School Lucena East II Elementary School Grade Level Six

Teacher Michelle S. Borromeo Learning Area MAPEH

(Music)
Teaching Week & Week 3 Quarter 2nd
DETAILED LESSON PLAN Dates/Time Nov. 21, 2022

Demonstrates the ability to sing, read, and write simple musical notations in the:
I. OBJECTIVE/S 1. 3 Key of F Major

II.SUBJECT MATTER MELODY

F Major
a. References: *Musika at Sining 6. Sunico, Raul M. et al, 2000. pp.8-10
*Umawit at Gumuhit 6. Valdecantos, Emelita C.
b. Materials: Power point presentation
c. Values: Undertand the melody in music.
III. LEARNING ACTIVITY

A. Preparatory Activity

1. Review Ask: What major scale did we learn last week in music? (F major)
Describe F major scale. (it has 1 flat that can be found on the third line of the
staff)

2. Motivation Say: Today, we will study G major scale. You are expected to sing, read and write simple
notation in F major scale.
B. Developmental
Activities
1. Presentation Let them sing the pitch/letter names and the sofa-syllables of F major, by steps and by
skips.

DO RE MI FA SO LA TI DO

F Major Scale (ascending and descending)

DO RE MI FA SO LA TI DO TI LA SO FA MI RE DO

The teacher will sing the song “Happy Birthday”.

2. Discussion

Questions:
What is the title of the song? (Happy Birthday)
What is the time signature? (3/4)
 What different kind of notes that you can see in the musical score?
What is the key signature of the song? (The key signature is F major)
It has two scale, the ascending and descending scale of melody.

Ascending Scale Descending Scale

DO RE MI FA SO LA TI DO DO TI LA SO FA MI RE
DO

3. Guided Practice In the treble clef, write the F Major scale descending, in quarters. Always remember to
write the key signature.
.

4. Independent Practice Write the F major scales ascending and descending, using half notes. Always remember to
write the key signature.

C. Post Activities

1. Generalization What can you say about F major scale?

Where can you find “Lower Do/F”? “Higher Do/F”?
2. Application Divide the class into 5 groups. They will sing “Happy Birthday” using solfa syllables of the
song. Use this Rubric for grading the presentation of each group .
IV. EVALUATION Compose a simple melody (using quarter notes and half notes) on the given staff in F
Major scale.

V. ASSIGNMENT Using the treble clef, write one octave (lower F on the second line up to the next F),
ascending and descending, in quarters.

Prepared by: Checked by: Noted:

Michelle S. Borromeo Melanie O. Zabala Enelyn H. Bayani

Teacher I Master Teacher II Principal I
 School Lucena East II Elementary School Grade Level Six
Teacher Michelle S. Borromeo Learning Area MAPEH
(ARTS)
Teaching Week & Week 3 Quarter Second
DETAILED LESSON PLAN Dates/Time Nov. 22, 2022

The learner
I. OBJECTIVE/S
o Applies concepts on the use of the software (commands, menu, etc)
II.SUBJECT MATTER Computer Software

a. References: 21st Century MAPEH in Action

b. Materials: Power Point Presentation
c. Values: Understand the Importance of Computer
III. LEARNING ACTIVITY

A. Preparatory Activity

1. Review Name the basic pieces of hardware.

2. Motivation What is a computer software?

Many kinds of computer software are available to get started with digital painting. It is
recommended that you use; Gimp, Photo Editor Open source for Tablet PC and
Paint (window) for laptop/Desktop PC

These programs have wide array of tools and options that you can manipulate to turn your
work into a digitalized masterpiece.

B. Developmental
Activities
1. Presentation The following are the primary coloring tools.
- The Brush Tool: applies color to your work, similar to the way a traditional paintbrush
would apply paint on a canvas or paper. The edges of the lines created when using the
brush tend to be slightly softer than that of the other tools, mimicking a real brush.
- Burn tool: it darkens an image. To use this tool, just drag the icon over the images.
- Dodge tool: lighten an image. To use, drag the icon over the image you want to
lighten. The doge and burn tools add dimension to your flat 2D drawing.
- Eraser tool: perfect for beginning digital artists. There will be smudges, smeared lines,
or other noticeable marks that are not supposed to be part of the original work. Click
on the toolbar icon that looks like an erase.
- Gradient tool: use this tool by dragging the pen to highlight a color and make it fade
from dark to light.
- Hand tool: this tool moves around an image within an object. Use this with the zoom
tool when you want to adjust the section of the picture you want to look at.
- Paint Bucket tool: This tool fills or marks an area one color. You would not believe
how your digital painting starts to come to life when you add color to them.
- Pencil tool: this tool behaves much like the brush except that it has hard edges. Tool
option are basically the same as the brush tool.
- Pen tool: make lines and can be used to create different shapes.
- Sponge tool: soaks color out of the image. Use this tool by dragging the tool over the
section of the image you want to change.
- Type tool: places text in a picture
2. Discussion Questions:
 What is digital painting?
What software tools are used in digital painting?
Give advantages in using computer software?

3. Guided Practice What are digital brushes?

Brushes are at the heart of all painting software programs. They are of central importance
to the techniques needed to make the characteristics that you like to have in your work.

All the brushes properties can be accessed in the Brushes palette. It can be opened from
Window-Brushes on the Menu bar.

The brushes palette is the engine room where you will make most of your modifications.

4. Independent Practice What brushes should you use? How are brushes selected and changed in digital painting?

Exploring brushes and keeping track of your favorites in the brush tool, however, can be a
challenge. Fortunately, there are ways to organize brushes and other items, so you can
quickly find the ones you need for a project.

- First, you need to define the shape of the brush tip (hard, soft, round, or flat) and size
of a brushstroke – Tip type and size of brushes can be changed in the brush’s palette.
- Brushstroke types (bristle, smooth, scattered, shaped) The pen stylus can be
controlled to change of the brush. It can be made to scatter the brushstroke and
define the relationship of foreground and background colors.
- Brushes opacity (how much paint is applied and how transparent it is) can be
controlled to show the manner and extent of the changes to the stroke.
- Brush interaction with support (paper/canvas, etc.) determines whether the
brushstroke will be applied with a texture.

5. Post Activities

3. Generalization What is digital painting?

4. Application Practice using brushes to increase your skills. Find out how they can introduce you to the
effects that can be achieved with various brushes as well.
1. You will choose your digital brush with the Brush Selector in the upper-left corner of
your computer program’s workplace. Choose your brush and a dark gray color
2. Next, move your pen in different ways to create marks, such as straight, diagonal, light
to dark, thick to thin, wide or broad lines, etc.
3. Then make various strokes by changing your grip. Make marks with the pen held
upright or tilted at different angles – like drawing with the side of a piece of chalk. The
way the brush is held and directed determines the kinds of effects with your brushes.
Make your brush pressed down lightly or heavily. Make them in dabbing, circular, or
repeating motions as well. Dragging any brush quickly makes the brushstroke wider.
IV. EVALUATION Choose the letter of the correct answer.
1. It darkens an image. To use this tool, just drag the icon over the images.
a. Brush tool
b. Dodge tool
c. Eraser tool
d. Hand tool
2. It makes lines and can be used to create different shapes.
a. Pen tool
b. Gradient tool
c. Eraser toll
d. Hand tool
3. It applies color to your work, similar to the way a traditional paintbrush
would apply paint on a canvas or paper.
a. Gradient tool
b. Dodge tool
c. Paint Bucket Tool
d. Brush Tool
 4. This tool by dragging the pen to highlight a color and make it fade from dark to
light.
a. Pencil tool
b. Sponge tool
c. Gradient tool
d. Type tool
5. This tool fills or marks an area one color. You would not believe how your digital
painting starts to come to life when you add color to them.
a. Paint bucket tool
b. Eraser tool
c. Brush tool
d. Pen tool

V. ASSIGNMENT Write 3 importance in using computer.

1.
2.
3.

Prepared by: Checked by: Noted:

Michelle S. Borromeo Melanie O. Zabala Enelyn H. Bayani

Teacher I Master Teacher II Principal I
 Jumping watching TV Tumbling Zumba Playing Basketball
pick up some garbage Push-ups Play outside playing Video
games

School Lucena East II Elementary School Grade Level Six

Teacher Michelle S. Borromeo Learning Area MAPEH
(PE)
Teaching Week & Week 3 Quarter Second
DETAILED LESSON PLAN Dates/Time Nov. 23, 2022

I. OBJECTIVE/S To be able to explain the indicators for fitness (PE6PF-IIa-17)

II.SUBJECT MATTER o Assessment Of Physical Activities and Physical Fitness

a. References: K-12 Grade 6 Curriculum Guide, CG 35

b. Materials: Power Point Presentation
c. Values: Participate Actively in Physical Activity
III. LEARNING ACTIVITY

A. Preparatory
Activity
1. Review Conduct Review on the Physical activity Pyramid.
Select the word from the box below, the diff. activity found in the Physical activity pyramid then
Put the words in the specific step where it belongs in the physical Activity Pyramid

(Ask the pupil why that activity belong in that area in the Physical Activity Pyramid)

2. Motivation The pupils will dance Wellness, through video presentation (135) SAMA SAMA SA WELLNESS -
New Wellness Dancercise 2022 - YouTube
B. Developmental
Activities
1. Presentation The indicators of Physical of fitness
1. Endurance –is the ability to continue an activity without getting too tired. This can be muscular
endurance or cardio (heart) endurance. It increases blood and heart activity.
2. Flexibility – is the ability of the muscles to stretch without discomfort or injury.
3. Strength – is the ability of muscles to exert force. Muscles get stronger when force when force
than normal.
4. Body Composition – is the weight of a person. One must have more weight from lean muscles
and bones than fat weight. - Going to the park is always a recipe for a physical fitness. The
playground is an opportunity to become physically fit. You experience the fun to climb, to crawl,
to run, to walk, and to play with friends. Instead of playing video games or watching TV, walk and
experience the beginning of physical fitness in the park or playground.
5. Speed –the rate which someone or something happens or is done. The quality of being quick
6. Balance – is the ability to control your body so that you would not fall
7. Agility- is the skill you need to change and control your direction and position of your body.
8. Coordination – is using your five senses with body parts involved in the physical fitness
9. Power – is the ability to move your body parts quickly while applying the greatest force of your
muscle.
Note: the teachers must emphasize that nutrients are substances found in food that makes the
 body strong and healthy. Including regular exercise or physical activity in your daily routine will
improve your health and well-being.
By answering the following Questions, you can tell that you have the signs of fitness
1. Do you like doing physical activities?
2. Can you stretch your muscle without feeling discomfort or pain?
3. Can you move your body with little or no difficulty?
4. Can you run 1.6 kilometer in eight minutes with ease? (Cite an example of a distance estimated
2. Discussion to 1.6 km)
5. Is the amount of your fat less than your weight of lean, bones, and body organs?
If your answer is yes, you are physical fit. If your answer is no, you have to work out for your
physical fitness.

3. Guided Practice

4. Independent After presenting the different indicators, the teacher will present another set of pictures showing
Practice the different indicators of physical fitness and let pupils identify what indicator is being shown on
the pictures.

5. Post Activities

1. Generalization What are the indicators of fitness?

(power, endurance, agility, body composition, speed, strength, flexibility, coordination)
2. Application Read the sentence, and choose the answer on the box bellow.
agility power balance

flexibility endurance

_____ 1. The ability to control your body so that you would not fall
_____ 2. The ability of the muscles to stretch without discomfort or injury.
_____ 3. It is the ability to move your body parts quickly while applying the greatest force of your
muscle.
_____ 4. It is the ability to continue an activity without getting too tired. This can be muscular
endurance or cardio (heart) endurance. It increases blood and heart activity.
_____ 5. The skill you need to change and control your direction and position of your body.

IV. EVALUATION Choose the letter of the correct answer.

1. It is the ability to continue an activity without getting too tired.
 a. Power c. Agility
b. Endurance d. flexibility
2. It is the ability of the muscles to stretch without discomfort or injury.
a. Strength c. Endurance
b. Flexibility d. Body Composition
3. The ability to move your body parts quickly while applying the greatest force of your
muscle.
a. Coordination c. Speed
b. Power d. Endurance
4. The rate which someone or something happens or is done. The quality of being quick.
a. Balance c. Speed
b. Power d. Body Composition
5. It is the ability to control your body so that you would not fall
a. Power c. flexibility
b. Strength d. Balance
V. ASSIGNMENT Explain: In which activity did you find difficulty? What would you do to improve it?

Prepared by: Checked by: Noted:

Michelle S. Borromeo Melanie O. Zabala Enelyn H. Bayani

Teacher I

Master Teacher II Principal I

 School Lucena East II Elementary School Grade Level Six
Teacher Michelle S. Borromeo Learning Area MAPEH
(HEALTH)
Teaching Week & Week 3 Quarter Second
DETAILED LESSON PLAN Dates/Time Nov. 24, 2022

I. OBJECTIVE/S Explain the effect of living in a healthful school and community.

II.SUBJECT MATTER Healthy School and Community Environment

a. References: Grade 6 Learners Materials

b. Materials: Power Point Presentation
c. Values: Understand the importance of being healthy in school and in community.
III. LEARNING ACTIVITY

A. Preparatory Activity

1. Review The teacher asks what are the characteristics of healthful school and community?
(Answer may vary)

2. Motivation The teacher show movie clip about how to have a healthy school and community.
https://www.youtube.com/watch?v=QDXeq5S_J8A&t=307s
o What can you say about the video?
o Explain the effect of living a healthful school and community.
B. Developmental
Activities
1. Presentation There are many reasons why addressing the environmental health of schools is
essential for protecting children's health and improving their performance:
o A child’s developing organ systems are highly sensitive to environmental risk, and
children are frequently more heavily exposed to toxic substances in the
environment than are adults.
o Children spend 90% of their time indoors and much of that time is spent in school.
o Unhealthy school environments can affect children’s health, attendance,
concentration and performance, as well as lead to expensive, time-consuming
cleanup and remediation activities.
o Schools in better physical condition report improved academic performance with
schools with fewer janitorial personnel and higher maintenance backlogs report
poorer academic performance.
The teacher present another short film about healthful school and community.
https://www.youtube.com/watch?v=ERoxkotD-LA
1.What is the meaning of healthful school and community?
2. Discussion 2.Choose one situation according to the film, and cite some healthful tips.
3.What is the effect of living in a healthful school and community?

3. Guided Practice The teacher presents a short film about healthy school and community.
https://www.youtube.com/watch?v=7o5cX21kZ4E
Answer this question:
1. If we promote healthful school and community, what do you think will happen?
2. If we do not support the rules in living a healthful school and community what do you think will
happen?
 4. Independent Practice Complete this chart; trace the causes and effects of good school and community
environment.
Cause and Effect Chart

Cause/s of the Event Effect/ Results of the Event

C. Post Activities

1. Generalization Do you think we can have a successful life if we maintain the good healthful in school and
community. Why?
Why do you think we need to learn the effect of living in a healthful school and
community?

2. Application Cite your own situation about the effect of living in a healthful school and community.
Who among you experienced some bad effect of healthful school and community? Why?
IV. EVALUATION
Write T if the statement is correct, F if it is False.
___ 1. The school has adequate natural lighting that enhances productivity.
___ 2. The school strives for student-friendly conditions throughout the building.
___ 3. The school is inviting to good teachers and supports their retention.
___ 4. The school is designed to reduce stress. It is comfortable, has a consistent
temperature, and manages noise.
___ 5. The school should not be clean and sanitary.

V. ASSIGNMENT Research some picture of waste materials.

Prepared by: Checked by: Noted:

Michelle S. Borromeo Melanie O. Zabala Enelyn H. Bayani

Teacher I Master Teacher II Principal I