DLL - Mapeh 3 - Q1 - W3
DLL - Mapeh 3 - Q1 - W3
DLL - Mapeh 3 - Q1 - W3
B. Establishing a purpose for Present a picture of day and night Distribute sets of jigsaw Ask your pupils to recall the 2. Write “Malnutrition” on the board and
the lesson time and ask the children to tell puzzles to group of pupils. Let different body shapes and call a pupil who will give a word
something about it. each group assemble the actions and perform these. related to “malnutrition” as fast as
puzzle. possible. Call about five children. If
Does it shows texture, lines and there are doubts about the relationship of
color.Identify them. the words, ask the pupil to
explain how the word is related
C. Presenting Let the children recite the song. Present visual texture. Ask the pupils to sing the song Activity 1: A Story of Two Children
Examples/instances of new “Araw at Buwan”. Magtanim ay Di Biro with 1. Tell the pupils that they are going to
lesson actions read two stories about
Original File Submitted and malnutrition.
Formatted by DepEd Club 2. Let the pupils read the stories silently.
Member - visit depedclub.com 3. Ask the pupils to answer the questions
for more orally after each story.
D. Discussing new concepts What can you say about the song? What have you observed in (Note to teacher: Do the 4. Let the pupils recall the nutrients they
and practicing new skills #1 What is the source of light during picture A? picture B? warm–up activities here) learned in Grade 2.
day time and night time? (The Have a guessing game.
procedure should be delivered Divide the class into small groups. Tell the
in MTB) groups to guess the name of
the nutrient after you will write its first
Activity 1: Ready Get letter on the board. Let the groups
Set Go take turns in answering.
Write the beginning letters of the
Directions: Group the nutrients:
class into four columns. Ask P: Protein
the pupils to do the following C: Carbohydrates
positions.The pupils must wait D: Fats
for the teacher’s Go signal and V: Vitamins
freeze for five seconds. M: Minerals
Groups who did the positions Once the pupils have identifies the
correctly will move 1 step correct word, complete the word
forward until a group reaches on the board and ask the pupils to read it
the finish line. (Note to the aloud.
teacher: Use the following
commands).
E. Discussing new concepts What body parts are used in 5. Recall with the pupils the functions of
and practicing new skills #2 bending and stretching? the food nutrients:
How did you do it? Which is the body-building nutrient?
Which are the energy-giving nutrients?
Which are the body regulating nutrients?
Once the correct answer have been given,
write the functions on the
board and let the class read it aloud.
6. Ask: What does M lack in her diet?
What does K lack in his diet?
7. Write the phrase “Protein-energy
malnutrition” on the board and tell
the pupils that it is a kind of
undernutrition where there is lack of
bodybuilding
and energy-giving nutrients in the diet.
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical Group the class into 5. Still Life Drawing with Cross Travelogue What did you learned today?
applications of concepts and I- Sing the song. Hatch Lines or Dots.
skills II,III,IV, and V – Play the rhythmic Directions: Group pupils into
pattern using rhythmic three big groups or small
instruments. groups with 3 members
each.Ask them to perform the
activity written on the activity
cards. As the teacher claps
each group will transfer to the
next base in a counter-
clockwise manner.
H. Making generalizations What is rhythmic pattern? What is visual texture? Bending and stretching are
and abstractions about the movements that improve
lesson flexibility. The proper way of
doing these movements can
prevent injury.
A flexible person can do many
movements safely and assume
good posture at all times.
I. Evaluating Learning Put a check on the appropriate Refer to Be Proud in LM. See page TG-page 222 Let the pupils answer Let’s Check on LM
box. See TG.
J. Additional activities for Create rhythmic pattern using Make a visual texture at home. A.Practice the different Divide the class into small groups and
application or remediation stick notation in 4s. exercises learned. assign to bring different kinds of food rich
B. List down five walking in vitamins.
movements using body shapes.
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?