School: STA TERESA ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: EMELYN S. BARIBAR Learning Area: MAPEH

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 11-14, 2025 (WEEK 1) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S
A. Content Standard QUARTER 3 EXAMINATIONS Demonstrates Demonstrates understanding Demonstrates understanding of the various CATCH-UP
understanding of the of the various tempo tempo FRIDAY
various tempo
B. Performance Performs a given song, Performs a given song, using Performs a given song, using tempo marks
Standard using tempo marks tempo marks appropriately appropriately
appropriately

C. Learning Identifies the different Distinguish between Demonstrates the different kinds of tempo
Competencies tempo in a given song or ritardando and accelerando by following tempo marks in a familiar song
(write the LC Code) music: as used in a song “Pandangguhan”
-allegro MU6TX-Iva-b-2 MU6TX-Iva-b-3
-andante
-ritardando
-accelerando
-largo
-presto
-vivace
MU6TX-Iva-b-1
II. CONTENT tempo tempo tempo

III. LEARNING RESOURCES

A. References 21st century Mapeh in 21st century Mapeh in action 21st century Mapeh in action 6
action 6 6
1. TG/CG pages
2. Learner’s Materials
pages
3. Textbook pages 63-65 63-65 63-65
4. Materials downloaded
from LRMDS
B. Other Learning
Materials
IV. PROCEDURES
A. Reviewing previous What is tempo? Review about the previous lesson.
 lesson and presenting Give the different
new lesson symbols used.
B. Establishing a purpose Which moves faster a horse or Let the children to sing Today we are going to sing a song with
for the lesson a turtle? the song Sitsiritsit. different tempo marks.
Compare the movement of the
two animals. Which runs fast?
C. Presenting Imagine yourself riding in an Today we are going to
examples/instances of airplane going to Davao, or in a distinguish between
the lesson “Ro-Ro Ship” going to the same ritardando and
destination. Will you arrive first accelerando.
riding in an airplane or in a
“Ro-Ro Ship”? Why?
D. Discussing new Singing of the Song from the Ask the pupils if they Study Pandangguhan (note mahaba di a.
concepts and practicing Beatles “Ob-La-Di-Ob-La-Da” know the song Ob-La-Di- kasya song)
new skills #1 then describes the flow of the Ob-La-Da by the
music? How do you feel when Beatles?
singing it? Teach the song.
Identify the flow of the
song.
Describes its flow.
 MONDAY TUESDAY WEDNESDAY
E. Discussing new What is tempo? Ritardando (rit.) a Identify the different tempo marks used in
concepts and practicing Give the most commonly used gradual change to a the song.
new skills #2 tempo markings or symbols. slower tempo.
Accelerando (accel.)a
slow gradual change to a
faster tempo.
F. Developing mastery What are the most common Present the song Give the meaning of all the tempo marks in
(lead to formative used tempo markings or Sitsiritsit. the song Pandangguhan.
assessment 3) symbols? Study the song.
What are the tempo
markings used in the
song?
G. Finding practical Groupings
application of concepts Singing of the song Sitsiritsit
and skills in daily living (two groups)

H. Making generalization What is tempo? Tell that Ritardando

and abstractions about Give the different symbols of (rit.) a gradual change to
 the lesson tempo. a slower tempo.
Accelerando (accel.)a
slow gradual change to a
faster tempo.
I. Evaluating learning Give the meaning of the Give the song piece Singing Pandangguhan 1.Vivace
following. Sitsiritsit and be able to (lively) Manunugtug ay
1. Andante (moderately identify the tempo in nangagpasimula
slow) each part of the song.
At nangagsayawan ang mga mutya
2. Andantino Sa mga padyak parang magigiba
(moderately slow but Ang bawat tapakan ng mga bakya
flowing tempo)
3. Adagio (slow, or in an II
easy graceful manner) Kung pagmamasdan ay nakatutuwa
4. Lento (Slow) Ang hinhin nila'y hindi nawawala
5. Largo (very slow, Tunay na hinahangaan ng madla
broad) Ang sayaw nitong ating munting
6. Allergo (fast, lively, bansa
brisk, and faster 2.Andante(moderate) Dahil sa ikaw
tempo) mutyang paraluman
7. Allegretto (quicker Walang singganda sa dagat silangan
than andantino) Mahal na hiyas ang puso mo hirang
8. Moderato (moderate) Accel(gradually becoming fast)
9. Vivace- (quickly, lively) Ang pag-ibig mo'y hirap makamtan
10. Presto (a very fast Kung hindi taos ay masasawi
tempo) Mga pagsuyong iniaalay
Kung hindi taos ay masasawi
Mga pagsuyong iniaalay
3 Largo (very very slow)
Halina aking mahal, ligaya ko ay
ikaw
Kapag 'di ka natatanaw,
Ang buhay ko ay anong panglaw
Halina aking mahal, ligaya ko ay
ikaw
Kapag 'di ka natatanaw,
Ang buhay ko ay anong panglaw
4 Allegro(brsik,lively, live)
 Kung may pista sa aming bayan,
Ang lahat ay nagdiriwang
May letchon bawat tahanan,
May gayak pati simbahan
Paglabas ni Santa Mariang mahal,
Kami ay taos na nagdarasal
Prusisyon dito ay nagdaraan,
Kung kaya't ang iba'y nag-aabang
5 Presto (very fast)
May tumutugtog at may
sumasayaw,
Mayrong sa galak ay napapasigaw
Ang pista sa bayan namin ay
ganyan,
Ang saya'y tila walang katapusan.
6 Vivace (fast, lively)

Manunugtug ay nangagpasimula
At nangagsayawan ang mga mutya
Sa mga padyak parang magigiba
Ang bawat tapakan ng mga bakya
Kung pagmamasdan ay nakatutuwa
Ang hinhin nila'y hindi nawawala
Tunay na hinahangaan ng madla
Ritardando (gradually slowing)
Ang sayaw nitong ating munting
bansa

J. Additional activities for

application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation
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?

Prepared by: Checked by: Noted:

EMELYN S. BARIBAR MARY CHERRY DHEL P. BARRIOS REY A. BUNGABONG

Teacher-1 Master Teacher-1 School Principal-1