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DLL MAPEH7 - 3rd Quarter FFGGG
DLL MAPEH7 - 3rd Quarter FFGGG
OTHER LEARNING
REFERENCES
IV. PROCEDURESDaily Lesson Log SCHOOL DAWA NATIONAL HIGH SCHOOL GRADE LEVEL 7
in
MAPEH
A. Reviewing Previous
Lesson or Presenting New
K. Assignment
Listening Activity of
TEACHER
Mindanao Music
ANGELICA N. ROCAMORA
Have the students read the
Play the game:
"Guess the
Analyze
sound,
and identify
LEARNING
Give atthen,
AREA
leastwrite the
5 existing
CATCH- UP FRIDAY
MUSIC
Lessons • What can you next lesson in Advance Instruments” what kind of
cultures from
TEACHING sayDATE
aboutAND WEEK 1 QUARTER
instrument 3RD QUARTER
the Mindanao have been
TIME
music? Let the learners played?
Topic: Mindanao vocal and
Instrumental ensemble listen to the
F. Developing Mastery Listening Activity Group Activity
•MONDAY
What did you TUESDAY WEDNESDAY
recorded or actual THURSDAY FRIDAY
(Leads To Formative 1. What are the Ask the students to
I. OBJECTIVES feel while sound of
Assessment 3)
V. REMARKS distinctive analyse and group/
listening to instruments. Ask
A. Content standard The learnerthe demonstrates characteristics
understanding of thecharacteristics
of the musical classifymusic
of representative the musical
from
music? the students to
Mindanao. Indigenous music of instruments of
name the
VI.REFLECTION
C. Presenting Mindanao? The teacher will let Mindanao.
Prepared by: Examples / The teacher will ask the particular
Instances of standard
B. Performance the New students:
The learner What
performs is music
the of Mindanao with appropriate expression the students
instrument and watch
that will
style.
G.A. No. ANGELICA
ofFinding
Learners Who N. ROCAMORA
Practical Checked by:
Lesson vocal music of Mindanao? Group Activity: a video
be presentation
played. The After the group
Earned 80%ofInthe
Applications Teacher
The I Write characteristics
your own storyofof how aboutanalyses
the example JOEL M. URSONALprocess
presentation,
C. Learning competencies/ The learner identifies the musical learners
The learner maymusical
the elements of
Evaluation
Concepts And Skills In Mindanao music came to be. of instrumental
answer by writing Principal
the II
response by
Objectives representative music selections from Mindanao after some Mindanao vocal and instrumental music.
B. Daily
No. ofLiving
Learners Who listening. ensemble,
the name and
(MU7MN-IIIa-g-2) of the discussing the
Require Additional For (MU7MN-IIIa-g-1) afterwards
instrument will
on the importance of music
ask
Remediation Who Scored board. The first to their daily living.
the following
The Vocal Music of Mindanao question:
Below 80%
H. Making Generalizations The teacher will ask the one who guesses it Ask the students what
C.and Abstractions
Did The Remedial Lessons A. Islamic Music - Vocalstudents correctly
Music about the musical B. Instrumental gets a are the musical
Ensemble
About
Work?theNo.Lesson
of Learners characteristics of music from What
point. can you say
The student elements of Mindanao
II. CONTENTS • Chants • Kulintang ensemble
Who Have Caught Up Mindanao, and how it is about
who the video
earns the vocal and instrumental
• Lullaby • Bamboo ensemble
relevant to this region. clip?
most number of
With The Lesson. • Solo instrumentmusic?
points wins the
D. No. of Learners Who
game.
III. D.
I. Discussing
Evaluating
LEARNING New Concepts
Learning
ContinueRESOURCES
To Require Discussion of the Play Islamic music The teacher will The teacher
Analyze will
and identify
and Practicing New Skills
Remediation elements and principles 1-5 Identify and Enumerate discuss the discuss
the soundthebeing
features of
B. #1
Establishing A Purpose For of arts
Play a present
guessing in the
game the musical characteristics features
Have a of Agusan,
picture Zamboanga
played and writePeninsula
what
A.E.REFERENCES
Which of My Strategies
The Lesson artworks of Mindanao.
about the different songs Lanao and
parade. Present their and
kind their
of folk arts
instrumental
Worked
1. Well?Guide
Teacher’s Why pages
Did folk arts showing
(10
(5 min)
sung on different pictures (10 min)
ensemble.
These Work? min)
2. Learner’s Material pages occasions and seasons in
p. 10 different p. 11
E.F.Discussing
What Difficulties
New Did I
Concepts the Philippines.
Discuss the Make
different the instrumental
Play an example
J. Additional Activities for Listening to other examples of Let the learners find
Encounter
and Which
Practicing New My
Skills students
forms andrealize that each
characteristics ensemble
of from
instrumental
Application Gonzales,C.,& Lacia G. et al.(ed.20 ) MAPEH in action- 7 out about other
3. Textbook
#Principal
2 Orand
pages
Supervisor nation
of vocalhas its own
music
vocal music from
in set of Mindanao and identify their Mindanao,
ensemble inlearners musical instruments
Remediation
Helped Me Solved? seasonal
Mindanao. and vocal analyze
Mindanao theandmusical
let of Mindanao that
4. Additional Materials Videos, audios, pictures and characteristics
maps
G. What Innovation or music. Relate the elements
the studentsif it is were not mentioned
from Learning Resource
Localized Materials Did I activity with the string,
analysedrumsits tone and in the lesson. Have
(LR) portal
Use / Discover Which I diversity of the vocal wind
color instruments.
through them enumerate the
Wish To Share With Other music of Mindanao. listening. (5 min) instruments.
Teachers?
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the
musical characteristics of representative music
from
Mindanao.
B. Performance Standard The learner performs music of Mindanao with
appropriate expression and style.
H TEACHING DATE
AND TIME
Week 2 QUARTER 3rd Quarter
(MU7LV-IIIc-h-7-8)
• Provides
accompaniment to
selected music of
Mindanao (MU7LV-IIIc-
h-9)
The learner evaluates music selections and
music performances applying knowledge of
music elements and styles
(MU7LV-IIIc-h-10)
A. Non-Islamic
II. CONTENT • Christian B. Instrumental Ensemble
• Lumad (Folk song of Zamboanga, Butuan
and Tausug)
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
Padro,Alicia N. et al,(1998.) Musika at sining. 2 – 3.
2. Learner’s Material pages Adriano,C..,T.et al, (1999.) Edukasyong pangkatawan, kalusugan at musika III. 253-254
• What
instruments
can you aurally
recognize from the
music? (10
min)
Group C - create
appropriate
movements
(20 min)
H. Making Generalizations And How did Lumad and How an ensemble can
Abstractions About Christians music affect the perform a piece of
The Lesson culture and geography of music well.
Mindanao? (5 min)
I. Evaluating Learning 1 – 5 Short quiz Use the rubrics in the
(5 min) group presentation.
J. Additional Activities For Let the students find out Make a music video
Application And about the past and present on the indigenous
Remediation music of Mindanao music of Mindanao.
You can include your
own chants or
improvised melody in
your music video.
V. REMARKS
VI.REFLECTION
DailyStandards
B. Performance Lesson Log The learner…
SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 7
in
• Create artworks showing the characteristic elements of the arts of Mindanao
MAPEH
C. Learning Competencies/
TEACHER
• Exhibit
The learner…
CHRISTIAN
completed artworks MARION A. and
for appreciation OBOcritiquing LEARNING AREA
• Creates crafts that can be locally
Arts
Elements and Principles of Arts Agusan Del Sur and Zamboanga Peninsula
Elements of Art Lanao Folk Arts (Attire, fabrics, tapestries,
Line, Shape, Form, Value, Color, Texture (Attire, fabrics, tapestries, crafts, accessories, body
II. CONTENT and Space crafts, accessories, body ornamentation,
ornamentation, architectures architectures sculptures
Principles of Art sculptures (gods/rituals) and (gods/rituals) and everyday
Rhythm, Movement, Balance, Emphasis, everyday objects) objects)
Harmony, Unity, Variety and Proportion
III. LEARNING RESOURCES
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013). Our world of MAPEH. Vibal group, Inc.,
Gregorio Araneta Ave., Quezon City, 178-183.
Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013) MAPEH on the Go 7.
Sunshine Interlinks Publishing House, Inc., 3/F Maine City Tower, 236 Tomas Morato Ave., Brgy.
A. REFERENCES South Triangle Quezon City, 151-191
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 ILoma de Gato, Marilao,
Bulacan, 110-117
B. Establishing A Purpose For Short video presentation The learners will Activity: Fact or Bluff
The Lesson of Mindanaon people, form pieces of
culture, and tradition. puzzles to identify The teacher will give
https://www.youtube.co different artifacts different trivias which
m/watch?v=TMK7GRGh_ from Agusan Del the students will
nQ Sur and Lanao. identify as FACT or
https://www.youtube.co (5 min) BLUFF.
m/watch?v=FjxB9sWxO3 (Group Activity) Ex:
Q&spfreload=10 Kaamulan comes from
the Binukid word
(please see attached CD) “AMUL”. Fact
(Small Group
Discussion/Reporting)
C. Presenting Examples / The students will identify Students will determine the mood, idea, or
F. Developing Mastery Learners will determine Learners will employ different Create your pattern Draw a design of the
(Leads To Formative different motifs and art elements and principles in of Okkir/Okkil. (30 Bukidnon embroidery.
Assessment 3) designs based on the making their own drawing. min) (30 min)
given examples. (15 (Sarimanok)
min) (35 min)
G. Finding Practical The teacher will ask the
Applications Of The following questions:
Concepts And Skills In
Daily Living What values did you exercise
in doing the activity?
I. Evaluating Learning Outputs will be graded Learners’ work will be graded Learners’ work will Learners’ work will be
based on a set of criteria. based on a set of criteria. be graded based on graded based on a set
a set of criteria. of criteria.
J. Additional Activities For Read and understand Tell the story of
Application And different motifs, artifacts of Agusan Tara and its
Remediation the different provinces in significance to
Mindanao. Agusan.
V. REMARKS
VI. REFLECTION
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?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013) MAPEH on the Go 7.
Sunshine Interlinks Publishing House, Inc.,
3/F Maine City Tower, 236 Tomas Morato Ave.,
A. REFERENCES Brgy. South Triangle Quezon City, pp. 151-191
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, pp.110-117
IV. PROCEDURES
A. Reviewing Previous What are the main LOOP A WORD PICKOmon The students will name
Lesson or Presenting New artifacts of Lanao different artefacts which
Lessons and Agusan? (5 The students will look Students will describe the have been influenced by
min) for words that are characteristics of a particular internal and eternal factors.
connected to folk arts artwork drawn inside a (5 min)
of Zamboanga from a POKEBAll.
word pool. (5 min)
(5 min)
(A small box will do but don’t
(See Attached Word forget to design it like a
Pool) Pokeball)
B. Establishing A Purpose For The teacher will ask PIC HUNT Read the internal and external Looking Back…Moving
The Lesson the students the factors that made an impact in Forward
following questions: The students will try the development of Mindanao
to name different artworks. The students will identify the
What comes to your images that they will (10 min) evolution and development
mind when you hear find under their seats. of folk arts of Mindanao
the word Ex: Malong, Mats, (See separate sheet) through a short video clip.
Zamboanga? Padang-padang (10 min)
(5 min) Festival https://www.youtube.com/
(5 min) watch?v=5ObQqGCPuv4
(Big Group
Discussion)
C. Presenting Examples / Mix and Match The teacher will ask The teacher will ask the The teacher will discuss
Instances of The New The students will try the question: students to identify different Mindanao’s arts and crafts
Lesson to identify different factors that influenced the to Philippine culture,
works of What are the different culture and tradition of traditions, and history,
Zamboanga posted artifacts of Davao and Mindanao. particularly with Islamic
on the board. (5 Maguindanao? (5 (5 min) influences and indigenous
min) min) (Lumad) practices. (15
min)
D. Discussing New Concepts Teacher will discuss The teacher will The teacher will discuss the The teacher will discuss the
And Practicing New Skills the different folk discuss different folk external and internal relationship of the
#1 arts of Zamboanga arts/artifacts from influences that are reflected in development of crafts in
Davao and the design of Mindanao. Mindanao and its implication
(20 min) Maguindanao. (10 (10 min) to our country. (15 min)
min)
E. Developing Mastery Students will be Students will create Students will design crafts that
(Leads To Formative asked to incorporate decorative can be locally assembled with
Assessment 3) the design, form, baskets/flowers using local materials, guided by local
and spirit of artefacts available materials. (30 traditional techniques (e.g.,
and objects in min) habi, lilip, etc). (30 min)
creating their own
design of tinalak
cloth.
(30 min)
F. Finding Practical Applications
Of The
Concepts And Skills In
Daily Living
G. Making Generalizations And What are the The students will discuss
Abstractions About commonalities and the value of Mindanaos
The Lesson differences of the artwork to Philippine
different provinces in culture, tradition and history
terms of motifs and through a short essay.
crafts? (5 min) (10 min)
(Big Group
Discussion)
H. Evaluating Learning Outputs will be Outputs will be Outputs will be assessed using Outputs will be assessed
assessed using a assessed using a scoring guide. using a scoring guide.
scoring guide. a scoring guide.
I. Additional Activities For
Application And
Remediation
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
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
Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 7
in
MONDAY TUESDAY
I. OBJECTIVES
A. Content Standards The learner…
• The salient features of the arts of Mindanao by showing the relationship of the elements of art and processes
among culturally diverse communities in the country
• Art elements and processes by synthesizing and applying prior knowledge and skills
B. Performance Standard The learner creates artworks showing the characteristic elements of the arts of Mindanao.
C. Learning Competencies/ The learner… The learner will mount exhibit using completed
Objectives • Shows the relationship of the development of Mindanao inspired arts and crafts in an organized
crafts in specific areas of the country, according manner. (A7PR-IIIg-5)
to functionality, traditional specialized expertise,
and availability of resources (e.g., pottery,
weaving, jewelry, and basketry)
(A7PR-IIIf-3)
Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013) MAPEH on the Go 7.
Sunshine Interlinks Publishing House, Inc.,
3/F Maine City Tower, 236 Tomas Morato Ave.,
A. REFERENCES Brgy. South Triangle Quezon City, pp. 151-191
IV. PROCEDURES
A. Reviewing Previous Lesson The students will share their ideas on the evolution and What is the significance of Mindanao folk arts to our culture,
Or Presenting New development of Mindanao Folk Arts (Big Group Sharing). tradition and history?
Lessons (5 min) (5 min)
B. Establishing A Purpose For (Pinoy Henyo) Students will play a short game called
The Lesson Pinoy Henyo.
Category: Handicrafts (10
min)
C. Presenting Examples / The teacher will post different folk arts of Mindanao
Instances Of The New which had undergone stages of development.
Lesson
D. Discussing New Concepts Teacher will discuss the development and significance
And Practicing New Skills of the different crafts of Mindanao to our culture,
#1 tradition and history. (15 min)
I. Evaluating Learning Outputs will be assessed using a scoring guide. Outputs will be assessed using a scoring guide.
J. Additional Activities For Create a slogan in a short bond paper that would encourage
Application And other students to appreciate and value the folk arts of
Remediation Mindanao.
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
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
Daily Lesson Log SCHOOL CASTOR ALVIAR NHS GRADE LEVEL 7
in
The learner demonstrates understanding of guidelines and principles in exercise program design to
A. Content Standard
achieve personal fitness.
B. Performance Standard The learner modifies the individualized exercise program to achieve personal fitness.
The learner...
• Undertakes physical activity and physical fitness assessments (PE7PF-IIIah-23)
• Reviews goals based on assessment results
(PE7PF-IIIa34)
C. Learning Competencies/ • Addresses barriers (low level of fitness, lack of skill and time) to exercise (PE7PF-IIIb33)
Objectives • The learner describes the nature and background of the dance (PE7RD-IVc- 1)
• The learner executes the skills involved in the dance
(PE7RDIIId-h-4)
II. CONTENT Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities, Folk (Subli)/ indigenous, ethnic, traditional/ festival dance
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Mateials pages pp.1-6 pp. 6-7
Muyot,F.R.;Garcia,M.D.; Baarde,M.G.; et.Al.(2013). MAPEH on the GO 7. Sunshine Interlinks
Pub.House.Inc. 3rd flr. Maine City Tower, 236 Tomas Morato Ave. Brgy. South Traiangle,
Quezon City. 282 – 287
3. Textbook pages 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. 299 – 307.
IV. PROCEDURES
A. Reviewing previous lesson Let the students recall The teacher will ask Teacher – led review on Teacher – led review
or presenting the new the level of performances the students to recall the classifications of folk on the fundamental
lesson they got from the pretest. and make a list of steps dance through pictures. (5 dance positions of
Ask whether they were in folk dance that they min) the arms and feet
able to maintain or have performed when through pictures.
enhance their fitness they were in (5 min)
from the pre-test . elementary through
(5 min) boardwork.
(See Annex )
Based on the music Based on the activity, the teacher will ask the The teacher will ask
video, the teacher will students/ groups to describe the picture they the students:
ask the students the formed. 1. What are
following questions: (5min) the different
1. What are the steps that
different dance you
moves performed?
presented in the 2. Can you
C. Presenting music video? identify
examples/ Instances 2. What benefits each step?
of the new lesson can be derived
from dancing/
dancercise?
3. What is the goal
of the video in
promoting
wellness and
fitness?
The teacher will The teacher will discuss The teacher will
discuss the FITT the Major discuss and
principles through a Classifications of Philippine Folk Dance demonstrate the
PowerPoint according to Cultural fundamental
presentation. Origin dance steps in
(10 min) (see PowerPoint folk dance that
presentation) can be performed
both in 2/4 and ¾
D. Discussing new
http://www.slideshare. time music. (20
concepts and
net/mimiboots16/philfolkdanceppt?next_slidesh min)
practicing new skills
#1 ow=2
• What do
costumes,
props, and
accessories of
local and
indigenous
tell about the
dances?
• Are costumes
an important
aspect of
cultural
performances
and dances?
Why?
• How can
dance help
you achieve
the desired
level of
fitness?
(35 min)
Demonstrate the
fundamental position of
arms/hand and feet and
the combination of hands
and feet with the
accompaniment of music
with 4/4 measure. Counting
one, two, three, and four to
a measure.
(25 min)
Divide the class into Note: The teacher will
groups. Each group Perform warm up exercise divide the class into
should provide specific and cool down exercise 5 groups with 8
examples of FITT before and after executing members.
principles associated to the figures to avoid dance
dance (folk). related injuries. Each group will pick
(5 min) (5 min) 2 basic dance steps
F. Developing mastery written on the task
(Leads to Formative Group Activity: card and perform it.
Assessment 3) ( 5 min)
Each group will practice
and perform the (see Annex E)
Fundamental Dance
Positions of the arms and
feet.
(15 min)
Group Activity: The teacher will ask the The teacher will
following questions: asked the students
After they created how do these dance
specific examples of FITT • What did you feel activity help you
principles associated to while performing achieve the desired
dance, each will explain the basic steps of level of fitness?
G. Finding practical and execute their work. folk dance? (5 min)
applications of concepts (10 min) • What could be the
and skills in daily living
hindrances of
having a good level
of fitness?
• What are the
significant benefits
of folk dance in
physical fitness? (5
min)
The teacher will ask to The teacher will ask
the learners why are the the learners the
fundamental arm and feet following questions:
positions important in folk • Why is it
dance? (5 min) important to
know the
H. Making fundamental
generalizations and dance step in
abstractions about the folk dance?
lesson • What physical
fitness
components are
being developed
in folk dance?
(5min)
Note:
This can be done at
home. Students may
take video of their
performance.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
II. CONTENT Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities, Folk (Subli)/ indigenous, ethnic, traditional/ festival dance
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Mateials pages Copiaco,H.P.; Lugue, V.P.; Ramirez, V.E.; et Al. (2013). Our World of MAPEH, Vibal group Inc.,
Gregorio Araneta Ave., Quezon City. 310 – 311.
Copiaco,H.P.; Lugue, V.P.; Ramirez, V.E.; et Al. (2013). Our world of MAPEH, Vibal group Inc., Gregorio
Araneta Ave., Quezon City. 311 – 314.
(5 min)
(5 min)
(20 min)
Group Activity:
Dance Figures (Subli)
(see Annex )
E. Discussing new concepts and
Note:
practicing new skills #2
Perform warm up
exercise and cool down
exercise before and after
executing the figures to
avoid dance related
injuries.
(5min)
(see annex)
Based on their
individual fitness plan,
ask the learners to
assess whether they
achieved their goal or
not.
• Subli is a kind of
_________.
dance.
• It has ______.
figures.
• Considered to be
H. Making generalizations
a favorite of the
and abstractions about
people of the
the lesson
barrios of the
municipality of
_________.
• Subli is a dance
and a portion of a
devotion
performed in
honor of the
_________.
(5 min)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of mental health as a dimension of holistic health for a healthy life.
B. Performance Standard The learner consistently demonstrates skills that promote mental health.
C. Learning Competencies/ The learner explains the factors that affect the The learner… The learner…
Objectives promotion of good mental health. • Explains that • Identifies the
(H7PH-IIIa-b-28) stress is common
normal and stressors that
inevitable affect
(H7PH-IIIa-b-29) adolescents
• Differentiates (H7PH-IIIc-32)
eustress from • Identifies
distress physical
(H7PH-IIIa-b-30) responses of the
• Identifies body to stress
situations (H7PH-IIIc-33)
that cause
feelings of
anxiety or
stress
(H7PH-IIIa-b-31)
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. OTHER LEARNING Getchell & Pippin et al., Perspectives on HEALTH pg. 104 - 123
REFERENCES
IV. PROCEDURES
A. Reviewing Previous Lesson The learners will provide The teacher will ask What is mental What are the
Or Presenting insights about the following the students what is health? stressors?
New Lessons terms: Physical health, mental mental health. What are the factors What are the possible
health, emotional health, social affecting mental causes of stress? (5
health and spiritual health. (5 health? (5 min) min)
min)
B. Establishing A Purpose For The teacher will show some The teacher will play The teacher will show
The Lesson pictures for the learners to a video entitled: “New pictures for the
extract signs of having a good boy.” learners to identity
mental health https://www.youtube the stressors that
(10 min) .com/watch?v=Fdeio affect adolescents.
VndUhs What comes to your
The learners will mind when you saw
analyze the message the pictures? (10
of the video min)
(10 min)
C. Presenting Examples / The learners will watch a video Video clip: Causes of Teen stress
Instances Of The New clip to extract factors that affect stress in teenagers https://www.youtube
Lesson the promotion of good mental and real life solution .com/watch?v=fynfK
health. https://www.youtube QilSgk
(15 min) .com/results?search_ Analyze the video:
query=causes+of+str What have you
ess+in+teenagers+a noticed from the
nd+real+life+solutio video?
ns (5 min)
(5 min)
D. Discussing New Concepts Discussion on the factors that Discuss the difference Discussion on the
And Practicing New Skills affect the promotion of good between eustress and common stressors
#1 mental health distress. (7 min) that affect
(15 min) adolescents (10
min)
E. Discussing New Concepts Discussion on the
And Practicing New Skills Learners will view a Discussion on the physical responses of
#2 documentary about factors identifying situations the body to stress
affecting good mental health that cause feelings of (10 min)
(10 min) anxiety or stress. (8
min)
F. Developing Mastery Give some examples Cite an example of Do you want to know
(Leads To Formative of indication of good stress that can your own stress level?
Assessment 3) mental health. (10 encourage the See attachment: (5
min) learner to study well min)
and face the life’s
challenges. (5 min)
G. Finding Practical The learners will The learners will The learners will
Applications Of The perform a skit answer the identify different
Concepts And Skills In depicting factors of selfassessment. activities that they
Daily Living good mental health (see attachment) can practice in order
and will provide to fight stress.
insights about the The teacher will use
performance the processing guide • What is your
The teacher will use question to bring out stress level?
the following guide the learners insight
question to elicit the about the assessment • Are you
learners insight about • What is the happy with
the skit result of your the result of
How do you assessment? the
• What are the
feel about the causes of assessment?
skit that you (5 min)
J. Additional Activities For The learners will prepare a skit 5 item test
Application And depicting factors of good mental
Remediation health and will provide insights
about the performance
(5 min)
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of mental health as a dimension of holistic health for a healthy life.
B. Performance Standard The learner consistently demonstrates skills that promote mental health.
II. CONTENT
Coping with Stress Coping with Dying Types and Management
and Death of Common Mental
Disorders
B. Establishing A Purpose For The students will watch the The teacher will play the The teacher will
The Lesson video clip; music of Eric Clapton’s present a video
“Stress management “Tears in Heaven” about the “Tips in
strategies – ways to unwind” maintaining a healthy
Source: Processing questions: mind”
https://www.youtube.com/wa • What is the message https://www.youtub
tch?v=0fL-pn80s-c of the song? e.com/watch?v=Yw
• How can you relate it KrOA_SfS4
Processing questions: in your life? Processing
• What are the strategies • What line struck you Questions:
presented in the video most? ( No
clip? explanation requires) • What are the
• How do you find the (10 min) information did
strategies? Is this will you get from the
be helpful? Explain. (10 video?
min) • Describe the
video in one
word.
(15 min)
C. Presenting Examples / The teacher will ask this The teacher will post The students will
Instances Of The New question: the word, “ Grieving” describe a
Lesson Then, ask them to write person with
Can you identify the people words associated to this “mental disorder”
that provide support in word. ( 10 min) (5 min)
stressful situations?
professional support. (5
min)
D. Discussing New Concepts Discussions on healthful from The teacher will present a Discussion on
And Practicing New Skills un healthful strategies in story about grieving, recognizing triggers
#1 coping with stress which tells about the loss and warning signs of
of someone you love the common mental
coping with stress through most, giving them disorders, types,
(5 min) emphasis on the signs, symptoms
importance of grieving in and prevention,
life.” treatment and
(5 min) professional care in
managing common
mental health
disorder (15 min)
E. Discussing New Concepts The teacher will present a The students will
And Practicing New Skills video about the science watch a video clip to
#2 of grieving. (5min) extract the types of
management of
common mental
The teacher will present the disorders Processing
people who can provide questions:
support in stressful situations. Someone Else’s
The presentation will be Heart (Original song
through video presentation. about mental illness)
You are not alone-A mental https://www.youtub
awareness film e.com/watch?v=BjFI
https://www.youtube.com/wa lxPs-Ys
tch?v=GVYSzdNhGc4
FAMEkids: Types of
( 5min)
mental illness
and the numbers
of people it affects
https://www.youtu
be.com/watch?v=
TMXrGJzYjFA
G. Finding Practical The learners will write Dyad Activity: Given a scenario to be
Applications Of The situations of healthful and The students will get their prepared by the
Concepts And Skills unhealthy strategies in coping partner and do the peer teacher, ask each
H. In Daily Living stress, using the table below. sharing. Then they will be group to role play their
Problem Healthy Unhealthy asked to complete the assigned task that will
following sentences demonstrate the
relating to topic. triggers and warning
signs of common
( see attachment for the mental disorders and
procedures) how to manage it.
(10 min)
(10 min) (30 min)
I. Making Generalizations And Ask the learners to recall the The teacher summarizing The teacher will
Abstractions About people who we can lean on by focusing on the summarize the lesson
The Lesson when you are in midst of importance of grieving and by focussing on the
stress. Write their names in coping skills in common mental
V. REMARKS
VI. REFLECTION