Annex1B to DepEd Order No. 42, s.

2016

Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH TEACHER ENETERESO, HYACINTH LEARNING AREA MUSIC

TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
The learner demonstrates understanding of characteristic features of instrumental Romantic music.
The learner sings and performs themes of selected instrumental pieces.
The learner…
 Narrates the life and works of romantic composers after video and movie showing
(MU9RO-III-a-h-1)

 Relates Romantic period music to its historical and cultural background

(MU9RO-IIIa-2)

 Explains the performance practice (setting, composition, role of composers/performers,

C. Learning Competencies/ and audience) during the Romantic period
Objectives (MU9RO-IIIb-h3)

 Listens perceptively to selected Romantic period music

(MU9RO-IIIb-h4)

 Describes musical elements of given Romantic period pieces

(MU9RO-IIIb-h5)

 Sings themes or melodic fragments of given Romantic period pieces

(MU9RO-IIIe-h6)

A. Historical and Cultural Background of the Romantic Period

II. CONTENTS B. Program Music and Composers:
 Peter Ilyich Tchaikovsky
 Camille Saint-Saens.

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Annex1B to DepEd Order No. 42, s. 2016
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 95 pp. 96 pp. 96-104 pp. 96-104
2. Learner’s Mateials pages pp. 69 pp.71 pp.72-81 pp.72-81
Bautista, Jocelyn V. Et al (2006). MAPEH for a better you. G. Araneta Ave. Cor.
Ma. Clara St. Quezon City. 31, 37 – 53.
3. Textbook pages
Sacdalan, Guinevere I. Et al (1999) Edukasyong pangkatawan, kalusugan at musika IV. 226.

http://www.kaublepianostudio.com/history/romantic.html
http://www.newworldencyclopedia.org/entry/Program_music
http://www.classicfm.com/discover/periods/romantic/romantic-piano-music-where-start/
4. Additional Materials from
http://musiced.about.com/od/medievalto20thcentury/a/Music-Forms-And-Composers.htm
Learning Resources (LR)
https://www.youtube.com/watch?v=g2Kky5BC9Uk https://www.youtube.com/watch?
portal
v=5QzFKonakYE https://www.youtube.com/watch?v=EmQBFLJAIcY

B. Other Learning
Resources
IV. PROCEDURES
The teacher will post The teacher will ask The teacher will play a The teacher will play
pictures of Franz Haydn, the students about romantic song, while the examples of the
Wolfgang Amadeus how cultural, students make drawings program music and
Mozart, and Ludwig van economic, social and draw based their feelings. students will analyze
Beethoven. political aspects were (10min) its musical elements.
A. Reviewing Previous greatly affected by (10 min)
Lesson or Presenting The 1. Compare the life progress in science
New Lesson and music of mechanics such as
Haydn, Mozart photography,
and Beethoven steamboats,
2. In what ways are telephone, telegraph,
they the same? etc?
(15min) (5min)
The teacher will ask the Picture parade of different
B. Establishing A Purpose For students the following composers in program
The Lesson questions: music.
1. How do you

2
Annex1B to DepEd Order No. 42, s. 2016
express your
inner feelings?
2. What do you feel
when these
emotions are not
expressed?
(10 min)
The teacher will show
the picture of “The
Peaceable Kingdom” by
Edward Hicks (1846)
C. Present Ing Examples/
Instances of The New
Lesson
1. What emotions
are being
portrayed in the
picture?
(10 min)
The teacher will discuss
the historical and cultural
background of romantic
period through a
PowerPoint presentation.
The teacher will play a
D. Discussing New
short film that shows the
Concepts And Practicing
history and culture of the
New Skills #1
western countries during
the romantic period that
can be related to the
history of the Philippines
during 1820-1900.
(15min)
E. Discussing New Concepts
And Practicing New Skills
The teacher will ask the
students to describe the
pictures.
(5 min)
The teacher will play
examples of program
music like symphonie
Fantastique.
The students will listen
and analyze the music.
1. What can you say
about the music?
2. What musical
elements did you
observe?
(10 min)
The teacher will discuss
the program music,
different composers and
their compositions under
the program music. The
teacher will also explain
the different forms of
program music.
(15 min)
Listening Activity:
3
Annex1B to DepEd Order No. 42, s. 2016
#2 The teacher will play a
music video of Romeo
and Juliet and describe
the musical elements
(5 minutes)
Group Activity: Listen to the musical
pieces Romeo and Juliet
The teacher will play a and Wedding March
video clip about the 1. Describe each
works of Romantic piece in your own
composers. Ask point of view
students to relate it to 2. Compare the
F. Developing Mastery
historical and cultural musicality of these
(Leads To Formative
background of the two compositons
Assessment 3)
romanctic period 3. How do they
(15min) differ? What are
their similarities?
4. Which do you
prefer to listen to
intently/ Why?
(20 min)
Group Activity: Group Activity:

Since the common Each group will

purpose of romantic recieve a task card
period is the free which contains the
expression of man’s activity that they
feelings about himself, need to perform
G. Finding Practical
about humanity and
Applications Of Concepts
about the world in Group A – Listen to
And Skills In Daily Living
which he lives, the song Romeo and
students will make a Juliet and sing it.
short role play related Group B – Sing the
to these. song Ave Maria.
Group C – Describe
1. What did you the musical elements
feel while of Romeo and Juliet

4
Annex1B to DepEd Order No. 42, s. 2016
doing the role song and Ave Maria.
play? Group D – Explain
(25 min) the performance
practice of the two
songs
(20 min)

The romanctic How does the

H. Making Generalizations
And Abstractions About
The Lesson
I. Evaluating Learning
J. Additional Activities For
Application or
Remediation
period’s basic quality structure of a
is emotional program music of the
subjectivity. Its Romantic composers
cultural movement create its order and
stressed emotion, clarity to describe
imagination and the elements?
individualism that
pave the way to the (20min)
expression of one’s
personal feelings
through emotions.
(5min)
Use Rubrics based on Use the rubrics
the group based on the group
presentation (letter F) activity
Teacher will show Listen to another
another video clip composition of
about the life and program music and
works of romantic everybody will sing.
composers in relation (10 minutes)
to historical and
cultural background of
romantic period. The
students will analyze
it.
(10 minutes)

5
Annex1B to DepEd Order No. 42, s. 2016

Ask the students to The students will search Study the Piano
study the program and study about the life music and
music and composers and works of Romantic composers.
K. Assignment
of the Romantic period composers: Peter
period. Ilyich Tchaikovsky
and Camille Saint-Saens.
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?
D. No. of Learners Who Continue
To Require Remediation
E. Which of My Teaching
Strategies Worked Well? Why
Did These Work?
F. What Difficulties Did I
Encounter Which My Principal
or Supervisor Can Help Me
Solve?
G. What Innovation Or Localized
Materials Did I Use/Discover
Which I Wish To Share With
Other Teachers?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph

6
Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH
TEACHER ENETERESO, HYACINTH LEARNING AREA MUSIC

TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standard
B. Performance Standard
The learner demonstrates understanding of characteristic features of instrumental Romantic music.
The learner sings and performs themes of selected instrumental pieces.
The learner…

 Explains the performance practice (setting, composition, role of composers/performers,

and audience) during the Romantic period
(MU9RO-IIIb-h3)

 Listens perceptively to selected Romantic period music

C. Learning Competencies/ (MU9RO-IIIb-h4)
Objectives
 Describes musical elements of given Romantic period
pieces (MU9RO-IIIb-h5)

 The learner sings themes or melodic fragments of given Romantic period pieces
(MU9RO-IIIe-h6)
 Explores other arts and media that portray Romantic period elements
 Improvises appropriate accompaniment to given short and simple Romantic period pieces

A. Piano Music and Composers:

II.CONTENTS  Frederic Chopin
 Franz Liszt
B. Program Music and Piano Music

7
Annex1B to DepEd Order No. 42, s. 2016
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 95 pp. 96 pp. 96-104 pp. 96-104
2. Learner’s Mateials pages pp. 69 pp.71 pp.72-81 pp.72-81
Bautista, Jocelyn V. Et al (2006). MAPEH for a better you. G. Araneta Ave. Cor.
Ma. Clara St. Quezon City. 31, 37 – 53.
3. Textbook pages
Sacdalan, Guinevere I. Et al (1999) Edukasyong pangkatawan, kalusugan at musika IV. 226.

http://www.kaublepianostudio.com/history/romantic.html
4. Additional Materials
http://www.newworldencyclopedia.org/entry/Program_music
from Learning
http://www.classicfm.com/discover/periods/romantic/romantic-piano-music-where-start/
Resources (LR) portal
http://musiced.about.com/od/medievalto20thcentury/a/Music-Forms-And-Composers.html
B. Other Learning
Resources
IV.PROCEDURES
The teacher will ask the The teacher will play The teacher will ask Listening activity:
students what kind of different music. The the following (Group Activity)
music elements are used students will recall and questions: Listen to the
within the music listen to different piano 1. Have you romantic music using
program. music of the Romantic experienced other media.
(10min) music. playing different
musical Illustrate your
Piano Music instruments? feelings or emotions
1.https://www.youtube.c What are these after listening to
A. Reviewing Previous om/watch?v=VRIS5ABtQ instruments? these compositions.
Lesson or Presenting The bM 2. What other Draw your illustration
New Lesson 2.https://www.youtube.c instruments do in a manila paper
om/watch?v=Ce8p0VcTb you know? and post on the
uA (5 min) board (15 min)

Processing:
What are the differences
and similarities of the
program and piano
music?
(15 min)

8
Annex1B to DepEd Order No. 42, s. 2016
B. Establishing A Purpose For
The Lesson
Picture parade of The teacher will ask
different composers in the students if they
piano music. have experienced
singing without any
Who can describe the
pictures? accompaniment of
instruments. What
(5 min)
they can say about it?

(5 mins)

The teacher will play an Teacher will show a

example of piano music video clip about the
like Little “Butterfly” different arts and
Etude media used by
The students will listen different musicians
and analyze the music. during the romantic
period
3. What can you say
C. Presenting Examples/
about the music? 1. What arts and
Instances of The New
media were
Lesson
used by the
4. What musical romantic
elements did you
observe? composers
(10 min) during the
Romantic
period?
(15 mins)
The teacher will discuss The teacher will discuss
piano music, different other arts and media
D. Discussing New Concepts
composers and their that portray romanctic
And Practicing New Skills
compositions under the music and give
#1
program music. The examples of
teacher will also explain appropriate improvises

9
Annex1B to DepEd Order No. 42, s. 2016
the different forms of
piano music.
(15 min)
Listening Activity:
The teacher will play the
E. Discussing New Concepts And music “Prelude” and
Practicing New Skills #2 describe the musical
elements.
(5 min)
Listen to the musical
piece “An Excerpt from a
Love Dream by Franz
Liszt and Prelude by
Frederic Chopin
5. Describe each
piece in your own
point of view
6. Compare the
musicality of
F. Developing Mastery these two
(Leads To Formative compositons
Assessment 3) 7. How do they
differ? How are
they similar?
8. Which do you
prefer to listen to
intently/ Why?
(20 min)
accompaniment.
(25 min)
Teacher will play a
romantic music using
improvised
accompaniment.
Students will listen and
give their reactions
afterwards.
(10 min)
Group Activity:
The teacher will play
different romantic
music.The students
will create a song
inspired in romantic
music with
accompaniment of
improvise materials
available inside the
classroom.
1. What did you feel
in creating a song
using
accompaniment
of improvised
materials?
2. What musical
piece is designed
for developing
technical skills?
1
Annex1B to DepEd Order No. 42, s. 2016
(15 min)

Group Activity: The teacher will ask

the students to
Each group will recieve a answer the question:
task card which contains
activities that they need What values have
to perform you acquired that you
can use daily based
Group A – Listen to the on the learnings from
song No Other Love and our topics?
sing it. (10min)

Group B – Sing the song

G. Finding Practical Applications
To Love Again.
Of Concepts And Skills In Daily
Living
Group C – Describe the
musical elements of No
Other Love and To Love
Again

Group D – Explain the

performance practice of
the two songs.
(20 minutes)

Frederic Chopin was a Give different

music composer for techniques in playing
piano and Franz Joseph any instrument
Liszt was an innovator in especially improvised
H. Making Generalizations And
his piano and orchestral materials.
Abstractions About The Lesson
works. (5 min)

How does the structure

of a piano music of the

1
Annex1B to DepEd Order No. 42, s. 2016
Romantic composers
create its order and
clarity to describe the
elements?
(20min)

Use rubric for the group The students will

activity in letter G. present their
composed song with
accompaniment of
the improvised
I. Evaluating Learning instruments.

(Please see attached

rubrics)
(10 min)

Listen to another
composition of piano
J. Additional Activities For
music and everybody will
Application Or Remediation
sing.

Study the other arts and Give a little

media that portray background of the
romantic period following composers:
elements. a. Schubert
b. Guiseppe
Verdi
K. Assignment

c. Giacorno
Puccii
d. Richard
Wagner
V.REMARKS
VI.REFLECTION

1
Annex1B to DepEd Order No. 42, s. 2016
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
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?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph

1
 Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson Log SCHOOL MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH
TEACHER DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA ARTS

TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
A. Content Standards The learner...
 Understands the role of theatrical elements (sound, music, gesture movement and costume) in the creation of
Western Classical plays and opera which influenced by history and culture
 Performs theatre as a synthesis of arts
B. Performance Standards The learner...
 Creates appropriate theatre play/opera costume and accessories and improves appropriate sound, music, gesture,
movements and costume for a chosen theatrical composition
 Takes part in a performance of a selected piece from Western Classical plays and opera
The learner...
C. LEARNING COMPETENCIES/  Identifies selected theatrical forms from the different art
OBJECTIVES periods (A9EL-Iva-1)
 Researches on the history of the theatrical forms and their evolution
(A9EL-IVb-2)
 Identifies the elements and principles of arts as manifested in Western Classical plays and
opera (A9EL-IVc-3)
 Defines what makes some selected Western plays and opera visually unique
(A9PL-IVc-1)
 Shows the influences of Western Classical plays or opera on Philippine theatrical performances interms of form
and content of story
(A9PR-IVh-6)

II. CONTENTS  Greek Theater

 Roman Theater
 Medieval Theater

1
 Annex1B to DepEd Order No. 42, s. 2016
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials From
Learning Resource (Lr) Portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting New Lessons
 Renaissance Theater
 Baroque Theater
 Neoclassical Theater
 Romantic Theater
 Famous Filipino Playwrights
pp 310-314 pp 314-318 pp 319-323 pp 338-341
pp 264-267 pp 267-271 pp 272-276 pp 291-294
Agapay, N.,C.,(2006) Music, arts, P.E. and health, making us fully equipped in the 21st Century.
LightQuest Publications, Inc. National Highway, Paciano, Calamba City. 127-133
https://www.youtub https://en.wikipedia.org/wiki/Me https://www.youtube.com/watch
e.com/watch?v=WW dieval_theatre ?v=nrQuZ0a65EU
wklCca0yQ
https://en.wikipedia.org/wiki/Re https://en.wikipedia.org/wiki/Cat
naissance_theatre egory:Filipino_dramatists_and_pl
aywrights
https://youtu.be/MVzyUHvmTa4
Learners will give Learners will define the Using pictures, ask the Video presentation of the
the definition of following: students to identify if the world’s famous Theater play
Classicism, Skene- images show connection
Neoclassicism and Parodos- between Medieval Theater https://www.youtube.com/watch
Romanticism. Chariot- and Renaissance Theater ?v=nrQuZ0a65EU
(5mins) (5mins)
Launch the new After watching the video, ask
topic “WESTERN three students to choose his/her
CLASSICAL favorite Theater play from the
PLAYS/OPERA” video presentation and allow
1
Annex1B to DepEd Order No. 42, s. 2016
Learners will answer him/her to explain why.
the question “What
springs to mind Learners will answer the question
when you hear the “What’s the best thing you’ve
world Theater?” ever seen at the theater? “
(5mins) (10mins)

B. Establishing A Purpose For

The Lesson Teacher will show POP UP MINDS BOX OF SURPRISES Listening activity
“Evolution of What pops up to your mind Provide a box with the “Ikaw Lamang” words and
Theater” using a when you hear the name or the following materials music by; Robert W. Villafuerte
time line graph word...? -curtain -flash light https://youtu.be/MVzyUHvmTa4
from Greek to JUGGLERS -pulley -toy soldier
Romantic Period and PUPPETEERS -mask The teacher will relate the music
pictures as ADAM AND EVE -orchestra(picture) to the next activity.
representation of PANTOMIME PLAY MAPEH WHEEL of
Theatrical forms. SHAKESPEARE Students will FORTUNE
Let the students BALLET relate the following to
classify the images (10mins) Theater. (15mins)
into their respective (10mins)
periods.

Ask the students

C. Presenting Examples /
Instances Of The New Lesson
how they were able
to classify the
images to their
respective periods.
(10mins)
The teacher will ask The teacher will relate the words Teacher will enumerate popular
the students to and names of the following to Filipino plays and opera.
identify where the the Medieval and Renaissance
pictures should Theater

1
Annex1B to DepEd Order No. 42, s. 2016
D. Discussing New Concepts
And Practicing New Skills
E. Continuation Of Discussing
New Concepts And Practicing
New Skills
F. Developing Mastery
(Leads To Formative
Assessment 3)
G. Finding Practical
belong.
The teacher will The teacher will determine the The teacher will differentiate Teacher will present a short
describe the Greek uniqueness of Medieval Theater Baroque Theate from biography of the following Filipino
Theater, its history and Renaissance Theater. Neoclassical Theater and theater artists using pictures.
and its the three (20mins) Romantic Theater.  Francisco Balagtas y de la
main elements. (20mins) Cruz
(20mins)  Severino R. Reyes
 Dr. Ricardo G. Abad
 Salvador F. Bernal
(20mins)
The teacher will Using pictures as clues, Teacher will show a video
show a video Students will recall the presentation of the
presentation of the discussion by restating the Evolution of Theater and
eruption of mouth relation of the picture to the use it to deepen student
Vesuvius and will topic understanding about the
discuss and relate (5mins) topic.
the video to the .
story of the https://www.youtube.com/w
Romantic Theater. atch?v=_iShdvdBqk4
https://www.youtub (5mins)
e.com/watch?v=WW
wklCca0yQ
(10mins)
Students will Students will compare and
differentiate Greek contrast Medieval Theater and Students will list down influences
Theater from Renaissance Theater using the of Western Classical opera on
Romantic Theater table below Philippine theatrical performance.
using rap (include (15mins)
the difference in the Theater Themes Stage Performers
composition)
(5mins) (10mins)
Student’s HUGOT Students will relate the Medieval Students will compare the Students will relate the following
1
 Annex1B to DepEd Order No. 42, s. 2016
Applications Of The Concepts And TIME Theater and Renaissance theatre Evolution of Western Classical Western art to Philippine setting.
Skills In Daily Living “If you will be a part to our Philippine Sarswela. Opera to the evolution of (5 minutes)
of the Greek Theater (5mins) Filipino Stage acts
what will it be and (5mins)
why?”
(5mins)
H. Making Generalizations And Students will recall the lesson of Learners will share their
Abstractions About The Lesson the day, explaining how ideas about the Evolution of
Medieval theater develops into Western Classical Theater
Renaissance theater. from Greek to Romantic
(5mins) Plays/Opera.
(10mins)
I. Evaluating Learning Enumerate the Score the Medieval and Give the meaning of the Students will name at least two
following: Renaissance table following: Filipino Playwrights.
1-3 Types of Greek 1. decorum (5mins)
Drama 2.melos
2-5 Usual themes 3.dran
for Roman Theater 4.libretto
(5mins) 5.opera
(5mins)

J. Additional Activities For Provide a picture of Write what you know about Name 5 words you
Application And Remediation Epidaurus and let 1.Medieval Theater remember about Baroque
the students label 2. Renaissance Theater Neoclassic and Romantic
the parts of theater. Theater
K. Assignment Ask the students to read/
research synopsis about
Oedipus Rex or
Romeo And Juliet.
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%

1
Annex1B to DepEd Order No. 42, s. 2016
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?
*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to bld.tld@deped.gov.ph

1
 Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson Log SCHOOL Majada In National High School GRADE LEVEL 9
in

MAPEH
TEACHER DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA ARTS

TEACHING DATE AND Week 2 QUARTER 3rd Quarter

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY

I.OBJECTIVES
A. Content Standards
The learner...
 Understands the role of theatrical elements (sound, music, gesture movement and costume) in the creation of Western
Classical plays and opera which influenced by history and culture
 Theatre and performance as a synthesis of arts

B. Performance Standards The learner...

 Creates appropriate theatre play/opera costume and accessories and improves appropriate sound, music, gesture,
movements and costume for a chosen theatrical composition
 Takes part in a performance of a selected piece from Western Classical plays and opera

The learner...
C. LEARNING  Improvises accompanying sound and rhythm needed for the effective delivery of a selected piece from Western
COMPETENCIES/ Classical play and opera
OBJECTIVES (A9PR-IVef-3)
 Choreographs the movement and gestures needed for the effective delivery of a selected piece from Western
Classical play and opera
(A9PR-IV-f-3
 Designs the visual elements and components of selected Western Classical theater play and
opera (A9PR-IVc-1)
 Performs in a group a selected piece from Western Classical play and
opera (A9PR-IVg-5)
II.CONTENT
Different Western Different Western Different Western Different Western

2
 Annex1B to DepEd Order No. 42, s. 2016
Classical Plays and Opera Classical Plays and Classical Plays and Classical Plays and Opera
Opera Opera
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pp 324-336 pp 324-336 pp 324-336 pp 324-336
pages
2. Learner’s Material pp 277-290 pp 277-290 pp 277-290 pp 277-290
pages
Agapay, N.,C.,(2006) Music, arts, P.E. and health, making us fully equipped in the 21st Century.
3. Textbook pages LightQuest Publications, Inc. National Highway, Paciano, Calamba City. 127-133.
4. Additional Materials
from Learning
Resource (LR) portal
http://www.pbs.org/wnet/broadway/essays/elements-of-the-musical/
https://www.youtube.com/watch?v=C2ODfuMMyss https://www.youtube.com/watch?
v=dUuex722DY4 https://www.youtube.com/watch?v=mLkcXT1YOJA
B. OTHER LEARNING
https://www.youtube.com/watch?v=DyrW97ZS9Kc
REFERENCES
https://en.wikipedia.org/wiki/Costume_design https://www.youtube.com/watch?
v=hYAph4qI4sg

IV.PROCEDURES
A. Reviewing Previous The teacher will recall the
Lesson or Presenting components of an opera
New Lessons 1. Libreto
2. Score
3. Reciative
4. Aria
The teacher will begin the
lesson by grouping the class
into two for the most awaited
part of the module THE
PERFORMANCE
(5mins)
The teacher will ask the
students to pass their
composition of improvised
accompaniment to their
group leaders.
Ask the students about their
overall opinion of their
musical play.
(5mins)
The teacher and the learner The teacher will explain the
will evaluate the success of rubrics or the criteria to be used
the planned culminating in judging the Musical
activity by completing the Play/Opera Criteria
Check list below (✓) 1. Appropriateness of
gesture and
movements 30%
ASPECTS STRONG NEEDS TO
IMPROVE 2. Make up/masks,
Singers costume and props,
Dancers music. (the use of styles
Music and techniques of
Choreography Western Musical and
Props/ Popular Theater) 30%
costume 3. Culturally-based 20%
(5mins) 4. Creativity (the use of

2
Annex1B to DepEd Order No. 42, s. 2016
5. Establishing A Purpose Students will watch a video
For The Lesson presentation of an example of
a theatrical Opera.
https://www.youtube.com/wa
tch?v=C2ODfuMMyss
Students will play
FAMILY FEUD
From viewing, the group of
students will cite the
important components
needed to produce an opera.
(10mins)
6. Presenting Examples /
Instances Of The New
Lesson
7. Discussing New Teacher will remind the
Concepts And students about the
Practicing New Skills significance of music in an
Opera.
(5mins)
Students will do the
BALLET exercise.
After the activity the
students will be answering
the following question
1. What is your overall
impression about
ballet?
2. How does ballet
differ to other form
of dances like
hiphop and jazz
(10mins)
The Teacher will lead the
class into a short dance
tutorial demonstrating
proper execution of steps in
Ballet dance
https://www.youtube.com/
watch?v=dUuex722DY4
(5mins)
Using a video clip, the
teacher will discuss the
importance of dance in a
theater play.
https://www.youtube.com/
watch?v=mLkcXT1YOJA
https://www.youtube.com/
theater elements and
principles) 20%
TOTAL: 100%
(5mins)
The teacher will give the
performers a breathing exercise.
Students will state reasons why a
singer should know how to
breathe correctly.
(5mins)
The teacher will motivate
the class to create beautiful
costumes and visually
appealing props using a
video presentation
https://www.youtube.com/w
atch?v=hYAph4qI4sg
(10mins)
The teacher will remind the
students about the history,
importance and wise use of
Props and costume in a
theatrical presentation.
https://en.wikipedia.org/wiki
/Theatrical_property
2
Annex1B to DepEd Order No. 42, s. 2016
8. Continuation Of Teacher will explain the
Discussing New duties and responsibilities of
Concepts And the following
Practicing New Skills 9. Director
10. Stage manager
11. Production team
12. Technical team
13. Actors and actresses
http://www.pbs.org/wnet/bro
adway/essays/elements-of-
the-musical/
(15mins)
14. Developing Mastery Students will start improvising
(Leads To Formative accompanying sound to be
Assessment 3) used in the culminating
activity.
(15mins)
15. Finding Practical Ask the students to give the
Applications Of The reasons why they chose
Concepts And Skills In music to be part of their
Daily Living musical presentation.
(5mins)
16. Making Generalizations Let the student answer the
And Abstractions About following:
The Lesson
1. What is the importance of
music in an Opera?
2. How are the singers able
watch?v=DyrW97ZS9Kc
(10mins)
Using the submitted
musical story line and
chosen accompanied
music, the students will
choreograph movements
needed for the effective
delivery of the story to be
used in the culminating
activity.
(20mins)
Enumerate problems
encountered during the
activity.
(5mins)
Let the learners suggest
ways for the actor to
perform and use
movements or steps in his
portrayal of character in the
story.
(10mins)
Using recyclable reusable The students will perform
and available materials the their chosen play on stage.
students will design the (35mins)
visual elements and
component of a theatrical
play.
(20mins)
Ask the students about their The teacher will open the floor
overall opinion, reaction, for clarification, insights and
suggestion and comments recommendations.
about of the musical play of (5mins)
their group.
(10mins)
2
 Annex1B to DepEd Order No. 42, s. 2016
to relay message of the
music?
(5mins)
17. Evaluating Learning Name 5 members of a
theater or Musical
play/opera. (5mins)
18. Additional Activities For
Application And
Remediation
19. Assignment Students will plan for the
culminating activity, they are
expected to do
1. Brainstorming
2. Sharing of ideas
3. Casting
4. Listing of the
members of
production team
and Technical team
(5mins)
Learners are to be Learners are to be evaluated Teacher will score the
evaluated using the rubric using the rubric in page 295 performance using the presented
in page 295 of A journey of A journey Through rubrics.
Through Western Music Western Music and Arts.
and
Arts
The learner will design a
mask using recyclable
materials.
Students will Continue
practicing the choreography
in preparation for the
culminating activity
Students will bring materials
for the props and costume
making tomorrow.

Continue composing and

choosing improvised
accompaniment for the
culminating activity.
V. REMARKS

VI. REFLECTION .
A. No. of Learners Who
Earned 80% In The
Evaluation

2
Annex1B to DepEd Order No. 42, s. 2016
B. No. of Learners Who
Require Additional For
Remediation Who
Scored Below 80%

2
Annex1B to DepEd Order No. 42, s. 2016
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?
*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to bld.tld@deped.gov.ph

2
Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson SCHOOL CALAMBA BAYSIDE NHS GRADE LEVEL 9

Log in

MAPEH
TEACHER MARINEZZA V. SALES LEARNING AREA PE

TEACHING DATE AND (1ST WEEK) QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies/
Objectives
Write The Lc Code For Each
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials From
Learning Resources (Lr)
Portal
B. OTHER LEARNING
RESOURCES
The learner demonstrates understanding of lifestyle and weight management to promote community fitness.
The learner . . .
 Maintains an active lifestyle to influence the physical activity participation of the community
 Practices healthy eating habits that support an active lifestyle
The Learner...
 Undertakes physical activity and Physical Fitness Assessment
( PE9PF-IIIa-h-23)
 Assesses eating habits based on the Philippine Food Pyramid/ My food plate
(PE9PF-IIIa-39)
 Determines risk factors related to lifestyle diseases (Obesity, Diabetes, Heart
diseases) (PE9PF- IIIa-40)
 Distinguishes facts from myths and misinformation associated with eating habits
(PE9PF- IIIb-29)
Festival Dances
Pp-100-106
Pp. 135-142
https://www.youtube.com
/watch?v=rkpgF2M5jHQ

2
Annex1B to DepEd Order No. 42, s. 2016

https://m.youtube.com/w
atch?v=0pt9K_Mb9Yo

IV. PROCEDURES
Group Activity Ask the students to state The teacher will ask the The students will make a warm up
Picture Puzzle: the food which they last students what are the exercise before the activity.
ate. practices in good eating Always remind the students about
The teacher will ask each habits. the possible injuries that might
group to pick 1 envelope What food did you eat? (5 min) occur when doing physical activity
containing cut-out Was it healthy? and situation:
pictures associated to 1. Not having proper warm-up
A. Reviewing Previous Lesson
festival dance. How does it affect your exercise
or Presenting The New
body’s health? 2. Not executing the
Lesson
Each group will form the proper movements
picture and identify/name Why is it important to eat 3. Not observing safety measure at
the picture, and give a healthy? Does it have a all times
short description. connection if dancing will (10 min)
be done as an activity
(15 min) (5 min)

Ask the students to state The teacher will ask students

the food which they ate about their BMI and
last. Nutritional status.

What food did you eat? Is Let them analyze their

it healthy? nutritional status and reflect
it in their daily activities.
B. Establishing A Purpose For
How it affect your body’s
The Lesson
health? What will happen on the
person if his/her status is
The teacher will present under weight? Overweight?
the different words/ Obese?
foods.
Let the students classify The teacher will ask the
the words/foods which health condition of the

2
Annex1B to DepEd Order No. 42, s. 2016
group they belong. students before performing
the dance.
(Food Pyramid)
(15 minutes) ( 10 minutes)
The teacher will discuss The teacher will present a
the Table 1: Calorie video of 5 Basic
Counter Table, Table 2: fundamentals.
Calories Consumed per https://www.youtube.com/w
15 minutes, Table 3: atch?v=rkpgF2M5jHQ
Calorie content of
nutrients, Table 4:
C. Presenting Examples/
Physical Activity Table Ask the students to
Instances Of The New
through Power point execute the 5 Fundamental
Lesson
Presentation to be lead position of arm and feet
by the teacher
What can you say about
(25 min) when you are doing the 5
fundamental positions?
(15 min)

Teacher will present a The teacher will present a

video clip about eating video of Festival dance
habits among teenager. (buhayani)

Students give their The teacher will ask the

reflection/ insight about students the following
the video clip. questions:
D. Discussing New
Concepts And Practicing The teacher will ask the 1. What are the basic skills
New Skills #1 students if they have a needed in dancing?
good eating habits. 2. What dance formation did
you see in the video?
Site and examples that 3. How are the dance
showing good eating steps being executed?
habits. 4. How essential is music
(15 min) in dancing?

2
Annex1B to DepEd Order No. 42, s. 2016
https://www.youtube.com https://m.youtube.com/watc
/watch?v=FvZIUKG67pI h?v=0pt9K_Mb9Yo

The teacher will discuss the

Basic skill needed in
dancing, Dance Formation,
Essential of music in the
dance through power point
presentation.

(30 min)
The teacher will discuss The teacher will divide the class
computing One’s Total into 6 six groups consisting of 8-10
Energy Requirement members.
(TER). Ask them to practice the 5
fundamental movements.
The teacher will give (20 min)
E. Discussing New Concepts
board work activity to
And Practicing New Skills
achieve mastery on how
#2
to find One’s Total Energy
Requirement.

(10 min)
The learners will make the The students will execute the five
computation of their fundamentals movement. Prior to
individual total energy the activity, the teacher will ask
requirements (TER) the students to have a copy of
F. Developing Mastery see LM- p. 140 their individual Heart Rate Log
(Leads To Formative that can be used in the whole
Assessment 3) The students will make a grading quarter for all the physical
list of a Meal Plan for a activity that we do.
week. Observe the weight (see ANNEX A)
management if needed. (30 min)

3
Annex1B to DepEd Order No. 42, s. 2016
G. Finding Practical
Applications Of Concepts
And Skills In Daily Living
H. Making Generalizations
And Abstractions About
The Lesson
The students will be
asked to make their
Personal Festival Dancing
Program (FITT) based for
the result of then FITT
computations.
See p. 142 for template
(20 min)
The teacher will ask the The teacher will ask the
students about the students the following
importance of eating questions:
habits and physical
activity in connection of 1. What is the purpose of knowing
weight management in the 5 fundamental position before
our lifestyle/ daily living. dancing?
2. How dancing affect our daily
Let the students sum up living/lifestyle?
their answer. (5 min)
Teacher should write on
the board the responses.
(10 min)
The teacher will . The teacher will ask the students to
emphasize to the make insights/reflections with
students the value of the emphasis on the essential
training guidelines understanding of the lesson.
including the FITT
principles in dance by (5 min)
answering the open-
ended statement:
1. I learned that
.
2. I realized that
_.
3. A am
3
Annex1B to DepEd Order No. 42, s. 2016
happy
because

3
Annex1B to DepEd Order No. 42, s. 2016
.

(20 min)
The teacher will give a The execution of fundamental
Quiz/ Problem Solving: movements will of students will be
See TEST IV. assessed using a scoring
I. Evaluating Learning
COMPUTATION numbers guide/rubrics.
1 and 2 LM-p. 156 (ANNEX B)
(10 min)
The student will review
the Five Fundamental
J. Additional Activities For
Positions.
Application Or Remediation

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?
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

3
Annex1B to DepEd Order No. 42, s. 2016
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?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph

3
Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson Log SCHOOL CALAMBA BAYSIDE NHS GRADE LEVEL 9

in

MAPEH TEACHER MARINEZZA V. SALES LEARNING AREA PE

TEACHING DATE AND (2ND WEEK) QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates understanding of lifestyle and weight management to promote community
A. Content Standards
fitness
The learner . . .
B. Performance Standards  Maintains an active lifestyle to influence the physical activity participation of the community
 Practices healthy eating habits that support an active lifestyle
The learner...
 Describes the nature and background of the
dance (PE9RD-IIIb-1)
C. Learning Competencies/
 Execute the skills involved in
Objectives
dance (PERd-IIIb-h-4)
 Performs appropriate first aid for injuries and emergency situations in physical activities and
dance settings (cramps, Sprain, Heat exhaustion)
(PE9PF-IIIb-h-28)
II. CONTENT Social (Community dance, mixer) Festival and Ballroom Dances
III. LEARNING RESOURCES
A. REFERENCES
1.Teacher’s Guide pages Pp. 91-98
2.Learner’s Mateials pages pp. 124-130
3.Textbook pages
4.Additional Materials from
Learning Resources (LR)
portal
B. OTHER LEARNING
RESOURCE
IV. PROCEDURES

3
Annex1B to DepEd Order No. 42, s. 2016
The teacher will give a The teacher will ask the The teacher will ask
recap on lifestyle students about the the students to give
diseases. different examples of examples of locomotor
(5 min) festival dances in the and non locomotor
Philippines and their brief movements, basic
A. Reviewing Previous description. steps and arm
Lesson or Presenting The (10 min) movement.
New Lesson
The students will have
warm up exercises
before the group
activity.
(10 min)
Divide the class in to 6
groups consisting of 8-10
members. In 10 minutes,
they will do this activity:
Ask the students to
1. Enumerate festivals
that they are familiar
with.
2. Make a short
description about
each the festival
B. Establishing A Purpose For 3. Classify whether
The Lesson they are religious or
non-religious
festivals
4. Give at least 3
positive effects of
festival dancing or
participation/
involvement in
festival dances to
yourself, family,
community.

3
Annex1B to DepEd Order No. 42, s. 2016
C. Presenting Examples/
Instances of The New
Lesson
D. Discussing New Concepts
And Practicing New Skills
#1
E. Discussing New Concepts
And Practicing New Skills
#2
The students will present
their work in front of the
class.
(15 min)
The teacher will post a
matching type activity
and let the students
identify the place of
Origin of the different
festivals in the country.
See LM P. 124
(5 min)
The teacher will discuss
the nature and
background of some
famous festivals in the
Philippines through a
PowerPoint
presentation.
(25 min)
The teacher will discuss
how dancing contributes
to the improvement of
cardio-vascular
endurance by
determining the Target
Heart Rate (THR) range.
The students will get
thier own computation
of Predicted Maximum
Heart Rate (PMHR)
Lowest Traget Heart
Rate (LTHR) and Highest
Target Heart Rate
(HTHR)
(10 min)
3
Annex1B to DepEd Order No. 42, s. 2016

The teacher will

demonstrate the
locomotor and non
locomotor movements,
basic steps, and arm
movements.

The teacher will divide

the class in to four
F.Developing Mastery
groups consisting of 10-
(Leads To Formative
12 members.
Assessment 3)
They will have their
group activity where
they will be recalling the
basic movements that
can be used in folk
dance (festival dance )
See LM.pp. 127-130
(50 min)

Students will combine

the different
movements to make a
creative dance
G. Finding Practical
pattern/steps
Applications Of Concepts
( 16counts for each
And Skills In Daily Living
movement) and
execute it in the class
(Practice)

Their performance

3
Annex1B to DepEd Order No. 42, s. 2016
should have a music
accompaniment.

(40 min)
The teacher will ask
the students why we
need to consider
reviewing of
locomotor, non
locomotor, basic steps
H. Making Generalizations
and arm movement
And Abstractions About
before the festival
The Lesson
dance.

What is the importance

of engaging in this kind
of physical activity?
(10 min)
Student performance
will be assessed using
scoring guide/rubrics.

I. Evaluating Learning Variety of movements-

10
Creativity- 10
Cooperation- 5
Total- 25 points
Bring any music that can Ask the students to
be used in festival dance. research other
J. Additional Activities For
examples of festival
Application Or Remediation
dances. Bring it to
class the next
meeting.
V. REMARKS
VI. REFLECTION

3
Annex1B to DepEd Order No. 42, s. 2016
A. No. of Learners Who
Earned 80% In The
Evaluation.

4
Annex1B to DepEd Order No. 42, s. 2016
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
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?

For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph

4
Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson Log SCHOOL CALAMBA BAYSIDE NHS GRADE LEVEL 9

in

MAPEH TEACHER MARINEZZA V. SALES LEARNING AREA MUSIC

TEACHING DATE AND 3RD WEEK QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates understanding of lifestyle and weight management to promote community
A. Content Standard
fitness.
The learner . . .
B. Performance Standards  Maintains an active lifestyle to influence the physical activity participation of the community
 Practices healthy eating habits that support an active lifestyle
The learners...
 Monitors periodically one’s periodically one’s progress towards the fitness
goals (PE9RD-IIIb-h-4)
 Involves oneself in community service through dance activities in the
C. Learning Competencies/
community (PE9PF-IIIg-h-41)
Objectives
 Performs appropriate first aid for injuries and emergency situations in physical activity
and dance settings (Cramp, sprain, heat exhaustion)
(PE(PF-IIIb-h-30)
 Recognizes the needs of others in real life and meaningful
ways (PE9PF-IIIa-h-42)

II. CONTENT A. Social (Community dance, mixer) Festival

B. Ballroom Dances (DANCE PRESENTATION- FESTIVAL DANCE ROUTINE)
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages Pp.11-114
2. Learner’s Mateials pages pp. 148-153
3. Textbook pages

4
Annex1B to DepEd Order No. 42, s. 2016
4. Additional Materials from
Learning Resources (LR)
portal
B. OTHER LEARNING
RESOURCE
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting The New
Lesson
B. Establishing A Purpose For
The Lesson
C. Presenting Examples/
Instances of The New
Lesson
The teacher will ask the The teacher will ask The teacher will discuss
students to recite and the students to recite the Rubrics in their
execute locomotor, non- and execute festival dance
locomotor, basic steps locomotor, non- performance.
and arm movements that locomotor, basic steps
they have learned from and arm movements The students will have
the previous lessons. that they have learned their warm-up exercise
(5 min) from the previous before the practice.
lessons.
(5 min)
The teacher will ask the
students what fitness
development can people
get in participating in
festival dance in the
community like the
buhayani festival dance?
(5 min)
The teacher will discuss
the GRASPS for students
to able to know the
festival dance routine of
all grade 9 level and the
preparation for it. See
TG. P11-114
Each section will select
one festival that
represent their sections.
4
Annex1B to DepEd Order No. 42, s. 2016
(10 min)

The teacher together The teacher will

with the students will discuss the Rubrics in
assign first the their festival dance
respective committees performance.

The teacher will present (See Attachment)

the possible festival that (5 min)
might used by the
D. Discussing New Concepts
students in their
And Practicing New Skills
performance
#1
1. Maskara Festival
2. Panagbenga Festival
3. Buhayani Festival
4. Ati-atihan Festival
5. Sinulog Festival
6. Bangus Festival
(10 min)

Let the students to use Let the students to

MAPEH time in practicing use MAPEH time in
their dance presentation. practicing their dance
presentation.
Before the Practice
start make sure that Before the Practice
the students will have start make sure that
E. Discussing New Concepts their warm-up exercises the students will have
And Practicing New Skills (Wellness Dance) for their warm-up
#2 them to prevent injuries exercises (Wellness
that may happen during Dance) for them to
practice. prevent injuries that
may happen during
Every Physical Activity practice.
(Practice) that might
happen students should Every Physical Activity
record their Heart Log (Practice) that might

4
Annex1B to DepEd Order No. 42, s. 2016
for them to have self- happen students
assess and report the should record their
heart rate before and Heart Log for them to
after they perform. have self-assess and
report the heart rate
Always remind the before and after they
students about the perform.
possible injuries that
might occur when doing Always remind the
physical activity and students about the
situation: possible injuries that
1. Not having proper might occur when
warm-up exercise doing physical activity
2. Not executing the and situation:
proper 1. Not having
movements proper warm-up
3. Not observing exercise
safety measure at 2. Not executing
all times the proper
(5 min) movements
3. Not observing
safety measure
at all times
(5 min)

The teacher will The teacher will

F. Developing Mastery
monitoring the practice monitoring the
(Leads To Formative
properly. (25 min) practice properly.
Assessment 3)
(45 min)
G. Finding Practical Dance Presentation in
Applications Of Concepts the community.
And Skills In Daily Living
The students will make
H. Making Generalizations
a reflection about the
And Abstractions About
festival dance
The Lesson

4
Annex1B to DepEd Order No. 42, s. 2016
I’ve
learned .

I’ve realized
.

I am happy because
.

The teacher will

evaluate their
I. Evaluating Learning performance based
from the rubrics:
(see Attachment)
The students shall
J. Additional Activities For prepare Festival Dance
Application or Remediation Journal and submit
their HR LOG.

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?
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Teaching
Strategies Worked Well?

4
Annex1B to DepEd Order No. 42, s. 2016
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?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph

4
Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson Log SCHOOL MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH TEACHER MA.CECILIA E. PANALIGAN LEARNING AREA HEALTH

TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
The learner demonstrates understanding of first aid principles and procedures.
The learner performs first aid procedures with accuracy.
The learner...
 Discusses basic information about first aid (Principles, Roles, Responsibilities and Characteristics of a good aider)
(H9IS-IIIa-36)
 Demonstrates the conduct of primary and secondary survey of the victim (CAB)
(H9IS-IIIb-37)
 Assesses emergency situation for unintentional
injuries (H9IS-IIIb-38)
 Discusses the function of dressing and
bandages (H9IS-IIIc-d-39)
 Explains the principles of wound dressing
(H9IS-IIIc-d-40)
 Demonstrates appropriate bandaging techniques for unintentional injuries
(H9IS-IIIc-d-41)

A. First Aid Basics

 Principles
 Roles
II. CONTENTS
 Responsibilities
 Characteristics of a good aider
B. First Aid Guidelines and Procedures Survey the scene
 Do primary survey of the victim (check for vital signs, assess CAB (Circulation, Airway, Breathing)

4
Annex1B to DepEd Order No. 42, s. 2016

 Do secondary survey of the victim (head-to-toe survey)

C. Use of Dressing and Bandages (alternatives include clean cloth or, handkerchief)
 Principles of Wound Dressing (careful handling, large enough to cover the wound, should fit snugly and
not cut off circulation)
 Bandaging Techniques (for the head; forehead; ear, cheek and jaw; burned hand; sprained ankle;
and dislocated arm
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages Pages 324-329 Pages 330-341 Pages 342-349

 Darilag, A. Et.al EASE Health Education II Module 4 Lesson 1

Enjoy life with P.E and health II. (2012). 1-7 2, 214-215, 216-223.
3. Textbook pages
 Abejo M.P.,et.al.Edukasyong pangkatawan, kalusugan at musika I.
DepED. 1994. pp.197-198

4. Additional Materials from

Learning Resource (LR)
portal
Print: Non-print:
 Getchell,Pippin,  Retrieved from  Getchell,Pippin, Varnes.
Varnes. Perspectives  “Philippine Red Cross Basic First Aid Training Perspectives on Health:First Aid
on Health:First Aid Exercise” https://www.youtube.com/watch? and Manual Review (pp.680-
and Manual Review v=4bO_FLl4F 1Q 681).Toronto, Ontario
(pp.680-
681).Toronto,  Getchell,Pippin, Varnes. Perspectives on Online Sources:
B. OTHER LEARNING
Ontario Health:First Aid and Manual Review (pp.680- Retrieved from:
REFERENCES
681).Toronto, Ontario https://www.teachervision.com/tv/pri
Online Sources: ntables/tv00053_s1-2.pdf
 http://webcache.goo Poison help.com
gleusercontent.com/s Proper wound care: How to
earch?q=cache:http:/ minimize a scar
/www.thefirstaidzone https://www.youtube.com/watch?v=
.co.uk/first-aid-facts msw820Uwd0s

4
Annex1B to DepEd Order No. 42, s. 2016
 HAIYAN - Philippine How To Do A Simple Dressing
Red Cross in https://www.youtube.com/watch?v=h
Actionhttps://www.yo 2Dw-8ry5TA
utube.com/watch?v= How to apply a basic Bandage:
zEH6Gl3iJjc https://www.youtube.com/watch?v=F
sgb4FFYxY4
IV.PROCEDURES

A. Reviewing Previous  The teacher will
Lesson or Presenting New conduct a pre-test
Lessons through;
“Fact or Bluff”
(See Activity 1 3rd Qtr.
attachment)
(5 min)
For Review Activity: The students will
answer the activity 4:
Paper-and -pencil Test “What will you
The students will answer do?”
the questions individually, (5 min)
1. What is first aid?
2. Why it first
aids important?
3. Give 2 characteristics of
a good first aider.

Criteria for checking:

2 points if the students
answer correctly.
1- point – clearly and
specific
(10 min)

B. Establishing A Purpose For
The Lesson
The teacher will present
a video clip of the
Typhoon Yolanda. Then
ask to student to answer
the following questions;
1. What do you feel
after watching the
video?
2. Who are the people
helped the victims?
3. What kind of help
The teacher will give the
situation below, and let the
students decide what they
will do next if they are in
the situation/ scenario.
Situation: A man found
unconscious after his
motorcycle hits the truck.
(5 min)
The teacher will ask
some representatives
to demonstrate on
how to put bandage
in an injured person
and dressing for the
wounds.
(5 min)

5
Annex1B to DepEd Order No. 42, s. 2016
they rendered?
4. What do you think
will happen if there
are no one who
assisted them?
(10 min)
C. Presenting Examples / The teacher will present The teacher will present the The student will
Instances of The New Lesson this question: flow chart on LM page 331, watch a video clip,
to check if their answer on then answer the
How important the the first activity is correct. questions afterwards;
presence of the first (10 min)
aider? 1. Why it is
(5min) important to
apply
proper first
aid in a
wound?
2. If you are
going to have
this, what
will be the
first thing
you will do?

D. Discussing New Concepts And
Practicing New Skills # 1
(6 min)
The teacher will discuss The teacher will discuss the The teacher will
the Nature and Limitation Vital Signs and difference of discuss the difference
of First Aid including the signs and symptoms using between the dressing
following sub-topics; Venn Diagram and bandages.
Principles, Roles, ( Refer on LM page 333) Supporting
Responsibilities and videos will be
Characteristics The teacher will ask the used to present
students watch the video, the lesson
Refer to LM page 325 “Philippine Red Cross Basic
(For additional First Aid Training Exercise” Worksheet will be
information, See provided.

5
Annex1B to DepEd Order No. 42, s. 2016
attachment no.3) Processing questions: (Refer to Activity 5)

5
Annex1B to DepEd Order No. 42, s. 2016
E. Discussing New Concepts And
Practicing New Skills # 2
F. Developing Mastery (Leads To
Formative Assessment 3)
(10 min) 1. How the Red Cross
intervene in the
different sitautions?
2. What intervention
gives you learning?
(10 min)
The teacher will use the
Interactive Strategies
wherein:
1. Discuss the Primary
and Secondary
Survey on LM page
333, through the use
of images.
2. Teacher- Student
Collaboration
3. The teacher will ask
some students to
demonstrate the
procedures.
Critiquing or feed backing
will be done simultaneously.
(10 min)
The teacher will ask the The teacher will ask the
students to do the students to arrange the
following activities: following steps in assessing
emergency victim. The
(Refer to the activity scenario will be:
2 for the instructions)
After an earthquake
(Multiple incident, you see your
(20 min)
Note:
But if the video is not
available refer to LM
for specific and
detailed content. Also
some materials are
provided
The teacher may use
other video clips if
he/she is not familiar
in the first aid
standard. (Links are
available in the
references)
The teacher will ask
the following
questions after
viewing;
1. What are the two
phases of
Bandages?
2. How it differs
from each other?
(15 min)
The students will ask
to do the page 348,
Activity 16.
(10 min)
5
Annex1B to DepEd Order No. 42, s. 2016
Intelligences) classmate lying down and
Bodily-Kinesthetic: Act unconscious and you are
the characteristics of a the only one sees her.
Good First Aider (10 min)
Linguistic- Present the
Principles of First Aid
through in a poetic
manner
Visual-Spatial:
Describe the roles of the
first aider through the
use of symbolism

Processing questions:
1. After you watch
the group
presentation,
what is the
importance of
basic knowledge
about first aid
basics?
2. How you work as
a group?
(15 min)
G. Finding Practical Applications The teacher will go back Triad Activity: The group of
of The Concepts And Skills In again to the statements The students will students will
Daily Living of facts and bluff make their be presenting
activity, then ask the emergency action a
students to identify in plan. They are free demonstration
which aspects of first aid to choose the of the
is exemplified. Use the scenario: following;
following choices: Group 1:
1. Role Scenario A: Techniques in
2. Objectives accidentally fell on bandaging
3. Characteristics the ground but still Group 2:
4. Principles conscious How to

5
Annex1B to DepEd Order No. 42, s. 2016
(5min) manage
Scenario B: A girl wounds
can’t breathe after Group 3:
she eat sea foods. Phases of
Bandaging
(10 min) students will
Group 4:
Bandaging in
a puncture in
foot
Group 5:
Putting first in
an open
wound

Criteria:
5-performed
the activity in
one try
correctly
5-creative and
clear
presentation
H. Making Generalizations The learners will The teacher will be The teacher
And Abstractions About complete the thought of posting a picture, will ask the
The Lesson the following open-ended then students will students what
statements: give their feedback/ they learned
a. First Aid is realization about the about the
. image. lesson?
b. The absence of he students
First Aid can lead (Refer to Activity 4) re free for
to . iving of
c. You are a first (10 min) eedback. It
aider if hould be
. Positive-
(5 min) Negative-
Positive

5
Annex1B to DepEd Order No. 42, s. 2016

(10 min for

preparation
and planning,
10 mins for
presentation,
10 for
feedbacks)
I. Evaluating Learning The students will answer Dyad Activity: The teacher
the activity 3. The student will do will ask the
they Do Think-Pair- students to do
( Refer to Activity 3 Share about the activity on LM
attachment) following page 349
keywords; (10 in)
(5 min) 1. Signs and
Symptoms
2. Vital Signs
3. Primary Survey
4. Secondary
Survey
(15 min)

5
Annex1B to DepEd Order No. 42, s. 2016
J. Additional Activities For For Advanced For Advanced For Advance
Application And Learners/ Section: Learners or Learners:
Remediation Group of 5, they will Section: Make a
research on the common Do page LM 341 demonstration
accidents encountered by on how to
their schoolmates in For Students’ with manage
different aspects, learning needs wounds and
A. Home follow-up; suppose you
B. Classroom Answer the question are going to
on LM page 340. teach the
For Students who are grade 7.
in need of follow-up: (15 min)
The students will answer For
the activity 3, additional Students
activity. with
learning
(Refer to Activity 3 needs:

5
Annex1B to DepEd Order No. 42, s. 2016
attachment) Answer
activity 6 “
Help me to
Put Bandage”
V.REMARKS
VI.REFLECTION
H. No. of Learners Who
Earned 80% In The
Evaluation
I. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
J. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
K. No. of Learners Who
Continue To Require
Remediation
L. Which of My Strategies
Worked Well? Why Did
These Work?
M. What Difficulties Did I
Encounter Which My
Principal or Supervisor
Helped Me Solved?
N. What Innovation or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to bld.tld@deped.gov.ph

5
Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson Log SCHOOL MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH TEACHER MA.CECILIA E. PANALIGAN LEARNING AREA HEALTH

TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
The learner demonstrates understanding of first aid principles and procedures.
The learner performs first aid procedures with accuracy.
The learner...
 Demonstrates proper techniques in carrying and transporting the victim of unintentional
injuries (H9IS-IIIe.f-42)
 Demonstrates proper first aid procedures for common unintentional injuries
 Prepares for the performance task based on the performance standards.

Evaluate the learner’s knowledge and skills through summative test and performance task

A. Transporting the Victim

(drag and carry techniques)
 One-person carry ankle drag, pack strap carry, blanket pull)
 Two-person carry (two handed seat, fourhanded seat, chair carry )
 Three man carry
B. First Aid For Common Unintentional Injuries And Medical Emergencies
 Musculoskeletal injuries (sprain, strain, fracture, dislocation)
II. CONTENTS  Bleeding
 Burn (superficial, partial and full-thickness)
 Heat emergencies (heat exhaustion, heat stroke)
 Bleeding
 Poisoning
 Choking
 Drowning
 Heart attack
 Electrocution

5
Annex1B to DepEd Order No. 42, s. 2016
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
3. Learner’s Material pages Page 350-355 Pages 356-357
Darilag, A. (2012). EASE Health Education II Module 6. Enjoy life with P.E and health II..223-231, 233-
4. Textbook pages
238.
5. Additional Materials from
Learning Resource (LR)
portal

Getchell &Pippin et. al. (2006) Perspectives on Health:First Aid and Manual Review Toronto,
Ontario. 680-681.
B. OTHER LEARNING
REFERENCES Online Sources:
Epic Stretcher fail compilation (THE BEST):https://www.youtube.com/watch?v=wocCYL2MczA
“Bridesmaids (5/10) Movie CLIP - Food Poisoning (2011) HD”
https://www.youtube.com/watch?v=PP9l4LP0WPI
IV. PROCEDURES
A. Reviewing Previous The students will answer The students will
Lesson Or Presenting the formative answer the 5-10
New Lessons assessment based on question quiz based on
the lesson 3. the previous lesson.
(5 min) (5 min)

B. Establishing A Purpose The students will watch The students will go

For The Lesson the video, with their multi-
“Epic Stretcher fail intelligences group,
compilation (THE BEST)” Then they will perform
(5 min) the activity 23 on LM
page 356.
(15 ins)
C. Presenting Examples / The students will answer The teacher will process
Instances Of The New the following questions the activity 23
Lesson after viewing the video, presentation.
1. What the
happened to the Processing Questions:

6
Annex1B to DepEd Order No. 42, s. 2016
victims? 1. How do you find the
2. What is the major activity?
problem of each 2. What are the things
scenario? you consider in
(5mins) order to
accomplished your
activity?
(10mins)
D. Discussing New The teacher will discuss The teacher will discuss
Concepts And the different kinds of the First Aid for
Practicing New Skills # transport on LM page Common Unintentional
1 351-354. Teacher may Injuries LM page 357-
use different strategies 362.
for discussion. Pictures
may be use. The teacher will discuss
(5min) as well demonstrate the
different intervention.
E. Discussing New The teacher will discuss
Concepts And the Two-man and Three This is more effective if
Practicing New Skills # or More-man Transport, a video or class
2 and ask some students interaction will be
to help the teacher in applied.
demonstration. (20 min)
(Safety Precaution should
be observed)
(5 min)
F. Developing Mastery The students will answer Students will do activity
(Leads To the activity on page 351- on page 363 activity 25.
Formative 352, nos. 1-5, they can
Assessment 3) refer to their LM. (Refer to the activity)
(5 min)
(15 min)
G. Finding Practical The students will do the By pair, the students will
Applications Of The activity: “Carry me with write how to apply first
Concepts And Skills In Care” aid in the given situation,
Daily Living Each group will create using flow chart. A short
their video illustrating the video will be given.

6
Annex1B to DepEd Order No. 42, s. 2016
H. Making Generalizations
And Abstractions About The
Lesson
I. Evaluating Learning
different ways of
transport. (10 min)
(See attachment no.10
for details)
(15 min)
Proper transport in a Unintentional injuries
victim may help to cannot be avoided. It
prevent further injury. A happens at any time, at
first aider should go any place to anybody.
proper training. We must therefore
(5min) practice safety and
awareness at all times.
(5 min)
The students will choose The student will answer
from the different the following questions:
transport then they will 1. What are the
explain, why they choose different kinds of
this. unintentional
injuries? Give 3
Criteria: examples. ( 3pts)
3 points-correctness 2. Why it is
2-clearly stated important to
1- Completeness of know how to
thought handle injuries?
( 2 points content, 1
(5 min) point realistic and
specific, 1 clear
thought)
3. Give one scenario
of an unintentional
injury then write
the steps who will
do.
(3 points-correctness of
the procedures, 2-exact
and realistic)
( 15 mins)
6
Annex1B to DepEd Order No. 42, s. 2016
J. Additional Activities For For Advance Learners: Plan for your
Application And The students will do performance task and
Remediation activity 21 on page 355 practice for the
presentation during your
For students with vacant time.
learning needs;
Do activity 22 on LM
page 355
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 NA
Wish To Share With Other
Teachers?

6
Annex1B to DepEd Order No. 42, s. 2016
*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to bld.tld@deped.gov.ph