School SAN JOSEF NATIONAL HIGH SCHOOL

Teacher GENE EDRICK E. CASTRO

DAILY LESSON LOG

Teaching Dates and Time/ SECTION Faithfulness/M, W, TH, F/9:35-10:20
Meekness/M,T,W,TH/4:35-5:20

DAY 1 DAY 2

1. To discuss the Physical Fitness 1. To exercise some physical fitness activity

I.         WEEKLY OBJECTIVES Components 2. To distinguish the facts from myths of
2. Enumerate the different food Groups misinformation in eating habits.

A.    Content Standards The learner demonstrates understanding of lifestyle and weight managem

The learner . . .
B.    Performance Standards  maintains an active lifestyle to influence the physical activity pa
 practices healthy eating habits that support an a

C.    Learning Competencies / Objectives
Write the LC code for each
Undertakes physical activity and physical
fitness assessments
[PE9PF-Ia-h-23]
Assesses eating habits based on the
Philippine Food Pyramid/My Food Plate
[PE9PF-Ia-39]
distinguishes facts from myths and
misinformation associated with eating
habits
[PE9PF-Ia-2]
Undertakes physical activity and physical
fitness assessments
[PE9PF-Ia-h-23]
Assesses eating habits based on the
Philippine Food Pyramid/My Food Plate
[PE9PF-Ia-39]
distinguishes facts from myths and
misinformation associated with eating
habits
[PE9PF-Ia-2]

Physical Fitness Components/ Food Physical Fitness Test/ Health Related

II.           CONTENT
Pyramid Fitness Test/ Weight Management

III.         LEARNING
RESOURCES
A.    References
1.  Teacher’s Guide pages TG MAPEH TG MAPEH
2.  Learner’s Materials pages LM MAPEH LM MAPEH
3.  Textbook pages
4.  Additional Materials from Learning
Resource (LR) portal
B.    Other Learning Resources
IV.         PROCEDURES

A. Reviewing yesterday’s lesson or The teacher will presenting The Food Ask the students to give the three food
Presenting the new lesson Pyramid and The Three Food Groups groups

Ask the students: What are the The teacher will ask the students: What
B. Establishing a purpose for the
importance Food and Appreciation of are the importance of Weight
lesson Foods Management?
 The teacher will present th facts in Eating Follow up questions:
C. Presenting examples/ instances of
Food/ Conception associated in Eating How to Gain Weight?
the new lesson Habits How to Lose Weight?

Let the students answer the following

D. Discussing new concepts and The teacher will present the Components questions:
practicing new skills #1 of Physical Fitness What is Calorie?
What is the importance of Calorie?

Let the students answer the question:

E. Discussing new concepts and Ask the students: How can we complete
What are the importance of Good Food
practicing new skills #2 associated in Physical Fitness?
the daily required calories?

Let the students answer the question:

How to manage your weight, and Use the
F.  Developing mastery What are the Best Foods for every
Calorie?
Physical Fitness Components?

G.  Finding practical applications of The teacher will ask the question: What
How to estimate to have proper Calorie?
concepts and skills in daily living are the Physical Fitness Components?

H. Making generalizations and
abstractions about the lesson
How can we manage our daily calories in
Let the teacher give the Three Food
everyday life to prevent some lifestyle
Groups and its importance
diseases?

Perform some Physical Fitness Test:

Assess every student to compute their -- Cardiovascular Test
I.   Evaluating learning Body Mass Index and give the -- Flexibility
Classification. --Reaction Time

J.  Additional activities for application

or remediation

K. REMARKS
V.    REFLECTION

A.  No. of learners who earned 80% on the formative Faithfulness: Faithfulness:
assessment Meekness: Meekness:

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
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?

Prepared by: Checked by: Verified by:

GENE EDRICK E. CASTRO QUERUBIN A. MANUMBALI FERDINAND S. JOSE

Subject Teacher MAPEH Coordinator HT I-MAPEH
SCHOOL Grade Level Grade 9
O Learning Area PHYSICAL EDUCATION

First Grading
35-10:20 Quarter June 5-9,
-5:20 2017

DAY 3 DAY 4

1. To exercise some physical fitness

1. To exercise some physical fitness activity
activity
2. To evaluate the result of different physical
2.To determine the risk factors in every
fitness activities
lifestyle diseases.

tyle and weight management to promote community fitness.

he learner . . .
e the physical activity participation of the community
habits that support an active lifestyle

Undertakes physical activity and physical

fitness assessments
[PE9PF-Ia-h-23]
Undertakes physical activity and physical
determines risk factors(obesity, physical
fitness assessments
inactivity, poor nutrition, smoking) for major
[PE9PF-Ia-h-23]
noncommunicable diseases lifestyle
related(e.g. diabetes, heart disease,
stroke, cancer)
[PE9PF-Ia-40]

Physical Fitness Test/ Skill Related Related

Physical Fitness Test/ Skill Related Fitness
Fitness Test/ Causes of Non-Com.
Test
Diseases

TG MAPEH TG MAPEH
LM MAPEH LM MAPEH

How can we manage our daily calories in

What are the Physical Fitness
everyday life to prevent some lifestyle
Components?
diseases?

How can we take care ourselves from What are the importance of Taking Physical
lifestyle diseases? Fitness Test?
 What is non communicable
Performing Some Physical Fitness Test.
diseases/Lifestyle Diseases?

How can we have acquired Non What is Agility?

Communicable Diseases/Lifestyle What is Power?
Diseases? What is Speed?

How can we prevent to have Lifestyle How can we perform properly to reach the
Diseases? Physical Fitness components.

What is non communicable What are the Physical Fitness

diseases/Lifestyle Diseases? Components?

Give me some reason and how can we What are the importance of Physical Fitness
Protect ourselves from Lifestyle Diseases? components to ourselves?
 Enumerate some Non-Communicable Enumerate Physical Fitness Components
Diseases. and Exercise

Perform some Physical Fitness Test:

Perform some Physical Fitness Test:
-- Balance
--Speed
-- Strength
--Agility
--Coordination
--Power

Faithfulness: Faithfulness:
Meekness: Meekness:

Noted by:

LEONORA C. DE JESUS, Ph.D.

PRINCIPAL I

DAILY LESSON LOG
I.         WEEKLY OBJECTIVES
A.    Content Standards
B.    Performance Standards
C.    Learning Competencies / Objectives
Write the LC code for each
II.           CONTENT
III.         LEARNING
RESOURCES
School SAN JOSEF NATIONAL HIGH SCHOOL
Teacher Cheerfulness/M, T, GENE
W, Th,F/7:00-8:00
EDRICK E. CASTRO
Joyfulness/M,T,
Teaching Dates and Time/ SECTION W, F/8:00-9:00
Thoughtfulness/M,T,TH, F/10:30-11:30
DAY 1 DAY 2
Happiness/M,W,TH,F/1:30-2:30 DAY 3
1. Explains the performance practice (setting, 1. Relates Medieval, Re
1. Listens perceptively to selected vocal and composition, role of composers/performers, and
instrumental music of Medieval music audience) during Medieval, Renaissance and
Baroque music to its histo
Baroque periods background through d
The Learner demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque pe
The Learner performs selected songs from Medieval, renaissance and baroque periods
a) Chants; b) Madrigals; c) excerpts from oratorio; d) chorales; e) troubadour
listens perceptively to selected vocal and listens perceptively to selected vocal and instrumental listens perceptively to selected v
instrumental music of Medieval, Renaissance and music of Medieval, Renaissance and Baroque music; music of Medieval, Renaissanc
Baroque music; explains the performance practice explains the performance practice (setting, explains the performance
(setting, composition, role of composers/performers, composition, role of composers/performers, and composition, role of compose
and audience) during Medieval, Renaissance and audience) during Medieval, Renaissance and Baroque audience) during Medieval, Ren
Baroque periods; describes musical elements of periods; describes musical elements of given periods; describes musical
given Medieval, Renaissance and Baroque Medieval, Renaissance and Baroque music;explores Medieval, Renaissance and Bar
music;explores other arts and media that portray other arts and media that portray Medieval, other arts and media that p
Medieval, Renaissance and Baroque elements; Renaissance and Baroque elements; Renaissance and Baroq
*MU9MRB-Ia-h1 *MU9MRB -Ia-h2 *MU9MRB-Ia-h1 *MU9MRB -Ia-h2 *MU9MRB-Ia-h1 *M
*MU9MRB -Ib-f5 *MU9MRB -Ib-f5 *M
*MU9MRB -Ib-f6 *MU9MRB -Ib-f6 *MU9MRB
MUSIC OF THE MEDIEVAL PERIOD (700-1400) MUSIC OF THE MEDIEVAL PERIOD (700-1400)
RENAISSANCE PERIOD (1400-1600)
a) Historical and cultural background; a) Historical and cultural background;
a) Historical and cultural background;
b) Gregorian chants; b) Gregorian chants;
b) Mass; c) Madrigal;
c) Troubadour music; c) Troubadour music;
d) Composers - Giovanni da Palestrina
d) Composer - Adam de la Halle. d) Composer - Adam de la Halle.
A.    References
1.  Teacher’s Guide pages TG Music and Arts TG Music and Arts TG Music and
2.  Learner’s Materials pages LM Music and Arts LM Music and Arts LM Music and
3.  Textbook pages
4.  Additional Materials from Learning
Pictures, Video Clip, PPT Pictures, Video Clip, PPT Pictures, Video C
Resource (LR) portal
B.    Other Learning Resources
IV.         PROCEDURES

A. Reviewing yesterday’s lesson or Let the students share their idea about Ask the students to describe Medieval Let the students share
Presenting the new lesson music Music the term "Rena

B. Establishing a purpose for the Let the students guess when was the Let the students guess when was the Let the students guess
lesson Medieval Music started Renaissance Music Started Renaissane Mus

The first three periods of Western Music The term Renaissance

C. Presenting examples/ instances of
the new lesson
History are classified as Medieval, word renaitre which mean
The teacher will discuss the History
Renaissance, and Baroque. Each period and rediscovery. The Re
has its distinctive characteristics, historical and Background of Renaissance Music is a period of looking ba
and cultural background. Describe: Age of Greece an

1. Gregorian Chant
D. Discussing new concepts and The teacher will discuss what are the The teacher will discus
practicing new skills #1 characteristics of Medieval Music characteristics of Rena

2.
E. Discussing new concepts and Have an overview of Medieval Troubadors
Enumerate Famous Composers during Have an overview of
practicing new skills #2 composers Medieval Period Compose

LCL: GUESS WHO!

Do as Directed:
1. Divide the class into five groups. LCL: DEFINE ME!
2. Each group will take turns in trying to LCL: GUESS WHEN? Define the follo
name each composer until all pictures Direction: Classify the items in the box
F.  Developing mastery have been named. according to the historical period to
which it belongs. Music
MUsic
3. Each group will write their answer
on a separate sheet.

G.  Finding practical applications of What is the importance of music in our What is the importance
Let the students finish their activity
concepts and skills in daily living daily lives? daily lives
H. Making generalizations and
Describe Medieval Music Describe Medieval Music Describe Renaiss
abstractions about the lesson

Their activity will serve as their Their activity will serve as their Their activity will se
I.   Evaluating learning
evaluation evaluation evaluatio

J.  Additional activities for application

No additional activity No additional activity No additional
or remediation

K. REMARKS Cheer: Cheer: Cheer:

Thought: Thought: Thought:
V.    REFLECTION

A.  No. of learners who earned 80% on the formative

assessment

Joy: Joy:
B.  No. of learners who require additional activities
for remediation. Happ: Happ: Happ:

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 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?

Prepared by: Verified by:

GENE EDRICK E. CASTRO FERDINAND S. JOSE

MAPEH TEACHER HT I-MAPEH
 Grade Level Grade 9
Learning Area MUSIC

First Grading
Quarter June 24-
28, 2019

DAY 3 DAY 4

1. Describes musical elements of given

Medieval, Renaissance and Baroque
es Medieval, Renaissance and
music; 2. ings medieval chant, troubadour
music to its historical and cultural
song, madrigal,chorale and selections from
ground through dramatization
oratorio with correct pitch,rhythm,expression
and style [MU9MRB-Ib-h-4]

and Baroque period music

eptively to selected vocal and instrumental

listens perceptively to selected vocal and instrumental
dieval, Renaissance and Baroque music;
music of Medieval, Renaissance and Baroque music;
ns the performance practice (setting,
explains the performance practice (setting, composition,
on, role of composers/performers, and
role of composers/performers, and audience) during
uring Medieval, Renaissance and Baroque
Medieval, Renaissance and Baroque periods; describes
describes musical elements of given
musical elements of given Medieval, Renaissance and
enaissance and Baroque music; explores
Baroque music; explores other arts and media that
rts and media that portray Medieval,
portray Medieval, Renaissance and Baroque elements;
aissance and Baroque elements;

Ia-h1 *MU9MRB -Ia-h2 *MU9MRB-Ia-h1 *MU9MRB -Ia-h2

*MU9MRB -Ib-f5 *MU9MRB -Ib-f5
*MU9MRB -Ib-f6 *MU9MRB -Ib-f6

E PERIOD (1400-1600) RENAISSANCE PERIOD (1400-1600)

d cultural background; a) Historical and cultural background;
drigal; b) Mass; c) Madrigal;
Giovanni da Palestrina and Thomas Morley d) Composers - Giovanni da Palestrina and Thomas Morley
 TG Music and Arts TG Music and Arts
LM Music and Arts LM Music and Arts

Pictures, Video Clip, PPT Pictures, Video Clip, PPT

tudents share their idea about Let the students describe Medieval,
he term "Renaissance" Renaissance, and Baroque

students guess when was the Differentiate each musical era and
enaissane Music started describe from Philippine setting

m Renaissance comes from the

itre which means “rebirth, revival,
Played different famous Composers and
covery. The Renaissance Period
od of looking back to the Golden its piece
ge of Greece and Rome.

cher will discuss what are the

Name the Composer
eristics of Renaissance Music

an overview of Renaissance
Name that Tune
Composers

INE ME!
Define the following term: LCL: MATCH THE MASS
1. Polyphony Direction: Complete the
2. Sacred table of Five Main Section of Mass in
3. Secular Latin, Filipino and English
MUsic

he importance of music in our

Let the students finish their activity
daily lives?
scribe Renaissance Music Describe Renaissance Music

r activity will serve as their Their activity will serve as their

evaluation evaluation

No additional activity No additional activity

Cheer:
Thought:
Thought:

Joy:
Joy:
Happ:

Noted by:

ROSARIO S. SORIANO
PRINCIPAL IV