowly and clearly, created drawings, videos, and
games. students to use, and providing Other Techniques and modeling the language you want games.
___Modeling: Exam samples of student work. Strategies used: students to use, and providing ___Modeling: Examp
ples: Speaking slowly and Other Techniques and ___ Explicit Teaching samples of student work. les: Speaking slowly and
clearly, modeling the Strategies used: ___ Group collaboration Other Techniques and clearly, modeling the
language you want students ___ Explicit Teaching ___Gamification/Learning throuh Strategies used: language you want students
to use, and providing samples ___ Group collaboration play ___ Explicit Teaching to use, and providing samples
of student work. ___Gamification/Learning throuh ___ Answering preliminary ___ Group collaboration of student work.
Other Techniques play activities/exercises ___Gamification/Learning throuh Other Techniques
and Strategies used: ___ Answering preliminary ___ Carousel play and Strategies used:
___ Explicit Teaching activities/exercises ___ Diads ___ Answering preliminary ___ Explicit Teaching
___ Group collaboration ___ Carousel ___ Rereading of activities/exercises ___ Group collaboration
___Gamification/Learning ___ Diads Paragraphs/Poems/Stories ___ Carousel ___Gamification/Learning
throuh play ___ Rereading of ___ Differentiated Instruction ___ Diads throuh play
___ Answering preliminary Paragraphs/Poems/Stories ___ Role Playing/Drama ___ Rereading of ___ Answering preliminary
activities/exercises ___ Differentiated Instruction ___ Discovery Method Paragraphs/Poems/Stories activities/exercises
___ Carousel ___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Carousel
___ Diads ___ Discovery Method Why? ___ Role Playing/Drama ___ Diads
___ Rereading of ___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Rereading of
Paragraphs/Poems/Stories Why? ___ Availability of Materials ___ Lecture Method Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Differentiated Instruction
___ Role Playing/Drama ___ Availability of Materials ___ Group member’s ___ Complete IMs ___ Role Playing/Drama
___ Discovery Method ___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Discovery Method
___ Lecture Method ___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Lecture Method
Why? collaboration/cooperation ___ Audio Visual Presentation of ___ Group member’s Why?
___ Complete IMs in doing their tasks the lesson collaboration/cooperation ___ Complete IMs
___ Availability of Materials ___ Audio Visual Presentation of in doing their tasks ___ Availability of Materials
___ Pupils’ eagerness to learn the lesson ___ Audio Visual Presentation of ___ Pupils’ eagerness to learn
___ Group member’s the lesson ___ Group member’s
collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson
F. (What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal/ supervisor can __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
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/ Internet __ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet __ Science/ Computer/
Internet Lab Lab __ Additional Clerical works Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. ( What innovations or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I used/ discover which I __Contextualized/Localized __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized
wish to share with other teacher?) and Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s and Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from views __ Making big books from views of __ Making big books from views __ Making big books from
views of the locality of the locality the locality of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional as Instructional Materials as Instructional Materials used as Instructional Materials used as Instructional
Materials __ local poetical composition __ local poetical composition __ local poetical composition Materials
__ local poetical composition __ local poetical composition

Time: December 2-07, 2019 (WEEK 6) Quarter: 3RD QUARTER

P.E HEALTH
I. OBJECTIVES
A.(Content Standards) Demonstrates understanding Demonstrates understanding of Demonstrates understanding of the Demonstrates understanding of Demonstrates understanding
of participation and participation and assessment of health implications of poor the health implications of poor of the health implications of
assessment of physical physical activity and physical environment sanitation environment sanitation poor environment sanitation
activity and physical fitness fitness
B. (Performance Standards) Demonstrates understanding Demonstrates understanding of Consistently practices ways to Consistently practices ways to Consistently practices ways to
of participation and participation and assessment of maintain a health environment maintain a health environment maintain a health
assessment of physical physical activity and physical environment
activity and physical fitness fitness
C. ( Learning Competencies) Explains the Explains the fundamental dance Describes diseases and disorders Explains how poor environmental Discusses ways to keep water
nature/steps of the positions caused by poor environmental sanitation can negatively impact and air clean and safe.
indigenous dances -Describes the skills sanitation the health of an individual H6EH-IIIc-3
“Maglalatik “ at Itik- involved in the basic H6EH-IIIa-1 H6EH-IIIb-2
itik dance steps
-Observes
-Describes the skills safety
involved in the basic precautions
dance steps
-Observes PE6RD-IIIb-h-3
safety
precautions
PE6RD-IIIb-h-3
II. ( Content) “Maglalatik” for Boys at Itik- “Maglalatik” for Boys at Itik-Itik
Itik for Girls folk dances for Girls folk dances
C. (References)
1. (Teacher’s Guide Pages) CG p. 36 Cg p.36
3. (Textbook Pages) 21st century Mapeh in Action 21st century Mapeh in Action 6 21st century Mapeh in Action 6 21st century Mapeh in Action 6 21st century Mapeh in Action
6 pages 226-230 pages 226-230 pages 280-282 pages 2 6 pages 2
Portal)
D. (Other Learning Resources)
B. ( Review previous Lesson) `What are the fundamental `What are the fundamental dance Let the student analyse the song Play the song “Colors of the What is environmental
dance positions? positions? Masdan mo ang Kapaligiran by Asin.. Wind”. sanitation?
What is the message of the song? What is the message of the
What did you learn from this song? song?
B. (Establishing purpose for the Warm-up exercises: Warm-up exercises: Give examples of environmental What are common health Show the two bottled water.
lesson/ Motivation) 1.head bending 1.head bending problems that we are experiencing problems can we acquire from Bottle A- Clear water
2.neck twisting 2.neck twisting now a day. poor environmental sanitation? Bottle B- Dirty water
3.arm stretching 3.arm stretching Why do we experience it? Let the students give their
4.arm circling 4.arm circling own opinion about the water
5.trunk bending 5.trunk bending A and B.
6.hip rotating 6.hip rotating What is safe to drink?
7.half-knee bending 7.half-knee bending Why is it unsafe to drink?
8.jumping 8.jumping
9.jogging in place 9.jogging in place
10.inhaling-exhaling 10.inhaling-exhaling
C. ( Presenting examples or Present the video dance of Present the video dance of Group pupils into 4. Give the negative effect of the Group the students into 3.
presentation/ instances of the new Maglalatik for Boys /Itik- Itik Maglalatik for Boys / Itik-Itik for They will identify the different following: Explain the following
lesson) for Girls Girls diseases caused by poor 1. Dump waste in lakes 1. Clean Water
environmental sanitation. and rivers 2. Clean Air
1. Respiratory Diseases 2. Throw your waste 3. Control of Noise/Pest
2. Gastrointestinal Diseases anywhere you want. Rodents
3. Skin Diseases 3. Drink water from any
4. Neurological Impairment source.
D. ( Discussing new concepts and I DO I DO What are respiratory diseases? What is the effect of poor Write some ways to keep the
practicing new skills) Demonstration of each dance Demonstration of dance steps of Gastrointestinal? Skin Diseases? environmental sanitation to our environment clean.
steps of the teacher the teacher Give some examples. health?
E. ( Discussing new concepts & YOU DO YOU DO Identify the following diseases; Form 3 groups. Give places which the river is
practicing new skills #2) Demonstration of the pupils Demonstration of the pupils 1. Diarrhea Let them explain the following polluted.
2. Cholera skin diseases: Where can we find a place
3. Dysentery 1. Eczema with clean air?
2. Scabies Do you want to live in these
3. Ringworms areas? Why?
F. Developing Mastery THEY DO THEY DO What are the three diseases brought Who are responsible in polluting What contributes in water
(Leads to Formative Assessment 3) Demonstration by group Demonstration by group by poor environmental sanitation? our environment? Why do say and air pollution?
so?
G. ( Finding to Practical Application of Group presentation Group presentation As a student how would you Why is it unsafe to drink water What ordinance that does not
concepts and skills in daily living/ contribute in helping minimize the from street vendors? allow burning of garbages
Valuing) poor environmental sanitation especially plastics?
diseases? What is its negative effect?
H. ( Making Generalization & 1.What are the dance steps in 1.What are the dance steps in What are some diseases and Explain why does poor What contributes in water
Abstraction about the lessons) Maglalatik/Itik-itik? Maglalatik/Itik-Itik? disorders caused by poor environmental sanitation has a and air pollution?
2.Describes the skills involved 2.Describes the skills involved in environmental sanitation? negative impact to our health?
in the basic dance the fundamental dance positions?
steps( coordination,flexibility, ( coordination,flexibility,bvalance,
bvalance,endurance,muscular endurance,muscular strength)
strength) 3..What could be the safety
3..What could be the safety precautions in dancing?(do not
precautions in dancing?(do have medical problem,wearing
not have medical t5he proper dance attire,in a
problem,wearing t5he proper spacious area without barriers,not
dance attire,in a spacious carrying sharp objects,must
area without barriers,not warm-up before the session)
carrying sharp objects,must
warm-up before the session)
I. ( Evaluating Learning) Check your understanding in Check your understanding in True or False Give some practices that we can How can we have a clean
Fitness Enhancement through Fitness Enhancement through 1. (T)Diarrhea is the opposite do in order to improve environment?
Basic Dance Steps Basic Dance Steps of constipation and environmental sanitation Original File Submitted and
TOPICS TOPICS sometimes called problems? Formatted by DepEd Club
Topic Ihave I still I Topic Ihave I still I “intestinal flu” Member - visit
s a have don’t s a have don’t 2. (T)Cold is the most depedclub.com for more
good some get it good some get it common respiratory
under questi under questi disease due to poor
standi ons standi ons environmental sanitation.
ng ng 3. (F)Cholera is a disease
Dance Dance involving gastrointestinal
steps Steps tract, namely the
Skills Skills esophagus, stomach, small
invov invov intestine, large intestine
ed ed and rectum.
Safety Safety 4. (F) Dysentery is not an
preca preca infectious disease which is
utions utions passed through the
in in ingestion of food and water
danci danci that has beeb
ng ng contaminated.
5. (T) Overpopulation,
excessive urbanization,
environmental health
J. ( Additional activities for Assignment: Assignment: Assignment:
application or remediation) Write a slogan for environmental Explain: Explain:
sanitation. Health is wealth Reduce, Reuse, and Recycle
V. ( Remarks)
VI. ( Reflection)
remediation
teaching, and projects. teaching, and projects.
Examples: Examples: Demonstrations, Examples:
Demonstrations, media, ___Text Representation: ___Text Demonstrations, media,
Examples: Student created
manipulatives, repetition, and Representation: manipulatives, repetition, and
Examples: Student drawings, videos, and games.
local opportunities. local opportunities.
created drawings, videos, and ___Modeling: Examples: Examples: Student
Representation: games. Representation:
___Modeling: Examples: modeling the language you want
games. students to use, and providing modeling the language you want games.
Other Techniques and
Time: December 09-13, 2019 (WEEK 7) Quarter: 3RD QUARTER

HEALTH
I. OBJECTIVES
A.(Content Standards) FILM SHOWING Demonstrates understanding of Demonstrates understanding of CHRISTMAS PARTY LOCAL HOLIDAY
the health implications of poor the health implications of poor
environment sanitation environmental sanitation
B. (Performance Standards) Consistently practices ways to Consistently practices
maintain a health environment ways to maintain a
healthy environment
C. ( Learning Competencies) Discusses ways to keep water and Practices ways to
air clean and safe. control/manage noise
H6EH-IIIc-3 pollution
H6EH
-IIIfg-
6
II. ( Content) Practice Ways to
Control of Noise
Pollution
E. (References)
1. (Teacher’s Guide Pages) CG p.56
3. (Textbook Pages) 21st century Mapeh in Action 6
pages 150-152
Portal)
F. (Other Learning Resources)
C. ( Review previous Lesson) Why some groceries are What are the effects of a noisy
insitingon the use of environment?
paper bags instead of
plastic bags?
B. (Establishing purpose for the What is the biggest contributor of
lesson/ Motivation) pollution?
C. ( Presenting examples or Group them in 2 groups. Explain Show pictures of practicing ways to
presentation/ instances of the new each control/manage noise pollution
lesson) A. Air Pollution
B. Water Pollution
D. ( Discussing new concepts and What is the effect of poor air in Discuss the pictures by group.
practicing new skills) our health? Original File Submitted and
Formatted by DepEd Club Member -
visit depedclub.com for more
E. ( Discussing new concepts & What is the effect of tobacco Suggest other ways on how to
practicing new skills #2) smoke? practice ways to control noise
Smoke Belching Vehicles? pollution
Dumping garbage in our water
systems.
F. Developing Mastery How can we keep air and Group working on making activity on
(Leads to Formative Assessment 3) water clean? practicing ways on how to control
noise pollution( role playing,making
steamers,placards,a short
debate,etc.)
G. ( Finding to Practical Application of Performing the activity made
concepts and skills in daily living/
Valuing)
H. ( Making Generalization & Give ways on how to keep water How do you practice ways on how
Abstraction about the lessons) and air clean? to control noise pollution?
I. ( Evaluating Learning) True or False Make a survey to
1. (T) Clean and potable neighborhood on how
water is a result if the they practice ways on
environment is clean. how to control noise
2. ( F) Flies, mosquitoes, pollution.
cockroachesa and mice are Suggests the right way
pets that we can take care. on how they are going to
3. (F) Clean air came from practice ways to control
factories, cars, trucks, noise pollution.
jeeps, and tricycles.
4. (T) Noise pollution is
caused by many vehicles
on the road and the noises
coming from factories.
J. ( Additional activities for Assignment:
application or remediation) What can you share in helping the
problems in keeping water and
air clean?
V. ( Remarks)
VI. ( Reflection)
remediation
teaching, and projects. teaching, and projects.
Examples: Examples: Demonstrations, Examples:
Demonstrations, media, ___Text Representation: ___Text Demonstrations, media,
Examples: Student created
manipulatives, repetition, and Representation: manipulatives, repetition, and
Examples: Student drawings, videos, and games.
local opportunities. local opportunities.
created drawings, videos, and ___Modeling: Examples: Examples: Student
Representation: games. Representation:
___Modeling: Examples: modeling the language you want
games. students to use, and providing modeling the language you want games.
Other Techniques and

Mapeh Week 4-5 Q3

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School: PANALICSICAN ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: JINKY S. PINEDA Learning Area: MAPEH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. ( Presenting examples or Identify the following dances.

School: PANALICSICAN ELEMENTARY SCHOOL Grade Level: VI

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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