Department of Education

Region XII
Division of Sultan Kudarat
MADANDING NATIONAL HIGH SCHOOL
Madanding, Lambayong Sultan Kudarat

Lesson Plan in MAPEH-8

(Health)
September 18, 2019

I – OBJECTIVES

1. Discuss cigarettes and alcohol as gateway drugs

2. Analyze the implications of cigarette smoking and drinking alcohol
3. Describe the harmful short and long-term effects of cigarette smoking and drinking alcohol on the
different parts of the body

II – SUBJECT MATTER

Topic – Cigarettes and Alcohol

References – Grade 8 health student handbook

Other learning resources – Internet

III – PROCEDURE

a. Greetings/Checking of attendance
b. Motivation
- Activity I
Copy the answer box A if you are in the PASSIVE ZONE. On the other hand, copy and answer box B if you are in the
ACTIVE ZONE. And answer the following questions in your notebook.
Box A (Passive Zone) Box B (Active Zone)

1. My first step in standing up for my rights
when I am in danger of being exposed to
cigarette smoke is ________________.
2. The last time I inhaled someone else’s
smoke, I became a passive smoker
because ___________________.
3. I will do the following steps to become
more active about avoiding passive
smoke ______________,
_____________, _______________.
4. I know that the benefits of being active
on avoiding cigarette smoke are
____________.
1. I will help passive smokers who are afraid
to stand up for their rights to speak up
for themselves on the issue of second
hand smoke by _________________.
2. Every time a person smokes near me, I
politely react by __________________.
3. The following are my ways of protecting
my health from the dangers of cigarette
smoke ____________________.
4. The benefits of sharing this healthy
information will be _______________.

1. How can you stand up for your rights and protect your health from the danger of cigarette smoking?
2. What can you suggest to people who are at risk of exposure to smoke and its harmful chemicals?
3. What if your friends started smoking, will you also smoke for your friends’ sake? Why or Why not?
4. What do you think are the effect of cigarette smoking in our environment?
(DRRM integration)
 c. Lesson Proper

- Discuss the danger of cigarette smoking – Gateway Drugs

- Discuss the effect of smoking on the body/lungs

- Discuss the risk of cigarette smoking

- Policies and Laws regarding Cigarette Smoking – Republic act no. 9211 known as the Tobacco
Regulation Act of 2003 is the law governing tobacco production, distribution, and use. Some of its
important provisions are the following: Section 5. Smoking Ban in Public Places (see the slides).
-
d. Application - Activity II –

Materials: pencil, marker, bond paper

On a bond paper, draw a gate on the lower left side. Leading from your gate will be pathways that will
describe directions your life will take. Draw these path and write beside the paths your goals and targets in life
(present and future). (see the slides for the sample drawing).

IV – EVALUATION

Answer the following questions in your activity notebook.

1. What are the gateway drugs? Why are these drugs called gateways?
2. Analyze the implications of cigarette smoking and alcohol use on the following: self, family, environment,
community, and country?
3. Imagine that the body organ can talk. What do you think will they tell someone after he/she smokes or
drinks alcohol?
4. Why it is important not to drive vehicles after drinking alcohol?
5. How can you avoid the risks of being an alcoholic?

V – ASSIGNMENT

Research and make comics or rage face of the different effects of smoking and drinking on the body.

Prepared by:
SERTIZA P. GABAYERON
MAPEH Teacher

Observed and Approved by:

EDWIN N. LAGLIVA
 Principal I

Department of Education
Region XII
Division of Sultan Kudarat
MADANDING NATIONAL HIGH SCHOOL
Madanding, Lambayong Sultan Kudarat

Lesson Plan in MAPEH-10

(Physical Education)
January 21, 2020

I – OBJECTIVES

1. Familiarize yourself with the nature and sequence of the syllabized warm-up exercise
2. Determine one’s own heart rate at rest before the warm-up session
3. Discuss the cheerdance basic dance steps
4. Create movements in coming up with your own cheer dance routines through improvisation

II – SUBJECT MATTER

Topic – Syllabised Warm-up Exercises

Materials –
. music player
. any upbeat warm-up music
. speaker
References – Grade 10 student handbook
- Internet

III – PROCEDURE

a. Greetings/Checking of attendance
b. Motivation
- Determine your personal maximal heart rate and range of training heart rate before proceeding to
the syllabized warm-up activity so you will know your limit as far as your heart rate is concerned.
- Do the following warm-up activities for 10 to 15 minutes.
(see slides for the sequence of exercise)
c. Lesson proper
- Discuss some of the syllabize warm-up exercise and its benefits
- Discuss what is the meaning of cheerdance and its history
(subject integration – Aral-Pan)
- Discuss the cheerdance basic dance steps
. hip hop basics
. jazz/classical dance basics
. cheerdance basics (cheer side)
d. Application
- Now that you have the necessary knowledge and skills about the basics of cheerdancing, its high
time for you to go back to your first activity, to create a two minutes cheerdance routine for your
group. You will be given 10 minutes to accomplished your mission.
- To master your routine, your group will be given two minutes to perform what you have rehearsed
with the beat of the music.
- Present your routine to the class. Your performance will be assessed considering the following
criteria: completeness (considering the three elements of cheerdance), mastery and synchrony,
difficulty (in terms of intensity) and team work.
 - And how your group considered/apply the current issue (covid-19) in your performance.
- Ensure safety in the conduct of this activity, such as in practice area, clothing, and skills.
(DRRM integration)

IV – EVALUATION

Answer the following questions. Write your answer in your activity notebook

1. What were the dance presentations you performed about?

2. How could you perform better?
3. Are there other combinations which you can perform to add dynamics to your cheerdance routine?
4. How can a student like you benefit from performing cheer dance?
5. What benefits can you gain when doing warm-up before the performance of a more strenuous physical
activity? What other warm-up exercise can you suggest other than those you have already performed?

V – ASSIGNMENT

Study and perform the following readings and illustration for the improvement of your cheerdance routine.
See page 159 of your handbook.

Prepared by:
SERTIZA P. GABAYERON
MAPEH Teacher

Observed and Approved by:

EDWIN N. LAGLIVA
Principal I
 Department of Education
Region XII
Division of Sultan Kudarat
MADANDING NATIONAL HIGH SCHOOL
Madanding, Lambayong Sultan Kudarat

Lesson Plan in MAPEH – 8

4th quarter

I – Objectives:

1. Discuss the origin and location of folk dance through its costume and music
2. Identify the meaning of the gesture and hand movements of the dance selected
3. Able to execute the basic steps in folk dance

II – Subject Matter:

Topic – Philippine Folk Dances with Asian Influence

References – Physical Education and Health Grade – 8

- Learner Module quarter 4, MELC code: PE8RDVc-1

- Other learning resources - Internet

III – Procedure:

a. Greetings / checking of attendance

b. Motivation

- Ask the students what is their understanding about folk dance?

- What is your impression about Philippine folk dance?
- Picture presentation, after the picture ask the students about it.

1. Just by simply looking at their costumes and props, can you give the place of origin
of these dances? What are your proof to say so?
2. Can you give a storyline for each of these dances just by looking at their poses,
costumes, and props? (English/Language)

c. Lesson proper

- Discuss the origin and location of folk dance through its costume and music. (video
presentation after the discussion in every dance)

 Binislakan
 Sua-ku-Sua
 Panagalay
 Sakuting.
 - Discuss the meaning of the gestures and movement of the dance selected.
- Discuss the terms and dance step basically used in folk dance.

 Slide
 Skip
 Bleking
 Gallop
 Mincing
 Touch step
 Change step
 Waltz turn
 Waltz step
 Stamping

d. Application – Group Activity

- Integrate the current issue about covid-19, on how they perform the dance steps they
learned. Especially social distancing and using facemask.

 Assign task leader in each group, out of the basic dance step you learned, create dance
steps combination.
 Used contextualize materials seen in your school community for your music.
 Ensure safety in the conduct of this activity, such as in practice area, clothing, and skills.
(DRRM integration)
 The following criteria will be used for your performance.
- Choreography and Artistic Presentation ----------------------- 40%
- execution and Mastery of Steps ---------------------------------- 30%
- Characterization and Behavior During Performance -------- 30%

IV – Evaluation:

Complete the table by writing the correct data of the following folk dance with the Asian Influence.
Dance title Dance Place of Country of Dance Meaning Ethno- Classification
researcher origin influence culture linguistic
group
pangalay

Binislikan

Sakuting

Sua-ku-Sua
V- Assignment:

Dance into the grove!!!

With the same grouping perform again the rhythmic combination that you composed while doing the
following. Present your dance creation in the class next week.

1. Create a dance using any hand or body movement tat would jibe with the sound or rhythmic pattern
you created. Use contextualize materials found in your community.
2. Always observe the element of space and movement while doing the routine
3. Perform the whole routine of dance and sound improvisations with proper expression and gestures.

Prepared by:

Sertiza P. Gabayeron
Mapeh Teacher

Observed and Approved by:

Edwin N. Lagliva
Principal - I