MAPEH 2

MUSIC
WEEK 1 DAY 1
 Rythm
Sound and
Silence
Reviewing previous lesson

Greet with the usual SO – SO – MI – SO – MI

greeting.
Ask the pupils if they could feel their pulse. Guide
them in finding the pulse on their neck. Let them
tap the pulse on their lap.

“What do you think will happen to us if our pulse

becomes irregular?”
Read the lyrics of the song “My Handkerchief”
while the pupils listen. Tap the steady beat while
reading the lyrics for the second time. Sing the
song while tapping he beat.
Ask the pupils to close their eyes.

“Can you see anything?”

Ask the pupils to stay their eyes closed, feel the sounds and think of any
movements appropriate to the song while the teacher sings. After listening to
the song, let them answer the following questions:
- What movement did you imagine while I was singing? Why?

Tell the pupils that though our eyes are closed, we can still think of images on
what we hear.
Tell the pupils to clap the beat of the song. Clap
the pattern while reciting the rhythmic syllable ta.
Do this again by tapping the table and stomping.
Tell the pupils to follow the illustrated pictures on the
rhythmic pattern.

- Flash the cards in random order while the pupils are

continuously doing the actions for each of the cards
without missing a beat.
- Let the pupils do another activity. This time, read the
rhythmic pattern using the syllable “ta”, clap, stomp, and
feel the beat of quarter rest
A quarter rest receives a beat though we do
not clap, stomp, and recite syllable whenever we
see it in the rhythmic pattern.
Give performance test using the rubrics. Put a check on the appropriate
box.
Additional activities:

Create a movement for the following rhythmic

pattern.
Thank You
For
Listening!
MAPEH 2
ARTS
WEEK 1 DAY 2
Sining Na Kay
Ganda
Reviewing previous lesson

Review on the different lines and

shapes seen in the parts of a face.
Review lines and shapes because this skill will
be needed by the learners in drawing the parts
of the faces.
Ask the students to look around
their class. Ask students to draw the
face of their classmate.
Gallery Walk
1. Display various face shapes as a tree diagram.
2. Allow the pupils to "Gallery Walk" through the
many face shapes on exhibit.

Ask:
a. What did you notice?

b. What variations exist in face shapes?

Let the pupils determine the
requirements for their artwork.

Allow them to freely design a bond

paper portrait of their pal.
Once finished, pupils present their
artwork to the class.

Let them share a story about their

creation.
Ask:
a. What variations exist in the shape of the face?
b. Which facial features do you see the various lines and
forms in?
c. Do our faces have the same shape? Possibly our eyes?
Nose? Lips? Head? The hair's texture? Why?
d. How did it feel to draw the likeness of your friend? Why?
Art Vocabulary:
 Portrait- a painting of a person's face
 Natural Shapes- a shape created by natural forces; not
man-made

Guide the learners to generate the idea that: In drawing

pictures, one should use lines and shapes to form a figure.
1. Ask the students to name the lines and shapes of the faces
they drew because this skill will be needed by the learners in
drawing the parts of the faces.
2. Instruct the learners to display their finished art works.
3. Appreciate the art works of the learners through the rubrics
that was prepared by the teacher.
Assignment:

Bring wooden Stick and manila paper.

Thank You
For
Listening!
 MAPEH 2
• PHYSICAL EDUCATION

WEEK 1 DAY 3
Body Shapes
and Actions
Warm-Up Exercises Let the pupils perform the
following movements with 8 counts each.
¬ March in place, forward and backward or in
any direction.
¬ Swinging of arms forward and backward
alternately.
¬ Standing and sitting alternately.
Ask:
What are your means of transportation in going
to school?

Who among you take a ride?

How many just walk?

Read the statement below.

Lorna lives near her school. She walks in going to

school. She looks forward and walks straight
transferring her weight from one foot to another.
She pushes off with the rear foot and swings her
arms as she walks naturally.
Ask:
¬ Who walks in going to school?
¬ What action of the body did Lorna do? Describe
the actions she has made.
Look at the pictures.
Ask:
¬ What actions of the body are shown in the
pictures?

¬ Describe the actions performed by the boy and

the girl.
Let the pupils copy the body actions with the number
of indicators on a sheet of paper. They will work by
partner to create the shapes and actions of the body
and to describe each other’s body actions by writing
E if excellent, G if good and P if poor under the
guidance of the teacher. Let the pupils follow the
given rubrics for description.
Ask:
¬ What actions of the body did you explore together
with your partner?
¬ How did you describe each item in the indicator?
¬ Did you work with your partner?
Do the following.
1) Go forward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 counts
2) Turn right, move forward. . . . . . . . . . . . . . . . . . . . 4 counts
3) Another turn right and walk forward. . . . . . . . . . . 4 counts
4) Another turn right and walk forward. . . . . . . . . . . 4 counts
Ask:
¬ What actions of the body did you
explore?
¬ Describe how you did the walking?
¬ What shape have you formed?
 Remember:
In order to have correct body
shapes while doing some actions we
should follow rules in correct sitting,
standing and walking.
Let the pupils copy the letter of the given body actions with the number of
indicators on a sheet of paper. They will describe each picture’s body
actions by writing E if excellent, G if good and P if poor.

A B C
Assignment:

Let the pupils ask his or her brother or sister to

do the walking, sitting and standing. Describe the
shapes and actions of his/her body using the
checklist used.
Thank You
For
Listening!
MAPEH 2
Health
WEEK 1 DAY 3
Healthy Food
and the Body
The happy and healthy children
Discussion of Overview of the Unit

Personal health is the topic of our first unit. We

will learn how to respect people's differences and
control our emotions in healthy ways as a result of this
course. We must acknowledge that no two kids are
alike. The physical traits of children vary. Their
hobbies and abilities are also different.
Children should: in order to be content and healthy
1. Feeling like a part of a group.
2. exchange sentiments.
3. their emotions in an appropriate manner.
4. be exposed to conditions that are suitable for them. They ought to be
kept away from improper locations, people, and activities.
5. respect or show consideration for others' sentiments.
6. Be respectful to those who are mentally ill and have disabilities.
Setting of Standards:

What are you going to do while taking the test?

Thank You
For
Listening!