AUGUST 12-16, 2019 (WEEK 1)

Teaching Dates and Time: AUGUST 16, 2019 FRIDAY Quarter: 2nd QUARTER

SEMI-DETAILED LESSON PLAN IN MUSIC 3

I. Objective:
1. Identify the pitch of a tone as:
 high - higher
 moderately high – higher
 moderately low – lower
 low – lower
2. Match the correct pitch of tones with the voice and with an instrument.

II. Subject Matter

A. Topic: Pitch
B. Songs: “Go Tell Aunt Rhody”, , G, so,” High and Low”, , D, re
C. Reference: Mapeh Teachers Guide
Mapeh Learners Material
K – 12 Curriculum Guide
D. Materials: musical chart, Kodaly hand signs picture, pictures showing
different directions ( going up or going down), C pitch pipe,
xylophone, tuned bottles, flute/recorder, keyboard, or any
melodic instruments
E. Values: Observe safety measures in climbing and in going down
the stairs, ladder, and escalators.
F. Concept/s for the Teacher
Melody is composed of different tones or pitches.
Pitch is the highness or lowness of sound
Melody is a combination of pitch and duration.
Another term for melody is tune.
Melody is a combination of high, medium and low pitches that
have different duration so as to create an organized melodic line.

III. Procedure

A. Preparatory Activities
1. Drill
a. Tonal

For Teachers:
The Kodaly Method is a
concept of music education
formulated by Zoltan Kodaly,
a Hungarian music educator.
The primary aim of the
method is to make every child
musically literate by using the
folk songs of the country.
 b. Rhythmic
Teacher will let the pupils clap the rhythmic pattern.
Using improvised rhythmic instruments, play the given
rhythmic pattern.

2. Review
The teacher will let the class sing “High and Low”.
The teacher will let the pupils create body movements
that will match the different melodic directions.

B. Lesson Proper

1. Motivation
The teacher will use the Kodaly hand signs while the pupils sing
the following exercises:
2. Presentation

The teacher will present the musical score “Go Tell Aunt
Rhody”.
1. Teacher will sing the song.
2. Teacher will let the pupils read the lyrics with correct
rhythm.
3. Teacher will teach the song using rote method or any melodic
instrument.
4. Class will sing the song.

3. Discussion

Activity 1: Song analysis

The teacher will ask the pupils to look at the musical score and
ask the following questions:
What is the song all about?
On which line can you find the lowest note?
(The lowest note is found on the second line.)
On which line can you find the highest note?
(The highest note is found on the fourth line.)

Activity 2:
Using the song “Go Tell Aunt Rhody”, the teacher will ask the
pupils to match the so-fa syllables written on the meta strips
with the notations presented.
 4. Generalization

Melody is what we usually remember in a song. It is the tune of

the song.
Melody is a musical line made up of a set of tones or pitches.
Pitch is the highness or lowness of a tone. In order to create
one musical idea, a composer needs many tones.
Melodies are made up of different pitches/tones that differ in
pitch and duration

5. Application
Ask the pupils to create body movements that will match the
following pitches of tones:
high – higher
moderately high – higher
moderately low – lower
low – lower
Have the pupils sing “Go Tell Aunt Rhody”. Using flaglets of
different colors, do the following body movements:
high – hands upward
mid – hands sideward
low – hands downward
IV. Evaluation

Listen to the tones that will be sung or played by the teacher.

Identify if the given tone is low, moderate, or high by placing the cut out colored
quarter notes ( ) on the staff.
Green – highest tone
Yellow – middle tone
Red - lowest tone

V. Assignment
Study the song “Twinkle, Twinkle Little Star”.
Sing/perform the melody of the song using body movements ininterpreting high,
moderate, and low tones.
 RUBRICS BEST BETTER GOOD NEEDS
IMPROVEMENT
1. Able to identify the pitch
of the tone
2. Able to match the correct
pitch of tones with the voice
and with an instrument.
3. Can participate actively in
group activities
 AUGUST 12-16, 2019 (WEEK 1)
Teaching Dates and Time: AUGUST 13, 2019 TUESDAY Quarter: 2nd QUARTER

SEMI-DETAILED LESSON PLAN IN ARTS 3

I. Objectives
At the end of the lesson, the pupils should be able to :

1. Identify complementary colors in the color wheel.

2. Paint the things that can be seen in a natural environment in the
province or region.
3. Tell how painting is made more interesting by combining colors to
achieve harmony.

II: CONTENT: Painting

Topic: Harmony in Plants
References: Mapeh Teachers Guide
Mapeh Learners Material
K – 12 Curriculum Guide
Materials: pencil, bond paper, brush, newspaper, watercolor, oil
pastel, water container, rags

A. Preliminary Activity
1. Review
Ask the pupils to name several complementary colors.

B. Developmental Activity
1. Motivation
Go on a nature walk. Let the pupils identify the different
complementary colors they see around the school premises.
(Discussions and activities can be done outside the
classroom.

2. Presentation and Discussion

Harmony is an art principle that is present in things around
us. It is seen in the arrangement of colors, shapes, and textures.
Harmony in visual design means all parts of the visual image
relate to and complement each other.
Looking into the styles of the artists in painting, harmony is
attained by combining the selected colors, shapes and textures.
Some famous Filipino artists are appreciated because of
their style in combining colors and in producing harmony in their
artwork.

Discuss the things seen in the pictures. Ask about the different
colors, shapes, and textures seen in the pictures.
Let the pupils tell their observations about how complementary
colors were put together in the paintings.

3. Art Activity
Let the children prepare the materials and remind them to
always to be careful in handling their art materials.
Refer to BE CREATIVE on LM p. 143.
 4. Processing and Critiquing
a. What plant did your paint?
b. What colors did you use in your painting?
c. Is color harmony present in your artwork? Discuss briefly.

C. Post Activity
1. Generalization
Ask: How did you show color harmony in your painting/artwork?
Harmony in painting is a pleasing visual arrangement of
colors. It is created when secondary colors and their opposite
colors or complementary colors in the color wheel are used.
2. Value Integration
Give a situation that shows environmental awareness.

V. Assessment/ Evaluation
Refer to be proud page 144.

RUBRICS VERY EVIDENT(3) EVIDENT(2) NOT EVIDENT(1)

Able used
complementary
colors to show
harmony
Able to draw
objects that can be
seen outside the
classroom
Able to finish the
artwork on time
 AUGUST 12-16, 2019 (WEEK 1)
Teaching Dates and Time: AUGUST 14, 2019 WEDNESDAY Quarter: 2nd QUARTER

SEMI-DETAILED LESSON PLAN IN PHYSCAL EDUCATION 3

I. Objectives
At the end of the lesson, the pupils should be able to:

1. Define personal space

2. Identify the different non-locomotor movements
3. Execute properly the non-locomotor movements
4. Work cooperatively with others

II: Subject Matter:

A. Topic: MOVING IN MY PERSONAL SPACE
B. Skills: Streching, Bending, Pushing, Pulling,
Twisting,Turning, Swinging and Swaying (Non-
locomotor skills)
C. Value Focus: Concentration and Cooperation
D. References: Mapeh Teachers Guide
Mapeh Learners Material
K – 12 Curriculum Guide
E. Materials: cassette recorder/CD player, any folk music in 2/4
time signature

III: Learning Procedure

A. Preparatory Activity
1. Review
What is the importance of having an exercise every day?

2. Motivation
Sing the song “Sit Down, You’re Rocking the Boat”
What body movements did you do while singing the song?
Did you enjoy the actions?

B. Lesson Proper

1. Presentation and Discussion

Show the following illustrations of different sitting positions:

Present to the class the different positions shown below. Ask the class
to demonstrate the movements.

a. Half kneeling position

kneeling on right and left, half kneeling in
front, hands on hips
b. Kneeling position with one leg extended sideward

from kneeling position, extend right leg

sideward, hands on hips

c. Long sitting position

sitting position with both legs extended
forward, toes pointed upward, back
straight, hands on hips

d. Crook or hook sitting position

Sit on the buttocks, bend knees close to the
body, keep the trunk straight, hands on
your knees

After the class has demonstrated the positions ask the following:

1. What can you say about the four positions? Were you able to
perform the different positions properly?
2. Which parts of your body did you move?
3. In which direction did your body move?
4. Did you perform the movements in place? Or did you transfer
places?

Note: If in case the shapes and actions are not properly performed,
you will demonstrate correctly different movements.

Tell to the class that the focus of the lesson is moving in

personal space and nonlocomotory movements.

(Discuss briefly to the class the concept of personal space and

nonlocomotory movements.)

Movement is a change of position of body or body parts in

space. Personal or self-space is a given space when you move in
your fixed position. Common basic movements used in moving in a
personal space are non-locomotor movements. These movements
are done without moving away from one’s place, like bending,
stretching twisting, circling, swaying, and swinging.

1.Bending is a movement of the body or a part of the body around

a joint. To bend is to flex or curve the body forward, backward, and
sideward. You may try bending your head, trunk, and your knees.
Ask: If you bend your body, can you move it in different directions?

2.Stretching is to extending any joint of your body using your

muscles to lengthen the body parts. You can stretch your arms
sideward and upward.
Ask: If you stretch your body what parts are extended? (joints) Can
you move in different directions?? (sideward, upward, backward

3. Twisting is moving a body part around its long axis. You can twist
your neck, hips, ankles, and the joints of your wrist from left to right.
Ask: If you twist or turn like this, what parts of your body are
involved? (neck, hips, ankles, joints)

4. Pushing is exerting force upon or against an object to move it

away from the body.
Ask: Can you identify his direction if he pushes this object? (forward)

5. Pulling is applying force on an object to draw or move it toward

the body
Ask: When you do pull ups, in which direction are you going? (move
it toward the body).
 6. Turning is moving the body from one direction to the opposite
direction
Ask: In turning your body right or left in which direction are you
going? (opposite direction)

7. Swaying moving back and forth from side to side or to one side.
Ask: Where is our direction if we sway our hands this way? (back
and forth)

8. Swinging is moving backward and forward rhythmically

Ask: If you swing your body like this, which directions are
emphasized? (Backward and forward)

C. GENERALIZATION
After the personal space awareness activity, gather the pupils in
their class formation and ask the following:
1. What movements you can do while staying in place?
2. What is personal space?
3. What are non- locomotor movements?
Lead the class in understanding the ideas of personal space and
non-locomotor movements.
D. APPLICATION
Present the following activity.
Performance Task: Move It
Direction: Ask the pupils to sing an action song to the tune of
“Shake Shake”
Up and Down
by:Virgina T. Mahinay
Up and down and bend, bend, bend
Up and down and stretch, and stretch
Twist to the right and twist to the left
Turn around and sway and swing
Up and down and bend, bend, bend
Up and down and stretch and twist
Twist to right and twist to the left
Turn around and sway and swing

Ask the pupils to answer the following questions after the activity.
1. What movements you can do while staying in place? (bending,
stretching, twisting, circumduction, swaying & swinging)
2. What parts of the body is/are used in doing each movement?
(head, neck, trunk, leg)
3. Were you able to create a movement? (yes)
4. Can you identify the movement? (yes)
5. Did you transfer from one place to another place while doing
those movements? (no)

F. Closing Activity
In your own space or personal space, perform the following non-
locomotor
movements to the tune of Leron ,Leron Sinta. Do the movements
properly as you exercise.
1. Twist your head (right and left) 16 cts.
2. Bend your neck downward 16 cts.
3. Bend your trunk sideways (right and left) 16 cts.
4. Raise your legs; then, flex (bend)your feet 16 cts.
5. Raise your legs; then, point your toes downward 16 cts.
6. Bend your neck sideward (right and left) 16 cts.
7. Stretch your arms sideward (right and left) 16 cts.
8. Bend your trunk forward and backward 16 cts.
List the different parts of the body which can perform the different
non-locomotormovements.
stretching bending pushing twisting turnng swaying swinging pulling
1.
2.
3.
4.
5.
IV. Assessment/ Evaluation
Direction: Complete the following sentences.
1. There is ________________when there is a ___________ of position of
_____________or body parts in ___________.
2. Moving in __________________ would mean you are moving in your own
____________.
3. ____________________or axial movements are movements you perform
without _____________ from one place to another.

V. ASSIGNMENT
Ask the pupils to practice the different movements that they learned.
 AUGUST 12-16, 2019 (WEEK 1)
Teaching Dates and Time: AUGUST 15, 2019 THURSDAY Quarter: 2nd QUARTER

SEMI-DETAILED LESSON PLAN IN HEALTH 3

I. Objectives
At the end of the lesson, the pupils should be able to:

a. Describe a healthy person and an unhealthy person.

II: Subject Matter:

A. Topic: Concept of Health and Wellness
B. References:
C. Materials: pictures, chart, markers

III: Learning Procedure

A. Preparatory Activity
1. Review
1. Ask the pupils to identify healthy people they know.
2. Tell the students to write the names or draw the faces of their
healthy
idols. Let them list or draw as many as they can.
3. Call for volunteers to share their work.
4. Ask the pupils: What makes these people your healthy idols?
5. Ask the students to describe the characteristics of their healthy
idols. Write on the board the adjectives used to describe healthy
people.
6. Let the pupils describe a healthy one using all the adjectives
used for their healthy idols.

B. Lesson Proper
1. Motivation
Present pictures of the 5 aspects of health (physical, mental,
emotional, social and spiritual)

2. Presentation and Discussion

HEALTH AND WELLNESS
The World Health Organization (WHO) defines health as a state of
complete physical, mental and social well-being and not merely the
absence of disease or infirmity. It is the complete well-being of the body,
mind, feelings, spirit and relationship with others. There are five aspects of
health that contribute to the total health or state of well-being of an
individual. These aspects include the physical, emotional, mental, social and
spiritual.
Physical health refers to the state and characteristics of the body
along with its size, shape, body parts, body functioning, sensory acuity,
recuperative ability and basic needs. Physical activities include body
exercise, playing games, eating proper diet, practicing personal hygiene
and getting adequate rest and sleep.
Mental health refers to our capability to think, to recognize and to
process information and reality. Emotional health speaks of our different
emotions
and how we express and manage such feelings. Mental and emotional
health is described as the psychological component of health which
includes our values, belief system, and levels self-esteem, self-confidence
and coping mechanisms. Mental activities include doing homework,
computing expenses and problem-solving activities. Emotional activities
include accepting comments positively, managing anger and showing
feelings through facial expressions.
Social health is the state of our interaction and relationship with
others with our ability to adapt to various situations and behaviors. Social
activities include communicating with others, being friendly, playing outdoor
games, talking to classmates, and sharing things.
Spiritual health refers to our belief in a higher order with our sense
of unity in the environment. Spiritual activities include saying good things
daily, learning how to say sorry and thank you and always praying.
On the other hand, wellness is described as an optimal health from
a positive perspective in life by maintaining good body conditions through
a healthy lifestyle.
The balance of the five aspects makes the optimal health and
wellness of an individual and a healthy person lives a quality life.

3 Application
1. Call on volunteer who will read in class the definition of health and
wellness according to W.H.O. Ask the volunteer to explain the
definition.
“Health as a state of complete physical, mental and social well-being
and not merely the absence of disease or infirmity.”
2. Present pictures of the 5 aspects of health (physical, mental,
emotional, social and spiritual) (again)
3. Discuss with the class the components of each aspect.
4. Let the pupils do Activity 1: The Healthy One on p._____.
5. After doing the activity, ask a pupil to read and explain his/her work
in class by answering the following questions:
a. Do you think you are a healthy one? Why?
b. What are the activities that a healthy person can do?
6. Ask the pupils to identify activities under physical, mental,
emotional, spiritual and social.
7. Ask the pupils to turn their module to p.____ for Activity 2: Wellness
on the
Go. Let the pupils describe each picture and answer the activity.
 8. Discuss each activity in the picture. Write on the board the activities
under two classifications- Healthy Person vs Unhealthy Person.

9. Ask the pupils to name other healthy and unhealthful activities and
characteristics aside from those in the module.
10. Let the pupils contrast healthy and unhealthy pictures using the
characteristics and activities written on the board.

4 Generalization
1. Let pupils do Let's Check! on p ___.
2. Remind the pupils to write only the promises that they intend to
keep and willing to commit for the health.

IV. Evaluation
1. Ask the pupils to answer Activity 3: Get’s Go for Health and Wellness on
p.____.
2. Let them identify ways for a healthy lifestyle as decoded in the
message from the activity. Ask them to explain each step.
a. Eat a balanced diet.
b. Exercise regularly.
c. Avoid harmful habits.
d. Get adequate rest.
e. Manage stress
f. Get regular medical attention.
g. Practice safety.

IV: REMARKS (SECTION: Daisy)

5= 0=
4= ABSENT =
3=
2=
1=

V: REFLECTION

No. of learners who earned 75% on the formative assessment

No. of Learners who require additional activities for remediation

IV: REMARKS (SECTION: Ivory)

5= 0=
4= ABSENT =
3=
2=
1=

V: REFELCTION

No. of learners who earned 75% on the formative assessment

 No. of Learners who require additional activities for remediation

IV: REMARKS (SECTION: Lily)

5= 0=
4= ABSENT =
3=
2=
1=

V: REFLECTION

No. of learners who earned 75% on the formative assessment

No. of Learners who require additional activities for remediation