Mapeh Grade 9 - DLL

Annex1B to DepEd Order No. 42, s.
2016
Daily Lesson Log in SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 9
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 The learner demonstrates understanding of characteristic features of instrumental Romantic music.
B. Performance Standard 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, and

C. Learning Competencies/ 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)
II. CONTENTS
A. Historical and Cultural Background of the Romantic

Period
1
Annex1B to DepEd Order No. 42, s. 2016
B. Program Music and Composers:  Peter Ilyich Tchaikovsky 
Camille Saint-Saens.
2
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 Lesson greatly affected by (10 min)
or Presenting The 1. Compare the life progress in science
New Lesson and music of Haydn, mechanics such as
Mozart and photography,
Beethoven steamboats,
2. In what ways are telephone,
they the same? telegraph, etc?
(15min) (5min)
The teacher will ask the Picture parade of different
B. Establishing A Purpose For
3
students the following composers in program
The Lesson questions: music.
1. How do you
express your inner The teacher will ask the

feelings? students to describe the
2. What do you feel pictures.
when these emotions (5 min)
are not expressed? (10
min)
The teacher will show the The teacher will play

picture of “The Peaceable examples of program
Kingdom” by music like symphonie
Fantastique.
The students will listen and
analyze the music.
C. Present Ing Examples/ 1. What can you say

Instances of The New about the music?
Edward Hicks (1846) 2. What musical
Lesson
elements did you
observe? (10 min)
1. What emotions
are being portrayed in
the picture? (10 min)
The teacher will discuss The teacher will discuss
the historical and cultural the program music,
D. Discussing New Concepts background of romantic different composers and
And Practicing New Skills period through a their compositions under
#1 PowerPoint presentation. the program music. The
The teacher will play a teacher will also explain
short film that shows the the different forms of
4
history and culture of the program music.
western countries during (15 min)
the romantic period that
can be related to the
history of the Philippines
during 1820-1900.
(15min)
E. Discussing New Concepts Listening Activity:
And Practicing New Skills
#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)
5
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
doing the role song and Ave Maria.

play? (25 min) Group D – Explain the
performance practice
of the two
songs (20
min)
H. Making Generalizations The romanctic period’s How does the

And Abstractions About basic quality is structure of a
The Lesson emotional subjectivity. program music of the
Its cultural movement Romantic composers
stressed emotion, create its order and
imagination and clarity to describe
individualism that the elements?
pave the way to the
expression of one’s (20min)
personal feelings
through emotions.
6
(5min)
Use Rubrics based on Use the rubrics

I. Evaluating Learning 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)
J. Additional Activities For to historical and
Application or cultural background of
Remediation romantic period. The
students will analyze
it.
(10 minutes)
Ask the students to The students will search Study the Piano music
study the program and study about the life and composers.
music and composers and works of Romantic
K. Assignment
of the Romantic period. period composers: Peter
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
7
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
Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in
MAPEH TEACHER ENETERESO, HYACINTH LEARNING AREA MUSIC

TIME
8
I.OBJECTIVES
The learner demonstrates understanding of characteristic features of instrumental Romantic music.
A. Content Standard
B. Performance Standard 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
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
3. Textbook pages Bautista, Jocelyn V. Et al (2006). MAPEH for a better you. G. Araneta Ave. Cor.
Ma. Clara St. Quezon City. 31, 37 – 53.
9
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
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 romantic
within the music listen to different piano 1. Have you music using other
program. (10min) music of the Romantic experienced media.
music. playing different
musical Illustrate your feelings
Piano Music instruments? or emotions after
1.https://www.youtube.c What are these listening to these
A. Reviewing Previous Lesson om/watch?v=VRIS5ABtQ instruments? compositions. Draw
or Presenting The bM 2. What other your illustration in a
New Lesson 2.https://www.youtube.c instruments do manila paper and post
om/watch?v=Ce8p0VcTb you know? (5 on the board
uA min) (15 min)
Processing:
What are the differences
and similarities of the
program and piano
music? (15 min)
10
Picture parade of different The teacher will ask
composers in piano the students if they
music. have experienced
singing without any
Who can describe the
pictures? (5 min) accompaniment of
B. Establishing A Purpose For instruments. What they
The Lesson
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 media
Etude used by different
The students will listen musicians during the
and analyze the music. romantic period
3. What can you say 1. What arts and

C. Presenting Examples/
about the music? media were
Instances of The New
used by the
Lesson
romantic
4. What musical
elements did you composers
observe? during the
(10 min) Romantic
period?
(15 mins)
The teacher will discuss The teacher will discuss

D. Discussing New Concepts piano music, different other arts and media
And Practicing New Skills composers and their that portray romanctic
#1 compositions under the music and give
program music. The examples of
11
teacher will also explain appropriate improvises
the different forms of accompaniment.

piano music. (25 min)
(15 min)
Listening Activity: Teacher will play a

romantic music using
The teacher will play the improvised
E. Discussing New Concepts And music “Prelude” and accompaniment.
Practicing New Skills #2 describe the musical Students will listen and
elements. (5 min) give their reactions
afterwards. (10 min)
Listen to the musical Group Activity:

piece “An Excerpt from a
Love Dream by Franz The teacher will play
Liszt and Prelude by different romantic
Frederic Chopin music.The students
5. Describe each will create a song
piece in your own inspired in romantic
point of view music with
6. Compare the accompaniment of
F. Developing Mastery musicality of improvise materials
(Leads To Formative these two available inside the
Assessment 3) compositons classroom.
7. How do they
differ? How are 1. What did you feel
they similar? in creating a
8. Which do you song using
prefer to listen to accompaniment
intently/ Why? (20 min) of improvised
materials?
2. What musical
12
piece is designed
for developing
technical skills?
(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
Group A – Listen to the based on the
song No Other Love learnings from our
and sing it. topics? (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)
13
Frederic Chopin was a Give different
music composer for piano techniques in playing
and Franz Joseph Liszt any instrument
was an innovator in his especially improvised
H. Making Generalizations And
piano and orchestral materials. (5 min)
Abstractions About The Lesson
works.
How does the structure

of a piano music of the
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.
14
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
A. No. of Learners Who
Earned 80% In The
Evaluation.
B. No. of Learners Who
Require Additional
Activities For Remediation
Who Scored Below 80%
Work?
D. No. of Learners Who
Continue To Require
Remediation
Strategies Worked Well?
Why Did These Work?
Encounter Which My
Principal Or Supervisor
Can Help Me Solve?
G. What Innovation Or
15
Localized Materials Did I
Use/Discover Which I
Wish To Share With Other
Teachers?
Daily Lesson Log SCHOOL MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in
MAPEH TEACHER DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA ARTS

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
16
The learner...
C. LEARNING COMPETENCIES/ • Identifies selected theatrical forms from the different art periods (A9EL-Iva-1)
OBJECTIVES • 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
17
• Renaissance Theater
• Baroque Theater
• Neoclassical Theater
• Romantic Theater
• Famous Filipino Playwrights
A. REFERENCES
1. Teacher’s Guide Pages pp 310-314 pp 314-318 pp 319-323 pp 338-341
2. Learner’s Material Pages 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.
3. Textbook Pages
LightQuest Publications, Inc. National Highway, Paciano, Calamba City. 127-133
4. Additional Materials From

Learning Resource (Lr) Portal
https://www.youtub https://en.wikipedia.org/wiki/Me https://www.youtube.com/watch

e.com/watch?v=WW dieval_theatre ?v=nrQuZ0a65EU
wklCca0yQ
B. OTHER LEARNING https://en.wikipedia.org/wiki/Re https://en.wikipedia.org/wiki/Cat
REFERENCES naissance_theatre egory:Filipino_dramatists_and_pl
aywrights
https://youtu.be/MVzyUHvmTa4
IV. PROCEDURES
A. Reviewing Previous Lesson Learners will give Learners will define the Using pictures, ask the Video presentation of the
or Presenting New Lessons the definition of following: Skene- students to identify if the world’s famous Theater play
Classicism, Parodos- images show connection
Neoclassicism and Chariot- between Medieval Theater https://www.youtube.com/watch
Romanticism. (5mins) and Renaissance Theater ?v=nrQuZ0a65EU
(5mins)
Launch the new After watching the video, ask
18
topic “WESTERN three students to choose his/her
CLASSICAL favorite Theater play from the
PLAYS/OPERA” video presentation and allow
Learners will answer him/her to explain why.

the question “What
springs to mind when Learners will answer the question
you hear the world “What’s the best thing you’ve
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. Let SHAKESPEARE Students will relate FORTUNE
the students classify BALLET the following to
the images into their (10mins) Theater. (15mins)
respective periods. (10mins)
Ask the students

how they were able
to classify the
images to their
respective periods.
(10mins)
C. Presenting Examples /
19
Instances Of The New Lesson 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
belong.
D. Discussing New Concepts

And Practicing New Skills 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. (20mins) • Francisco Balagtas y de la
main elements. Cruz
(20mins) • Severino R. Reyes
• Dr. Ricardo G. Abad
• Salvador F. Bernal
(20mins)
E. Continuation Of Discussing The teacher will Using pictures as clues, Teacher will show a video
New Concepts And Practicing show a video Students will recall the presentation of the
New Skills presentation of the discussion by restating the Evolution of Theater and use
eruption of mouth relation of the picture to it to deepen student
Vesuvius and will the topic (5mins) understanding about the
discuss and relate . 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)
20
F. Developing Mastery (Leads Students will Students will compare and
To Formative Assessment 3) 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)
G. Finding Practical Student’s HUGOT Students will relate the Medieval Students will compare the Students will relate the following
Applications Of The Concepts And TIME Theater and Renaissance theatre Evolution of Western Classical Western art to Philippine setting. (5
Skills In Daily Living “If you will be a part to our Philippine Sarswela. (5mins) Opera to the evolution of minutes)
of the Greek Theater 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 Students will name at least two
following: Renaissance table the following: 1. Filipino Playwrights.
1-3 Types of Greek decorum (5mins)
Drama 2.melos
2-5 Usual themes for 3.dran
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 the 1.Medieval Theater remember about Baroque
students label the 2. Renaissance Theater Neoclassic and Romantic
21
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
Below 80%
Work? No. of Learners Who
Have Caught Up With The
Lesson.
Continue To Require
Remediation
E. Which of My Strategies
Worked Well? Why Did These
Work?
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
22
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

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
23
The learner...
C. LEARNING • Improvises accompanying sound and rhythm needed for the effective delivery of a selected piece from Western
COMPETENCIES/ OBJECTIVES Classical play and opera (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
Classical Plays and Opera Classical Plays and Classical Plays and Classical Plays and Opera
Opera Opera
A. REFERENCES
1. Teacher’s Guide pages pp 324-336 pp 324-336 pp 324-336 pp 324-336
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
24
http://www.pbs.org/wnet/broadway/essays/elements-of-the-musical/
https://www.youtube.com/watch?v=C2ODfuMMyss https://www.youtube.com/watch?
B. OTHER LEARNING v=dUuex722DY4 https://www.youtube.com/watch?v=mLkcXT1YOJA
REFERENCES https://www.youtube.com/watch?v=DyrW97ZS9Kc
https://en.wikipedia.org/wiki/Costume_design https://www.youtube.com/watch?
v=hYAph4qI4sg
IV.PROCEDURES
A. Reviewing Previous The teacher will recall the The teacher will ask the The teacher and the learner The teacher will explain the
Lesson or Presenting components of an opera students to pass their will evaluate the success of rubrics or the criteria to be used in
New Lessons 1. Libreto composition of improvised the planned culminating judging the Musical Play/Opera
2. Score accompaniment to their activity by completing the Criteria
3. Reciative group leaders. Check list below (✓) 1. Appropriateness of gesture
4. Aria and movements
Ask the students about ASPECTS STRONG NEEDS TO 30%
The teacher will begin the their overall opinion of their IMPROVE 2. Make up/masks, costume
Singers
lesson by grouping the class musical play. (5mins) and props, music. (the use
Dancers of styles and techniques of
into two for the most awaited
part of the module THE Music Western
PERFORMANCE Choreography Musical and Popular
(5mins) Props/ Theater) 30%
costume 3. Culturally-based 20%
(5mins) 4. Creativity (the use of
theater elements and

principles) 20%
TOTAL: 100%
(5mins)
25
5. Establishing A Purpose Students will watch a video Students will do the The teacher will give the
For The Lesson presentation of an example of BALLET exercise. performers a breathing exercise.
a theatrical Opera. Students will state reasons why
After the activity the a singer should know how to
https://www.youtube.com/wa students will be answering breathe correctly. (5mins)
tch?v=C2ODfuMMyss the following question
Students will play 1. What is your overall
FAMILY FEUD impression about
From viewing, the group of ballet?
students will cite the 2. How does ballet
important components differ to other form
needed to produce an opera. of dances like hiphop
(10mins) and jazz
(10mins)
6. Presenting Examples / The Teacher will lead the The teacher will motivate the
Instances Of The New class into a short dance class to create beautiful
Lesson tutorial demonstrating costumes and visually
proper execution of steps in appealing props using a
Ballet dance video presentation
https://www.youtube.com/ https://www.youtube.com/w
watch?v=dUuex722DY4 atch?v=hYAph4qI4sg
(5mins) (10mins)
7. Discussing New Teacher will remind the Using a video clip, the The teacher will remind the
Concepts And students about the teacher will discuss the students about the history,
Practicing New Skills significance of music in an importance of dance in a importance and wise use of
Opera. theater play. Props and costume in a
(5mins) theatrical presentation.
https://www.youtube.com/
watch?v=mLkcXT1YOJA https://en.wikipedia.org/wiki
https://www.youtube.com/ /Theatrical_property
watch?v=DyrW97ZS9Kc (10mins)
(10mins)
26
8. Continuation Of Teacher will explain the duties
Discussing New and responsibilities of the
Concepts And 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-ofthe-
musical/
(15mins)
14. Developing Mastery Students will start improvising Using the submitted Using recyclable reusable The students will perform their
(Leads To Formative accompanying sound to be used musical story line and and available materials the chosen play on stage.
Assessment 3) in the culminating activity. chosen accompanied students will design the (35mins)
(15mins) music, the students will visual elements and
choreograph component of a theatrical
movements needed for play.
the effective delivery of (20mins)
the story to be used in
the culminating activity.
(20mins)
15. Finding Practical Ask the students to give the Enumerate problems Ask the students about The teacher will open the
Applications Of The reasons why they chose music encountered during their overall opinion, floor for clarification, insights
Concepts And Skills In to be part of their musical the activity. (5mins) reaction, suggestion and and recommendations.
Daily Living presentation. (5mins) comments about of the (5mins)
musical play of their
group. (10mins)
16. Making Generalizations Let the student answer the Let the learners suggest
And Abstractions About following: ways for the actor to
The Lesson perform and use
1. What is the importance of movements or steps in his
music in an Opera? portrayal of character in
2. How are the singers able the story.
27
to relay message of the (5mins)
music?
(5mins)
17. Evaluating Learning Name 5 members of a theater Learners are to be Learners are to be Teacher will score the
or Musical play/opera. (5mins) evaluated using the rubric in evaluated using the rubric in performance using the presented
page 295 of A journey page 295 of A journey rubrics.
Through Western Music and Through
Arts Western Music and Arts.
18. Additional Activities For The learner will design a
Application And mask using recyclable
Remediation materials.
19. Assignment Students will plan for the Students will Continue
culminating activity, they practicing the choreography
are expected to do in preparation for the
1. Brainstorming culminating activity
2. Sharing of ideas
3. Casting Students will bring materials
4. Listing of the members for the props and costume
of making tomorrow.
production team and
Technical team
Continue composing and

choosing improvised
accompaniment for the
culminating activity.
V. REMARKS
VI. REFLECTION .

Earned 80% In The
Evaluation
28
Require Additional For
Remediation Who
Scored Below 80%
C. Did The Remedial
Lessons Work? No. Of
Learners Who Have
Caught Up With The
Lesson.
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
Encounter Which My
Helped Me Solved?
Localized Materials Did
I Use / Discover Which I
Wish To Share With
Other Teachers?
29
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
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of lifestyle and weight management to promote community 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...
• 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-
C. Learning Competencies/ 39)
Objectives • Determines risk factors related to lifestyle diseases (Obesity, Diabetes, Heart diseases)
Write The Lc Code For Each (PE9PF- IIIa-40)
• Distinguishes facts from myths and misinformation associated with eating habits (PE9PF-
IIIb-29)
II. CONTENT
Festival Dances
A. REFERENCES
1. Teacher’s Guide Pages Pp-100-106
2. Learner’s Materials Pages Pp. 135-142
3. Textbook Pages
4. Additional Materials From
Learning Resources (Lr)
30
Portal
B. OTHER LEARNING https://
RESOURCES www.youtube.com
/watch?v=rkpgF2M5jHQ
31
https://m.youtube.com/w
atch?v=0pt9K_Mb9Yo
IV. PROCEDURES
Group Activity Picture Ask the students to state The teacher will ask The students will make a warm up
Puzzle: the food which they last the students what are exercise before the activity. Always
ate. the practices in good remind the students about the
The teacher will ask each eating habits. (5 min) possible injuries that might occur
group to pick 1 envelope What food did you eat? when doing physical activity and
containing cut-out pictures Was it healthy? situation:
associated to festival 1.Not having proper warm-up
A. Reviewing Previous Lesson
dance. How does it affect your exercise
or Presenting The New
body’s health? 2. Not executing the proper
Lesson
Each group will form the movements
picture and identify/name Why is it important to eat 3. Not observing safety
the picture, and give a healthy? Does it have a measure at all times (10 min)
short description. connection if dancing will
be done as an activity
(15 min) (5 min)
B. Establishing A Purpose For Ask the students to state The teacher will ask students
The Lesson 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.
How it affect your body’s
health? What will happen on the
person if his/her status is
The teacher will present under weight? Overweight?
the different words/ foods. Obese?
32
Let the students classify
the words/foods which The teacher will ask the
health condition of the
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 15 https://www.youtube.com/w
minutes, Table 3: Calorie atch?v=rkpgF2M5jHQ
content of nutrients,
Table 4: Physical Activity
Table through Power point Ask the students to execute
Instances Of The New
Presentation to be the 5 Fundamental position
Lesson
lead by the teacher of arm and feet
(25 min) What can you say about

when you are doing the 5
fundamental positions?
(15 min)
33
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 The teacher will ask 1. What are the basic
And Practicing New Skills the students if they skills needed in dancing?
#1 have a good eating 2. What dance
habits. formation did you see in the
video?
Site and examples 3. How are the dance
that showing good steps being executed?
eating habits. (15 min) 4. How essential is
music in dancing?
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)
34
The teacher will discuss The teacher will divide the class into
computing One’s Total 6 six groups consisting of 8-10
Energy Requirement members.
(TER). Ask them to practice the 5
fundamental movements. (20
The teacher will give min)
E. Discussing New Concepts
board work activity to
achieve mastery on how to
#2
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 that
(Leads To Formative can be used in the whole grading
Assessment 3) The students will make a quarter for all the physical activity
list of a Meal Plan for a that we do.
week. Observe the weight (see ANNEX A)
management if needed. (30 min)
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)
35
The teacher will ask the The teacher will ask the students
students about the the following questions:
importance of eating
habits and physical 1. What is the purpose of
activity in connection of knowing the 5 fundamental
weight management in our position before dancing?
lifestyle/ daily living. 2. How dancing affect our
And Skills In Daily Living daily living/lifestyle? (5 min)
Let the students sum up
their answer.
Teacher should write on

the board the responses.
(10 min)
The teacher will . The teacher will ask the students to
emphasize to the students make insights/reflections with
the value of the training emphasis on the essential
guidelines including the understanding of the lesson.
FITT principles in dance
by answering the (5 min)
H. Making Generalizations openended statement:
And Abstractions About
The Lesson 1. I learned that
_______________.
2. I realized that
_________________
_.
3. A am happy because
_______________.
(20 min)
36
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
Positions.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation.
Require Additional
Activities For
Remediation Who
Scored Below 80%
C. Did The Remedial
Lessons Work?
Continue To Require
Remediation
E. Which of My
Teaching
Strategies Worked
Well? Why Did
These Work?
37
Encounter Which My
Principal or
Supervisor Can Help
Me Solve?
Localized Materials
Did I Use/Discover
Which I Wish To
Share With Other
Teachers?
38
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
I. OBJECTIVES
The learner demonstrates understanding of lifestyle and weight management to promote community
A. Content Standards
fitness
The learner . . .
The learner...
• Describes the nature and background of the dance (PE9RD-IIIb-
C. Learning Competencies/ 1)
Objectives • Execute the skills involved in 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
A. REFERENCES
1. Teacher’s Guide pages Pp. 91-98
2. Learner’s Mateials pages pp. 124-130
39
3. Textbook pages

portal
B. OTHER LEARNING
RESOURCE
IV. PROCEDURES
40
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. (5 min) different examples of examples of locomotor
festival dances in the and non locomotor
Philippines and their movements, basic
A. Reviewing Previous brief description. (10 steps and arm
Lesson or Presenting The min) movement.
New Lesson
The students will
have warm up
exercises before the
group activity. (10
min)
41
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.
The students will present

their work in front of the
class. (15 min)
C. Presenting Examples/ The teacher will post a

Instances of The New matching type activity
Lesson and let the students
identify the place of
Origin of the different
festivals in the country.
See LM P. 124
42
(5 min)
The teacher will discuss
the nature and
background of some
D. Discussing New Concepts
famous festivals in the
Philippines through a
#1
PowerPoint
presentation. (25
min)
how dancing contributes
to the improvement of
cardio-vascular
endurance by
determining the Target
Heart Rate (THR) range.
E. Discussing New Concepts The students will get
And Practicing New Skills thier own computation of
#2 Predicted Maximum
Heart Rate (PMHR)
Lowest Traget Heart
Rate (LTHR) and Highest
Target Heart Rate
(HTHR)
(10 min)
43
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 1012
(Leads To Formative
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
pattern/steps
( 16counts for each
movement) and
execute it in the class
(Practice)
Their performance
should have a music

accompaniment.
44
(40 min)
The teacher will ask
the students why we
need to consider
reviewing of locomotor,
non locomotor, basic
steps and arm
H. Making Generalizations
movement before the
And Abstractions About
festival dance.
The Lesson
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
examples of festival
dances. Bring it to
class the next meeting.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation.
45
Require Additional
Work?
Continue To Require
Remediation
Why Did These Work?
Encounter Which My
Principal or Supervisor Can
Help Me Solve?
G. What Innovation or
Use/Discover Which I Wish
To Share With Other
Teachers?
46
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

I. OBJECTIVES
The learner demonstrates understanding of lifestyle and weight management to promote community
A. Content Standard
fitness.
The learner . . .
The learners...
• Monitors periodically one’s periodically one’s progress towards the fitness goals (PE9RD-
IIIb-h-4)
C. Learning Competencies/ • Involves oneself in community service through dance activities in the community (PE9PF-
Objectives IIIg-h-41)
• 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)
A. REFERENCES
47
1. Teacher’s Guide pages Pp.11-114
2. Learner’s Mateials pages pp. 148-153
3. Textbook pages

portal
B. OTHER LEARNING
RESOURCE
IV. PROCEDURES
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, and execute festival dance
nonlocomotor, basic steps locomotor, performance.
A. Reviewing Previous Lesson and arm movements that nonlocomotor, basic
or Presenting The New they have learned from steps and arm The students will have
Lesson the previous lessons. movements that they their warm-up exercise
(5 min) have learned from the before the practice.
previous lessons.
(5 min)
The teacher will ask the

students what fitness
development can people
get in participating in
B. Establishing A Purpose For festival dance in the
The Lesson community like the
buhayani festival dance?
(5 min)
48
the GRASPS for students
to able to know the
festival dance routine of
all grade 9 level and the
Instances of The New
preparation for it. See
Lesson
TG. P11-114
Each section will select
one festival that
represent their sections.
(10 min)
The teacher together The teacher will

with the students will discuss the Rubrics in
assign first the respective their festival dance
committees performance.
The teacher will present (See Attachment)

the possible festival (5 min)
that 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)
49
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 the Before the Practice
students will have their start make sure that
E. Discussing New Concepts 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
50
for them to have happen students
selfassess 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 movements 1.Not having
3. Not observing proper warm-up
safety measure at exercise
all times 2. Not executing
(5 min) the proper
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.
H. Making Generalizations The students will make
And Abstractions About a reflection about the
The Lesson festival dance
51
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
Work?
D. No. Of Learners Who
52
Continue To Require
Remediation
E. Which Of My Teaching
Why Did These Work?

Encounter Which My
Can Help Me Solve?
Use/Discover Which I
Teachers?
53
in
MAPEH TEACHER MA.CECILIA E. PANALIGAN LEARNING AREA HEALTH

TIME
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of first aid principles and procedures.
B. Performance Standard The learner performs first aid procedures with accuracy.
C. Learning Competencies/ The learner...
Objectives • 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)
II. CONTENTS
54
A. First Aid Basics
• Principles
• Roles
• 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)
 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
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

Learning Resource (LR)
portal
55
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.680681).Toronto,
Ontario • Getchell,Pippin, Varnes. Perspectives on Online Sources:
B. OTHER LEARNING
Health:First Aid and Manual Review Retrieved from:
REFERENCES
Online Sources: (pp.680681).Toronto, Ontario https://www.teachervision.com/tv/pri
• http://webcache.goo ntables/tv00053_s1-2.pdf
gleusercontent.com/s Poison help.com
earch? Proper wound care: How to
q=cache:http:/ minimize a scar
/www.thefirstaidzone https://www.youtube.com/watch?v=
.co.uk/first-aid-facts msw820Uwd0s
 HAIYAN - Philippine Red How To Do A Simple Dressing

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
56
A. Reviewing Previous  The teacher will conduct For Review Activity: The students will
Lesson or Presenting New a pre-test through; answer the activity 4:
Lessons Paper-and -pencil Test “What will you do?”
“Fact or Bluff” The students will answer (5 min)
the questions individually,
1. What is first aid?
rd
(See Activity 1 3 Qtr. 2. Why it first aids
attachment) important?
(5 min) 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 teacher will present The teacher will give the The teacher will ask
The Lesson a video clip of the situation below, and let the some
Typhoon Yolanda. Then students decide what they representatives to
ask to student to answer will do next if they are in demonstrate on how
the following questions; the situation/ scenario. to put bandage in an
1. What do you feel injured person and
after watching the Situation: A man found dressing for the
video? unconscious after his wounds. (5 min)
2. Who are the people motorcycle hits the truck.
helped the victims? (5 min)
3. What kind of help
57
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? (5min) 1. Why it is
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?
(6 min)
D. Discussing New Concepts And The teacher will discuss The teacher will discuss the The teacher will
Practicing New Skills # 1 the Nature and Vital Signs and difference of discuss the difference
Limitation of First Aid signs and symptoms using between the dressing
including the following Venn Diagram and bandages.
sub-topics; ( Refer on LM page 333) Supporting videos will
Principles, Roles, be used to present the
Responsibilities and The teacher will ask the lesson
Characteristics students watch the video,
“Philippine Red Cross Basic Worksheet will be
Refer to LM page 325 First Aid Training Exercise” provided.
(For additional (Refer to Activity 5)
58
information, See Processing questions:
attachment no.3)
(10 min) 1. How the Red Cross

intervene in the (20 min)
different sitautions? Note:
2. What intervention But if the video is not
gives you learning? available refer to LM
(10 min) for specific and
detailed content. Also
some materials are
provided
E. Discussing New Concepts And The teacher will use the The teacher may use
Practicing New Skills # 2 Interactive Strategies other video clips if
wherein: he/she is not familiar
1. Discuss the Primary in the first aid
and Secondary standard. (Links are
Survey on LM page available in the
333, through the use references)
of images. The teacher will ask
2. Teacher- Student the following
Collaboration questions after
3. The teacher will ask viewing;
some students to 1. What are the two
demonstrate the phases of
procedures. Bandages?
2. How it differs from
Critiquing or feed backing each other? (15
will be done simultaneously. min)
(10 min)
59
F. Developing Mastery (Leads To The teacher will ask the The teacher will ask the The students will ask
Formative Assessment 3) students to do the students to arrange the to do the page 348,
following activities: following steps in assessing Activity 16.
emergency victim. The
(Refer to the activity scenario will be: (10 min)
2 for the instructions)
After an earthquake
(Multiple incident, you see your
Intelligences) classmate lying down and

Bodily-Kinesthetic: Act unconscious and you are the
the characteristics of a 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)
60
G. Finding Practical Applications of The teacher will go back Triad Activity: The The group of
The Concepts And Skills In again to the statements students will make students will
Daily Living of facts and bluff activity, their emergency be presenting
then ask the students to action plan. They a
identify in which aspects are free to choose demonstration
of first aid is exemplified. the scenario: of the
Use the following choices: following;
1. Role Scenario A: Group 1:
2. Objectives accidentally fell on Techniques in
3. Characteristics the ground but bandaging
4. Principles still conscious Group 2:
How to
(5min) manage wounds

Scenario B: A girl Group 3: Phases of
can’t breathe after Bandaging students
she eat sea foods. will Group 4:
Bandaging in a
(10 min) 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
61
H. Making Generalizations The learners will The teacher will be The teacher will ask
And Abstractions About complete the thought of posting a picture, the students what they
The Lesson the following open-ended then students will learned about the
statements: give their feedback/ lesson? The students
a. First Aid is realization about the are free for giving of
____________. image. eedback. It
b. The absence of should be
First Aid can lead (Refer to Activity 4) PositiveNegativePositiv
to ____________. e
c. You are a first (10 min)
aider if
__________.
(5 min)
(10 min for

preparation
and planning,
10 mins for
presentation,
10 for
feedbacks)
I. Evaluating Learning The students will answer Dyad Activity: The The teacher
the activity 3. student will do they will ask the
Do Think-PairShare students to do
( Refer to Activity 3 about the following activity on LM
attachment) keywords; page 349
1. Signs and (10 in)
(5 min) Symptoms
2. Vital Signs
3. Primary Survey
4. Secondary
Survey
(15 min)
62
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 For Students
answer the activity 3, with
additional activity. learning
needs:
(Refer to Activity 3
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
Below 80%
J. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up With
The Lesson.
63
K. No. of Learners Who
Continue To Require
Remediation
L. Which of My Strategies
These Work?
M. What Difficulties Did I
Encounter Which My
Principal or Supervisor
Helped Me Solved?
N. What Innovation or
Use / Discover Which I
Teachers?
in
MAPEH TEACHER MA.CECILIA E. PANALIGAN LEARNING AREA HEALTH

TIME
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of first aid principles and procedures.
B. Performance Standard The learner performs first aid procedures with accuracy.
C. Learning Competencies/ The learner...

Objectives • Demonstrates proper techniques in carrying and transporting the victim of
unintentional injuries
64
(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
65

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,
4. Textbook pages
233238.
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 Lesson The students will answer The students will
Or Presenting the formative assessment answer the 5-10
New Lessons based on the lesson 3. question quiz based
(5 min) on the previous
lesson. (5 min)
B. Establishing A Purpose For The students will watch The students will go
The Lesson the video, with their
“Epic Stretcher fail multiintelligences 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
66
Lesson after viewing the video, presentation.
1. What the happened
to the Processing Questions:
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 Practicing the different kinds of the First Aid for
New Skills # 1 transport on LM page Common Unintentional
351-354. Teacher may Injuries LM page
use different strategies 357362.
for discussion. Pictures
may be use. The teacher will discuss
(5min) as well demonstrate the
different intervention.
E. Discussing New Concepts The teacher will discuss
And Practicing the Two-man and Three This is more effective
New Skills # 2 or More-man Transport, if a video or class
and ask some students interaction will be
to help the teacher in applied. (20 min)
demonstration.
(Safety Precaution should
be observed)
(5 min)
F. Developing Mastery The students will answer Students will do activity
(Leads To Formative the activity on page on page 363 activity 25.
Assessment 3) 351352, nos. 1-5, they
can refer to their LM. (5 (Refer to the activity)
min)
(15 min)
67
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” Each group will aid in the given situation,
Daily Living create their video using flow chart. A short
illustrating the video will be given.
different ways of
transport. (10 min)
(See attachment
no.10 for details) (15
min)
H. Making Generalizations Proper transport in a Unintentional injuries
And Abstractions About The victim may help to cannot be avoided. It
Lesson prevent further injury. happens at any time, at
A first aider should go any place to anybody.
proper training. (5min) We must therefore
practice safety and
awareness at all times.
(5 min)
68
I. Evaluating Learning 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 different kinds of
choose this. unintentional
Criteria: injuries? Give 3
3 points-correctness examples. ( 3pts)
2-clearly stated 2. Why it is
1- Completeness of important to know
thought how to handle
injuries?
(5 min) ( 2 points content, 1
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)
J. Additional Activities For For Advance Learners: Plan for your

Application And Remediation The students will do performance task and
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
69
Earned 80% In The
Evaluation
Below 80%
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
Continue To Require
Remediation
E. Which of My Strategies
These Work?
Encounter Which My
Helped Me Solved?
Use / Discover Which I NA
Teachers?
70

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Annex1B to DepEd Order No. 42, s.

MAPEH TEACHER ENETERESO, HYACINTH LEARNING AREA MUSIC

TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

• Relates Romantic period music to its historical and cultural background

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

• Listens perceptively to selected Romantic period music (MU9RO-IIIb-h4)

• Describes musical elements of given Romantic period pieces

• Sings themes or melodic fragments of given Romantic period pieces (MU9RO-IIIe-h6)

A. Historical and Cultural Background of the Romantic

III. LEARNING RESOURCES

express your inner The teacher will ask the

The teacher will show the The teacher will play

C. Present Ing Examples/ 1. What can you say

#2 The teacher will play a

Since the common Each group will

doing the role song and Ave Maria.

H. Making Generalizations The romanctic period’s How does the

Use Rubrics based on Use the rubrics

A. No. of Learners Who Earned

MAPEH TEACHER ENETERESO, HYACINTH LEARNING AREA MUSIC

TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

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

• Listens perceptively to selected Romantic period music

A. Piano Music and Composers:

The teacher will play an Teacher will show a

3. What can you say 1. What arts and

The teacher will discuss The teacher will discuss

the different forms of accompaniment.

Listening Activity: Teacher will play a

Listen to the musical Group Activity:

Group Activity: The teacher will ask

Group B – Sing the song

Group D – Explain the

How does the structure

Use rubric for the group The students will

(Please see attached

MAPEH TEACHER DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA ARTS

TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

II. CONTENTS • Greek Theater

4. Additional Materials From

https://www.youtub https://en.wikipedia.org/wiki/Me https://www.youtube.com/watch

Learners will answer him/her to explain why.

B. Establishing A Purpose For

Ask the students

D. Discussing New Concepts

A. No. of Learners Who Earned

MAPEH TEACHER DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA ARTS

TEACHING DATE AND Week 2 QUARTER 3rd Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY

B. Performance Standards The learner...

2. Learner’s Material pp 277-290 pp 277-290 pp 277-290 pp 277-290

theater elements and

Continue composing and

A. No. of Learners Who

Daily Lesson SCHOOL CALAMBA BAYSIDE NHS GRADE LEVEL 9

MAPEH TEACHER MARINEZZA V. SALES LEARNING AREA PE

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

What food did you eat? Is Let them analyze their

group they belong. students before performing

(25 min) What can you say about

Students give their The teacher will ask the

The teacher will discuss the

The students will be asked