DLL - Mapeh 3 - Q1 - W2
DLL - Mapeh 3 - Q1 - W2
B. Establishing a purpose for B. Lesson Proper What did you notice if you Ask your pupils to recall the 2. Write “Malnutrition” on the board and
the lesson 1. Motivation are far apart from the different body shapes and actions call a pupil who will give a word
Show the cla What is the man objects you looking at? and perform these. related to “malnutrition” as fast as
doing? possible. Call about five children. If
(the man is building a there are doubts about the relationship of
house/fixing the roof) the words, ask the pupil to
What do we call the man who explain how the word is related
builds a house? Original File Submitted and Formatted by
What is his occupation? DepEd Club Member - visit
(carpenter) depedclub.com for more
What does a carpenter do? (A
carpenter builds houses.)
Aside from houses, what other
things does he do?
(He makes tables, cabinets, and
chairs)ss a picture of a carpenter.
C. Presenting “Mang Kiko” (chant) Show pictures of a person Ask the pupils to sing the song Activity 1: A Story of Two Children
Examples/instances of new Do the following activities: with different sizes? Magtanim ay Di Biro with actions 1. Tell the pupils that they are going to
lesson a. Clap/tap the beat of “Mang read two stories about
Kiko”. malnutrition.
b. Clap/tap the beat while 2. Let the pupils read the stories silently.
chanting. 3. Ask the pupils to answer the questions
c. Do other movements such as orally after each story.
walking and
marching at different speeds
while chanting to
show and feel the steady beat.
D. Discussing new concepts What is the chant all about? What are the different sizes (Note to teacher: Do the warm–up 4. Let the pupils recall the nutrients they
and practicing new skills #1 (It is about a carpenter making a of persons into its positions? activities here) learned in Grade 2.
chair.) (The Have a guessing game.
What did you do to show the procedure should be delivered in Divide the class into small groups. Tell the
pulse of “Mang Kiko”? MTB) groups to guess the name of
(We tapped, clapped, marched, the nutrient after you will write its first
and walked.) Activity 1: Ready Get Set letter on the board. Let the groups
We used different movements Go take turns in answering.
while chanting to show the Write the beginning letters of the
pulse. These movements can be Directions: Group the class nutrients:
fast or slow. into four columns. Ask the pupils to P: Protein
How were you able to maintain do the following positions.The C: Carbohydrates
the pulse while pupils must wait for the teacher’s D: Fats
singing/chanting? Go signal and freeze for five V: Vitamins
(by continuously moving to the seconds. M: Minerals
regular beat up to the end of Groups who did the positions Once the pupils have identifies the
the song) correctly will move 1 step forward correct word, complete the word
until a group reaches the finish on the board and ask the pupils to read it
line. (Note to the teacher: Use the aloud.
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. Let the Art Activity Travelogue What did you learned today?
applications of concepts and pupils practice steady beats
skills using the song “Colors at School”. Directions: Group pupils into three
Ask the pupils to do the big groups or small groups with 3
following: 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 steady beat? - What makes a person Bending and stretching are
and abstractions about the (Steady Beat is the pulse we feel seems so small or big in the movements that improve
lesson in music. It can be slow or picture? flexibility. The proper way of doing
fast.) these movements can prevent
We use movements to show the injury.
pulse in music like
marching, tapping, clapping, A flexible person can do many
walking, and playing musical movements safely and assume
instrument. good posture at all times.
I. Evaluating Learning See page TG-page 8 Use rubrics to assess their See page TG-page 222 Let the pupils answer Let’s Check on LM
Put a check in the correct box. performance.
J. Additional activities for Bring improvised musical Cut a pictures of different A.Practice the different exercises Divide the class into small groups and
application or remediation instruments for the next lesson. sizes of people. 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?