JHS DLP Feb 3

4 A’s PROCEDURE
Instructional Planning
D.O. 42, s. 2016
Detailed Lesson Plan (DLP) Format
School KUYA NHS ANNEX-LA ROXAS Grade Level 8

Teacher Ricel Jean B. Pangan Learning Area Mathematics
Time & Dates 7:50-8:45/February 3, 2020 Quarter 4
8:45-9:40/February 3, 2020
10:45-11:40/February 3, 2020
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of inequalities in a
triangle, and parallel and perpendicular lines.
B. Performance Standards The learner is able to communicate mathematical thinking with coherence and
clarity in formulating, investigating, analyzing, and solving real-life problems
involving triangle inequalities, and parallelism and perpendicularity of lines
using appropriate and accurate representations.
C. Learning Competencies / Objectives. The learner determines the conditions under which lines and segments are
Write the LC code for each parallel or perpendicular. M8GE-IVe-1
II. CONTENT
GEOMETRY: Parallelism and Perpendicularity
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 491-498
2. Learner’s Materials pages Pages 459-468
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
Introductory Activity Greetings
This part introduces the lesson content. Although Prayer
at times optional, it is usually included to serve as Checking of Attendance
a warm-up activity to give the learners zest for the
incoming lesson and an idea about what it to
follow. One principle in learning is that learning The teacher will conduct a review about perpendicularity.
occurs when it is conducted in a pleasurable and
comfortable atmosphere. Questions:
1. What do you mean by perpendicularity?
2. When can we say that the two lines are perpendicular?
Activity/Strategy Board Game
This is an interactive strategy to elicit learner’s
prior learning experience. It serves as a
springboard for new learning. It illustrates the Refer to the given figure and the given conditions in answering the
principle that learning starts where the learners succeeding questions. Raise your YES card if your answer is yes;
are. Carefully structured activities such as otherwise, raise your NO card.
individual or group reflective exercises, group
discussion, self-or group assessment, dyadic or
triadic interactions, puzzles, simulations or role-
play, cybernetics exercise, gallery walk and the
like may be created. Clear instructions should be
considered in this part of the lesson.
Questions are in page 458-459 of Learner’s Module. Activity 10.
Analysis The teacher will give a brief discussion about special quadrilaterals. Let the
Essential questions are included to serve as a students analyse the definition and answer activity 11 page 460 of learner’s
guide for the teacher in clarifying key module.
understandings about the topic at hand.
Abstraction The teacher will summarize the activities done above through questioning
This outlines the key concepts, important skills method.
that should be enhanced, and the proper attitude
that should be emphasized. This is organized as a
lecturette that summarizes the learning
Discuss about Writing proofs/proving on how they are going to use the
emphasized from the activity, properties of parallelism and perpendicularity in proving a statement.
Application Think-Pair-Share
This part is structured to ensure the commitment
of the learners to do something to apply their new The students will work on one problem about writing proof. After 5
learning in their own environment.
minutes, they will find a pair to share their ideas and make conclusions.
Choose some students to share their output.
Assessment
For the Teacher to: Activity 13. Page 464 #’s 1,2, and 3
a) Assess whether learning objectives have been
met for a specified duration,
b) Remediate and/or enrich with appropriate
strategies as needed, and
c) Evaluate whether learning intentions and
success criteria have been met.
(Reminder: Formative Assessment may be given
before, during, or after the lesson).
Choose any from the Assessment Methods
Velow.
Assignment/Agreement Answer activity 14 page 468.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment.
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: Noted:
RICEL JEAN B. PANGAN JERWIN A. TABILLA

Subject Teacher School OIC
Checked:
VILMA M. BUSTOS, PhD

School Head
4 A’s PROCEDURE
D.O. 42, s. 2016

Time & Dates 1:00-1:55/February 3-4, 2020 Quarter 4
2:50-3:45/February 3-4, 2020
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of
measures of position.
B. Performance Standards The learner is able to conduct systematically a mini-research
applying the different statistical methods
C. Learning Competencies / Objectives. The learner interprets measures of position.
Write the LC code for each M10SP-IVc-1
II. CONTENT
MEASURES OF POSITION
A. References
1. Teacher’s Guide pages pp. 340-346
2. Learner’s Materials pages pp. 388-397
3. Textbook pages N/A
V. PROCEDURES
Introductory Activity
This part introduces the lesson content. Greetings
Although at times optional, it is usually included Prayer
to serve as a warm-up activity to give the
learners zest for the incoming lesson and an idea
Checking of Attendance
about what it to follow. One principle in Review about the previous discussion.
learning is that learning occurs when it is
conducted in a pleasurable and comfortable Today our activity focuses on interpreting the results of decile and
atmosphere.
percentile for grouped data.
Activity/Strategy How will you interpret the results of a decile and percentile in a
prior learning experience. It serves as a grouped data?
springboard for new learning. It illustrates the
principle that learning starts where the learners Divide the class with 4 members each group.
are. Carefully structured activities such as
individual or group reflective exercises, group  Encourage the leaders in the group to facilitate in the
discussion, self-or group assessment, dyadic or sharing of ideas to finish the activity at the given time.
triadic interactions, puzzles, simulations or role- Say: This activity will help you make interpretation of results for
like may be created. Clear instructions should be deciles in a set of grouped data.
considered in this part of the lesson.  Let them perform example #2 on page 388.
 Let them compute the 7th decile of the math test scores of
50 students.
 Let them interpret the results and explain their
understanding about it.
 What does the 7th decile represent?
 Have them discuss their interpretation with the group.
 Let them share their answers and how they were able to
obtain them.
Analysis
Essential questions are included to serve as a Group activity
guide for the teacher in clarifying key
understandings about the topic at hand. Critical
Say: This activity will strengthen your skills in making
points are organized to structure the discussions interpretation of results on percentiles in a set of grouped data.
allowing the learners to maximize interactions
and sharing of ideas and opinions about  Have them examine the example #3 on pages 390-392.
expected issues. Affective questions are included
to elicit the feelings of the learners about the  Let them calculate the 65th percentile and 32nd percentile of
activity or the topic. The last questions or points the grouped data and interpret the results.
taken should lead the learners to understand the
new concepts or skills1 that are to be presented
 Let them share their interpretation to the class.
in the next part of the lesson.
Abstraction
This outlines the key concepts, important skills Questions:
that should be emphasized. This is organized as
1. What are some difficulties you’ve encountered while
a lecturette that summarizes the learning interpreting the results?
emphasized from the activity, analysis and new 2. How did you overcome those difficulties?
inputs in this part of the lesson.
3. What are the main ideas that you have learned about interpreting
results on deciles and percentiles today?
Discuss.
Application Assume that a researcher wanted to know the percentage of the
This part is structured to ensure the commitment consultants who made Php5,400 or more per day.
of the learners to do something to apply their
new learning in their own environment.
Consultant Number of Cumulative

fees (in consultants frequency
Php)
6400-7599 24 120
5200-6399 36 96
4000-5199 19 60
2800-3999 26 41
1600-2799 15 15
Assessment
For the Teacher to: Calculate the 85th percentile and the 4th decile of the number of
a) Assess whether learning objectives have been
employees given the number of companies. Interpret the results.
b) Remediate and/or enrich with appropriate Number Number
strategies as needed, and of of
c) Evaluate whether learning intentions and
success criteria have been met.
employees companies
(Reminder: Formative Assessment may be given 41-45 11
36-40 6
below. 31-35 9
26-30 7
21-25 8
16-20 4
Assignment/Agreement For enrichment:

Find the 7th decile and 35th percentile of the given grouped data.
Interpret the result.
Class interval frequency
151-160 8
141-150 12
131-140 6
121-130 10
111-120 7
101-110 11
91-100 13
81-90 9
71-80 4
V. REMARKS
Reteach. Wasn’t able to finish the discussion because time was shortened
last meeting.
VI. REFLECTION
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.
remediation
Why did these work?
teachers?
Prepared by: Noted:

Checked:

School Head
4 A’s PROCEDURE
D.O. 42, s. 2016

8:45-9:40/February 4-5, 2020
10:45-11:40/February 4-5, 2020
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of probability.
B. Performance Standards The learner is able to formulate and solve practical problems involving
probability of simple events.
C. Learning Competencies / Objectives. The learner illustrates an experiment, outcome, sample space and
Write the LC code for each event.***
M8GE-IVf-1
II. CONTENT
STATISTICS AND PROBABILITY: Measures of Central
Tendency
A. References
2. Learner’s Materials pages Pages 491- 503
3. Textbook pages
V. PROCEDURES
This part introduces the lesson content. Although at Prayer
times optional, it is usually included to serve as a Checking of Attendance
warm-up activity to give the learners zest for the
incoming lesson and an idea about what it to follow.
One principle in learning is that learning occurs The teacher will conduct a review about writing poorfs/proving.
when it is conducted in a pleasurable and
comfortable atmosphere. Questions:
1. What are the properties of a parallelogram?
2. What are the angles and pair of angles formed when two
parallel lines are cut by a transversal line?
3. What are the properties of the angles formed by a transversal?
4. What are the characteristics and properties of two perpendicular
lines?
Activity/Strategy Group Activity
prior learning experience. It serves as a springboard
for new learning. It illustrates the principle that Group yourselves into 5. Study activity 13 page 494 and answer the
learning starts where the learners are. Carefully questions.
structured activities such as individual or group Observe how the mean, median,and mode of the scores were obtained.
reflective exercises, group discussion, self-or group Complete the statements below.
assessment, dyadic or triadic interactions, puzzles,
simulations or role-play, cybernetics exercise,
gallery walk and the like may be created. Clear a. The mean 6.7 was obtained by__________________.
instructions should be considered in this part of the b. The median 7 is the_____________________________.
lesson. c. The mode 8 is the _________________________________.
Analysis
Essential questions are included to serve as a guide Discuss with your group mates,
for the teacher in clarifying key understandings a. your observation about the values of the mean, the median, and the
about the topic at hand.
mode;
b. how each value was obtained; and
c. your generalizations based on your observations.
Abstraction The teacher will give comments to the answers of the group and discuss
This outlines the key concepts, important skills that the mean, median, and mode of ungrouped data. Introduce the formula
should be enhanced, and give examples.
Application Peer-learning
This part is structured to ensure the commitment of Give real-life problems, let the students answer activity 7 page 499 of
the learners to do something to apply their new LM.
Question:
1. What is the significance of learning measures of central
tendency?
Assessment Evaluate:
For the Teacher to: Activity 10 What a Word pp. 502
a) Assess whether learning objectives have been met Rearrange the letters to name the important words you have learned.
for a specified duration,
Tell something about these words.
strategies as needed, and 1. Find the mean, median, and mode/modes of each of the following
c) Evaluate whether learning intentions and success sets of data.
criteria have been met. a. 29, 34, 37, 22, 15, 38, 40
(Reminder: Formative Assessment may be given b. 5, 6, 7, 7, 9, 9, 9, 10, 14, 16, 20
Choose any from the Assessment Methods Below. c. 82, 61, 93, 56, 34, 57, 92, 53, 57
d. 26, 32, 12, 18, 11, 12, 15, 18, 21
e. The scores of 20 students in a Biology quiz are as follows:
25 33 35 45 34
26 29 35 38 40
45 38 28 29 25
2 32 37 47 45
2. The mean of 12 scores is 68. If two scores, 70 and 63are removed,
what is the mean of the remaining scores?
3. Athena got the following scores during the first quarter quizzes: 12,
10, 16, x, 13, and 9. What must be the value of x so that the median
score is 11?
4. The mean weight of Loida, Jackie, and Jen is 55 kilograms.

a.What is the total weight of these girls?
b.Julie weighs 60 kilograms. What is the mean weight of the
four girls?
Assignment/Agreement
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment.
for remediation.
remediation
Why did these work?
teachers?
Prepared by: Noted:

Checked:

School Head
4 A’s PROCEDURE
D.O. 42, s. 2016

8:45-9:40/February 6-7, 2020
10:45-11:40/February 6-7, 2020
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of probability.
B. Performance Standards The learner is able to formulate and solve practical problems involving
probability of simple events.
C. Learning Competencies / Objectives. The learner illustrates an experiment, outcome, sample space and
Write the LC code for each event.***
M8GE-IVf-1
II. CONTENT
STATISTICS AND PROBABILITY: Measures of Variability
A. References
2. Learner’s Materials pages Pages 507-519
3. Textbook pages
V. PROCEDURES
One principle in learning is that learning occurs The teacher will conduct a review about Central tendency, mean,
when it is conducted in a pleasurable and median and mode.
comfortable atmosphere.
Questions:
1. What is mean?
2. How are we going to get the mean of the data?
3. What is its formula?
4. What is median?
5. What is the formula used in getting the median of the data?
6. What is mode?
for new learning. It illustrates the principle that Begin with interesting and exploratory activities that would lead them to
learning starts where the learners are. Carefully the basic concepts of measures of variability. In this lesson, students
structured activities such as individual or group will learn to interpret, draw conclusions, and make recommendations.
reflective exercises, group discussion, self-or group
Four the Win!
gallery walk and the like may be created. Clear Group yourselves into 4 and answer activity 1 page 507 0f the learner’s
instructions should be considered in this part of the module.
lesson. A housewife surveyed canned ham for a special family affair. She
picked 5 cans each from two boxes packed by company A and company
B. Both boxes have the same weight. Consider the following weights in
kilograms of the canned ham packed by the two companies
(sample A and sample B).
Sample A: 0.97, 1.00, 0.94, 1.03, 1.11

Sample B: 1.06, 1.01. 0.88, 0.90, 1.14
Help the housewife choose the best sample by doing the following
procedure.
Questions:
1. Arrange the weights in numerical order.
2. Find the mean weight of each sample.
3. Analyze the spread of the weights of each sample from the
mean.
4. Which sample has weights closer to the mean?
Analysis
Essential questions are included to serve as a guide The teacher will give feedback and additional information about the
for the teacher in clarifying key understandings topic.
about the topic at hand.
Question:
1. If you were to choose from these two samples, which would
you prefer? Why?
Abstraction
This outlines the key concepts, important skills that Discuss Measures of Variability.
should be enhanced, 1. The Range
2. The Mean Deviation
3. The Standard Deviation
4. The Variance
 The range is the simplest measure of variability. It is the

difference between the largest value and the smallest value.
R=H–L
where R = Range, H = Highest value, L = Lowest value
 The dispersion of a set of data about the average of these data is

the average deviation or mean deviation.
 Standard deviation differentiates sets of scores with equal

averages. But the advantage of standard deviation over mean
deviation is that it has several applications in inferential
statistics.
 Variance is not only useful, it can be computed with ease and it

can also be broken into two or more component sums of squares
that yield useful information.
Give examples each topic and ask questions to the students.
Application What have you learned from our discussion? How are you going to
This part is structured to ensure the commitment of apply it in real life?
the learners to do something to apply their new
Assessment Evaluate:
For the Teacher to: Activity 6 Working in Pairs.
a) Assess whether learning objectives have been met
A. Compute the standard deviation for each set of numbers.
strategies as needed, and 1. (12, 13, 14, 15, 16, 17, 18)
c) Evaluate whether learning intentions and success 2. (7, 7, 8, 12, 14, 14, 14, 14, 15, 15)
criteria have been met. 3. (12, 12, 13, 13, 13, 13, 13, 15, 19, 20, 20)
(Reminder: Formative Assessment may be given 4. (12, 13, 17, 22, 22, 23, 25, 26)
Choose any from the Assessment Methods Velow. 5. (23, 25, 27, 27, 32, 32, 36, 38)
B. The reaction times for a random sample of nine subjects to a

stimulant were recorded as 2.5, 3.6, 3.1, 4.3, 2.9,2.3, 2.6,4.1,
and 3.4 seconds. Calculate the range and standard deviation.
C. Suppose two classes achieved the following grades in a
Mathematics test, find the range and the standard deviation.
Class 1: 64, 70, 73, 77, 85, 90, 94

Class 2: 74, 75, 75, 76, 79, 80, 94
Assignment/Agreement Answer activity 9. Page 521
V. REMARKS
VI. REFLECTION
assessment.
for remediation.
remediation
Why did these work?
teachers?
Prepared by: Noted:

Checked:

School Head
4 A’s PROCEDURE
D.O. 42, s. 2016

Time & Dates 1:00-1:55 Quarter 4
2:50-3:45
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of
measures of position.
B. Performance Standards The learner is able to conduct systematically a mini-research
applying the different statistical methods
C. Learning Competencies / Objectives. The learner interprets measures of position.
Write the LC code for each M10SP-IVc-1
The learner solves problems involving measures of position.
M10SP-IVd-e-1
II. CONTENT
MEASURES OF POSITION
A. References
1. Teacher’s Guide pages pp. 344-347
2. Learner’s Materials pages pp. 392-394
3. Textbook pages N/A
V. PROCEDURES
Introductory Activity
This part introduces the lesson content. Greetings
Although at times optional, it is usually included Prayer
to serve as a warm-up activity to give the
learners zest for the incoming lesson and an idea
Checking of Attendance
about what it to follow. One principle in Review about the previous discussion.
learning is that learning occurs when it is
conducted in a pleasurable and comfortable Questions:
atmosphere.
1. What is the formula used to solve quartile for grouped data?
2. What is the formula used to solve decile for grouped data?
3. What is the formula used to solve percentile for grouped data?
4. What is the first step to do before solving quartile, decile, or
percentile?
5. How are we going to solve for lower boundary?
6. How are we going to solve for Cumulative frequency?
Activity/Strategy How will you going to solve for percentile rank?
prior learning experience. It serves as a
springboard for new learning. It illustrates the Divide the class with 4 members each group.
principle that learning starts where the learners  Encourage the leaders in the group to facilitate in the
are. Carefully structured activities such as
individual or group reflective exercises, group sharing of ideas to finish the activity at the given time.
discussion, self-or group assessment, dyadic or Say: This activity will help you make interpretation of results for
triadic interactions, puzzles, simulations or role- percentile rank.
like may be created. Clear instructions should be  Let them examine example number 4 on page 393.
considered in this part of the lesson.  Let them compute for the cumulative frequency of 42.
 Let them interpret the results and explain their
understanding about it.
 Have them discuss their interpretation with the group.
 Let them share their answers and how they were able to
obtain them.
Analysis
Essential questions are included to serve as a Inquiry-based and Guided Discovery Learning.
guide for the teacher in clarifying key
understandings about the topic at hand. Critical
points are organized to structure the discussions Questions:
allowing the learners to maximize interactions 1. How to compute percentile rank?
and sharing of ideas and opinions about 2. How does it differ with percentiles?
expected issues. Affective questions are included
to elicit the feelings of the learners about the 3. What is the formula used in solving percentile rank?
activity or the topic. The last questions or points
taken should lead the learners to understand the
new concepts or skills1 that are to be presented
in the next part of the lesson.
Abstraction
This outlines the key concepts, important skills Questions:
that should be emphasized. This is organized as
1. What are some difficulties you’ve encountered while
a lecturette that summarizes the learning interpreting the results?
emphasized from the activity, analysis and new 2. How did you overcome those difficulties?
inputs in this part of the lesson.
3. What are the main ideas that you have learned about interpreting
results on percentile rank?
Discuss.
Application
This part is structured to ensure the commitment What have you learned from our discussion? Where can we apply
of the learners to do something to apply their percentile rank in real life? What is its significance?
new learning in their own environment.
Assessment Answer activity 8 page 396.

For the Teacher to:
a) Assess whether learning objectives have been Dennis and Christine scored 32 and 23, respectively, in the National
Career Assessment Examination (NCAE). The determining factor for a
strategies as needed, and college scholarship is that a student’s score should be in top 10% of the
c) Evaluate whether learning intentions and scores of his/her graduating class. The students in the graduating class
success criteria have been met. obtained the following scores in the NCAE.
below. NCAE f LB Cf
Scores
39-41 6
36-38 7
33-35 9
30-32 13
27-29 22
24-26 10
21-23 9
18-20 7
15-17 8
12-14 4
9-11 2
6-8 1
3-5 1
1. Complete the table y filling in the values of LB and Cf. Explain

how you arrived at your answers.
2. Find the 3rd quartile, 72 nd percentile, and the 8th decile of the set
of data.
3. What is the percentile rank of Dennis and Christine?
4. Based on their percentile and percentile ranks, will Dennis and
Christine receive a scholarship? Explain your answer.
V. REMARKS
VI. REFLECTION
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.
remediation
Why did these work?
teachers?
Prepared by: Noted:

Checked:

School Head
4 A’s PROCEDURE
D.O. 42, s. 2016

Teacher Ricel Jean B. Pangan Learning Area MAPEH
Time & Dates Quarter 4
I. OBJECTIVES
A. Content Standards The learner explains how theatrical elements (sound, music, gesture,
movement, and costume) affect the creation and communication of
meaning in Asian Festivals and Theatrical Forms as influenced by
history and culture
B. Performance Standards The learner create/improvise appropriate sound, music, gesture,

movements, and costume for a chosen theatrical composition.
The learner take part in a chosen festival or in a performance in a

theatrical play.
C. Learning Competencies / Objectives. The learners identify selected festivals and theatrical forms celebrated
Write the LC code for each all over the Asian region. A8EL-IVa-1
The learners will research on the history of the festival and theatrical
forms and its evolution, and describe how the community participates
and contributes to the event. A8EL-IVb-2
The learners define what make each of the Asian Festivals and
Theatrical forms unique through a visual presentation. A8PL-IVh-2
II. CONTENT
ARTS
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
V. PROCEDURES
Review about the previous discussion.
One principle in learning is that learning occurs
when it is conducted in a pleasurable and Questions:
comfortable atmosphere. 1. What are the four representative Asian Theatrical Forms?
2. What is kabuki? Where does it originated?
3. What is Noh, Wayang Kulit, and Peking Opera?
4. Where were they originated?
5. How does the four Asian Theatrical Forms differ from each
other?

for new learning. It illustrates the principle that The students will form four groups. (Count off).
learning starts where the learners are. Carefully Each leader of the group will pick what festival will be assigned to
structured activities such as individual or group them.
reflective exercises, group discussion, self-or group a. Chinese New year festival
b. Balinese Festival
gallery walk and the like may be created. Clear c. Kodo Taiko Drum Festival
instructions should be considered in this part of the d. Lantern Festival
lesson.
Group Discussion:
Discuss to your group what festival were assigned to you and what
happened during that occasion.
Analysis Group Activity
Essential questions are included to serve as a guide
for the teacher in clarifying key understandings Each group will record their answer in 1 whole sheet of paper.
about the topic at hand. Critical points are
organized to structure the discussions allowing the
learners to maximize interactions and sharing of Guided Questions:
ideas and opinions about expected issues. Affective 1. What happened during that festival?
questions are included to elicit the feelings of the 2. Do they have a dance?
learners about the activity or the topic. The last 3. What are their costume?
questions or points taken should lead the learners to
understand the new concepts or skills1 that are to be 4. What are their kind of music?
presented in the next part of the lesson. 5. What are their movement, gestures?
6. What are their beliefs?
Abstraction The group will report their assigned tasks.
This outlines the key concepts, important skills that The teacher will ask questions and add some ideas.
should be enhanced, and the proper attitude that
should be emphasized. This is organized as a
lecturette that summarizes the learning emphasized
from the activity, analysis and new inputs in this part
of the lesson.
Application What is the significance of learning the festivals of other Asian country?
This part is structured to ensure the commitment of
Assessment Presentation:
For the Teacher to:
a) Assess whether learning objectives have been met Each group will present their assigned festival in the class through role
play, dance presentation, broadcasting or any ways that are unique and
strategies as needed, and creative.
c) Evaluate whether learning intentions and success
criteria have been met. The teacher will present the criteria.
Choose any from the Assessment Methods below.
V. REMARKS
VI. REFLECTION
assessment.
for remediation.
remediation
Why did these work?
teachers?
Prepared by: Noted:

Subject Teacher School in-Charge
Checked:

School Head
4 A’s PROCEDURE
D.O. 42, s. 2016

Teacher Ricel Jean B. Pangan Learning Area MAPEH
Time & Dates Quarter 4
I. OBJECTIVES
A. Content Standards The learner explains how theatrical elements (sound, music, gesture,
movement, and costume) affect the creation and communication of
meaning in Asian Festivals and Theatrical Forms as influenced by
history and culture
B. Performance Standards The learner create/improvise appropriate sound, music, gesture,

movements, and costume for a chosen theatrical composition.
The learner take part in a chosen festival or in a performance in a

theatrical play
C. Learning Competencies / Objectives. The learners identify selected festivals and theatrical forms celebrated
Write the LC code for each all over the Asian region. A8EL-IVa-1
The learners will research on the history of the festival and theatrical
forms and its evolution, and describe how the community participates
and contributes to the event. A8EL-IVb-2
II. CONTENT
ARTS
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
V. PROCEDURES
Review about the previous discussion.
One principle in learning is that learning occurs
when it is conducted in a pleasurable and Questions:
comfortable atmosphere. 6. What are the four representative Asian Theatrical Forms?
7. What is kabuki? Where does it originated?
8. What is Noh, Wayang Kulit, and Peking Opera?
9. Where were they originated?
10. How does the four Asian Theatrical Forms differ from each
other?

for new learning. It illustrates the principle that The students will form four groups. (Count off).
learning starts where the learners are. Carefully Each leader of the group will pick what festival will be assigned to
structured activities such as individual or group them.
reflective exercises, group discussion, self-or group e. Chinese New year festival
f. Balinese Festival
gallery walk and the like may be created. Clear g. Kodo Taiko Drum Festival
instructions should be considered in this part of the h. Lantern Festival
lesson.
Group Discussion:
Discuss to your group what festival were assigned to you and what
happened during that occasion.
Analysis Group Activity

Essential questions are included to serve as a guide
for the teacher in clarifying key understandings Each group will record their answer in 1 whole sheet of paper.
about the topic at hand. Critical points are
organized to structure the discussions allowing the
learners to maximize interactions and sharing of Guided Questions:
ideas and opinions about expected issues. Affective 7. What happened during that festival?
questions are included to elicit the feelings of the 8. Do they have a dance?
learners about the activity or the topic. The last 9. What are their costume?
questions or points taken should lead the learners to
understand the new concepts or skills1 that are to be 10. What are their kind of music?
presented in the next part of the lesson. 11. What are their movement, gestures?
12. What are their beliefs?
Abstraction The group will report their assigned tasks.

This outlines the key concepts, important skills that The teacher will ask questions and add some ideas.
should be enhanced, and the proper attitude that
should be emphasized. This is organized as a
lecturette that summarizes the learning emphasized
from the activity, analysis and new inputs in this part
of the lesson.
Application What is the significance of learning the festivals of other Asian country?
This part is structured to ensure the commitment of
Assessment Presentation:
For the Teacher to:
a) Assess whether learning objectives have been met Each group will present their assigned festival in the class through role
play, dance presentation, broadcasting or any ways that are unique and
strategies as needed, and creative.
c) Evaluate whether learning intentions and success
criteria have been met. The teacher will present the criteria.
Choose any from the Assessment Methods below.
V. REMARKS
VI. REFLECTION
assessment.
for remediation.
remediation
Why did these work?
teachers?
Prepared by: Noted:

Subject Teacher School in-Charge
Checked:

School Head

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4 A’s PROCEDURE

School KUYA NHS ANNEX-LA ROXAS Grade Level 8

Questions are in page 458-459 of Learner’s Module. Activity 10.

Assignment/Agreement Answer activity 14 page 468.

Prepared by: Noted:

RICEL JEAN B. PANGAN JERWIN A. TABILLA

VILMA M. BUSTOS, PhD

School KUYA NHS ANNEX-LA ROXAS Grade Level 10

Consultant Number of Cumulative

Assignment/Agreement For enrichment:

Prepared by: Noted:

RICEL JEAN B. PANGAN JERWIN A. TABILLA

VILMA M. BUSTOS, PhD

School KUYA NHS ANNEX-LA ROXAS Grade Level 8

4. The mean weight of Loida, Jackie, and Jen is 55 kilograms.

Prepared by: Noted:

RICEL JEAN B. PANGAN JERWIN A. TABILLA

VILMA M. BUSTOS, PhD

School KUYA NHS ANNEX-LA ROXAS Grade Level 8

Sample A: 0.97, 1.00, 0.94, 1.03, 1.11

 The range is the simplest measure of variability. It is the

 The dispersion of a set of data about the average of these data is

 Standard deviation differentiates sets of scores with equal

 Variance is not only useful, it can be computed with ease and it

Give examples each topic and ask questions to the students.

B. The reaction times for a random sample of nine subjects to a

Class 1: 64, 70, 73, 77, 85, 90, 94

Prepared by: Noted:

RICEL JEAN B. PANGAN JERWIN A. TABILLA

VILMA M. BUSTOS, PhD

School KUYA NHS ANNEX-LA ROXAS Grade Level 10

Assessment Answer activity 8 page 396.

1. Complete the table y filling in the values of LB and Cf. Explain

Prepared by: Noted:

RICEL JEAN B. PANGAN JERWIN A. TABILLA

VILMA M. BUSTOS, PhD

School KUYA NHS ANNEX-LA ROXAS Grade Level 8

B. Performance Standards The learner create/improvise appropriate sound, music, gesture,

The learner take part in a chosen festival or in a performance in a

Activity/Strategy Group Activity

Prepared by: Noted:

RICEL JEAN B. PANGAN JERWIN A. TABILLA

VILMA M. BUSTOS, PhD

School KUYA NHS ANNEX-LA ROXAS Grade Level 8

B. Performance Standards The learner create/improvise appropriate sound, music, gesture,

The learner take part in a chosen festival or in a performance in a

Activity/Strategy Group Activity

Analysis Group Activity

Abstraction The group will report their assigned tasks.

Prepared by: Noted:

RICEL JEAN B. PANGAN JERWIN A. TABILLA

VILMA M. BUSTOS, PhD

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