Republic of the Philippines

Department of Education
NCR Quarter: 2ND QUARTER
CORONADOS’ SCHOOL OF QUEZON CITY, INC.
#28 Ambuklao St. NPC Village Pasong Tamo QC

SEMI-DETAILED LESSON LOG IN Teacher: MR. CHRISTIAN PAUL T. YUSI

MUSIC 9 Date:

I. OBJECTIVES
The learner demonstrates understanding of characteristic features of Classical period music
1. Content Standards
The learner sings and performs themes of symphonies and other instrumental forms
2. Performance Standards
The learner…
 listens perceptively to selected Classical period music
3. Learning Competencies (MU9CL-IIb-g-4)
 describes musical elements of given Classical period pieces
(MU9CL-IIb-g-5)
 analyzes sonata allegro form
(MU9CL-IIe-h-6)
4. Integration of Values  Appreciation the importance of music in one’s daily life

II. CONTENT MUSIC OF THE CLASSICAL PERIOD (1750-1820)

Sonata, sonata allegro form
III. LEARNING RESOURCES
A. References
1. TG pages Power Up with MAPEH 9
2. LM pages
3. Textbook pages Orlando P. Abon/Hercules P. Callanta
Marla T. Mallari/ Marie Eloisa D. Ulanday/ Melanie Cecile S. Juliano/ Gilber C. Yang
 B. Other Learning Resources / Materials Power point Presentation, MS Teams, educational videos from the Internet.

https://www.youtube.com/watch?v=tF5kr251BRs https://www.youtube.com/watch?
v=Qb_jQBgzU-I&spfreload=10
https://www.youtube.com/watch?v=POVjeuef0RY

IV. PROCEDURES
A. Review The teacher will ask the following questions to review the previous lesson:
 What is the other term of Classical Era?
 What are the important historical events that occur during the Classical Period?
 Who are the great composers of Classical period?
 What the different instrumental forms that was developed during this era?

B. Purpose of the lesson The teacher will ask the students to listen to each movement and take note of the broken chord accompaniment as shown in the
illustration and ask the following questions:
 What are the different movements in the illustration?
 Can you describe the movement in the sonata?

The teacher will present the different illustrations of movements in the sonata and sonata allegro form.
C. Presenting examples/
instances of the lesson
D. Discussing new concepts and The teacher will discuss the Sonata and Sonata Allegro Form on page 43-44 LM. Through power point presentation and audio clips.
practicing new skills #1

E. Discussing new concepts

and practicing new skills #2
The teacher will ask the students to sing the notes or hum the tune of the 3 given sections and then the students will describe the musical
F. Developing mastery
elements that the movement has.
(Leads to Formative Assessment 3)
Group A – Exposition movement

Group B – Development movement

Group C – Recapitulation movement

G. Finding practical applications of Group Activity:

concepts and skills in daily living
  The teacher will ask the students to make a short pantomime to demonstrate the message of their poem.
H. Making generalizations and abstractions
about the lesson
I. Evaluating learning The teacher will add illustrations of sonata and sonata allegro form.
J. Additional activities for application or
remediation

k. Assignment What is the difference between sonata, sonata allegro, symphony and concerto?

V. REMARKS PL:
VI. REFLECTION

Republic of the Philippines

Department of Education
NCR Quarter: 2ND QUARTER
CORONADOS’ SCHOOL OF QUEZON CITY, INC.
#28 Ambuklao St. NPC Village Pasong Tamo QC
 SEMI-DETAILED LESSON LOG IN Teacher: MR. CHRISTIAN PAUL T. YUSI
ART 9 Date:

I. OBJECTIVES
The learners...
1. Content Standards
 demonstrate an understanding of art elements and processes by synthesizing and applying prior knowledge and skills
 demonstrate understanding that the arts are integral to the development of organizations, spiritual belief, historical events,
scientific discoveries, natural dissasters/ accurances, and other external phenomenon
2. Performance Standards The learners...
 perform/ participate completely in a presentation of a creative impression (verbal/ nonverbal) of a particular artistic period
 recognize the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and principles of
art)
The learners…
 create artworks guided by techniques and styles of Western Classical art traditions
3. Learning Competencies (A9PR-Ic-e-1)
describe the influence of iconic artists belonging to Western Classical art on the evolution of art forms (A9PR-Ic-e-2)
 apply different media techniques and processes to communicate ideas, experiences, and stories showing the characteristics of
Western Classical art traditions
 (A9PR-Ic-e-3)
II. CONTENT Western and Classical art traditions

III. LEARNING RESOURCES

A. References
1. TG pages Power Up with MAPEH 9
2. LM pages
3. Textbook pages Orlando P. Abon/Hercules P. Callanta
Marla T. Mallari/ Marie Eloisa D. Ulanday/ Melanie Cecile S. Juliano/ Gilber C. Yang
https://www.youtube.com/watch?v=UpGsouOnxOU
B. Other Learning Resources / Materials
https://youtu.be/vrdkL7Y8Who

IV. PROCEDURES
A. Review The teacher together with the students will recall the previous topic using the game
FACT OR BLUFF
 Students will answer Fact if the statement is true and Bluff if the statement is False

 Hieroglyphics shows trace of Arabized influence in arts.

 Stained glass windows belong to Byzantine period.
 In Byzantine animals were used as symbols.
 Hagia Sophia means holy wisdom
 Doorway of Romanesque’s churches are often designed with pointed arcs

(5 min)
B. Purpose of the lesson The teacher will give the students instruction and preview about the upcoming activity ART EXHIBIT

The teacher will remind the students about the following

C. Presenting examples/ 1. The theme of the exhibit is ART OF THE EARLY AGE
2. Exhibit area
instances of the lesson  Location
 Arrangement of artworks
 Decoration of the exhibit area
3. Information
 Description of art work (title, materials, technique, media)

Site the inspiration of your art work (period) (5 min)

D. Discussing new concepts and The teacher will lead the class to a brief discussion about the remarcable contribution of iconic artists in each era in the different forms of art
practicing new skills #1 that has shown a noticeable influence in the arts of the new world

E. Discussing new concepts

and practicing new skills #2

EXHIBIT THE MAKING

F. Developing mastery
The group will now prepare for the exhibit; each group will be tasked to create the following artworks, applying different media techniques
(Leads to Formative Assessment 3)
and process to communicate ideas and stories showing characteristics of Western Classical art.

1. Rock my World Designing a rock using sharp edge rock

2. Stained Glass Using an empty bottle, marker and color/paint create your very own stained glass
3. Mosaic greeting card Create images with an assemblage of small pieces of magazines
4. Ivory carving Carving a design on soap using sharp tools
 (25 min)
G. Finding practical applications of
concepts and skills in daily living Student will be ask to relate the influence of iconic artists belonging to Western Classical art to the art forms of today.

H. Making generalizations and abstractions Students will explain how their group shows the influence of Western Classical tradition to their artworks
about the lesson
I. Evaluating learning Evaluate group participation using the rubric below;

members 3pts

Occationall
members

y helps
Most
5pts

2pts
All
cooperation
explanation
Behavior
presentation
TOTAL

J. Additional activities for application or Design a Mosaic greeting card using recycled candy wrapper.
remediation

K. Assignment
V. REMARKS
VI. REFLECTION

Republic of the Philippines

Department of Education
NCR Quarter: 2ND QUARTER
CORONADOS’ SCHOOL OF QUEZON CITY, INC.
#28 Ambuklao St. NPC Village Pasong Tamo QC

Teacher: MR. CHRISTIAN PAUL T. YUSI

 SEMI-DETAILED LESSON LOG IN Date:
PHYSICAL EDUCATION 9

I. OBJECTIVES
 The Learner demonstrates understanding of lifestyle and weight management to promote community fitness.
1. Content Standards
The learner…
2. Performance Standards  maintains an active lifestyle to influence the physical activity participation of the community
 practices healthy eating habits that support an active lifestyle
The learner…
 Describe the nature and background of the dance.
3. Learning Competencies (PE9RD-IIb-1)

 Execute the skills involved in the dance. (PE9RD- IIb-h-4)

 Monitor periodically one’s progress towards the fitness goals. (PE9PF-IIb-h-28)

 Perform appropriate fisrt aid injuries and emergency situations in physical activity and dance setting (Cramps, Sprain , Heat
exhaustion).
II. CONTENT First aid

III. LEARNING RESOURCES

A. References
1. TG pages Power Up with MAPEH 9
2. LM pages
3. Textbook pages Orlando P. Abon/Hercules P. Callanta
Marla T. Mallari/ Marie Eloisa D. Ulanday/ Melanie Cecile S. Juliano/ Gilber C. Yang

B. Other Learning Resources / Materials Power point Presentation, MS Teams, educational videos from the Internet.

http://youtube.com/watch?v=B ZMD3cfyjVI

http://youtube.com/watch?v=- VNv9TXmUP8

http://youtube.com/watch?v=8
-Hihv3ZwzI
IV. PROCEDURES
A. Review The teacher will ask the students to enumerate the different risk factor of lifestyle diseases.
B. Purpose of the lesson The teacher will ask the students about the following :

 Your classmate is accitentaly have an ankle sprain. As his/her partner what will you do?
 You partner have a wrong twist in your arms. What will you do?
 While dancing your classmate suffers short breathing . what should you do?
 While dancing you partner suffers Cramps what will you do?
 Your partner suffers from headache and he/she feels to vomit. What will you do?

The teacher will present a video clip of giving first aid to injured person.
C. Presenting examples/
instances of the lesson http://youtube.com/watch?v= QonD60vfcak
D. Discussing new concepts and The teacher will discuss the following First aid corresponding in dancing senario.
practicing new skills #1
*Basic of first aid
*Common unintentional injuries/ senario encountered while dancing
The teacher may present different videos for giving first aid in the following :
E. Discussing new concepts
and practicing new skills #2 Sprains and strain http://youtube.com/wat ch?v=BZMD3cfyjVI

 Knee injuries http://youtube.com/wat ch?v=-VNv9TXmUP8

 Fractures http://youtube.com/wat ch?v=8-Hihv3ZwzI

 Cramps http://youtube.com/wat ch?v=4AtFyhDfjC8

 Heat Exhaustion http://youtube.com/wat ch?v=1U7upbieQLk

F. Developing mastery The teacher will present a picture of different injuries the student will identify what kind of injuries and what should the first aid will be given.
(Leads to Formative Assessment 3)
G. Finding practical applications of The teacher will group the learners in to 4 groups let them make a short play in giving first aid in different injury/scenario while dancing.
concepts and skills in daily living
H. Making generalizations and abstractions Let the student complete the statement.
about the lesson

Giving first aid is very important every time because

.
I. Evaluating learning The teacher will evaluate the learners based from their Short role play based from the Rubrics
 J. Additional activities for application or
remediation

K. Assignment

V. REMARKS PL:
VI. REFLECTION

Republic of the Philippines

Department of Education
NCR Quarter: 2nd QUARTER
CORONADOS’ SCHOOL OF QUEZON CITY, INC.
#28 Ambuklao St. NPC Village Pasong Tamo QC

SEMI-DETAILED LESSON LOG IN Teacher: MR. CHRISTIAN PAUL T. YUSI

HEALTH 9 Date:

I. OBJECTIVES
The learner demonstrates understanding of the dangers of substance use and abuse on the individual, family and community
1. Content Standards
The learner shares responsibility with community members through participation in collective action to prevent and control substance use and
2. Performance Standards abuse
 Analyzes situations for the use and non-use of psychoactive substances
(H9S-IIb-17)
3. Learning Competencies  Identifies the types of drugs/substances of abuse(H9S-IIc-18)
 Corrects myths and misconceptions about substance use and abuse
(H9S-IId-19)
 Recognizes warning signs of substance use and abuse discusses the harmful short- and long term effects of substance use and abuse
on the body (H9S-IId-20)
1. Integration of Values

II. CONTENT Drugs/Substances of abuse

 Stimulants
 Depressants
 Narcotics
 Hallucinogen
 Inhalants

Harmful effects of drugs on the body

 Short-term
 Long-term
III. LEARNING RESOURCES
A. References
1. TG pages Power Up with MAPEH 9
2. LM pages
3. Textbook pages Orlando P. Abon/Hercules P. Callanta
Marla T. Mallari/ Marie Eloisa D. Ulanday/ Melanie Cecile S. Juliano/ Gilber C. Yang
 The teacher will ask to give feedback on the given situations,
B. Other Learning Resources / Materials
What will you do if....
 Two of your friends are smoking pot, and ask if you want to smoke it with them.
 You and your friends are playing on the school field over the weekend. One of your friends dares you to throw a rock at a school
window.

The teacher will ask the students to find thier partner and then they will have the “ Accountable Talk”

IV. PROCEDURES
A. Review  The teacher will give an objective type test
 Formative Assessment about the previous lesson will be given.

B. Purpose of the lesson The teacher will ask the students about their opinion in this question:

Who in this two character is said to be the most abusive in drugs?

 Person A consumes 5 packs of cigarettes in a day.
 Person B takes shabu
 twice a week only.

The teacher will ask the students who conducted interview to share the answer of thier respondents.

( Refer to the additional task for advanced learners)

 The teacher will let the students to do Activity 14, on page 335, LM Health 9.
C. Presenting examples/
instances of the lesson  The teacher will post picture about drugs misconception.
( see attachment, Activity 5: Caricature)

D. Discussing new concepts and  The teacher will discuss the types of of drugs/substances of abuse and situations for the use and non-use of psychoactive
practicing new skills #1 substances

 The teacher will discuss the “ Myths and Misconceptions about Drugs Abuse”

The teacher will discuss the profile of a Drug Abuser and the effects of substance use and abuse
E. Discussing new concepts
and practicing new skills #2
Group Activity:
F. Developing mastery
The teacher will ask the groups to create a short rap song about the warning signs of drugs.
(Leads to Formative Assessment 3) ( teacher may create his own procedures and instruction according to his students’ ability)
G. Finding practical applications of The teacher will ask the student to draw a cartoon character of a person engaged in drug abuse.
concepts and skills in daily living
H. Making generalizations and abstractions The teacher will ask the students to complete the statements;
about the lesson
 I will not take

because
  Too much can be

The teacher will ask the students to convey the message of the picture,

I. Evaluating learning The teacher will ask the students to write 5 warning signs of Drugs Abuse

J. Additional activities for application or For students who need’s follow up:
remediation  Ask them to write a short poem about the types of drugs and its effects

For Advanced Students:

The students will interview 1-2 students regarding thier perception about drugs.
V. REMARKS PL:
VI. REFLECTION