Mga uri ng mga Instrumentong hinihipan na yari sa Tanso O Brass Instruments

 

(lenzchiofficial.blogspot.com)

    Ang mga instrumentong pangmusika na yari sa tanso, o brass instruments, ay binubuo ng mga instrumentong mayroong mga tubo na gawa sa tanso. Ito ay may malawak na gamit sa musika, mula sa klasikal hanggang sa pop, jazz, at iba pa. Ito ay pangkat ng mga instrumentong ginagamitan ng lip vibration upang mag-produce ng tunog. Kasama dito ang trumpet, trombone, tuba, at iba pang mga instrumentong pang-brass.

     Ang mga halimbawa ng mga instrumentong brass ay may iba't ibang uri at anyo na may kanya-kanyang katangian at gamit sa musika.

Narito ang ilan sa mga halimbawa ng mga instrumentong brass:

 

1.    Trumpet 

     Ito ay isang instrumentong may maikling tubo na mayroong malaking bell sa dulo. Ito ay ginagamit upang magbigay ng mataas na tunog sa musika. Ang trumpet ay madalas na ginagamit sa mga banda, orkestra, jazz, at iba pang genre ng musika.

2.    Trombone 

         Ito ay isang instrumentong may mahabang tubo na mayroong bentang isang beses o dalawang beses. Ito ay ginagamit upang magbigay ng malalim na tunog sa musika. Ang trombone ay madalas na ginagamit sa mga banda, orkestra, at jazz.

3.    French Horn 

    Ito ay isang instrumentong may mahabang tubo na mayroong malaking bell sa dulo. Ito ay ginagamit upang magbigay ng malalim at tunog na mayroong kabighaan. Ang French horn ay madalas na ginagamit sa mga orkestra, brass quintets, at iba pang mga grupo ng musika.

4.    Tuba 

         Ito ay isang instrumentong mayroong malaking tubo na mayroong malaking bell. Ito ay ginagamit upang magbigay ng malakas at malalim na tunog sa musika. Ang tuba ay karaniwang ginagamit sa mga marching band at iba pang mga banda.

5.    Cornet 

     Ito ay isang instrumentong katulad ng trumpet na mayroong maikling tubo na mayroong malaking bell sa dulo. Ang cornet ay mayroong mas malambot at mas mababa ang tunog kaysa sa trumpet. Ito ay madalas na ginagamit sa mga banda at jazz.

6.    Baritone

         Ito ay isang instrumentong mayroong mahabang tubo na mayroong malaking bell sa dulo. Ito ay katulad ng trombone ngunit mayroong mas maliit na sukat. Ang baritone ay madalas na ginagamit sa mga banda, orkestra, at jazz.

 

    Ang paggamit ng mga instrumentong brass ay nangangailangan ng malawak na kaalaman sa teknik at estilo ng pagtugtog. Kailangan ng mahabang praktis at disiplina upang maabot ang tamang tunog at kalidad ng pagtugtog. Sa paggamit ng mga brass instruments, mahalagang magkaroon ng tamang pag-aalaga sa mga ito upang mapanatili ang kahusayan at kalidad ng tunog.

  Ang mga instrumentong brass ay nagbibigay ng mahalagang papel sa musika. Ito ay ginagamit sa iba't ibang genre at masasabing isa ito sa mga pinaka-popular na klase ng mga instrumento. Kung nais mong matuto ng brass instruments, kailangan ng mahabang praktis at disiplina upang maabot ang tamang tunog at kalidad ng pagtugtog.

Ang pagtugtog ng mga brass instruments ay nangangailangan ng mahabang praktis at disiplina. Ang bawat instrumento ay mayroong sariling teknik at estilo ng pagtugtog. Kailangan ng mahabang pagsasanay upang makamit ang tamang tunog at tamang pagtugtog.

Sa paggamit ng mga brass instruments, mahalagang magkaroon ng tamang pag-aalaga sa mga ito. Kailangan itong linisin at i-maintain ng maayos upang mapanatili ang kahusayan at kalidad ng tunog. Ang mga brass instruments ay mayroong mga sensitive na bahagi na kailangan ng maingat na pag-aalaga.\

Ang mga brass instruments ay nagbibigay ng mahalagang papel sa musika. Ito ay ginagamit sa iba't ibang genre at masasabing isa ito sa mga pinaka-popular na klase ng mga instrumento. Kung nais mong matuto ng brass instruments, kailangan ng mahabang praktis at disiplina upang maabot ang tamang tunog at kalidad ng pagtugtog.

Instrumentong kahoy-hangin o Woodwind Instruments

      Ito ay pangkat ng mga instrumentong ginagamitan ng hangin upang mag-produce ng tunog. Kasama dito ang flute, clarinet, saxophone, at iba pang mga instrumentong pang-woodwind.

Ang mga instrumentong kahoy-hangin o instrumentong hinihipan na yari sa kahoy  (Ingles: woodwind instrument) ay mga instrumentong pangtugtog na hinihipan.

Mga Uri ng mga Instrumentong kahoy-hangin / instrumentong hinihipan na yari sa kahoy   o Woodwind Instruments:

Narito ang ilan sa mga halimbawa ng mga Woodwind Instruments:

    Ang mga instrumentong kahoy-hangin o woodwind instruments ay binubuo ng mga instrumentong hinihipan na ginagamitan ng hangin upang makabuo ng tunog. Ito ay binubuo ng mga instrumentong mayroong single reed, double reed, at mga flute na walang reed. Ang mga instrumentong ito ay karaniwang ginagamit sa mga banda, orkestra, jazz music, at iba pang genre ng musika.

Narito ang ilan sa mga halimbawa ng mga instrumentong kahoy-hangin:

1.    Flute 

        Isa sa mga pinakasimpleng instrumentong kahoy-hangin na karaniwang ginagamit sa orchestra at chamber music. Mayroon itong magandang tunog na napapalibutan ng romantikong emosyon. Ito ay ginagamit din sa mga traditional music tulad ng bansuri sa India at shakuhachi sa Japan.

2.    Clarinet 

        Isa sa mga popular na instrumentong mayroong single reed na ginagamit sa orchestra at banda. Mayroon itong malinaw na tunog na kayang magbigay ng maraming emosyon tulad ng kalungkutan, galak, at saya.

3.    Oboe 

    Isa sa mga classical na instrumentong mayroong double reed na mayroong magandang tunog. Karaniwang ginagamit ito sa orchestra at chamber music. Mayroon itong maamong tunog na kayang magbigay ng iba't ibang emosyon tulad ng kalungkutan at lungkot.

4.    Bassoon 

        Isa sa mga malalaking instrumentong mayroong double reed na kayang magbigay ng tunog na may kalakasan. Karaniwang ginagamit ito sa orchestra at chamber music. Mayroon itong malalim na tunog na kayang magbigay ng iba't ibang emosyon tulad ng kalungkutan, kasiyahan, at pagsasaya.

5.    Saxophone 

        Isa sa mga modernong instrumentong kahoy-hangin na karaniwang ginagamit sa jazz music. Mayroon itong magandang tunog na kayang magbigay ng iba't ibang emosyon tulad ng kalungkutan, galak, at pagsasaya. Maraming sikat na saxophonist tulad ni Charlie Parker, John Coltrane, at Kenny G.

            Ang mga instrumentong kahoy-hangin ay mayroong kakaibang tunog at karakter na nagbibigay ng iba't ibang emosyon sa musika. Ito ay nagpapakita ng kahusayan ng mga musikero at kung paano nakakaapekto ang musika sa mga tagapakinig.

String Instruments o mga Instrumentong de Kwerdas

         

(lenzchiofficial.blogspot.com)

    Ang mga instrumentong pangmusika ay maaaring mahati sa iba't ibang pangkat batay sa kanilang katangian, paggamit, at pagkakasama-sama. Narito ang ilan sa mga pangkat ng mga instrumentong pangmusika:

 String Instruments o mga Instrumentong de Kwerdas

 

Ito ay pangkat ng mga instrumentong ginagamitan ng mga string o kwerdas upang mag-produce ng tunog. Kasama dito ang gitara, violin, cello, bass, at iba pang mga instrumentong pang-string.

Ang mga string instruments o mga instrumentong de kwerdas ay kasama sa pinakapopular na pangkat ng mga instrumentong pangmusika. Ang mga ito ay kinabibilangan ng gitara, biyolin, cello, double bass, at iba pa. Ang mga string instruments ay kilala sa kanilang tunog na malambot, romantiko, at nagbibigay ng emosyong mayroong texture at kakaibang kalinawan.

 

Mga Uri ng mga Instrumentong de Kwerdas:

Narito ang ilan sa mga halimbawa ng mga instrumentong de kwerdas:

1.    Gitara 

    Isa sa pinakapopular na string instrument na ginagamit sa mga banda, ensemble, at solo performances. May iba't ibang uri ng gitara tulad ng acoustic, electric, at bass guitar. Ang mga sikat na gitaraista ay sina Jimi Hendrix, Eric Clapton, at Slash.

2.    Biyolin 

 Isa sa mga classical string instrument na kilala sa kanyang mataas na tono at maamong tunog. Karaniwang ginagamit ito sa orchestra at chamber music. Maraming sikat na biyolinista tulad ni Niccolò Paganini, Fritz Kreisler, at Vanessa-Mae.

3.    Cello 

Isa sa malalaking string instrument na may malalim na tono. Karaniwang ginagamit ito sa orchestra at chamber music. Maraming sikat na cellist tulad ni Yo-Yo Ma, Jacqueline du Pré, at Pablo Casals.

4.    Double Bass 

 Isa sa pinakamalaking string instrument na ginagamit sa orchestra at jazz music. Mayroon itong malalim na tono na nagbibigay ng lakas sa orkestra. Maraming sikat na double bassist tulad ni Charles Mingus, Ray Brown, at Edgar Meyer.

5.    Harp 

Isang string instrument na mayroong mga pins sa bawat string upang makapagbigay ng iba't ibang tono. Karaniwang ginagamit ito sa classical music. Maraming sikat na harpist tulad ni Nicanor Abelardo, Marcel Grandjany, at Nino Rota.

6.    Mandolin 

Isa sa mga plucked string instrument na mayroong apat na string. Karaniwang ginagamit ito sa mga traditional music sa Italya at iba pang bansa. Maraming sikat na mandolinist tulad ni Chris Thile, David Grisman, at Carlo Aonzo.

Kung paano ito ginagamit:

Ang mga string instruments ay mayroong kakaibang pamamaraan sa paggamit upang makapag-produce ng tunog. Ang mga ito ay kailangang i-adjust ang strings upang makapagbigay ng tamang tunog at tono. Ang pamamaraang ito ay kilala bilang tuning. Ang pagtugtog ng mga string instruments ay kinakailangan ng proper hand position at teknik upang makapagbigay ng magandang tunog.

Ang mga string instruments ay karaniwang ginagamit sa orchestra at chamber music, ngunit maaari rin itong gamitin sa mga solo performances, ensemble, at popular music. Ang pagtugtog ng mga string instruments ay hindi lamang tungkol sa pag-produce ng magandang tunog, ngunit kailangan ding maging mahusay sa pagbasa ng musical notation, pagkakaroon ng tamang timing at phrasing.

Dynamics in Music

 

 (lenzchiofficial.blogspot.com)

Dynamics in music refer to the changes in volume, intensity, and emphasis of sound over time. These changes are used to add expressiveness and emotion to music, and they can have a significant impact on the overall feel and meaning of a piece of music. In this lesson, we will explore the different types of dynamics in music and how they are used to create different effects.

 

1.    The Basics of Dynamics

Dynamics are indicated in sheet music by symbols that represent different levels of volume. The most common symbols used are:

• p: piano (soft)
• pp: pianissimo (very soft)
• PPP: pianississimo (very, very soft)
• f: forte (loud)
• mp: mezzo-piano (medium soft)
• mf: mezzo-forte (medium loud)
• ff: fortissimo (very loud)

 

p: piano (soft) 
The symbol "p" in music means "piano" in Italian. The musician should play the music in a gentle and quiet manner, producing a soft and delicate sound. This dynamic marking suggests that the music should be played at a lower volume than the other parts of the music, creating a contrast in volume and emphasizing the softer, more intimate moments of the music.

 

pp: pianissimo (very soft) 
            The symbol "pp" in music notation indicates "pianissimo," which means "very soft" in Italian. This dynamic marking suggests that the music should be played with an extremely low level of volume, producing a very soft and delicate sound. This indicates to the musician to play the music with a gentle and intimate approach, creating a sense of vulnerability and tenderness. This dynamic marking is often used to create a dramatic contrast with louder sections of the music, emphasizing the delicate and subtle moments in the music.

 

ppp: pianississimo (very, very soft)  
        The symbol "ppp" in music notation indicates "pianississimo," which means "very, very soft" in Italian. This dynamic marking suggests that the music should be played with an extremely low level of volume, even softer than "pp" (pianissimo). This indicates to the musician to play the music with the utmost delicacy and intimacy, producing a whisper-soft and fragile sound. This dynamic marking is used to create an extremely subtle and fragile effect, emphasizing the most delicate and vulnerable moments in the music.

mp: mezzo-piano (medium soft) 

The symbol "mp" in music notation indicates "mezzo-piano," which means "medium soft" in Italian. This dynamic marking suggests that the music should be played with a moderate level of softness, softer than "f" (forte) but louder than "p" (piano). This indicates to the musician to play the music with a gentle and nuanced approach, producing a balanced and controlled sound. This dynamic marking is often used to create a subtle change in volume, providing a middle ground between the softer and louder parts of the music.

 mf: mezzo-forte (medium loud) 

The symbol "mf" in music notation indicates "mezzo-forte," which means "medium loud" in Italian. This dynamic marking suggests that the music should be played with a moderate level of loudness, louder than "p" (piano) but softer than "f" (forte). This indicates to the musician to play the music with a confident and assertive approach, producing a balanced and controlled sound. This dynamic marking is often used to create a subtle change in volume, providing a middle ground between the softer and louder parts of the music.

 

f: forte (loud) 

The symbol "f" in music means "forte" in Italian.  This shows the musician playing the music in a strong and powerful way. The dynamic marking suggests that the music should be played at a higher volume than the other parts of the music, creating a contrast in volume and emphasizing the more intense and dramatic moments of the music.

 

ff: fortissimo (very loud) 

The symbol "ff" in music notation indicates "fortissimo," which means "very loud" in Italian. This dynamic marking suggests that the music should be played with an extremely high level of volume, producing a powerful and intense sound. This indicates to the musician to play the music with a strong and forceful approach, creating a sense of excitement and drama. This dynamic marking is often used to create a dramatic contrast with softer sections of the music, emphasizing the powerful and climactic moments in the music.

 

fff: fortississimo (very, very loud) 

The symbol "fff" in music notation indicates "fortississimo," which means "very, very loud" in Italian. This dynamic marking suggests that the music should be played with an extremely high level of volume, even louder than "ff" (fortissimo). This indicates to the musician to play the music with the utmost power and intensity, producing a thunderous and overwhelming sound. This dynamic marking is used to create an extremely dramatic and powerful effect, emphasizing the most climactic and exciting moments in the music.

 

2.     Using Dynamics to Create Expressiveness

Dynamics can be used to add expressiveness and emotion to music by emphasizing certain parts of a melody or creating a sense of tension or release. For example, a piece of music might start softly and gradually get louder (crescendo) to build tension and excitement, or it might start loud and gradually get softer (diminuendo) to create a sense of calm or resolution.

Dynamics can also be used to highlight certain instruments or parts of a melody. For example, a soloist might play a melody softly to create a sense of intimacy or vulnerability, or a group of instruments might suddenly play loudly to create a sense of drama or excitement.

 

3.     Using Dynamics to Create Contrast

Dynamics can also be used to create contrast and variety in a piece of music. For example, a composer might use a sudden change from loud to soft (or vice versa) to create a sense of surprise or contrast, or they might use a series of gradual changes in volume to create a sense of ebb and flow.

 

4.     Using Dynamics to Communicate Musical Ideas

Finally, dynamics can be used to communicate musical ideas and interpretations to an audience. For example, a performer might use dynamics to emphasize the meaning of the lyrics in a song or to communicate a particular emotion or feeling to the audience.

 Dynamics are an essential aspect of music that can be used to add expressiveness, create contrast, and communicate musical ideas. By understanding the different types of dynamics and how they are used, musicians can create more nuanced and engaging performances that connect with their audience on a deeper level.

 

Learning Together: How Peer Teaching Can Benefit Both Teachers and Students

     

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      Peer teaching is a valuable instructional strategy that involves students teaching each other under the guidance of a teacher or facilitator. It is an effective way to engage students in active learning and develop their leadership, communication, and problem-solving skills. Peer teaching can benefit both the student-teachers and the student-learners. In this essay, I will discuss the importance of peer teaching and provide tips for successfully implementing this strategy in the classroom.

    Peer teaching is essential for several reasons. Firstly, it promotes a positive and supportive learning environment where students can learn from their peers. When students teach each other, they can explain concepts in their own words, which can make the material easier to understand. It also provides opportunities for students to ask questions and receive immediate feedback from their peers, which can help clarify any misunderstandings.

    Secondly, peer teaching encourages collaboration and teamwork, which are crucial skills for success in the 21st century. Students can work together to develop their teaching strategies, create lesson plans, and evaluate each other's work. This process promotes critical thinking and problem-solving skills, as well as leadership and communication skills.

    Thirdly, peer teaching can be an effective way to differentiate instruction and address the needs of diverse learners. Students can work in small groups based on their ability levels, learning styles, and interests. This approach allows teachers to provide individualized instruction and support, while also giving students the opportunity to learn from their peers.

    To successfully implement peer teaching in the classroom, teachers should follow these tips:

1. Establish clear expectations: Teachers should communicate clear expectations for student-teachers and student-learners, including their roles and responsibilities, the learning objectives, and the assessment criteria.

2. Provide training and support: Teachers should provide student-teachers with training and support, including guidance on effective teaching strategies, lesson planning, and classroom management.

3. Use a variety of teaching strategies: Teachers should encourage student-teachers to use a variety of teaching strategies, including lectures, demonstrations, discussions, and group activities, to engage student-learners.

4. Foster a positive and supportive learning environment: Teachers should create a positive and supportive learning environment where students feel comfortable asking questions, giving feedback, and making mistakes.

5. Assess and evaluate student learning: Teachers should assess and evaluate student learning using a variety of methods, including peer evaluations, self-reflection, and teacher observations.

 

    Peer teaching is an effective instructional strategy that can benefit both student teachers and student-learners. It promotes active learning, collaboration, critical thinking, problem-solving, and communication skills. By following these tips, teachers can successfully implement peer teaching in the classroom and provide their students with a valuable learning experience.

The Importance of Remedial Teaching on Reading for Grade 3 Pupils

                

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            Reading is an essential skill that is crucial for academic success and personal growth. It is the foundation of all learning, and every individual needs to develop strong reading skills early in life. Unfortunately, in the Philippines, many Grade 3 pupils struggle with reading, which can have significant negative impacts on their academic performance and prospects. However, Remedial Teaching on Reading can be the solution to this problem.

Remedial Teaching on Reading is an instructional approach that provides additional support to students who are struggling with reading. It is a targeted intervention designed to improve reading skills by focusing on individual needs and learning styles. The importance of this approach cannot be overstated, especially in the Philippines, where many Grade 3 pupils struggle with reading.

The inability to read fluently and accurately can have significant negative impacts on a student's academic performance. Reading is the key to understanding and interpreting the curriculum, and without this skill, pupils can fall behind in their studies. Moreover, reading difficulties can also affect a student's self-esteem and confidence, leading to social and emotional problems. Remedial Teaching on Reading can help to overcome these challenges by providing targeted and personalized support to pupils who are struggling.

Remedial Teaching on Reading can also be a game-changer in the future of Grade 3 pupils in the Philippines. Strong reading skills are not only essential for academic success but are also essential for personal growth and career advancement. In a world where information is king, individuals who are unable to read proficiently are at a significant disadvantage. They are less likely to secure high-paying jobs and are more likely to face economic and social challenges. Remedial Teaching on Reading can help to ensure that pupils have the necessary skills to succeed in the future.

Moreover, Remedial Teaching on Reading is also an excellent investment for the future of the Philippines. Strong reading skills are essential for national development, and the ability to read proficiently is essential for economic and social progress. With Remedial Teaching on Reading, the government can ensure that Grade 3 pupils have the necessary skills to contribute to the growth and development of the country.

Remedial Teaching Reading is an essential tool for improving the reading skills of pupils in the Philippines. It is an investment in the future of the pupils, the country, and society as a whole. By providing targeted and personalized support to pupils who are struggling, Remedial Teaching on Reading can help to ensure that all pupils have the necessary skills to succeed academically and in life. The government, educators, and parents should work together to ensure that Remedial Teaching on Reading is a priority for pupils in the Philippines.

Daily Lesson Log (DLL) for Grade 3 Quarter 3 Week 5

 the Daily Lesson Log is a useful tool for teachers to effectively plan and deliver their lessons, and to ensure that their students are meeting the required learning objectives.

GRADES 1 to 12 DAILY LESSON  LOG	School:			Grade Level:	III
	Teacher:			Learning Area:	ARALING PANLIPUNAN
	Teaching Dates and Time:		MARCH 13-17, 2023  (WEEK 5)	Quarter:	3RD QUARTER
I.LAYUNIN (Objectives)
A.Pamantayang Pangnilalaman ( Content Standards)		Naipapamalas ang pagunawa at pagpapahalaga sa pagkakakilanlang kultural ng  kinabibilangang rehiyon
B.Pamantayan sa Pagganap (Performance Standards)		Nakapagpapahayag  ng may pagmamalaki at pagkilala sa nabubuong kultura ng mga lalawigan sa kinabibilangang rehiyon
C. MgaKasanayan sa Pagkatuto (Learning Competencies)		Napahahalagahan ang iba’t ibang pangkat ng tao sa lalawigan at rehiyon. AP3PKR-IIIf-7
II.NILALAMAN (Content)		ARALIN 5. Kultura Ko, Kultura Mo, Magkaiba, Magkapareho IBa’t Ibang pangkat ng Pilipino
III. KAGAMITANG PANTURO (Learning Resources)
A.Sanggunian (References)
1.Mga pahina sa Gabay ng Guro (Teacher’s Guide Pages)
2.Mga Pahina sa Kagamitang Pang-Mag-aaral (Learner’s Materials Pages)
3.Mga pahina sa Teksbuk (Textbook Pages)
4. Karagdagang Kagamitan mula sa portal ng Learning Resource (Additional Materials from Learning Resources (LR) Portal)		AP 3 Curriculum Guide
5. Internet Info Site		http://www.slideshare.net/jaredram55/mga-pangkat-etniko-sa-pilipinas
B.Iba pang Kagamitang Panturo (Other Learning Resources)
IV.PAMAMARAAN (Procedures)		Pagwawasto ng Takdang Aralin Balik-Aral: Mga Pagkikilanlang kulturang Pilipino
A.Balik-Aral sa  nakaraang aralin at/o pagsisimula ng aralin (Review Previous Lessons)		Ipataas ang mga kamay ng mga bata ayon sa kanyang pangkat na kinabibilangan ,Ilocano, Pangasinense, Tagalog etc.
B. Paghahabi sa layunin ng aralin (Establishing purpose for the Lesson)		Alamin Mo Ipapanood ang powerpoint presentation ng mga pangkat ng mga Pilipino kabialng ang 7 pangunahing pangkat ·         Ilocano ·         Pangasinense ·         Kapampangan ·         Tagalog ·         Bikolano ·         Bisaya ·         Muslim
C. Pag-uugnay ng mga halimbawa sa bagong aralin (Presenting examples /instances of the new lessons)		Talakayin ang napanood sa slideshow ng mga pangkat ng Pilipino.
D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan  #1  (Discussing new concepts and  practicing new skills #1.		Ipataas ang kamay ng mga batang kabilang sa 7 pangunahing pangkat.
E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2 (Discussing new concepts & practicing new slills #2)		Pangkatang Gawain Itala ang iba pang pangkat etniko sa ·         Luzon ·         Visayas at ·         Mindanao
F. Paglinang sa  Kabihasaan (Tungo sa Formative Assesment 3) Developing Mastery (Leads to Formative Assesment 3)		Ipaulat sa mga pangkat ang naitalang pangkat etniko
G. Paglalapat ng aralin sa pang araw-araw na buhay (Finding Practical Applications of concepts and skills in daily living)		Ang mga Pilipino ay binnubuo ng 7 pangunahing pangkat at iba pang pangkat etniko mula sa Luzon, Visayas at Mindanao.:
H. Paglalahat ng Aralin (Making Generalizations & Abstractions about the lessons)		Iguhit ang 👍 kapag mula sa 7 pangunahing pangkat at 💗 kung mula s aibang pangkat etniko. ____1. Tausug ____2. Tagalog ____3. Mangyan ____4.Ibaloi ____5. Ilocano
I.Pagtataya ng Aralin (Evaluating Learning)		Magdikit ng mga larawan ng halimbawa ng mga pangkat etniko sa bansa.
J. Karagdagang gawain para satakdang-aralin at remediation (Additional activities for application or remediation)		Napahahalagahan ang iba’t ibang pangkat ng tao sa lalawigan at rehiyon. AP3PKR-IIIf-7
V.MGA TALA (Remarks)
VI. PAGNINILAY (Reflection)
A.Bilangng mag-aaralnanakakuhang 80% sapagtataya (No.of learners who earned 80% in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba pang gawain para sa remediation (No.of learners who requires additional acts.for remediation who scored below 80%)
C. Nakatulongbaang remedial? Bilangng mag-aaralnanakaunawasaaralin? (Did the remedial lessons work? No.of learners who caught up with the lessons)
D. Bilangngmga mag-aaralnamagpatuloysa remediation? (No.of learners who continue to require remediation)
E. Alin sa mga istratehiyang pagtuturo nakatulong ng lubos? Paano ito nakatulong?
Anong suliranin ang aking naranasan na solusyunan sa tulong ng aking punungguro at superbisor?

Softcopy: 

Daily Lesson Log (DLL) for Grade 3 Quarter 3 Week 5

Softcopy: 

DLL_ARALING PANLIPUNAN 3_Q3_W5 

DLL_ENGLISH 3_Q3_W5 

DLL_ESP 3_Q3_W5 

DLL_FILIPINO 3_Q3_W5 

DLL_MAPEH 3_Q3_W5 

DLL_MATHEMATICS 3_Q3_W5 

DLL_MTB 3_Q3_W5 

DLL_SCIENCE 3_Q3_W5