Annex1B to DepEd Order No. 42, s.

2016
Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH TEACHER ENETERESO, HYACINTH LEARNING AREA MUSIC

TEACHING DATE WEEK 1 QUARTER 3RD QUARTER

AND 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.

C. Learning The learner…

Competencies/ ∙ Narrates the life and works of romantic composers after video and movie showing
Objectives (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

audience) during the Romantic period
(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
B. Program Music and Composers:
∙ Peter Ilyich Tchaikovsky
∙ Camille Saint-Saens.

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

pp. 95 pp. 96 pp. 96-104 pp. 96-104

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.
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/ http://musiced.about.com/od/medievalto20thcentury/a/Music-Forms-And-
Composers.htm https://www.youtube.com/watch?v=g2Kky5BC9Uk
https://www.youtube.com/watch?v=5QzFKonakYE
https://www.youtube.com/watch?v=EmQBFLJAIcY
 The teacher will post The teacher will The teacher will play a The teacher will
pictures of Franz ask the students romantic song, while play examples of
Haydn, Wolfgang about how the students make the
Amadeus cultural, drawings draw based program music and
Mozart, and Ludwig economic, social their feelings. (10min) students will
van Beethoven. and political analyze its musical
aspects were elements. (10
1. Compare the life greatly affected by min)
and music of progress in science
Haydn, Mozart mechanics such as
and Beethoven photography,
2. In what ways steamboats,
are they the telephone,
same? telegraph, etc?
(15min) (5min)

The teacher will ask Picture parade of

the students the different composers in
following questions: program music.
1. How do you

III. LEARNING
RESOURCES A.
References
1. Teacher’s Guide pages
2. Learner’s Mateials

pages 3. Textbook pages

4. Additional Materials from

Learning Resources (LR)
portal
 B. Other Learning
Resources
IV. PROCEDURES

A. Reviewing Previous
Lesson or Presenting The
New Lesson

B. Establishing A Purpose For

The Lesson

2
Annex1B to DepEd Order No. 42, s. 2016
express your The teacher will ask
inner feelings? the students to
2. What do you describe the pictures.
feel when these (5 min)
emotions are not
expressed?
(10 min)
The teacher will The teacher will play
show the picture of examples of
“The program music like
Peaceable Kingdom” symphonie
by Edward Hicks Fantastique.
(1846) The students will
listen and analyze
the music.

1. What can you

say about the
1. What emotions music?
are being 2. What musical
portrayed in the elements did you
picture? observe?
(10 min) (10 min)

The teacher will discuss The teacher will

the historical and discuss the program
cultural background of music,
romantic period different composers
through a and their compositions
PowerPoint under the program
presentation. The music. The teacher
teacher will play a will also explain
short film that shows the different forms
the history and culture of program music.
of the western (15 min)
countries during the
romantic period that
can be related to the
history of the
Philippines during
1820-1900.
(15min)

Listening Activity:
 C. Present Ing Examples/
Instances of The New
Lesson

D. Discussing New Concepts

And Practicing New Skills
#1

E. Discussing New Concepts

And Practicing New Skills
3
Annex1B to DepEd Order No. 42, s. 2016
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
The teacher will play Juliet and Wedding
a video clip about March
the works of 1. Describe each
Romantic piece in your own
composers. Ask point of view
students to relate it 2. Compare the
to historical and musicality of these
cultural background two compositons
of the romanctic 3. How do they
period differ? What are
(15min) their similarities?
4. Which do you
prefer to listen to
intently/ Why?
(20 min)

Group Activity: Group Activity:

Since the common Each group will

purpose of recieve a task
romantic period card which
is the free contains the
expression of man’s activity that they
feelings about need to perform
himself, about
humanity and about Group A – Listen to
the world in which the song Romeo
he lives, and Juliet and sing
students will make a it.
short role play Group B –Sing
related to these. the song Ave
Maria.
1. What did you Group C – Describe
feel while the musical
elements of
Romeo and Juliet
 #2

F. Developing Mastery
(Leads To Formative
Assessment 3)

G. Finding Practical
Applications Of Concepts
And Skills In Daily Living
 4
Annex1B to DepEd Order No. 42, s. 2016
doing the role song and Ave
play? Maria. Group D –
(25 min) Explain the
performance
practice of the
two songs
(20 min)

The romanctic How does the

period’s basic structure of a
quality is program music of
emotional the Romantic
subjectivity. Its composers create
cultural movement its order and
stressed emotion, clarity to describe
imagination and the elements?
individualism that
pave the way to (20min)
the expression of
one’s personal
feelings
through emotions.
(5min)

Use Rubrics based Use the rubrics

on the group based on the
presentation (letter F) group activity
 Teacher will show Listen to another
another video clip composition of
about the life and program music
works of romantic and everybody
composers in will sing. (10
relation to minutes)
historical and
cultural background
of romantic period.
The students will
analyze it.
(10 minutes)

H. Making Generalizations
And Abstractions About
The Lesson

I. Evaluating Learning

J. Additional Activities For

Application or
Remediation
 5
Annex1B to DepEd Order No. 42, s. 2016

Ask the students to The students will Study the Piano

study the program search and study music and
music and about the life and composers.
composers of the works of Romantic
Romantic period composers:
period. Peter Ilyich
Tchaikovsky
and Camille Saint-Saens.
 K. Assignment

V. REMARKS
VI. REFLECTION
A. No. of Learners Who Earned
80% In The Evaluation.
B. No. of Learners Who Require
Additional Activities For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work?
D. No. of Learners Who Continue
To Require Remediation
E. Which of My Teaching
Strategies Worked Well? Why
Did These Work?
F. What Difficulties Did I
Encounter Which My Principal
or Supervisor Can Help Me
Solve?
G. What Innovation Or Localized
Materials Did I Use/Discover
Which I Wish To Share With
Other Teachers?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph

6
Annex1B to DepEd Order No. 42, s. 2016
Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 9
 in TEACHER ENETERESO, HYACINTH LEARNING AREA MUSIC

MAPEH TEACHING DATE WEEK 2 QUARTER 3RD QUARTER

AND 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.

C. Learning The learner…

Competencies/
Objectives ∙ 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

(MU9RO-IIIb-h4)

∙ 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

II.CONTENTS A. Piano Music and Composers:

∙ Frederic Chopin
∙ Franz Liszt
B. Program Music and Piano Music
 7
Annex1B to DepEd Order No. 42, s. 2016

pp. 95 pp. 96 pp. 96-104 pp. 96-104

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.
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/ http://musiced.about.com/od/medievalto20thcentury/a/Music-Forms-And-
Composers.html

The teacher will ask The teacher will The teacher will Listening activity:
the students what play different ask the following (Group Activity)
kind of music music. The questions: Listen to the
elements are used students will recall 1. Have you romantic music
within the music and listen to experienced using other media.
program. different piano music playing different
(10min) of the Romantic musical Illustrate your
music. instruments? feelings or
What are these emotions after
Piano Music instruments? listening to
1.https:// 2. What other these compositions.
www.youtube.c instruments do Draw your
 om/watch? you know? illustration in a
v=VRIS5ABtQ bM (5 min) manila paper and
2.https:// post on the board
www.youtube.c (15 min)
om/watch?
v=Ce8p0VcTb uA

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

III.LEARNING
RESOURCES A. References
1. Teacher’s Guide pages
2. Learner’s Mateials pages

3. Textbook pages

4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning
Resources
IV.PROCEDURES
 A. Reviewing Previous
Lesson or Presenting The
New Lesson

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

(5 mins)
 The teacher will play Teacher will show
an example of piano a video clip about
music like Little the different arts
“Butterfly” and
Etude media used by
The students will different musicians
listen and analyze during the romantic
the music. period

3. What can you 1. What arts and

say about the media were
music? used by the
romantic

4. What musical composers

elements did you during the
observe? Romantic
(10 min) period?
(15 mins)

The teacher will The teacher will

discuss piano music, discuss other arts
different composers and media that
and their portray romanctic
compositions under music and give
the program music. examples of
The appropriate improvises
teacher will also explain

B. Establishing A Purpose For

The Lesson
 C. Presenting Examples/
Instances of The New
Lesson

D. Discussing New Concepts

And Practicing New Skills
#1

9
Annex1B to DepEd Order No. 42, s. 2016
the different forms accompaniment.
of piano music. (25 min)
(15 min)

Listening Activity: Teacher will play a

romantic music
The teacher will play using improvised
the music “Prelude” accompaniment.
and Students will listen
describe the and give their
musical elements. reactions
(5 min) afterwards.
(10 min)
 Listen to the musical Group Activity:
piece “An Excerpt from
a Love Dream by The teacher will
Franz Liszt and play different
Prelude by romantic
Frederic Chopin music.The
5. Describe each students will
piece in your own create a song
point of view inspired in
6. Compare the romantic music
musicality of with
these two accompaniment
compositons of improvise
7. How do they materials
differ? How are available inside
they similar? the classroom.
8. Which do you
prefer to listen to 1. What did you
intently/ Why? feel in creating
(20 min) a song using
accompaniment
of improvised
materials?
2. What musical
piece is designed
for developing
technical skills?

E. Discussing New Concepts And

Practicing New Skills #2
F. Developing Mastery
(Leads To Formative
Assessment 3)

10
Annex1B to DepEd Order No. 42, s. 2016
(15 min)
Group Activity: The teacher will
ask the students
Each group will recieve to
a task card which answer the question:
contains activities that
they need to perform What values have
you acquired that
Group A – Listen to you can use daily
the song No Other based on the
Love and sing it. learnings from our
topics?
Group B –Sing the (10min)
song To Love Again.

Group C – Describe
the musical elements
of No Other Love and
To Love Again

Group D–Explain the

performance practice
of the two songs.
(20 minutes)

Frederic Chopin was Give different

a music composer techniques in
for playing any
piano and Franz instrument
Joseph Liszt was an especially
innovator in his piano improvised
and orchestral works. materials.
(5 min)
How does the
structure of a piano
music of the
G. Finding Practical Applications
Of Concepts And Skills In Daily
Living

H. Making Generalizations And

Abstractions About The
Lesson

11
Annex1B to DepEd Order No. 42, s. 2016
Romantic
composers create
its order and
clarity to describe
the elements?
(20min)
 Use rubric for the The students will
group activity in present their
letter G. composed song
with
accompaniment of
the improvised
instruments.

(Please see
attached rubrics)
(10 min)

Listen to another
composition of piano
music and everybody
will sing.

Study the other arts Give a little

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

c. Giacorno
Puccii
d. Richard
Wagner

I. Evaluating Learning
J. Additional Activities For
Application Or
Remediation

K. Assignment

V.REMARKS
VI.REFLECTION

12
Annex1B to DepEd Order No. 42, s. 2016
 A. No. of Learners Who
Earned 80% In The
Evaluation.
B. No. of Learners Who
Require Additional
Activities For Remediation
Who Scored Below 80%
C. Did The Remedial Lessons
Work?
D. No. of Learners Who
Continue To Require
Remediation
E. Which of My Teaching
Strategies Worked Well?
Why Did These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Can Help Me Solve?
G. What Innovation Or
Localized Materials Did I
Use/Discover Which I
Wish To Share With Other
Teachers?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph
 13
Annex1B to DepEd Order No. 42, s. 2016
Daily Lesson Log SCHOOL MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in
TEACHER DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA ARTS
MAPEH
TEACHING DATE WEEK 1 QUARTER 3RD QUARTER
AND 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

C. LEARNING COMPETENCIES/ The learner...

OBJECTIVES ∙ Identifies selected theatrical forms from the different art periods
(A9EL-Iva-1)
∙ Researches on the history of the theatrical forms and their evolution
(A9EL-IVb-2)
∙ Identifies the elements and principles of arts as manifested in Western Classical plays and opera
(A9EL-IVc-3)
∙ Defines what makes some selected Western plays and opera visually unique
(A9PL-IVc-1)
∙ Shows the influences of Western Classical plays or opera on Philippine theatrical performances interms of form and
content of story
 (A9PR-IVh-6)

II. CONTENTS

∙ Greek Theater
∙ Roman Theater
∙ Medieval Theater

14
Annex1B to DepEd Order No. 42, s. 2016
∙ Renaissance Theater
∙ Baroque Theater
∙ Neoclassical Theater
∙ Romantic Theater
∙ Famous Filipino Playwrights

III. LEARNING RESOURCES

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

3. Textbook Pages Agapay, N.,C.,(2006) Music, arts, P.E. and health, making us fully equipped in the 21st
Century. LightQuest Publications, Inc. National Highway, Paciano, Calamba City. 127-133

4. Additional Materials
From Learning Resource
(Lr) Portal
 B. OTHER LEARNING https:// https://en.wikipedia.org/ https://www.youtube.com/
REFERENCES www.youtub wiki/Me dieval_theatre watch ?v=nrQuZ0a65EU
e.com/watch?
v=WW wklCca0yQ https://en.wikipedia.org/ https://en.wikipedia.org/
wiki/Re naissance_theatre wiki/Cat
egory:Filipino_dramatists_and
_pl aywrights

https://youtu.be/MVzyUHvmTa4

IV. PROCEDURES

A. Reviewing Previous Lesson Learners will Learners will define the Using pictures, ask the Video presentation of
or Presenting New Lessons give the following: students to identify if the world’s famous
definition of Skene the images show Theater play
Classicism, Parodos connection between
Neoclassicism Chariot- Medieval Theater and https://www.youtube.com/
and (5mins) Renaissance Theater watch ?v=nrQuZ0a65EU
Romanticism. (5mins)
After watching the video, ask
Launch the new three students to choose
topic his/her favorite Theater play
“WESTERN from the video presentation
CLASSICAL and allow
PLAYS/OPERA”

15
Annex1B to DepEd Order No. 42, s. 2016
Learners will him/her to explain why.
answer the
question “What Learners will answer the
springs to mind question “What’s the best thing
when you hear you’ve ever seen at the
the world theater? “
Theater?” (10mins)
(5mins)
 B. Establishing A Purpose Teacher will POP UP MINDS BOX OF SURPRISES Listening activity
For The Lesson show What pops up to your mind Provide a box with the “Ikaw Lamang” words and
“Evolution of when you hear the name or following materials music by; Robert W.
Theater” using a the word...? -curtain -flash light Villafuerte
time line graph JUGGLERS -pulley -toy soldier https://youtu.be/MVzyUHvmT
from Greek to PUPPETEERS -mask a4
Romantic Period ADAM AND EVE -orchestra(picture)
and pictures as PANTOMIME The teacher will relate the
representation SHAKESPEARE Students will music to the next activity.
of Theatrical BALLET relate the following to PLAY MAPEH WHEEL of
forms. Let the (10mins) Theater. FORTUNE
students (10mins)
classify the (15mins)
images into their
respective
periods.

Ask the students

how they were
able to classify
the
images to their
respective
periods.
(10mins)

C. Presenting Examples /
Instances Of The New Lesson
The teacher will The teacher will relate the Teacher will enumerate popular
ask the students words and names of the Filipino plays and opera.
to following to the Medieval and
identify where Renaissance Theater
the pictures
should

16
Annex1B to DepEd Order No. 42, s. 2016
belong.

D. Discussing New Concepts The teacher will The teacher will determine The teacher will Teacher will present a short
And Practicing New Skills describe the the uniqueness of Medieval differentiate Baroque biography of the following
Greek Theater, Theater and Renaissance Theate from Filipino theater artists using
its history and Theater. (20mins) Neoclassical Theater pictures.
its the three and Romantic ∙ Francisco Balagtas y de la
main elements. Theater. Cruz
(20mins) (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
New Concepts And Practicing show a video Students will recall the video presentation of
New Skills presentation of discussion by restating the the
the eruption of relation of the picture to Evolution of Theater and
mouth Vesuvius the topic use it to deepen student
and will (5mins) understanding about
discuss and . the topic.
relate the video
to the https://
story of the www.youtube.com/w
Romantic Theater. atch?v=_iShdvdBqk4
https://www.yout (5mins)
ub e.com/watch?
v=WW wklCca0yQ
(10mins)

F. Developing Mastery (Leads
To Formative Assessment 3)
Students will Students will compare and Students will list down
differentiate contrast Medieval Theater influences of Western Classical
Greek Theater and Renaissance Theater opera on Philippine theatrical
from using the table below performance. (15mins)
Romantic Theater
using rap (include
the difference in

G. Finding Practical
Annex1B to DepEd Order No. 42, s. 2016
Applications Of The Concepts
And Skills In Daily Living
H. Making Generalizations And
Abstractions About The Lesson
the composition)
Theater Themes Stage Performers
(5mins)
(10mins)
Student’s HUGOT Students will relate the Medieval Students will compare the Students will relate the following
17
TIME Theater and Renaissance Evolution of Western Western art to Philippine
“If you will be a theatre to our Philippine Classical Opera to the setting. (5 minutes)
part of the Greek Sarswela. evolution of Filipino Stage
Theater what will (5mins) acts
it be and why?” (5mins)
(5mins)
Students will recall the lesson Learners will share their
of the day, explaining how ideas about the Evolution
Medieval theater develops of Western Classical
into Renaissance theater. Theater from Greek to
(5mins) Romantic Plays/Opera.
(10mins)
 I. Evaluating Learning Enumerate the Score the Medieval and Give the meaning of Students will name at least
following: Renaissance table the following: two Filipino Playwrights.
1-3 Types of 1. decorum (5mins)
Greek Drama 2.melos
2-5 Usual 3.dran
themes for 4.libretto
Roman Theater 5.opera
(5mins) (5mins)

J. Additional Activities For Provide a picture Write what you know Name 5 words you
Application And of Epidaurus and about 1.Medieval remember about
Remediation let Theater Baroque Neoclassic
the students label 2. Renaissance Theater and Romantic Theater
the parts of
theater.

K. Assignment Ask the students to

read/ research
synopsis about
Oedipus Rex or
Romeo And Juliet.

V. REMARKS

VI. REFLECTION

A. No. of Learners Who

Earned 80% In The
Evaluation

B. No. of Learners Who

Require Additional For
Remediation Who Scored
Below 80%

18
Annex1B to DepEd Order No. 42, s. 2016
 C. Did The Remedial
Lessons Work? No. of
Learners Who
Have Caught Up With The
Lesson.

D. No. of Learners Who

Continue To Require
Remediation

E. Which of My Strategies
Worked Well? Why Did
These Work?

F. What Difficulties Did I

Encounter Which My
Principal Or Supervisor
Helped Me
Solved?

G. What Innovation or
Localized Materials Did I Use
/ Discover Which I Wish To
Share With Other Teachers?

*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to bld.tld@deped.gov.ph
 19
Annex1B to DepEd Order No. 42, s. 2016
Daily Lesson Log SCHOOL Majada In National High School GRADE LEVEL 9
in
TEACHER DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA ARTS
MAPEH
TEACHING DATE Week 2 QUARTER 3rd Quarter
AND TIME

MONDAY TUESDAY WEDNESDAY THURSDAY

I.OBJECTIVES

A. Content Standards The learner...

∙ Understands the role of theatrical elements (sound, music, gesture movement and costume) in the creation of Western
Classical plays and opera which influenced by history and culture
∙ Theatre and performance as a synthesis of arts

B. Performance Standards The learner...

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

C. LEARNING The learner...

COMPETENCIES/ ∙ Improvises accompanying sound and rhythm needed for the effective delivery of a selected piece from Western Classical
OBJECTIVES 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

20
Annex1B to DepEd Order No. 42, s. 2016
Classical Plays and Opera Classical Plays and Classical Plays and Classical Plays and Opera
Opera Opera

III.LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pp 324-336 pp 324-336 pp 324-336 pp 324-336

pages

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

pages

3. Textbook pages Agapay, N.,C.,(2006) Music, arts, P.E. and health, making us fully equipped in the 21st Century.
LightQuest Publications, Inc. National Highway, Paciano, Calamba City. 127-133.

4. Additional Materials
from Learning
Resource (LR) portal

B. OTHER LEARNING http://www.pbs.org/wnet/broadway/essays/elements-of-the-musical/

REFERENCES https://www.youtube.com/watch?v=C2ODfuMMyss
https://www.youtube.com/watch?v=dUuex722DY4
https://www.youtube.com/watch?v=mLkcXT1YOJA
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
Lesson or Presenting the components of an
New Lessons opera 1. Libreto
2. Score
3. Reciative
4. Aria
The teacher will begin the
lesson by grouping the
class into two for the most
awaited part of the module
THE PERFORMANCE
(5mins)
Annex1B to DepEd Order No. 42, s. 2016
The teacher will ask The teacher and the The teacher will explain the
the students to pass learner will evaluate the rubrics or the criteria to be
their success of the planned used in judging the Musical
composition of culminating activity by Play/Opera Criteria
improvised completing the Check list 1. Appropriateness of
accompaniment to their below (✓) gesture and movements
group leaders. 30%
ASPECTS STRONG NEEDS TO 2. Make up/masks,
IMPRO
Ask the students about costume and props,
VE
their overall opinion of Singers music. (the
their musical play. Dancers use of styles and
(5mins) Music techniques of Western
Choreography Musical and Popular
Props/
Theater) 30%
costume 3. Culturally-based 20%
(5mins) 4. Creativity (the use of
21
theater elements and
principles) 20%
TOTAL: 100%
(5mins)
 5. Establishing A Students will watch a video
Purpose For The Lesson presentation of an example
of a theatrical Opera.
https://
www.youtube.com/wa tch?
v=C2ODfuMMyss
Students will play
FAMILY FEUD
From viewing, the group
of students will cite the
important components
needed to produce an
opera. (10mins)
6. Presenting
Examples /
Instances Of The
New
Lesson
7. Discussing New Teacher will remind the
Concepts And students about the
Practicing New Skills significance of music in
an Opera.
(5mins)
Students will do the
BALLET exercise.
After the activity the
students will be
answering the following
question
1. What is your
overall impression
about
ballet?
2. How does ballet
differ to other form
of dances like
hiphop and jazz
(10mins)
The Teacher will lead
the class into a short
dance tutorial
demonstrating
proper execution of steps
in Ballet dance
https://
www.youtube.com/
watch?v=dUuex722DY4
(5mins)
Using a video clip, the
teacher will discuss the
importance of dance in
a theater play.
https://
www.youtube.com/
watch?v=mLkcXT1YOJA
https://www.youtube.co
m/
The teacher will give the
performers a breathing
exercise. Students will state
reasons why a singer should
know how to breathe correctly.
(5mins)
The teacher will motivate
the class to create
beautiful costumes and
visually
appealing props using
a video presentation
https://
www.youtube.com/w
atch?v=hYAph4qI4sg
(10mins)
The teacher will remind
the students about the
history, importance and
wise use of Props and
costume in a theatrical
presentation.
https://
en.wikipedia.org/wiki
/Theatrical_property
 22
Annex1B to DepEd Order No. 42, s. 2016
watch? (10mins)
v=DyrW97ZS9Kc
(10mins)

8. Continuation Of Teacher will explain the

Discussing New duties and responsibilities
Concepts And of the following
Practicing New Skills 9. Director
10. Stage manager
11. Production team
12. Technical team
13. Actors and actresses
http://www.pbs.org/
wnet/bro
adway/essays/elements-of
the-musical/
(15mins)

14. Developing Mastery Students will start
(Leads To Formative improvising accompanying
Assessment 3) sound to be used in the
culminating
activity.
(15mins)
Using the submitted Using recyclable reusable The students will perform
musical story line and and available materials their chosen play on stage.
chosen accompanied the students will design (35mins)
music, the students will the visual elements and
choreograph component of a
movements needed for theatrical play.
the effective delivery of (20mins)
the story to be used in
the culminating
activity.
(20mins)

15. Finding Practical Ask the students to give Enumerate problems Ask the students about The teacher will open the
Applications Of The the reasons why they encountered during their overall opinion, floor for clarification,
Concepts And Skills In chose music to be part of the activity. reaction, suggestion and insights and
Daily Living their musical (5mins) comments about of the recommendations.
 presentation.
(5mins)
16. Making Let the student answer the
Generalizations And following:
Abstractions About
The Lesson 1. What is the importance of
music in an Opera?
2. How are the singers able
Annex1B to DepEd Order No. 42, s. 2016
to relay message of the
music?
(5mins)
17. Evaluating Learning Name 5 members of a
theater or Musical
play/opera.
(5mins)
18. Additional Activities
For Application And
Remediation
musical play of their (5mins)
group.
(10mins)
Let the learners
suggest ways for the
actor to
perform and use
movements or steps in his
portrayal of character in
the story.
23
(5mins)
Learners are to be Learners are to be Teacher will score the
evaluated using the rubric evaluated using the rubric performance using the
in page 295 of A journey in page 295 of A journey presented rubrics.
Through Western Music Through
and Arts Western Music and Arts.
The learner will design
a mask using
recyclable
materials.
 19. Assignment Students will plan for the Students will Continue
culminating activity, they practicing the
are expected to do choreography in
1. Brainstorming preparation for the
2. Sharing of ideas culminating activity
3. Casting
4. Listing of the Students will bring
members of materials for the props
production team and and costume making
Technical team tomorrow.

Continue composing
and choosing
improvised
accompaniment for the
culminating activity.

V. REMARKS

VI. REFLECTION .

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

B. No. of Learners Who

Require Additional For
Remediation Who
Scored Below 80%

24
Annex1B to DepEd Order No. 42, s. 2016
 C. Did The Remedial
Lessons Work? No. Of
Learners Who Have
Caught Up With The
Lesson.

D. No. of Learners
Who Continue To
Require
Remediation

E. Which Of My
Strategies Worked
Well? Why Did
These Work?

F. What Difficulties Did

I Encounter Which My
Principal Or Supervisor
Helped Me Solved?

G. What Innovation Or
Localized Materials Did
I Use / Discover Which
I Wish To Share With
Other Teachers?

*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to bld.tld@deped.gov.ph
 25
Annex1B to DepEd Order No. 42, s. 2016
Daily Lesson SCHOOL CALAMBA BAYSIDE NHS GRADE LEVEL 9
Log in
TEACHER MARINEZZA V. SALES LEARNING AREA PE
MAPEH
TEACHING DATE (1ST WEEK) QUARTER 3RD QUARTER
AND TIME

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of lifestyle and weight management to promote community fitness.

B. Performance Standards The learner . . .

∙ Maintains an active lifestyle to influence the physical activity participation of the community
∙ Practices healthy eating habits that support an active lifestyle

C. Learning Competencies/ The Learner...

Objectives ∙ Undertakes physical activity and Physical Fitness Assessment
Write The Lc Code For Each ( PE9PF-IIIa-h-23)
∙ Assesses eating habits based on the Philippine Food Pyramid/ My food plate
(PE9PF-IIIa-39)
∙ Determines risk factors related to lifestyle diseases (Obesity, Diabetes, Heart diseases)
(PE9PF- IIIa-40)
∙ Distinguishes facts from myths and misinformation associated with eating habits
(PE9PF- IIIb-29)

II. CONTENT

Festival Dances

III. LEARNING RESOURCES

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)
Portal

B. OTHER LEARNING https://

RESOURCES www.youtube.com
/watch?
v=rkpgF2M5jHQ

26
Annex1B to DepEd Order No. 42, s. 2016
https://
m.youtube.com/w
atch?v=0pt9K_Mb9Yo

IV. PROCEDURES

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

(15 min)

B. Establishing A Purpose Ask the students to The teacher will ask

For The Lesson state the food which students about their BMI
they ate last. and
Nutritional status.
What food did you eat?
Is it healthy? Let them analyze their
nutritional status and
How it affect your reflect it in their daily
body’s health? activities.

The teacher will What will happen on the

present the different person if his/her status is
words/ under weight?
foods. Overweight? Obese?
Let the students
classify the The teacher will ask
words/foods which the health condition
of the

27
Annex1B to DepEd Order No. 42, s. 2016
group they belong. students before
performing the dance.
(Food Pyramid)
(15 minutes) ( 10 minutes)
C. Presenting Examples/ The teacher will The teacher will present
Instances Of The New discuss the Table 1: a video of 5 Basic
Lesson Calorie fundamentals.
Counter Table, Table 2: https://
Calories Consumed per www.youtube.com/w
15 minutes, Table 3: atch?v=rkpgF2M5jHQ
Calorie content of
nutrients,
Table 4: Physical Ask the students to
Activity Table through execute the 5
Power point Fundamental position of
Presentation to be arm and feet
lead by the teacher
What can you say about
(25 min) when you are doing the
5 fundamental
positions?
(15 min)

D. Discussing New Teacher will present The teacher will present

Concepts And a video clip about a video of Festival
Practicing New Skills eating habits among dance
#1 teenager. (buhayani)

Students give their The teacher will ask

reflection/ insight the students the
about the video clip. following
questions:
The teacher will ask
the students if they 1. What are the basic
have a good eating skills needed in
habits. dancing?
2. What dance formation
Site and examples did you see in the video?
that showing good 3. How are the dance
eating steps being executed?
habits. 4. How essential is music
(15 min) in dancing?
 28
Annex1B to DepEd Order No. 42, s. 2016
https:// https://m.youtube.com/
www.youtube.com watc h?v=0pt9K_Mb9Yo
/watch?v=FvZIUKG67pI
The teacher will discuss the
Basic skill needed in
dancing, Dance Formation,
Essential of music in the
dance
through power point
presentation.

(30 min)

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

(10 min)

F. Developing Mastery The learners will make The students will execute the five
(Leads To Formative the computation of their fundamentals movement. Prior to
Assessment 3) individual total the activity, the teacher will ask
energy the students to have a copy of

Annex1B to DepEd Order No. 42, s. 2016
G. Finding Practical
Applications Of Concepts
And Skills In Daily Living
requirements (TER) their individual Heart Rate Log
see LM- p. 140 that can be used in the whole
grading quarter for all the
The students will make physical activity that we do.
a list of a Meal Plan for (see ANNEX A)
a week. Observe the (30 min)
weight management if
needed.
29
The students will be
asked to make their
Personal Festival
Dancing Program
(FITT) based for the
result of then FITT
computations.
See p. 142 for
template (20 min)
The teacher will ask The teacher will ask the
the students about students the following
the questions:
importance of eating
habits and physical 1. What is the purpose of
activity in connection knowing the 5 fundamental
of weight position before dancing?
management in our 2. How dancing affect our
lifestyle/ daily living. daily living/lifestyle?
(5 min)
Let the students sum
up their answer.
Teacher should write
on the board the
 responses. (10 min)

H. Making The teacher will . The teacher will ask the students
Generalizations And emphasize to the to make insights/reflections with
Abstractions About students the value of emphasis on the essential
The Lesson the training guidelines understanding of the lesson.
including the FITT
principles in dance by (5 min)
answering the open-
ended statement:

1. I learned that
_______________.
2. I realized that
_________________
_.
3. A am happy
because

30
Annex1B to DepEd Order No. 42, s. 2016
_______________.

(20 min)

I. Evaluating Learning The teacher will give The execution of fundamental

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

V. REMARKS

VI. REFLECTION

A. No. of Learners Who

Earned 80% In The
Evaluation.

B. No. of Learners Who

Require Additional
Activities For
Remediation Who
Scored Below 80%

C. Did The Remedial

Lessons Work?

D. No. of Learners Who

Continue To Require
Remediation

E. Which of My
Teaching Strategies
Worked Well? Why
Did These Work?

F. What Difficulties Did I

31
Annex1B to DepEd Order No. 42, s. 2016
 Encounter Which My
Principal or
Supervisor Can Help
Me Solve?

G. What Innovation Or
Localized Materials
Did I Use/Discover
Which I Wish To
Share With Other
Teachers?

For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph
 32
Annex1B to DepEd Order No. 42, s. 2016
Daily Lesson Log SCHOOL CALAMBA BAYSIDE NHS GRADE LEVEL 9
in

MAPEH TEACHER MARINEZZA V. SALES LEARNING AREA PE

TEACHING DATE (2ND WEEK) QUARTER 3RD QUARTER

AND TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of lifestyle and weight management to promote
community fitness

B. Performance Standards The learner . . .

∙ Maintains an active lifestyle to influence the physical activity participation of the community
∙ Practices healthy eating habits that support an active lifestyle

C. Learning The learner...

Competencies/ ∙ Describes the nature and background of the dance
Objectives (PE9RD-IIIb-1)
∙ 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

III. LEARNING RESOURCES

A. REFERENCES
 1.Teacher’s Guide pages Pp. 91-98

2.Learner’s Mateials pages pp. 124-130

3.Textbook pages

4.Additional Materials
from Learning
Resources (LR)
portal

B. OTHER LEARNING
RESOURCE

IV. PROCEDURES

Annex1B to DepEd Order No. 42, s. 2016
A. Reviewing Previous
Lesson or Presenting The
New Lesson
33
The teacher will give The teacher will ask The teacher will ask
a recap on lifestyle the students about the students to give
diseases. the examples of
(5 min) different examples of locomotor and non
festival dances in the locomotor
Philippines and their movements, basic
brief description. steps and arm
(10 min) movement.

The students will

have warm up
exercises
before the group
activity.
(10 min)
 B. Establishing A Purpose
For The Lesson
Annex1B to DepEd Order No. 42, s. 2016
C. Presenting Examples/
Instances of The New
Lesson
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
3. Classify whether
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.
34
The students will
present their work in
front of the class.
(15 min)
The teacher will post
a matching type
activity and let the
students
 identify the place of
Origin of the different
festivals in the
country. See LM P.
124
(5 min)

D. Discussing New The teacher will

Concepts And Practicing discuss the nature
New Skills and
#1 background of some
famous festivals in
the Philippines
through a
PowerPoint
presentation.
(25 min)

E. Discussing New The teacher will

Concepts And Practicing discuss how dancing
New Skills contributes to the
#2 improvement of
cardio-vascular
endurance by
determining the Target
Heart Rate (THR)
range. The students
will get thier own
computation of
Predicted Maximum
Heart Rate (PMHR)
Lowest Traget Heart
Rate (LTHR) and
Highest Target Heart
Rate
(HTHR)

(10 min)
 35
Annex1B to DepEd Order No. 42, s. 2016

F.Developing Mastery The teacher will

(Leads To Formative demonstrate the
Assessment 3) locomotor and non
locomotor
movements, basic
steps, and arm
movements.

The teacher will

divide the class in
to four
groups consisting of
10- 12 members.
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)

G. Finding Practical Students will

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

Their performance

36
Annex1B to DepEd Order No. 42, s. 2016
should have a
music
accompaniment.

(40 min)

H. Making Generalizations The teacher will

And Abstractions About ask the students
The Lesson why we need to
consider
reviewing of
locomotor, non
locomotor, basic
steps and arm
movement before
the festival dance.

What is the
importance of
engaging in this kind
of physical activity?
(10 min)

I. Evaluating Learning Student

performance will be
assessed using
 scoring
guide/rubrics.

Variety of
movements- 10
Creativity- 10
Cooperation-5
Total- 25 points

J. Additional Activities For Bring any music that Ask the students
Application Or Remediation can be used in festival to research
dance. other
examples of
festival dances.
Bring it to
class the next meeting.

V. REMARKS

VI. REFLECTION

A. No. of Learners Who

Earned 80% In The
Evaluation.

37
Annex1B to DepEd Order No. 42, s. 2016
B. No. of Learners Who
Require Additional
Activities For Remediation
Who Scored Below 80%

C. Did The Remedial

Lessons Work?

D. No. of Learners Who

 Continue To Require
Remediation

E. Which of My Teaching
Strategies Worked Well?
Why Did These Work?

F. What Difficulties Did I

Encounter Which My
Principal or Supervisor
Can Help Me Solve?

G. What Innovation or
Localized Materials Did I
Use/Discover Which I
Wish To Share With
Other
Teachers?

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

38
Annex1B to DepEd Order No. 42, s. 2016
 Daily Lesson Log SCHOOL CALAMBA BAYSIDE NHS GRADE LEVEL 9
in

MAPEH TEACHER MARINEZZA V. SALES LEARNING AREA MUSIC

TEACHING DATE 3RD WEEK QUARTER 3RD QUARTER

AND TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of lifestyle and weight management to promote
community fitness.

B. Performance Standards The learner . . .

∙ Maintains an active lifestyle to influence the physical activity participation of the community
∙ Practices healthy eating habits that support an active lifestyle

C. Learning The learners...

Competencies/ ∙ Monitors periodically one’s periodically one’s progress towards the fitness goals
Objectives (PE9RD-IIIb-h-4)
∙ Involves oneself in community service through dance activities in the community
(PE9PF-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)

III. LEARNING RESOURCES

 A. REFERENCES

1. Teacher’s Guide pages Pp.11-114

2. Learner’s Mateials pages pp. 148-153

3. Textbook pages

39
Annex1B to DepEd Order No. 42, s. 2016
4. Additional Materials
from Learning
Resources (LR)
portal

B. OTHER LEARNING
RESOURCE

IV. PROCEDURES

A. Reviewing Previous The teacher will ask the The teacher will ask The teacher will
Lesson or Presenting The students to recite and the students to discuss the Rubrics in
New execute locomotor, non recite and execute their festival dance
Lesson locomotor, basic steps locomotor, non performance.
and arm movements locomotor, basic
that they have learned steps and arm The students will
from the previous movements that have their warm-up
lessons. (5 min) they have learned exercise before the
from the previous practice.
lessons.
(5 min)

B. Establishing A Purpose The teacher will ask

For The Lesson the students what
fitness development
can people get in
 participating in
festival dance in the
community like the
buhayani festival

dance? (5 min)

C. Presenting Examples/ The teacher will

Instances of The New discuss the GRASPS
Lesson for students to able to
know the
festival dance routine
of all grade 9 level
and the preparation
for it. See TG. P11-
114
Each section will
select one festival
that
represent their sections.

40
Annex1B to DepEd Order No. 42, s. 2016
(10 min)
D. Discussing New The teacher together The teacher will
Concepts And with the students will discuss the Rubrics
Practicing New Skills assign first the in their festival
#1 respective committees dance
performance.
The teacher will
present the possible (See Attachment)
festival that might (5 min)
used by the
students in their
performance
1. Maskara Festival
2. Panagbenga
Festival 3. Buhayani
Festival
4. Ati-atihan Festival
5. Sinulog Festival
6. Bangus Festival
(10 min)

E. Discussing New Let the students to use Let the students to

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

Every Physical Activity Every Physical

 (Practice) that might Activity (Practice)
happen students that might
should record their
Heart Log

41
Annex1B to DepEd Order No. 42, s. 2016
for them to have happen students
self- assess and should record their
report the heart Heart Log for them
rate before and to have self-assess
after they perform. and report the
heart rate before
Always remind the and after they
students about the perform.
possible injuries that
might occur when Always remind the
doing physical activity students about the
and possible injuries
situation: that might occur
1.Not having proper when
warm-up exercise doing physical
2. Not executing activity and
the proper situation:
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)
 F. Developing Mastery The teacher will The teacher will
(Leads To Formative monitoring the monitoring the
Assessment 3) practice properly. practice properly.
(25 min) (45 min)

G. Finding Practical Dance Presentation

Applications Of Concepts in the community.
And Skills In Daily Living

H. Making Generalizations The students will

And Abstractions About make a reflection
The Lesson about the festival
dance

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

I’ve realized
__________.

I am happy
because
_________.

I. Evaluating Learning The teacher will

evaluate their
performance
based from the
rubrics:
(see Attachment)

J. Additional Activities For The students shall

Application or Remediation prepare Festival
Dance Journal and
 submit their HR
LOG.

V. REMARKS

VI. REFLECTION

A. No. Of Learners Who

Earned 80% In The
Evaluation.

B. No. Of Learners Who

Require Additional
Activities For Remediation
Who Scored Below 80%

C. Did The Remedial

Lessons Work?

D. No. Of Learners Who

Continue To Require
Remediation

E. Which Of My Teaching
Strategies Worked Well?

43
Annex1B to DepEd Order No. 42, s. 2016
Why Did These Work?

F. What Difficulties Did I

Encounter Which My
Principal Or Supervisor
Can Help Me Solve?
 G. What Innovation Or
Localized Materials Did I
Use/Discover Which I
Wish To Share With Other
Teachers?

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

44
Annex1B to DepEd Order No. 42, s. 2016
 Daily Lesson Log SCHOOL MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH TEACHER MA.CECILIA E. PANALIGAN LEARNING AREA HEALTH

TEACHING DATE WEEK 1 QUARTER 3RD QUARTER

AND TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 The learner...

Competencies/ ∙ Discusses basic information about first aid (Principles, Roles, Responsibilities and Characteristics of a good aider)
Objectives (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

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)

45
Annex1B to DepEd Order No. 42, s. 2016
∙ Do secondary survey of the victim (head-to-toe survey)
C. Use of Dressing and Bandages (alternatives include clean cloth or, handkerchief) ∙ Principles of
Wound Dressing (careful handling, large enough to cover the wound, should fit snugly and not cut off
circulation)
∙ Bandaging Techniques (for the head; forehead; ear, cheek and jaw; burned hand; sprained ankle;
and dislocated arm

III.LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pages

2. Learner’s Material pages Pages 324-329 Pages 330-341 Pages 342-349

3. Textbook pages ∙ 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.

∙ Abejo M.P.,et.al.Edukasyong pangkatawan, kalusugan at musika I.

DepED. 1994. pp.197-198

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

46
Annex1B to DepEd Order No. 42, s. 2016
∙ HAIYAN - Philippine How To Do A Simple Dressing
Red Cross in https://www.youtube.com/watch?
Actionhttps:// v=h 2Dw-8ry5TA
www.yo How to apply a basic Bandage:
utube.com/watch? https://www.youtube.com/watch?
v= zEH6Gl3iJjc v=F sgb4FFYxY4

IV.PROCEDURES
A. Reviewing Previous ∙ The teacher will For Review Activity: The students will
Lesson or Presenting New conduct a pre-test answer the activity
Lessons through; Paper-and -pencil Test 4: “What will you
The students will do?”
“Fact or Bluff” answer the questions (5 min)
individually, 1. What is
first aid?
(See Activity 1 3rd 2. Why it first aids
Qtr. 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 Lesson
The teacher will The teacher will give the The teacher will ask
present a video clip situation below, and let some
of the the students decide what representatives to
Typhoon Yolanda. they will do next if they demonstrate on
Then ask to student to are in the situation/ how to put
answer the following scenario. bandage in an
questions; injured person and
1. What do you feel Situation: A man dressing for the
after watching found unconscious wounds.
the after his (5 min)
video? motorcycle hits the
2. Who are the truck. (5 min)
people helped
the victims?
3. What kind of help

47
Annex1B to DepEd Order No. 42, s. 2016
they rendered?
4. What do you think
will happen if
there
are no one who
assisted them?
(10 min)

C. Presenting Examples / The teacher will present The teacher will present The student will
Instances of The New Lesson this question: the flow chart on LM watch a video
page 331, to check if clip, then
How important the their answer on the first answer the
presence of the first activity is correct. (10 questions afterwards;
aider? min)
(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 The teacher will discuss The teacher will discuss The teacher will
And Practicing New Skills # 1 the Nature and the Vital Signs and discuss the
Limitation of First Aid difference of signs and difference between
including the following symptoms using Venn the dressing and
sub-topics; Diagram bandages.
Principles, Roles, ( Refer on LM page 333) Supporting
Responsibilities and videos will be
Characteristics The teacher will ask the used to
 present the
Refer to LM page students watch the lesson
325 (For additional video, “Philippine Red
information, See Cross Basic First Aid Worksheet will
attachment no.3) Training Exercise” be provided.
(Refer to Activity 5)
Processing questions:

48
Annex1B to DepEd Order No. 42, s. 2016
(10 min) 1. How the Red (20 min)
Cross intervene in Note:
the But if the video is
different sitautions? not available refer
2. What intervention to LM for specific
gives you learning? and
(10 min) detailed content.
Also some
materials are
provided

E. Discussing New Concepts The teacher will use The teacher may
And Practicing New Skills # 2 the Interactive use other video
Strategies clips if he/she is
wherein: not familiar in the
1. Discuss the Primary first aid
and Secondary standard. (Links
Survey on LM page are available in
333, through the use the
of images. references)
2. Teacher- Student The teacher will
Collaboration ask the following
3. The teacher will questions after
ask some students viewing;
to 1. What are the
demonstrate the two phases of

F. Developing Mastery (Leads
To Formative Assessment 3)
Annex1B to DepEd Order No. 42, s. 2016
procedures. Bandages?
2. How it differs
Critiquing or feed backing from each other?
will be done (15 min)
simultaneously. (10 min)
The teacher will ask The teacher will ask the The students will
the students to do students to arrange the ask to do the page
the following steps in 348, Activity 16.
following activities: assessing emergency
victim. The scenario will (10 min)
(Refer to the be:
activity 2 for the
instructions) After an earthquake
incident, you see your
(Multiple
49
 Intelligences) classmate lying down
Bodily-Kinesthetic: and unconscious and
Act the characteristics you are the only one
of a Good First Aider sees her.
Linguistic- Present (10 min)
the Principles of First
Aid through in a
poetic
manner
Visual-Spatial:
Describe the roles of
the first aider through
the use of symbolism

Processing questions:
1. After you
watch
the group
presentation,
what is the
importance of
basic knowledge
about first aid
basics?
2. How you work as
a group?
(15 min)

G. Finding Practical The teacher will go Triad Activity: The group

Applications of The back again to the The students of students
Concepts And Skills In statements of facts will make their will be
Daily Living and bluff activity, then emergency action presenting
ask the students to plan. They are a
identify in which free to choose demonstrati
aspects of first aid is the on of the
exemplified. Use the scenario: following;
following Group 1:
choices: Scenario A: Techniques
 1. Role accidentally fell in
2. Objectives on the ground bandaging
3. Characteristics but still Group 2:
4. Principles conscious How to

50
Annex1B to DepEd Order No. 42, s. 2016
(5min) Scenario B: A manage
girl can’t wounds
breathe after Group 3:
she eat sea Phases of
foods. Bandaging
students
(10 min) will
Group 4:
Bandaging
in a
puncture in
foot
Group 5:
Putting first
in an open
wound

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

51
Annex1B to DepEd Order No. 42, s. 2016
(10 min for
preparation
and
planning,
10 mins for
presentatio
n, 10 for
feedbacks)
I. Evaluating Learning The students will Dyad Activity: The
answer the activity 3. The student will teacher
do they Do will ask
( Refer to Activity 3 Think-Pair- Share the
attachment) about the students to
following do activity
(5 min) keywords; 1. on LM page
Signs and 349
Symptoms (10 in)
2. Vital Signs
3. Primary
Survey 4.
Secondary
Survey
(15 min)

J. Additional Activities For For Advanced For Advanced For

Application And Learners/ Section: Learners or Advance
Remediation Group of 5, they will Section: Learners:
research on the Do page LM 341 Make a
common accidents demonstrati
encountered by their For Students’ on on how
schoolmates in with learning to
different aspects, needs manage
A. Home follow-up; wounds
B. Classroom Answer the and
question on LM suppose
For Students who page 340. you are
are in need of going to
follow-up: The (15 min) teach the
students will answer grade 7.
the activity 3,
additional activity. For
Students
(Refer to Activity 3 with
learning
needs:
 52
Annex1B to DepEd Order No. 42, s. 2016
attachment) Answer
activity 6 “
Help me to
Put Bandage”

V.REMARKS

VI.REFLECTION

H. No. of Learners Who

Earned 80% In The
Evaluation

I. No. of Learners Who

Require Additional For
Remediation Who Scored
Below 80%

J. Did The Remedial Lessons

Work? No. Of Learners
Who Have Caught Up
With The Lesson.

K. No. of Learners Who

Continue To Require
Remediation

L. Which of My
Strategies Worked
Well? Why Did
These Work?

M. What Difficulties Did I

Encounter Which My
Principal or Supervisor
Helped Me Solved?
 N. What Innovation or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

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

53
Annex1B to DepEd Order No. 42, s. 2016
Daily Lesson Log SCHOOL MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH TEACHER MA.CECILIA E. PANALIGAN LEARNING AREA HEALTH

TEACHING DATE WEEK 2 QUARTER 3RD QUARTER

AND TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 The learner...

Competencies/ ∙ Demonstrates proper techniques in carrying and transporting the victim of unintentional injuries
Objectives (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

II. CONTENTS

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)
∙ Bleeding
∙ Burn (superficial, partial and full-thickness)
∙ Heat emergencies (heat exhaustion, heat stroke)
∙ Bleeding
∙ Poisoning
∙ Choking
∙ Drowning
∙ Heart attack
∙ Electrocution

54
Annex1B to DepEd Order No. 42, s. 2016
III. LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pages

3. Learner’s Material pages Page 350-355 Pages 356-357

4. Textbook pages Darilag, A. (2012). EASE Health Education II Module 6. Enjoy life with P.E and health II..223-231,
233- 238.

5. Additional Materials
 from Learning Resource
(LR)
portal

B. OTHER LEARNING Getchell &Pippin et. al. (2006) Perspectives on Health:First Aid and Manual Review Toronto,
REFERENCES Ontario. 680-681.

Online Sources:
Epic Stretcher fail compilation (THE BEST):https://www.youtube.com/watch?
v=wocCYL2MczA “Bridesmaids (5/10) Movie CLIP - Food Poisoning (2011) HD”
https://www.youtube.com/watch?v=PP9l4LP0WPI

IV. PROCEDURES

A. Reviewing Previous The students will The students will

Lesson Or Presenting answer the formative answer the 5-10
New Lessons assessment based on question quiz based
the lesson 3. on the previous
(5 min) lesson. (5 min)

B. Establishing A Purpose The students will The students will

For The Lesson watch the video, go with their
“Epic Stretcher fail multi
compilation (THE intelligences group,
BEST)” (5 min) Then they will
perform the activity
23 on LM page 356.
(15 ins)

C. Presenting Examples / The students will The teacher will

Instances Of The answer the following process the activity
New questions after viewing 23
Lesson the video, 1. What the presentation.
happened to the
Processing Questions:

55
Annex1B to DepEd Order No. 42, s. 2016
victims? 1. How do you find
2. What is the the activity?
major problem of 2. What are the
each things you consider
scenario? in
(5mins) order to
accomplished your
activity?
(10mins)

D. Discussing New The teacher will discuss The teacher will

Concepts And Practicing the different kinds of discuss the First Aid
New Skills # 1 transport on LM page for
351-354. Teacher may Common
use different strategies Unintentional
for discussion. Pictures Injuries LM page
may be use. 357- 362.
(5min)
The teacher will
E. Discussing New The teacher will discuss as well
Concepts And Practicing discuss the Two-man demonstrate the
New Skills # 2 and Three or More- different intervention.
man Transport, and
ask some students This is more effective
to help the teacher if a video or class
in demonstration. interaction will be
(Safety Precaution applied.
should be observed) (20 min)
(5 min)

F. Developing Mastery The students will Students will do

(Leads To Formative answer the activity on activity on page 363
Assessment 3) page 351- 352, nos. 1- activity 25.
5, they can refer to
their LM. (Refer to the
(5 min)
 activity) (15min)

G. Finding Practical The students will do By pair, the students

Applications Of The
Concepts And Skills In
Daily Living
the activity: “Carry will write how to apply
me with Care” first aid in the given
Each group will create situation, using flow
their video illustrating chart. A short video
the will be given.

56
Annex1B to DepEd Order No. 42, s. 2016
different ways of (10 min)
transport.
(See attachment
no.10 for details)
(15 min)

H. Making Generalizations Proper transport in Unintentional injuries

And Abstractions About
The Lesson
a victim may help
to
prevent further injury.
A first aider should go
proper training.
(5min)
cannot be avoided. It
happens at any time,
at any place to
anybody. We must
therefore
practice safety and
awareness at all
times. (5 min)
 I. Evaluating Learning The students will The student will
choose from the answer the following
different questions: 1. What
transport then they will are the
explain, why they different kinds of
choose this. unintentional
injuries? Give 3
Criteria: examples. ( 3pts)
3 points-correctness 2. Why it is
2-clearly stated important to know
1- Completeness of how to handle
thought injuries?
( 2 points content,
(5 min) 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)

57
Annex1B to DepEd Order No. 42, s. 2016
J. Additional Activities For For Advance Plan for your
Application And Learners: The performance task
Remediation students will do and practice for
activity 21 on page 355 the
presentation during
your vacant time.
 For students with
learning needs;
Do activity 22 on
LM page 355

V. REMARKS

VI. REFLECTION

A. No. of Learners Who

Earned 80% In The
Evaluation

B. No. of Learners Who

Require Additional For
Remediation Who Scored
Below 80%

C. Did The Remedial

Lessons Work? No. Of
Learners
Who Have Caught Up
With The Lesson.

D. No. of Learners Who

Continue To Require
Remediation

E. Which of My Strategies
Worked Well? Why Did
These Work?

F. What Difficulties Did I

Encounter Which My
Principal Or Supervisor
Helped Me Solved?

G. What Innovation Or NA
 Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

58
Annex1B to DepEd Order No. 42, s. 2016
*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to bld.tld@deped.gov.ph
59