Grades 8 School OLONGAPO CITY NATIONAL HIGH SCHOOL Grade Level STE 8-4

DAILY LESSON LOG Teacher CHERIE N. NEDRUDA Learning Area MAPEH

Teaching Dates and Time FEB.17 ,2021, 9:30-10:30 AM Quarter 2

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of guidelines and principles
in exercise program design to achieve fitness.
B. Performance Standards The learner modifies physical activity program for the family/school
peers to achieve fitness.
C. Learning Competencies/ Objectives
Write the LC code for each. Knowledge: Discuss the basic skills in basketball.
(Identify the basic skills in basketball)
Skill: Executes the skills involved in the sport.
(PE8GS-lld-h-4)
Attitude: Develops self-esteem, self-reliance, and self-discipline.
(ANNOTATIONS)
-PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC INDICATORS TO BE
OBSERVED DURING THE CLASSROOM
OBSERVATION
KRA 3, OBJ. # 7
-Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
curriculum requirements through various contexts.
MOV--- Knowledge, skill and attitude or KSA is
applied in lesson planning objectives in order to
meet curriculum requirements based on the
Curriculum Guide/CG. Parts of the DLP are based
on the PPST Modules.

II. CONTENT/TOPIC TEAM SPORTS: Basketball

II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages P.E and Health CG for Grade 8
2. Learner’s Materials pages PE 8 Worksheet Qtr2 Week2-4
3. Textbook pages P.E and Health Learner’s Material pages 40
4. Additional Materials from Learning http:/quizziz.com
Resource (LR) portal Interactive Goggle Classroom

B. Other Learning Resources
Goggle Meet Platform for Online Modular Learning KRA 3, OBJ. # 9
Goggle SLIDES for power point presentation and laptop -Selects, develops, organizes and uses appropriate
Quizziz.com teaching and learning resources, including ICT, to
address learning goals.
A Video clip – Understanding Sexuality MOV---word game are presented clearly through
https://www.youtube.com/watch?v=k47AiatNvoM picture presentation.

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new
lesson
B. Establishing a purpose for the
lesson/Motivation/Motive Questions
Printed materials/worksheet for modular
Laptop
*Preparation
 Checking of Attendance using Goggle Meet Extension
*Review:
Let’s have a short review. What was our previous discussion all
about?
 The learners will answer the question.
That’s right! Last meetings we discussed about the nature and
background of basketball.
So, what are the different equipment in basketball?
Do you know or can you still remember its description, sizes
and dimension of each apparatus?
• The learners will answer the question.
Okay, I’m glad that you learned a lot from our last discussion.
Now, let’s proceed to our new lesson for today.
*Before we start with our lesson,
Let’s have an activity entitled “THE WHO?”
This time we will use Kahoot /quizziz.com
Identify the pictures and just simply guess who they are.
MOV--- Printed materials are given for the
students to see and read clearly.
KRA 1, OBJ. # 1
-Applies knowledge of content within and across
curriculum teaching areas.
MOV--- Integration of History to motivate students
to actively engage in the lesson proper.
KRA 1, OBJ. # 2
-Uses a range of teaching strategies that enhance
learner achievement in literacy and numeracy.
MOV---Each group is given 2 minutes to reveal the
different equipment used and another minute to
describe it.
KRA 1, OBJ. # 1
-Applies knowledge of content within and across
curriculum teaching areas.
MOV--- Contextualization, Localization of player
from NBA to PBA then, like Willie Miller who
was once a student of OCNHS and once a player in
Philippine Basketball Association (PBA).
KRA 2, OBJ. # 4
- Manages classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments.
MOV---The activity presented will engage learners
in a meaningful activity. Students are challenge to
think creatively.
KRA 4, OBJ. 10

*After answering the different questions. *After guessing the
pictures, discussion will immediately follow and will connect to
the lesson.
Asking for diagnostic questions:
1. What can you say about the personalities in the pictures?
2. What makes them famous in their field?
3. Do you think they have that skills that make them famous?
Okay, I’m glad that you enjoy answering it. Now, let’s proceed to
our topic.
C. Presenting examples/instances of the new lesson (Integration of HOTS and Across subject areas like Expressing
ideas using descriptive words)
*Presenting the informational text through slides.
Discuss the basic skills in basketball.
*Unlocking of Difficulties:
--What are the basic skills in basketball?
 Types of shooting
 Types of dribbling
 Kinds of passing
-- How it is properly executed?
To deepen our understanding about Basketball Game which we
consider the universal game, today we will learn about the different
basic skills.
Designs, selects, organizes and uses diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.
MOV—Diagnostic questions are raised to learners
to diagnose if they have background information
about the topic of the day.
KRA 1, OBJ. 2
-Uses a range of teaching strategies that enhance
learner achievement in literacy and numeracy
skills.
MOV---Literacy in giving and understanding the
meaning of words is shown during the Unlocking
of Difficulties.
KRA 3, OBJ. 9
-Selects, develops, organizes and uses appropriate
teaching and learning resources, including ICT, to
address learning goals.
MOV---All pictures & videos downloaded from the
internet is a useful method to show the actual
images of the content being tackled.
D. Discussing new concepts and practicing new skills
#1
To further understand the concept and skills the teacher will show
the different skills in Basketball through a video clip.
The students will then execute and practice the different basic skills.
*Class will be divided into two groups and will play a game
name “Charade”.
KRA 1, OBJ. # 3
-Applies a range of teaching strategies to develop
critical and creative thinking, as well as other
higher-order thinking skills.
MOV---The concept of students working
in groups also promotes a setting where
collaboration and cooperation are valued and
produce better results, teaching the students
valuable life-long skills that are important in the
professional workplace. ... Students develop
communication and teamwork skills.

E. Discussing new concepts and practicing new skills (Integration of positive & non-violent discipline and Differentiated
#2 Activity)
*Differentiated Activity in two groups with 14 and 15 members.
House Rules/Standards/Guidelines:
(Follow the mnemonic/memory device.)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group
Rubrics in Participation/Group Activities:
POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
participate actively, do great help to the group
4 -Shows eagerness and cooperation to do the
KRA 2, OBJ. # 5
-Manages learner behaviour constructively by
applying positive and non-violent discipline to
ensure learning-focused environment.
MOV---To minimize and prevent misbehaviour,
house rules/ standards/guidelines are set before
doing the activity.
MOV---Learners are given positive feedback after
each group sharing.
KRA 2, OBJ. # 6
-Uses differentiated, developmentally appropriate
learning experiences to address learners’ gender,
task, needs, strengths, interests and experiences.
MOV---The learners are given differentiated
activities according to their strengths and interests.
 task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities
MOV---By applying differentiated activities with
rubrics, learners are ensured of their active
participation.

Special Reminders to students before doing the activity:

1. Be polite by listening attentively with each other during
group activity.
2. Group planning and sharing is 5 minutes only while group
presentation is 2 minutes or less.

Group 1- They will choose music and create a dance exercise using
the different skills in Basketball.
Group 2- They can create a simple song with regards to different
skills in basketball.

F. Developing mastery (leads to Formative Assessment
3)
G. Finding practical applications of concepts and skills
in daily living
(Integration of Contextualization, Localization) KRA 1, OBJ. # 1
-Applies knowledge of content within and across
Group Presentation curriculum teaching areas.
(Learners are given utmost recognition in the task they presented.) MOV--- Contextualization, localization and gender
fair are properly observed in the manner of
grouping, and in the choice of instructional
materials.
(Integration of HOTS, Predicting Outcomes & Identifying Cause KRA 1, OBJ. # 3
& Effect relationship) -Applies a range of teaching strategies to develop
critical and creative thinking, as well as higher-
Ask: order thinking skills.
1. Why do we need to study the basic skills in basketball? MOV---The questions presented challenge the
2. What did you learn while doing the activity? students to think critically.

H. Making generalizations and abstractions about the Ask: KRA 4, OBJ. 10

lesson 1. Why is it important to know the basic skills in basketball? Designs, selects, organizes and uses diagnostic,
2. Did you properly execute the different skills? formative and summative assessment strategies
3. Did you follow the given house rules when performing the consistent with curriculum requirements.
task given to you? MOV—Formative questions are raised to learners
to diagnose how far they have learned or if the
objectives of the lesson are carried.
I. Evaluating learning Evaluation: Identifying the following basic skills. KRA 4, OBJ. 10
-Designs, selects, organizes and uses diagnostic,
 *Check goggle classroom for the test or on your module.
Read the following statement carefully. Choose the BEST
answer. Shade the circle of your answer.
formative and summative assessment strategies
consistent with curriculum requirements.
MOV---The use of formative assessment consistent
with curriculum requirements is followed in order
to interpret the result of the learners’ progress.

Monitoring and recording of scores
How many got 5?__, 4?__, 3?__, 2?__, 1?__
Out of 29 students, ___ got 80% of the test.
Out of 29 students, __ got below 80% of the test.
KRA 4, OBJ. 11
Monitors and evaluates learners’ progress and
achievement using learners’ attainment data.
MOV—Results of evaluation are monitored and
reflected on the Learners’ Data in order to support
and assess learners’ progress and achievement.

J. Additional activities for application or remediation Assignment:

Direction: Execute the basic skills of Basketball; Shooting,
Dribbling, Passing, Rebounding and Running. Wear your complete
PE uniform (T-shirt, Jogging Pants, Shoes) and picture yourself
while doing the activity and send it to GOGGLE CLASSWORK.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

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 BY: Checked/Observed by: Observed by:

CHERIE N. NEDRUDA ADORACION CANTILLO OLIVIA G. CANNU,ED.D MAYCO J. MENDOZA

-MAPEH TEACHER- MT I –Mentor SSHT VI-MAPEH SSHT VI-MAPEH
 Grades 8 School OLONGAPO CITY NATIONAL HIGH SCHOOL Grade Level 8 ( STE 8-1/BEP8-4)
DAILY LESSON LOG Teacher CHERIE N. NEDRUDA Learning Area MAPEH
Teaching Dates and Time July 25,2019 1:15-2:18 PM Quarter 1

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC INDICATORS TO BE
OBSERVED DURING THE CLASSROOM
OBSERVATION
D. Content Standards The learner demonstrates understanding of human sexuality and
managing sexuality related issues for a healthy life.
E. Performance Standards The learner appropriately manages sexuality-related issues through
responsible and informed decisions.
F. Learning Competencies/ Objectives Knowledge: Applies decision-making skills in managing sexuality- KRA 3, OBJ. # 7
Write the LC code for each. related issues. (H8FH-Ih-23) -Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
Skill: Using a decision making process that provides a consistent curriculum requirements through various contexts.
set of steps leading to a decision outcome while avoiding MOV--- Knowledge, skill and attitude or KSA is
common decision traps and thinking errors; applied in lesson planning objectives in order to
meet curriculum requirements based on the
Attitude: Appreciates and understand the importance of decision- Curriculum Guide/CG. Parts of the DLP are based
making. on the PPST Modules.
II. CONTENT/TOPIC Decision Making Skills
II. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages P.E and Health CG for Grade 8 page 50
2. Learner’s Materials pages
 3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
K. Reviewing previous lesson or presenting the new
lesson
L. Establishing a purpose for the
lesson/Motivation/Motive Questions
P.E and Health Learner’s Material pages 211
www.encourageplay.com
www.quickrubric.com
visual aid, printed materials, speaker, laptop and lcd projector
*Review:
Let’s have a short review. What was our previous discussion all
about?
 The learners will answer the question.
That’s right! Last meeting we discussed about the using life
skills to improve one’s health.
So what are the tools in dealing problems?
• The learners will answer the question.
Okay, I’m glad that you learned a lot from our last discussion.
Now, let’s proceed to our new lesson for today.
*Before we start with our lesson,
Let’s have an activity. The title is “WOULD YOU RATHER?
Once I call your name, you just have to pick/read the word,
read and answer it quickly. Okay?
*After answering the different questions.
Asking for diagnostic questions:
1. What can you say about the game?
2. How do you answer each questions?
3. Do you think you answer it right?
KRA 3, OBJ. # 9
-Selects, develops, organizes and uses appropriate
teaching and learning resources, including ICT, to
address learning goals.
MOV---word game are presented clearly through
picture presentation.
MOV--- Printed materials are given on clear
sheets for the students to see and read clearly.
KRA 2, OBJ. # 4
- Manages classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments.
MOV---The activity presented will engage learners
in a meaningful activity. Students are challenge to
think creatively.
KRA 4, OBJ. 10
Designs, selects, organizes and uses diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.
MOV—Diagnostic questions are raised to learners
to diagnose if they have background information
 about the topic of the day.
M. Presenting examples/instances of the new lesson (Integration of HOTS and Across subject areas like Expressing
ideas using descriptive words)
*Presenting the informational text through power point
presentation.
KRA 1, OBJ. 2
Discuss the meaning of decision and its types of decisions. -Uses a range of teaching strategies that enhance
learner achievement in literacy and numeracy
*Unlocking of Difficulties: skills.
--What is decision? MOV---Literacy and numeracy in giving and
a. How do you make decision? understanding the meaning of words is shown
b. How many times you think it over? during the Unlocking of Difficulties.
--What are the types of decisions?
(Picture Presentation)
*Show a story board picture on Types of Decision.
KRA 1, OBJ. # 1
-Applies knowledge of content within and across
curriculum teaching areas.
MOV--- Contextualization, localization, gender fair
and integrations across learning areas like Values
Education and within learning area like predicting
outcomes are observable.

The student will analyse the picture in relation to the topic in health.

What do you think is our lesson today base on the picture and our
activity?

The learners will answer the question.

Yes, very good.

To learn an important life skills which will help manages

sexuality- related issues through responsible and informed
decisions , today we will learn about how to make good decision.
N. Discussing new concepts and practicing new skills
#1
O. Discussing new concepts and practicing new skills
#2
To further understand the concept and skills the teacher will discuss
the Decision making process..
The teacher will show example through story board on decision
making process.
KRA 1, OBJ. # 1
-Applies knowledge of content within and across
curriculum teaching areas.
MOV--- Contextualization, localization of certain
problem or consequences they just make them
decide.
The students will have a brainstorming on their decisions they made
recently. MOV---Values is being integrated by reflecting on
the result of their decision.
The teacher will ask on the outcome or result on what they have
done.?
The students will study on the negative and positive choices.
The students will analyze on making positive decisions.
(Integration of positive & non-violent discipline and Differentiated
Activity)
KRA 2, OBJ. # 5
*Differentiated Activity in two groups with 13 to 15 members, -Manages learner behaviour constructively by
each group will have a leader. applying positive and non-violent discipline to
House Rules/Standards/Guidelines: ensure learning-focused environment.
(Follow the mnemonic/memory device.) MOV---To minimize and prevent misbehaviour,
G- Give thoughtful feedback house rules/ standards/guidelines are set before
R- Respect others & their thoughts doing the activity.
O- On task all the time MOV---Learners are given positive feedback after
U- Use soft voices each group sharing.
P- Participate actively
S- Stay with your group KRA 2, OBJ. # 6
-Uses differentiated, developmentally appropriate
Rubrics in Participation/Group Activities: learning experiences to address learners’ gender,
POINTS INDICATORS needs, strengths, interests and experiences.
5 -Shows eagerness and cooperation to do the task, MOV---The learners are given differentiated
participate actively, do great help to the group activities according to their strengths and interests.

P. Developing mastery (leads to Formative Assessment
3)
Q. Finding practical applications of concepts and skills
in daily living
R. Making generalizations and abstractions about the
lesson
MOV---By applying differentiated activities with
4 -Shows eagerness and cooperation to do the rubrics, learners are ensured of their active
task, good followers only participation.
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
2 -No interest in participating the activities
Special Reminders to learners before doing the activity:
3. Be polite by listening attentively with each other during
group activity.
4. Group planning and sharing is 10 minutes only while group
presentation is 2 minutes or less.
Group 1- (Negative group) give scenario on the outcome of negative
decision.
Group 2- (Positive group) making or redirecting the main character
to make a better decision.
(Integration of Contextualization, Localization) KRA 1, OBJ. # 1
-Applies knowledge of content within and across
Group Presentation on the given scenario. curriculum teaching areas.
(Learners are given utmost recognition in the task they are MOV--- Contextualization, localization and gender
presented.) fair are properly observed in the manner of
grouping, and in the choice of instructional
materials.
(Integration of HOTS, Predicting Outcomes & Identifying Cause KRA 1, OBJ. # 3
& Effect relationship) -Applies a range of teaching strategies to develop
critical and creative thinking, as well as higher-
Ask: order thinking skills.
3. Why do we need to learn these decision making skills? MOV---The questions presented challenge the
4. What did you learn while doing the activity? students to think critically.
Ask: KRA 4, OBJ. 10
4. What is decision? Designs, selects, organizes and uses diagnostic,
5. What are the types of decisions?   formative and summative assessment strategies
6. Did you follow the given house rules when performing the consistent with curriculum requirements.
task given to you? MOV—Formative questions are raised to learners
7. Did you show politeness by listening attentively with your to diagnose how far they have learned or if the
partner and your teacher during the individual activity, pair objectives of the lesson are carried.
share activity and group activity?
S. Evaluating learning Evaluation: STORYBOARD ON DECISION MAKING KRA 4, OBJ. 10
Continue the storyboard to show negative consequences and -Designs, selects, organizes and uses diagnostic,
positive decision making. formative and summative assessment strategies
(refer to power point presentation) consistent with curriculum requirements.
Direction: MOV---The use of formative assessment consistent
Analyze the peer pressure decisions and depict the the negative & with curriculum requirements is followed in order
positive consequences by providing a brief explanation on each to interpret the result of the learners’ progress.
cells.
Rubric to use: KRA 4, OBJ. 11
Monitors and evaluates learners’ progress and
achievement using learners’ attainment data.
MOV—Results of evaluation are monitored and
reflected on the Learners’ Data in order to support
and assess learners’ progress and achievement.

Monitoring and recording of scores:

How many got 25?__, 19?__, 13?__,
Out of 32 students, ___ got 80% of the test.
Out of 32 students, __ got below 80% of the test.
T. Additional activities for application or remediation Assignment:
Direction: Read and reflect on the article “Love in Action” on page
215 of your P.E & HEALTH book.
V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in the evaluation

I. No. of learners who require additional activities for remediation

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 BY: Checked/Observed by: Observed by:

CHERIE N. NEDRUDA ANDREE SILVIDO OLIVIA G. CANNU, ED.D MAYCO J. MENDOZA
-MAPEH TEACHER- MT I –Mentor SSHT VI-MAPEH SSHT VI-MAPEH
 Grades 8 School OLONGAPO CITY NATIONAL HIGH SCHOOL Grade Level 8(STE-1/BEP8-15)
DAILY LESSON LOG Teacher CHERIE N. NEDRUDA Learning Area MAPEH
Teaching Dates and Time October 10, 2019, 1:15- 2:15PM Quarter 2

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC INDICATORS TO BE
OBSERVED DURING THE CLASSROOM
OBSERVATION
A. Content Standards The learner demonstrates the salient features of the arts of East Asia
by showing the relationship of the elements of arts & processes
among culturally diverse communities in the region.
B. Performance Standards Create artworks showing the characteristics elements of the arts of
East Asia.
C. Learning Competencies/ Objectives Knowledge: Identify the art and crafts found in China, Japan and KRA 3, OBJ. # 7
Write the LC code for each. Korea like painting and paper art. -Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
Skills: Analyze art elements and principles in the production of art curriculum requirements through various contexts.
in China, Japan and Korea. MOV--- Knowledge, skill and attitude or KSA is
applied in lesson planning objectives in order to
Attitude: Reflect on and derive the mood, idea or message as shown meet curriculum requirements based on the
by the visual image in the arts and craft of Japan, China and Korea. Curriculum Guide/CG. Parts of the DLP are based
on the PPST Modules.
II. CONTENT/TOPIC EAST ASIAN ARTS
II. LEARNING RESOURCES
A.References
1. Teacher’s Guide pages MUSIC & ARTS CG for Grade 8 page
2. Learner’s Materials pages
3. Textbook pages MUSIC & ARTS Learner’s Material pages 230
4. Additional Materials from Learning
Resource (LR) portal
B.Other Learning Resources visual aid, printed materials, laptop and lcd projector KRA 3, OBJ. # 9

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new
lesson
B. Establishing a purpose for the
lesson/Motivation/Motive Questions
C. Presenting examples/instances of the new
lesson
*Review:
Let’s have a short review. What was our previous lesson, can you
still remember the arts of Southeast Asia?
 The learners will answer the question.
Okay, I’m glad that you learned a lot from our last discussion.
Now, let’s proceed to our new lesson for today.
*Before we start with our lesson,
Let’s have an activity. The title is “POST AND TELL”
Once I call your name, you just have to pick/read the picture,
post and tell something about it. Okay?
*After answering the different questions.
Asking for diagnostic questions:
1. What can you say about the game?
2. How do you answer each questions?
3. Do you think you answer it right?
(Integration of HOTS and Across subject areas like Expressing
ideas using descriptive words)
*Presenting the informational text through power point
presentation.
MAP reading on the countries in East Asia
*How many countries belong to East Asia?
*Unlocking of Difficulties:
--What is Painting?
a. How do you paint?
b. How many times you think it over?
-Selects, develops, organizes and uses appropriate
teaching and learning resources, including ICT, to
address learning goals.
MOV---word game are presented clearly through
picture presentation.
MOV--- Printed materials are given on clear
sheets for the students to see and read clearly.
KRA 2, OBJ. # 4
- Manages classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments.
MOV---The activity presented will engage learners
in a meaningful activity. Students are challenge to
think creatively.
KRA 4, OBJ. 10
Designs, selects, organizes and uses diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.
MOV—Diagnostic questions are raised to learners
to diagnose if they have background information
about the topic of the day.
KRA 1, OBJ. 2
-Uses a range of teaching strategies that enhance
learner achievement in literacy and numeracy
skills.
MOV---Literacy and numeracy in giving and
understanding the meaning of words is shown
during the Unlocking of Difficulties.
 c. What do you prefer to use in painting?
--What are the types of paintings?
(Picture Presentation) KRA 1, OBJ. # 1
-Applies knowledge of content within and across
The student will analyze the picture in relation to the topic in East curriculum teaching areas.
Asian arts. MOV--- Contextualization, localization, gender fair
and integrations across learning areas like Values
What do you think is our lesson today base on the picture and our Education and within learning area like predicting
activity? outcomes are observable.

The learners will answer the question.

Yes, very good.

To learn the different subject of paintings, let’s try to learn more

D. Discussing new concepts and practicing
new skills #1
about the East Asian arts.
To further understand the East Asian paintings. The teacher will
discuss on the history of early paintings.
The teacher will show example of different paintings.
What are objects or items that are usually put into paintings which
are called subject, themes, or motifs?
The teacher will ask on the different subject of China, Japan and
Korea’s painting?
KRA 1, OBJ. # 1
-Applies knowledge of content within and across
curriculum teaching areas.
MOV--- Contextualization, localization of certain
problem or consequences they just make them
decide.
MOV---Values is being integrated by reflecting on
the result of their decision.

The students will analyze on painting subjects or themes.

E. Discussing new concepts and practicing new
skills #2
(Integration of positive & non-violent discipline and Differentiated
Activity)
KRA 2, OBJ. # 5
*Differentiated Activity in two groups with 13 to 15 members, -Manages learner behaviour constructively by
each group will have a leader. applying positive and non-violent discipline to
House Rules/Standards/Guidelines: ensure learning-focused environment.
(Follow the mnemonic/memory device.) MOV---To minimize and prevent misbehaviour,
G- Give thoughtful feedback house rules/ standards/guidelines are set before
R- Respect others & their thoughts doing the activity.
O- On task all the time MOV---Learners are given positive feedback after
U- Use soft voices each group sharing.
P- Participate actively
S- Stay with your group KRA 2, OBJ. # 6

F. Developing mastery (leads to Formative
Assessment 3)
G. Finding practical applications of concepts and
skills in daily living
H. Making generalizations and abstractions about
the lesson
Rubrics in Participation/Group Activities:
POINTS INDICATORS
5 -Shows eagerness and cooperation to do the task,
participate actively, do great help to the group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities
Special Reminders to learners before doing the activity:
1.Be polite by listening attentively with each other during group
activity.
2.Group planning and sharing is 10 minutes only while group
presentation is 2 minutes or less.
Group 1- SIMILARITIES on China, Japan & Korea’ paintings
Group 2- DIFFERENCES on China, Japan & Korea
(Integration of Contextualization, Localization)
Group Presentation on the assigned topic…
(Learners are given utmost recognition in the task they are
presented.)
(Integration of HOTS, Predicting Outcomes & Identifying Cause
& Effect relationship)
Ask:
1.Why do we need to know the East Asian paintings?
2.Do Philippines have the same paintings?
3.What did you learn while doing the activity?
Ask:
3.What is painting?
4.What is the different subject in painting?   formative and summative assessment strategies
5.Did you follow the given house rules when performing the
task given to you?
6.Did you show politeness by listening attentively with your
-Uses differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests and experiences.
MOV---The learners are given differentiated
activities according to their strengths and interests.
MOV---By applying differentiated activities with
rubrics, learners are ensured of their active
participation.
KRA 1, OBJ. # 1
-Applies knowledge of content within and across
curriculum teaching areas.
MOV--- Contextualization, localization and gender
fair is properly observed in the manner of
grouping, and in the choice of instructional
materials.
KRA 1, OBJ. # 3
-Applies a range of teaching strategies to develop
critical and creative thinking, as well as higher-
order thinking skills.
MOV---The questions presented challenge the
students to think critically.
KRA 4, OBJ. 10
Designs, selects, organizes and uses diagnostic,
consistent with curriculum requirements.
MOV—Formative questions are raised to learners
to diagnose how far they have learned or if the
 partner and your teacher during the individual activity, pair objectives of the lesson are carried.
share activity and group activity?
I. Evaluating learning Evaluation: COFFEE PAINTING KRA 4, OBJ. 10
Direction: Follow the procedure in coffee painting on page 275 -Designs, selects, organizes and uses diagnostic,
formative and summative assessment strategies
Rubric to use: refer to page 278 consistent with curriculum requirements.
MOV---The use of formative assessment consistent
with curriculum requirements is followed in order
to interpret the result of the learners’ progress.

KRA 4, OBJ. 11
Monitors and evaluates learners’ progress and
achievement using learners’ attainment data.
MOV—Results of evaluation are monitored and
reflected on the Learners’ Data in order to support
Monitoring and recording of scores:
and assess learners’ progress and achievement.
How many got 25?, 19?__, 13?__,
Out of 32 students, ___ got 80% of the test.
Out of 32 students, __ got below 80% of the test.
J. Additional activities for application or Assignment:
remediation Direction: Read and reflect on the article “Love in Action” on page
215 of your P.E & HEALTH book.
V. REMARKS
VI. REFLECTION
O. No. of learners who earned 80% in the evaluation

P. No. of learners who require additional activities for remediation

Q. Did the remedial lessons work? No. of learners who have caught up with the
lesson
R. No. of learners who continue to require remediation

S. Which of my teaching strategies worked well? Why did these work?

T. What difficulties did I encounter which my principal or supervisor can help
me solve?
U. What innovation or localized materials did I use/discover which I wish to
share with other teachers?

PREPARED BY: Checked/Observed by: Observed by:

CHERIE N. NEDRUDA ANDREE SILVIDO OLIVIA G. CANNU,ED.D MAYCO J. MENDOZA

-MAPEH TEACHER- MT I –Mentor SSHT VI-MAPEH SSHT VI-MAPEH