Professional Documents
Culture Documents
in
TEACHER CAMILLE A. BUGAYONG LEARNING AREA MUSIC
MAPEH
TEACHING DATE WEEK 1 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.
II. CONTENTS
Music of South Asia India Music of Middle EastIsrael
∙ Geographical ∙ Geographical
∙ Historical ∙ Historical
1
III. LEARNING RESOURCES
A. REFERENCES
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
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 the
“JAIHO” then ask of India to its geography music of Israel music of Israel to
students the and culture? “HEBREW” its geography and
following questions: ( 5 min) then ask culture?
* Who can guess the students the ( 5 min)
nationality of the following
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)
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)
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.
(15 min)
J. Additional Activities For The teacher will play The teacher will
Application And different kinds of music of play different
Remediation 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)
V. REMARKS
VI.REFLECTION
E. Which Of My
Strategies Worked
Well? Why Did
These Work?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
7
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MAPEH TEACHER
CAMILLE A. BUGAYONG LEARNING AREA MUSIC
TEACHING DATE
AND TIME WEEK 2 QUARTER 3RD QUARTER
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.
A. REFERENCES
8
2. Learner’s Materials pages 3. Textbook pages B. Establishing A Purpose For The Lesson
pp. 113-117 pp. 113-117
10 https://www.teachervision.com/tv/printables/1
A. Reviewing Previous
Lesson or Presenting The
New Lesson
Name it:
The teacher will
show pictures and
post the names of
the musical
instruments of India
then let the learners
match the names of
the
following instruments.
After naming the
picture of
instruments, ask
learners to determine
the classification of the
musical instruments
of India according
to
idiophones,aerophone
s, membranophones,
or chordophones).
9
presentation. ( See
E. Developing Mastery (Leads To Formative
Assessment 3) attached CD)
(10 min)
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)
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
G. Making Generalizations And Abstractions About The Lesson practice.
(20 min)
(See attachment of
Tala) (See attached
rubrics)
11
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
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
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
principles of art in the characteristics of arts and crafts characteristics of arts and
production of arts and arts and crafts in that crafts in Pakistan (truck
crafts inspired by the India can be locally art) (A8EL-IIIa-2)
cultures of South Asia, (rangoli, katak, assembled with
∙ will be able to show the
West Asia, and Central mendhi, Diwali local materials,
guided by local commonalities and
Asia (A8EL-IIIa-2)
traditional differences of the cultures
(A8EL-IIIb-1) ∙ will be able to reflect of the South Asian, West
techniques.
on and derive the (A8PR-IIIc-e-1) Asian, and Central Asian
mood, idea or 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,
West, and Central
∙ will be able to trace Asian
the external artifacts and
(foreign) objects to one’s
creation
14
and internal (A8PL-IIIh-3)
(indigenous)
∙ The learner will be
influences that are
reflected in able to
the design of an appreciates
artwork and in the the artifacts and art
making of a craft objects in terms of
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
A. REFERENCES
1. Teacher’s Guide pages pp. 273-278 pp.274-277 pp. 279-281 pp. 282-283
IV. PROCEDURES
15
A. Reviewing Previous The teacher will present The learners will recall Ask the learners: Ask the learners to tell
Lesson or Presenting The the map of Asia and ask the artworks in South, What are the major something about Rangoli
New the students to locate the West and Central Asia. contributions of India and Diwali-Festival of
Lesson following countries: Let them enumerate the in the field of art? Lights.
India, Pakistani, elements and principles (5 min) (5 min)
Uzbekistan, Kazakhstan, of art used in each
Tajikistan, artwork.
Turkey, and Kyrgystan. (5 min)
(5 min)
B. Establishing A Purpose MINUTE TO WIN IT POP-UP MINDS PICTURE PUZZLE PINOY JEEPNEY vs.
For The Lesson PAKISTANI TRUCK
The teacher will divide Ask the learners to Ask the learners to
the class into four think of a word/s that assemble the pictures Present in class a
groups. Post some you may associate of Rangoli and Diwali Pinoyjeepney and Pakistani
examples of arts and with INDIA. by swapping the Truck. Ask the students to
crafts in South, West and (5 min) pieces of puzzle until compare the Pinoy jeep with
Central Asia and match they form the image. Pakistani truck art in terms
each picture to its country (7 min) of color, design, forms, and
of shapes.
origin.
Ask the students: (5 min)
Were you able to match
the pictures correctly?
How? (7 min)
C. Presenting The learners will watch a Show some Post on the board Have a group of four. Have
Examples/Instances Of video presentation pictures/images/art examples of Rangoli a gallery walk inside the
The New Lesson showing different arts work in three periods showing different classroom. Each station
and crafts in South, of Indian Art. principles of design. presents the arts and crafts
West, and Central Asia. in Central Asia.
Describe the well- Station 1: Pakistan
∙ Describe each
The teacher will ask known artwork in Station 2: UZBEKISTAN
the learners: each period. (5 min) artwork. Station 3:KAZAKHSTAN
∙ Enumerate the Station 4:TAJIKISTAN
∙ Describe the different
art works in South, elements of arts
Each group will identify
West, and Central Asia used in rangoli.
and describe the arts and
∙ Cite the similarities and ∙ What principle of crafts known to each
differences among the design present in country.
art works this artwork? (10 min)
(8 min)
16
(8 min)
D. Discussing New Concepts Using the pictures from the The teacher will discuss The teacher will Based on the previous
And Practicing New Skills previous activity and with the different periods of discuss the activity, the teacher will
# 1 the same group, the Indian art featuring its procedures on how lead the
learners will answer the contributions to World to make a Rangoli discussion through a
following art and festivals and Diwali Mobile. PowerPoint presentation the
questions: ∙ Ancient Period (refer to LM pp. identified arts and crafts in
315- 316) Central Asia. (15 min)
∙ What elements of arts
∙ Classical Period
are used in each art The students will watch
work? ∙ Mogul Period a video presentation
∙ Analyze the different (see attached showing different
principles of design presentation) designs of rangoli
used in each artwork? (15 min) https://
(15 min) www.youtube.co
m/watch?
v=LRidecgLnqc
(8 min)
17
(10 min)
F. Developing Mastery Ask the learners with their The learners will Ask learners to create ACTIVITY 3: VIDEO
(Leads To Formative group. The teachers will identify the major an art work PRESENTATION –
Assessment 3) give them another set of contribution of art in incorporating design TRUCK ART
artwork to each group. Let each period. form. Uploaded by
them analyze the (See attached ACTIVITY 1: journeymanpictures
elements and principles of activity) (5 min) Rangoli Art http://www.youtube.com/
arts present in each watch ?v=4EhNAib0b6Q
artwork. Guide Questions
(10 min) ACTIVITY 2:
DIWALI MOBILE ∙ Describe the unique
(25 min) lines, color, forms, and
shapes found in
Pakistan’s truck art.
∙ Give your impressions
on how Pakistanis
use
the elements of arts in
their artwork.
(10 min)
G. Finding Practical Ask the learners to give EXPRESS YOURSELF: Let the learners Ask the learners to design
Application Of Concepts examples of crafts, enumerate the style their own version of Pinoy
And Skills In Daily Living architectures, sculptures and technique they jeep. (5 min)
∙ What Philippine
have learned from the
and everyday objects that celebration is similar activity that they can
have the similar style in to India’s? use in
our doing an artwork?
∙ What practices in the
country. (4 min)
Philippines are
(5 min) similar to India’s
Festivals of Light?
(5 min)
H. Making Generalizations Unique lines, forms, shapes, What are the major Ask the learners: The teacher will ask the
And Abstractions About colors, motifs and designs contributions of India What makes the arts following questions:
The Lesson are manifested in the art of to the field of arts? of South Asia– India
∙ What are the
India, Central Asia, and Cite the Characteristics unique?
West Asia. (5 min) of each artwork. characteristics of
(4 min)
(5min) Pakistan Arts?
∙ 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
19
E. Which of My Teaching
Strategies Worked Well?
Why Did These Work?
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
∙ 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
21
South-West-Central
Asian-inspired crafts
in an organized
manner
II. CONTENTS
A. REFERENCES
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
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 The teachers will Let the Learners watch The teacher will present
For The Lesson 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.
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
and traditional
∙ Traditional arts in specialized expertise,
Turkmenistan and availability of
and resources. (8 minutes)
Kyrgystan
∙ Arts and Crafts in
West Asia
(15 min)
23
2 pot.
https://
www.youtube.c om/
watch?
v=0mEPaL0LGq o
(10 min)
F. Developing Mastery The teacher will ask The teacher will divide the class in to four
(Leads To Formative the Learners to make groups and ask students to fill in the table
Assessment 3) 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 about South, West,
∙ What values
Lesson give and Central Asian Arts?
characteristics of West should you
24
Asian arts. possess in order What did you feel
(5 min) to create quality while doing the
outputs? activities?
(5 min)
∙ How West Asian
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
E. Which Of My Teaching
Strategies Worked Well?
Why Did These Work?
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
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/ background of the sport (volleyball)
∙ Undertakes physical activity and physical
OBJECTIVES (PE8GS-IIIc-1)
fitness assessments
(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
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.
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.
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)
31
(Milo Champ Moves) has formed.
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
Group B the game?
What particular body ∙ How many players
part is used in
are there on the
volleyball forearm
team?
pass?
∙ How can a team
Group C earn a score?
What particular
body part is used ∙ How can a team win
running? the game?
∙ What are the
Group D facilities and
What physical equipment used in
fitness component the game?
is being (5 min)
developed in doing
volleyball serve and
forearm pass?
Group E
What physical fitness
33
component is being
developed in
volleyball serve and
forearm pass?
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.)
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
principles in _________ kind
volleyball by of sport.
answering the
following open- ∙ It is composed of
ended statements:
____________
players.
∙ I learned that
_______________. ∙ The facilities and
∙ I realized equipment of
that___________. the
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)
V. REMARKS Note: Time allotment may vary depends on the situation and capability of the students.
VI. REFLECTION
E. Which of my teaching
strategies worked well?
Why did these work?
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
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.
II. CONTENTS
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.
Catapang, Jose P.,(1998). A Manual on Physical Fitness, Sports Physiological Training, Consultancy
and Research Services (SPTCRS) Publications.
39
3. Textbook pages
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)
∙ William Morgan
∙ serve
∙ 1895
∙ receive
∙ Mintonette
∙ Ball ∙ set
40
m/watch?
v=yVmZGjRUN 5k
(10min)
∙ passing
∙ setting
∙ attacking/spiking
∙ blocking
(20 min)
41
The teacher will also
present the rubrics in
the conduct of the
circuit rotation.
(see annex B)
(10 min)
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)
V. REMARKS Note: Time allotment may vary depends on the situation and capability of the Learners.
VI. REFLECTION
E. Which of my teaching
44
strategies worked well?
Why did these work?
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
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.
II. CONTENTS Stages of Infection Top 10 leading causes Most common communicable diseases and
of morbidity and its prevention and control
mortality in the
∙ Acute Respiratory Infections
Philippines
∙ Pneumonia
∙ Bronchitis
∙ Influenza
∙ Tuberculosis (TB)
∙ Dengue
46
A. REFERENCES
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
47
your answers? causes.
(5 mins)
∙ Do you experience
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)
(5 mins) you realized
Processing Questions: after
Processing Question: watching the
∙ What are your video?
What could have insights about the
∙ How the
been the cause of diseases that were
included on the list? video present
the
the spread of
following diseases? ∙ What could be the disease?
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)
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
diseases like
∙ Chickenpox
∙ Acute
∙ Common cold
Respiratory
∙ Influenza Infections
∙ Mumps ∙ Pneumonia
∙ Dengue ∙ Bronchitis
∙ Influenza
Processing question:
∙ Tuberculosis
∙ Where did the
(TB)
infection start?
∙ Dengue
∙ How did the
disease spread? ∙ Sexually
50
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
E. Which of My
Strategies Worked
Well? Why Did
These Work?
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
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)
∙ Meningococcemi
54
a
∙ Foot and Mouth
Disease
∙ Avian influenza
∙ AH1N1 Influenza
A. REFERENCES
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
ww guidelines of the
Chart: ∙ following questions: ∙
w.youtube.com/watch government on
Leptospirosis How can I ?v =1ZJbML2hfm4 communicable
protect myself diseases.
∙ Severe Acute
from After the viewing, (5 min)
Respiratory communicable the teacher will ask
Syndrome diseases? the
(SARS)
∙ Am I protecting following questions:
∙ Chikungunya
myself from ∙ What was the
∙ Meningococcemia communicable video about?
diseases?
∙ Foot and Mouth (5 min)
∙ Are you familiar
∙ Disease
∙ Avian influenza
55
∙ 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
and will ask the ∙ PNP
news all about? students to give ∙ AIDS/HIV
∙ Are you familiar insights on the ∙ BFP
message of the video ∙ Sexually
with the said ∙ DILG
they watched. Transmitted
disease? Why or (5 min)
(10 i Diseases/STD’s
why not?
n
(10 min) ∙ Influenza
)
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
questions: link:https://www.yout
∙ What emerging ∙ Do you know
u
diseases have how to do self ∙ Do you think the
be.com/watch?
you/family monitoring when government v=yYoo WMmRvEI
member you do not feel cares about their
experienced? well? situation? If yes, and will ask
on what way did learners the
∙ How did you cure ∙ What do you do
the government
these diseases? when you do address this
not issue? following
∙ After getting
feel well? questions:
infected, what did ∙ Can you give
(10 min)
you feel? policies/guideline ∙ What was the
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.
disease. communicable (10 min)
∙ Leptospirosis
(10 min) diseases.
∙ Severe Acute (15 min)
Respiratory
Syndrome (SARS)
∙ Chikungunya
∙ Meningococcemia
∙ 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 cite
diseases: ∙ Flu
#2 five instances/
(5)groups and each ∙ Chickenpox examples how
group will perform a these agencies
role play based on the fight against
The teacher will ask
following emerging communicable
the students to cite
disease: personal ways on how diseases.
can you prevent the (5 min)
∙ Leptospirosis
spread of these
∙ Chikungunya diseases.
(5 min)
∙ Meningococcemia
∙ 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
video, the learners will video the learners will
∙ What emerging
Evaluate the role give their list down the agencies
disease was playing by using reaction/opinion about responsible and their
discussed on the the Rubrics the issues on action on the issue on
article? attached. AIDS/HIV. (5 min) the video.
∙ What are the (5 min) (5 min)
cause and effect
of this emerging
(See Attachment)
disease on the
community?
∙ 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?
∙ 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
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)
I. Evaluating Learning 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)
J. Additional Activities For The teacher will write The teacher will ask
Application And reminders or the learners to have
Remediation 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
60
With The Lesson.
E. Which of My
Strategies Worked
Well? Why Did
These Work?
G. What Innovation or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
61