GRADES 1 to 12 Bulacnin Elemetary

Grade Level:
DAILY LESSON LOG School: School Four
Learning
Teacher: John Saulo B. Ferriol Area: MAPEH
Teaching Dates and September 30- October 4
Quarter:
Time: , 2024 Second

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

September 30,2024 October 1,2024 October 2, 2024 October 3, 2024 October 4, 2024
[Link] (MDL) (MDL)
[Link] Standard The learners demonstrate understanding of The learners demonstrate understanding of The learners apply
local concepts, processes, and practices of healthy family, roles and responsibilities of local cultural and
Music and Arts as influenced by the faiths and family members, and invasion traditional concepts,
beliefs of the province. games in promoting family wellness for active processes, and
and healthy living practices in Music and
Arts in
creative works about
one’s cultural identity
[Link] The learners
Standards improvise creative
The learners participate in daily life activities works that depict the
The learners improvise creative works that and invasion games to promote family faiths and beliefs of
depict the faiths and beliefs of the province, wellness for active and healthy. The learners the province, using
using local concepts, processes, and practices participate in daily life activities and invasion local concepts,
in Music and Arts. games to promote family wellness for active processes,
and healthy living. and practices in Music
and Arts.

[Link] Relate their faiths and beliefs based on the Explain the characteristics and importance of Relate their faiths and
Competencies / representations of local creative works with promoting a healthy family. beliefs based on the
Objectives basic concepts and principles of sound, Demonstrate one’s roles and responsibilities representations of
theater, dance, and visual elements in promoting family health. local creative works
 Learning Objectives with basic concepts
Learning Objectives: 1. identify the characteristics of a healthy and
• Describe faiths and beliefs; family; principles of sound,
• Differentiate the characteristics of faiths and 2. assess their own relationship with their theater, dance, and
beliefs; family; visual elements
• Interpret the symbols and representations 3. identify the roles and responsibilities of
used in the Bendian Dance; and family members in promoting a healthy
• Explain the relevance of faiths and beliefs in family; and
the context of Bendian dance through of 4. understand the importance of promoting a
symbols and representations healthy family.
[Link] Basic concepts and principles of sound, Characteristics of a Heathy Family (Integrating CATCH-UP
theater, dance, and visual elements Importance of Promoting a Healthy Family Friday)
Faiths and Beliefs in the Province on Music Roles And Responsibilities of Family Members Creative works in
and Arts In Promoting Family Health one's local area.

[Link]
RESOURCES
[Link]
[Link]’s Guide
[Link]’s Materials
[Link] pages
[Link] Materials Being Igorot. (2024, May 3). Kabayan Bendian MATATAG K TO 10 CURRICULUM OF THE K TO
from Learning dance, BINDIYAN FESTIVAL 2024 [Video]. 12
Resources (LR) portal YouTube. [Link] PROGRAM, PE AND HEALTH 4, pages 29 – 30
v=DAClSM_yZFw Berto. (2022, June 12). The Lesson Exemplar in PE and HEALTH 4, Quarter
Attire Of An Ibaloy Woman - The Philippines 2
Today. The Philippines Today. Lesson 2, pages 1 - 12
[Link]
ibaloy-woman/ Biggest Bendian Dance of
Benguet attempts Guinness World Record.
(n.d.). WowCordillera.
[Link]
 [Link]
See LE MAPEH -MUSIC ARTS page 2.
[Link] Learning
Resources
[Link]
[Link] previous Loop-a-Word Loop all
lesson or presenting the words you
encounter in the
previous lesson. Make
sure you can define
the word you loop for
the teacher will ask
you about it.

[Link] a Lesson Purpose -

purpose for the lesson Supply each letter of Picture Analysis: A
the word Faith and Happy Family
Belief to generate In this part of the
their own definition of lesson, the teacher
the word itself. may ask
the following
questions:
1. What did you
notice with the
picture?
2. How are they
related to each
Word Association other?
Since words to be 3. Can you name
 unlock are local/ them one by one?
indigenous terms, let (See page 3 of LE)
the pupils think of a
word that rhymes
with the word to be
unlock for easy
retention.
Example:
INUSHUGAN
(hinusgahan)
See LE MUSIC ARTS
page page 4.

[Link] Show the picture and Watch the

examples/ instances ask the pupils on how Sublian Festival
of the new lesson they will respond if Dance video
they hear the gongs
and answer the
and solibao during
Bendian Dance. questions
below.
1. What do you
call the circle
dance
performed
during the
Bindiyan
● Accordingly, people festival?
respond in different
ways depending on
the purpose of the 2. Do the
celebration. The
dancers wear
teacher may use their
costumes when
local creative works in they dance?
their place or
province. (See page 2 of Learning
Activity Sheets)
➢ The resonating and
deep sounds of the
gangsa and solibao
are inviting. They
signal an invitation to
move out of their
houses and proceed
to the event venue to
witness the
happenings.

➢ The Bendian is
performed for many
reasons, one of which
is when a cañao ritual
intended for a good
harvest is done. So,
there is a full week of
sacrifices, including
the killing of pigs and
poultry, along with
the playing of gongs,
chanting, and dancing
around to ask for
enough rain to
irrigate the fields and
offering prayers to
"Kabunyan" for a
bountiful harvest.
Some do cañao rituals
 to heal a prolonged
illness and relieve
natural calamities
such as famine and
drought.

● Ask pupils if they

also have local
practices or beliefs in
their family.
[Link] new ● Symbols and SUBTOPIC 1:
concepts and Representations are SUBTOPIC 3: Roles
practicing new skills used in the Bendian And Responsibilities
#1 Dance of Family Members In
Promoting
➢ When both arms Family Health
are extended above 1. Explicitation
the head, while the What are the Roles
hands are flipped up and Responsibilities
and down, it of Family Members in
symbolizes progress, Promoting Family
bountiful harvest, etc. Health?
What dance step is
this? Show the photo (See page 6 of LE)
below.
E. Discussing new Costume during Worked Example
concepts and Bendian Dance IN THE GIANT’S
practicing new skills ➢ These are the HOUSE
#2 traditional attires of Directions: The class
the Ibaloi women of will be divided into 5
Benguet. They are the groups. Then, each
kambal (blouse), divit group will be given
(wrap-around skirt) a puzzle picture to be
and shengit solved by each group
(headdress). An Ibaloi in 3 minutes. After
woman's shirt/jacket solving the
and wrap-around skirt picture, they will
are both adorned with recreate (imitate) the
a recognizable stripe object in the picture
and plaid pattern as using their bodies in
you can see in the the form of Tableau.
photo below. The groups will be
Accordingly, if the asked to say, “In the
quality of the cloth is giant’s house, tell
good and the color of me what you see?”
the designs is bright, Then the group will
it signifies the high shout the object that
status of the owner they recreated.

(See page 6-7 of LE)

See LE Music and Arts

Pages 6-7

[Link] Mastery ANSWER ME Rearrange the

● Divide the class scrambled letters in
 into 8 groups. Assign each item to form the
a picture of a Bendian words related to the
dance step to each topic. Use
group and let them the clues provided to
determine at least answer this activity.
one symbol and
representation used (See page 1 of Learning
in each step of the Activity Sheet, L1)
Bendian dance and
even the designs in
their costumes. Write
your answers in the
answer sheet.
● Distribute the
pictures and let each
group discuss for 5-10
minutes to do the
task

[Link] practical What are the cultural Lesson Activity Loop all the words you
application of beliefs and customs . Lesson Activity encounter in the
concepts and skills in of the Ibaloi people of Identify the following previous lesson. Make
daily living Kabayan, Benguet? characteristics of sure you can define
members of the the
family. Write M for word you loop for the
mother, F for father, teacher will ask you
 and S for siblings. Put about it
your answer in the .
space provided (See page 1 of Learning
for each number Activity Sheets, L 2)
(See page 7-8 of LE)
H. Making Let the learners complete the following Learners’ Takeaways
generalizations and phrases: Students will be
abstractions about the a. We learned that _____________________ divided into 5 groups.
lesson b. We realized that _____________________ For 3 minutes, each
c. We wish to _________________________ group will create a
scenario of a healthy
family. Students will
choose from the topic
discussed.

(See page 11 of LE)

[Link] learning 1. Formative Supply each letter of
Essay/ Narratives: Write your answers in the Assessment the word Faith and
answer sheet. • Short Quiz: True or Belief to generate
Give at least one difference between faith and False: you’re their own
belief. • Name one faith and belief you want Write the word True if definition of
to share to your classmate. What are the the sentence is the word itself.
symbols and representation used? correct and False if F- ________________
the sentence is B- ________________
not correct. A- ________________
________ 1. A healthy E- ________________
relationship should (See page 2 of Learning
start at home. Activity Sheet L2)
________ 2. Being in a
healthy relationship
with all the members
of the family
Contributes
 (See page 11-12 0f LE)
[Link] Activities
for application or
remediation
[Link]
[Link]
[Link]. of learners who
earned 80% in
evaluation
[Link]. of learners who
require additional
activities for
remediation who
scored below 80%
[Link] the remedial
lesson work? No. of
learners who have
caught up with the
lesson
[Link]. of learners who
continued to require
remediation
[Link] of these
strategies work well?
Why did this work?
[Link] difficulties dis I
encounter which my
principal or supervisor
can help me solve?
[Link] innovation or
localized materials did
I use / discover which I
wish to share with
other teachers?

Prepared by:

JOHN SAULO B. FERRIOL

Teacher I
Checked by:

MADONNA OLIMPIA A. HORNILLA

Master Teacher I

Noted:

ANGELICA L. ENRIQUEZ, PhD

Principal III