School: RAWIS ELEMENTARY SCHOOL SPED CENTER Grade Level: 2

GRADES 1 to 12 Teacher: JEAN A. MARTINEZ Learning Area: MAPEH

DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 2-4, 2022 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES MUSIC ARTS PE
A. Content HOLIDAY HOLIDAY A. Content Standards A. Content Standards A. Content Standards
Standards (NON-WORKING HOLIDAY) (ALL SAINTS DAY) demonstrates basic understanding demonstrates understanding on lines, demonstrates
of sound, silence and rhythmic shapes and colors as elements of art, understanding of body
patterns and develops musical and variety, proportion and contrast shapes and body actions
awareness while performing the as principles of art through drawing in preparation for
fundamental processes in music various movement
activities
B. Performance Performance Standards Performance Standards Performance Standards
Standards responds appropriately to the pulse creates a composition/design by performs body shapes
of sounds heard and performs with translating one’s imagination or ideas and actions properly.
accuracy the rhythmic patterns in that others can see and appreciates
expressing oneself
C. Learning C. Learning Competencies/ C. Learning Competencies/ C. Learning
Competencies/ Objectives Objectives Competencies/
Objectives distinguishes aurally and visually identifies and appreciates the Objectives
between sound and silence different styles of Filipino artists describes body shapes
MU2RH-Ia-1 when they create portraits and still and actions
Objectives: life (different lines and colors) PE2BM-Ia-b-1
Distinguish between sound and A2EL-Ia Objectives:
silence. A. Describe body
Demonstrate understanding of shapes and actions.
sound and silence. B. Explore body shapes
and actions.
C. Create body shapes
and actions.
- Correct walking
- Correct sitting
- Correct standing
II. CONTENT Content: MODULE 1 Content: SINING NA KAY GANDA Content: Body Shapes
Sound and Silence and Actions
Larawan ng Musika
III. LEARNING K to12 Curriculum Guide 2016 K to12 Curriculum Guide 2016 Grade 2 K to12 Curriculum Guide
RESOURCES Grade 2 – Music page 15 –Arts page 16 2016 Grade 2 – Physical
A. References Education page 16
1. Teacher’s Guide (softcopy) 2-5 (softcopy) (softcopy)163-166
Pages
2. Learner’s LM in MAPEH pages 3-8 LM in MAPEH pages 190-193
Materials
pages
3. Text book pages    
4. Additional Music, Arts, Physical Education and Music, Art, Physical Education and Music, Art, Physical
Materials Health 2.Illagan, Amelia M. et.al, Health 2. Ramilo, Ronaldo V. et al, Education and Health 2.
from Learning 2013 pp.3-8 2013. pp. 190-193 (Tagalog) DepEd.
Resources Falculita, Rogelio F.
et.al. 2013. pp. 295-296
B. Other Learning laptop laptop laptop
Resources K to 12 Curriculum
Guide
Materials : Pictures,
Checklist
IV. PROCEDURES
A. Reviewing INSTRUCTIONAL PROCEDURE INSTRUCTIONAL PROCEDURE INSTRUCTIONAL
previous lesson or Preparatory Activities Preparatory Activities PROCEDURE
presenting the new Greet with the usual SO – SO – MI – Marami tayong uri ng pintor. May Preparatory Activities
lesson SO – MI greeting. mga pintor na gumuguhit ng mukha 1. Warm-Up Exercises
SO - SO - MI - SO - MI ng tao. May mga pintor na gumuguhit Let the pupils perform
Teacher: Good Mor - ning Child - ren ng kapaligiran. Iba-iba rin ang istilo the following
Pupils: Good Mor - ning Teach - er nila sa pagguhit. movements with 8
Pupils: Good Mor - ning class - counts each.
mates March in place, forward
Teacher: How are you to - day? and backward or in any
Pupils: I am fine, thank you. direction.
Swinging of arms
forward and backward
alternately.
Standing and sitting
alternately.
Note: Have an
alternative activity for
outdoor setting.
B. Establishing a B. Establishing a purpose B. Establishing a purpose B. Establishing a
purpose for the lesson for the lesson purpose
for the lesson Paano mo madarama ang tibok ng Alam mo ba kung sino –sino ang mga for the lesson
( Motivation) iyong puso? kilalang pintor na kilala sa ating 1.Motivation
Subukan mong damahin ang iyong bansa ? Paano sila nagkakaiba-iba ng What are your means of
pulso sa leeg. istilo sa pagguhit? transportation in going
Itapik mo sa iyong hita ang daloy ng Original File Submitted and Formatted to school? Who among
iyong pulso. by DepEd Club Member - visit you take a ride? How
 Pareho ba ito o nag-iiba? depedclub.com for more many just walk?
Ano kaya ang mangyayari kung
paiba-iba ang daloy ng iyong pulso?

C. Presenting C. Presenting Examples / C. Presenting Examples / C. Presenting Examples /

Examples / instances of new lesson instances of new instances of new
instances of new ( Presentation) lesson( Presentation) lesson( Presentation)
lesson Ang beat sa musika ay ang pulso na Let the children read the
( Presentation) nadarama natin sa musika. Ito ay following. Then, ask the
maaaring bumagal o bumilis subalit process questions after
ang haba ng bawat pulso ay laging each activity.
GAWAIN 1
pareho. Ito ang tinatawag nating b) Show pictures of a
ALAMIN NATIN
steady beat. boy sitting and a girl
Tingnan mo ang sumusunod na
Gawain 1 standing in correct
larawan.
Pakinggan ang mga titik ng ―My posture. Tell them to
Ano ang napansin mo sa mga
Handkerchief‖ na babasahin ng observe and ask the
larawan?
guro. Pagkatapos ay basahing muli following:
ang bawat linya pagkatapos ng guro
habang itinatapik ang steady beat.
Awitin ang awit habang itinatapik
ang steady beat.

Processing:
What actions of the
body are shown in the
pictures?
Describe the actions
performed by the boy
and the girl.

D. Discussing new D. Discussing new concepts and D. Discussing new concepts and D. Discussing new
concepts and practicing new skills #1 practicing new skills #1 concepts and practicing
practicing new skills ( Modeling) ( Modeling) new skills #1
#1 Gawain 2: Narinig Mo Ba? Bigyan mo ng pansin ang mga ( Modeling)
 ( Modeling) Saglit mong ipikit ang iyong mga larawang iginuhit ng mga tanyag na a.Read the following:
mata. Pilipinong pintor Lorna lives near her
May nakikita ka ba? Ito ay likhang sining ni Fernando school. She walks in
Manatili kang nakapikit, damhin ang Amorsolo. going to school. She
tunog na maririnig at mag-isip ng looks forward and walks
galaw na maaring ilapat habang straight transferring her
ako‘y umaawit. weight from one foot to
Ano ang galaw ng iyong naisip? another. She pushes off
Bakit mo naisip iyon? with the rear foot and
Bagamat tayo ay nakapikit, maaari swings her arms as she
pa rin tayong makaisip ayon sa ating walks naturally.
naririnig. Who walks in going to
Maaari din nating pagsamahin ang school?
mga tunog upang makabuo ng What action of the body
rhythmic pattern. Ito ay ang did Lorna do? Describe
kombinasyon ng mga tunog na the actions she has
naririnig at di naririnig na may made.
pareho o magkaibang haba.
Ipalakpak ang sumusunod na
rhythmic pattern.
1.
E. Discussing new E.Discussing new concepts and E.Discussing new concepts and E.Discussing new
concepts and practicing new skills #2(Guided practicing new skills #2(Guided concepts and practicing
practicing new skills Practice) Practice) new skills #2(Guided
#2 3. Ipakita/ipadama ang rhythm ayon Ito ang mga likhang sining ni Mauro Practice)
(Guided Practice) sa larawang ipakikita ng guro. Malang Santos b) Show pictures of a
a. Bigkasin ang syllables. boy sitting and a girl
standing in correct
posture. Tell them to
observe and ask the
following:
b. Ipalakpak ang pattern

c. Ipadyak ang pattern Processing:

What actions of the
body are shown in the
pictures?
d. Damahin ang pattern Describe the actions
performed by the boy
and the girl.
 Gawin ang kumbinasyon
Halimbawa

F. Developing F. Developing mastery F. Developing mastery F. Developing mastery

mastery ( Leads to Formative Assessment 3) ( Independent Practice) ( Independent Practice)
( Leads to Formative a. Ipakita ang pattern na nasa itaas Reinforcement Activity
Assessment 3) sa pamamagitan ng pagbigkas ng Let the pupils copy the
silabang ―ta‖, pagpadyak, Magkaiba ba ang likhang sining ni body actions with the
pagpalakpak, at pagtapik. Fernando Amorsolo at Mauro Malang number of indicators on
Santos? a sheet of paper. They
Paano ito nagkaiba? will work by partner to
create the shapes and
actions of the body and
to describe each other’s
body actions by writing
E if excellent, G if good
and P if poor under the
guidance of the teacher.
Let the pupils follow the
given rubrics for
description. Refer to
page 5 of the LM.
 What actions of the
body did you explore
together with your
partner?
How did you describe
each item in the
indicator?
Did you work with your
partner?
G. Finding Practical G. Finding Practical applications of G. Finding Practical applications of G. Finding Practical
applications of Concepts and skills in daily living Concepts and skills in daily living applications of concepts
Concepts and Paano maipapakita/ (optional) and skills in daily living
skills in daily living maisasagawa ang rhythmic pattern? Pumili ka ngayon sa dalawang larawan ( Application
. )
Isulat mo kung bakit mo ito napili. Ask the pupils to form
Gawin ito sa iyong kuwaderno. four lines. Tell them to
practice walking in a
straight line using the
given directions. Please
see page 2 of the LM for
the activity. This action
should be done in an
open space or
playground.
1) Go forward . . . . . . . . .
.....................
4 counts
 2) Turn right, move
forward. . . . . . . . . . . . . .
. . . . . . 4 counts
3) Another turn right
and walk
forward. . . . . . . . . . . 4
counts
4) Another turn right
and walk
forward. . . . . . . . . . . 4
counts
After the pupils have
finished working on the
activity, ask the
following:
What actions of the
body did you explore?
Describe how you did
the walking?
What shape have you
formed?
H. Making H. Making generalizations and H. Making generalizations and H. Making
generalizations and abstractions about the lesson abstractions about the lesson generalizations and
abstractions about ( Generalization) (Generalization ) abstractions about the
the lesson Tandaan: Marami tayong mga tanyag na lesson
( Generalization) Ang quarter rest ay bibigyan ng Pilipinong pintor. Sila ay may kanya- (Generalization )
isang kumpas subalit ito ay walang kanyang istilo sa pagguhit. In order to have correct
tunog. body shapes while doing
Ang sagisag na ( ) ay kumakatawan some actions we should
sa pulso ng tunog na naririnig follow rules in correct
sitting, standing and
samantalang, ang sagisag na ( ) o walking.
quarter rest ay pulsong hindi
naririnig subalit nadarama at
tumatanggap ng kaukulang bilang
ng kumpas. Tumitigil tayo sa pag-
awit o pagtugtog kapag nakita natin
ang sagisag na ito hanggang
matapos ang kanyang
I. Evaluating I.Evaluation I.Evaluation IV. Evaluation
Learning Ipakita ang lubos na pagkatuto sa Let the pupils copy the
mga isinagawang aralin sa letter of the given body
pamamagitan ng paglalagay ng tsek actions with the number
(/). Isulat sa sagutang papel. of indicators on a sheet
 of paper. They will
describe each picture’s
body actions by writing
E if excellent, G if good
and P if poor. Please
refer to page 7 of the
LM.

Key to Corrections:
Reinforcement
Activities
Descriptions may vary
depending on the
shapes and actions of
the body of the pupil’s
partner.
Evaluation

J. Additional J. Additional activities for  J. Additional activities for application  J. Additional activities
activities for application or remediation or remediation for application or
application or ( Assignment) ( Assignment) remediation
remediation Create a movement for the ( Assignment)
( Assignment) following rhythmic pattern. Let the pupils ask his or
 her brother or sister to
do the walking, sitting
Proceed to end the class by singing and standing. Describe
the goodbye song. the shapes and actions
of his/her body using
the checklist used. Refer
to page 7 of the LM

V. REMARKS      
VI. REFLECTION          
A. No. of learners          
who earned 80% on
the formative
assessment
B. No. of Learners          
who require
additional activities
for remediation
C. Did the remedial          
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners          
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
materials did I
use/discover which I
wish to share with
other teachers?