School ECHAGUE NATIONAL HIGH SCHOOL
GRADE 9 DAILY
Teacher
LESSON LOG
Teaching Time
I. OBJECTIVE
A. Content Standard
B. Performance Standard
C. Learning Competencies
D. CONTENT
E. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook Pages
4. Additional Materials from
LR
B. Other Learning Resources
F. PROCEDURE
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
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
F. Developing Mastery
Grade Level GRADE 9
MAPEH
ROGIE D. REYES Learning Area
(HEALTH)
April 20, 2023/1:50-2:50 Quarter THIRD
The learners demonstrate understanding on bullying.
The learners promote anti-bullying campaign.
The learners will…
1. define what is bullying and its classification
2. develop a good relationship to have a harmonious and free violence
classroom
3. demonstrate ways to prevent and control bullying
H9IS-IVe-h-34
BULLYING
HOLY DAY
(FEAST OF RAMADAN)
Declaration No. 201
Department of Education (Physical Education and Health 9)
 MBF Child Safety Matters: https://mbfchildsafetymatters.org
 MBF Child Safety Matters App: Free download from the App Store or
 Google Play NEA Bullying Prevention Kit:
http://www.nea.org/home/neabullyfree.html
 https://www.youtube.com/watch?v=J0EES7vdV1g
Music from YouTube and Picture of Folkdances from Google
WEB MAPPING (by Group)
Using the web map, the learners will enumerate, identify and explain the different
kinds of wound.
The learners were grouped fairly. (The fast and struggling learners are equally
distributed to give them the opportunity to show their talents in their respected
group.)
JUMBLED WORDS
(The learners help one another to arrange the jumbled letters to form the word.)
PICTURE ANALYSIS
The teacher will show a picture to be analyzed by each group and they will
determine what kind of bullying is being shown in the picture.
The teacher will present a survey to show how extent is bullying in the Philippines.
(The students will compute how many students were bullied based on the given
data.)
The teacher together with the students will discuss the topic about bullying and its
different types.
GROUP ACTIVITY
 The learners will make and prepare their differentiated activities to show the
impact of bullying, how to prevent bullying and support anti-bullying campaign.
 *NOTE:
1. During the practice, preparation and activity the teacher will consider the safety
of the learners
2. Criteria in giving scores will be presented

DIFFERENTIATED ACTIVITIES
(Poster making, Dance performance, Poem making and Role play)
G. Finding practical
applications of concepts and
 Each group will be given 5 minutes to practice and to prepare for their
skills in daily living
presentation.
 Presentation of outputs

VIDEO CLIP (Reflection)

1. What is the video all about?

H. Making generalizations and
2. Who among you have experienced bullying?
abstraction about the lesson
3. How did you react when somebody bully you?
4. Did you revenge? Why or why not?

TABLE SEGREGATION
The learners will be given situation and using the table they will identify what kind
I. Evaluating learning
of bullying is their holding.

J. Additional activities for

application or remediation
K. Remarks

L. REFLECTION
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

D. No. of learners who

continue to require
remediation:

E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I

encountered which my
principal or supervisor can
helped me solve?

G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
* Note: To be filled in after class.

Integration

Localization and
Contextualization
Remedial/Intervention

Prepared by:

ROGIE D. REYES
Teacher I

Observed by: APPROVED:

ABEGAIL B. BAUTISTA LYNIE C. BULOS

Master Teacher II School Principal II

Criteria for Poem Making

  Relevance to the theme - 50%
 Creativity/Style and Originality - 30%
 Coherence of form and structure (harmony of words, presentation) - 10%
 Clarity of imagery - 10%

Criteria for Poster making

 Relevance to the. theme - 40%
 Creativity/Style and Originality - 40%
 Overall Impact – 10%
 Neatness – 10%

Criteria for the Interpretative Dance

Concept – 30%
Interpretation - 30%
Choreography and Execution - 20%
Stage Presence - 20%

Criteria for Judging in Role Play

Presentation of Character - 40%
Imagination and Creativity – 30%
Use of Non-Verbal Cues (voice, contact, props, costumes)- 20%
Participation in Preparation and Presentation- 10%