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B. Establishing a purpose for B. Lesson Proper What did you notice if you are Ask your pupils to recall the 2. Write “Malnutrition” on the board and
the lesson 1. Motivation far apart from the objects you different body shapes and call a pupil who will give a word
Show the cla What is the man looking at? actions 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 with Ask the pupils to sing the song Activity 1: A Story of Two Children
Examples/instances of new Do the following activities: different sizes? Magtanim ay Di Biro with 1. Tell the pupils that they are going to
lesson a. Clap/tap the beat of “Mang actions 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 of (Note to teacher: Do the 4. Let the pupils recall the nutrients they
and practicing new skills #1 (It is about a carpenter making a persons into its positions? warm–up activities here) learned in Grade 2.
chair.) (The Have a guessing game.
What did you do to show the procedure should be delivered Divide the class into small groups. Tell the
pulse of “Mang Kiko”? in 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 letter on the board. Let the groups
We used different movements Set Go take turns in answering.
while chanting to show the Write the beginning letters of the
pulse. These movements can be Directions: Group the nutrients:
fast or slow. class into four columns. Ask P: Protein
How were you able to maintain the pupils to do the following C: Carbohydrates
the pulse while positions.The pupils must wait D: Fats
singing/chanting? for the teacher’s Go signal and V: Vitamins
(by continuously moving to the freeze for five 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 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. 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
Ask the pupils to do the three big groups or small
following: 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 steady beat? - What makes a person seems Bending and stretching are
and abstractions about the (Steady Beat is the pulse we feel so small or big in the picture? movements that improve
lesson in music. It can be slow or flexibility. The proper way of
fast.) doing these movements can
We use movements to show the prevent 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 sizes A.Practice the different Divide the class into small groups and
application or remediation instruments for the next lesson. of people. 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?