DAILY

School Amaya School of Home Industries Grade Level 8

LESSON
LOG
I. OBJECTIVES
A. Learning Competencies
B. Learning Outcome
C. Learning Objectives (KSA)
II. Subject Matter
Teacher GEMMARIE LYN C. GUTIERREZ Learning Area HOUSEHOLD SERVICES
June 3 - 7
Teaching Dates and Time Quarter 1st
6:10 am – 12:45 pm
Session 1 Session 2 Session 3 Session 4
CLEAN LIVING ROOM, DINING ROOM, BEDROOM, BATHROOM AND KITCHEN
CLEAN SUFACES AND FLOORS
1. Class orientation 1. Define personal hygiene; 1. Identify the following Personal 1. Explain the types of floor and
(House rules, Subject area 2. Observe personal hygiene; and Protective Equipment; surface texture;
requirements) 3. Demonstrate on how to groom 2. Discuss the different types of 2. Perform cleaning, sweeping, and
2. answer the test with yourself properly. personal protective equipment; and polishing techniques of different
honesty 3. Appreciate the usage of every PPE. household areas as per standard
operating procedures; and
3. Finish the test on time 3. Demonstrate proper maintenance
of floor in accordance with relevant
safety procedures and
manufacturer’s instructions.
CLEAN SURFACES AND FLOORS

III. LEARNING RESOURCES

IV. Approach
V. PROCEDURE
A. Preparation/ Daily Routine
B. Pre - Assessment
C. Activity/ Analysis
CBLM HOUSEHOLD SERVICES
a. Greetings/Prayer
b. Classroom Management
c. Checking of Attendance
Oral Questioning
Students will be asked the ff:
 Procedures in cleaning
their house.
 Proper clothes to wear
in cleaning
 Floor care and
maintenance.
CBLM HOUSEHOLD SERVICES
a. Greetings/Prayer
b. Classroom Management
c. Checking of Attendance
PICTURE ANALYSIS
Students will differentiate a well-
groomed person to messy ones.
The students will try to answer the
following;
1. Define personal hygiene.
2. Ways on how to groom yourself.
* Lecture – Discussion.
CBLM HOUSEHOLD SERVICES
a. Greetings/Prayer
b. Classroom Management
c. Checking of Attendance
MIX AND MATCH
Students will be asked to match
column A (PPE) with column B (their
uses). First group to finish will be the
winner.
* Lecture – Discussion
Discuss the use and importance of
different types of PPE.
CBLM HOUSEHOLD SERVICES
a. Greetings/Prayer
b. Classroom Management
c. Checking of Attendance
Oral Questioning
 Procedures in cleaning the
floor.
 Materials used in cleaning the
floor
* Lecture – Discussion
Group 1 and 2 – Explain types of
floors
Group 3 and 4 – Give ways on how
to perform proper cleaning of floors
D. Application The students will be paired to perform
the following;
1. Demonstrate on how to groom
yourself properly.
ADMINISTRATION PRE/POST Written Quiz
TEST 9. Define personal hygiene.
2-5 Components of personal hygiene
E. Assessment 6-8 Types of personal hygiene
9-10 Importance of personal hygiene
F. Assignment Define personal hygiene. 1. Define PPE.
2. Importance of using PPE.
Group Activity
Students will be grouped and will be
asked to make a list of PPE.
Written Quiz
1-5 Different types of PPE.
6-10 PPE Checklist
1. Enumerate the different types of
floors and surface texture.
The students will be paired to
perform the following;
1. Demonstrate proper maintenance
of floor in accordance with relevant
safety procedures and
manufacturer’s instructions.
Written Quiz
Discuss the following types of floor.
1. Ceramic tiles.
2. Marble
3. Concrete
4. Vinyl
5. Linoleum

VI. REMARKS
VII. REFLECTION

Prepared: Checked:

GEMMARIE LYN C. GUTIERREZ JAYMIE S. VICEDO

 School Amaya School of Home Industries Grade Level 7
Teacher EDNALYN M. TIONGSON Learning Area MAPEH (P.E.)
February 19 - 23, 2018
Teaching Dates and Time Quarter 4th
DAILY LESSON LOG 7:00AM – 4:15PM
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness.
B. Performance
Standards The learner modifies the individualized exercise program to achieve personal fitness.
C. Learning Learning Competencies: Learning Competencies: Learning Competencies: Learning Competencies:
Competencies/Objectives
(Write the LC code for
The learner… The learner… The learner… The learner…
each)
 describe the nature and  Analyzes the effect of exercise  executes the skills involved
background of the dance. and physical activity in the dance. (PE7RDIIId-
(PE7RD-IVc- 1) participation on fitness. h-4)
(PE7PF-IVh35)
 Performs appropriate first  Addresses barriers (low level  Keeps the importance of
aid for dance-related injuries of fitness, lack of skill and winning and losing in
(e.g. cramps, sprain, heat time) to exercise. perspective.(PE7PF-IVdh-
exhaustion) (PE7PF- (PE7PF-IIIb33) 32)
IVd30)  Assumes responsibility for
achieving personal fitness.
(PE7PF-IVdh-31)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
II. CONTENT two.
Folk/ indigenous, ethnic, traditional/ festival dance

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
page pp. 9 – 14 G9 – PE pp. 127-132 G9-PE pp. 136 – 137 G9 PE
 2. Learner’s pp. 8 – 14 G9- PE pp. 136-145 G9-PE pp. 144 – 145 G9 PE
Materials pages
3. Textbook pages
4. Additional OHSP PE 1 Q1 – module 1
Material from
Learning
Resource (LR)
portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from the formative assessment
IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing GROUP ACTIVITY: Activity: 4 Pics One Word The teacher will ask the students to
previous lesson or
presenting the
FAMILY FEUD enumerate the procedures in giving
new lesson Teacher – led review on the different first aid for dance - related injuries
The teacher will divide the class into Philippine Festivals through pictures. (5 mins.)
2 groups (boys and girls). Each (see Annex E)
group will have 10 representatives (5 mins.)
and the remaining members will be
the audience. The team who will get
the highest point will win the game.
(see Annex C)
(10 mins.)
B. Establishing a Activity: Match it Up! The students will perform
purpose for the
lesson
Wellness Dancercise 2016 as a
The teacher will post the map of the conditioning esxercise.
Philippines and the students will pick (5 mins.)
one and paste the pictures of the
festivals to the provinces it
originated.
(5 mins.)
C. Presenting Based on the activities, the teacher
Examples/Instanc
es of the New
will ask the students about the
Lesson following questions:
 Are you familiar with the
different festivals posted in
the map and where it
originated?
 What do festivals tells about
the places it originates?
 Why do we celebrate
festivals?
 Why is there a need for
festivals? Festival dances.
  Describe the nature and
background of the festival in
your province or locality.
(10min)

D. Discussing new Teacher- led discussion on the

concepts and
practicing new
nature and background of famous
skills #1 festival in the Philippines through
power point presentation.
(25 min)
http://www.slideshare.net/misskml/f
estivals-and-fiestas-of-philippines
E. Discussing new Teacher – led discussion on the
concepts and
practicing new
first aid for dance - related injuries
skills #2 through power point presentation.
(15 min.)
F. Developing Group Activity:
Mastery ( Leads to
Formative
Festival Shout- Out!
Assessment )
Group Activity: Teacher will group each students
according to their place of origin/
FIX ME I’M BROKEN (on first aid) locality regardless of gender.
(see Annex B) Each group shall identify themselves
a leading industry in their own place
Rehearsal for Festival Dance
Divide the class into 4. Each group will and call them as such. Based on the
Presentation
pick a word about specific injuries. name, let them create movement
(50 mins.)
Each group will make a short skit on patterns and combinations for their
how to apply first aid. festival dance parade.
(see Annex B) Ask them to integrate shouts that
(see Annex C -Rubrics) distinguish their festival from other
(20 min.) groups.
Let them create 5 figures of 32
counts and accompany it with the
festival music they created in the
music class.
1. Finding practical The teacher will ask the students The teacher will ask the students
applications of
following questions: following questions:
 concepts and  What will you do if injuries  What is the relevance of
skills in daily
living
occur anytime, anywhere? Are festival dancing to your
you going to give first aid? If fitness and well – being?
yes, why? If no, why not?  What are the benefits that
 Does being physically fit helps can be derived from festival
you give application of dancing in achieving healthy
appropriate first aid that may lifestyle and fitness goals?
occur any time, anywhere? (5 min.)
(10 min.)
2. Making The teacher will ask the students The teacher will asked the students
generalizations
and abstractions
following questions: to complete the statement:
about the lesson  What is the relevance of festival
dancing to your fitness and well  I’ve learned that
– being? _______________.
 What are the benefits that can  I’ve realized that
be derived from festival ________________.
dancing in achieving healthy  A am happy because
lifestyle and fitness goals? _______________.
(5 min.)
The teacher will synthesize the
student’s response to the question.
(5 min.)
3. Evaluating Group Performance:
learning
Festival Dance Parade.
(see Annex E- Rubrics)
(15 min.)
4. Additional Students may create their own festival music based on the theme using any
activities for
application or
materials that can be found at home or school and record it.
remediation
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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: Checked: Noted:

EDNALYN M. TIONGSON LEONARDO A. CASAMA EDWIN H. LUNA

Teacher I Key Teacher/Master Teacher I Head Teacher VI, RSD

School Amaya School of Home Industries Grade Level 7

Teacher EDNALYN M. TIONGSON Learning Area MAPEH (P.E.)
February 26 – March 2, 2018
Teaching Dates and Time Quarter 4th
DAILY LESSON LOG 7:00AM – 4:15PM
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness.
B. Performance
Standards The learner modifies the individualized exercise program to achieve personal fitness.
C. Learning Learning Competencies:
Competencies/Objectives
(Write the LC code for
The learner…
each)
 Undertakes physical activity and physical fitness assessments (PE7PF-IIIah-23)
 Reviews goals based on assessment results. (PE7PF-IIIa34)
 Addresses barriers (low level of fitness, lack of skill and time) to exercise. (PE7PF-IIIb33)
 Monitors periodically one’s progress towards the fitness goals. (PE7PF-IVdh-28)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
II. CONTENT two.
Training Guidelines, FITT Principles Endurance, Muscle-bone-strengthening activities

III. LEARNING RESOURCES

B. References
 5. Teacher’s Guide
page pp. 127 – 132 G9 - PE
6. Learner’s pp. 136 – 145 G9 - PE
Materials pages
7. Textbook pages
8. Additional OHSP PE 1 Q1 – module 1
Material from
Learning
Resource (LR)
portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from the formative assessment
IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
G. Reviewing Students are asked to recall and Teacher – led review on the FITT Let the students recall the level of Let the students recall the level of
previous lesson or
presenting the make a list of the physical principle. performances they got from the performances they got from the
new lesson activities that they have (10 mins.) previous Health-Related FITT. Ask previous Skill-Related FITT. Ask
performed in the first to third whether they were able to maintain or whether they were able to maintain
enhance their fitness from the first or enhance their fitness from the
grading periods.
quarter up to present. first quarter up to present.
(10 minutes)
(5 mins.) (5 mins.)

H. Establishing a Volunteer student will identify The teacher will ask the following The teacher will play the music of the The teacher will play the music of
purpose for the
lesson one physical activity from the list questions: Nestle Wellness Dance 2016 that the Nestle Wellness Dance 2016
and demonstrate it within the promotes physical fitness and that promotes physical fitness and
class. wellness. wellness.
What are the activities that can help The teacher will asked the students to The teacher will asked the students
(5 minutes)
improve our fitness? execute the dance moves. to execute the dance moves.
Why do you say so?
https://www.youtube.com/watch?v=V https://www.youtube.com/watch?v
Which of these activities can you make pGmi =VpGmi
as your lifetime hobby?
Why? (5 mins) (10 mins)
(10 mins.)
I. Presenting The Teacher will present the
Examples/Instanc
es of the New different Skill and Health-Related
Lesson Fitness Tests including
procedures in conducting them
through question and answer.
The presentation should
determine the prior knowledge
and skills of students on FITT
principles.
(30 minutes)
(Note)
Let the students find their HR (Heart
Rate) before and after performing any
activity.
(Note)
Perform warm up exercise and cool
down exercise using their modified
exercise before and after executing the
figures to condition their body and
prevent injuries form happening.
Perform post-HRF FITT.
Record the scores using physical
fitness record as accurate as possible.
(40 mins.)

J. Discussing new
concepts and
practicing new
skills #1

K. Discussing new
concepts and
practicing new
skills #2
L. Developing Pair-Up
Mastery ( Leads to
Formative
Take note of the following:
Assessment )  Compare your fitness level with
your partner.
 What can you do to maintain or
improve your fitness level
scores?
(10- mins.)
5. Finding practical The teacher will asked the following
applications of
concepts and
The teacher will ask the students questions:
skills in daily the following questions:  What did you feel after doing
living the activities?
In what way an individual lives is  What happened to your heart
called a “lifestyle”? rate? Which activity has the
highest and lowest heart rate?
How are you going to manage your  What could be the barriers of
 lifestyle? having low heart rate?
 What are the possible activities
(15 mins) at home, school and
community that could help you
achieve your level of fitness?
(10 mins)
6. Making The teacher will emphasize to the
generalizations
and abstractions
students the value of the training
about the lesson guidelines including the FITT
principles in dance by answering the
open-ended statement:

 I’ve learned that

_______________.
 I’ve realized that
________________.
 A am happy because
_______________.

The teacher will synthesize the

student’s response to the question.
(10 mins)
7. Evaluating The teacher will provide a table of physical activities to undertake the FITT
learning
principle to address the barrier to exercises.
(see Annex A)
8. Additional
activities for
application or
remediation
VI. REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for
remediation who
scored below 80%
J. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
K. No. of learners who
continue to require
remediation
 L. Which of my
teaching strategies
worked well? Why
did these work?
M. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
N. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared: Checked: Noted:

EDNALYN M. TIONGSON LEONARDO A. CASAMA EDWIN H. LUNA

Teacher I Key Teacher/Master Teacher I Head Teacher VI, RSD