School: Grade Level/Section Grade 8- Narra

Name of Teacher: Learning Area MAPEH

Teaching Date August 1-5, 2016 Quarter First

I. OBJECTIVES
Monday Tuesday Wednesday Thursday Friday

The learner demonstrates The learner demonstrates The learner demonstrates

The learner demonstrates
understanding of human understanding of human understanding of human
A. Content Standards understanding of human
sexuality. sexuality. sexuality.
sexuality.

The learner appropriately The learner appropriately The learner appropriately

The learner appropriately
manages sexuality-related manages sexuality-related manages sexuality-related
B. Performance manages sexuality-related
issues through responsible issues through responsible issues through responsible
Standards issues through responsible
and informed decisions. and informed decisions. and informed decisions.
and informed decisions.
C. Learning Analyze the factors that *Assess personal health
Competencies *Explain the importance and affect one’s attitudes and attitudes that may influence
/Objectives *Define the following terms: dimensions of human practices related to sexual behavior.
-sex sexuality- physical, mental, sexuality- family, culture,
-gender social, emotional and ethical peers and media. *Relate the importance of
_sexuality dimension. sexuality to family health.
-gender role
-gender equality

Code
II. CONTENT

Gender and Human Gender and Human

Gender and Human Sexuality Gender and Human Sexuality
Sexuality Sexuality
A. Topic

B. Duration 1 hour 1 hour 1 hour 1 hour

III. LEARNING RESOURCES
A. References
Teacher’s Guide in Health 8 Teacher’s Guide in Health 8 Teacher’s Guide in Health 8 Teacher’s Guide in Health 8
pp.207-209 pp.203-206 pp.218-219 pp.215-216
Teacher’s Guide
Learner’s Material
Learner’s Module in Health Learner’s Module in Health Learner’s Module in Health Learner’s Module in Health
Learning Resource
pp. 207-209 pp.203-206 pp.216-218 pp.219-221
Portal
http..

Activity materials, Visual

B. Other Learning Activity materials, Visual Activity materials, Visual Print out article, activity materials, Multimedia, print
Resources materials, materials, materials out figures
IV. PROCEDURES

Communicating learning Communicating learning Communicating learning Communicating learning

objective/s. objective/s. objective/s. objective/s.
1. Introduction

Let each group arrange the
Unlocking of words and jumbled words about the
symbols. different dimensions of human
2. Motivation sexuality based on the given
meaning.
Read and reflect on the
article entitled “Love in
Action”
Perform the activity on
p.221
After this activity, what
observations can you make
about your values?

Small group discussion about Role Playing Activity on p. 216 Perform the activity “How
Let students perform the the different dimensions of Well Do I Know Myself?”
activities: human sexuality-physical, Pls. see mechanics on the
Puzzle-puzzle on p.207 mental, social, emotional and same page.
3. Instruction
Leveling off on p.208 ethical dimension.
Analyze the skit based on the
Group consolidation of ideas following guide questions. Think, Pair and Share
and presentation.
Self Reflection- Let each Let students cite other Make a diagram showing
student describe situations in which family, healthy attitudes that can
Perform activity 5, 6 and 7 on himself/herself base on the peers, culture and media has influence sexual behavior to
4. Enrichment p.209 different dimensions of human a great influence in one’s your self, family and peers.
sexuality. through a diagram or sexual attitudes and
any graphic representation. behaviors.

Why is it important to have a Why is it important to choose Connect lesson to current

clear outlook of ourselves? the kind of friends you should issues like bullying and
5. Finding Practical In what place you could go with? sexual harassment.
Applications to usually see these words and
Daily Living symbols?
 Let students define in their What are the dimensions of What are the factors that What are the personal
own understanding the human sexuality? Cite some affects sexual attitudes and health attitudes that
6. Generalization and different terms and symbols. ways/activities that will help behaviors? promotes healthy sexuality?
Abstraction Let them give the importance develop these different Why healthy sexuality
of knowing these terms and dimensions. promotes healthy family
symbols. relationship?
Paper and pencil test Paper and pencil test Paper and pencil test Paper and pencil test
7. Evaluation 10 items 10 items 10 items 10 items

V. AGREEMENT
On a half size cartolina, write Make a stand. Choose a movie or
Let the students
quotations, sayings or slogans Do you believe that virginity is teleserye show which you
answer activity 13 0n
Follow-up Activity that reveals your likes, important for both boys and believe has gender role
p.214
passions, and aspects of your girls? Why? labels in it and you must
personality. deconstruct or analyze.
VI.REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation.
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.
 Department of Education
Region VI – Western Visayas
.
School: . Grade Level/Section Grade 8- Narra

Name of Teacher: . Learning Area MAPEH 8

Teaching Date November 7-11, 2016 Quarter Third

VII. OBJECTIVES
Monday Tuesday Wednesday Thursday Friday

Demonstrate understanding of salient features of music from Music of Central Asia, South Asia and West Asia by correlating musical
D. Content Standards
elements and processes to our native forms

E. Performance Perform examples of Central Asia, South Asia and West Asia music, alone and with others, in appropriate tone pitch, rhythm, expression
Standards and style.

F. Learning *Independent
Competencies Cooperative Learning
/Objectives Explains how music *Weekly Test
Listen to vocal/instrumental music from Central Asia- Listen to vocal/instrumental of Central, South
(India),and South Asia- (Pakistan) alone and/or with others. music from West Asia- Israel Asian and the Middle
alone and with others. East country relate to
its geography and
culture;

MU8WS-IIIa-h-2 MU8WS-IIIa-h-2
MU8WS-
IIIa-g-1
Code
VIII. CONTENT
 Music of West Asia Music of Central Asia,
C. Topic Music of Central Asia and South Asia
South Asia and West
Asia
D. Duration 2 hours 1 hour 1 hour
IX. LEARNING RESOURCES
A. References
Teacher’s Guide in Music 8 pp.109-118 Teacher’s Guide in Music 8 Teacher’s Guide in Music 8
pp.119-121 pp.122-128
Teacher’s Guide
Learner’s Module in Music pp. 109-118
Learner’s Material
http.. Learner’s Module in Music Learner’s Module in Music
Learning Resource
www.carnaticsangeetham.com pp. 119-121 pp. 122-128
Portal
www.wildfilmindia.com
http.. http..

Test Notebook in
Multi-media/ Activity materials, Visual Music 8
B. Other Learning
multi-media/Video clips/,pictures of musical instruments Video clips/,pictures of materials, Multimedia
Resources
musical instruments

X. PROCEDURES

Communicating learning objective/s. Communicating learning Communicating learning

Let the students answer Pre-Assessment on p.108 objective/s. objective/s.
8. Introduction
 How music of Central,South
Giving a short background of each country’s culture. Giving a short background And West Asia plays an
9. Motivation about the culture of Israel. important role to the life of
their people?

Let students perform the following activities: Let students perform the
A. Listen/watch perspectively to the vocal music of India and following activities:
Pakistan through the multi-media A. Listen/watch perspectively
B. Note important details about vocal and instrumental music to the vocal music of Israel
10. Instruction of India and Pakistan. through the multi-media
C. Perform activities on pp.116-117 B. Note important details
about vocal and instrumental
music of Israel.
*Let the students perform
activities on pp. 125-127
*Let them discuss it with
their groupmates.
*Group reporting about their
insights and learning.

Group activity Group Activity

Group activity
Let each group share their Role play the importance of
Let each group share their insights and learnings about the
insights and learning about music to the lives of the
11. Enrichment vocal music from India or Pakistan.
the vocal music from Israel. Indian, Pakistani and Israeli.

What have you observed the Spot the similarities of

12. Finding Practical
What have you observed the way Indians/Pakistani perform way Israeli perform their Central, South and West
Applications to
their music? the way they play their musical instruments? music? the way they play Asia to Philippine music.
Daily Living
their musical instruments?
Relate Central, South and
Let the students identify and West Asia to their place and
13. Generalization and Let the students identify and describe vocal and instrumental
describe vocal and and culture.
Abstraction music of India and Pakistan.
instrumental music of Israel.

Paper and pencil test Paper and pencil test Paper and pencil test
14. Evaluation 15 items 10 items 10 items
XI.AGREEMENT
Make a scrapbook of the Review the different
Make a scrapbook of the different musical instruments of India
Follow-up Activity different musical instruments elements of music.
and Pakistan.
of Israel.
XII. REFLECTION
E. No. of learners who
earned 80% on the
formative
assessment
F. No. of learners who
require additional
activities for
remediation.
G. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
H. No. of learners who
continue to require
remediation.

Prepared by:

Department of Education
Region VI – Western Visayas
 .
School: . Grade Level/Section Grade 8- Narra

Name of Teacher: . Learning Area MAPEH 8

Teaching Date November 14-18, 2016 Quarter Third

XIII. OBJECTIVES
Monday Tuesday Wednesday Thursday Friday

Demonstrates understanding of the salient features of the arts of Central, South and West Asia by correlating the art elements and
G. Content Standards
processes among culturally diverse community in the region.

H. Performance Creates an artwork showing the characteristics elements of the arts of Central, South and West Asia.
Standards
.
Analyze art elements (color, Identify contributions made by the named countries in *Independent
I. Learning Cooperative Learning
line, shape, etc.) and the field of arts like architecture, painting, and folk arts
Competencies Describe the unique lines, *Weekly Test
principles (texture,
/Objectives forms, shapes and colors
proportion, emphasis,
found in their folk arts
harmony etc.) in
the production of arts and
crafts.
A8EL-IIIa-2

A8EL-IIIb-1
Code A8PL-IIIh-2

XIV. CONTENT
 Arts of Central, South and Arts of Central, South and
E. Topic Arts of Central, South and West Asia
West Asia West Asia
2 hours
F. Duration 1 hour 1 hour

XV.LEARNING RESOURCES
A. References
Teacher’s Guide in Arts 8 Teacher’s Guide in Arts 8 Teacher’s Guide in Arts 8 pp.256-265
pp.246-250 pp.250-255
Teacher’s Guide
Learner’s Module in Arts 8 pp. 256-265
Learner’s Material
Learner’s Module in Arts 8 Learner’s Module in Arts 8
Learning Resource
pp. 246-250 pp. 250-255 http..
Portal
http.. http..

*multi-media,/,pictures of
B. Other Learning objects showing different
Resources elements of arts
*Art materials
*multi-media, pictures of
objects showing different art
forms of Central, South and
West Asia.
Test Notebook in
Music 8
*multi-media, pictures of objects showing different art forms
of Central, South and West Asia.

XVI. PROCEDURES

Communicating learning objective/s.

Communicating learning
15. Introduction objective/s.
Let the students perform Pre-
Assessment Activity on p.247
Group game
Communicating learning
Let each group make a guess of the name of art forms
objective/s.
found in Central, South and West Asia and the place where
Sharing of pictures to the
it is originated.
class.

Let the students perform Pre-
Assessment Activity on p.248
16. Motivation
and answer guide questions
on the same page.
*Group Reporting
Let each group describe their
output and identify the
17. Instruction
different elements of arts
present on their artwork.
Individual Activity
Let each student painting or
18. Enrichment drawing showing different
elements and principles of
arts.
Cite examples of daily
19. Finding Practical
activities where different
Applications to
elements and principle of arts
Daily Living
can be applied or used.
What are the different
20. Generalization and elements and principles of
Abstraction arts? Describe each and give
examples.
Paper and pencil test
21. Evaluation
10 items
XVII. AGREEMENT
collect pictures of different art
Follow-up Activity forms of Central, South &
West Asia.
Let the class classify the art forms as folk arts, architecture,
painting ,etc.
Let them say something
about the pictures they have
gathered/collected.
*Group activity Group reporting of the different art forms found in regions
Assign 1-2 picture of art assigned to them.
forms of Central, South and Group 1-Art forms of Central Asia
West Asia. Let each group Group 2-Art forms of South Asia
Group 3- Art forms of West Asia
describe the unique lines,
*Additional information from the teacher if needed..
forms, shapes and colors
found in it.
Individual Activity
Draw/paint one art form from
Group activity
either Central, South & West
Picture collage of the different art forms.
Asia.
Give your impressions on
how these people use the Classify if the different art forms are functional or for aesthetic
elements of arts in their purposes only.
artwork.
What lines, forms, shapes
Let each student create a table or graphic presentation
and colors were commonly
showing the region where the different art forms are found.
used in their art forms?
Paper and pencil test
Paper and pencil test
10 items
10 items
collect pictures of different art
Bring the ff. materials - 1/8 illustration board, glitters and
forms of Central, South &
glue next meeting on art.
West Asia.
XVIII. REFLECTION

I. No. of learners who

earned 80% on the
formative
assessment
J. No. of learners who
require additional
activities for
remediation.
K. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
L. No. of learners who
continue to require
remediation.

Prepared by:

Department of Education
 Region VI – Western Visayas
.
.
School: . Grade Level/Section Grade 8- Narra

Name of Teacher: . Learning Area MAPEH 8

Teaching Date November 21-25, 2016 Quarter Third

XIX. OBJECTIVES
Monday Tuesday Wednesday Thursday Friday

Demonstrates understanding of the benefits that the family can derive from participating in indoor recreational activities.
J. Content Standards

K. Performance Takes part in indoor recreational activities that promote lifelong fitness and wellness in the family
Standards

L. Learning
Execute basic skills and Apply knowledge of rules *Independent
Competencies Practices proper and
Discuss the tactics in playing scrabble and regulations in playing Cooperative Learning
/Objectives acceptable behavior (e.g.
nature/background of indoor scrabble. *Weekly Test
fairness, respect for authority)
recreational activities like
when playing scrabble.
scrabble.

Code

XX.CONTENT
 Indoor Recreational Indoor Recreational
Indoor Recreational Activities Indoor Recreational Activities
G. Topic Activities Activities
(Scrabble) (Scrabble)
(Scrabble) (Scrabble)
H. Duration 1 hour 1 hour 1 hour 1 hour
XXI. LEARNING RESOURCES
A. References
Teacher’s Guide in PE 8 Teacher’s Guide in PE 8 Teacher’s Guide in PE 8 Teacher’s Guide in PE 8 pp.
pp.119-125 pp.126-128 pp.129-131 133-137
Teacher’s Guide
Learner’s Material
Learner’s Module in PE 8 pp. Learner’s Module in PE 8 pp. Learner’s Module in PE 8 Learner’s Module in PE 8
Learning Resource
119-125 126-128 pp.129-131 pp133-137.
Portal

Test Notebook in PE
*video clips on how to play Scrabble equipment Scrabble equipment 8
B. Other Learning scrabble board
scrabble
Resources visual aids
Scrabble equipment

XXII. PROCEDURES

Communicating learning Communicating learning Communicating learning

Communicating learning
objective/s. objective/s. objective/s.
1.Introduction objective/s.
What are the objectives of the How do you play scrabble? What rules should be
Let the students perform Pre-
game scrabble? followed in playing scrabble?
Assessment Activity on p.119

Let the students answer
22. Motivation guide questions on the same
page.
Small Group Discussion
with guide questions on
23. Instruction pp.122
Group sharing of ideas based
on their small group
24. Enrichment discussion about the nature
and background of scrabble.
25. Finding Practical
What benefits can be derive
Applications to
from playing scrabble?
Daily Living
What particular rules of the
game will enhance your
knowledge/skills about the
game scrabble?
Introduce to the learners the
basic skills in playing
scrabble and how each skill is
properly executed through a
video aided instructional
materials.
Let students identify the
mechanics in playing
scrabble.
What skills should be
used/developed in playing
scrabble?
What basic skills/tactics do
you need to develop/master
in order to be successful in
playing scrabble?
Are there any health
and fitness benefits we can
get out of playing scrabble?
Enumerate at least 5 of
them.
Group Activity
Scrabble Mini Tournament
Do you think that your
knowledge on the rules and
regulation of the game is an
edge for you to win? Why?
Are there any health and
fitness benefits we can get
out of playing scrabble?
Enumerate at least 5 of them.
Let the learners’ fill up the
data below regarding how
the game scrabble enhances
bonding with their family.
Let the learners copy the
format in their activity
notebook. Process the
activity.
• Form a group that has
players and game officials.
Rotation will be made so that
all groups are able to play
and officiate as
arbiter/recorder.• In this
activity the learners need to
re-assess and apply what
they have learned about the
basic rules of the game
scrabble.
Let the learners’ identify the
common
scrabble terms that they have
learned before.
Ask them to complete the
corresponding
scrabble letters placed on
the scrabble board.
Encourage the learners’ to
INTEGRATE/USE TERMS
related to social issues such
as environmental aspect,
drug education, peace
education, and consumer
education
 Group Activity
Pick and Share! Ask the learners to assign an
Objectives of the game observer & a recorder while
At the end of the game, tell
No.of players the other members of the
26. Generalization and the players, observers / Make a short narrative on
Rules of the game group will play. While playing,
Abstraction recorders to share their how to play scrabble.
Scoring system the observers / recorders will
experiences in the game.
Equipment record their observations on
Playing time skills / tactics used/applied by
the players.

Paper and pencil test Paper and pencil test Performance Assessment Performance Assessment
27. Evaluation
15 items 5 items base on rubrics. base on rubrics.

XXIII. AGREEMENT
What values will be develop in What are the rules to follow Make an improvise scrabble
Follow-up Activity Bring scrabble board.
playing scrabble. in playing scrabble? equipment.
XXIV. REFLECTION

M. No. of learners who

earned 80% on the
formative
assessment
N. No. of learners who
require additional
activities for
remediation.
O. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
P. No. of learners who
continue to require
remediation.
 Prepared by:

Department of Education
Region VI – Western Visayas
.

Name of Teacher: . Grade: 11

Earth and Life Science
Subject: Semester: First

XXV. OBJECTIVES
M. Content The learners demonstrate an understanding of formation of the universe
Standards and the solar system
 N. Performance
Make a model of the solar system.
Standards
 Compare the different hypotheses explaining the
origin of the Solar System; and
Knowledge
 Identify the large scale properties of the solar
O. Learning system;
Competencies/
Skills Discuss the Origin of the Solar System
Objectives
Attitude Value the structure of the Solar System as God’s gift.
Code S11ES-Ia-2

XXVI. CONTENT
Origin of the Solar System, Theories about the Formation of the Solar
I. Topic
System
J. Duration 4 hours

XXVII. LEARNING RESOURCES

Teacher’s
Guide
Learner’s
Material
Textbook
A. References
 http://science.nasa.gov/astrophysics/focus-
Learning areas/what-powered-the-bigbang
Resource  https://www.youtube.com/watch?v=RPVvgJodd
Portal /O47list=PlrhG2ntyHAZuPW5HumeQ

B. Other Learning Activity materials, Visual materials, Multimedia, print out figures
Resources
XXVIII. PROCEDURES

28. Introduction Communicating learning objectives

 29. Motivation Prelection

Lecture
 Overview of the solar system
 Large Scale Features of the Solar System
 Small scale features of the solar system
 Element Abundance on Earth, Meteorites, and Universe
30. Instruction
 Origin of the system
 Rival Theories

Activity ( Let’s Volt In)

 (Short Research Assignment)

Is the Solar System unique or rare? What is the possibilityof
31. Enrichment
funding a similar system within the Milky Way Galaxy? What
about an Earth like planet?

32. Evaluation  Pen and Paper assignment

33. Finding
Practical
 What will happen to the Solar system if there is no Sun?
Applications to
Daily Living

34. Generalization  Compare the different hypotheses explaining the origin of the
and Solar System
Abstraction  What are the large scale properties of the solar system?

XXIX. AGREEMENT

Follow-up Activity 1. Make a miniature model of the Solar System.

XXX. REFLECTION
Q. No. of learners
who earned 80% Grade 11 – A
on the formative
assessment Grade 11 – B
 Grade 11 – C

R. No. of learners Grade 11 – A

who require
additional Grade 11 – B
activities for
remediation. Grade 11 – C

S. Did the remedial

Grade 11 – A
lessons work?
No. of learners
Grade 11 – B
who have caught
up with the
Grade 11 – C
lesson.

Grade 11 – A
T. No. of learners
who continue to
Grade 11 – B
require
Grade 11 – C

Prepared by:

Checked by: