School: Laperian National High School Grade Level: 10

GRADES 1 to 12 Section: PENGUIN, EAGLE & DOVE

DAILY LESSON LOG Teacher: HYZEL FAITH N. PARAN Learning Area: MAPEH/MUSIC
Teaching Dates and
Time: November 22-24 & November 28, 2022 Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives
A. Content Standard The learner demonstrates understanding of characteristic features of Afro-Latin American Music and Popular Music.
B. Performance Standard The learner performs vocal dance form of Afro-Latin American music and selections of Popular music
C. Learning The learners… The learners…
Competencies explore ways of creating sounds on a variety of choreograph a chosen dance music (MU10AP- IIb-d-9)
(write the LC Code) sources suitable to chosen vocal and instrumental evaluate music and music performances using knowledge of
selections (MU10AP-IIa-7); musical elements and style. (MU10AP-IIa-h-10)
improvise simple vocal/instrumental
accompaniments to selected songs (MU10AP-
IIa-f-8)

Latin American Music 1. Jazz

a. Instruments instrumental forms: ragtime, bebop, big band, jazz
II. CONTENT
Vocal dance form: cumbia,tango, chacha. Rumba, bossa rock
nova, reggae, foxtrot and paso doble 2. Popular music
ballad, standard, rock and roll, alternative music, disco.
MAPEH 10 MAPEH 10 MAPEH 10
III. LEARNING RESOURCES
A. References
1. TG/CG pages PP.22-30 PP.31-37
2. Learner’s Materials PP. 55-65 PP.66-88
pages
3. Textbook pages
4. Materials downloaded
from LRMDS
B. Other Learning https://www.youtube.com/watch?v=RwuXULLXJSs –
Materials REGGAE BY BOB MARLEY
https://www.youtube.com/watch?v=ETrHN05694I –
SPIRITUAL MUSIC
https://www.youtube.com/watch?
v=6zT8AyfsFmA&list=PLcwbJ
48KdRePzIX8uklQRDvbb0lY4d6lz – CALL AND REPONSE
 SONG
IV. PROCEDURES
A. Reviewing previous The teacher will HULA-HOOP The teacher will ask the
lesson and presenting FACE LOOKS
show different flags students questions about
new lesson FAMILIAR:
and asked the Show pictures of yesterday's lesson, such as:
The teacher will show
students to identify different musical some distorted pictures
what country and instrument in Latin- of different singer artist 1. What are the different
continent represents American music. in their respective genre genres of popular
the said flags? Name it by guessing.  Elvis Presley music?
Cuba, Brazil, Puerto  Michael Jackson Give one and cite
Rico, Argentina, Peru  Taylor Swift
and Venezuela. an example of
 The Beatles
each.
 Rihanna
See attachment
 

B. Establishing a purpose Using video clips, the Tell the students that by Teacher will play jazz music The students will present a
for the lesson teacher will show studying this concept, they and different pop song. presentation and they are
samples of popular will develop a deeper Students will analyze what going to apply what they have
Latin American music understanding and are the features of the songs? learned from the previous
featuring different appreciation of the lessons.
musical instruments. countries and cultures
On a piece of paper, where specific instruments
have the students originated.
describe in their own
words the music they
heard or saw, as well as
the instruments they
saw. 
C. Presenting The teacher will play an For instance, picking up a By playing music, the teacher
examples/instances of excerpt of each song, Latin American instrument will ask the students to
the lesson like reggae, bossa nova, would reverberate this conceptualize in their minds
samba, son, and salsa. culture's richness when it what dance steps will be
The students will then comes to the rhythm
 analyze which songs in expressed through the appropriate to each song.
that group they are varied countries' traditional
familiar with.  instruments.

(Teacher will explain and

give examples)
D. Discussing new Using a What are the instrumental Show videos, film clips,
concepts and PowerPoint forms of Latin American MTVs, or any recordings
practicing new skills presentation, the music? from YouTube of Frank
#1 teacher will Sinatra, Nat King Cole, The
discuss the Beatles, Michael Jackson, One
distinctive Direction, The Vamps, Ed
features and Sheeran, Taylor Swift, K-Pop,
quality of Latin J-Pop, Eraserheads, Francis
American music M., and hip-hop dance
and its musical routines. Let the students
instruments. And gather information and
teacher will knowledge regarding their
discuss the Latin- performances.
American vocal
form. (The teacher will add more
information about the topic
discussed in the videos.)

E. Discussing new What distinguishing  How were the

concepts and features of Latin singing styles of jazz
practicing new skills American music have
#2 music and pop music
made it famous and
different?
popular? 
 
 How did jazz
influence pop music?

F. Developing mastery The teacher will show The students will compare
(lead to formative card strips containing the and contrast the styles of
assessment 3) names of artists and their jazz and popular music using
songs from Latin America.
 Students will have the venn diagram.
matched the strips
individually and written
their answer on a sheet of
paper.

G. Finding practical How did African music Solicit responses through Answer Guide Questions What role did media like
application of concepts influence the music of individual recitations or radio, television, and
and skills in daily Latin America? plain imitation of a short recordings play in the
living song melody. development of these
What are its influences on different musical genres?
Latin American music?

H. Making generalization What are Latin American Using a concept map, the What is the difference The teacher will select
and abstractions about music's vocal and dance students will give their between Jazz Music and students that will answer the
the lesson forms? ideas about Latin America's Popular Music question,
instruments and vocal
dance forms. "How did the different forms
of popular music reflect life in
the 20th century?
I. Evaluating learning Students will list an GROUP PRESENTATION: Group Activity: VIDEOKE CHALLENGE
instrument that is related Practice a song with
to a Latin American improvised Latin American choreography and Each group will be asked to
instrument and our musical instruments using accompaniment to be draw lots to sing a song from
Philippine instrument. available material within performed in the class. one of the following musical
the classroom vicinity like genres: jazz, opm, pop,
wood, cans, sticks, and country, rock 'n' roll, hip-hop,
other materials from the rap, and classical music.
environment that they will
use during their
performances.
J. Additional activities Provide exercises Create music,
for application or rhythmic/ harmony
remediation
using accompaniment
 which instrument you
have
made for any song of
your choice.
V. REMARKS

Prepared by: Checked & Review:

HYZEL FAITH N. PARAN CECILE L. LAURON, HT

Noted:

DR. DESIDERIO A. LOGDONIO

School principal

School: Laperian National High School Grade Level: 10

GRADES 1 to 12 Section: PENGUIN, EAGLE & DOVE
Teacher: HYZEL FAITH N. PARAN Learning Area: MAPEH/ARTS
 DAILY LESSON LOG Teaching Dates and
Time: December 12, 2022 & January 3-5, 2023 Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives
D. Content Standard new technologies that allow new expressions in arts using art elements and processes
E. Performance create a tech-based artwork (video clips and printed media such as posters, menus, brochures etc.) relating to a selected topic from the different
Standard learning areas using available technologies, e.g., food and fashion
F. Learning The learners… The learners… The learners…
Competencies  realize that technology is  compare the characteristics of artworks in the21st century
(write the LC Code) an effective and vibrant  describe the influence of (A10PL-IIh-4)
tool for empowering a technology in the 21st  create artworks that can be locally assembled with local
person to express his/her century on the evolution of materials, guided by 21stcenturytechniques (A10PR-IIc-e-
ideas, goals, and various forms of art 1)
advocacies, which elicits A10PR-IIc-e-2
immediate action (A10PL-
IIh-1)  apply different media
 determine the role or
techniques and processes
function of artworks by
to communicate ideas,
evaluating their utilization
and combination of art experiences, and stories
elements and principles showing the
(A10PL-IIh-2) characteristics of 21st-
 use artworks to derive centuryart (e.g., the use of
the traditions/history of a graphic software like
community (e.g., Photoshop, InDesign, etc.)
landscapes, images of A10PR-IIb-e-3
people at work and play,
portrait studies, etc.)
(A10PL-IIh-3)
Cellular Phones (photos Video Games Digital Digital Photography (DLSR and Point-and-Shoot)
II. CONTENT
and videos) 2. Computer- Painting and Imaging
generated Images Videos – TV & Film
MAPEH 10 MAPEH 10 MAPEH 10
III. LEARNING RESOURCES
C. References
5. TG/CG pages TG pages129 - 133 TG pages 137 - 140 TG pages 113 - 137
6. Learner’s Materials
pages
7. Textbook pages Perez, V., V., Luna, L., N., and Tomas C., E., et. al. (2004). MAPEH-CAT IV. Music, Art, Physical Education, and Health-Citizenship Advancement
 Training. Quezon City. St. Bernadette Publishing House Corporation
8. Materials
downloaded from
LRMDS
D. Other Learning
Materials
IV. PROCEDURES
K. Reviewing previous The teacher will ask Conduct the following The teacher will conduct the  The teacher will ask the
lesson and presenting the students the survey to assess what the following survey to assess students:
new lesson following questions: students know or have what the students know or
experienced concerning have experienced concerning  What are the two
o Do you own a video games / digital digital photography. basic types of digital
personal mobile painting / imaging videos: photography?
phone or o What device(s) do
 Briefly describe the
android phone?  Do you play video you use your mobile
If so, does it elements of a pinhole
games? phone, digital
have a camera camera.
 What device(s) do camera, or tablet?
for capturing  Briefly describe
you play them on?
images? point-and shoot
Your mobile phone? o If you use a digital
photography.
o What types of A tablet? A laptop? A camera, does it  What elements of
photos do you desktop computer? automatically adjust
usually take? photo taking are pre-
 What games do you the images when you set by a point-and-
like to play? use it?
o What shoot camera?
 Is the visual
program(s) or
appearance of the o Do you know what a
application(s)
did you use to game important to DSLR camera is?
modify those you? Why or why
images in some not?
way? Have you ever tried
using such a camera? If
Have you created original yes, how did it differ
artworks from scratch on from using a regular
a computer, laptop, or digital camera?
tablet? If so, what kind of
artworks were these?

What program(s) did you

use to create them?
L. Establishing a The teacher will show a The teacher will view The teacher will ask the
purpose for the
 lesson picture, and the student excerpts of the recent students the following:
will look it over the video games and digitally -
examples of cellular painted materials . o How do you take
phone art and computer- pictures for your
generated art presented. DIGITAL PAINTING own personal use
(69) Beginner Digital and enjoyment?
Painting Tutorial - Apple
Tutorial | GrawvyRobber -
Ask them if any of these YouTube
images and their modified
versions are similar to VIDEO GAMES
ones, they have made (69) Legends Arise |
themselves. Cinematic Trailer of Rise of
Necrokeep - Project NEXT |
Ask what other image Mobile Legends: Bang
modifications and effects, Bang - YouTube
aside from those shown,
they have done From the given video, the
themselves. students are expected to
describe each excerpt.
Have them relate their
experiences using
different applications for
these.

M. Presenting From the sample The teacher will ask the The teacher will present a
examples/instances images: students: picture or a video of a digital
of the lesson - Ask them what camera and a DSLR
computer programs  How has computer
are used to create technology
such images. contributed to the (Let the students emphasize
development of the physical difference of the
 What is the video games? cameras.)
starting point for
creating artwork  What valuable
on a mobile purposes does
phone? "digital painting"
 What is the serve in the fields of
starting point for medicine and
creating artwork science?
 on a computer?

N. Discussing new Teacher -led discussion The teacher will discuss The teacher will
concepts and on: Video Games, Digital discuss Digital
practicing new skills Painting and Video Imaging: Photography (DLSR
#1  Evolution of and Point -and -
mobile phone Shoot) :
from being a
o Latest
communication
Technology
tool into a creative Behind Early
device Cameras
 Image
Manipulation o 2 Main Types of
Programs and Digital
Photography in
Applications That
use today.
Run on Today’s
Android Devices
 Roles and o Differences
Functions of Between the
Artworks as Forms of Digital
Photography
Utilized by the
Elements and
Principles of Art

O. Discussing new  
concepts and
practicing new skills
#2
P. Developing mastery Group Activity: Groups A & B: Creating a
(lead to formative Create works of digital Give a 10-item quiz “Pinhole Camera” Materials:
assessment 3) painting using the given shoebox or similar lidded box
mobile application. black paint (if box is colored
or printed) small piece of
sheet metal (approximately
https://play.google.com/ 3” x 3”) large needle X-acto
store/apps/details? knife sandpaper light-
id=com.medibang.android.p sensitive photo paper.
aint.tablet&hl=en&gl=US&p
li=1
 Groups A & B: Taking Point -
and -Shoot or DSLR
Q. Finding practical How can technology be an Is there anything else that If you have experienced both
application of effective tool for image videos can offer regular digital photography
concepts and skills in empowering a person to except enjoyment and or and DSLR photography,
daily living express his or her ideas? documentation? which one did you find more
useful to you?

R. Making Name some programs What are some highly What do you see as the
generalization and and/or applications that popular video games today? advantages of digital
abstractions about can be used to create art photography as compared to
the lesson on a mobile phone? the earlier film-type
photography?

S. Evaluating learning Creating Mobile Art / Digital Painting The output of each group
Computer - generated Art shall be assessed by means of
Depending on the devices Creativity – 40 pts. a scoring guide:
available to you, you may Style – 30 pts.
either: Center of Workmanship – 40 pts.
Interest – 30 pts. Creativity – 30 pts.
 Capture an image using Total 100 pts Quality of
your mobile phone materials used - 30 pts.
camera Total 100pts

 Create an image from

scratch using a drawing/
illustration program on a
computer, laptop, or
tablet

Save your captured image

or finished illustration in
preparation for
transforming it into an
example of mobile phone
art or computer-
 generated art

T. Additional activities Bring the following materials

for application or for tomorrow’s activity:
remediation shoebox or similar lidded
box black paint (if box is
colored or printed) small
piece of sheet metal
(approximately 3” x 3”) large
needle X-acto knife
sandpaper light-sensitive
photo paper
V. REMARKS

Prepared by: Checked & Review:

HYZEL FAITH N. PARAN CECILE L. LAURON, HT

Noted:

DR. DESIDERIO A. LOGDONIO

School principal
 School: Laperian National High School Grade Level: 10
GRADES 1 to 12 Section: PENGUIN, EAGLE & DOVE
DAILY LESSON LOG Teacher: HYZEL FAITH N. PARAN Learning Area: MAPEH/PE
Teaching Dates and
Time: JANUARY 9-13, 2023 Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives
G. Content Standard demonstrates understanding of lifestyle and weight management to promote societal fitness
H. Performance maintains an active lifestyle to influence the physical activity participation of the community and society practices healthy eating habits that
Standard support an active lifestyle
I. Learning The learners… The learners…
Competencies  assess physical activity, exercise, and eating habit  engage in moderate to vigorous physical activities for at
(write the LC Code)
(PE10PF-IIa-h-39) least 60 minutes a day in and out of school (PE10PF-IIch-
45)
 Engages in moderate to vigorous physical activities  apply correct techniques to minimize risk of injuries
for at least 60 minutes a day in and out of school. (PE10PF-IIch-56)
(PE10PF -IIc - h -45)

II. CONTENT Active Recreation (Fitness) FITNESS ACTIVITIES

LIFESTYLE & FITNESS STRENGTH TRAINING AND WALKING EXERCISE
MAPEH 10 MAPEH 10 MAPEH 10 MAPEH 10
III. LEARNING RESOURCES
E. References
9. TG/CG pages
10. Learner’s Materials Page 51-72 pp.72-76, 81 pp. 77- 80
pages
11. Textbook pages LEARNER’S MATERIAL BOOK
12. Materials
downloaded from
LRMDS
F. Other Learning
Materials
IV. PROCEDURES
U. Reviewing previous The teacher will ask The teacher will ask the The teacher will ask the
lesson and presenting the students a  What are the learners to recall the learners the following
new lesson question: consequences of previous lesson and ask the questions:
Execessive body weight? following questions:  What are the different
 Are you living a  What are the reasons why safety guidelines in
healthy life?  What healthy practices people gain excessive performing an exercise?
should you maintain to weight?  How important is exercise
support healthy lifestyle?  Why do people experience in one’s health and fitness? 
different eating disorders? What other health benefits
 What can you suggest did you achieve in
solving these problems? performing different
exercises or physical
activities?
V. Establishing a The students will be The students will perform The teacher will ask the
purpose for the asked to assess their basic stretching and students to do activity no. 1
lesson
wellness lifestyle. warm-up exercises to “Listen To Your Heart”
condition their body in page 72 on LM to
performing variety of determine their Resting
fitness activities. Heart Rate and Maximum
Heart Rate and ask these
questions:

 What did you notice

about your heart rates?
 Do you think it is
necessary to learn how to
estimate these types of
heart rate? Why?
W. Presenting Show pictures of Why are warm-ups ad The teacher will present
examples/instances different activities and let stretching necessary before pictures of different
of the lesson
the students identify. doing any kind of physical Physical Fitness Activities
activity? and the learners will
identify it with meaning.
(pp.73 -76 of LM)
X. Discussing new The students will answer The teacher will discuss The teacher will discuss The teacher will discuss
concepts and the survey about their the following: the different Physical Fitness Walking and Its
practicing new skills Fitness Tests on pages 73
current lifestyle habits. Benefits on page 77 on LM.
#1
 The warming Effect -77 and Exercise Safety Tips to Enjoy Walking
PE Module Page 3  Basic stretching & Guidelines on page 81 on Routine on page 79 of LM.
warm-ups LM

(After answering it. The

 students will analyze the
current lifestyle habits
and determine changes
necessary for future
health and wellness.)
Y. Discussing new The teacher will discuss
concepts and the following:
practicing new skills
#2
o Weight
Management
o Eating Disorder
o Consequences of
Excessive Body
weight
o Benefits of
recreation
activities
o The Good Dose
of Exercise

Z. Developing mastery Ranking your lifestyle: Group Activity: The teacher will ask the
(lead to formative The teacher will ask the learners the following
assessment 3)
The students will rank The students will perform a learners to execute the questions:
their lifestyle habits warm-up & stretching different Physical Fitness
according to their exercise with music. For 2 Tests Assessment and  How does walking
priorities. minutes. observe proper execution compare to running?
for safety.  What should you look for
in walking shoes?
After the performance, the  How can you prevent shin
learners will answer the pain?
following questions:
 What are the things to
 What do you feel about remember to avoid aching
the result you got? shins?
 What are the steps to be
taken to improve the results  How many calories are
of your fitness tests? burned when walking one
 Complete the sentence, mile?
The fitness result that I am
 proud of is /are
________________  What should you eat before
________________ because doing a walking activity?
_________
________________
________________
________. 

AA. Finding practical How does lifestyle and  What did you feel Group Activity. The teacher
application of weight management about the activity? will divide the class into 5
concepts and skills in
affect one’s level of groups. Let the students plan
daily living
fitness? for a Walking Routine
Program for 1 month
(following the example on
page 80 of LM. (10 minutes)

The teacher will check the

Planned Walking Routine
Program and instruct the
students to perform the first
day.
BB. Making Do you make a constant The students will assess The teacher will ask the
generalization and and deliberate effort to their wellness lifestyle by following questions to the
abstractions about
stay healthy and achieve filling out the following learners:  What is the
the lesson
the highest potential for questionnaire. difference between walking
well-being? and running?  Do these
(Answer Learner’s exercises provide same
Material Page 67) benefits?

CC. Evaluating learning The output of each group The Walking Routine
shall be assessed by means Program will be assessed
of a scoring guide: using the following rates:

EXCELLENT – can execute

 the program without any
difficulty VERY GOOD –
can execute the program
with few difficulties GOOD
– can execute the program
with many difficulties
NEEDS IMPROVEMENT
– cannot execute the
program at all.
DD. Additional activities Answer Learner’s The teacher will instruct the
for application or Material Page 72 group leaders to continue the
remediation
Walking Program Planned.
V. REMARKS

Prepared by: Checked & Review:

HYZEL FAITH N. PARAN CECILE L. LAURON, HT

Noted:

DR. DESIDERIO A. LOGDONIO

School principal

School: Laperian National High School Grade Level: 10

GRADES 1 to 12 Section: PENGUIN, EAGLE & DOVE
 DAILY LESSON LOG Teacher: HYZEL FAITH N. PARAN Learning Area: MAPEH/HEALTH
Teaching Dates and
Time: JANUARY 16-20, 2023 Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives
J. Content Standard The learner demonstrates understanding of current health trends, issues and concerns in the local, regional, and national, levels
K. Performance The learner consistently demonstrates critical thinking skills in exploring local, regional, and national health trends, issues, and concerns
Standard
L. Learning The learners… The learner…
Competencies critically analyzes the impact of current health trends,  discusses the existing health related laws; (H10HC-IIa-1)
(write the LC Code)  explains the significance of the existing health related laws in safeguarding people’s health;
issues, and concerns.
(H10HC-IIb-2)
 follows existing health related laws (H10HC-IIc-d-3)
 critically analyzes the impact of current health trends, issues, and concerns (H10HC-IIc-d-4)
 recommends ways of managing health issues, trends and concerns (H10HC-IIe-g-5)
Consumer’s Protection (RA 7394) Responsible Parenthood and Philippine AIDS Prevention and National Blood Services Act of
II. CONTENT Reproductive Health Act Control Act of 1998 1994 (RA 7719)
(RA10354) (RA 8504)

MAPEH 10 MAPEH 10 MAPEH 10 MAPEH 10

III. LEARNING RESOURCES
G. References
13. TG/CG pages
14. Learner’s Materials pp. 236-237 pp. 238-242 pp. .239-240 pp. .247
pages
15. Textbook pages LEARNER’S MATERIAL BOOK LEARNER’S MATERIAL BOOK
16. Materials
downloaded from
LRMDS
H. Other Learning
Materials
IV. PROCEDURES
EE. Reviewing previous What are the health Ask 5 volunteer to give
lesson and presenting issues and concerns that Why Is Consumer Protection insights about the scope of
new lesson Important? Philippine AIDS prevention
you have as a teen? 
and control act.
FF. Establishing a Consumer This Act shall be liberally What is the purpose of the
purpose for the protection ensures that construed to assure the different health laws?
lesson consumers make well-  Why is it important to
provision, delivery, and
informed decisions about access to reproductive understand the different health
their choices and have laws?
health care services as well
access to effective redress
as to advance, defend, and
mechanisms. It also pushes
businesses to guarantee the uphold the rights of women
quality of the products and with regard to their
services they offer. reproductive health.
GG. Presenting The student will analyze
examples/instances the given transactions
of the lesson
and the conversations
between the seller and
the buyer. After it, they
will answer the following
questions:

* What is the buyer’s

problem?

* Have you experienced

the same situation? What
did you do?
HH. Discussing new The teacher will discuss Group 1 will start the Group 2 will start the Group 3 will start the
concepts and the Consumer Act of the discussion/reporting. discussion/reporting. discussion/reporting.
practicing new skills
Philippines
#1
(RA 7394) and The
Traditional and
Alternative Medicine
Act of 1997
(RA 8423)
II. Discussing new Briefly discuss three
concepts and objectives of RA 7394 or
practicing new skills
the Consumer Act of the
#2
Philippines.
JJ. Developing mastery Group Activity: Based on the lesson, ask the Based on the lesson, ask the Based on the lesson, ask the
(lead to formative following questions: following questions: following questions:
assessment 3)
*The class will be divided  What are the different  What is the scope of  What is blood services act?
 responsibilities of parents? Philippine aids prevention  Who caters blood services
into groups.  What are the benefits of and control act? act?
reproductive health law?  How does HIV and/AIDS  What is the scope of blood
*Each group will think of affect persons? services act?
situation where RA 7394
has been violated.
KK. Finding practical What is the importance *How was your Analyze the situation:
application of of consumer Act of the presentation? “Your parents have two
concepts and skills in
Philippines as a children and desires to have
daily living
consumer? two more children. You
know that your father is the
only bread winner in the
family and your mother is
taking a maintenance
medicine to prevent
complication of high blood
pressure, yet they want to
pursue having two more
children. In the end your
parents can not meet the
financial needs and your
mother suffers the
complications of her
disease”
 As a parent will you do or
pursue having more children
base on the situation?
 How are you going to tell
your parents the benefits of
reproductive health law?
LL. Making Based on the discussion ask Based on the discussion
generalization and the following questions: give important/ salient
abstractions about
points of blood services
the lesson
 How does Philippine AIDs act and explain how it help
prevention and control Filipino citizen in a bullet
protect Filipino citizens? form.

 What are the ways of the

 Philippine AIDS prevention
and control act in controlling
the increasing numbers of
aids victim in the
Philippines?
MM. Evaluating learning CRITERIA:

Presentation- 30%
Relevance- 20%
Characterization- 15%
Delivery 15%
Props/costume- 10%
Cooperation/preparedness 10%

Total - 100%
NN. Additional activities The class will be divided Group reporting about the Interview your parents
for application or into groups. Each group Existing National Laws about the different
remediation will think of situation Related to Health Trends, responsibilities of parents
where RA 7394 has been Issues, and Concerns then ask them the right way
violated. of being a parent. List down
their answer and share it in
(Prepare for the next
front of the class.
meeting)
V. REMARKS

Prepared by: Checked & Review:

HYZEL FAITH N. PARAN CECILE L. LAURON, HT

Noted:

DR. DESIDERIO A. LOGDONIO

 School principal

School: Laperian National High School Grade Level: 10

GRADES 1 to 12 Section: PENGUIN, EAGLE & DOVE
DAILY LESSON LOG Teacher: HYZEL FAITH N. PARAN Learning Area: MAPEH/HEALTH
Teaching Dates and
Time: JANUARY 23-24, 2023 Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives

M. Content Standard The learner demonstrates understanding of current health trends, issues and concerns in the local, regional, and national, levels
N. Performance The learner consistently demonstrates critical thinking skills in exploring local, regional, and national health trends, issues, and concerns
Standard
O. Learning The learner…
Competencies  discusses the existing health related laws; (H10HC-IIa-1)
(write the LC Code)  explains the significance of the existing health related laws
in safeguarding people’s health; (H10HC-IIb-2)
 follows existing health related laws (H10HC-IIc-d-3)
 critically analyzes the impact of current health trends,
issues, and concerns (H10HC-IIc-d-4)
 recommends ways of managing health issues, trends, and
concerns (H10HC-IIe-g-5)

Cybercrime Prevention Seat Belts Use Act of 1999

II. CONTENT Act of 2012 (RA 10175) (RA 8750)
Anti-Pornography Act
(RA 9775)
MAPEH 10 MAPEH 10
III. LEARNING RESOURCES
I. References
17. TG/CG pages
18. Learner’s Materials pp. 245-247 p.248
pages
19. Textbook pages LEARNER’S MATERIAL LEARNER’S MATERIAL BOOK
BOOK
20. Materials
downloaded from
LRMDS
J. Other Learning
 Materials
IV. PROCEDURES
OO. Reviewing previous What are the benefits of
lesson and presenting blood donation?
new lesson

PP. Establishing a
purpose for the
lesson
QQ. Presenting
examples/instances
of the lesson
RR. Discussing new Group 4 will start the
concepts and discussion/reporting.
practicing new skills
#1
SS. Discussing new
concepts and
practicing new skills
#2
TT. Developing mastery
(lead to formative
assessment 3)
UU. Finding practical Situation “You are riding a
application of 20-seater jeepney yet it is
concepts and skills in
composed of 25 persons
daily living
together with the driver.
Upon driving on a
downward slope in a road
the jeepney driver lost
control of the breaks due to
loss of breaks the jeepney
collided with the van
which did not used seat
belt and the driver seems to
be drunk.”

Guide Question:

 Who shall be charge of

 legal matters in the
situation and the jeepney
driver or the private
vehicle driver, why?
VV. Making Based on the lesson ask
generalization and the learners to answer the
abstractions about
following questions:
the lesson
 How did cybercrime act
protect netizens?
 Why do we need to
understand the scope of
child pornography act?
 What are the penalties
of offending cybercrime
act and child
pornography act?
WW. Evaluating learning Poster making: Write an essay that discuss
Ask the learners to make the benefits of following
draw their stand about the health-related law
cybercrime and child concerning the road safety
pornography. Then write and the use of seat belt.
a brief explanation about
your poster and discuss it
in front of the class.
XX. Additional activities
for application or
remediation
V. REMARKS

Prepared by: Checked & Review:

HYZEL FAITH N. PARAN CECILE L. LAURON, HT

Noted:
DR. DESIDERIO A. LOGDONIO
School principal
LAPERIAN NATIONAL HIGH SCHOOL
Laperian Tukuran Zamboanga del Sur