Republic of the Philippines

Department of Education
NCR Quarter: 2nd QUARTER
CORONADOS’ SCHOOL OF QUEZON CITY, INC.
#28 Ambuklao St. NPC Village Pasong Tamo QC

SEMI-DETAILED LESSON LOG IN Teacher: MR. CHRISTIAN PAUL T. YUSI

MUSIC 8 Date:

I. OBJECTIVES
The learner demonstrates understanding of common and distinct musical characteristics of East Asian countries
1. Content Standards
The learner performs East Asian music with appropriate pitch, rhythm, expression and style
2. Performance Standards
The learner…
 explains how the music of a Southeast Asian country relates to its geography and culture (MU8SE-IIa-g-1)
3. Learning Competencies  listens perceptively to music of Southeast Asia (MU8SE-IIa-h-2)
 sings songs of Southeast Asia (MU8SE-IIc-h-3)
 analyzes musical elements of selected songs
 instrumental pieces heard and performed (MU8SE-IIc-h-4)
 improvises simple accompaniment to selected Southeast Asian music; (MU8SE-Ic-h-6)

4. Integration of Values

II. CONTENT MUSIC OF EAST ASIA

JAPAN

Geographical, historical and cultural background

III. LEARNING RESOURCES

A. References
1. TG pages Power Up with MAPEH 8
2. LM pages
 3. Textbook pages

Orlando P. Abon/Hercules P. Callanta

Marla T. Mallari/ Marie Eloisa D. Ulanday/ Melanie Cecile S. Juliano/ Gilber C. Yang

B. Other Learning Resources / Power point Presentation, MS Teams, educational videos from the Internet.
Materials
https://en.wikipedia.org/wiki/ Culture_of_Japan

IV. PROCEDURES
A. Review The teacher will show pictures of costumes, folk symbols and flag of Japan.
Ask students the following questions:

What will you observe on the given pictures?

Who can describe the pictures?

B. Purpose of the lesson Based on the pictures given by the teacher, Let the students answer the following questions:

 How do these pictures show aspects of Japanese culture?

 What similarities with other East Asian countries can you identify in these objects?

The teacher will play vocal music of Japan then let the students listen and ask them the questions below: https://www.youtube.com/w
C. Presenting examples/ atch?v=UYje2InnHCc&list=PL VNU5x60qYLbm- 91R1tOUre2_4eC- 3W_5&index=3
instances of the lesson
 What instruments are used in the music samples?

 Based on the music heard, who can describe the culture of Japan?

D. Discussing new concepts and The teacher will play the traditional folk song of Japan https://www.youtube.com/w atch?v=jqpFjsMtCb0
practicing new skills #1 then she discuss the relationship of music to their Geographical , culture and historical background of Japan.

The teacher will discuss the elements of music used in the folk song of Japan.
E. Discussing new concepts
 and practicing new skills #2
PICTURE WEB:
F. Developing mastery
Group the students into four then let them answer the
(Leads to Formative Assessment 3)
questions based on the given pictures.

 Relate how these aspects of Japanese culture are influenced by history.

 How do these pictures show aspects of Japanese culture? 15 minutes

G. Finding practical applications of The teacher will play music video with lyrics of the traditional song of Japan “SAKURA” Then the students listen and sing song of
concepts and skills in daily living Japan. https://www.youtube.com/w atch?v=jqpFjsMtCb0

What is the message of the song?

Describe how the musical elements and instrumental pieces reflect Japanese culture.

H. Making generalizations and The teacher will ask the following questions:
abstractions about the lesson
 What would be the importance of music in terms of historical and cultural background of Japan?
 How musical elements important to the music of Japan?

I. Evaluating learning On ½ crosswise let the students answer the question

Describe how the musical elements reflects Japanese culture.

J. Additional activities for application Based on the song heard a while ago “SAKURA” “how will you analyze the musical elements of the piece?
or remediation
V. REMARKS PL:
VI. REFLECTION
 Republic of the Philippines
Department of Education
NCR Quarter: 2nd QUARTER
CORONADOS’ SCHOOL OF QUEZON CITY, INC.
#28 Ambuklao St. NPC Village Pasong Tamo QC

SEMI-DETAILED LESSON LOG IN Teacher: MR. CHRISTIAN PAUL T. YUSI

ART 8 Date:

I. OBJECTIVES
1. Content Standards
The learners…
2. Performance Standards
3. Learning Competencies
4. Integration of Values
 Arts elements and processes by synthesizing and applying prior knowledge and skills
 The salient features of the arts Southeast Asia by showing the relationship of the elements of art and processes among
culturally diverse communities in the region
 Southeast Asian countries as having a rich artistic and cultural tradition from prehistoric to present times
 create artworks showing the characteristic elements of the arts of East Asia
 exhibit completed artworks for appreciation and critiquing
 Analyze elements and principles of art in the production of arts and crafts inspired by the cultures of East Asia (A8EL-
IIb1)
 Identify characteristics of arts and crafts in specific countries in East Asia: China (Chinese painting and Calligraphy); Japan
(origami, woodblock printing, and anime and manga); Korea (theater Mask, drums, and K-pop) (A8EL-IIa-2)
 Reflect on and derive the mood, idea or message from selected artifacts and art objects.
(A8PL- IIh-1)
 Appreciate the artifacts and art objects in terms of their utilization and their distinct use of art element and principles (A8PL-
IIh-2)
 Incorporate the design, form and spirit of East Asian artifacts and objects to one’s creation
(A8PL-IIh-3)
 Create crafts that can be locally assembled with local traditional techniques (A8PR-IIf-2)
 Nationalism/love of country
 Showing appreciation for local arts and crafts

II. CONTENT Music and Arts of Asia

Chinese Calligraphy
III. LEARNING RESOURCES
A. References
 1. TG pages
2. LM pages Power Up with MAPEH 8
3. Textbook pages
Orlando P. Abon/Hercules P. Callanta
Marla T. Mallari/ Marie Eloisa D. Ulanday/ Melanie Cecile S. Juliano/ Gilber C. Yang

B. Other Learning Resources / Power point Presentation, MS Teams, educational videos from the Internet.
Materials https://youtu.be/MjZsiMJl1s
http://www.jetpens.com/blog/calligraphy-pen-basics/pt/689

IV. PROCEDURES
A. Review Ask students with these questions:
 What is painting?
 What are the common subjects in painting?
 What was the highest form of Chinese painting?
B. Purpose of the lesson Video Clips presentation of making Calligraphy

https://youtu.be/Aq9uF 6-Q4gU

What is Calligraphy?
The teacher will present different of letter fonts in making calligraphy
C. Presenting examples/
instances of the lesson
 D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
The teacher will discuss:
 Font styles
 Techniques
 Calligraphy pens
 Functions of calligraphy
Video clips presentation
http://www.jetpens.com
/blog/calligraphy-pen- basics/pt/689
Make a simple poem or quotation using calligraphy.
Applications on how to make a calligraphy.
How will you use calligraphy in your school projects or even in beautification of your room?
Beautiful handwriting is considered calligraphy. So keep on writing not only beautifully but also artistically.
Calligraphy making: Individual oitput Students will make of their own style of calligraphy using available materials
(pens)
PL:
 Republic of the Philippines
I. OBJECTIVES Department of Education
NCR
The learner demonstrates understanding of guidelines and principlesQuarter:
in exercise 2program
nd
QUARTER
design to achieve fitness
1. Content Standards CORONADOS’ SCHOOL OF QUEZON CITY, INC.
#28 Ambuklao St. NPC Village Pasong Tamo QC
The learner modifies physical activity program for the family/school peers to achieve fitness
2. Performance Standards
SEMI-DETAILED LESSON LOG IN
The learner… Teacher: MR. CHRISTIAN PAUL T. YUSI
 recognizes
PHYSICAL EDUCATIONbarriers8(low level of fitness, lack of skill and time)Date:
to exercise (PE8PF-Iid-h- 26)
3. Learning Competencies
 prepares a physical activity program (PE8PF-Iic-27)

 sets goals based on assessment results

(PE8PF-Iib-24)
4. Integration of Values  Self-discipline
 Perseverance

II. CONTENT Endurance, Muscle- and Bone-strengthening

Activities: team sports (futsal)
III. LEARNING RESOURCES
A. References
1. TG pages Power Up with MAPEH 8
2. LM pages
3. Textbook pages Orlando P. Abon/Hercules P. Callanta
Marla T. Mallari/ Marie Eloisa D. Ulanday/ Melanie Cecile S. Juliano/ Gilber C. Yang

B. Other Learning Resources / Power point Presentation, MS Teams, educational videos from the Internet.
Materials

https://en.wikipedia.org/wiki/Futsal

http://www.futsal.com/index.php/histor y-of-futsal-
http://www.fifa.com/futsalworldcup/ne ws/y=2012/m=10/news=quick-guide- the-rules-futsal-1798839.html
IV. PROCEDURES
A. Review Recall

B. Purpose of the lesson
C. Presenting examples/
instances of the lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Pass the ball:
The teacher will pass a basketball around the class. The students will pass the ball as the music plays, and when the music stops,
the student holding the ball will do or act the physical activity that he/she do at home and in the school. The activity will be done for at
least 8-10 times to recall the past lesson.
Warm up: Wellness dance exercise by Hash tag
Picture Puzzle:
The teacher will prepare 5 cut out pictures of the things associated to futsal and put it individually in the envelope. Each envelope will
be given to the five groups of the class and ask the group to form the cut out pictures. The group who finishes first wins the game.
Picture 1-Ball Picture 2-Goal
Picture 3-Playing court Picture 4-Shoes Picture 5- Goal Keeper
After forming the picture, the teacher will ask each group to say something about the picture that they have formed.
The teacher will led to the discussion of the nature and background of the futsal through powerpoint presentation.
A. History
B. Facilities and Equipment
C. Basic Rules and Regulations
Group Work:
The teacher will ask the learners to fill in the concept map and afterwards it will be presented and explain to the class.
Open-ended statement:
1. Futsal is a team sports originated in .
2. The number of players in futsal are .
3. The ball size used in futsal is .
4. The game fursal is played in size court.
5. The equipments used in futsal are
Paper pencil test:
The teacher will ask the students to answer the following terms.
Describe the following:
1. Juan Carlos Ceriani
 2. FUT-SAL
3. Futsal Ball
4. Playing court
5. Goal
J. Additional activities for application Activity: Activity Pyramid
or remediation
Use the activity pyramid to record and monitor your daily physical activities. Write the activities you do and use it as a guide in achieving
health and fitness development.
V. REMARKS The teacher may select from the different kinds of team sports such as football, softball, baseball, sepak takraw, dodgeball & handball. It
may depend on teachers’
capability, availability of the facilities and equipments.
VI. REFLECTION

Republic of the Philippines

I. OBJECTIVES Department of Education
The learnerNCR Quarter:
demonstrates understanding of human sexuality and managing 2ndrelated
sexuality QUARTER
issues for a healthy life
1. Content Standards CORONADOS’ SCHOOL OF QUEZON CITY, INC.
#28 Ambuklao St. NPC Village Pasong Tamo QC
The learner appropriately manages sexually-related issues through responsible and informed decisions
2. Performance Standards
SEMI-DETAILED LESSON LOG IN Teacher: MR. CHRISTIAN PAUL T. YUSI
HEALTH 8 Date:
 The learners identify the different issues/concerns of teenagers (i.e., identity crisis) and the need for support and understanding of the
family. (H8FH- Ie-g-22)
3. Learning Competencies

4. Integration of Values  Practicing good health habits

 Recognizing the importance of holistic health
 Discipline
 Perseverance
 Responsibility
II. CONTENT Teenage Concerns

III. LEARNING RESOURCES

A. References
1. TG pages Power Up with MAPEH 8
2. LM pages
3. Textbook pages Orlando P. Abon/Hercules P. Callanta
Marla T. Mallari/ Marie Eloisa D. Ulanday/ Melanie Cecile S. Juliano/ Gilber C. Yang

B. Other Learning Resources / Power point Presentation, MS Teams, educational videos from the Internet.
Materials
https://www.youtube.co m/watch?v=F3go- Xnphc8

https://www.youtube. com/watch?v=ld8GLIz IWKU&t=70s

IV. PROCEDURES
A. Review The teacher will post the following words on the board:
 School/Education
 Family
 Identity
 Self – Worth
 Goals/Dreams

Ask this question:

As a teenager, how did the following aspects of life affect your decision making and growth?
B. Purpose of the lesson The teacher will show a video entitle “TV Patrol: Pagtaas ng kaso ng teenage
pregnancy”, the video will show the cause and effect of pregnancy in the Philippines.

Ask the following questions:

 What was your reaction to the video?


C. Presenting examples/
instances of the lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
 What could be the reason for the rising cases of teenage pregnancy?
 What could be the solution to this issue?
Analysis. Read and analyze the give article:
Your classmates are going to a party this weekend, this is the first time that you are asked to attend by a friend but then you discern
that your parents will not
approve it. You don’t want to make your friends angry by not going, but you also don’t want to get in trouble with your parents.
Determine what decision you should make.
Ask the following questions:
 What decision you should make?
 What things you should consider?
Discuss the different issues/concerns of teenagers (i.e., identity crisis) and the need for support and understanding of the family.
Continuation of the discussion if not completed from the yesterday’s class.
Group Activity. Ask the students to perform the following teenage issue and will show how their family influenced them in their
decision making. These are the teenage issues:
 Identity crisis
 Sexual identity and Sexual behaviors
 Pre-marital sex
 Teenage pregnancies
 Abortion
After the role play ask the following questions:
 How did the family help the lead actor in making such decision?
 Does it show respect for the person and others?
 Does the decision follow norms and standards of society?

Ask the students to list down at least 5 importance of family in dealing teenage concerns/issues.
Our decisions related to your sexual behaviors affect us and other now or later in your life. These sexual behaviors may be
toward us, your family, your friends, or other people.
Thus, what we choose to do, and how we behave, should be guided by family, social
and spiritual standards, and should be based on decision-making steps or procedures.
 I. Evaluating learning Discuss the cause and effects of the following teenage concerns and issues:
 Identity crisis
 Sexual identity and Sexual behaviors
 Pre-marital sex
 Teenage pregnancies
 Abortion

How did your family

help in dealing with it?
J. Additional activities for application
or remediation
V. REMARKS PL:
VI. REFLECTION