Daily Lesson Log SCHOOL CABAY NATIONAL HIGH SCHOOL GRADE LEVEL 10

in
TEACHER Melody D. Landicho LEARNING AREA MUSIC
MAPEH
TEACHING DATE AND November 25-29, 2019 QUARTER 3RD QUARTER
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of characteristics features of contemporary music.
B. Performance Standard The learner sings contemporary songs.
C. Learning Competencies/ The learner… The learner…
Objectives  Listens perceptively to excerpt of major  Lives a brief biography of selected Contemporary
Contemporary works Philippine composer/s
(MU10CM-IIIa-h-1) (MU10CM-IIIc-g-3)
 Describes characteristics of traditional and new Sings selection of contemporary Philippine
music  composer/s with appropriate pitch, rthythm, style &
(MU10CM-IIIa-h-2) expression
(MU10CM-IIIb-h-4)

A. Contemporary Philippine Music B. Traditional Composers:

 Antonio Molia, Felipe P. De Leon Sr.
II. CONTENT
 Lucio San Pedro
 Raymundo Cipriano “Ryan” Cayabyab.

III.LEARNING RESOURCES
A. REFERENCES
pp. 40-48
1. Teacher’s Guide pages
2. Learner’s Material pp. 92 pp. 98-101 pp. 102-104
pages
3. Textbook pages Copacio, H.P. Lugue, V.R, Ramirez, V.P. et. Al, (2014). Our world of MAPEH, Vibal Publishing Inc.
Gregorio Araneta Ave. Quezon City. 40, 49, 52 -53.

1
 4. Additional Materials
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous The teacher will play “Ugoy Pair Me Up:
FACT OR BLUFF Song Tanong:
Lesson or Presenting New ng Duyan” as a major The student will be
The teacher will play
Lessons example of Contemporary grouped. They
The student will play major works of
work. The teacher will ask: will be given names and
a game inspired by Molina and
“Are you familiar with the pictures of different
Celebrity Bluff where Felipe De Leon. They
song? Do you know the traditional composers.
they will classify if will identify the title
title of the song? Who They need to pair the
the song played is of the song as a
among you enjoys picture with their correct
contemporary music review of the past
listening to this kind of names. Do you know any
or not. They will say lesson. “Do you
music? traditional composers?
the word FACT if it is remember the work
(10min) Are you familiar with any
contemporary and of Molina and Felipe?
of them?”
BLUFF if not. Can anyone identify
(10 min)
some of their works?”
See attached song.
(10 min)

B. Establishing A Purpose for The teacher will play 2 Loop A Word:

the Lesson different kinds of songs,
one from contemporary The students will find at
and from pop music. least ten titles of
compositions
The teacher will ask: of our featured
What is the difference composers from
between the songs? Can
2

you describe each song?
What makes them different
from one another?
( 10 min)
C. Presenting Examples / The teacher will show a
Instances of the New video of another major
Lesson contemporary song and he
will describe it himself
giving emphasis on the
characteristics.
(10 min)
(See Attachment)
D. Discussing New Concepts The teacher will discuss
and Practicing New Skills Contemporary Music
#1 including major
contemporary works and
their characteristics using
a PowerPoint presentation.
(20min)
(See Attachment)
traditional Music and
make a visual aid in
presenting them.
After the presentation
the teacher will ask the
following questions:
 Have you already
encountered these
composers?
 When or where did
you hear their songs?
(5 min)
The students will identify The teacher will play
some of the major song "Sa Ugoy ng duyan"
compositions found which and will ask the
they are familiar with. students: "What do
"Have you encountered you think is the name
hearing some of those of the composer of
songs? Where did you this song? You can
hear those songs?" find his name from
(5 min) the board game.”
(5 min)
The teacher will discuss The teacher will
using video presentation present video clip of a
a short biography of short biography of
Antonio Molina and Lucio San Pedro and
Felipe De Leon and their Ryan Cayabyab and
famous works. their famous works
(20 min) (20 min)
(See Attachment) (See Attachment)
3
E. Developing Mastery Group Charade METACARD
The teacher will play
(Leads To Formative
different songs from
Assessment 3) The student will act out The teacher will post
contemporary and pop
the title of the songs of the names of San
music. The students will
the featured composers Pedro and Cayabyab
classify which among
and let the group guess on the board.
those songs are He will play their
contemporary, based on it.
(15 min) major works. The
the characteristic they students will classify
have learned. them by posting the
The teacher will ask: “How card with the song
did you know if the song title, under the
being played is correct composer.
contemporary? (10 min)
What is your basis for it?
(10 min)

(See Attachment)

F. Finding Practical The teacher will ask

Applications of The The teacher will ask for the importance of
Concepts And Skills In about the education in
Daily Living significance of some becoming a
contemporary successful person like
characteristic such as the featured
harmony in real life. composers.
"Is it important to (5 min)
have harmony in a
family relationship?
Why?”

4
G. Making Generalizations The students will
And Abstractions About choose at least three
The Lesson major contemporary
songs from the
examples and they
will describe the
characteristics of
each song
(15 min)

H. Evaluating Learning Videoke Group Game: A-

Challenge: Hum!

Students will sing the The teacher will

major selected provide draw lots of
Contemporary song major
using the videoke. traditional
The teacher compositions.
will select the Each group will pick
“Videoke one and they have to
King and Queen” hum a simple melody
using the of the contemporary
rubric. song which will be
chosen through draw
After the activity, the lots.
teacher will ask the (10 min)
students: "How did
you feel
after singing the
contemporary song?”
Did
You enjoy singing it?

I. Additional Activities For The students will research

Application And the at least 2 major song
Remediation compositions of the
following traditional
composers:
5
  Francisco
Buencamino,
 Hilarion Rubio,
Rodolfo
 Cornejo, Antonino
Buenaventura,
 Rosendo Santos
Jr.,
 Alfredo
Buenaventura.

V. REMARKS
VI.REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%

6
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I NA
Wish To Share With Other
Teachers?

7
 Daily Lesson Log SCHOOL E.BARRETO SR. NHS GRADE LEVEL 10
in
TEACHER LEARNING AREA MUSIC
MAPEH
TEACHING DATE AND WEEK 2 (4 SESSIONS) QUARTER 3RD QUARTER
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standard
The learner demonstrates understanding of characteristics features of contemporary music.
B. Performance Standard The learner sings contemporary songs.
C. Learning Competencies/ The learner gives a brief The learners… The learners…
Objectives biography of selected  Explores ways of  Improvises simple vocal/ instrumental
Contemporary Philippine creating sounds on accompaniments to selected songs
Music (MU10CM-IIIc-g- a variety of sources (MU10CM-IIId-e-5)
3). (MU10CM-IIId-e-5)  Creates a musical on the life of a selected
 Improvises simple contemporary Philippine composer
vocal/ instrumental (MU10CM-IIIg-h-7)
accompaniments to  Evaluates music and music performance
selected songs using knowledge of musical elements and
(MU10CM-IIId-e-5) style
(MU10CM-IIIh-8)

New Music Composer

Contemporary Music, Traditional Music, New
II.CONTENT
Music and Song Composers.

III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages pp. 49-64
2. Learner’s Material pages pp. 113- 125
3. Textbook pages Copacio, H.P. Lugue, V.R, Ramirez, V.P. et. Al, (2014). Our world of MAPEH, Vibal Publishing Inc.
8
 Gregorio Araneta Ave. Quezon City. 41, 69 -70.

4. Additional Materials from

Learning Resource (LR)
portal
https://www.youtube.com/wat
ch?v=6p0BwH59T qw
https://www.youtube.com/wat
C. OTHER LEARNING ch?v=NwZwgWFDYsI
REFERENCES x.php/Restie_Umali
ki/Sound_effect
https://www.youtube.com/
https://www.youtube.com/watch?v=cwB3Zxh2gSE
IV.PROCEDURES
A. Reviewing Previous The teacher will review the Pinoy Henyo!
Lesson or Presenting New different composers from The teacher will play The student will play the The teacher will ask
Lessons the past lesson. He will ask excerpts of game Pinoy Henyo which updates from each
: "Can you name the four recordings from CD focuses on the different group
composers discussed and of major composers about their
cite their famous work as contemporary songs and their life. performance.
well?” learned. “What can (10 min) Each group will give
(5 min) you say about feedback about their
the musical activity.
accompaniment of (10 min)
the songs? What
instruments can you
hear in the songs?
Can you play of those
instruments?
(10 min)

(See attached music)

B. Establishing A Purpose For The teacher will show The teacher will play The teacher will ask the The teacher will
The Lesson pictures of contemporary a video clip from the students: “Who among review the rubrics for
composers then let the movie "Pitch Perfect" the composers do you like the evaluation of
9

students name each
picture.
(10 min)
(See attached music)
C. Presenting Examples / The teacher will play a
Instances Of The New music clip of different
Lesson composers
(10 min)
(See attached music)
D. Discussing New Concepts Teacher led discussion
And Practicing New Skills about the life of selected
#1 new music and song
composers using video clip.
The teacher will also
showcase different famous
works of the artists.
where the lead
character sings with the best?” their performance.
a cup. "What did the (10 min) ( 10 min)
character use to
accompany her
song? What can you
say
about the sound it
created? Can you
make
sound
accompaniments
using any other
resources?
(10 min)
The teacher will The teacher will show an
show another video example of the musical
clip of Beat-boxing. performed by students
“Can any of you that shows the life of a
perform beat-boxing? composer. "What can
(10 min) you notice about the
video clip? Do you think
you can perform a simple
musical about one's life
as well?
( 10 min)
(See attached clip) (See Attachment)
Teacher-led The teacher will discuss The teacher will
discussion a brief introduction about monitor the practices
about the different a simple musical creation of each group.
ways using a video clip. (30 min)
to create sounds and He will also recall the
improvise different improvise sound
accompaniments. creation and keynote
10
 about the life of the
(20 min) (20 min) composers.
(20min)
(See attachment) (See attachment)
E. Developing Mastery The student will answer a The students will be The teacher will group
(Leads To Formative work sheet to be provided grouped and they will the students and instruct
Assessment 3) by create a song them to choose a
the teacher about the key number using composer that was
points and their famous materials around discussed in class. They
works. them. will create a short musical
See attached work sheet. (10 min) about the lives of these
(15min) composers. They will
have to video record it
using their phones
(10 min)
F. Finding Practical What values do you
Applications Of The admire from the
Concepts And Skills In different composers?
Daily Living Why? How can apply
this in your life?
(5 min)

G. Making Generalizations Who are the great

And Abstractions About musicians of our
The Lesson country?
How did these people
enhance their talents
and made
a great impact in our
music industry?
(5 min)

H. Evaluating Learning The teacher will

The teacher will provide provide rubric. - See
rubric.- See attachment. attachment.

11
 The students will
interview their parents
I. Additional Activities For or older relatives about
Application And other new music and
Remediation song composers. They
will write a short
description and their
famous work.

V.REMARKS
VI.REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
12
 Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I NA
Wish To Share With Other
Teachers?

13
 Daily Lesson Log in SCHOOL LECHERIA NATIONAL HIGH SCHOOL GRADE LEVEL 10

MAPEH TEACHER MAMERTO A RAMOS LEARNING AREA ARTS

TEACHING DATE AND WEEK 1 (4 SESSIONS) QUARTER 3RD QUARTER

I.OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner…
 art elements and processes by synthesizing and applying prior knowledge and skills
 new technologies that allow new expressions in the arts
The learner creates artworks using available media and natural resources on local topics, issues, and concerns such as
environmental advocacies ecotourism, and economic and livelihood projects.
The learner… The learner…
 Identifies art elements in the various  Determines the role or function of
media-based arts in the Philippines artworks by evaluating their utilization and
(A10EL-IIIb-1) combination of art elements and principles
 Identifies representative artists as well as (A10PL-IIIh-2)
distinct characteristics of media-based arts  Uses artworks to derive the
and design in the Philippines traditions/history of a community
(A10EL-IIIa-2) (10PL-IIIh-3)
 Realizes that Filipino ingenuity is distinct,
exceptional, and on a par with global
standards
(A10PL-IIIh-1)
MEDIA-BASED ARTS AND DESIGN IN THE PHILIPPINES
A. Photography
1. George Tapan
2. John Chua
B. Film
1. Brillante Mendoza
2. Maryo J. de los Reyes
3. Laurice Guillen
14
 A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous
Lesson Or Presenting New
Lessons
B. Establishing A Purpose For
The Lesson
TG pages 144-148 TG pages 148-153
LM pages 282-269 LM pages 269-277
Lugue, V., R., Palu-ay, A., P., and Vergara, L., A., et. al. (2006). MAPEH for a better you.
Quezon City. LG&M Corporation
Perez, V., V., Luna, L., N., Tomas, C., E., et. al. (2004) MAPEH-CAT.
Quezon City. Saint Bernadette Publications, Inc
Ask the learners to recall The teacher will post The teacher will flash The teacher will ask
their experiences making different photos and different images and let the students to name
and using a pinhole let the learners name the students identify the different film makers
camera in Quarter 2 and famous Filipino themes/message of each and their crafts who
what they have learned photographers and photographs. made an
about the process of their artworks. (5 min) impact/contribution in
photography through their (5 min) the movie industry.
experiences. (5 min)
(5 min)
The teacher will show LIP Synch Game
different pictures from The teacher will ask the
different photographers. students to identify the
title of a movie by
Photos by George Tapan reading the lips of their
rappler.com classmates.
Photos by John K. Chua (10 min)
adphoto.com.ph
greatgreths.wordpress.com
The learners will point out
how these samples of
15
 photographs exemplify:
• artistic aspect
• communication aspect
(10 min)
C. Presenting Examples / Students will identify
Instances Of The New elements and principles of
Lesson arts that are present in the
given examples through
the help of the teacher.
(10 min)
The learners will watch a
movie clip of famous
Filipino film makers. They
are expected to describe
the movie in terms of:
• actors
• concept
Tinimbang Ka, Ngunit
Kulang, 1974, Lino
Brocka
https://www.youtube.co
m/watch?
v=iUNokeeN8MU
Tinimbang Ka, Ngunit
Kulang, 1974, Lino
Brocka
https://www.youtube.co
m/watch?
v=iUNokeeN8MU
Sister Stella L, 1984, Mike
de Leon;
https://www.youtube.co
m/watch?
v=PwmPkAs0ckI
Himala, 1982, Ishmael
Bernal
https://www.youtube.co
m/watch?
v=wybe_elpHTA
16
 Oro, Plata, Mata, 1983,
Peque Gallaga
https://www.youtube.co
m/watch?
v=wybe_elpHTA
(10 min)
D. Discussing New Concepts The teacher will discuss The teacher will discuss
And Practicing New Skills the photographs of George the evolution of Film
#1 Tajan and John K. Chua in making in the Philippines
the Learner’s Material. including themes,
• subjects message, recognize films
• style of all time, directors and
(10 min) its impact in our country.
(30 min)
E. Developing Mastery The teacher will ask the Group Task: Group Task: “Film-
(Leads To Formative learners to answer the “Photography- Moving Selfies” on
Assessment 3) following questions on Images with a page 276 of the
page 268 of the LMs Message” HORIZONS Grade 10
(25 min) LM page 268 Learner’s Materials.

 The students will  Each group will

go around the choose a catch
campus with tune of about two
their group. minutes in
length.
 Using any  Using any of the
available device available devices
in taking with video
photographs like capabilities
DSLR camera, (mobile phone
mobile phone, with video
android phone, camera, tablet
tablet, take with video
photos of your camera, digital
assigned video camera),
theme/concept each group will
 (human, our create a series of
17
 school, “video selfies” of
landscape, themselves with
plants/trees the tune as a
animals/insects). background
music.
 Learners will  Using a video
select one photo editing program
taken by the (as discussed in
group members Quarter II),
to be submitted learners will work
for printing. together in
synchronizing the
The final output will video segments
be collected by the with the beat and
teacher for the lyrics of their
exhibit activity. chosen song.
(35 min)  Learners will
submit their
outputs to be
used in the
culminating
activity.
(40 min)
F. Finding Practical What characteristic/s In what ways we can
Applications Of The can be developed in contribute to the
Concepts And Skills In this can kind of improvement of the
Daily Living activity? movie industry of our
country?
How it can help you (5 min)
as a student?
(5 min)

G. Making Generalizations What are the 1 Why is film making

And Abstractions About qualities of a considered a
The Lesson photograph that technology driven art?
makes it a powerful 2.What are the
communication tool. elements and
18
 (5 min) principles of art that
can be utilized in
creating a film?
3. What are the
values that a person
should possess to
become a great film
maker?
(10min)

H. Evaluating Learning The outputs of each The outputs of each

group shall be group shall be
assessed using the assessed using the
criteria below. criteria below.

 Technical  Cinematography
Aspect (Lighting (Camera Work,
& Color) Placement,
(20 pts.) Movement &
Lighting)
 Visual Impact (20 pts.)
(Framing &
Choice of  Production Design
Viewpoint and (Location and
Design Scenery)
Elements (15 pts.)
&Principles)
(15 pts.)  Acting Facial
Expressions &
 Content Gestures)
(Information (15 pts.)
& Subject
Matter)
(15 pts.)

I. Additional Activities For Preparing for the Preparing for the

19
Application And Quarter 3 “Exhibit of Quarter III “Exhibit
Remediation Media-Based Arts and on Media-Based Arts
Design and Design”

Guide the students in Note: This is to be

preparing their done simultaneously
photographs for the for the artworks from
culminating exhibit at the projects
the end of the for animation,
quarter by labelling advertising, comics
them with original illustration, and book
titles, their group design and
members’ names, illustration.
date and the device
used. Guide the students in
labelling each artwork
with the original title,
group members, date,
and the following
descriptive output of
the:

 manual
components (if
any)
 electronic
devices used
(digital camera,
laptop, tablet,
scanner,
printer, etc.)
 software
programs used
(image capture,
image
manipulation,
animation, special
20
 fonts, etc.)
V. REMARKS
VI. REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I NA
Wish To Share With Other
Teachers?

Daily Lesson Log SCHOOL LECHERIA NATIONAL HIGH SCHOOL GRADE LEVEL 10

21
 in TEACHER MAMERTO A RAMOS LEARNING AREA ARTS

MAPEH TEACHING DATE AND WEEK 2 (4 Sessions) QUARTER 3rd Quarter

TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standards The learner…
• art elements and processes by synthesizing and applying prior knowledge and skills
• new technologies that allow new expressions in the arts

B. Performance Standards The learner …

• create artworks using available media and natural resources on local topics, issues, and concerns such as
environmental advocacies ecotourism, and economic and livelihood projects

C. Learning Competencies/ The learner… The learner mounts a media-based exhibit of

Objectives  Creates artworks that can be assembled with completed artworks
local materials A10PR-IIIg-5
A10PR-IIIc-e-1
 Describes the characteristics of media-based
arts and design in the Philippines
A10PR-IIIc-e-2
 Applies different media techniques and
processes to communicate ideas, experiences,
and stories (the use of software to
enhance/animate images like Flash, Movie
Maker, Dreamweaver, etc.)
A10PR-IIIc-e-3
 Evaluates works of art in terms of artistic
concepts and ideas using criteria appropriate for
the style or form of media-based arts and
design
A10PR-IIIf-4
II. CONTENT MEDIA-BASED ARTS AND DESIGN IN THE PHILIPPINES
A. Animation
 Animation Council of the Philippines
 Philippine Animation Studio Inc.
22

III. LEARNING RESOURCES
A. REFERENCES
H. Teacher’s Guide pages
I. Learner’s Material pages
J. Textbook pages
K. Additional Materials from
Learning Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting New
Lessons
B. Print Media
 Advertisements
 Comic books
C. Innovations in Product & Industrial Design
 Kenneth
 Cobonpue,
 Monique Lhuillier,
 Josie Natori,
 Lulu Tan Gan,
 Ditas Sandico-Ong, Rajo Laurel,
 Aze Ong
D. Culminating Activity : Exhibit Of Media-Based Arts
TG pages 153 -161 TG pages 162-166 TG pages 167-168
LM page 278-293 LM pages 293-300 LM pages 301-302
Let the students watch video The teachers will ask Let the students The teacher will orient
clips about animation, print the students to observe the digital the students about the
media and comics describe the designs made by the event.
Major Animated Films Involving characteristics of media following:
Filipino Animators. designs in the The last session for
Philippines.  Kenneth Coponpue Quarter III will be
( Toy Story, Up, The Incredibles, (5 min) brabbu.com devoted in staging “An
Monsters University, Cars, designbyhive.com Exhibit of Media based
Planes, Finding Nemo, Brake, kennethcobonpue.com Arts and Design”
Shrek, Kung Fu Panda ) casaoutdoorboston.com presenting the
https://www.youtube.com/watc following categories:
h?v=xMKrirZaPNw  Monique Lhuillier
23

B. Establishing A Purpose For
The Lesson
https://www.youtube.com/watc mindweiss.com  Photography
h?v=xMKrirZaPNw yourstylejourney.com  Film
 Animation
Filipino Animated Films  Josie Natori  Advertising
( Urduja, 2008, APT runnursefiles.wordpress  Comics
Entertainment Seventoon and .com Illustration
Imaginary Friends; Dayo:Sa image.com  Book Design
Mundo ng Elementalia, 2008, fashiontreatment.com and Illustration
Cutting Edge Productions;  Product /
Metanoia, 2010, Ambient Media, Industrial /
Thaumatrope Animation, Star  Rajo Laurel Fashion Design
Cinema stylebible.com (5 min)
https://www.youtube.com/watc rajolaurel.com
h?v=R_pC7xS1hfg
https://www.youtube.com/watc  Lulu Tan Gan
h?v=ggBVyjgt2Fc vitostudios.com
prosperoworld.com
Sample Comic Books
www.enwikipedia.com  Dita Sandico Ong
www.comic.vbe.com photoembassy.rome
www.pfab.deviantart.com .com
philippineaid.com
Sample Comic Strips from (5 min)
Newspapers or Magazines
www.tresecomics.com
www.iantoy.deviantart.com
www.lifestyle.inquire.com
(5 min)
The students are expected to The students will group The students will
answer the following questions: the images into two select among their
categories. own work created
 What have you noticed within Quarter III, as
about the different video Let the students well as source photos,
clips? describe the images magazine or calendar
according to their cut-outs, Internet
 Do you think these categories. images, etc. of at least
videos are related to the (5 min) two to three
24
 Philippines? Why or why representative
not? artworks each for the
above categories.
 Why is it possible to (5 min)
create, store and
distribute digital arts in
new amazing ways?
(10 min)
C. Presenting Examples / The teacher will give an The teacher will allow
Instances Of The New overview of the different media- the class to view the
Lesson based arts: photos and to discuss
Activity A No.1 on page 154 of their observations.
the HORIZONS Grade 10
Teacher’s Guide.
The teacher will ask the
The teacher will display visual learners the following:
aids of the foreign animated
films involving Filipino  How does
animators, sample comic books technology play
or comic strips including the a role in the
cover designs and inside concept and
illustrations produced by the creation of
Filipino publishers. these designs?

Let the students examine the  How do you see

different subjects, styles, etc. art reflected in
that these have. these designs as
well---
Ask the students if they have particularly
watched any of these films, and employing
if they had ever imagined that Philippine
Filipino artists were among materials and
those tapped to create the local crafts?
characters and visual
components. Have them point-out
the specific details of
Ask the students to describe the every photo.
25
 illustrations on the comic books. (5 min)
(15 min)

D. Discussing New Concepts Teacher-led discussion on the Teacher-led discussion

And Practicing New Skills characteristics of media-based on the acclaimed
#1 arts and design in the Filipino designers.
Philippines: (10 min)

 Animation
 Print Media

(15 min)

E. Discussing New Concepts Teacher-led discussion on the

And Practicing New Skills Original Filipino media-based
#2 arts and design:

 Comic Books
 Book Design &
Illustration

(15 min)
F. Developing Mastery The teacher will group The teacher will The learners will ask
(Leads To Formative the students into four designate a task for to decorate the room
Assessment 3) groups and work-out each group. in preparation for the
for the following exhibit.
activities: Have the class do the (40 min)
What-to-Process
 Animation Group activities on page 299-
Task: “A Stop- 300 of the
Action Cartoon Arts Grade 10 Learner’s
(see page 281 of Materials.
26
 the Learner’s
Material) “Project Runway”
/Project Interior”
 Advertising Group
Project: Presenting  Fashion-related
Products/Services Pieces
With a Cause
(see page 283 of  Interior Design-
the Learner’s related Pieces
Material)
Each finished piece will
 Comics Group be labelled with a
Task: Kool Komiks creative name
(see page 289 of highlighting its distinct
the Learner’s qualities; and the
Material) names of the group
members. The
 Book Illustration Pieces will be turned
Group Task: over to the students for
“Creating A Story safekeeping until they
book will be presented as
(see pages 292- part of the culminating
293 of the exhibit.
Learner’s Material) (35 min)

The group will submit

their finished output for
safekeeping until these
outputs will be
presented as part of
the culminating exhibit.

(45 min)

G. Finding Practical After the activity, the What do you think are
Applications Of The teacher will ask the the characteristics of a
Concepts And Skills In following questions: good visual artist that
27
 Daily Living can help you to
 What are the become a better
challenges that person?
you (5 min)
encountered
while making
the activity?

 What are your

attitudes that
helped you
overcome the
challenges?

 How can you

practice these
attitudes at
home and at
school?
(10 min)
 Making Generalizations The teacher will ask
And Abstractions About the following question:
The Lesson  What is the role of
animations and
other forms of
media based art in
various media
platforms?

 What do you think

of the reputation
of the Filipino
artist in the word
of animation?
(5 min)

 Evaluating Learning The output of each The output of each Let the students invite
28
 group shall be assessed group shall be assessed the school
using the given criteria. using the given criteria. administration, other
faculty members, and
 Relevance to  Relevance to their schoolmates to
the Theme: 15 the Theme: 15 visit the exhibit. Help
points points them prepare to
explain the works and
 Creativity: 15  Creativity: 15 how these present the
points points characteristics of
different forms of
 Teamwork: 10  Teamwork: 10 media-based art and
points points design.

 Time Time Management: 10 CRITIQUING THE

Management: points EXHIBIT
10 points
As a form of self-
evaluation, guide the
students in rating the
culminating exhibit
using the format.
(see page 302 of the
HORIZONS Grade 10
Learner’s Materials.
(35 min)
 Additional Activities For
Application And
Remediation
V. REMARKS
VI. REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
29
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I NA
Wish To Share With Other
Teachers?

Daily Lesson Log in SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10

MAPEH TEACHER FEBY JESUAH I. ANDOYO AND DINDO S. LEARNING AREA PE

FERNANDO

30
 TEACHING DATE AND WEEK 1 (4 SESSIONS) QUARTER 3RD QUARTER
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of lifestyle and weight management to promote societal fitness.

B. Performance Standards The learner…

 Maintains an active lifestyle to influence the physical activity participation of the community and society
 Practices healthy eating habits and support an active lifestyle

C. Learning Competencies/ The learner assesses physical activities, exercise, The learner determines risk factors related to
Objectives and eating habits. lifestyle diseases (obesity, diabetes, heart disease)
(PE10PF-IIIa-h-39) (PE10PF-IIIa-40)

Other Dance Forms (Hip-hop, Street Dance, Cheer Dance, Contemporary Dance)
II. CONTENT

III. LEARNING RESOURCES

A. REFERENCES
Pages 120-121, 131-138 Pages 121-122
1. Teacher’s Guide pages
2. Learner’s Material Pages 108, 117-123 Page 11, 109
pages
3. Textbook pages
4. Additional Materials OHSP PE 1 Q1 – module 1 OHSP PE 1 Q1 – module 1
from Learning
Resource (LR) portal
B. OTHER LEARNING https://www.google.com.ph/search?
REFERENCES q=unhealthy+student&biw=1242&bih=585&source=lnms&tbm=isch&sa=X&ved=OahyUKEwi
https://www.youtube.com/watch?v=dputPMqkESI
http://www.sonyadakarskinclinic.com/product_images/uploaded_images/healthy-eating-habits.jpg
https://www.youtube.com/watch?v=vI7DHH7AgCk http://www.livestrong.com/article/131283-types-
lifestyle-diseases/ http://www.medicalnewstoday.com/info/obesity
31
PROCEDURES
A. Reviewing Previous The teacher will solicit
Lesson or Presenting New opinion from the learners
Lessons about the benefits of
involving oneself to
physical activities,
exercises such as hip-hop,
street dance, cheer dance,
contemporary dance, etc.
(5 min)
(All answers should be
posted on the board using
metastrips.)
B. Establishing A Purpose For The teacher will show a
The Lesson picture of a person with
unhealthy eating habits,
lack of physical activity and
exercise. Let the learners
answer the following
questions:
 What can you say
about the picture?
 What unhealthy
habits/practices are
shown in the picture?
 What will happen if
the person on the
picture becomes
involved in physical
activity like hip-hop or
street dancing?
(10 min)
(Please see the link for
The teacher will ask this The teacher will ask
The teacher will ask question: volunteers to discuss
the students to different lifestyle
differentiate a What is the importance of disorders.
healthy and an physical activity, exercise
unhealthy person. and following healthy
(5 min) eating habits?
(5 min)
The teacher will read the
story about "Sitio
Katamakawan" and ask
the following questions:
 Describe the lifestyle
of the people in the
community.
 Would you like to live
in this community?
Why or why not?
 Do the people live a
physically active and
healthy lifestyle?
 What are the
possible diseases
that the people of
this community
32
 might get?

the suggested picture)  What recreational

https://www.google.co physical activities can
m.ph/search? you suggest to the
q=unhealthy+student children, teenagers
&biw=1242&bih=585 and adult members
&source=lnms&tbm=i of Sitio
sch&sa=X&ved=Oahy Katamakawan?
UKEwi (15 min)

C. Presenting Examples / The teacher will show Students will watch a

Instances of The New pictures of healthy eating video that shows factors
Lesson habits, physical activity related to lifestyle
and exercise involvement. diseases. The teacher
The teacher will ask the will ask the following
learners to answer the questions:
following questions:  What are the
 What can you say factors that cause
about the pictures? lifestyle diseases?
 What healthy  What physical
habits/practices are activities can you
shown in the advice your
pictures? family, friends and
 What will happen if people in the
you involve yourself community to
in physical activity, avoid such factors
exercise and practice that cause
healthy eating lifestyle diseases?
habits? (10 min)
(10min) (See https://www.yout
attached pictures for ube.com/watch?
presentation) v=vI7DHH7AgCk
http://www.sonyada
karskinclinic.com/pro
duct_images/upload
ed_images/healthy-
33
 eating-habits.jpg

D. Discussing New Concepts The teacher will discuss The teacher will
and Practicing New Skills the Filipino Pyramid discuss to the class
#1 Activity Guide (FPAG) to the Types of Lifestyle
engage learners among
the healthy physical  Diseases:
activities.
(See attached print-out)  Obesity
(15 min)
 Diabetes

 Heart Disease
(15 min)
http://www.livestrong
.com/article/131283-
types-lifestyle-
diseases/
http://www.medicaln
ewstoday.com/info/ob
esity (See attached
print-out of Lifestyle
Diseases)

E. Discussing New Concepts The teacher will show the

and Practicing New Skills picture of Eating Plan for
#2 Healthy Living to check
and remind the learners of
their daily nutritional
needs.
(See attached print-out)
(10 min)
F. Developing Mastery The teacher will ask the The teacher will ask the
(Leads To Formative following processing learners to read the
Assessment 3) questions: article 5 out of 10
A. Filipino Pyramid Activity Filipinos die of heart
Guide (FPAG) disease. (See attached
34
  Which of these
activities do you do
for at least 10
minutes at a time
for 30 minutes a
day for at least 5
days a week? 2.
Based on the FPAG,
do you consider
yourself as an
active or inactive
person? Why?
 How much time do
you engage in
dancing?
 If you don't like
dancing, which of
these activities in
FPAG will you
choose as your
hobby? article, TG. P 146)
B. Eating Plan for Let the learners do
Healthy Living (EPHL) Activity 11 on p. 131-132
LM.
 Are you eating the Instruct the learners to
right amount food write a short
needed by your speech/message about
body? their insights, if they are
 What is the dance enthusiasts and/or
importance of health advocates on the
eating a balanced importance of
diet to lifelong maintaining a healthy
fitness? lifestyle.
(15 min)

G. Finding Practical What Physical The teacher will give

Applications Of The activity, exercises each student 1-2
35
 Concepts And Skills In and eating habits can minutes to speak
Daily Living you suggest to your about their short
friends, family and speech/message
relatives to improve regarding the
or maintain their importance of
physical fitness and maintaining a healthy
healthy lifestyle? lifestyle.
Based on their (45 min)
suggestions the class
will be divided into 3
groups and they will
perform the
suggested physical
activity, exercises or
eating habits through
dramatization)
Note: For physical
activity and exercises
they should follow
the FITT principle.
(45min)

H. Making Generalizations What is the What other or special

and Abstractions About importance of activities should a
The Lesson physical activity, person with lifestyle
exercise and disease must observe
following a healthy in able to attain
eating habits to lifelong fitness?
lifelong fitness?
(10 min)

I. Evaluating Learning The performance of The speech/message

the students on the made by the learners
physical activity, will be graded using
exercise and eating criteria on p. 132 LM.
habits will be (See attached tool)
assessed using
36
 Scoring
Guide/Rubrics. (See
attached assessment
tool)
J. Additional Activities For Students will be Students will be
Application And asked to answer the asked to give the
Remediation following questions: meaning of the
following:
 When can you
say that a person  Hip Hop Dance
is obese?  Street Dance
 What causes
diabetes?
 How can a
person acquire
heart disease?

II. REMARKS
III. REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require

37
 Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I NA
Wish To Share With Other
Teachers?

Daily Lesson Log SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10

in
TEACHER Feby Jesuah I. Andoyo and Dindo S. Fernando LEARNING AREA PE
38
 MAPEH
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
TEACHING DATE AND WEEK 2 (4 Sessions) QUARTER 3rd Quarter
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of lifestyle and weight management to promote societal fitness.
 The learner maintains an active lifestyle to influence the physical activity participation of the
community and society.
 The learner practices healthy eating habits and support an active lifestyle.
The learner… The learner…
 Engages in moderate to vigorous physical  Analyses the effects of media and
activities for at least 60 minutes a day, in technology on fitness and physical
and out of school activity
(PE10PF-IIIc-h-45) (PE10PF-IIIb-46)
 Applies correct techniques to minimize risk  Critiques (verifiy and validate) media
injuries information on fitness and physical
(PE10PF-IIIc-h-56) activity issues
(PE10PF-IIIb-47)
Other Dance Forms (Hip-hop, Street Dance, Cheer Dance, Contemporary Dance)
Pages 123-130, 146 pp. 40-48
pp. 40-48
Pages 110-116 pp. 98-101pp. 102-104
Lopez, LF.P., Beldia, M.D., Pangan, R.J., et.al. (2003). Physical Education, Health, and Music. REX
Bookstore, Inc., Nicanor Reyes, Sr. St., Sampaloc Manila., 46-47, 51
Bautista, JV., Carlos, JN., Carlos, JE., et.al. (2006). MAPEH For a better YOU IV. LG&M Corp., Gregorio
Araneta Ave., Quezon City. 227-230
Darilag, AG., Vergara, LA., Mateo, GEC. Et.al. (2009). Enjoy life with PE and health IV. SD Publications,
Inc., Gregorio Araneta Ave., Quezon City. 173
OHSP PE 1 Q1 – module 1
39
 Learning Resource (LR)
portal
https://www.youtube.com/watch?v=VV-d0vmtIrs
https://www.youtube.com/watch?v=MyC0D2vaDhk http://oureverydaylife.com/exposing-negative-
effects-technology-kids-14909.html
https://www.youtube.com/watch?v=ym95YMXI5B4 https://www.youtube.com/watch?v=_A8TJQpjKWM
https://4pack.files.wordpress.com/2010/03/proactol-fat-loss.jpg
B. OTHER LEARNING
http://gc180xtgarciniacambogia.com/wp-content/uploads/2014/01/GC1804.png
REFERENCES
http://cdn.singpromos.com/wp-content/uploads/2012/05/AFC-Cho-Beauty-AFC-Tobashi-Slimming-Tea-
AFC-Lipodown-900x1143.jpg http://i.dailymail.co.uk/i/pix/2014/06/05/article-0-1E7ABF3100000578-
251_634x396.jpg

IV. PROCEDURES
A. Reviewing Previous The teacher will ask the The teacher will ask The teacher will ask the What are the
Lesson Or Presenting New following questions: the following students the following advantages and
Lessons questions: questions: disadvantages of
 What are the  What dance  What are the media and technology
different causes of style is possible effects of in relation to our
obesity, diabetes formally engaging in physical activities?
and heart disease? known as physical activities? (5 min)
vernacular
 How can you dances, refer  How important is
prevent these to dances that applying correct
different diseases? evolved from techniques before
(5 min) dance doing vigorous
studios? physical activity?
 What form of (5 min)
street dance
is performed
impromptu in
large crowds?
 What culture
is created by
DJ-ing,
rapping,
breakdancing,
40
 and graffiti
art?
(5min)

B. Establishing A Purpose For
The Lesson
The teacher will ask the The teacher will ask the The teacher will ask
students to do the Activity students to answer the students to watch
No. 3: 4 PICS, 1 WORD on Activity 1. Be Happy or the following videos
LM pp. 110-113. After Be Sad on page 108-109 of advertisements on
unscrambling the letter to of LM and ask the fitness programs:
form the correct word, following questions:
they have to come up with  What are the  Weight Gain
a statement that would activities that are Commercial
relate the pictures to the sedentary in https://www.y
formed word. nature? Why do outube.com/w
(See attached tool) you say so? atch?
 How do surfing on v=ym95YMXI
(10 min) the internet and 5B4
playing computer
games affect our  SlimQuick TV
physical activity Commercial
and fitness? 'Lose Weight
(10min) Faster' Weight
Loss Ads
https://www.y
outube.com/w
atch?
v=_A8TJQpjK
WM

Ask questions about

the videos:

 As a consumer,
which of the
advertisements
41
 convinced you to
buy their
products? Why do
you say so?

 Are these videos

reliable or
unreliable? Why?
(The teacher may
also use the searched
advertisement of the
learners.)
(10 min)

C. Presenting Examples / The teacher will present a The teacher will show a The teacher will show
Instances Of The New video entitled Step Up All video on how media and printed
Lesson In Final Dance LMNTRIX technology affect the advertisements on
then ask the following physical activity and fitness programs on
questions: fitness of a person. The gaining and losing
 What dance form is students will then be weight. The following
shown in the video? asked to give their questions will be
 What is a street reactions about the video given to the students:
dance? presented.  Which of the
 What is a hip-hop (10 min) advertisements
dance? convinced you the
https://www.youtube.co most? Why?
 What particular m/watch?
movements/steps v=MyC0D2vaDhk  What should a
strike you? Show wise consumer do
them. before patronizing
fitness-related
 Can street dance products/program
and hip-hop dance s? (10 min)
improve fitness?
How? https://4pack.files.wo
rdpress.com/2010/03
 Can we use street /proactol-fat-loss.jpg
42
 dance and hip-hop http://gc180xtgarcini
dance as our acambogia.com/wp-
recreation activity? content/uploads/2014
Why and how? /01/GC1804.png
(30 min) http://cdn.singpromo
s.com/wp-
content/uploads/2012
https://www.youtube.com/ /05/AFC-Cho-Beauty-
watch?v=VV-d0vmtIrs AFC-Tobashi-
Slimming-Tea-AFC-
Lipodown-
900x1143.jpg
http://i.dailymail.co.u
k/i/pix/2014/06/05/ar
ticle-0-
1E7ABF3100000578-
251_634x396.jpg

D. Discussing New Concepts Discussion of the The teacher will discuss The teacher will
And Practicing New Skills difference between street about Fitness Awareness. discuss the Appeal
#1 dance and hip hop dance. (See attached tool) Techniques to Lure
The teacher will also Customers.
discuss the street and hip- (10 min)
hop dance styles and its (5min)
movements. (See attached
print-out)

(15 min)

E. Discussing New Concepts The teacher discuss The teacher will

And Practicing New Skills the following: discuss Consumer
#2 Health (Enjoy Life
 Different with PE and Health IV
exercises That pp.172-174) See
May Provide attached print-out
Total Body
Warm-Up Guidelines on the
43
  General
Principles to
Follow in Order
to Avoid or Purchase of Products
Minimize Chances and Services
of Sustaining Reliable and
Injuries Unreliable Sources of
Information
(See attached print- Objectives of
out) Consumer Health

(15 min) (5 min)

F. Developing Mastery Let the learners The teacher will ask the The teacher will
(Leads To Formative group themselves students to make their divide the class into 5
Assessment 3) into 6-8 members. own physical fitness plan groups. They will be
Allow them to discuss for a week. The Teacher asked to dramatize
with their group the will show an example of on how to become a
possible injuries that PFP. wise consumer when
might occur with the buying fitness and
following situations: health products.
(15 min)
 Not doing warm-
up and stretching
activities
 Not executing
properly
not observing
safety measures
at all times
 Let the learners
share their
answers to the
class. (10 min)

44
G. Finding Practical The teacher will ask
Applications Of The The teacher will ask the the following
Concepts And Skills In following questions: questions:
Daily Living  What are the
possible effects of  As a
overexposure to consumer,
The teacher will media and were you
instruct the learners technology like convinced by
to create a simple computers, the techniques
dance routine (2-3 cellphones and used in the
minutes) applying the television? advertisement
common styles in  How will avoid too to buy their
street dance and hip much time in products?
hop dancing. Allow surfing the net? Why or why
them to practice for  What can you not?
15 minutes, advice to your  How can you
observing utmost friends or be assured
care while doing the classmates who that the
activity to avoid are exposed in advertisement
injuries. using media and is reliable or
technology? effective?
(40 min) (10 min) (5min)

H. Making Generalizations What is the What is the importance if What is the role of
And Abstractions About importance of we will be involved in media and technology
The Lesson applying the general physical activities rather in developing our
principles to minimize than giving more time in fitness and health?
chances of injuries in surfing the net? (5
performing the minutes)
dances? (5 minutes)

I. Evaluating Learning The Simple Dance True or False. The Dramatization

Routine made by the made by the learners
learners will be rated Exercise is a personal will be evaluated
according to the matter. (TRUE) using Criteria. (See
following criteria:  Physical fitness is attached tool).
attitude, respect, one of the aspects
45
 of total health.
 (TRUE)
Surfing the net is
an example of
Active Recreation.
(FALSE)
 Playing video
initiative and games promotes
participation, healthy lifestyle.
dependability, (FALSE)
execution and  Exercise relieves
observance of safety. nervous tension.
(See attached tool) (TRUE)
(5 min)

J. Additional Activities For Ask the students to Ask the students to Ask the students to
Application And gather information on search for an interview a person
Remediation the effects of media advertisement on how to who lost his purpose
and technology to gain/lose weight. in life due to vices
one’s physical activity and peers.
and fitness.

46
V. REMARKS
VI. REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I NA
Wish To Share With Other
Teachers?

47
Daily Lesson Log in SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10

MAPEH TEACHER FEBY JESUAH I. ANDOYO AND DINDO S. LEARNING AREA PE

48
 FERNANDO

TEACHING DATE AND WEEK 3 (4 SESSIONS) QUARTER 3RD QUARTER

TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of lifestyle and weight management to promote societal fitness.
B. Performance Standards The learner…
 Maintains an active lifestyle to influence the physical activity participation of the community and society
 Practices healthy eating habits and support an active lifestyle

C. Learning Competencies/  The learners are expected to express a

Objectives sense of purpose and belongingness by
participating in physical activity-related
community services and programs
(PE10PF-IIIc-h-48)
 The learners are expected to recognize the
needs of others in real life and in
meaningful ways
(PE10PF-IIIc-h-49)

II. CONTENTS Other Dance Forms (Hip-hop, Street Dance, Cheer

Dance, Contemporary Dance)
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages pages 147-152
2. Learner’s Material pages pages 133-137
3. Textbook pages
4. Additional Materials from OHSP PE 1 Q1 – module 1
Learning Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous Lesson Ask learners to recall the Let the learners
or Presenting New Lessons ways on how to become a discuss their ideas of
49
 wise consumer. (5 FITT?
minutes)

B. Establishing A Purpose For The teacher will read this

The Lesson statement: It is said
that the youth is the hope
of the nation. But some
teenagers enjoy dancing
while making it as their
source of income and they
end up having poor
academic performance, or
worse they stop schooling.
Is this a sound decision?
The teacher will ask the
students to make a four-
line rap stating their point
of view.
(See attached tool)
(10 min)

50
C. Presenting Examples / The teacher will ask the The teacher will show
Instances Of The New learners the following printed
Lesson questions: advertisements on
fitness programs on
 Can you name gaining and losing
someone who loves weight. The following
dancing? questions will be
given to the
 Is s/he performing students:
well in the
classroom?  Which of the
advertisements
convinced you
 What advice can the most? Why?
you give him/her to
balance dancing  What should a
and his study? wise consumer do
before
 Why is it important patronizing
to have a balanced fitness-related
lifestyle? products/program
(5 min) s?

https://4pack.files.wo
rdpress.com/2010/03
/proactol-fat-loss.jpg
http://gc180xtgarcini
acambogia.com/wp-
content/uploads/201
4/01/GC1804.png
http://cdn.singpromo
s.com/wp-
content/uploads/201
2/05/AFC-Cho-
Beauty-AFC-Tobashi-
Slimming-Tea-AFC-
Lipodown-
51
 900x1143.jpg
http://i.dailymail.co.u
k/i/pix/2014/06/05/ar
ticle-0-
1E7ABF3100000578-
251_634x396.jpg

D. Discussing New Concepts The teacher will discuss

And Practicing New Skills # Balanced Lifestyle. (See
1 attached print-out)
(15minutes)

E. Developing Mastery (Leads Guided by the FITT

To Formative Principle, the
Assessment 3) students will create a
Fitness Plan that will
improve and sustain
their fitness. They
will use the format
on page 134 of LM.
(20 minutes)

F. Finding Practical Learners will make a

Applications Of The Fitness plan for a
Concepts And Skills In Daily person outside the
Living school who needs
physical fitness
program. The
52
 students must submit
first the fitness dance
program to the
teacher before giving
it to the concerned
person. (20 minutes)

G. Making Generalizations And The teacher will ask

Abstractions About The the following
Lesson questions:
 What is Lifestyle?
 What is Balanced
Lifestyle?
 What are the
positive effects of
balanced lifestyle
to a person?
 How can we
achieve a
significant
balanced
lifestyle?
(5 min)

H. Evaluating Learning The output of the

student will be
evaluated according
to set of criteria.

I. Additional Activities For Ask the learner to

Application And make a video of the
Remediation fitness dance
program together
with the person who
also needs
meaningful physical
activity.

53
V. REMARKS
VI. REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners Who
Have Caught Up With The
Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I NA
Wish To Share With Other
Teachers?

Daily Lesson Log SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10

54
 in TEACHER LEARNING AREA HEALTH

MAPEH TEACHING DATE AND WEEK 1 (4 SESSIONS) QUARTER 3RD QUARTER

TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates awareness of global health initiatives.
B. Performance The learner demonstrates competence in applying knowledge of global health to local or national context global initiatives.
Standard
C. Learning The learner… The learner analyzes the issues in the
Competencies/  Discusses the significance of global health implementation of global health initiatives.
Objectives initiatives
(H10HC-IIIa-1)
 Describes how global health initiatives positively
impact people’s health in various countries
(H10HC-IIIb-c-2)

II. CONTENT A. Existing Global Health Initiatives: Millennium B. Existing Global Health Initiatives: WHO
Development Goals Framework Convention on Tobacco Control
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide pp.246-247 pp.247-248
pages
2. Learner’s Material pp.261-265 pp.266-268
pages
3. Textbook
Reference/ pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. OTHER LEARNING https://www.youtube.com/watch?v=npGOcqaJkXI&spfreload=10
REFERENCES https://www.youtube.com/watch?v=A5giOGjj5X8
55
 https://www.youtube.com/watch?v=v3p2VLTowAA
https://www.youtube.com/watch?v=CMzoJ1mK0co
https://www.youtube.com/watch?v=jFeQ52SmxIE
https://www.youtube.com/results?search_query=korea
%27s+cigarette+tax+has+done+little+to+reduce+number+of+smokers
https://www.youtube.com/results?search_query=implementn+WHO+tools+to+reduce+tobacco+use
IV. PROCEDURES
A. Reviewing Previous The students will identify words related Let the students match The teacher will solicit knowledge What are the
Lesson Or Presenting to different problems encountered all the symbols to the from the learner about Millennium different
New Lessons over the world using word pool. different Millennium Health Goals. diseases
Development Goals? caused by
( 10min) (see pages 262-264 for (5 min) tobacco use.
the symbols)
(5 min) (5 min)
B. Establishing A The teacher will ask the students if they Let the students form the jumbled
Purpose For The encountered these problems already. letters into word
Lesson What they can say about it? How do BACOCOT - TOBACCO
feel about that matter? RALIAAM- MALARIA
RECOLUTBISSO - TUBERCULOSIS
(10 min) SAID - AIDS
SEIDASES – DISEASES
After they unlock the words the
teacher will ask the students what are
the relationship of these words to the
global health trends and issues.
(10min)
C. Presenting The teacher introduces present of Group Activity:
Examples / Instances different pictures/ videos of “ Global Ask the learners to read about Global
Of The New Lesson Health Issues” Health Initiatives. LM p.265-266 and
 What are the issues illustrated in fill out the conceptual framework.
the pictures/videos? Let the students identify common
 What are the different health health issues and concern given by
issues confronting our world each group.
today?
 Name countries that are affected
by these health issues.
(10 min)
56
D. Discussing New Using videos, the teacher will discuss The teacher will discuss global health
Concepts And the 8 targets of the Millennium issues and concern.
Practicing New Skills Development Goals agreed by United
#1 Nations. Teacher shows video clip on the WHO
Guide question: Framework convention on Tobacco
Which of the goals give more impact Control and discuss some facts about
and influence for better health the videos. Use interactive discussion
program and policies?
(10 minutes)
https://www.youtube.com/watch?
v=npGOcqaJkXI&spfreload=10
https://www.youtube.com/watch?
https://www.youtube.com/watch? v=CMzoJ1mK0co
v=v3p2VLTowAA
(20 min)
(30 min)
E. Discussing New The teacher
Concepts And will give some
Practicing New Skills provisions and
#2 facts that help
to reduce the
demand of
tobacco using
videos. Show
some video
clips.
Students will
answer the
guide question,
What are the
different ways
of Global
Prevention and
Control of
tobacco.
(15 min)
57
 https://www.y
outube.com/re
sults?
search_query=
implementn+
WHO+tools+to
+reduce+toba
cco+use

https://www.y
outube.com/w
atch?
v=jFeQ52SmxI
E

https://www.y
outube.com/re
sults?
search_query=
korea
%27s+cigarett
e+tax+has+do
ne+little+to+r
educe+number
+of+smokers
F. Developing Mastery Based on the video The teacher
(Leads To Formative presentation last will post a
Assessment 3) meeting, caricature that
The students will come shows
up with their campaign/disa
poster/slogan as a sign dvantages of
of their campaign using tobacco.
towards the development Students will
of millennium goals. give their
(35 min) opinion and
shared to the
class what
58
 they feel
about.
(15 min)

G. Finding Practical If you are a community The students

Applications Of The health worker, what will have a
Concepts And Skills health issue/s and signature
In Daily Living concerns do you think campaign
should be addressed against
immediately? Why? smoking.
(5 min) (The teacher
will provide the
activity sheets)
(20 min)

H. Making Let the students share/ What do you

Generalizations And discuss their poster/ think will
Abstractions About slogan to the class. The happen if we
The Lesson teacher will summarize will not
all the answer given by address the
the students. different global
(10min) issues?

Ask the
students how
they can help
develop social
and health
awareness of
the various
global health
problem?

What other
solutions can
you suggest in
order to solve
59
 such health
problems?
(5 min)
I. Evaluating Learning Fill in the blanks.
Supply the necessary
words to make the
sentence correct.
 Developing
countries
particularly in
__1____&__2___
suffer extreme
poverty and
hunger.
 ____3___ means
equal
representation of
men and women.
 Emerging and re-
emerging
diseases like
_4__,___5__
affect productivity
and growth of
nation.
(5 mins.)
See attachment
J. Additional Activities Make a caricature Make a poster
For Application And showing the Millennium that discusses
Remediation Development Goals. the harmful
effect of
tobacco.
K. Assignments Ask the students to bring Ask the students to bring different
different cut outs of coloring materials. (Crayons, oil
different diseases. pastel, water color, etc.)
V. REMARKS
VI. REFLECTION
60
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional
For Remediation Who
Scored Below 80%
C. Did The Remedial
Lessons Work? No. Of
Learners Who Have
Caught Up With The
Lesson.
D. No. of Learners Who
Continue To Require
Remediation
E. Which Of My
Strategies Worked
Well? Why Did These
Work?
F. What Difficulties Did I
Encounter Which My
Principal Or
Supervisor Helped Me
Solved?
G. What Innovation Or
Localized Materials
Did I Use / Discover NA
Which I Wish To
Share With Other
Teachers?

61
 Daily Lesson Log SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10
in
TEACHER LEARNING AREA HEALTH
MAPEH
TEACHING DATE AND WEEK 2 (4 SESSIONS) QUARTER 3RD QUARTER
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY
I.OBJECTIVES
A. Content Standards The learner demonstrates awareness of global health initiatives.
B. Performance Standards The learner demonstrates competence in applying knowledge of global health to local or national context global
initiatives.
C. Learning Competencies/ The learner analyses the issues in the implementation of The learner recommends ways of adopting global health
Objectives the global health initiatives. initiatives to local or national context.
(H10HC-IIIb-c-3) (H10HC-IIId-e-4)

II. CONTENT
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
 Additional Materials from
Learning Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting New Lessons
A. Global Mental Health Action B. Global Strategy to reduce the C. Global Alliance for Vaccines
Plan Harmful Use of Alcohol and immunizations
p.247 p.247 p.247
p.269 p.268 p.267
https://www.youtube.com/watch?v=dv_exaj2ofg
https://www.youtube.com/watch?v=fHEfUrBrXI8
https://www.youtube.com/watch?v=s_6QW9sNPEY
https://www.youtube.com/watch?v=WA8o-BmwQ0I
What are the harmful effects The teacher will ask the students to The teacher will ask the The teacher will solicit
of tobacco? identify the different issues students to identify about the importance
(5 min) addressed by Global Mental Health negative effects of of
Action Plan. alcohol. vaccination/immunizat
(5 min) (5 min) ion.
62

B. Establishing A Purpose For
The Lesson
C. Presenting Examples /
Instances Of The New
Lesson
D. Discussing New Concepts
And Practicing New Skills #
1 Plan.
(5 min)
4 PICS 1 WORD Group Activity: Let the students guess
The students will be asked to The teacher will divide the class the hidden words out of
identify the hidden word out into 5 groups and let the students the jumbled letters.
of the given pictures. list down different kinds of
1. Global beverages/drinks that they drink.
2. Mental Teacher will ask the
3. Health (15 min) students who among
Let the students form the them had undergo
three words into one. vaccination/immunizatio
(10 min) n?
(5 min)
Attachment of pictures
The students will watch a Ask the students if they have Have you heard the
short video clip about already tasted alcoholic drinks. program of our
Comprehensive Mental government regarding
Health Action Plan 2013- What do you feel after child vaccination and
2020 using videos from tasting/drinking such beverages? immunization?
internet.
https://www.youtube.com/w What are the effects of alcohol to What can you say about
atch?v=dv_exaj2ofg your body? Is it harmful? these programs?
(5 min) (5 min) Were you able to receive
vaccine from your health
center or private
sector/doctor?
(5 min)
The teacher will discuss the The teacher will discuss and show The teacher will present
Global Mental Health Action the Global strategy to reduce a video presentation
harmful effects of alcohol to a from you tube on the
person’s body. importance of
(20 min) https://www.youtube.com/watch? vaccination/immunizatio
v=fHEfUrBrXI8 n
https://www.youtube.co
(10 min) m/watch?
v=s_6QW9sNPEY.
63

E. Discussing New Concepts
And Practicing New Skills #
2 Alcohol.
F. Developing Mastery
(Leads To Formative
Assessment 3)
G. Finding Practical
Applications Of The
Concepts And Skills In
Daily Living
Answer LM p.269 Activity 5
(5 min)
Let the students make their
own Manifesto.
I (___________) Commit
myself to (plan of action) to
https://www.youtube.co
m/watch?v=WA8o-
BmwQ0I
(5 min)
Discuss different ways on how to The teacher will identify
Reduce the Harmful Effects of and discuss different
vaccines and
(5 min) immunization usually
used for babies and
children here in the
Philippines. State other
vaccines used for
maternal care and
animal bites.
(25 min)
In 5 groups, students will make a Table Completion Based on the previous
skit/role play regarding the harmful The students will name lesson, ask the
effects of alcohol. different vaccines and students to
(10 min) its use. create/make their own
(10 min) caricature of the
advantages of
vaccination/immunizat
ion. The teacher will
post a sample output
for the activity.
(35 min)
As a student, how can you prevent As a student, how can
yourself from being alcohol you promote the
dependent? importance of
vaccination and
(5 min) immunization in their
64
 fight and prevent different community?
abuses related to mental
health/disorder. How will you
encourage the people
(5 min) around you to
participate in different
government
advocacies regarding
vaccination and
immunization?

(10 min)

H. Making Generalizations And
Abstractions About The
Lesson
I. Evaluating Learning
J. Additional Activities For
Application And
Remediation
K. Assignments
Present different solutions to
global mental health issues
and concern by means of
Picture Frame and ask one
volunteer to explain their
picture.
(5 min)
As a student, how can you
help in developing socially
conscious and healthy
individuals who are aware of
the various global health
threats and concerns?
(5 min)
Summarize the harmful effects of What are the different
alcohol. Teacher will call 1 student kinds of vaccines?
per group.
(5 min) Who can benefit from
these aids?
What benefits can we
get from vaccination/
immunization?
(5 min)
The evaluation is based on their Enumerate 5 vaccines
performance in the skit/role that you know and
playing. Use rubrics for the activity. their specific
purposes.
(5 min)
Ask the students to bring any
65
 vaccine or immunization book or
record.
V. REMARKS
VI. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up With
The Lesson.
D. No. of Learners Who
Continue To Require
Remediation
E. Which of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I NA
Wish To Share With Other
Teachers?

66