Mapeh

Daily Lesson Log SCHOOL ITLUGAN INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL 9
in
MAPEH TEACHER ROVELYN E. ROSALES LEARNING AREA MUSIC
RD
TEACHING DATE AND MARCH 6-10 QUARTER 3 QUARTER
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of characteristic features of instrumental Romantic music.
B. Performance Standard The learner sings and performs themes of selected instrumental pieces.
The learner…
Narrates the life and works of romantic composers after video and movie showing
(MU9RO-III-a-h-1)
Relates Romantic period music to its historical and cultural background

(MU9RO-IIIa-2)
Explains the performance practice (setting, composition, role of composers/performers, and

C. Learning Competencies/ audience) during the Romantic period
Objectives (MU9RO-IIIb-h3)
Listens perceptively to selected Romantic period music

(MU9RO-IIIb-h4)
Describes musical elements of given Romantic period pieces

(MU9RO-IIIb-h5)
Sings themes or melodic fragments of given Romantic period pieces

(MU9RO-IIIe-h6)
A. Historical and Cultural Background of the Romantic Period

II. CONTENTS B. Program Music and Composers:
Peter Ilyich Tchaikovsky
Camille Saint-Saens.
1
Annex1B to DepEd Order No. 42, s. 2016
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 95 pp. 96 pp. 96-104 pp. 96-104
2. Learner’s Mateials pages pp. 69 pp.71 pp.72-81 pp.72-81
Bautista, Jocelyn V. Et al (2006). MAPEH for a better you. G. Araneta Ave. Cor.
Ma. Clara St. Quezon City. 31, 37 – 53.
3. Textbook pages
Sacdalan, Guinevere I. Et al (1999) Edukasyong pangkatawan, kalusugan at musika IV. 226.
http://www.kaublepianostudio.com/history/romantic.html
http://www.newworldencyclopedia.org/entry/Program_music
http://www.classicfm.com/discover/periods/romantic/romantic-piano-music-where-start/
4. Additional Materials from http://musiced.about.com/od/medievalto20thcentury/a/Music-Forms-And-Composers.htm
Learning Resources (LR)
https://www.youtube.com/watch?v=g2Kky5BC9Uk
portal
https://www.youtube.com/watch?v=5QzFKonakYE
https://www.youtube.com/watch?v=EmQBFLJAIcY
B. Other Learning
Resources
IV. PROCEDURES
The teacher will post The teacher will ask The teacher will play a The teacher will play
pictures of Franz Haydn, the students about romantic song, while the examples of the
Wolfgang Amadeus how cultural, students make drawings program music and
Mozart, and Ludwig van economic, social and draw based their feelings. students will analyze
Beethoven. political aspects were (10min) its musical elements.
A. Reviewing Previous greatly affected by (10 min)
Lesson or Presenting The 1. Compare the life progress in science
New Lesson and music of mechanics such as
Haydn, Mozart photography,
and Beethoven steamboats,
2. In what ways are telephone, telegraph,
they the same? etc?
(15min) (5min)
The teacher will ask the Picture parade of different
B. Establishing A Purpose For students the following composers in program
The Lesson questions: music.
1. How do you
2
express your The teacher will ask the
inner feelings? students to describe the
2. What do you feel pictures.
when these (5 min)
emotions are not
expressed?
(10 min)
The teacher will show The teacher will play
the picture of “The examples of program
Peaceable Kingdom” by music like symphonie
Edward Hicks (1846) Fantastique.
The students will listen
and analyze the music.
C. Present Ing Examples/
Instances of The New
1. What can you say
Lesson
about the music?
1. What emotions 2. What musical
are being elements did you
portrayed in the observe?
picture? (10 min)
(10 min)
The teacher will discuss The teacher will discuss
the historical and cultural the program music,
background of romantic different composers and
period through a their compositions under
PowerPoint presentation. the program music. The
The teacher will play a teacher will also explain
D. Discussing New Concepts
short film that shows the the different forms of
And Practicing New Skills
history and culture of the program music.
#1
western countries during (15 min)
the romantic period that
can be related to the
history of the Philippines
during 1820-1900.
(15min)
E. Discussing New Concepts Listening Activity:
3
#2 The teacher will play a
music video of Romeo
and Juliet and describe
the musical elements
(5 minutes)
Group Activity: Listen to the musical
pieces Romeo and Juliet
The teacher will play a and Wedding March
video clip about the 1. Describe each
works of Romantic piece in your own
composers. Ask point of view
students to relate it to 2. Compare the
F. Developing Mastery
historical and cultural musicality of these
(Leads To Formative
background of the two compositons
Assessment 3)
romanctic period 3. How do they
(15min) differ? What are
their similarities?
4. Which do you
prefer to listen to
intently/ Why?
(20 min)
Group Activity: Group Activity:
Since the common Each group will

purpose of romantic recieve a task card
period is the free which contains the
expression of man’s activity that they
feelings about himself, need to perform
G. Finding Practical
about humanity and
Applications Of Concepts
about the world in Group A – Listen to
And Skills In Daily Living
which he lives, the song Romeo and
students will make a Juliet and sing it.
short role play related Group B – Sing the
to these. song Ave Maria.
Group C – Describe
1. What did you the musical elements
feel while of Romeo and Juliet
4
doing the role song and Ave Maria.
play? Group D – Explain
(25 min) the performance
practice of the two
songs
(20 min)
The romanctic period’s How does the

basic quality is structure of a
emotional subjectivity. program music of the
Its cultural movement Romantic composers
stressed emotion, create its order and
H. Making Generalizations imagination and clarity to describe
And Abstractions About individualism that the elements?
The Lesson pave the way to the
expression of one’s (20min)
personal feelings
through emotions.
(5min)
Use Rubrics based on Use the rubrics

I. Evaluating Learning the group based on the group
presentation (letter F) activity
Teacher will show Listen to another
another video clip composition of
about the life and program music and
works of romantic everybody will sing.
composers in relation (10 minutes)
J. Additional Activities For to historical and
Application or cultural background of
Remediation romantic period. The
students will analyze
it.
(10 minutes)
5
Ask the students to The students will search Study the Piano
study the program and study about the life music and
music and composers and works of Romantic composers.
K. Assignment
of the Romantic period composers: Peter
period. Ilyich Tchaikovsky
and Camille Saint-Saens.
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%
C. Did The Remedial Lessons
Work?
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?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to [email protected]
6
Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in MAPEH
TEACHER ENETERESO, HYACINTH LEARNING AREA MUSIC
RD
TEACHING DATE AND WEEK 2 QUARTER 3 QUARTER
TIME

I.OBJECTIVES
The learner demonstrates understanding of characteristic features of instrumental Romantic music.
A. Content Standard
B. Performance Standard The learner sings and performs themes of selected instrumental pieces.
The learner…
Explains the performance practice (setting, composition, role of composers/performers, and

audience) during the Romantic period
(MU9RO-IIIb-h3)
Listens perceptively to selected Romantic period music

C. Learning Competencies/ (MU9RO-IIIb-h4)
Objectives
Describes musical elements of given Romantic period pieces
(MU9RO-IIIb-h5)
The learner sings themes or melodic fragments of given Romantic period pieces
(MU9RO-IIIe-h6)
Explores other arts and media that portray Romantic period elements
Improvises appropriate accompaniment to given short and simple Romantic period pieces
A. Piano Music and Composers:

II.CONTENTS Frederic Chopin
Franz Liszt
B. Program Music and Piano Music
7
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 95 pp. 96 pp. 96-104 pp. 96-104
2. Learner’s Mateials pages pp. 69 pp.71 pp.72-81 pp.72-81
Bautista, Jocelyn V. Et al (2006). MAPEH for a better you. G. Araneta Ave. Cor.
Ma. Clara St. Quezon City. 31, 37 – 53.
3. Textbook pages
Sacdalan, Guinevere I. Et al (1999) Edukasyong pangkatawan, kalusugan at musika IV. 226.
http://www.kaublepianostudio.com/history/romantic.html
4. Additional Materials
http://www.newworldencyclopedia.org/entry/Program_music
from Learning http://www.classicfm.com/discover/periods/romantic/romantic-piano-music-where-start/
Resources (LR) portal
http://musiced.about.com/od/medievalto20thcentury/a/Music-Forms-And-Composers.html
B. Other Learning
Resources
IV.PROCEDURES
The teacher will ask the The teacher will play The teacher will ask Listening activity:
students what kind of different music. The the following (Group Activity)
music elements are used students will recall and questions: Listen to the
within the music listen to different piano 1. Have you romantic music using
program. music of the Romantic experienced other media.
(10min) music. playing different
musical Illustrate your
Piano Music instruments? feelings or emotions
1.https://www.youtube.c What are these after listening to
A. Reviewing Previous om/watch?v=VRIS5ABtQ instruments? these compositions.
Lesson or Presenting The bM 2. What other Draw your illustration
New Lesson 2.https://www.youtube.c instruments do in a manila paper and
om/watch?v=Ce8p0VcTb you know? post on the board
uA (5 min) (15 min)
Processing:
What are the differences
and similarities of the
program and piano
music?
(15 min)
8
Picture parade of The teacher will ask
different composers in the students if they
piano music. have experienced
singing without any
Who can describe the
pictures? accompaniment of
B. Establishing A Purpose For instruments. What they
The Lesson (5 min)
can say about it?
(5 mins)
The teacher will play an Teacher will show a

example of piano music video clip about the
like Little “Butterfly” different arts and
Etude media used by different
The students will listen musicians during the
and analyze the music. romantic period
3. What can you say 1. What arts and

C. Presenting Examples/
about the music? media were
used by the
Lesson
romantic
4. What musical
elements did you composers
observe? during the
(10 min) Romantic
period?
(15 mins)
The teacher will discuss The teacher will discuss

piano music, different other arts and media
composers and their that portray romanctic
compositions under the music and give
#1
program music. The examples of
teacher will also explain appropriate improvises
9
the different forms of accompaniment.
piano music. (25 min)
(15 min)
Listening Activity: Teacher will play a

romantic music using
The teacher will play the improvised
E. Discussing New Concepts And music “Prelude” and accompaniment.
Practicing New Skills #2 describe the musical Students will listen and
elements. give their reactions
(5 min) afterwards.
(10 min)
Listen to the musical Group Activity:
piece “An Excerpt from a
Love Dream by Franz The teacher will play
Liszt and Prelude by different romantic
Frederic Chopin music.The students
5. Describe each will create a song
piece in your own inspired in romantic
point of view music with
6. Compare the accompaniment of
musicality of improvise materials
F. Developing Mastery these two available inside the
(Leads To Formative compositons classroom.
Assessment 3) 7. How do they
differ? How are 1. What did you feel
they similar? in creating a song
8. Which do you using
prefer to listen to accompaniment
intently/ Why? of improvised
(20 min) materials?
2. What musical
piece is designed
for developing
technical skills?
10
(15 min)
Group Activity: The teacher will ask

the students to
Each group will recieve a answer the question:
task card which contains
activities that they need What values have
to perform you acquired that you
can use daily based
Group A – Listen to the on the learnings from
song No Other Love and our topics?
sing it. (10min)
Group B – Sing the song

G. Finding Practical Applications
To Love Again.
Of Concepts And Skills In Daily
Living
Group C – Describe the
musical elements of No
Other Love and To Love
Again
Group D – Explain the

performance practice of
the two songs.
(20 minutes)
Frederic Chopin was a Give different

music composer for techniques in playing
piano and Franz Joseph any instrument
Liszt was an innovator in especially improvised
H. Making Generalizations And
his piano and orchestral materials.
Abstractions About The Lesson
works. (5 min)
How does the structure

of a piano music of the
11
Romantic composers
create its order and
clarity to describe the
elements?
(20min)
Use rubric for the group The students will

activity in letter G. present their
composed song with
accompaniment of
the improvised
I. Evaluating Learning instruments.
(Please see attached

rubrics)
(10 min)
Listen to another
composition of piano
J. Additional Activities For
music and everybody will
Application Or Remediation
sing.
Study the other arts and Give a little

media that portray background of the
romantic period following composers:
elements. a. Schubert
b. Guiseppe
Verdi
K. Assignment
c. Giacorno
Puccii
d. Richard
Wagner
V.REMARKS
VI.REFLECTION
12
A. No. of Learners
Who Earned 80% In
The Evaluation.
B. No. of Learners Who
Require Additional
Activities For Remediation
Who Scored Below 80%
C. Did The Remedial
Lessons Work?
D. No. of Learners Who
Continue To Require
Remediation
Strategies Worked Well?
Why Did These Work?
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?
13
Daily Lesson Log SCHOOL MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in MAPEH
TEACHER DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA ARTS
RD
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
A. Content Standards The learner...
Understands the role of theatrical elements (sound, music, gesture movement and costume) in the creation of
Western Classical plays and opera which influenced by history and culture
Performs theatre as a synthesis of arts
B. Performance Standards The learner...
Creates appropriate theatre play/opera costume and accessories and improves appropriate sound, music, gesture,
movements and costume for a chosen theatrical composition
Takes part in a performance of a selected piece from Western Classical plays and opera
The learner...
C. LEARNING COMPETENCIES/ Identifies selected theatrical forms from the different art periods
OBJECTIVES (A9EL-Iva-1)
Researches on the history of the theatrical forms and their evolution
(A9EL-IVb-2)
Identifies the elements and principles of arts as manifested in Western Classical plays and opera
(A9EL-IVc-3)
Defines what makes some selected Western plays and opera visually unique
(A9PL-IVc-1)
Shows the influences of Western Classical plays or opera on Philippine theatrical performances interms of form and
content of story
(A9PR-IVh-6)
II. CONTENTS Greek Theater

Roman Theater
Medieval Theater
14
Renaissance Theater
Baroque Theater
Neoclassical Theater
Romantic Theater
Famous Filipino Playwrights
A. REFERENCES
1. Teacher’s Guide Pages pp 310-314 pp 314-318 pp 319-323 pp 338-341
2. Learner’s Material Pages pp 264-267 pp 267-271 pp 272-276 pp 291-294
Agapay, N.,C.,(2006) Music, arts, P.E. and health, making us fully equipped in the 21st Century.
3. Textbook Pages
LightQuest Publications, Inc. National Highway, Paciano, Calamba City. 127-133
4. Additional Materials From

Learning Resource (Lr) Portal
https://www.youtub https://en.wikipedia.org/wiki/Me https://www.youtube.com/watch

e.com/watch?v=WW dieval_theatre ?v=nrQuZ0a65EU
wklCca0yQ
B. OTHER LEARNING https://en.wikipedia.org/wiki/Re https://en.wikipedia.org/wiki/Cat
REFERENCES naissance_theatre egory:Filipino_dramatists_and_pl
aywrights
https://youtu.be/MVzyUHvmTa4
IV. PROCEDURES
A. Reviewing Previous Lesson Learners will give Learners will define the Using pictures, ask the Video presentation of the
or Presenting New Lessons the definition of following: students to identify if the world’s famous Theater play
Classicism, Skene- images show connection
Neoclassicism and Parodos- between Medieval Theater https://www.youtube.com/watch
Romanticism. Chariot- and Renaissance Theater ?v=nrQuZ0a65EU
(5mins) (5mins)
Launch the new After watching the video, ask
topic “WESTERN three students to choose his/her
CLASSICAL favorite Theater play from the
PLAYS/OPERA” video presentation and allow
15
Learners will answer him/her to explain why.
the question “What
springs to mind Learners will answer the question
when you hear the “What’s the best thing you’ve
world Theater?” ever seen at the theater? “
(5mins) (10mins)
B. Establishing A Purpose For

The Lesson Teacher will show POP UP MINDS BOX OF SURPRISES Listening activity
“Evolution of What pops up to your mind Provide a box with the “Ikaw Lamang” words and
Theater” using a when you hear the name or the following materials music by; Robert W. Villafuerte
time line graph word...? -curtain -flash light https://youtu.be/MVzyUHvmTa4
from Greek to JUGGLERS -pulley -toy soldier
Romantic Period and PUPPETEERS -mask The teacher will relate the music
pictures as ADAM AND EVE -orchestra(picture) to the next activity.
representation of PANTOMIME PLAY MAPEH WHEEL of
Theatrical forms. SHAKESPEARE Students will FORTUNE
Let the students BALLET relate the following to
classify the images (10mins) Theater. (15mins)
into their respective (10mins)
periods.
Ask the students

how they were able
to classify the
images to their
respective periods.
(10mins)
C.Presenting Examples /
Instances Of The New Lesson The teacher will ask The teacher will relate the words Teacher will enumerate popular
the students to and names of the following to Filipino plays and opera.
identify where the the Medieval and Renaissance
pictures should Theater
16
belong.
And Practicing New Skills The teacher will The teacher will determine the The teacher will differentiate Teacher will present a short
describe the Greek uniqueness of Medieval Theater Baroque Theate from biography of the following Filipino
Theater, its history and Renaissance Theater. Neoclassical Theater and theater artists using pictures.
and its the three (20mins) Romantic Theater. Francisco Balagtas y de la
main elements. (20mins) Cruz
(20mins) Severino R. Reyes
Dr. Ricardo G. Abad
Salvador F. Bernal
(20mins)
E. Continuation Of Discussing The teacher will Using pictures as clues, Teacher will show a video
New Concepts And Practicing show a video Students will recall the presentation of the
New Skills presentation of the discussion by restating the Evolution of Theater and use
eruption of mouth relation of the picture to the it to deepen student
Vesuvius and will topic understanding about the
discuss and relate (5mins) topic.
the video to the .
story of the https://www.youtube.com/w
Romantic Theater. atch?v=_iShdvdBqk4
https://www.youtub (5mins)
e.com/watch?v=WW
wklCca0yQ
(10mins)
F. Developing Mastery (Leads Students will Students will compare and
To Formative Assessment 3) differentiate Greek contrast Medieval Theater and Students will list down influences
Theater from Renaissance Theater using the of Western Classical opera on
Romantic Theater table below Philippine theatrical performance.
using rap (include (15mins)
the difference in the Theater Themes Stage Performers
composition)
(5mins)
(10mins)
G. Finding Practical Student’s HUGOT Students will relate the Medieval Students will compare the Students will relate the following
17
Applications Of The Concepts And TIME Theater and Renaissance theatre Evolution of Western Classical Western art to Philippine setting.
Skills In Daily Living “If you will be a part to our Philippine Sarswela. Opera to the evolution of (5 minutes)
of the Greek Theater (5mins) Filipino Stage acts
what will it be and (5mins)
why?”
(5mins)
H. Making Generalizations And Students will recall the lesson of Learners will share their
Abstractions About The Lesson the day, explaining how ideas about the Evolution of
Medieval theater develops into Western Classical Theater
Renaissance theater. from Greek to Romantic
(5mins) Plays/Opera.
(10mins)
I. Evaluating Learning Enumerate the Score the Medieval and Give the meaning of the Students will name at least two
following: Renaissance table following: Filipino Playwrights.
1-3 Types of Greek 1. decorum (5mins)
Drama 2.melos
2-5 Usual themes 3.dran
for Roman Theater 4.libretto
(5mins) 5.opera
(5mins)
J. Additional Activities For Provide a picture of Write what you know about Name 5 words you
Application And Remediation Epidaurus and let 1.Medieval Theater remember about Baroque
the students label 2. Renaissance Theater Neoclassic and Romantic
the parts of theater. Theater
K. Assignment Ask the students to read/
research synopsis about
Oedipus Rex or
Romeo And Juliet.
V. REMARKS
VI. REFLECTION
A. No. of Learners Who Earned
80% In The Evaluation
Require Additional For
Below 80%
18
Work? No. of Learners Who
Have Caught Up With The
Lesson.
Continue To Require
Remediation
E. Which of My Strategies
Worked Well? Why Did These
Work?
Encounter Which My Principal
Or Supervisor Helped Me
Solved?
G. What Innovation or
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 [email protected]
19
Daily Lesson Log SCHOOL Majada In National High School GRADE LEVEL 9
in MAPEH
TEACHER DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA ARTS
rd
TEACHING DATE AND Week 2 QUARTER 3 Quarter
TIME

I.OBJECTIVES
A. Content Standards The learner...
Understands the role of theatrical elements (sound, music, gesture movement and costume) in the creation of Western
Classical plays and opera which influenced by history and culture
Theatre and performance as a synthesis of arts
B. Performance Standards The learner...

Creates appropriate theatre play/opera costume and accessories and improves appropriate sound, music, gesture,
movements and costume for a chosen theatrical composition
Takes part in a performance of a selected piece from Western Classical plays and opera
The learner...
C. LEARNING Improvises accompanying sound and rhythm needed for the effective delivery of a selected piece from Western Classical
COMPETENCIES/ play and opera
OBJECTIVES (A9PR-IVef-3)
Choreographs the movement and gestures needed for the effective delivery of a selected piece from Western Classical
play and opera
(A9PR-IV-f-3
Designs the visual elements and components of selected Western Classical theater play and opera
(A9PR-IVc-1)
Performs in a group a selected piece from Western Classical play and opera
(A9PR-IVg-5)
II.CONTENT
Different Western Different Western Different Western Different Western
20
Classical Plays and Opera Classical Plays and Classical Plays and Classical Plays and Opera
Opera Opera
A. REFERENCES
1. Teacher’s Guide pp 324-336 pp 324-336 pp 324-336 pp 324-336
pages
2. Learner’s Material pp 277-290 pp 277-290 pp 277-290 pp 277-290
pages
Agapay, N.,C.,(2006) Music, arts, P.E. and health, making us fully equipped in the 21st Century.
3. Textbook pages
LightQuest Publications, Inc. National Highway, Paciano, Calamba City. 127-133.
4. Additional Materials
from Learning
Resource (LR) portal
http://www.pbs.org/wnet/broadway/essays/elements-of-the-musical/
https://www.youtube.com/watch?v=C2ODfuMMyss
B. OTHER LEARNING https://www.youtube.com/watch?v=dUuex722DY4
REFERENCES https://www.youtube.com/watch?v=mLkcXT1YOJA
https://www.youtube.com/watch?v=DyrW97ZS9Kc
https://en.wikipedia.org/wiki/Costume_design
https://www.youtube.com/watch?v=hYAph4qI4sg
IV.PROCEDURES
A. Reviewing Previous The teacher will recall the The teacher will ask the The teacher and the learner The teacher will explain the
Lesson or Presenting components of an opera students to pass their will evaluate the success of rubrics or the criteria to be used
New Lessons 1. Libreto composition of improvised the planned culminating in judging the Musical Play/Opera
2. Score accompaniment to their activity by completing the Criteria
3. Reciative group leaders. Check list below (✓) 1. Appropriateness of
4. Aria gesture and movements
Ask the students about their ASPECTS STRONG NEEDS TO 30%
The teacher will begin the overall opinion of their IMPROVE 2. Make up/masks, costume
Singers
lesson by grouping the class musical play. and props, music. (the
Dancers
into two for the most awaited (5mins) use of styles and
Music
part of the module THE techniques of Western
Choreography
PERFORMANCE Musical and Popular
Props/
(5mins) costume
Theater) 30%
3. Culturally-based 20%
(5mins)
4. Creativity (the use of
21
theater elements and
principles) 20%
TOTAL: 100%
(5mins)
5. Establishing A Purpose Students will watch a video Students will do the The teacher will give the
For The Lesson presentation of an example of BALLET exercise. performers a breathing exercise.
a theatrical Opera. Students will state reasons why a
After the activity the singer should know how to
https://www.youtube.com/wa students will be answering breathe correctly.
tch?v=C2ODfuMMyss the following question (5mins)
Students will play 1. What is your overall
FAMILY FEUD impression about
From viewing, the group of ballet?
students will cite the 2. How does ballet
important components differ to other form
needed to produce an opera. of dances like
(10mins) hiphop and jazz
(10mins)
6. Presenting Examples / The Teacher will lead the The teacher will motivate the
Instances Of The New class into a short dance class to create beautiful
Lesson tutorial demonstrating costumes and visually
proper execution of steps in appealing props using a
Ballet dance video presentation
https://www.youtube.com/ https://www.youtube.com/w
watch?v=dUuex722DY4 atch?v=hYAph4qI4sg
(5mins) (10mins)
7. Discussing New Teacher will remind the Using a video clip, the The teacher will remind the
Concepts And students about the teacher will discuss the students about the history,
Practicing New Skills significance of music in an importance of dance in a importance and wise use of
Opera. theater play. Props and costume in a
(5mins) theatrical presentation.
https://www.youtube.com/
watch?v=mLkcXT1YOJA https://en.wikipedia.org/wiki
https://www.youtube.com/ /Theatrical_property
22
watch?v=DyrW97ZS9Kc (10mins)
(10mins)
8. Continuation Of Teacher will explain the
Discussing New duties and responsibilities of
Concepts And the following
Practicing New Skills 9. Director
10. Stage manager
11. Production team
12. Technical team
13. Actors and actresses
http://www.pbs.org/wnet/bro
adway/essays/elements-of-
the-musical/
(15mins)
14. Developing Mastery Students will start improvising Using the submitted Using recyclable reusable The students will perform their
(Leads To Formative accompanying sound to be musical story line and and available materials the chosen play on stage.
Assessment 3) used in the culminating chosen accompanied students will design the (35mins)
activity. music, the students will visual elements and
(15mins) choreograph movements component of a theatrical
needed for the effective play.
delivery of the story to be (20mins)
used in the culminating
activity.
(20mins)
15. Finding Practical Ask the students to give the Enumerate problems Ask the students about their The teacher will open the floor
Applications Of The reasons why they chose encountered during the overall opinion, reaction, for clarification, insights and
Concepts And Skills In music to be part of their activity. suggestion and comments recommendations.
Daily Living musical presentation. (5mins) about of the musical play of (5mins)
(5mins) their group.
(10mins)
16. Making Generalizations Let the student answer the Let the learners suggest
And Abstractions About following: ways for the actor to
The Lesson perform and use
1. What is the importance of movements or steps in his
music in an Opera? portrayal of character in the
2. How are the singers able story.
23
to relay message of the (5mins)
music?
(5mins)
17. Evaluating Learning Name 5 members of a theater Learners are to be Learners are to be evaluated Teacher will score the
or Musical play/opera. evaluated using the rubric using the rubric in page 295 performance using the presented
(5mins) in page 295 of A journey of A journey Through rubrics.
Through Western Music and Western Music and Arts.
Arts
18. Additional Activities For The learner will design a
Application And mask using recyclable
Remediation materials.
19. Assignment Students will plan for the Students will Continue
culminating activity, they are practicing the choreography
expected to do in preparation for the
1. Brainstorming culminating activity
2. Sharing of ideas
3. Casting Students will bring materials
4. Listing of the for the props and costume
members of making tomorrow.
production team and
Technical team
Continue composing and

choosing improvised
accompaniment for the
culminating activity.
V. REMARKS
VI. REFLECTION .
A. No. of Learners Who
Earned 80% In The
Evaluation
Remediation Who
Scored Below 80%
24
C. Did The Remedial
Lessons Work? No. Of
Learners Who Have
Caught Up With The
Lesson.
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
Encounter Which My
Helped Me Solved?
Localized Materials Did
I Use / Discover
Which I Wish To
Share With
Other Teachers?
25
Daily Lesson SCHOOL CALAMBA BAYSIDE NHS GRADE LEVEL 9

Log in MAPEH
TEACHER MARINEZZA V. SALES LEARNING AREA PE
ST RD
TEACHING DATE AND (1 WEEK) QUARTER 3 QUARTER
TIME

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of lifestyle and weight management to promote community fitness.
The learner . . .
B. 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...
Undertakes physical activity and Physical Fitness Assessment
( PE9PF-IIIa-h-23)
C. Learning Competencies/ Assesses eating habits based on the Philippine Food Pyramid/ My food plate
Objectives (PE9PF-IIIa-39)
Write The Lc Code For Each Determines risk factors related to lifestyle diseases (Obesity, Diabetes, Heart diseases)
(PE9PF- IIIa-40)
Distinguishes facts from myths and misinformation associated with eating habits
(PE9PF- IIIb-29)
II. CONTENT
Festival Dances
A. REFERENCES
1. Teacher’s Guide Pages Pp-100-106
2. Learner’s Materials Pages Pp. 135-142
3. Textbook Pages
4. Additional Materials From
Learning Resources (Lr)
Portal
B. OTHER LEARNING https://www.youtube.com
RESOURCES /watch?v=rkpgF2M5jHQ
26
https://m.youtube.com/w
atch?v=0pt9K_Mb9Yo
IV. PROCEDURES
Group Activity Ask the students to state The teacher will ask the The students will make a warm up
Picture Puzzle: the food which they last students what are the exercise before the activity.
ate. practices in good eating Always remind the students about
The teacher will ask each habits. the possible injuries that might
group to pick 1 envelope What food did you eat? (5 min) occur when doing physical activity
containing cut-out Was it healthy? and situation:
pictures associated to 1.Not having proper warm-up
A. Reviewing Previous Lesson
festival dance. How does it affect your exercise
or Presenting The New
body’s health? 2. Not executing the proper
Lesson
Each group will form the movements
picture and identify/name Why is it important to eat 3. Not observing safety measure at
the picture, and give a healthy? Does it have a all times
short description. connection if dancing will (10 min)
be done as an activity
(15 min) (5 min)
Ask the students to state The teacher will ask students

the food which they ate about their BMI and
last. Nutritional status.
What food did you eat? Is Let them analyze their

it healthy? nutritional status and reflect
it in their daily activities.
B. Establishing A Purpose For
How it affect your body’s
The Lesson
health? What will happen on the
person if his/her status is
The teacher will present under weight? Overweight?
the different words/ Obese?
foods.
Let the students classify The teacher will ask the
the words/foods which health condition of the
27
group they belong. students before performing
the dance.
(Food Pyramid)
(15 minutes) ( 10 minutes)
The teacher will discuss The teacher will present a
the Table 1: Calorie video of 5 Basic
Counter Table, Table 2: fundamentals.
Calories Consumed per 15 https://www.youtube.com/w
minutes, Table 3: Calorie atch?v=rkpgF2M5jHQ
content of nutrients,
Table 4: Physical Activity
Table through Power Ask the students to execute
Instances Of The New
point Presentation to be the 5 Fundamental position
Lesson
lead by the teacher of arm and feet
(25 min) What can you say about

when you are doing the 5
fundamental positions?
(15 min)
Teacher will present a The teacher will present a

video clip about eating video of Festival dance
habits among teenager. (buhayani)
Students give their The teacher will ask the

reflection/ insight about students the following
the video clip. questions:
And Practicing New Skills The teacher will ask the 1. What are the basic skills
#1 students if they have a needed in dancing?
good eating habits. 2. What dance formation did
you see in the video?
Site and examples that 3. How are the dance steps
showing good eating being executed?
habits. 4. How essential is music in
(15 min) dancing?
28
https://www.youtube.com https://m.youtube.com/watc
/watch?v=FvZIUKG67pI h?v=0pt9K_Mb9Yo
The teacher will discuss the

Basic skill needed in dancing,
Dance Formation, Essential
of music in the dance
through power point
presentation.
(30 min)
The teacher will discuss The teacher will divide the class
computing One’s Total into 6 six groups consisting of 8-10
Energy Requirement members.
(TER). Ask them to practice the 5
fundamental movements.
The teacher will give (20 min)
E. Discussing New Concepts
board work activity to
achieve mastery on how
#2
to find One’s Total Energy
Requirement.
(10 min)
The learners will make the The students will execute the five
computation of their fundamentals movement. Prior to
individual total energy the activity, the teacher will ask
requirements (TER) the students to have a copy of
F. Developing Mastery see LM- p. 140 their individual Heart Rate Log that
(Leads To Formative can be used in the whole grading
Assessment 3) The students will make a quarter for all the physical activity
list of a Meal Plan for a that we do.
week. Observe the weight (see ANNEX A)
management if needed. (30 min)
29
The students will be
asked to make their
Personal Festival Dancing
Program (FITT) based for
the result of then FITT
computations.
See p. 142 for template
(20 min)
The teacher will ask the The teacher will ask the students
students about the the following questions:
importance of eating
habits and physical 1. What is the purpose of knowing
activity in connection of the 5 fundamental position before
weight management in dancing?
our lifestyle/ daily living. 2. How dancing affect our daily
living/lifestyle?
Let the students sum up (5 min)
their answer.
Teacher should write on

the board the responses.
(10 min)
The teacher will . The teacher will ask the students to
emphasize to the students make insights/reflections with
the value of the training emphasis on the essential
guidelines including the understanding of the lesson.
FITT principles in dance
by answering the open- (5 min)
H. Making Generalizations ended statement:
And Abstractions About
The Lesson 1. I learned that
_______________.
2. I realized that
_________________
_.
3. A am happy
because
30
_______________.
(20 min)
The teacher will give a The execution of fundamental
Quiz/ Problem Solving: movements will of students will be
See TEST IV. assessed using a scoring
I. Evaluating Learning
COMPUTATION numbers guide/rubrics.
1 and 2 LM-p. 156 (ANNEX B)
(10 min)
The student will review
the Five Fundamental
Positions.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation.
Require Additional
Activities For
Remediation Who
Scored Below 80%
C. Did The Remedial
Lessons Work?
Continue To Require
Remediation
E. Which of My
Teaching Strategies
Worked Well? Why
Did These Work?
31
Encounter Which My
Principal or
Supervisor Can Help
Me Solve?
Localized Materials
Did I Use/Discover
Which I Wish To
Share With Other
Teachers?
32
Daily Lesson Log SCHOOL CALAMBA BAYSIDE NHS GRADE LEVEL 9

in
MAPEH
TEACHER MARINEZZA V. SALES LEARNING AREA PE
RD
TEACHING DATE AND (2ND WEEK) QUARTER 3 QUARTER
TIME
I. OBJECTIVES
The learner demonstrates understanding of lifestyle and weight management to promote community
A. Content Standards
fitness
The learner . . .
The learner...
Describes the nature and background of the dance
(PE9RD-IIIb-1)
C. Learning Competencies/
Execute the skills involved in dance
Objectives
(PERd-IIIb-h-4)
Performs appropriate first aid for injuries and emergency situations in physical activities and dance
settings (cramps, Sprain, Heat exhaustion)
(PE9PF-IIIb-h-28)
II. CONTENT Social (Community dance, mixer) Festival and Ballroom Dances
A. REFERENCES
1. Teacher’s Guide pages Pp. 91-98
2. Learner’s Mateials pages pp. 124-130
3.Textbook pages
4.Additional Materials from
portal
B. OTHER LEARNING
RESOURCE
IV. PROCEDURES
33
The teacher will give a The teacher will ask the The teacher will ask
recap on lifestyle students about the the students to give
diseases. different examples of examples of locomotor
(5 min) festival dances in the and non locomotor
Philippines and their brief movements, basic
A. Reviewing Previous description. steps and arm
Lesson or Presenting The (10 min) movement.
New Lesson
The students will have
warm up exercises
before the group
activity.
(10 min)
Divide the class in to 6
groups consisting of 8-10
members. In 10 minutes,
they will do this activity:
Ask the students to
1. Enumerate festivals
that they are familiar
with.
2. Make a short
description about
each the festival
B. Establishing A Purpose For 3. Classify whether
The Lesson they are religious or
non-religious
festivals
4. Give at least 3
positive effects of
festival dancing or
participation/
involvement in
festival dances to
yourself, family,
community.
34
The students will present
their work in front of the
class.
(15 min)
The teacher will post a
matching type activity
and let the students
identify the place of
Origin of the different
Lesson
festivals in the country.
See LM P. 124
(5 min)
The teacher will discuss
the nature and
background of some
famous festivals in the
Philippines through a
#1
PowerPoint
presentation.
(25 min)
how dancing contributes
to the improvement of
cardio-vascular
endurance by
determining the Target
Heart Rate (THR) range.
E. Discussing New Concepts The students will get
And Practicing New Skills thier own computation of
#2 Predicted Maximum
Heart Rate (PMHR)
Lowest Traget Heart
Rate (LTHR) and Highest
Target Heart Rate
(HTHR)
(10 min)
35
The teacher will

demonstrate the
locomotor and non
locomotor movements,
basic steps, and arm
movements.
The teacher will divide

the class in to four
groups consisting of 10-
(Leads To Formative
12 members.
Assessment 3)
They will have their
group activity where they
will be recalling the basic
movements that can be
used in folk dance
(festival dance )
See LM.pp. 127-130
(50 min)
Students will combine

the different
movements to make a
creative dance
pattern/steps
( 16counts for each
movement) and
execute it in the class
(Practice)
Their performance
36
should have a music
accompaniment.
(40 min)
The teacher will ask
the students why we
need to consider
reviewing of locomotor,
non locomotor, basic
steps and arm
H. Making Generalizations
movement before the
festival dance.
The Lesson
What is the importance
of engaging in this kind
of physical activity?
(10 min)
Student performance
will be assessed using
scoring guide/rubrics.
I. Evaluating Learning Variety of movements-

10
Creativity- 10
Cooperation- 5
Total- 25 points
Bring any music that can Ask the students to
be used in festival dance. research other
examples of festival
dances. Bring it to
class the next meeting.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation.
37
Require Additional
Work?
Continue To Require
Remediation
Why Did These Work?
Encounter Which My
Principal or Supervisor
Can Help Me Solve?
G. What Innovation or
Wish To Share With Other
Teachers?
38
Daily Lesson Log SCHOOL CALAMBA BAYSIDE NHS GRADE LEVEL 9

in
MAPEH TEACHER MARINEZZA V. SALES LEARNING AREA MUSIC
RD
TEACHING DATE AND 3RD WEEK QUARTER 3 QUARTER
TIME

I. OBJECTIVES
The learner demonstrates understanding of lifestyle and weight management to promote community
A. Content Standard
fitness.
The learner . . .
The learners...
Monitors periodically one’s periodically one’s progress towards the fitness goals
(PE9RD-IIIb-h-4)
Involves oneself in community service through dance activities in the community
C. Learning Competencies/
(PE9PF-IIIg-h-41)
Objectives
Performs appropriate first aid for injuries and emergency situations in physical activity and
dance settings (Cramp, sprain, heat exhaustion)
(PE(PF-IIIb-h-30)
Recognizes the needs of others in real life and meaningful ways
(PE9PF-IIIa-h-42)
II. CONTENT A. Social (Community dance, mixer) Festival

B. Ballroom Dances (DANCE PRESENTATION- FESTIVAL DANCE ROUTINE)
A. REFERENCES
1. Teacher’s Guide pages Pp.11-114
2. Learner’s Mateials pages pp. 148-153
3. Textbook pages
39
4. Additional Materials from
portal
B. OTHER LEARNING
RESOURCE
IV. PROCEDURES
The teacher will ask the The teacher will ask The teacher will discuss
students to recite and the students to recite the Rubrics in their
execute locomotor, non- and execute festival dance
locomotor, basic steps locomotor, non- performance.
A. Reviewing Previous Lesson and arm movements that locomotor, basic steps
or Presenting The New they have learned from and arm movements The students will have
Lesson the previous lessons. that they have learned their warm-up exercise
(5 min) from the previous before the practice.
lessons.
(5 min)
The teacher will ask the

students what fitness
development can people
get in participating in
B. Establishing A Purpose For festival dance in the
The Lesson community like the
buhayani festival dance?
(5 min)

the GRASPS for students
to able to know the
festival dance routine of
all grade 9 level and the
preparation for it. See
Lesson
TG. P11-114
Each section will select
one festival that
represent their sections.
40
(10 min)
The teacher together The teacher will

with the students will discuss the Rubrics in
assign first the respective their festival dance
committees performance.
The teacher will present (See Attachment)

the possible festival that (5 min)
might used by the
students in their
performance
#1
1. Maskara Festival
2. Panagbenga Festival
3. Buhayani Festival
4. Ati-atihan Festival
5. Sinulog Festival
6. Bangus Festival
(10 min)
Let the students to use Let the students to

MAPEH time in practicing use MAPEH time in
their dance presentation. practicing their dance
presentation.
Before the Practice start
make sure that the Before the Practice
students will have their start make sure that
E. Discussing New Concepts warm-up exercises the students will have
And Practicing New Skills (Wellness Dance) for their warm-up
#2 them to prevent injuries exercises (Wellness
that may happen during Dance) for them to
practice. prevent injuries that
may happen during
Every Physical Activity practice.
(Practice) that might
happen students should Every Physical Activity
record their Heart Log (Practice) that might
41
for them to have self- happen students
assess and report the should record their
heart rate before and Heart Log for them to
after they perform. have self-assess and
report the heart rate
Always remind the before and after they
students about the perform.
possible injuries that
might occur when doing Always remind the
physical activity and students about the
situation: possible injuries that
1.Not having proper might occur when
warm-up exercise doing physical activity
2. Not executing the and situation:
proper movements 1.Not having
3. Not observing proper warm-up
safety measure at exercise
all times 2. Not executing
(5 min) the proper
movements
3. Not observing
safety measure
at all times
(5 min)
The teacher will The teacher will

monitoring the practice monitoring the
(Leads To Formative
properly. (25 min) practice properly.
Assessment 3)
(45 min)
G. Finding Practical Dance Presentation in
Applications Of Concepts the community.
The students will make
H. Making Generalizations
a reflection about the
festival dance
The Lesson
42
I’ve
learned__________.
I’ve realized
__________.
I am happy because
_________.
The teacher will

evaluate their
I. Evaluating Learning performance based
from the rubrics:
(see Attachment)
The students shall
J. Additional Activities For prepare Festival Dance
Application or Remediation Journal and submit
their HR LOG.
V. REMARKS
VI. REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation.
B. No. Of Learners Who
Require Additional
Work?
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Teaching
43
Why Did These Work?
Encounter Which My
Can Help Me Solve?
Wish To Share With
Other Teachers?
44
in
MAPEH TEACHER MA.CECILIA E. PANALIGAN LEARNING AREA HEALTH
RD
TIME
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of first aid principles and procedures.
B. Performance Standard The learner performs first aid procedures with accuracy.
C. Learning Competencies/ The learner...
Objectives Discusses basic information about first aid (Principles, Roles, Responsibilities and Characteristics of a good aider)
(H9IS-IIIa-36)
Demonstrates the conduct of primary and secondary survey of the victim
(CAB) (H9IS-IIIb-37)
Assesses emergency situation for unintentional injuries
(H9IS-IIIb-38)
Discusses the function of dressing and
bandages (H9IS-IIIc-d-39)
Explains the principles of wound dressing
(H9IS-IIIc-d-40)
Demonstrates appropriate bandaging techniques for unintentional
injuries (H9IS-IIIc-d-41)
A. First Aid Basics

Principles
Roles
II. CONTENTS
Responsibilities
Characteristics of a good aider
B. First Aid Guidelines and Procedures Survey the scene
Do primary survey of the victim (check for vital signs, assess CAB (Circulation, Airway, Breathing)
45
Do secondary survey of the victim (head-to-toe survey)

C. Use of Dressing and Bandages (alternatives include clean cloth or, handkerchief)
Principles of Wound Dressing (careful handling, large enough to cover the wound, should fit snugly and not
cut off circulation)
Bandaging Techniques (for the head; forehead; ear, cheek and jaw; burned hand; sprained ankle; and
dislocated arm
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages Pages 324-329 Pages 330-341 Pages 342-349
Darilag, A. Et.al EASE Health Education II Module 4 Lesson 1

Enjoy life with P.E and health II. (2012). 1-7 2, 214-215, 216-223.
3. Textbook pages
Abejo M.P.,et.al.Edukasyong pangkatawan, kalusugan at musika I.
DepED. 1994. pp.197-198

Learning Resource (LR)
portal
Print: Non-print:
Getchell,Pippin, Retrieved from Getchell,Pippin, Varnes.
Varnes. Perspectives “Philippine Red Cross Basic First Aid Training Perspectives on Health:First Aid
on Health:First Aid Exercise” and Manual Review (pp.680-
and Manual Review https://www.youtube.com/watch?v=4bO_FLl4F 681).Toronto, Ontario
(pp.680- 1Q
681).Toronto, Online Sources:
B. OTHER LEARNING
Ontario Getchell,Pippin, Varnes. Perspectives on Retrieved from:
REFERENCES
Health:First Aid and Manual Review (pp.680- https://www.teachervision.com/tv/pri
Online Sources: 681).Toronto, Ontario ntables/tv00053_s1-2.pdf
http://webcache.goo Poison help.com
gleusercontent.com/s Proper wound care: How to
earch?q=cache:http:/ minimize a scar
/www.thefirstaidzone https://www.youtube.com/watch?v=
.co.uk/first-aid-facts msw820Uwd0s
46
HAIYAN - Philippine How To Do A Simple Dressing
Red Cross in https://www.youtube.com/watch?v=h
Actionhttps://www.yo 2Dw-8ry5TA
utube.com/watch?v= How to apply a basic Bandage:
zEH6Gl3iJjc https://www.youtube.com/watch?v=F
sgb4FFYxY4
IV.PROCEDURES
A. Reviewing Previous The teacher will For Review Activity: The students will
Lesson or Presenting New conduct a pre-test answer the activity 4:
Lessons through; Paper-and -pencil Test “What will you
The students will answer do?”
“Fact or Bluff” the questions individually, (5 min)
1. What is first aid?
2. Why it first aids
rd
(See Activity 1 3 Qtr. important?
attachment) 3. Give 2 characteristics of
(5 min) a good first aider.
Criteria for checking:

2 points if the students
answer correctly.
1- point – clearly and
specific
(10 min)
B. Establishing A Purpose For The teacher will present The teacher will give the The teacher will ask
The Lesson a video clip of the situation below, and let the some representatives
Typhoon Yolanda. Then students decide what they to demonstrate on
ask to student to answer will do next if they are in how to put bandage
the following questions; the situation/ scenario. in an injured person
1. What do you feel and dressing for the
after watching the Situation: A man found wounds.
video? unconscious after his (5 min)
2. Who are the people motorcycle hits the truck.
helped the victims? (5 min)
3. What kind of help
47
they rendered?
4. What do you think
will happen if there
are no one who
assisted them?
(10 min)
C. Presenting Examples / The teacher will present The teacher will present the The student will
Instances of The New Lesson this question: flow chart on LM page 331, watch a video clip,
to check if their answer on then answer the
How important the the first activity is correct. questions afterwards;
presence of the first (10 min)
aider? 1. Why it is
(5min) important to
apply proper
first aid in a
wound?
2. If you are
going to have
this, what will
be the first
thing you will
do?
(6 min)
D. Discussing New Concepts And The teacher will discuss The teacher will discuss the The teacher will
Practicing New Skills # 1 the Nature and Limitation Vital Signs and difference of discuss the difference
of First Aid including the signs and symptoms using between the dressing
following sub-topics; Venn Diagram and bandages.
Principles, Roles, ( Refer on LM page 333) Supporting videos
Responsibilities and will be used to
Characteristics The teacher will ask the present the
students watch the video, lesson
Refer to LM page 325 “Philippine Red Cross Basic
(For additional First Aid Training Exercise” Worksheet will be
information, See provided.
attachment no.3) Processing questions: (Refer to Activity 5)
48
(10 min) 1. How the Red Cross
intervene in the (20 min)
different sitautions? Note:
2. What intervention But if the video is not
gives you learning? available refer to LM
(10 min) for specific and
detailed content. Also
some materials are
provided
E. Discussing New Concepts And The teacher will use the The teacher may use
Practicing New Skills # 2 Interactive Strategies other video clips if
wherein: he/she is not familiar
1. Discuss the Primary in the first aid
and Secondary standard. (Links are
Survey on LM page available in the
333, through the use references)
of images. The teacher will ask
2. Teacher- Student the following
Collaboration questions after
3. The teacher will ask viewing;
some students to 1. What are the two
demonstrate the phases of
procedures. Bandages?
2. How it differs
Critiquing or feed backing from each other?
will be done simultaneously. (15 min)
(10 min)
F. Developing Mastery (Leads To The teacher will ask the The teacher will ask the The students will ask
Formative Assessment 3) students to do the students to arrange the to do the page 348,
following activities: following steps in assessing Activity 16.
emergency victim. The
(Refer to the activity scenario will be: (10 min)
2 for the instructions)
After an earthquake
(Multiple incident, you see your
49
Intelligences) classmate lying down and
Bodily-Kinesthetic: Act unconscious and you are
the characteristics of a the only one sees her.
Good First Aider (10 min)
Linguistic- Present the
Principles of First Aid
through in a poetic
manner
Visual-Spatial:
Describe the roles of the
first aider through the
use of symbolism
Processing questions:
1. After you watch
the group
presentation,
what is the
importance of
basic knowledge
about first aid
basics?
2. How you work as
a group?
(15 min)
G. Finding Practical Applications The teacher will go back Triad Activity: The group of
of The Concepts And Skills In again to the statements The students will students will
Daily Living of facts and bluff activity, make their be presenting
then ask the students to emergency action a
identify in which aspects plan. They are free demonstration
of first aid is exemplified. to choose the of the
Use the following scenario: following;
choices: Group 1:
1. Role Scenario A: Techniques in
2. Objectives accidentally fell on bandaging
3. Characteristics the ground but still Group 2:
4. Principles conscious How to
50
(5min) manage
Scenario B: A girl wounds
can’t breathe after Group 3:
she eat sea foods. Phases of
Bandaging
(10 min) students will
Group 4:
Bandaging in
a puncture in
foot
Group 5:
Putting first in
an open
wound
Criteria:
5-performed
the activity in
one try
correctly
5-creative and
clear
presentation
H. Making Generalizations The learners will The teacher will be The teacher
And Abstractions About complete the thought of posting a picture, will ask the
The Lesson the following open-ended then students will students what
statements: give their feedback/ they learned
a. First Aid is realization about the about the
____________. image. lesson?
b. The absence of he students
First Aid can lead (Refer to Activity 4) re free for
to ____________. iving of
c. You are a first (10 min) eedback. It
aider if hould be
__________. Positive-
(5 min) Negative-
Positive
51
(10 min for

preparation
and planning,
10 mins for
presentation,
10 for
feedbacks)
I. Evaluating Learning The students will answer Dyad Activity: The teacher
the activity 3. The student will do will ask the
they Do Think-Pair- students to do
( Refer to Activity 3 Share about the activity on LM
attachment) following keywords; page 349
1. Signs and (10 in)
(5 min) Symptoms
2. Vital Signs
3. Primary Survey
4. Secondary
Survey
(15 min)
J. Additional Activities For For Advanced For Advanced For Advance
Application And Learners/ Section: Learners or Learners:
Remediation Group of 5, they will Section: Make a
research on the common Do page LM 341 demonstration
accidents encountered by on how to
their schoolmates in For Students’ with manage
different aspects, learning needs wounds and
A. Home follow-up; suppose you
B. Classroom Answer the question are going to
on LM page 340. teach the
For Students who are grade 7.
in need of follow-up: (15 min)
The students will answer For
the activity 3, additional Students
activity. with
learning
(Refer to Activity 3 needs:
52
attachment) Answer
activity 6 “
Help me to
Put Bandage”
V.REMARKS
VI.REFLECTION
H. No. of Learners Who
Earned 80% In The
Evaluation
I. No. of Learners Who
Below 80%
J. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
K. No. of Learners Who
Continue To Require
Remediation
L. Which of My Strategies
These Work?
M. What Difficulties Did I
Encounter Which My
Principal or Supervisor
Helped Me Solved?
N. What Innovation or
Use / Discover Which I
Teachers?
53
in
MAPEH
TEACHER MA.CECILIA E. PANALIGAN LEARNING AREA HEALTH
RD
TIME

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of first aid principles and procedures.
B. Performance Standard The learner performs first aid procedures with accuracy.
C. Learning Competencies/ The learner...
Objectives Demonstrates proper techniques in carrying and transporting the victim of unintentional injuries
(H9IS-IIIe.f-42)
Demonstrates proper first aid procedures for common unintentional injuries
Prepares for the performance task based on the performance standards.
Evaluate the learner’s knowledge and skills through summative test and performance task
A. Transporting the Victim

(drag and carry techniques)
One-person carry ankle drag, pack strap carry, blanket pull)
Two-person carry (two handed seat, fourhanded seat, chair carry )
Three man carry
B. First Aid For Common Unintentional Injuries And Medical Emergencies
Musculoskeletal injuries (sprain, strain, fracture, dislocation)
II. CONTENTS Bleeding
Burn (superficial, partial and full-thickness)
Heat emergencies (heat exhaustion, heat stroke)
Bleeding
Poisoning
Choking
Drowning
Heart attack
Electrocution
54
A. REFERENCES
1. Teacher’s Guide pages
3. Learner’s Material pages Page 350-355 Pages 356-357
Darilag, A. (2012). EASE Health Education II Module 6. Enjoy life with P.E and health II..223-231, 233-
4. Textbook pages
238.
Learning Resource (LR)
portal
Getchell &Pippin et. al. (2006) Perspectives on Health:First Aid and Manual Review Toronto, Ontario.
680-681.
B. OTHER LEARNING
REFERENCES Online Sources:
Epic Stretcher fail compilation (THE BEST):https://www.youtube.com/watch?v=wocCYL2MczA
“Bridesmaids (5/10) Movie CLIP - Food Poisoning (2011) HD”
https://www.youtube.com/watch?v=PP9l4LP0WPI
IV. PROCEDURES
A. Reviewing Previous The students will answer The students will
Lesson Or Presenting the formative answer the 5-10
New Lessons assessment based on the question quiz based on
lesson 3. the previous lesson.
(5 min) (5 min)
B. Establishing A Purpose The students will watch The students will go

For The Lesson the video, with their multi-
“Epic Stretcher fail intelligences group,
compilation (THE BEST)” Then they will perform
(5 min) the activity 23 on LM
page 356.
(15 ins)
C. Presenting Examples / The students will answer The teacher will process
Instances Of The New the following questions the activity 23
Lesson after viewing the video, presentation.
1. What the
happened to the Processing Questions:
55
victims? 1. How do you find the
2. What is the major activity?
problem of each 2. What are the things
scenario? you consider in
(5mins) order to
accomplished your
activity?
(10mins)
D. Discussing New The teacher will discuss The teacher will discuss
Concepts And Practicing the different kinds of the First Aid for
New Skills # 1 transport on LM page Common Unintentional
351-354. Teacher may Injuries LM page 357-
use different strategies 362.
for discussion. Pictures
may be use. The teacher will discuss
(5min) as well demonstrate the
different intervention.
E. Discussing New The teacher will discuss
Concepts And Practicing the Two-man and Three This is more effective if
New Skills # 2 or More-man Transport, a video or class
and ask some students interaction will be
to help the teacher in applied.
demonstration. (20 min)
(Safety Precaution should
be observed)
(5 min)
F. Developing Mastery The students will answer Students will do activity
(Leads To Formative the activity on page 351- on page 363 activity 25.
Assessment 3) 352, nos. 1-5, they can
refer to their LM. (Refer to the activity)
(5 min)
(15 min)
G. Finding Practical The students will do the By pair, the students will
Applications Of The activity: “Carry me with write how to apply first
Concepts And Skills In Care” aid in the given situation,
Daily Living Each group will create using flow chart. A short
their video illustrating the video will be given.
56
different ways of
transport. (10 min)
(See attachment no.10
for details)
(15 min)
H. Making Generalizations Proper transport in a Unintentional injuries
And Abstractions About The victim may help to cannot be avoided. It
Lesson prevent further injury. A happens at any time, at
first aider should go any place to anybody.
proper training. We must therefore
(5min) practice safety and
awareness at all times.
(5 min)
I. Evaluating Learning The students will choose The student will answer
from the different the following questions:
transport then they will 1. What are the
explain, why they choose different kinds of
this. unintentional
injuries? Give 3
Criteria: examples. ( 3pts)
3 points-correctness 2. Why it is
2-clearly stated important to know
1- Completeness of how to handle
thought injuries?
( 2 points content, 1
(5 min) point realistic and
specific, 1 clear
thought)
3. Give one scenario
of an unintentional
injury then write
the steps who will
do.
(3 points-correctness of
the procedures, 2-exact
and realistic)
( 15 mins)
57
J. Additional Activities For For Advance Learners: Plan for your
Application And Remediation The students will do performance task and
activity 21 on page 355 practice for the
presentation during your
For students with vacant time.
learning needs;
Do activity 22 on LM
page 355
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
Below 80%
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
Continue To Require
Remediation
E. Which of My Strategies
These Work?
Encounter Which My
Helped Me Solved?
Use / Discover Which I NA
Teachers?
58
59

Mapeh

Uploaded by

Copyright:

Available Formats

Mapeh

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Mapeh

Uploaded by

Copyright:

Available Formats

Daily Lesson Log SCHOOL ITLUGAN INTEGRATED NATIONAL HIGH SCHOOL GRADE LEVEL 9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Relates Romantic period music to its historical and cultural background

Explains the performance practice (setting, composition, role of composers/performers, and

Listens perceptively to selected Romantic period music

Describes musical elements of given Romantic period pieces

Sings themes or melodic fragments of given Romantic period pieces

A. Historical and Cultural Background of the Romantic Period

Since the common Each group will

The romanctic period’s How does the

Use Rubrics based on Use the rubrics

TEACHER ENETERESO, HYACINTH LEARNING AREA MUSIC

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Explains the performance practice (setting, composition, role of composers/performers, and

Listens perceptively to selected Romantic period music

A. Piano Music and Composers:

The teacher will play an Teacher will show a

3. What can you say 1. What arts and

The teacher will discuss The teacher will discuss

Listening Activity: Teacher will play a

Group Activity: The teacher will ask

Group B – Sing the song

Group D – Explain the

Frederic Chopin was a Give different

How does the structure

Use rubric for the group The students will

(Please see attached

Study the other arts and Give a little

TEACHER DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA ARTS

MONDAY TUESDAY WEDNESDAY THURSDAY

II. CONTENTS Greek Theater

4. Additional Materials From

https://www.youtub https://en.wikipedia.org/wiki/Me https://www.youtube.com/watch

B. Establishing A Purpose For

Ask the students

TEACHER DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA ARTS

MONDAY TUESDAY WEDNESDAY THURSDAY

B. Performance Standards The learner...

Continue composing and

Daily Lesson SCHOOL CALAMBA BAYSIDE NHS GRADE LEVEL 9

TEACHER MARINEZZA V. SALES LEARNING AREA PE

MONDAY TUESDAY WEDNESDAY THURSDAY

Ask the students to state The teacher will ask students

What food did you eat? Is Let them analyze their

(25 min) What can you say about

Teacher will present a The teacher will present a

Students give their The teacher will ask the

The teacher will discuss the

Teacher should write on

Daily Lesson Log SCHOOL CALAMBA BAYSIDE NHS GRADE LEVEL 9

TEACHER MARINEZZA V. SALES LEARNING AREA PE

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The teacher will

The teacher will divide

Students will combine

I. Evaluating Learning Variety of movements-

Daily Lesson Log SCHOOL CALAMBA BAYSIDE NHS GRADE LEVEL 9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. CONTENT A. Social (Community dance, mixer) Festival