Republic of the Philippines

Department of Education (DepEd)

Region VIII (Eastern Visayas)
DIVISION OF LEYTE
CARIGARA II DISTRICT
BARUGOHAY NORTE ELEMENTARY SCHOOL
Carigara, Leyte
-oOo-

DAILY LESSON LOG

Teacher : LEA G. BACALTOS Grade Level 2

Teaching Date : NOVEMBER 20,2024 Learning Areas MAPEH (MUSIC)
Teaching Time: Quarter 2ND QUARTER

OBJECTIVES
A. Content Standards Demonstrates understanding of the basic
concepts of timbre

B. Performance Standards Distinguishes accurately the different sources

of sounds heard and be able to produce a
variety of timbres

C. Learning Competencies/Objectives Replicates different sources of sounds and

(Write the LC code for each) associate them with body movements
MU1TB-IIIa-1

I. CONTENT Introduction of Musical Instruments

II. LEARNING RESOURCES
A. References K-12 CG p.19
1. Teacher’s Guide pages 67-70

2. Learner’s Material pages 103-107

3. Textbook pages

4. Additional Materials from Learning Music, Arts, Physical Education and Health 2.
Resource (LR) portal Illagan, Amelia M. et.al, 2013 pp.103-106

B. Other Learning Resources DVD/CD player

lively music
picture of a farm
III.PROCEDURES
A. Review previous lesson or presenting the
new lesson Let children name the source of sounds they
Connects the new lesson with learner’s prior hear in the CD.
knowledge. Teaches the learners how to connect to
previous lesson. Reviews and presents new lesson
in a systematic manner.
B. Establishing a purpose for the lesson
Motivate the learner’s prior knowledge. Play any lively music and ask children to dance
Encourages the students to ask questions about like any of the animal they like to imitate.
the new topic and helps establish a reason for
learning the new lesson.
C. Presenting examples/instances of the new
lesson Show the class a picture of a farm and invite
Shows instances of the content and them to visit the place while singing “Old Mc
competencies. This is also where the concepts are
clarified. Donald Had a Farm”. Instruct the pupils to
move their body when they hear the sound of
the animals. Change the name of animal and
sound words with the following: 2. Pig – oink,
oink; 3. Duck – quack, quack; 4. Horse – neigh,
neigh; 5. Donkey – hee-haw; 6. Chickens –
cluck, cluck.

D. Discussing new concepts and practicing

new skills #1 Teach the song “Playing Instruments” then
This part leads to the first formative test. change the instruments with the following
Teacher shall prepare good questions for this part. instruments and sounds: 1. Clarinet – Du, dle,
The teacher listens to the answer of learners to det!
gauge if they understand the lesson. If not, then 2. Trumpet – Trot! Trot! Trot!
they re-teach. If the learners Hve understood the 3. Bass drum – Boom! Boom! Boom
lesson, then the teacher shall proceed to
deepening the lesson.
E. Discussing new concepts and practicing
new skills #2 Instruct the pupils to move their body
Leads to the second formative assessment according to the instruments that produce
that deepens the lesson and shows the learners sounds while singing the song
new ways of applying learning. The teahce rcan
use pair, group, and team work to help learners
discuss the lesson among themselves. The
learners can present their work to the class and
this serves as the teacher way of assessing if the
concepts are solidifying and if their skill are
developing.
F. Developing mastery
Leads to the third assessment, can be done Ask the children to make the sound of the
through more individual work activities such as following and move their body accordingly:
writing, creative ways of representing learning,
dramatizing, etc. The ask learners to teacher q. Strong winds blowing
shall ask learners to demonstrate their learning. b. Big waves
The teacher shall ask learners to demonstrate c Moving car
their learning through assessable activitiessuch d. Running horse
as quizzes, workshops, seatwork and games. e. Falling big wood
When the students demonstrate learning, then
.
proceed to the next step. The teacher can add
activities as needed until formative assessment
shows that the lerners are confident in their
knowledge and competencies.

G. Finding practical applications of concepts

and skills in daily living  Ask children what makes their body moves
Develops appreciation and valuing for
student’s learning by bridging the lesson to daily
living. This also extablishes relevance in the
lesson.

H. Making generalizations and abstractions Sounds surround us are fun and easy to create
about the lesson body movements.
This part concludes the lesson. The teacher
asks the learners good questions that will help
crystallize their learning so they can declare
knowledge and demonstrate their skills.

I. Evaluating learning Form three or four pupils each group in the

class. Animates or make body movement and
sound they pick twosource of sound listed in a
 flashcard.. Let them answer the rubric/checklist
after performing in front of the class.
a. duck d. Airplane g. guitar
b. drumset e.Snake h. sewing machine
c.motorcykle f.Tall tree i. storm
J. Additional activities for application or Cut or draw pictures that show man‟s or
remediation woman‟s body movement base on the
different sound source
IV. REMARKS
(The teacher shall indicate special cases
including but not limited to the continuation of
the lesson plan to the following days of re-
teaching or lack of time, transfer of lesson to
following day in cases of suspension of classes,
etc.)

V. REFLECTION

A. No. of learners who earned 80% in the

evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%

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?