Daily Lesson Log SCHOOL DOLORES MACASAET NATIONAL HIGH SCHOOL GRADE LEVEL 8

in
TEACHER PONCE LITO C. MONTECILLO LEARNING AREA MUSIC
MAPEH
TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER
TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The Learner demonstrates an understanding of common and distinct musical characteristics of South
Asia and the Middle East.

B. Performance Standard The Learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression
and style.

C. Learning Competencies/ The learner…

Objectives  Explains how music of a South Asian and the Middle East country relate to its geography and
culture
(MU8WS-IIIag-1)
 Listens perceptively to music of South Asia and the Middle East;
(MU8WS-IIIah-2)
 Sings songs of South Asia and the Middle East;
(MU8WS-IIIcg-3)
 Analyses musical elements of selected songs and instrumental pieces heard and performed.
(MU8WS-IIIch-4)

Music of South Asia India Music of Middle EastIsrael

 Geographical  Geographical
II. CONTENTS  Historical  Historical
 Cultural Background  Cultural background

1
III. LEARNING RESOURCES

A. REFERENCES

pp. 110-111 p. 121 p. 121

1. Teacher’s Guide pages
pp. 110-111,
2. Learner’s Material pp. 110-112, pp. 110-112, , pp. 128-129 pp.,128-129
pages
Lacia, G.C; Operano, M.R. Ed.D, Lacia, F.C.;et. al, (2013)The 21st century MAPEH in action,
Rex Bookstore 856 Nicanor Reyes, Sr. St.pg.53, 65 – 66
3. Textbook pages
EdukasyongPangkatawan, Kalusugan at Musika III. Adriano, Celia T. Et al, 1999, 291, 297

www.youtube.com./watch?v=GvWkHsfXFGQ

4. Additional Materials www.carnaticsangeetham.com

from Learning
Resource (LR) portal www.youtube.co//watchv=KAJYXm067ns
https://m.youtube.com/watch?feature=youtu.be&v=sWSKtoURGAg.com

B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous
Lesson Or Presenting New
Lessons
The teacher will play a The teacher will ask The teacher will The teacher will ask
music video as an question: play a music video question:
example of modern as an example of
Indian music “JAIHO” Who can relate the music of music of Israel Who can relate the
then ask students the India to its geography and “HEBREW” then music of Israel to its
following questions: culture? ask students the geography and
* Who can guess the ( 5 min) following culture?
nationality of the singer? questions: ( 5 min)
* How will you describe * Who can guess
the music video? the nationality of
( See attached CD) the singer?
( 10 min) * How will you
describe the music

2
 video?( 5 min)
B. Establishing A Purpose The teacher will play The teacher will
For The Lesson music of India used in play music of Israel
particular events such as used in events
 weddings such as
 courtships  weddings
 religions  courtships
 festivals  victories
 national anthem  festivals
 national
Let the students guess anthem
the song and the event Let the students
where it is used. guess the song and
(10 min) the event where it
is used.
( 10 min)
C. Presenting Examples / The teacher will post The teacher will
Instances Of The New pictures of particular post pictures of
Lesson events then he/she play particular events
music of India. Let the then he/she will
students guess in what play music videos
event is the music used of Israel. Let the
by picking pictures students guess in
posted by the teacher. what event is the
Ask students to analyze music used by
the music according to picking pictures
pitch, rhythm, expression posted by the
and style. teacher. The
(15min) teacher will then
ask the students to
analyze the music
according to pitch,
rhythm, expression
and style.
(15 min)

D. Discussing New Concepts The teacher will play The teacher will
3
 And Practicing New Skills different kinds of music play different kinds
#1 in India then he/she will of music in Israel
discuss the musical then he/she will
elements of each music discuss the musical
and the relationship of elements of each
music to their culture and musicand the
historical background of relationship of
India. music to their
(25 min) culture and
historical
background of
Israel.
( See attached CD) (25 min)

( See attached CD)

E. Discussing New Concepts The teacher will play music The teacher will play
And Practicing New Skills used in particular events of music used in
#2 India such as weddings and particular events of
religious festivals. Let the India such as
students identify the musical Weddings and
elements used in a song and religious festivals. Let
in what particular events the students identify
were the songs used. the musical elements
(15 min) used in a song and in
what particular events
were the songs used.
(15 min)

F. Developing Mastery Listening Activity: Group Activity:

(Leads To Formative What are the distinctive Ask the students to
Assessment 3) characteristics of the analyze and group/
Indigenous music of classify the musical
Mindanao? instruments of
Mindanao.

G. Finding Practical The teacher will play a music The teacher will play
Applications Of The video with lyrics of a famous a music video with
4
 Concepts And Skills In song in India
Daily Living “ Hymm to Shiva
Tandavastotra.” Let the
students sing songs of India
then ask them how they
reacted/felt when they were
singing the Indian song. Let
them explain how music of
India has influenced its
geography and culture.
(10 min)
H. Making Generalizations The teacher will ask the
And Abstractions About following questions:
The Lesson
 What is the
importance of music
of India in terms of
their historical and
cultural background?
 Are musical elements
important to the
music of India?
(10 min)
(10 min)
I. Evaluating Learning The teacher will play five
varieties of music of India
then let the students write
down the particular events
such as wedding, courtship,
religions, festivals and
lyrics of a famous
song in Israel
“ ZumGaliGali.” Let
the students sing
songs of Israel then
ask students how they
reacted/felt while
singing the song. Let
students explain how
music of Israel has
influenced its
geography and
culture.
(10 min)
The teacher will ask
the following
questions:
 What is the
importance of
music of Israel in
terms oftheir
historical and
cultural
background?
 Are musical
elements
important to the
music of Israel?
The teacher will play
five varieties of music
of Israel then let the
students write down
the particular events
such as wedding,
5

J. Additional Activities For
Application And
Remediation
K. Assignment
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
national anthem then identify
the elements of the music.
(15 min)
The teacher will play
different kinds of music of
India then the students will
analyze the musical elements
of the selected songs.
( 5 min)
Ask students to relate
Philippine music to that of
Indian music then compare
them particularly in terms of
pitch, rhythm, expression
and style.
courtship, religions,
festivals and national
anthem then
identifythe elements
of each music.
(15 min)
The teacher will play
different kinds of
music of Israel then
the students will
analyze the musical
elements of the
selected songs.
( 5 min)
Ask students to relate
Philippine music to
that of Israel music
then compare them
particularly in terms of
pitch, rhythm,
expression and style.
6
 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
Wish To Share With Other
Teachers?

7
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
in

MAPEH
TEACHER CAMILLE A. BUGAYONG LEARNING AREA MUSIC

TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

TIME
I. OBJECTIVES
The learner demonstrates an understanding of common and distinct musical characteristics of South Asia
A. Content Standard
and the Middle East.
The learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression
B. Performance Standard
and style.
The learner…
 explores ways of producing sounds on a variety of sources that would simulate instruments being
studied
(MU8WS-IIIch-5)
Learning Competencies/  improvises simple accompaniment to selected South Asia and the Middle East music
C.
Objectives (MU8WS-IIIbh-6)
 performs on available instruments from South Asia and Middle East
(MU8WS-IIIbh-7)
 evaluates music and music performances applying knowledge of musical elements and style
(MU8WS-IIIch-8)

II. CONTENTS
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
A. Music of India
 Traditional instruments (idiophones, aerophones, membranophones, and chordophones) ;
 Instrumental pieces (solo and ensemble);
 Folksongs and ritual music
B. Music of Israel
 Traditional instruments (idiophones, aerophones, membranophones, and chordophones);
 Instrumental pieces (solo and ensemble);
 Folksongs and ritual music
pp.112-114 pp.112-114 pp. 119-122 pp.119-122
8
 2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting The
New Lesson
B. Establishing A Purpose For
The Lesson
pp. 113-117 pp. 113-117 pp. 128-129 pp.128-129
*EdukasyongPangkatawan, Kalusugan at Musika III. Adriano, Celia T. Et al, 1999. pp.296-297
Lacia, G.C; Operano, M.R. Ed.D, Lacia, F.C.;et. al, (2013) The 21st century MAPEH in action.
Rex Bookstore 856 Nicanor Reyes, Sr. St., 54 – 57, 66 - 72
Agapay, Nonabelle C.MAPEH: Making us fully equipped in the 21st century III. 2006, 4-10
https://www.teachervision.com/tv/printables/1565450973_268_270.pdf
The teacher will ask The teacher will ask The teacher will ask The teacher will ask
learners to use a venn learners to give the learners to relate the learners to give the
diagram to differentiate classification of musical instruments of India classification of musical
and contrast the musical instruments in India. to Philippine musical instruments in Israel.
elements of the music of ( 10 min) instruments. ( 10 min)
India and Israel.
( 10 min)
Name it: Name it :
The teacher will show The teacher will show
pictures and post the pictures and post the
names of the musical names of the musical
instruments of India then instruments of Israel
let the learners match then let the learners
the names of the match the name of
following instruments. the following
After naming the picture instruments. After
of instruments, ask naming the picture of
learners to determine the instruments, ask
classification of the learners to determine
musical instruments of the classification of
India according to musical instruments
idiophones,aerophones, from Israel according
membranophones, or to idiophones,
chordophones). aerophones,
9
 (10 min) membranophones,
and chordophones)
(10 min)
The teacher will play The teacher will play
carnatic,hindustani, and the vocal music of
talathenmusic. Let the Israel. Let the learners
C. Presenting Examples/ learners identify the
identify the
Instances Of The New classification of the
musical instruments classification of the
Lesson
used. musical instruments
(15 min) used.
(15 min)
Teacher will discuss the Teacher will discuss
characteristics of vocal music and
traditional music, Tala musical instruments of
and classification of Israel through a
musical instruments from PowerPoint
India through a presentation.
PowerPoint presentation. (20 minutes)

D. Discussing New Concepts ( See attached CD)

And Practicing New Skills
#1 The teacher will post an
example of “tala” and
execute on how to play it
by clapping.Let the ( See attached CD)
students do the same
after the demonstration
of the teacher.
(20 min)

The teacher will play ritual The teacher will play

and folk music of India.Let vocal music in Israel.
E. Developing Mastery
the learners identify the Let the learners identify
(Leads To Formative
classification of the the classification of the
Assessment 3)
instruments. instruments.
(15 min) ( 15 min)
10
 Practical Work Approach Practical Work Approach
(PWA) (PWA)
The teacher will divide the The teacher will divide
class into five groups. the class into five
 Each group will be groups.
assigned to perform  Each group will be
the Tala(Tintal and assigned to perform
Chautal) selections using their
provided. improvised string
F. Finding Practical  Using the improvised instruments to
Applications Of Concepts percussion accompany the
And Skills In Daily Living instruments, perform ZumGaliGali music.
the “Tala.”  Each group will be
 Each group will be given 10 minutes to
given 10 minutes to practice.
practice. (20 min)
(20 min)
(See attached rubrics)
(See attachment of Tala)
(See attached rubrics)

Ask learners the following Ask learners the

questions: following questions:
 How can musical  How can musical
instruments change instruments
music? change one
G. Making Generalizations  Why do people in music?
And Abstractions About India use musical  Why do people
The Lesson instruments in their in Israel use
music? musical
(10 min) instruments in
their music?
(10 min)

The teacher will play a The teacher will play

H. Evaluating Learning ritual and folk music of ritual and folk music of
India. Let the students Israel.Let the students
11

I. Additional Activities For
Application Or Remediation
J. Assignment
V. REMARKS
identify what classification
of instruments is used in
the music.
(5 min)
Ask learners to bring
improvised percussion
instruments.
(Bring it tomorrow.)
How will you compare the
musical instruments of
India with Philippine
instruments?
identify what
classification of
instruments is used in
the music.
( 5 min)
Ask learners to bring
improvised string
instruments.
(Bring it tomorrow.)
How will you compare
the musical instruments
of Israel with Philippine
instruments?

VI. REFLECTIONS
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?

12
G. What Innovation Or
Localized Materials Did I
Use/Discover Which I Wish
To Share With Other
Teachers?

13
 Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
in
TEACHER ELVIRA M. RENTOY LEARNING AREA ARTS
MAPEH
TEACHING DATE AND WEEK 1 QUARTER 3rd Quarter
TIME

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
A. Content Standards
The learner…
 Art elements and processes by synthesizing and applying prior knowledge and skills
 The salient features of the arts of South, West, and Central Asia by showing the relationship of the elements of
art and processes among culturally diverse communities in the region
 East Asian countries as having a rich artistic and cultural tradition from prehistoric to present times

B. Performance Standards The learner…

 Creates artworks showing the characteristic elements of the arts of South, West, and Central Asia
 Exhibits completed artworks for appreciation and critiquing

C. Learning
Competency/Objectives
The learner will be able to
analyze elements and
principles of art in the
production of arts and crafts
inspired by the cultures of
South Asia, West Asia, and
Central Asia
(A8EL-IIIb-1)
The learner… The learner… The learner…
 will identify  will be able create  will be able to identify
characteristics of arts arts and crafts that characteristics of arts and
and crafts in India can be locally crafts in Pakistan (truck art)
(rangoli, katak, assembled with local (A8EL-IIIa-2)
mendhi, Diwali materials, guided by  will be able to show the
(A8EL-IIIa-2) local traditional commonalities and
 will be able to reflect techniques. differences of the cultures of
on and derive the (A8PR-IIIc-e-1) the South Asian, West
mood, idea or  The learner will be Asian, and Central Asian
message from selected able to incorporate countries in relation to
artifacts and art the design, form, and Philippine culture
objects spirit of South, West, (A8PR-IIIh-4)
(A8PL-IIIh-1) and Central Asian
 will be able to trace artifacts and objects
the external (foreign) to one’s creation
14
 and internal
(indigenous) influences  The learner will be
that are reflected in
the design of an
artwork and in the
making of a craft
 The learners will be
able to derive
elements from
traditions/history of a
community for one’s
artwork
(A8PR-IIIf-2)
(A8PL-IIIh-3)
able to appreciates
the artifacts and art
objects in terms of
their utilization and
their distinct use of
art elements and
principles
(A8PL-IIIh-2)

II. CONTENTS
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
ARTS OF SOUTH, WEST, AND ARTS OF SOUTH ASIA RANGOLI AND DIWALI PAKISTANI, UZBEKISTAN,
CENTRAL ASIA (INDIA) MOBILE KAZAKHSTAN, TAJIKISTAN
pp. 273-278 pp.274-277 pp. 279-281 pp. 282-283
pp. 304-314 pp.304-307 pp.304-307 pp. 309-311
MAPEH for A Better You
OHSP Arts Module Q2 pp.13
http://www.slideshare.net/teacherjo19/south-central-west-asian-arts?qid=a0e232e8-e82c-4624-81ce-
a18064932e21&v=&b=&from_search=4
https://www.youtube.com/watch?v=HrrW3rO51ak
https://www.youtube.com/watch?v=VCLPeU83uq8
https://www.youtube.com/watch?v=LRidecgLnqc
https://www.youtube.com/watch?v=G7k0sWVhcrI

15
A. Reviewing Previous Lesson The teacher will present the
or Presenting The New map of Asia and ask the
Lesson students to locate the
following countries:
India, Pakistani, Uzbekistan,
Kazakhstan, Tajikistan,
Turkey, and Kyrgystan.
(5 min)
B. Establishing A Purpose For MINUTE TO WIN IT
The Lesson
The teacher will divide the
class into four groups. Post
some examples of arts and
crafts in South, West and
Central Asia and match each
picture to its country of
origin.
Ask the students:
Were you able to match the
pictures correctly? How?
(7 min)
C. Presenting The learners will watch a
Examples/Instances Of The video presentation showing
New Lesson different arts and crafts in
South, West, and Central
Asia.
The teacher will ask the
learners:
 Describe the different
art works in South,
West, and Central Asia
 Cite the similarities and
differences among the
art works
The learners will recall the
artworks in South, West
and Central Asia. Let them
enumerate the elements
and principles of art used
in each artwork.
(5 min)
POP-UP MINDS
Ask the learners to think
of a word/s that you may
associate with INDIA.
(5 min)
Show some
pictures/images/art work
in three periods of Indian
Art.
Describe the well-known
artwork in each period.
(5 min)
Ask the learners: Ask the learners to tell
What are the major something about Rangoli and
contributions of India in Diwali-Festival of Lights.
the field of art? (5 min)
(5 min)
PICTURE PUZZLE PINOY JEEPNEY vs.
PAKISTANI TRUCK
Ask the learners to
assemble the pictures of Present in class a Pinoyjeepney
Rangoli and Diwali by and Pakistani Truck. Ask the
swapping the pieces of students to compare the Pinoy
puzzle until they form jeep with Pakistani truck art in
the image. terms of color, design, forms,
(7 min) and shapes.
(5 min)
Post on the board Have a group of four. Have a
examples of Rangoli gallery walk inside the
showing different classroom. Each station
principles of design. presents the arts and crafts in
Central Asia.
 Describe each Station 1: Pakistan
artwork. Station 2: UZBEKISTAN
 Enumerate the Station 3:KAZAKHSTAN
elements of arts Station 4:TAJIKISTAN
used in rangoli.
 What principle of Each group will identify and
design present in describe the arts and crafts
this artwork? known to each country.
(8 min) (10 min)
16
 (8 min)

D. Discussing New Concepts Using the pictures from the
And Practicing New Skills # previous activity and with the
1 same group, the learners will
answer the following
questions:
 What elements of arts
are used in each art
work?
 Analyze the different
principles of design
used in each artwork?
(15 min)
The teacher will discuss
the different periods of
Indian art featuring its
contributions to World art
and festivals
 Ancient Period
 Classical Period
 Mogul Period
(see attached
presentation)
(15 min)
The teacher will discuss Based on the previous activity,
the procedures on how the teacher will lead the
to make a Rangoli and discussion through a PowerPoint
Diwali Mobile. presentation the identified arts
(refer to LM pp. 315- and crafts in Central Asia.
316) (15 min)
The students will watch a
video presentation
showing different
designs of rangoli
https://www.youtube.co
m/watch?v=LRidecgLnqc

(8 min)
E. Discussing New Concepts
And Practicing New Skills # The learners will read the
2 text regarding Diwali-
Festival of Lights (LM pp.
306) afterwards, ask the
students to watch a video
presentation about Diwali-
Festival of Lights.
https://www.youtube.com
/watch?v=HrrW3rO51ak

The learners will answer

the following:

 When is Diwali-Festival
of Lights celebrated?
 Enumerate the
preparations of Indians
before the Festival of
Lights.
17

F. Developing Mastery
(Leads To Formative
Assessment 3)
G. Finding Practical
Application Of Concepts
And Skills In Daily Living
H. Making Generalizations
And Abstractions About
The Lesson
Ask the learners with their
group. The teachers will give
them another set of artwork
to each group. Let them
analyze the elements and
principles of arts present in
each artwork.
(10 min)
Ask the learners to give
examples of crafts,
architectures, sculptures and
everyday objects that have
the similar style in our
country.
(5 min)
Unique lines, forms, shapes,
colors, motifs and designs are
manifested in the art of India,
Central Asia, and West Asia.
(5 min)
(10 min)
The learners will identify
the major contribution of
art in each period.
(See attached activity)
(5 min)
EXPRESS YOURSELF:
 What Philippine
celebration is similar
to India’s?
 What practices in the
Philippines are
similar to India’s
Festivals of Light?
(5 min)
What are the major
contributions of India to
the field of arts?
Cite the Characteristics of
each artwork.
(5min)
Ask learners to create an ACTIVITY 3: VIDEO
art work incorporating PRESENTATION – TRUCK
design form. ART
ACTIVITY 1: Rangoli Uploaded by
Art journeymanpictures
http://www.youtube.com/watch
?v=4EhNAib0b6Q
ACTIVITY 2: DIWALI Guide Questions
MOBILE  Describe the unique
(25 min) lines, color, forms, and
shapes found in
Pakistan’s truck art.
 Give your impressions
on how Pakistanis use
the elements of arts in
their artwork.
(10 min)
Let the learners Ask the learners to design their
enumerate the style and own version of Pinoy jeep.
technique they have (5 min)
learned from the activity
that they can use in
doing an artwork?
(4 min)
The teacher will ask the
Ask the learners: following questions:
What makes the arts of  What are the
South Asia– India characteristics of
unique? Pakistan Arts?
(4 min)  Compare Pinoy jeep with
18
 Pakistani truck art in
I. Evaluating Learning Identify the principles of art Quiz 1-5 The performance of the terms of color, design,
used in each artwork. (see (5min) learners will be evaluated forms and shapes.
attached worksheet) based on rubrics. (See (5 min)
(5 min) attached rubrics) Quiz 1-5
Note: (5 min)
Apply different design
patterns:
- Repeated - Radial
pattern
J. Assignment Ask the learners to bring The learners will be asked to
art materials to be used in make an improvised Pakistani
art activity for the next truck using recyclable materials
day. (Rangoli and Diwali (old folders, colored papers
Mobile) etc.)
Note: The teacher will show
his/her handmade Pakistani
Truck.
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? No. Of Learners
Who Have Caught Up With
The Lesson

D. No. of Learners Who

Continue To Require
Remediation
19
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?

20
 Daily Lesson Log in
MAPEH
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competency/Objectives
SCHOOL BUNGGO NATIONAL HIGH SCHOOL GRADE LEVEL 8
TEACHER
TEACHING DATE AND
ELVIRA M. RENTOY
WEEK 2
LEARNING AREA
QUARTER
ARTS
3RD QUARTER
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner…
 Art elements and processes by synthesizing and applying prior knowledge and skills
 The salient features of the arts of South, West, and Central Asia by showing the relationship of the elements of
art and Processes among culturally diverse communities in the region
 East Asian countries as having a rich artistic and cultural tradition from prehistoric to present times
The learner…
 creates artworks showing the characteristic elements of the arts of South, West, and Central Asia
 exhibits completed artworks for appreciation and critiquing create artworks showing the characteristic elements of
the arts of East Asia
The learner The learner… The learner…
 will be able to  will be able to create arts and crafts that can be  will be able to show
identify locally assembled with local materials, guided the relationship of
characteristics of arts by local traditional techniques. the development of
and crafts in West (A8PR-IIIc-e-1) crafts in specific
Asia  will be able to incorporate the design, form, countries in South
 will be able to reflect and spirit of South, West, and Central Asian Asia, West Asia, and
on and derive the artifacts and objects to one’s creation (A8PL- Central Asia,
mood, idea or IIIh-3) according to
message from  will be able to appreciate the artifacts and art functionality,
selected artifacts and objects in terms of their utilization and their traditional
art objects distinct use of art elements and principles specialized
(A8PL-IIIh-1) (A8PL-IIIh-2) expertise, and
 will be able to derive availability of
elements from resources
traditions/history of a  will be able to
community for one’s mount an exhibit
artwork (A8PR-IIIf-2) using completed
21
 South-West-Central
Asian-inspired crafts
in an organized
manner

ARTS AND CRAFTS OF ARTS AND CRAFTS OF SOUTH, CENTRAL, AND

II. CONTENTS WEST ASIA WEST ASIA WEST ASIAN ARTS
TURKMENISTAN AND TURKMENISTAN AND
KYRGYSTAN KYRGYSTAN
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages pp. 284-286 pp. 295 pp.274-286
2. Learner’s Materials pp. 312-315 pp. 322-323 pp.304-314
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. OTHER LEARNING https://www.youtube.com/watch?v=-yTZlDJDjmM
RESOURCES https://www.youtube.com/watch?v=ABeAQTBNqzw
IV. PROCEDURES
A. Reviewing Previous Lesson Ask the learners to cite LOOP A WORD. Ask the Learners to Arrange the jumbled
or Presenting The New the similarities of Loop the words that are give the procedures on letters to form a new word
Lesson PinoyJeepney and related to arts and crafts in how to make a border that best describes the
Pakistani Truck South, West, and Central design. statements below.
(5 min) Asia. (5 min)  SHIRSKAD- A hand-
(5 min) made carpets
 TEKENI- A homespun
silk that is used for
beautiful dresses worn
by Turkmen women on
special occasions.
 TUHS KZIY- large
elaborately
embroidered wall
hanging
( 5 min)
22
B. Establishing A Purpose For
The Lesson
C. Presenting
Examples/Instances of The
New Lesson
D. Discussing New Concepts
And Practicing New Skills #
1 PowerPoint presentation
E. Discussing New Concepts
And Practicing New Skills #
The teachers will present Let the Learners watch a The teacher will present a
in class the map of video presentation video showing the crafts,
central Asia. Tell the showing different border sculptures, attire, fabrics,
students to locate the designs. sculpture, and everyday
countries (Turkmenistan https://www.youtube.com/ objects in South, West,
and Kyrgstan) in the watch?v=ABeAQTBNqzw and Central Asia and its
map. (5 min) functions.
(5 min)
Ask the Learners to
identify the prominent
arts, sculptures, attire,
fabrics, and everyday
objects presented in the
video
(5 min)
GUESSING GAME Based on the video, ask
Show a box with the students:
different pictures of arts  Describe each border
and crafts printed in design.
folded papers. Ask some  Identify motifs and
volunteers to pick one designs used in each
and describe the picture artwork?
he/she got. (5 min)
(10 min)
Discussion on the Discuss the procedures on The teacher will discuss
following topics using how to create border the relationship of the
design development of crafts in
(see attached (10 min) South Asia, West Asia, and
presentation) Central Asia, according to
 Traditional arts in functions and traditional
Turkmenistan and specialized expertise, and
Kyrgystan availability of resources.
 Arts and Crafts in (8 minutes)
West Asia
(15 min)
Discuss the procedures
on how to make a clay
23
 2 pot.
F. Developing Mastery
(Leads To Formative
Assessment 3)
G. Finding Practical
Application Of Concepts
And Skills In Daily Living
H. Making Generalizations And
Abstractions About The
Lesson
https://www.youtube.c
om/
watch?v=0mEPaL0LGq
o
(10 min)
The teacher will ask the The teacher will divide the class in to four groups
Learners to make an and ask students to fill in the table below.
Venn diagram to identify
COUNTRY WELL-KNOWN ARTWORK FUNCTIONS
the commonalities and INDIA
differences of both PAKISTAN
countries
(10 min) TURKMENISTAN
KYRGYSTAN
UZBEKISTAN
(7 min)
Cite various crafts in the The Learners will do the The teacher will ask the With the same group, ask
Philippines which are activity 6: Border Design Learners to do activity the Learners to create an
similar to arts in West it. 5 (Clay pot designing) art exhibit using their own
Asia. (30 min) creatively and clearly artworks focusing on
(5 min) see the pattern of South, Central and West
South, Central, and Asian Arts.
West Asian Culture. Note: The students will
(refer to page 321-322) make a short description
(40 min) for each artwork
The teacher will assign
one representative per
group to explain their art
exhibit.
(25 min)
The teachers will ask Ask the Learners: What did you learn about
Learners to give  What values South, West, and Central
characteristics of West should you Asian Arts?
24
 Asian arts. possess in order What did you feel while
(5 min) to create quality doing the activities?
outputs? (5 min)
 How West Asian
arts relate to
yourself and in
the community?
(5 min)
I. Evaluating Learning Quiz 1-5 (see The performance of the Learners’ art exhibit will be
attachment) students will be evaluated by the use of
(5 min) evaluated by the use of rubrics.
rubrics.
J. Assignment

II. REMARKS

III. 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? No. of Learners
Who Have Caught Up With
The Lesson
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
25
 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?

26
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
DAILY LESSON SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
LOG IN
TEACHER CELESTE S. PERIA LEARNING AREA PE
MAPEH
TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER
TIME
A. CONTENT STANDARD The learner demonstrates understanding of guidelines and principles in exercise program design to
achieve fitness.
B. PERFORMANCE The learner modifies a physical activity program for the family/school peers to achieve fitness.
STANDARD
C. LEARNING The learner… The learner describes the nature and background
COMPETENCIES/  Undertakes physical activity and physical of the sport (volleyball)
OBJECTIVES fitness assessments (PE8GS-IIIc-1)
(PE8PF-IIIa-h-23)
 Reviews goals based on assessment
results.
(PE8PF-IIIa-34)
 Addresses barriers (low level of fitness,
lack of skill and time) to exercise
(PE8PF-IIIb-33)
 Assumes responsibility for achieving
fitness.
(PE8PF-IIId-h-31).
II. CONTENTS
Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities (Volleyball)
III. LEARNING RESOURCES
A. References Benavinte Jr. R.P., Domingo Francnis A., Doria Jose P. et.al (2013).Physical Education
and Health –Grade 8 Learners Module. Vicarish Publication and Trading , Inc.

Bucher, C. A. &Wuest D. A. (2009). Foundations Physical Education, Exercise Science and Sport.
McGraw-Hill Companies Inc.

Catapang, Jose P.,(1998). A Manual on Physical Fitness, Sports Physiological Training, Consultancy and
27
 Research Services (SPTCRS) Publications.

1. Teacher’s Guide pages

2. Learner’s Materials 5
pages
3. Textbook pages Darilag, A.G. et.al. (2012).Enjoy life with PE and Health II., 87-97,110- 118.

Adriano, C.T. Et.al. (1999). Edukasyongpangkatawan, kausugan at musika III. 102-114. 123 - 124.

Doria, JP., Sedilla,M. C., L. et al. (2014) Physical education & health Grade 9 learner’s material.

Lacia, G. C., Limos A.P., Operario M.R., et.al. (2013).The 21st century MAPEH in action.
Rex Bookstore.pp.220-227.

4. Additional Materials OHSP PE 1 Q1 module 1 OHSP PE 1 Q1 module EASE PE-module 5 OHSP PE 1 Q1

from Learning 1 module 1
Resources (LR) portal
B. Other Learning https://www.youtube.com/watch?v=rrHtPJ2QDuw
Resources http://www.volleywood.net/

IV. PROCEDURES
A. Reviewing Previous
Lesson Or Presenting The
New Lesson
The teacher will ask the Recall: Milo Champ Recall:Milo Champ Moves Recall:Milo Champ
students to list down the Moves https://www.youtube.co Moves
different physical https://www.youtube.c m/watch?v=rrHtPJ2QDu https://www.youtub
activities from the om/watch?v=rrHtPJ2Q w e.com/watch?v=rrHt
previous quarter through duw (5 min)
PJ2QDuw
concept mapping and (5 min)
relate it to the game Picture Puzzle:
basketball. The teacher will ask each
(5min) group to pick 1 envelope
containing cut-out
pictures associated to
volleyball.
Each group will form the
picture and identify/
name the picture. The

28
group who finishes the
first and with the correct
answer wins the game.

List of pictures:
1. Volleyball ball
https://www.google.
com.ph/search?q=v
olleyball&tbm=isch&
tbo=u&source=univ
&sa=X&ved=0ahUK
EwjEqtbl8rTPAhXFG
pQKHV1UDM0QsAQI
KQ&biw=1366&bih=
662#imgrc=9p3xQW
3swEmreM%3A

2. Volleyball court
https://www.google.
com.ph/search?q=v
olleyball+court&biw
=1366&bih=662&tb
m=isch&tbo=u&sour
ce=univ&sa=X&ved
=0ahUKEwie6LSR87
TPAhVBGJQKHTUoD
coQsAQIGQ#imgrc=
ekh38FvNt9fgoM%3
A

3. Volleyball net
https://www.google.
com.ph/search?q=v
olleyball+net&biw=1
366&bih=662&tbm=
isch&imgil=WoHkAS
I3zEpR_M%253A%2
29
 53BKhYC97tsd5rlFM
%253Bhttp%25253
A%25252F%25252F
www.mesh-wire-
netting.com%25252
FVolleyball_Net.htm
&source=iu&pf=m&f
ir=WoHkASI3zEpR_
M%253A%252CKhY
C97tsd5rlFM%252C_
&usg= NbY0Y4oF8
aTqJ5Th2V4WpMPE
9EI%3D&ved=0ahU
KEwjVieW987TPAhU
DGJQKHRnfBt4QyjcI
JQ&ei=lzTtV5XiEIOw
0ASZvpvwDQ#imgrc
=WoHkASI3zEpR_M
%3A

4. Alyssa Valdez
https://www.google
.com.ph/search?q=
alyssa+valdez&biw
=1366&bih=662&s
ource=lnms&tbm=i
sch&sa=X&ved=0a
hUKEwiys_Ly87TPA
hXEj5QKHcHICHUQ
_AUIBigB#imgrc=T
wjNEststRr9bM%3A

5. Rachelle Anne
Dacquis
https://www.google
.com.ph/search?q=
rachel+anne+daqui
30

B. Establishing A Purpose For
The Lesson
s&biw=1366&bih=6
62&tbm=isch&imgil
=WTmxuWKQUqfZt
M%253A%253BnS
Mm5pkL18P0DM%2
53Bhttp%25253A%
25252F%25252Fw
ww.gmanetwork.co
m%25252Fnews%2
5252Fstory%25252
F495450%25252Fs
ports%25252Fother
sports%25252Fprof
ile-rachel-anne-
daquis-philippine-
volleyball-s-maria-
sharapova&source=
iu&pf=m&fir=WTm
xuWKQUqfZtM%25
3A%252CnSMm5pk
L18P0DM%252C_&
usg= ak4U85ZjvM
-
o18z8pq8yV7tua44
%3D&ved=0ahUKE
wj 5WU9LTPAhW
Dk5QKHa8HAFsQyj
cIggE&ei=TDXtV_-
pGoOn0gSvj4DYBQ
#imgrc=WTmxuWK
QUqfZtM%3A(5
min)
The teacher will present The teacher will ask a
a music video of Milo volunteer student from
Champ Moves and ask each group to say
the students to follow something about the
the dance moves. picture that their group
31
 (Milo Champ Moves) has formed.

https://www.youtube.co The teacher will guide

m/watch?v=rrHtPJ2QDu the students’ responses
w leading to the
(5 min) presentation of the new
lesson.
(5 min)
C. Presenting Examples/ Based on the music The teacher will discuss
Instances Of The New video, the teacher will the history of volleyball
Lesson ask the learners the through a
following questions. PowerPoint presentation.
 What are the (10 min)
different sports
presented in the (please see annex D)
music video?
 Who are the famous
sports personalities
involved in the music
video?
 What particular
sports are these
personalities involved
in?
 If Princess Gaiser is
involved in volleyball,
can you demonstrate
the moves used in
the music video?
(10min)

32
D. Discussing New Concepts The teacher will discuss
And Practicing New Skills of the different volleyball
#1 moves used in the music
video.
The class will be divided
into 5 groups and each
group will be given 5
minutes to discuss and
answer following
questions:
Group A
What particular body
part is used in volleyball
serve?
Group B
What particular body
part is used in volleyball
forearm pass?
Group C
What particular body
part is used
running?
Group D
What physical fitness
component is being
developed in doing
volleyball serve and
forearm pass?
Group E
What physical fitness
After the discussion of
the history of volleyball,
the teacher will present a
video clip about the
game of the Philippine
Team vs. Malaysia and
ask the students the
following questions:
https://www.youtube.co
m/watch?v=cXSsnRdC6r
Q
 What is the aim of
the game?
 How many players
are there on the
team?
 How can a team
earn a score?
 How can a team win
the game?
 What are the
facilities and
equipment used in
the game?
(5 min)
33
 component is being
developed in volleyball
serve and forearm pass?

The teacher will,

monitor, check and
synthesize the group
work. (please annex A-
rubrics on group work)
(35 min)

The group will be given 5

minutes to do their
tasking in preparation for
the conduct of the
physical fitness
assessment on the next
day.
(5 min)

E. Discussing New Concepts The teacher will led The group will be given a
And Practicing New Skills discussabout the FITT task card containing the
#2 principles through a description on the
PowerPoint different facilities and
presentation. equipment and ask the
(5min) group to discuss in the
class. Each group will be
given 5 minutes to
prepare and 3 minutes
34
 discussion.
The teacher will present
the rubrics on the group
so that the class is
guided on their task. (pls
see annex E)

Group A- Ball
Group B- Net
Group C-Post
Group D-Court
Group E- Antenna

(25 min.)

The teacher will ask the

Learners after their
group presentation.
 What is the
importance of
knowing the
facilities and
equipment?

 Aside from the

facilities and
equipment, what
else do you need
to know about
volleyball?

F. Developing Mastery Divide the class into 5 The teacher will ask
(Leads To Formative groups and ask each the Learners to watch
Assessment 3) group to provide the volleyball rules
specific examples for and regulations and
each column of the ask the students to list
FITT principles. (5 min) down important
35
 matters on their
notebook.
https://www.youtube.
com/watch?v=9g7nYQ
v-kPM
(5 min)

G. Finding Practical The teacher will ask The teacher will ask
Applications Of Concepts the Learners to go to the Learners: what are
And Skills In Daily Living their respective groups the benefits that we
and organize an can derive from
activity that is playing the volleyball?
associated to volleyball
following the FITT
principles.
H. Making Generalizations The teacher will
And Abstractions About emphasize the value of Complete the
The Lesson the training guidelines following statements:
including the FITT
principles in volleyball  Volleyball is a
by answering the kind
following open-ended of sport.
statements:
 It is composed of
 I learned that
. players.
 I realized
that .  The facilities and
 A am happy equipment of the
because game are
. .

 The volleyball
players that I
have known are
.
36
 I. Evaluating Learning The teacher will Using the different
provide a list of terms learned from
physical activities for the volleyball game,
each group to create a rap/jingle
undertake following the about volleyball based
FITT principle. on the following
(see annex B) criteria:
(please see annex F)

J. Additional Activities For Ask the Learners to fill Ask the Learners to
Application Or up the table about the draw a doodle about
Remediation physical activities of the nature and
their family members background of the
and share it to the game and it will be
class on the next presented to the class
meeting. the next meeting.
(see annex C)
V. REMARKS Note: Time allotment may vary depends on the situation and capability of the students.
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

37
 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?

38
 Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
in
TEACHER CELESTE S. PERIA LEARNING AREA PE
MAPEH
TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER
TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of guidelines and principles in exercise program design to
achieve fitness.
B. Performance Standard The learner modifies a physical activity program for the family/school peers to achieve fitness.
C. Learning Competencies/ The learners… The learner…
Objectives  Executes the skills involve in the sport  Reviews goals based on assessment
(PE8GS-IIId-h-4). results.
 Monitors periodically one’s progress towards (PE8PF-IIIa-34).
the fitness and goals.  Addresses barriers (low level of fitness,
(PE8PF-III-h-28). lack of skills and time) to exercise.
 Displays tolerance and acceptance of (PEPF-IIIb-33.)
individuals with varying skills and abilities.
(PE8PF-IIId-h-37).
II. CONTENTS
Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities (Volleyball)
III. LEARNING RESOURCES
A. References Benavinte Jr. R.P., Domingo Francnis A., Doria Jose P. et.al (2013).Physical Education
and Health –Grade 8 Learners Module. Vicarish Publication and Trading , Inc.

Bucher, C. A. &Wuest D. A. (2009). Foundations Physical Education, Exercise Science and Sport.
McGraw-Hill Companies Inc.

Catapang, Jose P.,(1998). A Manual on Physical Fitness, Sports Physiological Training, Consultancy and
Research Services (SPTCRS) Publications.
39
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning
Resources
II. PROCEDURES
A. Reviewing Previous
Lesson Or Presenting
The New Lesson
B. Establishing A Purpose
For The Lesson
OHSP PE 1 Q1 module 1
https://www.youtube.com/watch?v=rrHtPJ2QDuw
https://www.youtube.com/watch?v=yVmZGjRUN5k
Recall: Milo Champ Recall: Milo Champ Recall: Milo Champ Recall: Milo Champ
Moves Moves Moves Moves
https://www.youtube.co https://www.youtube.co https://www.youtube.c https://www.youtube.
m/watch?v=rrHtPJ2QDu m/watch?v=rrHtPJ2QDu om/watch?v=rrHtPJ2Q com/watch?v=rrHtPJ2
w w Duw QDuw
(5 min) (5 min) (5 min) (5 min)
The teacher will ask the The teacher will make
students to say a review of the past
something about the lesson through acting.
following:
 William Morgan  serve
 1895  receive
 Mintonette  set
 Ball  attack
 Basic skills  block
(5 min) (5 min)
The teacher will present
a video about the basic
skills in volleyball and let
the students list down
the important things
about the skills in their
notebook.
https://www.youtube.co
40
 m/watch?v=yVmZGjRUN
5k

(10min)

C. Presenting Examples/ The teacher will discuss The teacher will

Instances Of The New the basic skills in review the FITT
Lesson volleyball. principle through
(10 min) PowerPoint
presentation
(5 min)
D. Discussing New The teacher will ask The teacher will ask
Concepts And Practicing Learners volunteers to the Learners to get
New Skills #1 demonstrate the basic their fitness plan and
skills of volleyball and make a review on
check if the skills are their goal based on
properly executed. the fitness plan.
 Service (5 min)
 passing
 setting
 attacking/spiking
 blocking

(20 min)

E. Discussing New The teacher will divide

Concepts And Practicing the class into 5 groups
New Skills #2 and orient them on the
proper flow of circuit
rotation.
(see annex A)

41
 The teacher will also
present the rubrics in the
conduct of the circuit
rotation.
(see annex B)

(10 min)

The teacher will let the

group discuss the
preparation for
tomorrow’s activity and
assign the materials
which they are going to
use in the next day’s
activity.
(5 min)
F. Developing Mastery The teacher will discuss Based on the fitness
(Leads To Formative the sports-related plan, ask the students
Assessment 3) injuries through a to assess whether
PowerPoint presentation. they achieved their
(10 min). goal or not.

If the Learners goal is

The group will not achieved, identify
simultaneously execute the thebarrieirs that
the basic skills following hinder the
the circuit rotation. Each achievement of the
group will be given 5 goal.
minutes per station to
accomplish the said (10 in)
skills.

The teacher will assign a

student leader in each
station to facilitate,
42
 check and monitor the
execution of the basic
skills.

(30 min)

G. Finding Practical The teacher will ask the

Applications Of Concepts class about the following
And Skills In Daily Living questions.
 What are the
benefits that we
can get out of
playing volleyball?
 Aside from being
physically fit,
what else can we
derive from
playing the
volleyball?
 How can we
apply the
volleyball skills
that we learn
from our daily
living? (5 min)

H. Making Generalizations The Learners will be The Learners will be

And Abstractions About asked to complete the asked to complete the
The Lesson following statements: following statements:

 I learned that  I can achieve

. my fitness goal
 I realized that by
. .
 I am happy  I am happy
because because .
. (5min)
43
 The teacher will
synthesize the Learners’
responses.
(5 min)

I. Evaluating Learning Practical Test: Learners will be asked

The teacher will make to make a fitness plan
use of the rubrics to following FITT
evaluate the student principles. The output
performance. will be assessed using
(see annex) rubrics
(50 min) (see annex)
J. Additional Activities For Learners can take Learners will be asked
Application Or photos/videos of to make their family
Remediation persons playing fitness plan and be
volleyball with family presented to the class
members or school next meeting.
mates and be
presented to class on
the next meeting.
V. REMARKS Note: Time allotment may vary depends on the situation and capability of the Learners.
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

44
 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?

45
 Daily Lesson Log SCHOOL MABATO NATIONAL HIGH SCHOOL – ANNEX GRADE LEVEL 8
in

MAPEH
TEACHER JULIUS T. RIEGO LEARNING AREA PE

TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of principles in the prevention and control of communicable diseases for the
attainment of individual wellness.
B. Performance Standard The learner consistently demonstrates personal responsibility and healthful practices in the prevention and control of
communicable diseases.
C. Learning Competencies/ The learner discusses The learner analyzes the The learner…
Objectives the stages of infection leading causes of morbidity  The learner discusses the signs,
(H8DD-IIIa-15) and mortality in the symptoms, and effects of common
Philippines communicable diseases
(H8DD-IIIb-c-17)
 The learner corrects misconceptions,
myths, and beliefs about common
communicable diseases
(H8DD-IIIb-c-18)
 The learner enumerates steps in the
prevention and control of common
communicable diseases
( H8DD-IIIb-c-19)
Most common communicable diseases and its
prevention and control
 Acute Respiratory Infections
Top 10 leading causes of
 Pneumonia
II. CONTENTS Stages of Infection morbidity and mortality in
 Bronchitis
the Philippines
 Influenza
 Tuberculosis (TB)
 Dengue

46

III. LEARNING RESOURCES
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
 Sexually Transmitted Infections (STIs)
 HIV and AIDS
TG Q3 page 6 – 8. 48 – 50
LM pages 152 – 156, 193 – 194, 338 – 340, 338 - 340
Lopez L. P. &Beldia, M. D., et al. Physical education, health and music IV., 123 – 124.
Ang respiratory system. A&E. NFE Accreditation and Equivalency Learning Material. DepEd. 2001, 18,21.
Getchell &Pippin. Perspectives on Health. 545, 553 – 557
http://allnurses.com/general-nursing-student/stages-of-infection-176240.html
http://study.com/academy/lesson/progress-of-disease-infection-to-recovery.html
http://www.doh.gov.ph/node/1058
Answer the Pre- Group Activity: Ask learners to recall
Assessment attached. their experiences on
The pre-assessment will Ask 1 representative from communicable
measure the students’ each group to list down diseases. How did
prior knowledge on how their top 10 deadliest you acquire it?
disease develop and diseases in the Philippines.
spread in a population. Ask few learners to
(5 min) Let the learner write down volunteer to share
their list on a meta-strip. with the class.
See attachment Cross out the diseases that (15 min)
(Activity 1) were not included on the
Top 10 leading causes of
Guide Questions: morbidity and mortality in
 What have you the Philippines. Discuss the
realized from nature of the following
47
 your answers?
 Do you experience
your answers in
real life?
Group Activity. Show
learners a set of pictures.
Ask the learners to make
inferences on the said
pictures.
(See attachment)
(Activity 2)
(5 mins)
B. Establishing A Purpose For Processing Question:
The Lesson
What could have been
the cause of the
following diseases?
Ask the learners to
answer the following
questions:
1. What infectious
diseases have you
C. Presenting Examples /
experienced?
Instances Of The New
Lesson
2. How did you cure
this infection?
3. After getting
infected, what did
causes.
(5 mins)
The teacher will show
statistical chart that
illustrates the top 10
The teacher will
deadliest diseases in the
show the video “
Philippines.
How Germs Spread
(5 min)
- Explaining the
Science for Kids”
(See Attachment)
 What have
you realized
Processing Questions:
after
 What are your
watching the
insights about the
video?
diseases that were
 How the
included on the list?
video present
 What could be the
the spread of
factors that affect
disease?
the increase of
(15 min)
these diseases?
Ask the learners the Group Activity:
following questions:
1. From the list of Ask the learners to
diseases, do you/any form five groups.
of your relatives Distribute the strips
experienced/acquired of paper with
it? Share your diseases written on
experience. it. Instruct the
students to separate
2. Who might be the the communicable
victims of these diseases from the
diseases? Why did other diseases.
48
 you felt? you say so?
(10 min) (10 min) Guide Questions:
 Why did you
choose these
diseases as
communicable?
 What are the
characteristics
of these
diseases?
(20 min)
D. Discussing New Concepts Teacher-led discussion
And Practicing New Skills on the different signs,
#1 symptoms, and effects
of common
communicable
diseases. The teacher
The teacher will discuss
will show video on the
the Stages of Infection.
different common
(10 min) Teacher – led discussion on
communicable
the cause and prevention of
diseases. Ask the
the leading cause of
learners to complete a
morbidity and mortality in
table. The table will
(See attached Lecture) the Philippines.
require the following
(10 min)
data:
 Name of the
disease
 Cause
 Symptoms
 Cure/treatment
(10 min)

Read the story of Christine

The teacher will
E. Discussing New Concepts Joy. See Attachment.
present answers similar
And Practicing New Skills
to the activity done by
#2 Guide Questions:
the learners.
 What did her
49
 mother do to
prevent her from
getting diseases?
 Do you have similar
experiences? Share
to the class.
The teacher will ask
learners to group
themselves into 5.
Group Activity: Create a short
commercial that will
The teacher will ask the show prevention of the
learners to perform a different communicable
role play on the stages of diseases like
development and  Acute
recovery of the following Respiratory
infectious disease: Infections
 Chickenpox Group Activity:  Pneumonia
 Common cold  Bronchitis
 Influenza The learners will create a  Influenza
F. Developing Mastery  Mumps rap about the prevention of  Tuberculosis
(Leads To Formative  Dengue these diseases. The activity (TB)
Assessment 3) will be evaluated by using  Dengue
Processing question: the attached Rubrics.  Sexually
 Where did the (10 min) Transmitted
infection start? Infections
 How did the (STIs)
disease spread?  HIV and AIDS
 How did the
community Evaluate the learners’
address the commercial by using
infectious the Rubrics attached.
disease? (15 (See Attachment)
min)
Processing question:
 Where did the
disease start?
50
  How the disease
spread?
 How did the
community
address the
infectious
disease?
(20 min)
Group Activity:
Ask learners to develop
G. Finding Practical The teacher will ask the Ask learners to give their their own guidelines
Applications Of The learners to make their own guidelines on how to that they can do
Concepts And Skills In “Oath” on taking care of prevent these diseases. religiously to prevent
Daily Living their health. Ask 5 (5 min) communicable disease.
students to share their (15 min)
“Oath”.
Draw reflections from
the learners on their
Our environment is filled
Life is important, life is realizations/insights
with diseases causing
precious. We should regarding the lesson.
factors such as viruses
develop awareness in
H. Making Generalizations and bacteria. These
taking care of ourselves by The significance of
And Abstractions About infectious diseases can
preventing and controlling preventing
The Lesson be minimized if we are
such diseases. communicable diseases
aware of its causes and
(5 min) on one’s life should be
preventions.
emphasized.
(5 min)
(5 min)

Evaluate the learners’ Given the description

performance on the Quiz identify what disease is
stages of infection and List down the Top 10 being described.
recovery by using the Leading Cause of Morbidity (5 min)
I. Evaluating Learning Rubrics attached and Mortality in the
(5 min) Philippines and write what
causes these diseases.
(See Attachment) (5 min)

51
 Research on a video Ask the students to watch The teacher will divide
about the current video on the link: the class into five (5)
J. Additional Activities For communicable diseases. https://www.youtube.com/ groups for a poster
Application And watch?v=Dno8Vy1xskc making activityfocusing
Remediation on how we
communicable disease
prevention.
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
Wish To Share With Other
Teachers?

52
53
 Daily Lesson Log SCHOOL MABATO NATIONAL HIGH SCHOOL – ANNEX GRADE LEVEL 8
in

MAPEH
TEACHER JULIUS T. RIEGO LEARNING AREA PE

TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
The learner demonstrates understanding of principles in the prevention and control of communicable
diseases for the attainment of individual wellness.
The learner consistently demonstrates personal responsibility and healthful practices in the prevention
and control of communicable diseases.
The learner analyzes the The learner The learner promotes The learner identifies
nature of emerging and demonstrates self- programs and policies to agencies responsible for
re-emerging diseases monitoring skills to prevent and control communicable disease
(H8DD-IIId-e-20) prevent communicable communicable diseases prevention and control
diseases (H8DD-IIIf-h-22) (H8DD-IIIf-h-23)
(H8DD-IIIf-h-21)

 Emerging and re-

emerging
diseases
 Leptospirosis Development of Programs and policies
Agencies responsible for
 Severe Acute personal life skills to on communicable
II. CONTENTS communicable disease
Respiratory prevent and control disease prevention and
prevention and control
Syndrome communicable diseases control
(SARS)
 Chikungunya
 Meningococcemi

54

III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
a
 Foot and Mouth
Disease
 Avian influenza
 AH1N1 Influenza
TG Q3 20 – 21
LM page 32 – 36
21st Century MAPEH in Action 8 page 350 – 351, 355 – 356
Agapay, N. MAPEH : making us fully equipped in the 21st Century III. 258 – 259.
Getchell &Pippin. Perspectives on Health. 575

http://www.doh.gov.ph/emerging-and-re-emerging-infectious-disease-program
B. OTHER LEARNING
http://pcw.gov.ph/law/republic-act-8504
REFERENCES
http://www.gov.ph/2016/04/26/republic-act-no-10767/
http://www.gov.ph/2016/03/03/republic-act-no-10747/
http://www.doh.gov.ph/node/4410
IV. PROCEDURES
Group Activity: The teacher will The teacher will show a
asklearners to answer video clip
Use the K-W-L Chart: the following questions: presentation.https://ww
 Leptospirosis  How can I w.youtube.com/watch?v Review the previous
 Severe Acute protect myself =1ZJbML2hfm4 lesson on the programs
A. Reviewing Previous Respiratory from and guidelines of the
Lesson or Presenting New Syndrome communicable After the viewing, the government on
Lessons (SARS) diseases? teacher will ask the communicable
 Chikungunya  Am I protecting following questions: diseases.
 Meningococcemia myself from  What was the (5 min)
 Foot and Mouth communicable video about?
 Disease diseases?
 Avian influenza (5 min)  Are you familiar

55
  AH1N1 Influenza with TB-DOTS?
(5 min) Do you know
someone who
underwent this
program?

 Did he/she
recover from TB?
(5 min)
The teacher will let the The teacher will ask
The teacher will post a
The teacher will show a learners view of the learners to identify the
News Headline about
video clip on the Picturesof persons with meaning and
emerging diseases.
link:https://www.youtub communicable diseases duties/responsibility of
Ask the learners the
e.com/watch?v=xA6xn4 like: the following acronym:
following questions:
WJPFQ  Tubercolosis  DepEd
 What was the
 AIDS/HIV  PNP
B. Establishing A Purpose For news all about?
and will ask the  Sexually  BFP
The Lesson  Are you familiar
students to give insights Transmitted  DILG
with the said
on the message of the Diseases/STD’s (5 min)
disease? Why or
video they watched.  Influenza
why not?
(10 i
(10 min)
n and he/she will draw
) insights from the class.
(10 min)
The teacher will ask The teacher will ask The teacher will ask The teacher will show a
learners the following learners the following learners the following video clip presentation
questions: questions: questions: on the
 What emerging  Do you know  Do you think the link:https://www.youtu
diseases have how to do self- government be.com/watch?v=yYoo
C. Presenting Examples / you/family monitoring when cares about their WMmRvEI
Instances of The New member you do not feel situation? If yes,
Lesson experienced? well? on what way did and will ask learners
 How did you cure  What do you do the government the following
these diseases? when you do not address this questions:
 After getting feel well? issue?  What was the
infected, what did (10 min)  Can you give video about?
you feel? policies/guideline  Who help the
56
 (5 min) s that our man in handling
government his disease?
implements on (15 min)
these issues? Is
it helpful? Why
did you say so?
(10 min)

D. Discussing New Concepts The teacher will discuss

And Practicing New Skills the cause and prevention
#1 of emerging and re-
emerging diseases.
 Leptospirosis Teacher – led
The teacher will discuss
 Severe Acute Teacher – led discussion discussion on how the
on programs and
Respiratory on prevention and agencies prevent and
policies to prevent and
Syndrome (SARS) control of communicable control diseases.
control communicable
 Chikungunya disease. (10 min)
diseases.
 Meningococcemia (10 min)
(15 min)
 Foot and Mouth
Disease
 Avian influenza
 AH1N1 Influenza
(10 min)
E. Discussing New Concepts Group Activity: The teacher will ask
And Practicing New Skills The teacher will divide Given the following learners to cite
#2 the class into five communicable diseases: instances/examples
(5)groups and each  Flu how these agencies
group will perform a role  Chickenpox fight against
play based on the communicable
following emerging The teacher will ask the diseases.
disease: students to cite personal (5 min)
 Leptospirosis ways on how can you
 Chikungunya prevent the spread of
 Meningococcemia these diseases.
 Avian influenza (5 min)
 AH1N1 Influenza

57
 evaluatestudents’
performance based on
the Rubrics attached.

(see attachment)

(10min)
Group Activity:
The teacher will provide
different news articles on
emerging diseases for
The learners will
the learners to analyze.
prepare a group role The teacher will show a The teacher will show a
They will answer the
playing on how video clip presentation video clip presentation
following:
prevent communicable https://www.youtube.co https://www.youtube.c
 What emerging
diseases through self- m/watch?v=yU02etSuN om/watch?v=yU02etSu
disease was
monitoring skills. FU NFU
discussed on the
F. Developing Mastery
article?
(Leads To Formative Evaluate the role After watching the After watching the
 What are the
Assessment 3) playing by using the video, the learners will video the learners will
cause and effect
Rubrics attached. give their list down the agencies
of this emerging
(5 min) reaction/opinion about responsible and their
disease on the
the issues on AIDS/HIV. action on the issue on
community?
(5 min) the video.
 How did the
(See Attachment) (5 min)
community or the
government
handle the
diseases?
(5 min)
Identify and Analyze.
Based on the learners’ Ask the learners to
The students will cite
G. Finding Practical understanding, list down Being part of the read a short story
ways on how to prevent
Applications Of The personal life skills to community, suggest about a family who
these emerging and re-
Concepts And Skills In prevent and control policies/ guidelines in suffered from an
emerging diseases.
Daily Living communicable diseases. preventing diseases. unknown disease and
(5 min)
(5 min) they will try to seek
help.
58
 Processing Questions:
 What could be
the disease that
the family has
suffered? What
agencies could
help them?

 If you were the

parents of the
child, what
agency might
help you?

 Do you think,
this can happen
in real life
situation?
(5 min)
The teacher will ask
The teacher will lead learnersto reflect on
learners to the Make an emphasis on the statement of
generalizations of the how the government Secretary Janette P.
lesson through through different Loreto-Garin on
The learners will state
answering fill-in-the- agencies help in battling Zika virus.
at least 2 – 3
blank question provided preventing and
significance/importance
H. Making Generalizations below: controlling “Let’s go back to
of preventing and
And Abstractions About communicable diseases. basics; we always say
controlling
The Lesson I will prevent diseases that prevention is
communicable disease
by . The teacher will ask to better than cure.
should be emphasized.
I will inform my give their feedback Prevention should start
(5 min)
classmates on how to about the importance of from our home. Make
prevent these diseases the Law/Policy. 4S a regular habit and
. (5 min) participate in cleaning
(5 min) activities initiated in
our community.
59
 Kalinisan at kalusugan.
Makiisasakalinisanngati
ngkomunidad,
angkalusugan ay
responisibiladngbawatis
a.”
(5 min)
Quiz :
The teacher will ask the The learners will define
Slogan Making:
learners to identify the the meaning of each
emerging disease based lettersof the acronyms
Quiz:
on the given symptoms. of the names of the
(5 mins) The teacher will ask
I. Evaluating Learning (5 min) government agencies
learners to make a
and will discuss their
(See Attachment) slogan on control and
(See Attachment) role in the prevention
prevention of diseases.
of communicable
(5 min)
diseases.
(5 min)
J. Additional Activities For The teacher will write The teacher will ask the
Application And reminders or preventive learners to have a
Remediation measures on the research on local and
spreading of diseases international agencies
on the bulletin board in responsible for
of the class. communicable disease
prevention and control.
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
60
 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
Wish To Share With Other
Teachers?

61