DAILY LESSON LOG
School
Learning Area
Grade and Section
Teaching Date and Time
Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competency
D. Objectives
II. CONTENT
Values Integration
III. LEARNING RESOURCES
A. References
B. Other Learning Resources
IV. PROCEDURES
A. Review or present the
lesson
B. Establishing a purpose
C. Presenting
examples/instances of the
lesson
D. Discussing new concepts
and practicing new skill #1
E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery (Leads
to Formative Assessment)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
MAPEH (P.E.)
THIRD
The learner demonstrates an understanding of guidelines and principles in exercise program
design to achieve personal fitness.
The learner modifies the individualized exercise program to achieve personal fitness.
Describe the nature and background of the dance.
At the end of the session, the students with at least 80% proficiency level will be able
to:
1. Identify the fundamental positions of arms and feet in folk dancing.
2. Execute the fundamental arms and feet positions and the fundamental dance
steps in folk dancing.
3. Appreciate the importance of knowing fundamental arms and feet positions and
the fundamental dance steps in folk dancing.
FOLK DANCE
Love and patience
PE7RD-IIId-1,Teacher’s Guide and Learners’ Material pages 134-138
Printed IM’s, adhesive, video clips
What are the warm up dance exercise that we have done last meeting? Let the
students do the warm up dance exercise.
Allow the students to read the objective.
Are you familiar with the fundamental positions of arms and feet in folk dancing?
Show video clip
*Values integration: In doing something you have to put love and patience so that
you will not get tired of doing it.
>How to execute the fundamental positions of arms and feet?
(The teacher will demonstrate the proper execution of the fundamental positions of
arms and feet)
Let them execute the fundamental positions without music.
a. Perform arms position
b. Perform feet position
c. Perform arms and feet position
Ask the students to execute the following steps with music in ¾ time signature. Let
them do it with a partner.
a. Fundamental positions of the feet.
b. Fundamental positions of the arms.
c. Fundamental positions of the arms and feet.
What did you feel about the activity?
Were you able to perform the fundamental positions properly?
What should be observed when performing the different fundamental positions of
the arms and feet?
It is important that you know how to execute the fundamental position of arms and
feet because it useful in interpreting a dance pattern.
1. Would you consider participating in folk dance events?
2. Does executing the fundamental positions of arms and feet require your body to
have endurance and muscular strength? Why?
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who required
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work?
No. of leaners who have caught up
with the lesson
D. No. of leaners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these works?
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:
Observed by:

School
Learning Area
Grade and Section
Teaching Date and Time
Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competency
D. Objectives
II. CONTENT
Values Integration
III. LEARNING RESOURCES
A. References
B. Other Learning Resources
IV. PROCEDURES
A. Review or present the
lesson
B. Establishing a purpose
C. Presenting
examples/instances of the
lesson
D. Discussing new concepts
and practicing new skill #1
E. Discussing new concepts
and practicing new skill #2
DAILY LESSON LOG
Tabon M. Estrella National High School
MAPEH (P.E.)
7- Courteous
July 16, 2019/ 10:10-11:10
FIRST
The learner demonstrates understanding of guidelines and principles in exercise
program design to achieve personal fitness.
The learner designs an individualized exercise program to achieve personal fitness
Demonstrate understanding of physical fitness concepts.
At the end of the session, the students with at least 80% proficiency level will be able
to:
1. Differentiate the difference between dynamic and static stretching
2. Identify the benefits of stretching
3. Perform dynamic and static stretching
PHYSICAL FITNESS
PE7PF-Ia-h-23, Teacher’s Guide and Learners’ Material pages 27-30
Printed IM’s, adhesive, stop watch, video clips
*How will you help yourself improve your fitness?
*What are examples of exercises that will help improve muscle endurance?
Let the learners to read the objectives of the lesson.
-Allow the students to obtain their resting heart rate.
1.To get your resting heart rate, find your pulse and put slight pressure on any
artery in the body where pulsations can be felt.
2. Count the heart beats per minute.
RESTING HEART RATE CHART
Age of Fitness Level Beats per minute (bpm)
Children ages 11 to 17 60-100
Example: 11 (beats in 10 seconds) x 6
= 66 bpm
Why do we need to do warm up stretching?
Let them perform some warm up exercises through a video presentation.
Show video about the difference between dynamic and static stretching and its
benefits.
Group Activity/Task
*Group them into three.
 *Allow them to discuss the following:
Group 1: The difference between dynamic and static stretching
Group 2: Examples of dynamic and static stretching exercises.
Group 3: The benefits of stretching
*Let them present their topic in their own creative way.
-Poem -Short Play
-Newscasting
F. Developing Mastery (Leads 1. How will you differentiate static and dynamic stretching?
to Formative Assessment) 2. What are the benefits of stretching?
G. Finding practical With the same group, allow them to choose their leader.
applications of concepts and Let them prepare a 2-minute presentation of static and dynamic stretching.
skills in daily living Allow them present it before the class.
RUBRIC:
Performance Outstanding Very Satisfactory Needs Poor
Indicator (5) Satisfactory (3) Improvement (1)
(4) (2)
Performs the
Static and
Dynamic
Stretching
correctly

H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
-An effective warm up increase both the respiratory rate and the heart rate. This
helps increase the body’s temperature, while also increasing the body’s muscle
temperature through an increase in the delivery of oxygen and nutrients to the
working muscles.
-Static stretches are more appropriate in the cool down as they help muscles to relax,
realign muscle fibers and re-establish their normal range of movement.
-Dynamic stretching exercises specifically prepare the muscles for active contraction.
Identify the following exercises whether it is dynamic or static stretching. Write
Dynamic or Static.
1. Push up
2. Squats
3. Basic Plank
4. Lunges
5. Knee Hug

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who required
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work?
No. of leaners who have caught up
with the lesson
D. No. of leaners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these works?
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:
GERALDINE G. RUAYA
T-II
Observed by:
EDNA B. DELOS SANTOS MEDELINA G. TUBO SUSAN O. OBO
SSP-III SHT-III MT-II/MAPEH IS

School
Learning Area
Grade and Section
Teaching Date and Time
Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competency
D. Objectives
II. CONTENT
Values Integration
III. LEARNING RESOURCES
A. References
B. Other Learning Resources
IV. PROCEDURES
A. Review or present the
lesson
B. Establishing a purpose
C. Presenting
examples/instances of the
lesson
D. Discussing new concepts
and practicing new skill #1
DAILY LESSON LOG
Tabon M. Estrella National High School
MAPEH (P.E.)
7- Reverent
September 20, 2019/ 10:10-11:10
SECOND
The learner demonstrates understanding of guidelines and principles in exercise
program design to achieve personal fitness.
The learner modifies the individualized exercise program to achieve personal fitness.
Undertakes physical activity and physical fitness assessments.
At the end of the session, the students with at least 80% proficiency level will be able
to:
1. Proper use of general or sports-specific warm up.
2. Discuss the meaning of training and importance of training guidelines and
principles.
DUAL SPORTS (PROPER WARM-UP AND TRAINING GUIDELINES)
Patience and passion
PE7PF-IIa-h-23
Printed IM’s, adhesive, downloaded videos
What kind of sports are you in right now?
Why are you engaging in that kind of sports?
Allow the students to read the objectives
*Norm setting
Activity 1: Warm You Up
Procedure:
1. Watch the video of warm-up exercises. Take note of the proper way to do the
warm-up using jogging followed by stretching.
2. Choose a partner, stand side by side and form a line.
3. Do light jogging in place.
4. Stretch your legs, arms, back and neck for several
minutes.
Activity 2: ACRONYM
Procedure:
1. Form three (3) groups.
2. Using the Acronym TRAINING, write key words, concepts or
statements about training guidelines and principles that start with
the respective letters. Do this in your activity notebook.
3. Focus on the following:
*Discuss the key words, concepts, or statements given.
*What key words or concepts were commonly given by the groups?
*What key words or concepts were missed out?
4. Discuss “training” based on the key words, concepts or statements
given by each member.
5. Choose one representative to give the presentation for 3 minutes.
T
R
A
I Intensity refers to how hard an exercise is or an individual’s level of effort
N
I
N
G
E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery (Leads What guidelines and principles of training do you think you should put most
to Formative Assessment) attention?
G. Finding practical What are the effects of these guidelines and principles to your body?
applications of concepts and *Patience is a virtue.
skills in daily living *You should follow your passion in sports.
H. Making generalizations Knowledge of training, guidelines and principles of training is very important when
and abstractions about the you become involved in sports participation.
lesson
I. Evaluating Learning Why is training important?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who required
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work?
No. of leaners who have caught up
with the lesson
D. No. of leaners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these works?
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:
GERALDINE G. RUAYA
T-II
Observed by:
EDNA B. DELOS SANTOS MEDELINA G. TUBO SUSAN O. OBO
SSP-III SHT-III MT-II/MAPEH IS

School
Learning Area
Grade and Section
Teaching Date and Time
Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competency
D. Objectives
II. CONTENT
Values Integration
III. LEARNING RESOURCES
A. References
B. Other Learning Resources
IV. PROCEDURES
A. Review or present the
lesson
B. Establishing a purpose
C. Presenting
examples/instances of the
lesson
D. Discussing new concepts
and practicing new skill #1
E. Discussing new concepts
and practicing new skill #2
DAILY LESSON LOG
Tabon M. Estrella National High School
MAPEH (Health)
7- REVERENT (SPA)
August 31, 2018/ 10:10-11:10
SECOND
The learner demonstrates understanding of nutrition for a healthy life during
adolescence
The learner makes informed decisions in the choice of food to eat during adolescence
Identify the right foods during adolescence
At the end of the session, the students with at least 80% proficiency level will be able
to:
1. Identify the nutritional needs of adolescence
2. Explain the importance of nutrition among adolescents
3. Follow the appropriate nutritional guidelines of adolescents for healthy eating
nutrition
Health 7 Teacher’s Guide and Learners’ Material
Printed IM’s, adhesive, video clips
What comes into your mind when you hear the word NUTRITION?
Allow the learners to read the objectives of the lesson
Group them into four.
Let them answer the following statement with the strips provided for each
group containing (Strongly Agree, Agree or Disagree)
1. Nutrition is critical during teenage years.
2. Exercise increases your body’s need for thiamine, riboflavin and niacin.
3. Proper food selection and eating are essential to achieving one’s full
growth potential.
What is your answer for each statement? Why?
With the same group, assign them topic to discuss and explain through;
Group 1 - Nutritional Needs of Adolescents (Newscasting)
Group 2 - Healthy Eating Guidelines (Jingle/Singing)
Group 3 - Importance of Nutrition among Adolescent (Role Play)
Group 4 – Nutritional Needs During Exercise (Poem)
Let them present their group task.
This rubric rating is going to be used to rate your group task
Criteria Excellent(5pts) Good (4pts) Fair(3pts) Poor(2pts)
Presentation *Shows *Shows some *Lacks *Presentation
and Content confidence confidence confidence stalls
*Informative *Somewhat *information
informative
 *Engages *Present *Engages *Audience
audience some audience bored
*Speaks loudly information intermittently *Mumbles
and clearly *Attract *Hard to hear *Never uses
*Uses audience *Uses appropriate
appropriate *Can be heard appropriate body language
body language *Uses body language
appropriate very seldom
body language

Creativity *Performs *Presentation *Presentation *Lacks

original has some has few creativity
presentation creative creative
*Interesting elements elements
and engaging showing an showing an
attempt to be attempt to be
creative creative
Cooperation *Accepts ideas *Accepts most *Unwilling to *Group does
of others; able ideas without compromise not work
to negotiate negative *Few together
*All members comments; members *One person
contribute able to contribute does all the
compromise work
*Some
members
contribute
F. Developing Mastery (Leads Let them answer the following questions:
to Formative Assessment) 1. Do you think teenagers require higher demands of nutrients? Why?
2. As an adolescent, what are your nutritional needs?
3. What is the importance of nutrition among adolescents?
G. Finding practical Complete the unfinished statements.
applications of concepts and 1. I discovered that my eating habit is _______________.
skills in daily living 2. As an adolescent, I need to eat _________________.
3. I will encourage my family and friends to eat ________________.

H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
V. REMARKS
As an adolescent, your total nutrient needs are higher at this stage than any other
stage in lifecycle. Due to rapid growth and development at this stage, you have a
greater need for certain nutrients, such as calcium, iron, protein and energy foods.
The food guide pyramid emphasized the importance of eating a balanced, varied diet
by depicting five main food groups: grains, fruits, vegetables, dairy products and
other proteins, including meat, fish, beans, nuts and eggs.
Answer the following questions in a ½ crosswise:
1. How do you find your eating habit?
2. What do you plan to do with what you discovered about your nutritional
needs as an adolescent?

VI. REFLECTION

A. No. of learners who

earned 80% in the evaluation
B. No. of learners who required
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work?
No. of leaners who have caught up
with the lesson
D. No. of leaners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these works?
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:
GERALDINE G. RUAYA
T-II
Observed by:
TERESA G. DUMARAN-BURAY, Ph.D. SUSAN O. OBO
SSP-IV MT-II/MAPEH IS

DAILY LESSON LOG

School Tabon M. Estrella National High School

Learning Area MAPEH (Health)
Grade and Section 7- REVERENT (SPA)
Teaching Date and Time FEBRUARY 21, 2019/ 10:10-11:10
Quarter FOURTH
I. OBJECTIVES

A. Content Standards
B. Performance Standard
C. Learning Competency
D. Objectives
The learner demonstrates understanding of non-communicable diseases for a healthy
life.
The learner consistently demonstrates personal responsibility and healthful practices
in the prevention and control of non-communicable diseases
Discuss the nature of non-communicable diseases
At the end of the session, the students with at least 80% proficiency level will be able
to:
1. Explain non-communicable diseases based on cause and effect, signs and
symptoms, risk and protective factors and possible complications
2. Identify non-communicable diseases
3. Appreciate the importance of knowing the cause and effect of NCD and its
protective factors.

II. CONTENT
Non-Communicable Diseases (NCD)
Values Integration To be responsible and being open-minded.
III. LEARNING RESOURCES

A. References H7LM-381
B. Other Learning Resources Printed IM’s, adhesive, video clips
IV. PROCEDURES

A. Review or present the What is NCD?

lesson How can a person acquire non-communicable diseases?
B. Establishing a purpose Allow the learners to read the objectives of the lesson
C. Presenting Show a video clip on NCD.
examples/instances of the Identify the following common Non-Communicable Disease:
lesson 1. It is caused by abnormal cells growing without control. As these
abnormal cells grow, they form in masses called tumors

D. Discussing new concepts
and practicing new skill #1
E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery (Leads
to Formative Assessment)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who required
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work?
No. of leaners who have caught up
with the lesson
D. No. of leaners who continue to
require remediation
2. It is a disease of the heart and blood vessels.
3. A chronic lung disorder that causes airways to become inflamed which
means that they swell and produce lots of thick mucus.
4. It is a disease that prevents the body from converting food into energy.
Carbohydrates are normally changed into simple sugar called glucose
(a source of energy).
-Assign group to discuss and present on common NCD its cause and effect, signs and
symptoms, risk and protective factors and possible complications.
-Group 1 ( ASTHMA) Advertisement
-Group 2 (CARDIOVASCULAR DISEASE) Broadcasting
-Group 3 (CANCER) Short Role Play
-Group 4 (DIABETES) Jingle
Allow them to share/present their assigned topic to the class.
Let them answer Activity Complete me on page 395.
Directions: Fill in the table below with the appropriate information about the
Common Non-Communicable Diseases. Be guided by the headings in each column.
Common Non-
Communicable Disease Cause Signs and Symptoms
Example: Allergy Indoor allergen (dust Watery, itchy eyes
mites)
-What is your plan of action to prevent NCD?
-How will you encourage your fellow student, your friends, and family to become an
advocate of NCD prevention?
Non-Communicable diseases (NCD) are not caused by pathogens or disease-causing
organisms but by how people live or it is a lifestyle disease. Non-communicable
diseases (NCD) are not passed from person to person. They are typically of a long
duration and progress slowly. The most common NCDs include cardiovascular
diseases (such as heart attacks and stroke), cancers, chronic respiratory diseases
(such as chronic obstructive pulmonary disease and asthma), and diabetes. NCDs
share several common, modifiable risk factors – tobacco use, harmful alcohol use,
physical inactivity, and unhealthy diet. Mitigating the effects of these common risk
factors is critical to combatting NCDs worldwide.
Activity 2: Health Diary
Complete the statement and write something about what you learned on non-
communicable diseases.
Health Diary,
Today I learned that _________________________________________________
This learning is important because ______________________________________
I realized that _______________________________________________________
I feel ______________________________________________________________
E. Which of my teaching strategies
worked well? Why did these works?
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:
Observed by:
School
Learning Area
Grade and Section
Teaching Date and Time
Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competency
D. Objectives
II. CONTENT
GERALDINE G. RUAYA
T-II
TERESA G. DUMARAN-BURAY, Ph.D. SUSAN O. OBO
SSP-IV MT-II/MAPEH IS
DAILY LESSON LOG
Tabon M. Estrella National High School
MAPEH (Health)
7- REVERENT (SPA)
DECEMBER 3, 2018/ 10:10-11:10
THIRD
The learner demonstrates understanding of guidelines and principles in exercise
program design to achieve personal fitness
The learner modifies the individualized exercise program to achieve personal fitness
PE7RD-IIId-1 Discuss the nature and background of the dance
At the end of the session, the students with at least 80% proficiency level will be able
to:
1. Perform the dance with mastery
2. Observe safety in doing the activity
3. Appreciate the value of folk dancing on personal fitness and well-being.
Folk dance
 Values Integration Passion, commitment and self-confidence
III. LEARNING RESOURCES

A. References P.E. 7 Teacher’s Guide and Learners’ Material

B. Other Learning Resources Printed IM’s, adhesive, video clips
IV. PROCEDURES

A. Review or present the Why is there a need to engage in folk dancing?

lesson
B. Establishing a purpose Allow the learners to read the objectives of the lesson.
C. Presenting Allow them to hear the music of tinikling.
examples/instances of the *What is the time signature of tinikling music?
lesson
D. Discussing new concepts Show video of Tinikling Dance, its nature and background.
and practicing new skill #1 Allow them to observe and familiarize the correct execution of each figure.
E. Discussing new concepts Group them into four
and practicing new skill #2 *Let them get their pulse rate before and after the dance practice.
*Allow them to practice figures 1-5 for 20 minutes
Note: Remind them to be careful to prevent dance-related injury. Recall how to give
first aid to the injury.
F. Developing Mastery (Leads Let them perform figures 1-5 of Tinikling.
to Formative Assessment) Rubric for assessment:
Criteria Outstanding Very Satisfactory Needs
(5) Satisfactory (4) (3) Improvement (2)
Mastery Displays Displays high Display Displays low
impressive level of mastery medium level of mastery
level of level of
mastery mastery
Execution Shows Shows high level Shows Shows low level
impressive of proficiency in medium of proficiency in
level of the execution of level of the execution of
proficiency steps proficiency steps
in the in the
execution of execution of
steps steps
Beat Student Demonstrates Student beat Movements and
clearly the beat most is the beat of the
maintains times and able inconsistent music are out of
the beat in to maintain it in and step or not
their dance the dance fluctuates at synchronized
and times
consistently
maintains it
throughout
the dance
Performance The dancer is The dancer is The dancer is The dancer is not
focused, often focused, seldom focused,
concentrated concentrated focused, concentrated
and and committed concentrated and committed
committed to the and to the
to the performance of committed performance of
performance the movement to the the movement
of the performance
movement of the
movement
G. Finding practical 1. What did you feel about the activity?
applications of concepts and 2. What do you think should one possess to be able to perform the different
skills in daily living movements? Why?
H. Making generalizations It is through passion and commitment that you can feel the enjoyment of folk
and abstractions about the dancing. Folk dancing will help you develop self confidence and allow you to become
lesson more physically active. In the same way, it will keep you physically fit.
I. Evaluating Learning Answer the following questions in a ½ crosswise.
1. What are the benefits you can gain as you engage in folk dancing?
 2. How will folk dancing develop endurance and muscle strength?
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the evaluation
B. No. of learners who required
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work?
No. of leaners who have caught up
with the lesson
D. No. of leaners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these works?
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:
GERALDINE G. RUAYA
T-II
Observed by:
TERESA G. DUMARAN-BURAY, Ph.D. SUSAN O. OBO
SSP-IV MT-II/MAPEH IS

DAILY LESSON LOG

School Tabon M. Estrella National High School

Learning Area MAPEH (Health)
Grade and Section 7- HELPFUL
Teaching Date and Time August 30, 2018/ 9:10-10:10
Quarter SECOND
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of nutrition for a healthy life during
adolescence
B. Performance Standard The learner makes informed decisions in the choice of food to eat during adolescence
C. Learning Competency Identify the right foods during adolescence
D. Objectives At the end of the session, the students with at least 80% proficiency level will be able
to:
1. Identify the nutritional needs of adolescence
2. Explain the importance of nutrition among adolescents
3. Follow the appropriate nutritional guidelines of adolescents for healthy eating
II. CONTENT
nutrition
Values Integration
III. LEARNING RESOURCES

A. References Health 7 Teacher’s Guide and Learners’ Material

B. Other Learning Resources Printed IM’s, adhesive, video clips
IV. PROCEDURES

A. Review or present the What comes into your mind when you hear the word NUTRITION?
lesson
B. Establishing a purpose Allow the learners to read the objectives of the lesson
C. Presenting Group them into four.
examples/instances of the Let them answer the following statement with the strips provided for each
lesson group containing (Strongly Agree, Agree or Disagree)
4. Nutrition is critical during teenage years.
5. Exercise increases your body’s need for thiamine, riboflavin and niacin.
6. Proper food selection and eating are essential to achieving one’s full
growth potential.
What is your answer for each statement? Why?
D. Discussing new concepts With the same group, assign them topic to discuss and explain through;
and practicing new skill #1 Group 1 - Nutritional Needs of Adolescents (Newscasting)
Group 2 - Healthy Eating Guidelines (Jingle/Singing)
Group 3 - Importance of Nutrition among Adolescent (Role Play)
Group 4 – Nutritional Needs During Exercise (Poem)
E. Discussing new concepts Let them present their group task.
and practicing new skill #2 This rubric rating is going to be used to rate your group task
Criteria Excellent(5pts) Good (4pts) Fair(3pts) Poor(2pts)
Presentation *Shows *Shows some *Lacks *Presentation
and Content confidence confidence confidence stalls
*Informative *Present *Somewhat *information
*Engages some informative *Audience
audience information *Engages bored
*Speaks loudly *Attract audience *Mumbles
and clearly audience intermittently *Never uses
*Uses *Can be heard *Hard to hear appropriate
appropriate *Uses *Uses body language
body language appropriate appropriate
body language body language
very seldom
Creativity *Performs *Presentation *Presentation *Lacks
original has some has few creativity
presentation creative creative
*Interesting elements elements
and engaging showing an showing an
attempt to be attempt to be
creative creative
 Cooperation *Accepts ideas *Accepts most *Unwilling to *Group does
of others; able ideas without compromise not work
to negotiate negative *Few together
*All members comments; members *One person
contribute able to contribute does all the
compromise work
*Some
members
contribute
F. Developing Mastery (Leads Let them answer the following questions:
to Formative Assessment) 4. Do you think teenagers require higher demands of nutrients? Why?
5. As an adolescent, what are your nutritional needs?
6. What is the importance of nutrition among adolescents?
G. Finding practical Complete the unfinished statements.
applications of concepts and 4. I discovered that my eating habit is _______________.
skills in daily living 5. As an adolescent, I need to eat _________________.
6. I will encourage my family and friends to eat ________________.

H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
V. REMARKS
As an adolescent, your total nutrient needs are higher at this stage than any other
stage in lifecycle. Due to rapid growth and development at this stage, you have a
greater need for certain nutrients, such as calcium, iron, protein and energy foods.
The food guide pyramid emphasized the importance of eating a balanced, varied diet
by depicting five main food groups: grains, fruits, vegetables, dairy products and
other proteins, including meat, fish, beans, nuts and eggs.
Answer the following questions in a ½ crosswise:
3. How do you find your eating habit?
4. What do you plan to do with what you discovered about your nutritional
needs as an adolescent?

VI. REFLECTION

A. No. of learners who

earned 80% in the evaluation
B. No. of learners who required
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work?
No. of leaners who have caught up
with the lesson
D. No. of leaners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these works?
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:
GLENMAR C. SINDAY
T-I
Observed by:
TERESA G. DUMARAN-BURAY, Ph.D. SUSAN O. OBO
SSP-IV MT-II/MAPEH IS