K TO 12 School
DAILY LESSON LOG
Teacher
Teaching Dates and Time
I. OBJECTIVES Monday
Music
A. Content Standards The learner demonstrates
understanding of the musical
characteristics of
representative music from
the lowlands of Luzon.
B. Performance Standard The learner
 Performs music of the
1|Page
Grade Level Grade 7
Learning Area MAPEH
Quarter First/Week 1
Tuesday Wednesday Thursday Friday
Arts P.E Health
The learner… The learner demonstrates The learner demonstrates
understanding of guidelines understanding of holistic
 Art elements and and principles in exercise health and its management of
processes by program design to health concerns, the
synthesizing and
applying prior achieve personal fitness. growth and development of
knowledge and skills adolescents and how to
manage its challenges.
 The salient features of
the arts of Luzon
(highlands and
lowlands) by showing
the relationship of the
elements of art and
processes among
culturally diverse
communities in the
country
 The Philippines as
having a rich artistic
and cultural tradition
from precolonial to
present times
The learner… The learner The learner
 Creates artworks  Designs an

lowlands with
appropriate pitch,
rhythm, expression and
style.
C. Learning Competencies /
Write the LC code for each
The learner…
identifies the musical
Objectives: characteristics of
representative music
selections from the lowlands
of Luzon after listening.
(MU7LU-Ia-1)
analyzes the musical
elements of some lowland
vocal and instrumental music
selections.
(MU7LU-Ia-2)
2|Page
showing the
characteristic elements
of the arts of Luzon
(highlands and
lowlands)
 Exhibits completed
artworks for
appreciation and
critiquing
The learner…
Analyzes elements and
principles of art in the
production of one’s arts
and crafts inspired by
the arts of Luzon
(highlands and
lowlands) (A7EL-Ib-1)
Identifies characteristics
of arts and crafts in
specific areas in Luzon
(e.g., papier mâché [taka]
from Paete,
individualized exercise  Appropriately manages
program to achieve concerns and challenges
personal fitness. during adolescence to
achieve holistic health.
The learners… The learners… 
 Undertake physical  Discuss the
activity and physical
fitness assessments. concept of holistic
(PE7PF-Ia-h23)
health
(H7GD-Ia-12)
 Et goals based on
assessment results.
(PE7PF-Ia24)
 Explain the
dimensions of
 Recognizes barriers (low holistic health
level of fitness, lack of
skill and time) to (physical,
exercise.
mental/intellectual
(PE7PF-Ib26)
, emotional,
 Ifugao wood sculptures social, and moral

[bul’ul], Cordillera spiritual)

jewelry and pottery, (H7GD-Ib-13)

tattoo, and Ilocos

weaving and pottery

[burnay], etc.)

(A7EL-Ia-2)

The Music of Luzon ARTS and CRAFTS of Exercise Programs: Holistic health
II. CONTENT ( Lowlands ) LUZON (HIGHLANDS
and LOWLANDS) Training Guidelines, FITT

1.Vocal Music Arts and Crafts of Luzon Principles ,Endurance,

 Performance practice
 Folk songs
 Sacred (Liturgical and
Devotional)
Music: Mass, Pastores ,
Senakulo , Pasyon ,
Salubong , Flores de Mayo ,
and
Santacruzan
Muscle- and Bone
(Highlands and strengthening Activities
Lowlands) Note: Activities dependent on
teacher capability and school
 Attire, Fabrics, and
Tapestries resources.
 Crafts and
 Accessories, and Body
Ornamentation
 Architectures
 Sculptures
(gods/rituals)
 Everyday objects
I. Elements of Art
 Line

3|Page
  Shape and Form
 Value
 Color
 Texture
 Space

II. Principles of Art

 Rhythm,
 Movement
 Balance
 Emphasis
 Harmony, Unity,
 Variety
 Proportion

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

p. 10 - 46
2. Learner’s Material pages

3. Textbook pages Gonzales, C. , & Lacia G. et Lacia, G.C.; Limos, A.P.; Lacia, G.C.; Limos, A.P.;
al. ( ed. 20 ) MAPEH in Callo, L. F.; et Al., (2015). The Callo, L. F.; et Al., (2015).
Action -7 Rex Bookstore,Inc. 21st Century MAPEH In The 21st Century MAPEH
–( pp. 3-17 ) Action, REX Book Store, In Action, REX Book Store,

Limjoco, Ma.F , & Lapuz , 856 Nicanor Reyes, Sr. St. 856 Nicanor Reyes, Sr. St.
Darci R. et al. Journey 1977 C.M. Recto Avenue, 1977 C.M. Recto Avenue,
towards MAPEH-7 KLEAFS Manila, Philippines, pp. 123 – Manila, Philippines, pp. 251
Publishing – ( pp. 7-12 ) 141 – 257

Lacia , G . , & Limos , A. et Muyot, F.R. ; Garcia, M.D.; Muyot, F.R. ; Garcia, M.D.;
al. ( ed.2015 ) The 21st Baarde, M.G.; et.Al. (2013) Baarde, M.G.; et.Al. (2013)
Century MAPEH in MAPEH on the GO 7, MAPEH on the GO 7,
ACTION- ( pp. 4-21 ) Sunshine Interlinks Pub. Sunshine Interlinks Pub.

House. Inc. 3rd flr. Maine City House. Inc. 3rd flr. Maine
Tower, 236 Tomas Morato City Tower, 236 Tomas
4|Page

4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
5|Page
Video and Pictures Copiaco, H.P.; Lugue, V.
P.; Ramirez, V. E.; et. Al.
(2013).
Our world of MAPEH.
Vibal group, Inc.,
Gregorio Araneta Ave.,
Quezon City.
Ave. Brgy. South Triangle,
Quezon City, pp.
228 – 245
Bautista, J.V.; De Leon, A.C.;
Darilag, A.G.; et Al. (2006)
MAPEH For A Better You, LG
& M Corp. 1253
Gregorio Araneta Ave. cor.
Maria Clara St. Quezon City,
pp.211- 235
Copiaco,H.P.; Lugue, V.P.;
Ramirez, V.E.; et Al. (2013).
Our World of MAPEH, Vibal
group Inc.,
Gregorio Araneta Ave.,
Quezon City, pp.226 - 242
OHSP PE 1 – Module 1
Physical Fitness
http://www.slideshare.net
/elmerllames/physical
fitness-components
grade-7-physical
Morato Ave. Brgy. South
Triangle, Quezon City, pp.
317 – 327
Bautista, J.V.; De Leon,
A.C.; Darilag, A.G.; et Al.
(2006) MAPEH For A
Better You, LG & M Corp.
1253
Gregorio Araneta Ave. cor.
Maria Clara St. Quezon
City, pp.381- 399
Copiaco,H.P.; Lugue, V.P.;
Ramirez, V.E.; et Al.
(2013). Our World of
MAPEH, Vibal group Inc.,
Gregorio Araneta Ave.,
Quezon City, pp.316 – 321
OHSP in Health 1Q1
Module 1 pp.5-6
 Muyot, F. R.; Garcia, M. education-quarter-
D.; Baarde, MC. G.; et. Al.
(2013) 1?qid=268186be-62db-

MAPEH on the Go 7. 4841-810b-

Sunshine Interlinks 782332e454ed&v=&b=&f
Publishing House, Inc.,
rom_search=1
3/F Maine City Tower,
236 Tomas Morato Ave.,

Brgy. South Triangle

Quezon City.

Limjoco, M.F.; Lapuz, D.

M.; Jeniebre, J.L.; et. Al.
(2013)

Journey towards MAPEH.

KLEAFS Publishing.

Block 609, Lot 1 Phase 6,

Metrogate, Meycauyan II

Loma de Gato, Marilao,

Bulacan.

Copiaco, H.P.; Lugue, V.

P.; Ramirez, V. E.; et. Al.
(2013).

Ejoy life with Music and

Arts. SD Publications,
Inc.,

Gregorio Araneta Ave.,

Quezon City.

6|Page
IV. PROCEDURES

A. Reviewing previous lesson or Let the students recall The teacher will post The teacher will show The teacher will show a
presenting the new lesson
the following musical different objects that can students pictures of picture of adolescents

symbols being flashed in be found in Luzon. Ask different physical doing healthful activities

the cards by naming the students to identify activities. The students such as: exercising,

them one by one. (whole the origin of the objects. will match each physical eating healthy foods,

note, quarter note, flat, Ex. Bangka –LAGUNA activity with the physical studying lessons, playing

g-clef, sharp, 2/4, half Rice Teraces- BENGUET fitness components it with friends

rest, bar line and dotted etc. matches. The teacher will

note). ask the students about  What kind of

5 minutes
The teacher will ask the their answer. activities are the

students these questions: (see Annex A) adolescents

engaged in?

 Where do we 5 minutes  Are the activities

used or see these healthful or

symbols? unhealthful? Why

 What is the do you say so?

significance of
5 minutes
these symbols to

7|Page
 music?

5 minutes
B. Establishing a purpose for Play a guessing game The teacher will distribute Activity: FIT OR NOT? The teacher will ask the
the lesson
about the different songs different pictures of Luzon The teacher will show following:

being played. (Manang arts and crafts to each statements related to  How does your body
feel?
Biday, Leron-Leron Sinta, group. Ask the students Physical Fitness. Students
 Do you feel good?
and Magtanim ay di biro, to identify and name the will write FIT, if the
 How can you say that a
Pasyon, Flores de Mayo, origin of the given statements relates to the person is really healthy?
Santacruzan, and portraits. Assign student characteristics and  Do you think you are
healthy?
Salubong). The teacher to share their output in indications of a physically

will lead the students to class. fit individual and NOT, if

10 minutes
the realization that 10 minutes the statement is opposite.

Philippines is rich in 5 minutes

different kinds of music.

10 minutes

C. Presenting Ask the students what The teacher will present Based on the activity, the The teacher will present
examples/instances for the new
lesson are other songs that they different arts and crafts to teacher will ask the the concept of holistic

have learned in their the class through a short students the following health including the

elementary years other video clip. (Note: The questions: following:

8|Page
 than the songs that they teacher can also present  How do you Health

have heard. samples through printed describe a Wellness

The students will give pictures.) physically fit Holistic Health

their answers. Examples Luzon (e.g., papier person?

10 minutes
would be: Bahay Kubo, mâché [taka] from

Ati Cu Pung Paete, Ifugao wood  When can you say that an
individual is not
Singsing, Sitsiritsit ,Ang sculptures [bul’ul], physically fit?
Pipit , and Salidumay. Cordillera jewelry and

5 minutes pottery, tattoo, and  Based on your responses,

how do you describe
Ilocos weaving and
yourself?
pottery [burnay], etc.)

The teacher will ask the

 Are you a physically fit
following questions: individual? Justify your
answer.

 Name different
 What are your goals in to
arts and crafts be a physically fit
individual?
coming from

different places in
10 minutes
Luzon.

 Describe their

9|Page
 physical features,

attributes and

use.

5 minutes

D. Discussing new concepts and The teacher will discuss The teacher will discuss Teacher will lead The teacher will discuss
practicing new skills # 1
the meaning folk songs, the arts and crafts of discussion on Physical the concept of holistic

Sacred and its examples Luzon (Highlands and Fitness and its health and its dimensions

by showing a PowerPoint Lowlands). components through

15 minutes
about Philippine Folk and power point presentation.

The teacher will discuss the (40 min)

following Secular and Art
music and Sacred Music. 10 minutes Physical Fitness
(See attachment) http://www.slideshare.net

/elmerllames/physical
The teacher will ask fitness-components
these questions grade-7-physical
regarding the education-quarter-
PowerPoint: 1?qid=268186be-62db-

4841-810b-
 What is the meaning of a
10 | P a g e
 folk song/sacred music? 782332e454ed&v=&b=&f

rom_search=1

 What are the different

types of folksongs and
sacred music according
to their functions?

15 minutes

E. Discussing new concepts and The teacher will discuss

practicing new skills # 2
the elements and

principles present in the

given examples.

10 minutes

F. Developing mastery The students will play the The students will name The students will give an
(Leads to Formative
Assessment 3) game “Name that tune.” the given arts and crafts, activity on each

The teacher will play the their characteristics, dimension of holistic

following songs like elements and principles health

Bahay kubo, Sitsiritsit, that they observe.

Magtanim ay di Biro, Ex. 5 minutes

11 | P a g e
 Salubong, Pasyon and Ilocos-Inabel Cloth

Flores De Mayo Ifugao-Tattoo

10 minutes Lumban-Embroidery

Paete-Paper Mache

Cordillera-Ikat cloth

Note: Teachers can use

their own local arts and

crafts as an example.

5 minutes

G. Finding practical The teacher will ask the As a student, what

applications of concepts and
skills in daily living following questions: practices will promote

 As a student, how can physical, mental,

you help in the
preservation of arts emotional, social and
and crafts of Luzon? moral-spiritual health?

 As a student and a
5 minutes
member of the
community, in what
ways can you promote
the value of Luzon
arts and crafts to your
12 | P a g e
 fellow students?

5 minutes

H. Making generalizations and The teacher will present The teacher will
abstractions about the lesson
different pictures of arts summarize the lesson

and crafts in Luzon in a focusing on the concept

collage form. and dimensions of

holistic health

Let the students analyze

and understand the given 5 minutes

subject.

The teacher will ask the

following questions:

 What are the

characteristics of
Luzon’s arts and
crafts?

 What are the elements

and principles visible

13 | P a g e
 to their crafts?

5 minutes

I. Evaluating Learning Analyze and write down Take actions for your

the elements and health

principles visible to the *See attachment

following: What health

 Bobo and Suklang dimension(s) will be

 Giant Lanterns
 Ling-ling O enhanced if you do the
 Kadangyan Cloth
 Barong activities

below? Write each

5 minutes
activity on the

appropriate circle.

5 minutes
J. Additional activities for Look for some additional Name 2 arts/crafts for List examples of your
application for remediation
examples of Folk Songs the following places. personal activities in

and Sacred Music. attaining holistic health

1. Batangas

2. Cordillera

3. Laguna

14 | P a g e

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%.
15 | P a g e
4. Nueva Ecija
5. Ilocos
List down some religious Ask the students to
songs that you know. practice drawing different
kinds of lines in a bond
paper. Divide the paper
into four equal parts. Make
use of different kinds for
each box. Horizontal,
vertical,
diagonal and curved
lines.
The teacher will ask the
students to bring the
following:
 Sack or used manila
paper
 Tape measure
 Stop watch
 Meter stick
 24 inches ruler
 Marker or chalk
Remind the students to wear
proper PE uniform.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.

D. No. of learners who continue

to require remediation

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

16 | P a g e