ArtS Teachers Guide

Grade Level Grade TWO MAPEH
Teacher CINDY ROSE M. CARNERO Quarter: THIRD ( Week 1 )

DAILY LESSON LOG Checked by:
November 06-10, 2017
Date TERESITA M. BELELA
121
School Head
MONDAY (MUSIC) TUESDAY (ARTS) WEDNESDAY (P.E.) THURSDAY (HEALTH) FRIDAY

OBJECTIVES
11/06/2017 11/07/2017 11/08/2017 11/09/2017 11/10/2017
A. Content Standard Demonstrates understanding of Demonstrates understanding of Demonstrates understanding Demonstrates understanding of the
the basic concepts of timbre shapes, textures, colors and of movement in relation to importance of disease prevention and
repetition of motif, contrast of time, force and flow control
motif and color from nature and
found objects
B. Performance Distinguishes accurately the Shows skills in making a clear print Performs movements Applies self-management skills to
Standard different sources of sounds heard from natural and man-made accurately involving time, prevent and control the spread of
and be able to produce a variety objects force, and flow diseases
of timbres
C. Learning identifies the source of sounds Experiments with natural objects A. Describe the concept and Identify foods that are sources of food-
Competency/ 1.1 wind, wave, swaying of the (leaves, twig, bark of trees, etc.) by importance of moving, borne diseases.
Objectives trees, animal sounds, sounds dabbing dyes or paints on the changing speed and direction H2FH-IIIab-11
Write the LC code for each. produced by machines, surface and presses this on paper in performing movement skills
transportation, through body or cloth, sinamay and any other in different situations.
movements material to create a prints B. Show how changing speed
MU1TB-IIIa-1 A2PR-IIId and direction can allow
himself/herself to move away
from one another.
PE2BM-IIIa-b-17
II. CONTENT Differentiation of Sound TIME, FORCE AND FLOW Lesson 3.1 Food Not Safe to Eat Summative Test
Quality Sources of Food-borne Diseases
LEARNING RESOURCES
A. References K-12 CG p.12 K-12 CG p.21 K-12 CG p.18 K-12 CG p.24
1. Teacher’s Guide 63-66 137-138 238-242 370-373
pages
2. Learner’s Materials 97-102 230-234 348-351 436-439
pages
3. Textbook pages
4. Additional Materials Music, Arts, Physical Education Music, Art, Physical Education and Music, Art, Physical Education
from Learning and Health 2.Illagan, Amelia M. Health 2. Ramilo, Ronaldo V. et al, and Health 2.(Tagalog) DepEd.
Resource (LR) portal et.al, 2013 pp.97-102 2013. pp. 238-239 Falculita,
B. Other Learning pictures of musical instruments, paint brush, water color , ink, tina, Ball, sacks, checklist and cut- Pictures, chart, cartolina strips, Summative test files
Resource vehicles, winds, glass, wood/log, coffee, leaves, twig, sliced outs crayon
animals, a train, broken glass, vegetables, banana stalks, bark of
duck, power saw, ambulance trees, etc. picture of person,
MP3/MP4 pencil, bond paper.
PROCEDURE
A. Reviewing previous Show some pictures showing Song
lesson or presenting the Ask children the proper ways different styles of using painting Warm-Up Exercises Lead the pupils in singing the song
new lesson of singing and have them tools and let the learners below.
demonstrates it through appreciate the pictures. (To the tune of “Ano-ano ang
singing “Work and Play” in Nakikita?”)
unison. Basahin ang mga nakasulat sa
bawat damit na nakasampay. Iguhit
sa papel ang mga damit na may
nakasulat na paraan upang
maiwasan ang mga sakit. Tingnan
ang tarpapel)
B. Establishing a purpose for Show pictures of musical Do you know that there are art Have you ever met an Song
the instruments, vehicles, winds, works made from natural objects obstacle on your way going to Show a picture of an interview. Ask:
lesson glass, piece of wood and like: leaves, twig, sliced places? What are those Have you watched an interview on
animals. Ask them to group vegetables, banana stalks, bark of obstacles? How did you television? Today, we will listen to
the pictures that produce trees, etc. overcome those obstacles so an interview.
sound and not producing you can reach your Unlock the following words:
sound. destination on time? expired, kontaminado, food-borne
diseases
Remind the pupils of what to do
while listening.
C. Presenting examples/ Instruct the learners to examine Let the children play the Ask the pupils to find a partner and Setting of standard
instances of the new lesson Ask the children to close their the art work made from sliced “Obstacle Relay” game. act out the interview on
eyes and lay their head on top of vegetables. Linangin, p. 149 . Call on another
the table. Listen to the story partner to do the same.
“Hangin”. Read the story by
producing sounds not reading it
by words.Tell the pupils to
identify the sources of sound
from the story heard.
D. Discussing new What picture was printed? Why did you win the game? Giving of instruction
concepts and practicing new Let the pupils produce the Is it look like a flower? What made you lose the Have the pupils answer the given
skills #1 sound as the teacher reads What materials do you think was game? questions
the story again used to form a flower? What are the elements
What other natural object can be which affect the movements
blowing of strong winds, used to print this picture? of the games?
big waves on the sea shore How can these elements
winds in the forest
sounds of animals in the affect the moving away to
forest like wild pig, monkey, another place?
snakes, and birds Is changing the speed and
waving of tall trees direction important in winning
rainfalls the game? Why?
moving tracks, Can you tell us situations
machines in a factory that you experienced moving
chicken crow and changing speed as well as
news and “pandesal directions?
vendors
moving car, jeepneys, bus,
motorcycles
ship ready to move a away,
big waves
E. Discussing new concepts Let the learners do their own art Let the children play the game Enhance the learning of the pupils by Supervising the test
and practicing new skills Ask the children what the story is work by following the step by step “All Run asking them to work on Gawin, p.
#2 all about and name different procedures
sounds they heard. Compare the
sound if there are similarities and
differences.
F. Developing mastery (leads Teach the song “Putak! Putak!” Ask pupils to do Gawain 2 0n Have a group activity Checking the test
to Formative Assessment 3) to the children. LMp233 How did you find playing
the game? Why?
Ask the pupils what sound How will you describe
they heard from the song. Let your movement in this kind
them give other examples of of game to avoid being hit
animals‟ sounds and its by the “It’?
source. Compare the sounds
for similarities and differences.
G. Finding practical Answer Gawain 3 Ipagmalaki Mo The story will be read along by Ask pupils about their experiences on Show honesty in
application of concepts and Showflashcards of pictures that on LMp 234 the pupils with the teacher. the issue answering the test
skills in daily living produce sounds. Let children Please refer to page 349 of questions
make its sound three times. (you the LM. The teacher should
may add more pictures) provide cut-out of boys in a
1. Broken glass running position as he/she
2. Ambulance manipulates the cut-outs to
3. Duck be pasted on the board in an
4. Wind improvised oval
5. Power saw
Ask the pupils what they have
learned in this module.
Compare the sound to each
other.
Ask children, where do the
sounds come from?
H.Making generalizations All things around us produce Help the learners to come up with The element of time, force Ang pagkain at inuming hindi
and abstractions about the sounds with differences in timbre the idea that they can create and flow can affect the ligtas ay kontaminado ng
lesson different designs or objects using movement to and away from bakterya. Halimbawa ng mga ito
leaves, twig, vegetables, banana one another. Speed and ay
stalks, bark of trees, etc. direction are important in panis na
performing movement skills. nadapuan ng langaw o ipis
Changing speed and direction bilasa o hindi na sariwa
can allow person to move ayon sa tatak sa lata ay expired
away from one another. na
Participation in appropriate walang takip na itinitinda sa
activities will improve the kalsada
speed and change of direction
maruming tubig
I. Evaluating learning Let the children identify the 1. Instruct the learners to Let the pupils do the Sack Let the pupils work on Palalimin, p. Recording the test resulte
source of sound heard in a display their finished art works. Race. Then, let each member 439
DVD/CD player. Choose the letter 2. Appreciate the art works of describe the movement done
of the correct answer from the the learners through the rubrics. by each pair of players from
box. 3. Instruct the learners to write both teams by checking the
their answers on their arts correct column. The teacher
notebook.1. Instruct the learners may provide each pupil with a
to display their finished art works. checklist for their
2. Appreciate the art works of consumption. Refer to page
the learners through the rubrics. 350-351 of the LM.
3. Instruct the learners to write
their answers on their arts
notebook.
J. Additional activities for Write the source of sound of Tell the children to use the Gumawa ng panayam sa nanay ng Challenge the pupils for
application or remediation the following: concept of moving and iyong kalaro. Tanungin kung sino the next test.
1. Klang! Klang! Klang! changing speed in ang nakaranas ng pananakit ng
__________________ situations where they are tiyan o pagtatae. Alamin kung ano
2. Tik-tak! Tik-tak! Tik-tak! applicable. ang naging dahilan nito. Isulat ang
___________ sagot sa notebook.
3. Hiss! Hiss! Hiss!
_________________
4. Trot! Trot! Trot! __________
5. Broom! Broom! Broom!
____________
IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
80% in the evaluation above ___ of Learners who earned 80% above
above
B.No. of learners ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
who require additional additional activities for remediation activities for remediation additional activities for activities for remediation
activities for remediation remediation
who scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the lesson
caught up with lesson lesson the lesson
the 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 require
continue to require 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 Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Group collaboration well: ___ Group collaboration
did these work? ___ Games ___ Games ___ Group collaboration ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Answering preliminary
activities/exercises activities/exercises ___ Answering preliminary activities/exercises
___ Carousel ___ Carousel activities/exercises ___ Carousel
___ Diads ___ Diads ___ Carousel ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Lecture Method
Why? Why? ___ Lecture Method Why?
___ Complete IMs ___ Complete IMs Why? ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s Cooperation ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in
Cooperation in in ___ Group member’s doing their tasks
doing their tasks 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
encounter which my principal __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
or supervisor can help me __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
use/discover which I wish to __ Making big books from __ Making big books from __ Making big books from __ Making big books from
share with other teachers? views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to be used
used as Instructional Materials used as Instructional Materials be used as Instructional as Instructional Materials
__ local poetical composition __ local poetical composition Materials __ local poetical composition
__ local poetical
composition

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Grade Level Grade TWO MAPEH

Teacher CINDY ROSE M. CARNERO Quarter: THIRD ( Week 1 )

MONDAY (MUSIC) TUESDAY (ARTS) WEDNESDAY (P.E.) THURSDAY (HEALTH) FRIDAY

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