Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8

in
TEACHER CAMILLE A. BUGAYONG LEARNING AREA MUSIC
MAPEH
TEACHING DATE WEEK 1 QUARTER 3RD QUARTER
AND TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The Learner demonstrates an understanding of common and distinct musical characteristics of
South Asia and the Middle East.

B. Performance Standard The Learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression
and style.

C. Learning The learner…

Competencies/ ∙ Explains how music of a South Asian and the Middle East country relate to its geography and
Objectives culture
(MU8WS-IIIag-1)
∙ Listens perceptively to music of South Asia and the Middle East;
(MU8WS-IIIah-2)
∙ Sings songs of South Asia and the Middle East;
(MU8WS-IIIcg-3)
∙ Analyses musical elements of selected songs and instrumental pieces heard and performed.
(MU8WS-IIIch-4)

II. CONTENTS
 Music of South Asia India Music of Middle EastIsrael
∙ Geographical ∙ Geographical
∙ Historical ∙ Historical
∙ Cultural Background ∙ Cultural background

1
III. LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pages pp. 110-111 p. 121 p. 121

pp. 110-111,

2. Learner’s Material pp. 110-112, pp. 110-112, , pp. 128-129 pp.,128-129

pages

3. Textbook pages Lacia, G.C; Operano, M.R. Ed.D, Lacia, F.C.;et. al, (2013)The 21st century MAPEH in
action, Rex Bookstore 856 Nicanor Reyes, Sr. St.pg.53, 65 – 66

EdukasyongPangkatawan, Kalusugan at Musika III. Adriano, Celia T. Et al, 1999, 291, 29 7

4. Additional Materials www.youtube.com./watch?v=GvWkHsfXFGQ

from Learning
Resource (LR) portal www.carnaticsangeetham.com

www.youtube.co//watchv=KAJYXm067ns
https://m.youtube.com/watch?feature=youtu.be&v=sWSKtoURGAg.com

B. OTHER LEARNING
REFERENCES

IV. PROCEDURES
A. Reviewing Previous The teacher will play The teacher will ask The teacher will The teacher will
Lesson Or Presenting New a music video as an question: play a music ask question:
Lessons example of modern video as an
Indian music Who can relate the music example of Who can relate
“JAIHO” then ask of India to its geography music of Israel the music of Israel
students the and culture? “HEBREW” to its geography
following questions: ( 5 min) then ask and
* Who can guess the students the culture?
nationality of the following ( 5 min)
singer? * How will you questions:
describe the music * Who can
video? guess the
( See attached CD) nationality of
( 10 min) the singer?
* How will you
describe the music

2
video?( 5 min)

B. Establishing A Purpose The teacher will play The teacher will

For The Lesson music of India used in play music of
particular events such Israel used in
as ∙weddings events
∙courtships such as
∙religions ∙ weddings
∙festivals ∙courtships
∙ national anthem ∙victories
∙festivals
Let the students ∙ national
guess the song and anthem
the event where it is Let the students
used. guess the song
(10 min) and the event
 where it is used.
( 10 min)

C. Presenting Examples / The teacher will post The teacher

Instances Of The New pictures of particular will post
Lesson events then he/she pictures of
play music of India. particular
Let the students events then
guess in what event he/she will
is the music used by play music
picking pictures videos of
posted by the Israel. Let the
teacher. Ask students students guess
to analyze the music in what event
according to is the music
pitch, rhythm, used by
expression and style. picking pictures
(15min) posted by the
teacher. The
teacher will then
ask the students
to analyze the
music according
to pitch, rhythm,
expression and
style.
(15 min)

D. Discussing New Concepts The teacher will play The teacher will

3
 And Practicing New Skills different kinds of play different
#1 music in India then kinds of music in
he/she will discuss Israel then
the musical he/she will
elements of each music discuss the
and the relationship of musical
music to their culture elements of each
and historical musicand the
background of India. relationship of
(25 min) music to their
culture and
historical
background of
( See attached CD) Israel.
(25 min)

( See attached CD)

E. Discussing New The teacher will play The teacher will

Concepts And music used in particular play music used in
Practicing New Skills events of India such as particular events
#2 weddings and of India such as
religious festivals. Let the Weddings and
students identify the religious festivals.
musical elements used in Let the students
a song and in what identify the musical
particular events were the elements used in a
songs used. song and in what
(15 min) particular events
were the songs
used. (15 min)

F. Developing Mastery Listening Activity: Group Activity:

(Leads To Formative What are the Ask the students
Assessment 3) distinctive to analyze and
characteristics of the group/ classify
Indigenous music of the musical
 Mindanao? instruments of
Mindanao.

G. Finding Practical The teacher will play a The teacher will

Applications Of The music video with lyrics of play a music video
a famous with

4
Concepts And Skills In song in India lyrics of a famous
Daily Living “ Hymm to Shiva song in Israel
Tandavastotra.” Let the “ ZumGaliGali.”
students sing songs of Let the students
India then ask them how sing
they reacted/felt when songs of Israel then
they were singing the ask students how
Indian song. Let them they reacted/felt
explain how music of India while
has influenced its singing the song.
geography and culture. Let students
explain how music
(10 min) of Israel has
influenced its
geography and
culture.
(10 min)
H. Making The teacher will ask The teacher will
Generalizations And the following ask the following
Abstractions About questions: questions:
The Lesson ∙ What is the
∙ What is the importance of
importance of music music of Israel in
of India in terms of terms oftheir
their historical and historical and
cultural background? cultural
background?
∙ Are musical elements
important to the ∙ Are musical
music of India? elements
(10 min) important to the
music of Israel?
(10 min)

I. Evaluating Learning The teacher will play five The teacher will
varieties of music of India play five varieties
then let the students write of music of Israel
down the particular then let the
events such as wedding, students write down
courtship, religions, the particular
festivals and events such as
wedding,

5
national anthem then courtship, religions,
identify the elements of festivals and
the music. (15 min) national anthem
then
identifythe
elements of each
music.

J. Additional Activities For
Application And
Remediation
K. Assignment
V. REMARKS
VI.REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
(15 min)
The teacher will play The teacher will
different kinds of music of play different
India then the students will kinds of
analyze the musical music of Israel
elements of the selected then the students
songs. will
analyze the
( 5 min) musical elements
of the
selected songs.
( 5 min)
Ask students to relate Ask students to
Philippine music to that of relate Philippine
Indian music then music to that of
compare them particularly Israel music then
in terms of pitch, rhythm, compare them
expression and style. particularly in terms
of pitch, rhythm,
expression and style.
 6
Below 80%

C. Did The Remedial

Lessons Work? No. Of
Learners
Who Have Caught Up
With The Lesson.

D. No. Of Learners Who

Continue To Require
Remediation

E. Which Of My
Strategies Worked
Well? Why Did
These Work?

F. What Difficulties Did I

Encounter Which My
Principal Or Supervisor
Helped Me Solved?

G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

7
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Daily Lesson Log SCHOOL GRADE LEVEL 8

in KAPAYAPAAN NATIONAL HIGH SCHOOL

 CAMILLE A. BUGAYONG LEARNING AREA MUSIC
MAPEH TEACHER

TEACHING DATE WEEK 2 QUARTER 3RD QUARTER

AND TIME

I. OBJECTIVES

A. Content Standard The learner demonstrates an understanding of common and distinct musical characteristics of South
Asia and the Middle East.

B. Performance Standard The learner performs South Asia and the Middle East music with appropriate pitch, rhythm,
expression and style.

C. Learning The learner…

Competencies/ ∙ explores ways of producing sounds on a variety of sources that would simulate instruments being
Objectives studied
(MU8WS-IIIch-5)
∙ improvises simple accompaniment to selected South Asia and the Middle East music
(MU8WS-IIIbh-6)
∙ performs on available instruments from South Asia and Middle East
(MU8WS-IIIbh-7)
∙ evaluates music and music performances applying knowledge of musical elements and style
(MU8WS-IIIch-8)

II. CONTENTS A. Music of India

∙ Traditional instruments (idiophones, aerophones, membranophones, and chordophones) ;
∙ Instrumental pieces (solo and ensemble);
∙ Folksongs and ritual music
B. Music of Israel
∙ Traditional instruments (idiophones, aerophones, membranophones, and chordophones);
∙ Instrumental pieces (solo and ensemble);
∙ Folksongs and ritual music

III. LEARNING RESOURCES

 A. REFERENCES

1. Teacher’s Guide pages pp.112-114 pp.112-114 pp. 119-122 pp.119-122

8
2. Learner’s Materials pages 3. Textbook pages
*EdukasyongPangkatawan, Kalusugan at Musika I

Lacia, G.C; Operano, M.R. Ed.D, Lacia, F.C.;et.

4. Additional Materials from Learning Resources (LR) action. Rex Bookstore 856 Nicanor Re
portal
Agapay, Nonabelle C.MAPEH: Making us fully equip
B. OTHER LEARNING
RESOURCES 10 https://www.teachervision.com/tv/printables/1
IV. PROCEDURES

A. Reviewing Previous
Lesson or Presenting The
New Lesson The teacher will ask The teacher will ask
learners to use a venn learners to give the
diagram to classification of
differentiate and musical instruments
contrast the musical in India.
elements of the music ( 10 min)
of India and Israel.
( 10 min)

Name it:
B. Establishing A Purpose For The Lesson The teacher will
show pictures and
pp. 113-117 pp. 113-117 post the names of
the musical
instruments of India
then let the learners
 match the names of musical instruments
the of India according
following instruments. to
After naming the idiophones,aerophone
picture of s, membranophones,
instruments, ask or chordophones).
learners to determine
the classification of the

C. Presenting Examples/ Instances Of The New Lesson E. Developing Mastery (Leads To Formative
Assessment 3)
(10 min)

The teacher will play

carnatic,hindustani,
and talathenmusic.
Let the learners
identify the
D. Discussing New Concepts And Practicing New Skills #1 classification of the
musical instruments
used.
(15 min)
Teacher will discuss
the characteristics of
traditional music,
Tala and
classification of
musical instruments
from India through a
PowerPoint

presentation. ( See

attached CD)

The teacher will post

an example of “tala”
and execute on how to
play it by clapping.Let
the
students do the
same after the
demonstration of the
teacher.
(20 min)

The teacher will play

ritual and folk music of
India.Let the learners
identify the classification
of the
instruments.
(15 min)
 10

F. Finding Practical
the class into five
Applications Of Concepts And Skills In Daily Living
groups. ∙ Each group will
be
assigned to perform
the Tala(Tintal and
Chautal) selections
provided.
∙ Using the improvised
percussion
instruments, perform
the “Tala.”
∙ Each group will be
given 10 minutes to
practice.
(20 min)
G. Making Generalizations And Abstractions About The Lesson
(See attachment of
Tala) (See attached
rubrics)

Ask learners the

following questions:
∙ How can musical
H. Evaluating Learning
instruments change
Practical Work music?
Approach (PWA) ∙ Why do people in
The teacher will divide
 India use musical The teacher will play
instruments in their a ritual and folk
music? music of India. Let
(10 min) the students

11

I.Additional Activities For Application Or Remediation F. What Difficulties Did I Encounter Which My
Principal Or Supervisor Can Help Me Solve?
identify what
J.Assignment classification of
instruments is used in
the music.
V. REMARKS (5 min)

Ask learners to bring

VI. REFLECTIONS improvised
A. No. Of Learners Who percussion
Earned 80% In The instruments.
Evaluation. (Bring it tomorrow.)
B. No. Of Learners Who
Require Additional Activities For Remediation Who How will you compare
the musical
Scored Below 80%
instruments of India
C. Did The Remedial Lessons Work?
with Philippine
D. No. Of Learners Who
instruments?
Continue To Require
Remediation
E. Which Of My Teaching Strategies Worked Well?
Why Did These Work?
 12
G. What Innovation Or Localized Materials Did I Use/Discover Which I Wish To
Share With Other
Teachers?

13
Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
in
TEACHER ELVIRA M. RENTOY LEARNING AREA ARTS
MAPEH
TEACHING DATE WEEK 1 QUARTER 3rd Quarter
AND TIME

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
A. Content Standards The learner…
∙ Art elements and processes by synthesizing and applying prior knowledge and skills
∙ The salient features of the arts of South, West, and Central Asia by showing the relationship of the elements of
art and processes among culturally diverse communities in the region
∙ East Asian countries as having a rich artistic and cultural tradition from prehistoric to present times

B. Performance Standards The learner…

∙ Creates artworks showing the characteristic elements of the arts of South, West, and Central Asia
∙ Exhibits completed artworks for appreciation and critiquing

C. Learning The learner will be able The learner… The learner… The learner…
Competency/Objectives to analyze elements ∙ will identify ∙ will be able create ∙ will be able to identify
and characteristics of arts and crafts characteristics of arts and
principles of art in the arts and crafts in that crafts in Pakistan (truck
production of arts and India can be locally art) (A8EL-IIIa-2)
crafts inspired by the (rangoli, katak, assembled with ∙ will be able to show the
cultures of South Asia, mendhi, Diwali local materials, commonalities and
West Asia, and Central (A8EL-IIIa-2) guided by local differences of the cultures
Asia ∙ will be able to reflect traditional of the South Asian, West
(A8EL-IIIb-1) on and derive the techniques. Asian, and Central Asian
mood, idea or (A8PR-IIIc-e-1) countries in relation to
message from ∙ The learner will be Philippine culture
selected artifacts able to (A8PR-IIIh-4)
and art incorporate
objects the design, form,
(A8PL-IIIh-1) and spirit of South,
∙ will be able to trace West, and Central
the external Asian
(foreign) artifacts and
objects to one’s
creation

14
 and internal (A8PL-IIIh-3)
(indigenous) ∙ The learner will be
influences that are able to
reflected in appreciates
the design of an the artifacts and art
artwork and in the objects in terms of
making of a craft their utilization and
their distinct use of
∙ The learners will be art elements and
able to derive principles
elements from (A8PL-IIIh-2)
traditions/history of
a community for
one’s
artwork
(A8PR-IIIf-2)

II. CONTENTS

ARTS OF SOUTH, WEST, ARTS OF SOUTH RANGOLI AND PAKISTANI,

AND CENTRAL ASIA ASIA (INDIA) DIWALI MOBILE UZBEKISTAN,
KAZAKHSTAN,
TAJIKISTAN

III. LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pages pp. 273-278 pp.274-277 pp. 279-281 pp. 282-283

2. Learner’s Materials pages pp. 304-314 pp.304-307 pp.304-307 pp. 309-311

3. Textbook pages MAPEH for A Better You

4. Additional Materials OHSP Arts Module Q2 pp.13

from Learning Resource
 (LR)portal

B. OTHER LEARNING http://www.slideshare.net/teacherjo19/south-central-west-asian-arts?qid=a0e232e8-e82c-4624-

RESOURCES 81ce a18064932e21&v=&b=&from_search=4
https://www.youtube.com/watch?v=HrrW3rO51ak
https://www.youtube.com/watch?v=VCLPeU83uq8
https://www.youtube.com/watch?v=LRidecgLnqc
https://www.youtube.com/watch?v=G7k0sWVhcrI

IV. PROCEDURES

A. Reviewing Previous The teacher will present
Lesson or Presenting The the map of Asia and ask
New the students to locate the
Lesson following countries:
India, Pakistani,
Uzbekistan, Kazakhstan,
Tajikistan,
Turkey, and Kyrgystan.
(5 min)
15
The learners will recall Ask the learners: Ask the learners to tell
the artworks in South, What are the major something about Rangoli
West and Central Asia. contributions of India and Diwali-Festival of
Let them enumerate the in the field of art? Lights.
elements and principles (5 min) (5 min)
of art used in each
artwork.
(5 min)

B. Establishing A Purpose MINUTE TO WIN IT
For The Lesson
The teacher will divide
the class into four
groups. Post some
examples of arts and
crafts in South, West and
Central Asia and match
each picture to its country
of
origin.
Ask the students:
POP-UP MINDS PICTURE PUZZLE PINOY JEEPNEY vs.
PAKISTANI TRUCK
Ask the learners to Ask the learners to
think of a word/s that assemble the pictures Present in class a
you may associate of Rangoli and Diwali Pinoyjeepney and Pakistani
with INDIA. by swapping the Truck. Ask the students to
(5 min) pieces of puzzle until compare the Pinoy jeep with
they form the image. Pakistani truck art in terms
(7 min) of color, design, forms, and
shapes.
(5 min)
 Were you able to match
the pictures correctly?
How? (7 min)
C. Presenting The learners will watch a
Examples/Instances Of video presentation
The New Lesson showing different arts
and crafts in South,
West, and Central Asia.
The teacher will ask
the learners:
∙ Describe the different
art works in South,
West, and Central Asia
∙ Cite the similarities and
differences among the
art works
(8 min)
D. Discussing New Concepts Using the pictures from the
And Practicing New Skills previous activity and with
# 1 the same group, the
learners will answer the
following
questions:
∙ What elements of arts
are used in each art
work?
∙ Analyze the different
principles of design
used in each artwork?
Show some Post on the board Have a group of four. Have
pictures/images/art examples of Rangoli a gallery walk inside the
work in three periods showing different classroom. Each station
of Indian Art. principles of design. presents the arts and crafts
in Central Asia.
Describe the well- ∙ Describe each Station 1: Pakistan
known artwork in artwork. Station 2: UZBEKISTAN
each period. (5 min) ∙ Enumerate the Station 3:KAZAKHSTAN
elements of arts Station 4:TAJIKISTAN
used in rangoli.
∙ What principle of Each group will identify
design present in and describe the arts and
this artwork? crafts known to each
(8 min) country.
(10 min)
16
The teacher will discuss The teacher will Based on the previous
the different periods of discuss the activity, the teacher will
Indian art featuring its procedures on how lead the
contributions to World to make a Rangoli discussion through a
art and festivals and Diwali Mobile. PowerPoint presentation the
∙ Ancient Period (refer to LM pp. identified arts and crafts in
∙ Classical Period 315- 316) Central Asia. (15 min)
∙ Mogul Period
(see attached The students will watch
presentation) a video presentation
(15 min) showing different
designs of rangoli
 (15 min) https://
www.youtube.co
m/watch?
v=LRidecgLnqc

(8 min)

E. Discussing New Concepts The learners will read

And Practicing New Skills the text regarding
# 2 Diwali
Festival of Lights (LM
pp. 306) afterwards,
ask the students to
watch a video
presentation about
Diwali Festival of Lights.
https://
www.youtube.com
/watch?
v=HrrW3rO51ak

The learners will

answer the following:

∙ When is Diwali-Festival
of Lights celebrated?
∙ Enumerate the
preparations of
Indians before the
Festival of
Lights.

17
(10 min)
F. Developing Mastery Ask the learners with their
(Leads To Formative group. The teachers will
Assessment 3) give them another set of
artwork to each group. Let
them analyze the
elements and principles of
arts present in each
artwork.
(10 min)
G. Finding Practical Ask the learners to give
Application Of Concepts examples of crafts,
And Skills In Daily Living architectures, sculptures
and everyday objects that
have the similar style in
our
country.
(5 min)
H. Making Generalizations Unique lines, forms, shapes,
And Abstractions About colors, motifs and designs
The Lesson are manifested in the art of
India, Central Asia, and
West Asia. (5 min)
The learners will
identify the major
contribution of art in
each period.
(See attached
activity) (5 min)
EXPRESS YOURSELF:
∙ What Philippine
celebration is similar
to India’s?
∙ What practices in the
Philippines are
similar to India’s
Festivals of Light?
(5 min)
What are the major
contributions of India
to the field of arts?
Cite the Characteristics
of each artwork.
Ask learners to create ACTIVITY 3: VIDEO
an art work PRESENTATION –
incorporating design TRUCK ART
form. Uploaded by
ACTIVITY 1: journeymanpictures
Rangoli Art http://www.youtube.com/
watch ?v=4EhNAib0b6Q
Guide Questions
ACTIVITY 2: ∙ Describe the unique
DIWALI MOBILE lines, color, forms, and
(25 min) shapes found in
Pakistan’s truck art.
∙ Give your impressions
on how Pakistanis
use
the elements of arts in
their artwork.
(10 min)
Let the learners Ask the learners to design
enumerate the style their own version of Pinoy
and technique they jeep. (5 min)
have learned from the
activity that they can
use in
doing an artwork?
(4 min)
Ask the learners: The teacher will ask the
What makes the arts following questions:
of South Asia– India ∙ What are the
unique? characteristics of
(4 min) Pakistan Arts?
 (5min) ∙ Compare Pinoy jeep with

18
Pakistani truck art in
terms of color, design,
I. Evaluating Learning Identify the principles of Quiz 1-5 The performance of the forms and shapes.
art used in each artwork. (5min) learners will be (5 min)
(see attached worksheet) evaluated based on Quiz 1-5
(5 min) rubrics. (See attached (5 min)
rubrics)
Note:
Apply different
design patterns:
- Repeated - Radial
pattern

J. Assignment Ask the learners to bring The learners will be asked to

art materials to be used make an improvised Pakistani
in art activity for the truck using recyclable
next day. (Rangoli and materials (old folders,
Diwali Mobile) colored papers etc.)
Note: The teacher will
show his/her handmade
Pakistani Truck.

V. REMARKS

VI. REFLECTION

A. No. of Learners Who

Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional
Activities For Remediation
Who Scored Below 80%

C. Did The Remedial

Lessons Work? No. Of
Learners
Who Have Caught Up With
The Lesson

D. No. of Learners Who

Continue To Require
Remediation

19
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?

20
Daily Lesson Log in SCHOOL BUNGGO NATIONAL HIGH SCHOOL GRADE LEVEL 8
 TEACHER ELVIRA M. RENTOY LEARNING AREA ARTS
MAPEH TEACHING DATE WEEK 2 QUARTER 3RD QUARTER
AND TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learner…

∙ Art elements and processes by synthesizing and applying prior knowledge and skills
∙ The salient features of the arts of South, West, and Central Asia by showing the relationship of the elements of
art and Processes among culturally diverse communities in the region
∙ East Asian countries as having a rich artistic and cultural tradition from prehistoric to present times

B. Performance Standards The learner…

∙ creates artworks showing the characteristic elements of the arts of South, West, and Central Asia ∙ exhibits
completed artworks for appreciation and critiquing create artworks showing the characteristic elements of the arts
of East Asia

C. Learning The learner The learner… The learner…

Competency/Objectives ∙ will be able to ∙ will be able to create arts and crafts that can be ∙ will be able to show
identify locally assembled with local materials, guided the relationship of
characteristics of by local traditional techniques. the development of
arts and crafts in (A8PR-IIIc-e-1) crafts in specific
West ∙ will be able to incorporate the design, form, countries in South
 Asia and spirit of South, West, and Central Asia, West Asia, and
∙ will be able to reflect Asian artifacts and objects to one’s Central Asia,
on and derive the creation (A8PL IIIh-3) according to
mood, idea or ∙ will be able to appreciate the artifacts and art functionality,
message from objects in terms of their utilization and their traditional
selected artifacts distinct use of art elements and principles specialized
and art objects (A8PL-IIIh-2) expertise, and
(A8PL-IIIh-1) availability of
∙ will be able to derive resources
elements from ∙ will be able to
traditions/history of mount an exhibit
a community for using completed
one’s
artwork (A8PR-IIIf-2)

21
South-West-Central
Asian-inspired crafts
in an organized
manner

II. CONTENTS

ARTS AND CRAFTS ARTS AND CRAFTS SOUTH, CENTRAL,

OF WEST ASIA OF WEST ASIA AND WEST ASIAN
TURKMENISTAN TURKMENISTAN ARTS
AND KYRGYSTAN AND KYRGYSTAN

III. LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pages pp. 284-286 pp. 295 pp.274-286

 2. Learner’s Materials pp. 312-315 pp. 322-323 pp.304-314
pages

3. Textbook pages

4. Additional Materials
from Learning Resource
(LR)portal

B. OTHER LEARNING https://www.youtube.com/watch?v=-yTZlDJDjmM

RESOURCES https://www.youtube.com/watch?v=ABeAQTBNqzw

IV. PROCEDURES

A. Reviewing Previous Ask the learners to LOOP A WORD. Ask the Learners to Arrange the jumbled
Lesson or Presenting The cite the similarities Loop the words that are give the procedures letters to form a new
New of related to arts and crafts on how to make a word that best describes
Lesson PinoyJeepney and in South, West, and border design. the statements below.
Pakistani Truck Central Asia. (5 min) ∙ SHIRSKAD- A hand
(5 min) (5 min) made carpets
∙ TEKENI- A homespun
silk that is used for
beautiful dresses
worn by Turkmen
women on special
occasions.
∙ TUHS KZIY- large
elaborately
embroidered wall
hanging
( 5 min)

22
B. Establishing A Purpose
For The Lesson
The teachers will Let the Learners watch The teacher will present
present in class the a video presentation a video showing the
map of showing different crafts, sculptures,
central Asia. Tell the border designs. attire, fabrics,
students to locate the https:// sculpture, and
countries www.youtube.com/ everyday objects in
(Turkmenistan and watch?v=ABeAQTBNqzw South, West, and
Kyrgstan) in the map. (5 min) Central Asia and its
(5 min) functions.

Ask the Learners to

identify the prominent
arts, sculptures, attire,
fabrics, and everyday
objects presented in
the video
(5 min)

C. Presenting GUESSING GAME Based on the video,

Examples/Instances of The Show a box with ask the students:
New Lesson different pictures of ∙ Describe each border
arts and crafts printed design.
in folded papers. Ask ∙ Identify motifs and
some volunteers to designs used in
pick one and describe each
the picture he/she artwork?
got. (5 min)
(10 min)

D. Discussing New Concepts Discussion on the Discuss the procedures The teacher will discuss
And Practicing New Skills following topics using on how to create the relationship of the
# 1 PowerPoint border development of crafts in
presentation (see design South Asia, West Asia,
attached (10 min) and Central Asia,
presentation) according to functions
∙ Traditional arts in and traditional
Turkmenistan specialized expertise,
 and and availability of
Kyrgystan resources. (8 minutes)
∙ Arts and Crafts in
West Asia
(15 min)

E. Discussing New Concepts Discuss the

And Practicing New Skills procedures on how
# to make a clay

23
2 pot.
https://
www.youtube.c om/
watch?
v=0mEPaL0LGq o
(10 min)

F. Developing Mastery
(Leads To Formative
Assessment 3)
The teacher will ask The teacher will divide the class in to four
the Learners to make groups and ask students to fill in the table
an Venn diagram to below. COUNTRY WELL-KNOWN ARTWORK FUNCTIONS
identify the INDIA
commonalities and
differences of both PAKISTAN

countries TURKMENISTAN

(10 min)
KYRGYSTAN

UZBEKISTAN

(7 min)
G. Finding Practical Cite various crafts in The Learners will do The teacher will ask With the same group,
Application Of Concepts the Philippines which the activity 6: Border the Learners to do ask the Learners to
And Skills In Daily Living are similar to arts in Design it. activity 5 (Clay pot create an art exhibit
West Asia. (30 min) designing) creatively using their own
(5 min) and clearly see the artworks focusing on
pattern of South, Central and
South, Central, and West Asian Arts.
West Asian Culture. Note: The students will
(refer to page 321- make a short
322) (40 min) description for each
artwork
The teacher will assign
one representative per
group to explain their
art exhibit.
(25 min)

H. Making Generalizations The teachers will Ask the Learners: What did you learn
And Abstractions About The ask Learners to ∙ What values about South, West,
Lesson give should you and Central Asian Arts?
characteristics of West

24
Asian arts. possess in order What did you feel
(5 min) to create quality while doing the
outputs? activities?
∙ How West Asian (5 min)
arts relate to
yourself and in
the community?
(5 min)
I. Evaluating Learning Quiz 1-5 (see The performance of Learners’ art exhibit will
attachment) the students will be be evaluated by the use
(5 min) evaluated by the use of rubrics.
of rubrics.

J. Assignment

II. REMARKS

III. REFLECTION

A. No. of Learners Who

Earned 80% In The
Evaluation

B. No. of Learners Who

Require Additional
Activities For Remediation
Who Scored Below 80%

C. Did The Remedial

Lessons Work? No. of
Learners
Who Have Caught Up With
The Lesson

D. No. of Learners Who

Continue To Require
Remediation

E. Which Of My Teaching
Strategies Worked Well?
Why Did These Work?

F. What Difficulties Did I

 25
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?

26
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES

DAILY LESSON SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8

LOG IN
TEACHER CELESTE S. PERIA LEARNING AREA PE
MAPEH
TEACHING DATE WEEK 1 QUARTER 3RD QUARTER
AND TIME

A. CONTENT STANDARD The learner demonstrates understanding of guidelines and principles in exercise program design
to achieve fitness.

B. PERFORMANCE The learner modifies a physical activity program for the family/school peers to achieve fitness.
STANDARD
 C. LEARNING The learner… The learner describes the nature and
COMPETENCIES/ ∙ Undertakes physical activity and physical background of the sport (volleyball)
OBJECTIVES fitness assessments (PE8GS-IIIc-1)
(PE8PF-IIIa-h-23)
∙ Reviews goals based on assessment
results.
(PE8PF-IIIa-34)
∙ Addresses barriers (low level of fitness,
lack of skill and time) to exercise
(PE8PF-IIIb-33)
∙ Assumes responsibility for achieving
fitness.
(PE8PF-IIId-h-31).

II. CONTENTS

Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-

strengthening activities (Volleyball)

III. LEARNING RESOURCES

A. References Benavinte Jr. R.P., Domingo Francnis A., Doria Jose P. et.al (2013).Physical
Education and Health –Grade 8 Learners Module. Vicarish Publication and Trading ,
Inc.

Bucher, C. A. &Wuest D. A. (2009). Foundations Physical Education, Exercise Science and

Sport. McGraw-Hill Companies Inc.

Catapang, Jose P.,(1998). A Manual on Physical Fitness, Sports Physiological Training, Consultancy and

27
Research Services (SPTCRS) Publications.

1. Teacher’s Guide pages

 2. Learner’s Materials 5
pages

3. Textbook pages Darilag, A.G. et.al. (2012).Enjoy life with PE and Health II., 87-97,110- 118.

Adriano, C.T. Et.al. (1999). Edukasyongpangkatawan, kausugan at musika III. 102-114. 123 -

124. Doria, JP., Sedilla,M. C., L. et al. (2014) Physical education & health Grade 9 learner’s

material.

Lacia, G. C., Limos A.P., Operario M.R., et.al. (2013).The 21st century MAPEH in
action. Rex Bookstore.pp.220-227.

4. Additional Materials OHSP PE 1 Q1 module 1 OHSP PE 1 Q1 EASE PE-module 5 OHSP PE 1 Q1

from Learning module 1 module 1
Resources (LR) portal

B. Other Learning https://www.youtube.com/watch?v=rrHtPJ2QDuw

Resources http://www.volleywood.net/

IV. PROCEDURES

A. Reviewing Previous The teacher will ask Recall: Milo Recall:Milo Champ Recall:Milo
Lesson Or Presenting The the students to list Champ Moves Moves Champ Moves
New Lesson down the different https:// https://www.youtube.c https://
physical www.youtube.c o m/watch? www.youtub
activities from the om/watch? v=rrHtPJ2QDu w
e.com/watch?
previous quarter v=rrHtPJ2Q duw (5 min)
v=rrHt PJ2QDuw
through concept (5 min)
mapping and relate it Picture Puzzle:
to the game The teacher will ask
basketball. each group to pick 1
(5min) envelope containing
cut-out
pictures associated
to volleyball.
Each group will form
the picture and
identify/
name the picture. The

28
group who finishes the
first and with the
correct answer wins
the game.

List of pictures:
1. Volleyball ball
https://www.google.
com.ph/search?q=v
olleyball&tbm=isch&
tbo=u&source=univ
&sa=X&ved=0ahUK
EwjEqtbl8rTPAhXFG
pQKHV1UDM0QsAQI
KQ&biw=1366&bih=
662#imgrc=9p3x
QW 3swEmreM
%3A

2. Volleyball court
https://www.google.
com.ph/search?q=v
olleyball+court&biw
=1366&bih=662&tb
m=isch&tbo=u&sour
ce=univ&sa=X&ved
=0ahUKEwie6LSR87
TPAhVBGJQKHTUoD
coQsAQIGQ#imgrc=
ekh38FvNt9fgoM%3
A

3. Volleyball net
https://www.google.
com.ph/search?q=v
olleyball+net&biw=1
366&bih=662&tbm=
isch&imgil=WoHkAS
I3zEpR_M%253A%2

29
53BKhYC97tsd5rlFM
%253Bhttp%25253
A%25252F%25252F
www.mesh-wire-
netting.com%25252
FVolleyball_Net.htm
&source=iu&pf=m
&f
ir=WoHkASI3zEpR
_
M%253A%252CKhY
C97tsd5rlFM
%252C_
&usg=__NbY0Y4o
F8
aTqJ5Th2V4WpMPE
9EI%3D&ved=0ahU
KEwjVieW987TPAhU
DGJQKHRnfBt4QyjcI
JQ&ei=lzTtV5XiEI
Ow
0ASZvpvwDQ#img
rc
=WoHkASI3zEpR_M
%3A

4. Alyssa Valdez
https://www.google
.com.ph/search?q=
alyssa+valdez&biw
=1366&bih=662&s
ource=lnms&tbm=i
sch&sa=X&ved=0a
hUKEwiys_Ly87TPA
hXEj5QKHcHICHUQ
_AUIBigB#imgrc=T
wjNEststRr9bM%3A

5. Rachelle Anne
Dacquis
https://www.google
.com.ph/search?q=
rachel+anne+daqui

30
 s&biw=1366&bih=6
62&tbm=isch&imgil
=WTmxuWKQUqfZt
M%253A%253BnS
Mm5pkL18P0DM%2
53Bhttp%25253A%
25252F%25252Fw
ww.gmanetwork.co
m%25252Fnews%2
5252Fstory%25252
F495450%25252Fs
ports%25252Fother
sports%25252Fprof
ile-rachel-anne-
daquis-philippine-
volleyball-s-maria-
sharapova&source=
iu&pf=m&fir=WTm
xuWKQUqfZtM%25
3A%252CnSMm5pk
L18P0DM%252C_&
usg=__ak4U85ZjvM
-
o18z8pq8yV7tua44
%3D&ved=0ahUKE
wj__5WU9LTPAhW
Dk5QKHa8HAFsQyj
cIggE&ei=TDXtV_-
pGoOn0gSvj4DYBQ
#imgrc=WTmxuWK
QUqfZtM%3A(5
min)

B. Establishing A Purpose The teacher will The teacher will ask

For The Lesson present a music video a volunteer student
of Milo Champ Moves from each group to
 and ask the students say
to follow the dance something about the
moves. picture that their
group

31
(Milo Champ Moves) has formed.

https:// The teacher will guide

www.youtube.co the students’
m/watch? responses leading to
v=rrHtPJ2QDu w the
(5 min) presentation of the
new lesson.
(5 min)

C. Presenting Examples/ Based on the music The teacher will

Instances Of The New video, the teacher discuss the history of
Lesson will ask the learners volleyball through a
the PowerPoint
following questions. presentation. (10
∙ What are the min)
different sports
presented in the (please see annex D)
music video?
∙ Who are the famous
sports personalities
involved in the
music video?
∙ What particular
sports are these
personalities
involved in?
∙ If Princess Gaiser is
 involved in volleyball,
can you demonstrate
the moves used in
the music video?
(10min)

32
D. Discussing New The teacher will After the discussion of
Concepts And discuss of the different the history of volleyball,
Practicing New Skills volleyball moves used the teacher will present
#1 in the music video.
a video clip about the
The class will be game of the
divided into 5 groups Philippine Team vs.
and each group will Malaysia and ask
be given 5 minutes to the students the
discuss and answer following questions:
following
questions: https://
www.youtube.co
Group A m/watch?
What particular body v=cXSsnRdC6r Q
part is used in
volleyball serve? ∙ What is the aim of
the game?
Group B ∙ How many players
What particular body are there on the
part is used in team?
volleyball forearm ∙ How can a team
pass? earn a score?
∙ How can a team win
Group C the game?
What particular ∙ What are the
body part is used facilities and
running? equipment used in
the game?
(5 min)
Group D
What physical
fitness component
is being
developed in doing
volleyball serve and
forearm pass?

Group E
What physical fitness

33
component is being
developed in
volleyball serve and
forearm pass?

The teacher will,

monitor, check and
synthesize the group
work. (please annex
A rubrics on group
work) (35 min)

The group will be given

5 minutes to do their
tasking in preparation
for the conduct of the
physical fitness
assessment on the
next day.
(5 min)
E. Discussing New The teacher will led The group will be given
Concepts And discussabout the a task card containing
Practicing New Skills FITT principles the description on the
#2 through a different facilities and
PowerPoint equipment and ask the
presentation. group to discuss in the
(5min) class. Each group will
be given 5 minutes to
prepare and 3 minutes

34
 discussion.
The teacher will
present the rubrics on
the group so that the
class is
guided on their task.
(pls see annex E)

Group A- Ball
Group B- Net
Group C-Post
Group D-Court
Group E- Antenna

(25 min.)

The teacher will ask

the Learners after
their
group presentation.
∙ What is the
importance of
knowing the
facilities and
equipment?

∙ Aside from the

facilities and
equipment, what
else do you need
to know about
volleyball?

F. Developing Mastery Divide the class into The teacher will ask
(Leads To Formative 5 groups and ask the Learners to
Assessment 3) each group to watch the volleyball
 provide rules and
specific examples for regulations and ask
each column of the the students to list
FITT principles. (5 down important
min)

35
matters on their
notebook.
https://
www.youtube.
com/watch?
v=9g7nYQ v-kPM
(5 min)

G. Finding Practical The teacher will ask The teacher will ask
Applications Of Concepts the Learners to go to the Learners: what
And Skills In Daily Living their respective are the benefits that
groups and organize we can derive from
an playing the volleyball?
activity that is
associated to
volleyball following
the FITT
principles.
H. Making Generalizations The teacher will Complete the
And Abstractions About emphasize the value following statements:
The Lesson of the training
guidelines including ∙ Volleyball is a
the FITT _________ kind
principles in of sport.
volleyball by
answering the ∙ It is composed of
following open- ____________
ended statements: players.

∙ I learned that ∙ The facilities and

_______________. equipment of
∙ I realized the
that___________. game are
∙ A am happy _____________.
because
_______________. ∙ The volleyball
players that I
have known are
___________.

36

I. Evaluating Learning The teacher will Using the different

provide a list of terms learned from
physical activities the volleyball game,
for each group to create a rap/jingle
undertake following about volleyball
the FITT principle. based on the
(see annex B) following
criteria:
(please see annex F)
 J. Additional Activities For Ask the Learners to Ask the Learners
Application Or fill up the table to draw a doodle
Remediation about the physical about the nature
activities of their and
family members and background of the
share it to the game and it will be
class on the next presented to the
meeting. class the next
(see annex C) meeting.

V. REMARKS Note: Time allotment may vary depends on the situation and capability of the students.

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for remediation
who scored below 80%

C. Did the remedial

lessons work?

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

 37
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?

38
Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
in
TEACHER CELESTE S. PERIA LEARNING AREA PE
MAPEH
TEACHING DATE WEEK 2 QUARTER 3RD QUARTER
AND TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES

A. Content Standard The learner demonstrates understanding of guidelines and principles in exercise program design
to achieve fitness.

B. Performance Standard The learner modifies a physical activity program for the family/school peers to achieve fitness.
 C. Learning The learners… The learner…
Competencies/ ∙ Executes the skills involve in the sport ∙ Reviews goals based on assessment
Objectives (PE8GS-IIId-h-4). results.
∙ Monitors periodically one’s progress towards (PE8PF-IIIa-34).
the fitness and goals. ∙ Addresses barriers (low level of fitness,
(PE8PF-III-h-28). lack of skills and time) to exercise.
∙ Displays tolerance and acceptance of (PEPF-IIIb-33.)
individuals with varying skills and
abilities. (PE8PF-IIId-h-37).

II. CONTENTS

Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-

strengthening activities (Volleyball)

III. LEARNING RESOURCES

A. References Benavinte Jr. R.P., Domingo Francnis A., Doria Jose P. et.al (2013).Physical
Education and Health –Grade 8 Learners Module. Vicarish Publication and Trading ,
Inc.

Bucher, C. A. &Wuest D. A. (2009). Foundations Physical Education, Exercise Science and

Sport. McGraw-Hill Companies Inc.

Catapang, Jose P.,(1998). A Manual on Physical Fitness, Sports Physiological Training, Consultancy
and Research Services (SPTCRS) Publications.

39

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials OHSP PE 1 Q1 module 1
from Learning
Resources (LR)
portal

B. Other Learning https://www.youtube.com/watch?v=rrHtPJ2QDuw

Resources https://www.youtube.com/watch?v=yVmZGjRUN5k

II. PROCEDURES

A. Reviewing Previous Recall: Milo Champ Recall: Milo Champ Recall: Milo Recall: Milo
Lesson Or Presenting Moves Moves Champ Moves Champ Moves
The New Lesson https:// https:// https:// https://
www.youtube.co www.youtube.co www.youtube.c www.youtube.
m/watch? m/watch? om/watch? com/watch?
v=rrHtPJ2QDu w v=rrHtPJ2QDu w v=rrHtPJ2Q Duw v=rrHtPJ2 QDuw
(5 min) (5 min) (5 min) (5 min)

The teacher will ask The teacher will

the students to say make a review of
something about the past lesson
the following: through acting.

∙ William Morgan
∙ 1895 ∙ serve
∙ Mintonette ∙ receive
∙ Ball ∙ set
∙ Basic skills ∙ attack
(5 min) ∙ block
(5 min)

B. Establishing A Purpose The teacher will

For The Lesson present a video about
the basic skills in
volleyball and let the
students list down the
important things
 about the skills in their
notebook.
https://www.youtube.co

40
m/watch?
v=yVmZGjRUN 5k

(10min)

C. Presenting Examples/ The teacher will The teacher will

Instances Of The New discuss the basic review the FITT
Lesson skills in principle through
volleyball. PowerPoint
(10 min) presentation
(5 min)

D. Discussing New The teacher will ask The teacher will

Concepts And Practicing Learners volunteers ask the Learners
New Skills #1 to demonstrate the to get their fitness
basic skills of plan and make a
volleyball and review on
check if the skills their goal based
are properly on the fitness
executed. plan.
∙ Service (5 min)
∙ passing
∙ setting
∙ attacking/spiking
∙ blocking

(20 min)
E. Discussing New The teacher will
Concepts And Practicing divide the class into
New Skills #2 5 groups and orient
them on the
proper flow of
circuit rotation.
(see annex A)

41
The teacher will also
present the rubrics in
the conduct of the
circuit rotation.
(see annex B)

(10 min)

The teacher will let

the group discuss
the
preparation for
tomorrow’s activity
and assign the
materials
which they are going
to use in the next
day’s activity.
(5 min)
 F. Developing Mastery The teacher will Based on the fitness
(Leads To Formative discuss the sports- plan, ask the
Assessment 3) related students to assess
injuries through a whether
PowerPoint they achieved
presentation. (10 their goal or not.
min).
If the Learners goal
is not achieved,
The group will identify the
simultaneously thebarrieirs that
execute the basic hinder the
skills following the achievement of
circuit rotation. Each the goal.
group will be given 5
minutes per station to (10 in)
accomplish the said
skills.

The teacher will assign

a student leader in
each station to
facilitate,

42
check and monitor
the execution of the
basic skills.

(30 min)
G. Finding Practical The teacher will ask
Applications Of Concepts the class about the
And Skills In Daily Living following questions.
∙ What are the
benefits that we
can get out of
playing volleyball?
∙ Aside from being
physically fit,
what else can we
derive from
playing the
volleyball?
∙ How can we
apply the
volleyball skills
that we learn
from our daily
living? (5 min)

H. Making The Learners will be The Learners will be

Generalizations And asked to complete asked to complete
Abstractions About the following the following
The Lesson statements: statements:

∙ I learned that ∙ I can achieve

___________. my fitness goal
∙ I realized that by
___________. ___________.
∙ I am happy ∙ I am happy
because because____.
________. (5min)

43
 The teacher will
synthesize the
Learners’ responses.
(5 min)

I. Evaluating Learning Practical Test: Learners will be

The teacher will asked to make a
make use of the fitness plan
rubrics to evaluate following FITT
the student principles. The
performance. output will be
(see annex) assessed using
(50 min) rubrics
(see annex)

J. Additional Activities For Learners can take Learners will be

Application Or photos/videos of asked to make their
Remediation persons playing family fitness plan
volleyball with and be presented
family members to the class next
or school mates meeting.
and be
presented to class
on the next
meeting.

V. REMARKS Note: Time allotment may vary depends on the situation and capability of the Learners.

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%

C. Did the remedial

lessons work?

D. No. of learners who

continue to require
remediation

E. Which of my teaching

44
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?

45
Daily Lesson Log SCHOOL MABATO NATIONAL HIGH SCHOOL – ANNEX GRADE LEVEL 8
 in TEACHER JULIUS T. RIEGO LEARNING AREA PE

MAPEH TEACHING DATE WEEK 1 QUARTER 3RD QUARTER

AND TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES

A. Content Standard The learner demonstrates understanding of principles in the prevention and control of communicable diseases for the
attainment of individual wellness.

B. Performance Standard The learner consistently demonstrates personal responsibility and healthful practices in the prevention and control of
communicable diseases.

C. Learning The learner The learner analyzes the The learner…

Competencies/ discusses the leading causes of ∙ The learner discusses the signs,
Objectives stages of infection morbidity and mortality symptoms, and effects of common
(H8DD-IIIa-15) in the communicable diseases
Philippines (H8DD-IIIb-c-17)
∙ The learner corrects misconceptions,
myths, and beliefs about common
communicable diseases
(H8DD-IIIb-c-18)
∙ The learner enumerates steps in the
prevention and control of common
communicable diseases
( H8DD-IIIb-c-19)

II. CONTENTS Stages of Infection Top 10 leading causes
of morbidity and
mortality in the
Philippines
Most common communicable diseases and
its prevention and control
∙ Acute Respiratory Infections
∙ Pneumonia
∙ Bronchitis
 ∙ Influenza
∙ Tuberculosis (TB)
∙ Dengue

46
∙ Sexually Transmitted Infections (STIs)
∙ HIV and AIDS

III. LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pages TG Q3 page 6 – 8. 48 – 50

2. Learner’s Material pages LM pages 152 – 156, 193 – 194, 338 – 340, 338 - 340

3. Textbook pages Lopez L. P. &Beldia, M. D., et al. Physical education, health and music IV., 123 – 124. Ang respiratory

system. A&E. NFE Accreditation and Equivalency Learning Material. DepEd. 2001, 18,21.

4. Additional Materials
from Learning Resource
(LR) portal

B. OTHER LEARNING Getchell &Pippin. Perspectives on Health. 545, 553 – 557

REFERENCES
http://allnurses.com/general-nursing-student/stages-of-infection-176240.html
http://study.com/academy/lesson/progress-of-disease-infection-to-recovery.html
http://www.doh.gov.ph/node/1058

IV. PROCEDURES

A. Reviewing Previous Answer the Pre Group Activity: Ask learners to

Lesson or Presenting New Assessment attached. recall their
Lessons The pre-assessment experiences on
will measure the Ask 1 representative communicable
students’ prior from each group to list diseases. How
knowledge on how down their top 10 did you acquire
disease develop and deadliest it?
spread in a diseases in the Philippines.
population. (5 min) Ask few learners
Let the learner write to volunteer to
See attachment down their list on a share with the
(Activity 1) meta-strip. Cross out the class.
diseases that were not (15 min)
Guide Questions: included on the Top 10
∙ What have you leading causes of
realized from morbidity and mortality in
the Philippines. Discuss
the nature of the
following

47
your answers? causes.
∙ Do you experience (5 mins)
your answers in
real life?
B. Establishing A Purpose Group Activity. Show The teacher will show The teacher will
For The Lesson learners a set of statistical chart that show the video “
pictures. Ask the illustrates the top 10 How Germs
learners to make deadliest diseases in the Spread -
inferences on the said Philippines. Explaining the
pictures. (5 min) Science for Kids”
(See attachment) ∙ What have
(Activity 2) (See Attachment) you realized
(5 mins) after
Processing Questions: watching the
Processing Question: ∙ What are your video?
insights about the ∙ How the
What could have diseases that were video present
been the cause of included on the list? the spread of
the ∙ What could be the disease?
following diseases? factors that affect (15 min)
the increase of
these diseases?

C. Presenting Examples / Ask the learners to Ask the learners the Group Activity:
Instances Of The New answer the following questions:
Lesson following 1. From the list of Ask the learners
questions: diseases, do you/any to form five
1. What infectious of your relatives groups.
diseases have you experienced/acquired Distribute the
experienced? it? Share your strips of paper
experience. with
2. How did you diseases written
cure this 2. Who might be the on it. Instruct
infection? victims of these the
diseases? Why did students to
3. After getting separate the
infected, what did communicable
diseases from the
other diseases.
 48
you felt? you say so? Guide Questions:
(10 min) (10 min) ∙ Why did you
choose these
diseases as
communicable?
∙ What are the
characteristics
of these
diseases?
(20 min)

D. Discussing New The teacher will Teacher – led discussion Teacher-led

Concepts And discuss the Stages of on the cause and discussion on the
Practicing New Skills Infection. (10 min) prevention of the leading different signs,
#1 cause of symptoms, and
morbidity and mortality effects of common
in the Philippines. communicable
(See attached Lecture) (10 min) diseases. The
teacher will show
video on the
different common
communicable
diseases. Ask the
learners to complete
a table. The table
will require the
following data:
∙ Name of the
disease
∙ Cause
∙ Symptoms
∙ Cure/treatment
(10 min)
E. Discussing New Read the story of The teacher will
Concepts And Christine Joy. See present answers
Practicing New Skills Attachment. similar to the activity
#2 done by the learners.
Guide Questions:
∙ What did her

49
mother do to
prevent her from
getting diseases?
∙ Do you have similar
experiences?
Share
to the class.
F. Developing Mastery Group Activity: Group Activity: The teacher will
(Leads To Formative ask learners to
Assessment 3) The teacher will ask the The learners will create a group
learners to perform a rap about the prevention themselves into 5.
role play on the stages of these diseases. The Create a short
of development and activity will be evaluated commercial that will
recovery of the by using the attached show prevention of
following infectious Rubrics. the different
disease: (10 min) communicable
∙ Chickenpox diseases like
∙ Common cold ∙ Acute
∙ Influenza Respiratory
∙ Mumps Infections
∙ Dengue ∙ Pneumonia
∙ Bronchitis
Processing question: ∙ Influenza
∙ Where did the ∙ Tuberculosis
infection start? (TB)
∙ How did the ∙ Dengue
disease spread? ∙ Sexually
∙ How did the Transmitted
community Infections
address the (STIs)
infectious ∙ HIV and AIDS
disease?
(15 min) Evaluate the
learners’
commercial by
using the Rubrics
attached. (See
Attachment)

Processing
question: ∙
Where did the
disease start?
 50
∙ How the disease
spread?
∙ How did the
community
address the
infectious
disease?
(20 min)

G. Finding Practical Group Activity: Ask learners to give Ask learners to

Applications Of The their own guidelines on develop their own
Concepts And Skills In The teacher will ask how to prevent these guidelines that they
Daily Living the learners to make diseases. (5 min) can do
their “Oath” on taking religiously to
care of their health. prevent
Ask 5 communicable
students to share disease. (15 min)
their “Oath”.

H. Making Our environment is Life is important, life Draw reflections

Generalizations And filled with diseases is precious. We from the learners
Abstractions About causing factors such should on their
The Lesson as viruses and develop awareness in realizations/insights
bacteria. These taking care of ourselves regarding the
infectious diseases by preventing and lesson.
can be minimized if controlling such
we are aware of its diseases. The significance of
causes and (5 min) preventing
preventions. communicable
(5 min) diseases on one’s life
should be
emphasized.
(5 min)
 I. Evaluating Learning Evaluate the Quiz Given the description
learners’ List down the Top 10 identify what disease
performance on the Leading Cause of is being described.
stages of infection Morbidity and Mortality (5 min)
and recovery by in the
using the Rubrics Philippines and write
attached what causes these
(5 min) diseases.
(5 min)
(See Attachment)

51
J. Additional Activities For Research on a video Ask the students to The teacher will
Application And about the current watch video on the divide the class into
Remediation communicable diseases. link: five (5) groups for a
https:// poster making
www.youtube.com/ activityfocusing on
watch?v=Dno8Vy1xskc how we
communicable
disease prevention.

V. REMARKS

VI. REFLECTION

A. No. of Learners Who

Earned 80% In The
Evaluation

B. No. of Learners Who

Require Additional For
Remediation Who Scored
Below 80%
 C. Did The Remedial
Lessons Work? No. of
Learners
Who Have Caught Up
With The Lesson.

D. No. of Learners Who

Continue To Require
Remediation

E. Which of My
Strategies Worked
Well? Why Did
These Work?

F. What Difficulties Did I

Encounter Which My
Principal Or Supervisor
Helped Me Solved?

G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

52
53
Daily Lesson Log SCHOOL MABATO NATIONAL HIGH SCHOOL – ANNEX GRADE LEVEL 8
in
TEACHER JULIUS T. RIEGO LEARNING AREA PE
MAPEH
TEACHING DATE WEEK 2 QUARTER 3RD QUARTER
AND TIME
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of principles in the prevention and control of communicable
diseases for the attainment of individual wellness.

B. Performance Standard The learner consistently demonstrates personal responsibility and healthful practices in the prevention
and control of communicable diseases.

C. Learning The learner analyzes The learner The learner promotes The learner identifies
Competencies/ the nature of demonstrates self programs and policies agencies responsible
Objectives emerging and re- monitoring skills to to prevent and control for communicable
emerging diseases prevent communicable disease prevention
(H8DD-IIId-e-20) communicable diseases (H8DD-IIIf- and control (H8DD-
diseases h-22) IIIf-h-23)
(H8DD-IIIf-h-21)

II. CONTENTS ∙ Emerging and re Development of Programs and Agencies responsible

emerging personal life skills policies on for communicable
diseases to prevent and communicable disease prevention
∙ Leptospirosis control disease prevention and control
∙ Severe Acute communicable diseases and control
Respiratory
Syndrome
(SARS)
∙ Chikungunya
∙ Meningococcemi

54
 a
∙ Foot and Mouth
Disease
∙ Avian influenza
∙ AH1N1 Influenza

III. LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pages TG Q3 20 – 21

2. Learner’s Material pages LM page 32 – 36

3. Textbook pages 21st Century MAPEH in Action 8 page 350 – 351, 355 – 356

Agapay, N. MAPEH : making us fully equipped in the 21st Century III. 258 – 259.

4. Additional Materials
from Learning Resource
(LR)
portal

B. OTHER LEARNING Getchell &Pippin. Perspectives on Health. 575

REFERENCES
http://www.doh.gov.ph/emerging-and-re-emerging-infectious-disease-program
http://pcw.gov.ph/law/republic-act-8504
http://www.gov.ph/2016/04/26/republic-act-no-10767/
http://www.gov.ph/2016/03/03/republic-act-no-10747/
http://www.doh.gov.ph/node/4410

IV. PROCEDURES

A. Reviewing Previous Group Activity: The teacher will The teacher will show Review the previous
Lesson or Presenting New asklearners to a video clip lesson on the
Lessons Use the K-W-L answer the presentation.https:// programs and
Chart: ∙ following questions: ∙ ww guidelines of the
 How can I w.youtube.com/watch government on
Leptospirosis protect myself ?v =1ZJbML2hfm4 communicable
∙ Severe Acute from diseases.
Respiratory communicable After the viewing, (5 min)
Syndrome diseases? the teacher will ask
(SARS) ∙ Am I protecting the
∙ Chikungunya myself from following questions:
∙ Meningococcemia communicable ∙ What was the
∙ Foot and Mouth diseases? video about?
∙ Disease (5 min)
∙ Avian influenza ∙ Are you familiar

55
∙ AH1N1 Influenza with TB-DOTS?
(5 min) Do you know
someone who
underwent this
program?

∙ Did he/she
recover from TB?
(5 min)
B. Establishing A Purpose The teacher will post The teacher will show The teacher will let The teacher will ask
For The Lesson a News Headline a video clip on the the learners view of learners to identify
about emerging link:https://www.youtu the Picturesof the meaning and
diseases. b persons with duties/responsibility
Ask the learners the e.com/watch? communicable of the following
following questions: v=xA6xn4 WJPFQ diseases like: acronym: ∙ DepEd
∙ What was the ∙ Tubercolosis ∙ PNP
news all about? and will ask the ∙ AIDS/HIV ∙ BFP
∙ Are you familiar students to give ∙ Sexually ∙ DILG
with the said insights on the Transmitted (5 min)
disease? Why or message of the video Diseases/STD’s
why not? they watched. ∙ Influenza
(10 min) (10 i
n and he/she will draw
) insights from the
class. (10 min)

C. Presenting Examples / The teacher will ask The teacher will ask The teacher will ask The teacher will show
Instances of The New learners the following learners the following learners the a video clip
Lesson questions: questions: following presentation on the
∙ What emerging ∙ Do you know questions: link:https://www.yout
diseases have how to do self ∙ Do you think the u
you/family monitoring when government be.com/watch?
member you do not feel cares about their v=yYoo WMmRvEI
experienced? well? situation? If yes,
∙ How did you cure ∙ What do you do on what way did and will ask
these diseases? when you do the government learners the
∙ After getting not address this following
infected, what did feel well? issue? questions:
you feel? (10 min) ∙ Can you give ∙ What was the
policies/guideline video about?
∙ Who help the

56
 (5 min) s that our man in handling
government his disease?
implements on (15 min)
these issues? Is
it helpful? Why
did you say so?
(10 min)

D. Discussing New The teacher will discuss Teacher – led The teacher will Teacher – led
Concepts And the cause and discussion on discuss on programs discussion on how
Practicing New Skills prevention of prevention and and the agencies
#1 emerging and re control of policies to prevent prevent and control
emerging diseases. communicable and control diseases.
∙ Leptospirosis disease. communicable (10 min)
∙ Severe Acute (10 min) diseases.
Respiratory (15 min)
Syndrome (SARS)
∙ Chikungunya
∙ Meningococcemia
∙ Foot and Mouth
Disease
∙ Avian influenza
∙ AH1N1 Influenza
(10 min)
E. Discussing New Group Activity: Given the following The teacher will
Concepts And The teacher will communicable ask learners to
Practicing New Skills divide the class into diseases: ∙ Flu cite
#2 five ∙ Chickenpox instances/
(5)groups and each examples how
group will perform a The teacher will ask these agencies
role play based on the the students to cite fight against
following emerging personal ways on how communicable
disease: can you prevent the diseases.
∙ Leptospirosis spread of these (5 min)
∙ Chikungunya diseases.
∙ Meningococcemia (5 min)
∙ Avian influenza
∙ AH1N1 Influenza

57
evaluatestudents’
performance based
on the Rubrics
attached.

(see attachment)

(10min)
F. Developing Mastery Group Activity: The learners will The teacher will show The teacher will show
(Leads To Formative The teacher will prepare a group a video clip a video clip
Assessment 3) provide different news role playing on presentation presentation
articles on emerging how https://www.youtube. https://www.youtube.
diseases for the prevent co m/watch? c om/watch?
learners to analyze. communicable v=yU02etSuN FU v=yU02etSu NFU
They will answer the diseases through self
following: monitoring skills. After watching the After watching the
∙ What emerging video, the learners will video the learners will
disease was Evaluate the role give their list down the agencies
discussed on the playing by using reaction/opinion about responsible and their
article? the Rubrics the issues on action on the issue on
∙ What are the attached. AIDS/HIV. (5 min) the video.
cause and effect (5 min) (5 min)
of this emerging
disease on the
community? (See Attachment)
∙ How did the
community or the
government
handle the
diseases?
(5 min)

G. Finding Practical The students will cite Based on the learners’ Being part of the Identify and
Applications Of The ways on how to understanding, list community, Analyze. Ask the
Concepts And Skills In prevent these down personal life suggest policies/ learners to read a
Daily Living emerging and re skills to prevent and guidelines in short story
emerging diseases. control preventing about a family
(5 min) communicable diseases. who suffered
diseases. (5 min) from an
unknown disease
and they will try to
seek help.
 58
Processing Questions:
∙ What could be the
disease that
the family has
suffered? What
agencies could
help them?

∙ If you were the

parents of the
child, what
agency might
help you?

∙ Do you think,
this can
happen
in real life
situation?
(5 min)

H. Making The teacher will The learners will Make an emphasis The teacher will
Generalizations And lead learners to state at least 2 – 3 on how the ask learnersto
Abstractions About the significance/ government reflect on the
The Lesson generalizations of importance of through different statement of
the lesson through preventing and agencies help in Secretary Janette
answering fill-in-the controlling preventing and P. Loreto-Garin
blank question communicable controlling on
provided below: disease should be communicable diseases. battling Zika virus.
emphasized. (5 min)
I will prevent The teacher will ask to “Let’s go back to
diseases give their feedback basics; we always
by___________. about the importance say that prevention
I will inform my of the Law/Policy. is
classmates on how (5 min) better than cure.
to prevent these Prevention should

I. Evaluating Learning
J. Additional Activities For
Application And
Remediation
diseases start from our home.
_____________. Make 4S a regular
(5 min) habit and participate
in cleaning activities
initiated in our
community.
59
Kalinisan at
kalusugan.
Makiisasakalinisanng
ati ngkomunidad,
angkalusugan ay
responisibiladngbawa
tis a.”
(5 min)
The teacher will ask Quiz: Slogan Making: Quiz :
the learners to (5 mins) The learners will
identify the emerging define the meaning
disease based on the (See Attachment) The teacher will of each lettersof the
given symptoms. (5 ask learners to acronyms of the
min) make a names of the
slogan on control government agencies
(See Attachment) and prevention of and will discuss their
diseases. (5 min) role in the prevention
of communicable
diseases.
(5 min)
The teacher will write The teacher will ask
reminders or the learners to have
preventive measures a
on the research on local
spreading of diseases and international
 on the bulletin board agencies
in of the class. responsible for
communicable
disease prevention
and control.

V. REMARKS

VI. REFLECTION

A. No. of Learners Who

Earned 80% In The
Evaluation

B. No. of Learners Who

Require Additional For
Remediation Who Scored
Below 80%

C. Did The Remedial

Lessons Work? No. of
Learners
Who Have Caught Up

60
With The Lesson.

D. No. of Learners Who

Continue To Require
Remediation

E. Which of My
Strategies Worked
Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal or Supervisor
Helped Me Solved?

G. What Innovation or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

61