School: ABRA HIGH SCHOOL
Teacher: MS. HONEYLET B. BERMUDEZ
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning
Competencies/Objectives
II. TOPIC/SUBJECT MATTER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting of the new
lesson
Grade Level: MAPEH 8
Learning Area: HEALTH (Week 4)
September 25-29, 2023
Teaching Dates and
9:50-10:50 am, 10:50-11:50 am, 1:30-
Time: Quarter: 1
2:30 pm, 3:30-4:30 pm
Monday Tuesday Wednesday Thursday Friday
The learner demonstrates understanding of human sexuality and managing sexuality related issues for a healthy life.
The learner appropriately manages sexually-related issues through responsible and informed decisions.
 Identify basic terms in sexuality (sex, sexuality, gender, etc.) (H8FH-Ia-16)
 Discuss sexuality as an important component of one’s personality (H8FH-Ia-17)
 Explain the dimensions of human sexuality (H8FH-Ia-18)
 Analyze the factors that affect one’s attitudes and practices related to sexuality and sexual behaviors (H8FH-Ib-19)
 Assess personal health attitudes that may influence sexual behavior (H8FH-Ic-d-20)
GENDER AND HUMAN SEXUALITY
Sexuality Related Issues
Health 8 Locally Develop Modules (Text-based Shield)
Ask the students to read and The teacher will post the Ask the students to do the Show a video entitled
analyze the poem entitled “The following words: activity entitled “Male vs “Children on Gender
Wonder of Me” and ask the  Sex Female” and answer the Role”, this video will
following questions:  Sexuality following questions. show how children
 How do you express  Gender  What were your bases in look/stereotype gender
yourself?  Gender role making such roles of men and women.
 How do you see yourself?  Gender Equality comparisons? Link:
 How much do you know Ask the students how  Try to compare your https://www.youtube.com
yourself? personal sexuality affects answers with your /watch?v=A8TN6FyfsiM
 How much do others know behavior towards classmates, which
you? themselves, the attitudes/characteristics Ask the following
 community and others. are similar with your questions:
answer? Which are not?  What is your
 How can these affect reaction to the video
personal health? you watched?
 Do you think gender
has an effect on a
person’s behavior?
Why or why not?
B. Motivation: Establishing a Show a video clip entitled Show a video entitle Show a video clip
purpose for the lesson “Identity”. This will show how “Understanding Gender entitled “Identity”. This
society affects someone’s Variant Behavior”. This will will show how society
personal identity through show how the gender of a affects someone’s
different factors. Ask the person affects his/her personal identity through
following questions: personality. This also affects different factors. Ask the
 What was the message of their health prerogatives as following questions:
the short film? they relate it to their gender.  What was the
 What problems did the Link : message of the
lead actress experience? https://www.youtube.com/wat short film?
How did she handle it? ch?v=16pmfBNFufA  What problems did
 If you were in her shoes, Ask the following questions: the lead actress
what would you do?  What was the message experience? How
of the video? did she handle it?
 How did gender affect  If you were in her
the personal and shoes, what would
societal outlook towards you do?
a person?
C. Presenting Group Activity. Ask the Analysis. Ask the students to Group Activity. Ask the
examples/instances of the students to do the activity analyze the following students to do the
new lesson where the “Puzzle-Puzzle”. They will fill situations: activity “Puzzle-Puzzle”.
concepts are clarified up each puzzle piece with their  Boys and men are They will fill up each
answers to the following permitted to stay out puzzle piece with their
questions. Afterwards, they will more and up to a later answers to the following
fix the puzzle. time than the girls and questions. Afterwards,
Questions on each puzzle women. they will fix the puzzle.
piece:  A philandering or
 Piece 1 –what is your idea immoral man is Questions on each
of being a man or a considered as puzzle piece:
woman? demonstrating his
 Piece 2 – how does the manliness or  Piece 1 –what is
link of thinking of a “pagkalalaki”. A your idea of being a
 woman differ from that of
a man?
 Piece 3 – how do you
behave as a man or a
woman?
 Piece 4 – how do you feel
about yourself and
others?
 Piece 5 – what are your
guiding principles about
relationships?
D. Discussing new concepts Discussion on Gender and
and practicing skills #1 Human Sexuality
E. Discussing the new Teacher will lead discussion
concepts and practicing on the dimensions of sexuality.
skills #2
philandering or immoral man or a woman?
woman is considered as  Piece 2 – how does
cheap, bad, or the link of thinking of
“masamang babae”. a woman differ from
 Women are expected to that of a man?
remain virginal until they  Piece 3 – how do
marry, while it is you behave as a
generally acceptable for man or a woman?
men to have sexual  Piece 4 – how do
experience before you feel about
marriage. yourself and others?
 Women are socially  Piece 5 – what are
judged and legally your guiding
penalized for adultery principles about
and for having children relationships?
out of wedlock.
 Men who stay at home to
do household chores
instead of having jobs to
earn money for the family
are considered by some
as “under d saya.”
Discuss the factors that affect Discussion on Gender
one’s attitudes and practices and Human Sexuality
related to sexuality and
sexual behaviors.
Discuss how personal health Teacher will lead
attitudes that may influence discussion on the
sexual behavior. dimensions of sexuality.

F. Developing mastery Role Play. Ask the students to
leading to the third group into five (5). Each group
formative assessment will perform the assigned
situation
 one who grew up in a very
religious family (Group 1)
 one who was raised by
authoritative parents
(Group 2)
Analysis. Ask the students to
visualize a scenario of a
typical classroom set up.
Analyze and enumerate the
roles being played by the
male students and the female
students. Does it conform to
the norms set by the society?
Do the following:
Role Play. Ask the
students to group into
five (5). Each group will
perform the assigned
situation
 one who grew up in
a very religious
family (Group 1)
 one who was raised
  one who has been
strongly influenced by
media (Group 3)
 one who has good friends
from the opposite sex
(Group 4)
 one who has been
educated in an exclusive
school (Group 5)
After the group presentation,
the teacher will ask the
following questions:
 What are the factors that
shape our sexual
attitudes?
 How do these factors
positively or negatively
affect our sexual
attitudes?
 What can we do to
manimize the negative
effect of these factors on
our sexual attitudes?
Evaluate the group
presentation by using the
Rubrics attached (See
Attachment)
G. Valuing: Finding practical Ask the students to provide
applications of concepts examples of how these factors
and skills in daily living affect your sexual attitudes
and behaviors.
 Analyze and discuss with by authoritative
your classmates the parents (Group 2)
strengths and  one who has been
weaknesses of the strongly influenced
accepted roles of men by media (Group 3)
and women in the past.  one who has good
 Which gender takes on friends from the
which role in the present opposite sex (Group
day? 4)
 How can you say that a  one who has been
particular gender role educated in an
conforms to the standard exclusive school
of the society? (Group 5)
After the group
presentation, the teacher
will ask the following
questions:
 What are the factors
that shape our
sexual attitudes?
 How do these
factors positively or
negatively affect our
sexual attitudes?
 What can we do to
manimize the
negative effect of
these factors on our
sexual attitudes?
Evaluate the group
presentation by using the
Rubrics attached (See
Attachment)
List down at least 5 ways on Ask the students to
how to prevent gender provide examples of how
stereotyping in the school these factors affect your
and society. sexual attitudes and
  Family
 Culture
 Peers
 Media
H. Making generalizations Poem Making. Ask the
and abstractions about the students to write a poem about
lesson themselves, to guide them in
making the poem, ask them to
complete the poem entitled, “I
am”, they will complete each
statement by supplying it with
needed information.
(See Attachment)
After doing the activity, ask the
following questions:
 How did you find the
activity?
 What else did you
discover about your family
background?
 How does this activity help
you understand your
personality and sexuality?
 Write your answer in your
activity notebook.
I. Evaluating learning We all encounter people in our
(Assessment should be lives. Here are some
congruent to the three descriptions of people. Jot
types of objectives) down some positive ways of
dealing with each type of
personality.
Slogan Making. Ask the
students to make a slogan that
will promote gender equality
that may result to the
improvement of one’s attitude
and personality.
Ask the following questions:
 What could be the impact
of your message to you
and your classmates?
Analysis. Ask the students to We all encounter people
read and analyze the given in our lives. Here are
situation.
Women’s unequal legal rights with each type of
behaviors.
 Family
 Culture
 Peers
 Media
Poem Making. Ask the
students to write a poem
about themselves, to
guide them in making the
poem, ask them to
complete the poem
entitled, “I am”, they will
complete each statement
by supplying it with
needed information.
(See Attachment)
After doing the activity,
ask the following
questions:
 How did you find the
activity?
 What else did you
discover about your
family background?
 How does this
activity help you
understand your
personality and
sexuality?
 Write your answer in
your activity
notebook.
some descriptions of
people. Jot down some
positive ways of dealing

J. Additional activities for
applications or remediation
if needed
V. REMARKS/FEEDBACK
VI. REFLECTION
Prepared by:
HONEYLET B. BERMUDEZ
Teacher I
increase their vulnerability to
 Show off (people who violence. In many countries in
would like to be the center the region, no specific laws or
of attraction whenever provisions exist to penalize
possible). domestic violence, even
 Worriers (people who though domestic violence is a
worry about everything). widespread problem.
 Gossips (people who Domestic violence is
spread rumors and often generally considered to be a
exaggerate information). private matter outside the
 Bullies (people who use state’s jurisdiction. Battered
threats, fear, and cruelty women are told to go home if
to control others). they attempt to file a
Whiners (people who grumble complaint with the police.
and complain about Few shelters exist to protect
everything). women who fear for their
lives. Spousal rape has not
been criminalized; husbands
have an absolute right to their
wives’ bodies at all times.
Penal codes in several
countries in the region also
contain provisions that
authorize the police and
judges to drop charges
against a rapist if he agrees
to marry his victim.
Make a research on how Make research on how
sexuality and sexual behaviors sexuality affects family
relates to attitudes and health.
practices.
Reviewed by: Approved by:
MARGARITA D. SULIAN
Master Teacher I Master Teacher I/OIC MAPEH Department
personality.
 Show off (people
who would like to be
the center of
attraction whenever
possible).
 Worriers (people
who worry about
everything).
 Gossips (people who
spread rumors and
often exaggerate
information).
 Bullies (people who
use threats, fear,
and cruelty to control
others).
Whiners (people who
grumble and complain
about everything).
Make a research on how
sexuality and sexual
behaviors relates to
attitudes and practices.
AMILCARE B. PANELO