Annex2B.1 to DepEd Order No.42, s.

2016
Lesson Log 17 Date: October 3, 2022
Daily No: WEDNESDAY
I.OBJECTIVES
Lesson Section: QUISUMBING RIZAL SANTOS BELARDO BARBA
A. Content Log
Standards
TheTime:
learner8:20-9:20
demonstrates understanding
9:40-10:40 of holistic health
10:40-11:40 and its management
12:40-1:40 3:40-4:40 of

health concerns, the growth and development of adolescents and how to manage
its challenges.
B. Performance
Standards
The learner appropriately manages concerns and challenges during adolescence to
achieve holistic health.
C. Learning Competencies
(LC Code)
1. Describes developmental milestones as one grow (H7GD-Id-e-16) )
Objectives

II.CONTENT/ Topic Stages of growth and development (infancy to old age)

III.LEARNING
RESOURCES
A. L.M
PP. 214-244
B. T.G.
PP. 271-300
C. C.G
H7GD-Id-e-16
D. Other Resources
IV. PROCEDURES
A.Reviewing previous
lesson or presenting the
How are health dimensions interrelated with each other? Explain briefly.
new lesson (5 min)
B.Establishing a purpose
for the lesson
Show a video clip of stages of growth and development from infancy to old age.
(5 min)
C.Presenting
examples/instances of
The learner will analyse the video
the new lesson How are growth and development distinct from each other?
(5 min)
D.Discussing new
concepts and
Discussion on the developmental milestones as one grows
practicing #1 (5 min)
E.Discussing new
concepts and
practicing #2
F.Developing mastery
Name the stages of growth that each person undergoes
(10 min)
G.Finding practical
applications of concepts
Give the physical changes in the following stages:
and skills in daily living 1. Infancy 2. Early childhood 3. Childhood 4. Late childhood (puberty) 5.
Adolescence 6. Early adulthood 7. Middle age 8. Old age
(10 min)
H.Making generalizations
and abstractions about
The students will summarize the lessons by describing the developmental
the lesson milestones as one’s grow (5 min)
I.Evaluating learning
Complete your timeline that begins with infancy and ends with adolescence.
Describe your characteristics at each stage.
1. Infancy 2. Early childhood 3. Childhood 4. Late childhood
5. Adolescence
(10 min)
J. Additional activities for
application or remediation
Complete your timeline that begins with infancy and ends with adolescence.
K. Assignment Describe your characteristics at each stage.
Read the changes in health dimensions during puberty.
V.REMARKS

Prepared by: DIONALD S.

Prepared by: DIONALD S. SICHON Check By: LOLITA I. BUSTAMANTE
Teacher I Master Teacher I
 Daily
Lesson
I.OBJECTIVES
Log
A. Content The learner demonstrates understanding of holistic health and The learner demonstrates understanding of holistic health and
Standards its management of health concerns, the growth and its management of health concerns, the growth and
development of adolescents and how to manage its challenges. development of adolescents and how to manage its challenges.
B. Performance The learner appropriately manages concerns and challenges The learner appropriately manages concerns and challenges
Standards during adolescence to achieve holistic health. during adolescence to achieve holistic health.
C. Learning Competencies 1. Describes developmental milestones as one grow (H7GD-Id- 1. Recognize that changes in different health dimensions are
(LC Code) e-16) ) normal during adolescence (H7GD-Id17)
Objectives 2. Describe changes in different aspects of growth that happen
to boys and girls during adolescence (H7GD-Ide-18)

II.CONTENT/ Topic Stages of growth and development (infancy to old age) Changes in the health dimensions during adolescence
III.LEARNING
RESOURCES
E. L.M PP. 214-244 PP. 214-244
F. T.G. PP. 271-300 PP. 271-300
G. C.G H7GD-Id-e-16 H7GD-Id-e-17
H. Other Resources
IV. PROCEDURES
A.Reviewing previous How are health dimensions interrelated with each other? Name the stages of growth and development from infancy to
lesson or presenting the Explain briefly. old age
new lesson (5 min) (5 min)
B.Establishing a purpose Show a video clip of stages of growth and development from The teacher will show pictures of several teenagers
for the lesson infancy to old age. (5 min)
(5 min)
C.Presenting The learner will analyse the video Activity 1 Based on the pictures, the students will answer the Differences and
Similarities of boys and girls
examples/instances of How are growth and development distinct from each other? 1. How are the girls similar in the way they grow?
the new lesson (5 min) 2. How are they different from each other?
3. How are the boys similar in the way they grow?
4. How are the boys different from each other?
5. How are the boys and girls similar?
6. How are the boys and girls different in the way they grow?
7. Does everyone follow the same growth pattern?
(10 min)
D.Discussing new Discussion on the developmental milestones as one grows The teacher will discuss the changes in the different health
concepts and (5 min) dimensions during adolescence.
practicing #1 (10 min)
E.Discussing new Discusses the changes in different aspects of growth that
concepts and
practicing #2 happen to boys and girls during adolescence (10 min)
F.Developing mastery Name the stages of growth that each person undergoes Check Your Life Skills *See attachment Activity 2 (10 min)
(10 min)
G.Finding practical Give the physical changes in the following stages: How many life skills do you practice to promote your health
applications of concepts 1. Infancy 2. Early childhood 3. Childhood 4. Late childhood status?
and skills in daily living (puberty) 5. Adolescence 6. Early adulthood 7. Middle age 8. What do you plan to do with the life skills you are not practicing
Old age yet? Why?
(10 min) (10 min)
H.Making generalizations The students will summarize the lessons by describing the The student’s will summarize the lesson focusing on the
and abstractions about developmental milestones as one’s grow (5 min) changes in different health dimensions are normal during
the lesson adolescence (5 min)
I.Evaluating learning Complete your timeline that begins with infancy and ends with True or False!
1. Puberty is time when you start to become sexually mature. T 2. The changes that
adolescence. Describe your characteristics at each stage. happen during puberty are normal to adolescents. T
1. Infancy 2. Early childhood 3. Childhood 4. Late childhood 3. It is easy to know exactly when puberty will occur in boys. F
5. Adolescence 4. Your body grows rapidly during your growth spurt. T
5. When your pituitary gland starts making growth hormones, your growth spurt
(10 min) stops. F {5min}
J. Additional activities for Complete your timeline that begins with infancy and ends with
application or remediation adolescence. Describe your characteristics at each stage.
K. Assignment
Read the changes in health dimensions during puberty.
V.REMARKS
VI. REFLECTION
A.No.of learners who earned
80% in the evaluation
B.No.of learners who required additional
activities for remediation who scored
below 80%
C.Did the remedial lesson work?
No. of learners who have
caught up with the lesson
E.Which teaching strategies
worked well? Why did these
work?
F.What difficulties did I
encounter which principal or
supervisor can help me solve?
 G.
W Lesson 9 Date: JULY 1, 2019 Lesson 10 Date: JULY 2, 2019
ha Log No: MONDAY Log No. TUESDAY
t Section: BARBA SANTOS GOMEZ DELACRU CABRERA Section: BARBA SANTOS GOMEZ DELACRU CABRERA
Z Z
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Time: 8:20-9:20 9:40-10:40 10:40-11:40 12:40-1:40 3:40-4:40 Time: 8:20-9:20 9:40-10:40 10:40-11:40 12:40-1:40 3:40-4:40
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Prepared by: DIONALD S. Prepared by: DIONALD S. SICHON Check

By: LOLITA I. BUSTAMANTE
Teacher I Master Teacher I

Daily
Lesson
I.OBJECTIVES
Log
A. Content The learner demonstrates understanding of the musical The learner demonstrates understanding of the musical
Standards characteristics of representative music from the lowlands of characteristics of representative music from the lowlands of
Luzon. Luzon.
B. Performance The learner performs music of the lowlands with appropriate The learner performs music of the lowlands with appropriate
Standards pitch, rhythm, expression and style. pitch, rhythm, expression and style.
C. Learning Competencies 1. Identifies the musical characteristics of representative music 1. Identifies the musical characteristics of representative music
(LC Code) selections from the lowlands of Luzon after listening. (MU7LU- selections from the lowlands of Luzon after listening. (MU7LU-
Objectives Ia-1) Ia-1)
2. Analyzes the musical elements of some lowland vocal and 2. Analyzes the musical elements of some lowland vocal and
instrumental music selections. (MU7LU-Ia-2) instrumental music selections. (MU7LU-Ia-2)
II.CONTENT/ Topic Vocal Music - 1. Performance practice 2. Folk songs Vocal Music - 1. Performance practice 2. Folk songs
3. Sacred (Liturgical and Devotional 3. Sacred (Liturgical and Devotional
III.LEARNING
RESOURCES
I. L.M
J. T.G. PP. 7-47 PP. 7-47
K. C.G MU7LU-Ia-1, MU7LU-Ia-2 , MU7LU-Ib-3 MU7LU-Ia-1, MU7LU-Ia-2 , MU7LU-Ib-3
L. Other Resources
IV. PROCEDURES
A.Reviewing previous Students recall the following musical symbols being flashed in The students will render folksongs with the sacred music by
lesson or presenting the the cards by naming them one by one. group. They will be divided into four groups.
new lesson (whole note, quarter note, flat, g-clef, sharp, 2/4, half rest, bar 1. Bahay Kubo
line and dotted note). The teacher will ask the students these 2. Pasyon
questions: 3. Leron Leron Sinta
1. Where do we used or see these symbols? 4. Flores De Mayo
2. What is the significance of these symbols to music? With the help of a laptop or projector.
{5min}
B.Establishing a purpose Play a guessing game about the different songs being played. (Manang Biday, Leron-
Leron Sinta, and Magtanim ay di biro, Pasyon, Flores de Mayo, Santacruzan, and
for the lesson Salubong). The teacher will lead the students to the realization that Philippines is
rich in different kinds of music.
10 minutes
C.Presenting Ask the students what are other songs that they have learned in their elementary
years other than the songs that they have heard. The students will give their
examples/instances of answers. Examples would be: Bahay Kubo, Ati Cu Pung Singsing, Sitsiritsit ,Ang Pipit ,
the new lesson and Salidumay. 5 minutes
 D.Discussing new The teacher will discuss the meaning folk songs, Sacred and its examples by showing
a PowerPoint about Philippine Folk and
concepts and Lesson 11 Date:
Sacred Music. (See attachment)
JULY 3, 2019 Lesson 12 Date: JULY 4, 2019
practicing #1 LogAsk
No:these questions regarding the PowerPoint: WEDNESDAY Log No. THURSDAY
Section:
1. What is BARBA
the meaning SANTOS GOMEZ
of a folk song/sacred music? DELACRU CABRERA Section: BARBA SANTOS GOMEZ DELACRU CABRERA
Z Z
2. What are the different types of folksongs and sacred music according to their
Time: 8:20-9:20
functions? 15 minutes
9:40-10:40 10:40-11:40 12:40-1:40 3:40-4:40 Time: 8:20-9:20 9:40-10:40 10:40-11:40 12:40-1:40 3:40-4:40

E.Discussing new
concepts and
practicing #2

F.Developing mastery The students will play the game “Name that tune.” Play the
following songs like Bahay kubo, Sitsiritsit, Magtanim ay di Biro,
Salubong, Pasyon and Flores De Mayo 10 minutes
G.Finding practical Let the students choose a song from the given folksongs played.
applications of concepts Then let them give their reactions or opinions about the songs.
and skills in daily living 10 minutes
H.Making generalizations The students will give the distinguishing characteristics of
and abstractions about Philippine Folk Music.
the lesson 5 minutes
I.Evaluating learning The learners identifies the musical elements of the following
folk songs and sacred music such as Leron,Leron Sinta, Pasyon,
Magtanim ay Di Biro, Santacruzan, and Salubong.
J. Additional activities for Look for some additional examples of Folk Songs and Sacred Choose a song/music that you think it has something to do with
application or remediation Music. your life. Write it down.
K. Assignment
List down some religious songs that you know. Have the students listen to some Filipino love songs.
V.REMARKS
VI. REFLECTION
A.No.of learners who earned
80% in the evaluation
B.No.of learners who required additional
activities for remediation who scored
below 80%
C.Did the remedial lesson work?
No. of learners who have
caught up with the lesson
E.Which teaching strategies
worked well? Why did these
work?

F.What difficulties did I

encounter which 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: DIONALD S. Prepared by: DIONALD S. SICHON Check

By: LOLITA I. BUSTAMANTE
Teacher I Master Teacher

Daily
I.OBJECTIVES
Lesson
A. Content The learner demonstrates understanding of the musical The learner demonstrates understanding of the musical
Standards
Log
characteristics of representative music from the lowlands of characteristics of representative music from the lowlands of
Luzon. Luzon.
B. Performance The learner performs music of the lowlands with appropriate The learner performs music of the lowlands with appropriate
Standards pitch, rhythm, expression and style. pitch, rhythm, expression and style.
C. Learning Competencies 1. Explains the distinguishing characteristics of representative 1. Explains the distinguishing characteristics of representative
(LC Code) Philippine music selections from Luzon in relation to its culture Philippine music selections from Luzon in relation to its culture
Objectives and geography. (MU7LU-Ib-3) and geography. (MU7LU-Ib-3)
2. Sings folksongs from the lowlands of Luzon. (MU7LU-Ia-h-7) 2. Sings folksongs from the lowlands of Luzon. (MU7LU-Ia-h-7)

II.CONTENT/ Topic Secular music : Harana , Balitaw , Kumintang , Polka and Art Secular music : Harana , Balitaw , Kumintang , Polka and Art
music Kundiman. music Kundiman.
III.LEARNING
RESOURCES
M. L.M
N. T.G. PP. 7-47 PP. 7-47
O. C.G MU7LU-Ia-1, MU7LU-Ia-2 , MU7LU-Ib-3 MU7LU-Ia-1, MU7LU-Ia-2 , MU7LU-Ib-3
P. Other Resources
IV. PROCEDURES
A.Reviewing previous The students will pick the correct picture of a sacred music The students will recall the different Secular Music and Art
lesson or presenting the according to the description being given by the teacher on the music.
new lesson board. (ex. Flores De Mayo, Santacruzan, Sitritsit, Bahay kubo,
Senakulo and Paruparong Bukid)
B.Establishing a purpose The students will watch a video about the following Secular Let the students form their own group.
for the lesson Music and Art music: 1. Harana 2. Balitaw 3. Kumintang 4.
Polka 5. Kundima (10min)
C.Presenting Let the students give their inner thoughts regarding the video Let the students create their own interpretation of their chosen
examples/instances of they have watch. Secular Music or Art music.
the new lesson The learners will compare these to the variety of music we
have today. 5 minutes
D.Discussing new Discuss the following Secular and Art music: 1. Harana
concepts and 2.Balitaw 3. Kumintang 4. Polka 5. Kundiman 15 minutes
practicing #1
Let the students give their own understanding about Secular
Music
E.Discussing new Ask the students among the Secular Music which is has a
concepts and comparison to our music today.
practicing #2
 F.Developing mastery The students will choose a song from the Secular music and Art
music and they will interpret it by means of singing by group.
Lesson 12 Date: JULY 8, 2019 Lesson
10 minutes 13 Date: JULY 9, 2019
Log No: MONDAY Log No. TUESDAY
G.Finding practical Section: BARBA SANTOS GOMEZ DELACRU CABRERA Section: BARBA SANTOS GOMEZ DELACRU CABRERA
Z The learners will connect a secular music to aZcertain story of
applications of concepts Time: 8:20-9:20 9:40-10:40 10:40-11:40 12:40-1:40 3:40-4:40 life or experience.
Time: 8:20-9:20 9:40-10:40 10:40-11:40 12:40-1:40 3:40-4:40
and skills in daily living
H.Making generalizations Let the learners sum up the possible messages of the music.
and abstractions about 5 minutes
the lesson
I.Evaluating learning Classify the following songs according to their characteristics:
Nasaan ka Irog ko, Ave Maria, Papuri sa Diyos,O ilaw and Mutya
ng Pasig.
J. Additional activities for The learners will compose a song by writing their own lyrics. The learners will interview their parents or grandparents about
application or remediation (Kundiman version) their kind of music genre they have before.
K. Assignment
The students will start practicing their chosen song by group.
V.REMARKS
VI. REFLECTION
A.No.of learners who earned
80% in the evaluation
B.No.of learners who required additional
activities for remediation who scored
below 80%
C.Did the remedial lesson work?
No. of learners who have
caught up with the lesson
E.Which teaching strategies
worked well? Why did these
work?

F.What difficulties did I

encounter which 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: DION

Prepared by: DIONALD S. SICHON Check By: LOLITA I. BUSTAMANTE

Teacher I Master Teacher

Daily
Lesson
Log
I.OBJECTIVES
A. Content 1. Art elements and processes by synthesizing and applying prior 1. Art elements and processes by synthesizing and applying prior
Standards knowledge and skills. knowledge and skills.
2. The salient features of the arts of Luzon (highlands and lowlands) by 2. The salient features of the arts of Luzon (highlands and lowlands) by
showing the relationship of the elements of art and processes among showing the relationship of the elements of art and processes among
culturally diverse communities in the country. culturally diverse communities in the country.
3. The Philippines as having a rich artistic and cultural tradition from 3. The Philippines as having a rich artistic and cultural tradition from
precolonial to present times. precolonial to present times.

B. Performance 1. Creates artworks showing the characteristic elements of the 1. Creates artworks showing the characteristic elements of the
Standards arts of Luzon. (highlands and lowlands) arts of Luzon. (highlands and lowlands)
2. Exhibits completed artworks for appreciation and critiquing. 2. Exhibits completed artworks for appreciation and critiquing.
C. Learning Competencies Analyzes elements and principles of art in the production of 1. Reflects on and derive the mood, idea, or message emanating from
(LC Code) one’s arts and crafts inspired by the arts of Luzon (highlands selected artifacts and art objects. (A7PL-Ih-1)
Objectives and lowlands) (A7EL-Ib-1 2. Appreciates the artifacts and art objects in terms of their uses and
their distinct use of art elements and principles. (A7PL-Ih-2)
3. Incorporates the design, form, and spirit of the highland/lowland
artifact and object in one’s creation. (A7PL-Ih-
II.CONTENT/ Topic Arts and Crafts of Luzon (Highlands and Lowlands) Arts and Crafts of Luzon (Highlands and Lowlands)
III.LEARNING
RESOURCES
Q. L.M
R. T.G. PP. 150-183 PP. 150-183
S. C.G A7EL-Ib-1, A7EL-Ia-2, A7PL-Ih-1, A7PL-Ih-2, A7PL-Ih-3 A7EL-Ib-1, A7EL-Ia-2, A7PL-Ih-1, A7PL-Ih-2, A7PL-Ih-3
T. Other Resources
IV. PROCEDURES
A.Reviewing previous Post different objects that can be found in Luzon. Ask the Name the origin of the following arts and crafts:
lesson or presenting the students to identify the origin of the objects. 1. Tattoo 2.Paper Mache 3. Banig 4. Pottery products 5. Bulul
new lesson Ex. Bangka –LAGUNA Rice Teraces- BENGUET etc 5 minutes 5 minutes
B.Establishing a purpose Distribute different pictures of Luzon arts and crafts to each Mix and Match: Post scrambled letters on the board. Ask the
for the lesson group. Ask the students to identify and name the origin of the students to form words out of the given letters until they guess
given portraits. Assign student to share their output in class. the exact word.
10 minutes Ex. RIESWJELE, BSTAKES, ESLTCHO, OTAOTT etc. 5 minute
C.Presenting Present different arts and crafts to the class through a short video clip. Assign different arts and crafts per group. Guide questions:
1. Name different arts and crafts coming from different places in Luzon. 1. What particular mood, idea or even message do you see coming from the object?
examples/instances of 2. Describe their physical features, attributes and use. 2. How does this art/craft work?
the new lesson 5 minutes 3. What are the elements and principles exercised differently in your object? 15
minutes

D.Discussing new Discuss the arts and crafts of Luzon (Highlands and Lowlands). Discuss the mood, idea, or message emanating from selected
concepts and 10 minutes artifacts and art objects.
 practicing #1 15 minutes
E.Discussing new Lesson
Discuss the 14 Date:
elements JULY
and principles present in the 10, 2019
given Lesson 15
Discuss the artifacts Date:art objects of highlands
and JULY
and 11, 2019 in
lowlands
concepts and Logexamples.
No: WEDNESDAY Logterms
No. of their uses and their distinct use of art elements
THURSDAY and
practicing #2 Section: BARBA
10 minute
SANTOS GOMEZ DELACRU CABRERA Section: BARBA
principles. 15 minutes
SANTOS GOMEZ DELACRU CABRERA
Z Z
F.Developing mastery The students will name the given arts and crafts, their
Time: 8:20-9:20 9:40-10:40 10:40-11:40 12:40-1:40 3:40-4:40 Time: 8:20-9:20 9:40-10:40 10:40-11:40 12:40-1:40 3:40-4:40

characteristics, elements and principles that they observe

5 minutes
G.Finding practical Ask the following questions:
applications of concepts 1. As a student, how can you help in the preservation of arts and crafts of Luzon?
2. As a student and a member of the community, in what ways can you promote the
and skills in daily living
value of Luzon arts and crafts to your fellow students? 5 minutes
H.Making generalizations Present different pictures of arts and crafts in Luzon in a collage form.
Let the students analyze and understand the given subject.
and abstractions about Ask the following questions:
the lesson 1. What are the characteristics of Luzon’s arts and crafts?
2. What are the elements and principles visible to their crafts? 5 minutes
I.Evaluating learning Analyze and write down the elements and principles visible to
the following: 1. Bobo and Suklang 2. Giant Lanterns 3. Ling-
ling O 4. Kadangyan Cloth 5. Barong 5 minute
J. Additional activities for Name 2 arts/crafts for the following places. 1. Batangas 2. Define the following elements and principles and explain how it
application or remediation Cordillera 3. Laguna 4. Nueva Ecija 5. Ilocos works in an artwork.
K. Assignment
1. Lines 2. Color 3. Shape 4. Proportion 5. Space
V.REMARKS
VI. REFLECTION
A.No.of learners who earned
80% in the evaluation
B.No.of learners who required additional
activities for remediation who scored
below 80%
C.Did the remedial lesson work?
No. of learners who have
caught up with the lesson
E.Which teaching strategies
worked well? Why did these
work?

F.What difficulties did I

encounter which 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: DION

Prepared by: DIONALD S. SICHON Check By: LOLITA I. BUSTAMANTE

Teacher I Master Teacher

Daily
I.OBJECTIVES
Lesson
A. Content 1. Art elements and processes by synthesizing and applying prior knowledge and 1. Art elements and processes by synthesizing and applying prior knowledge and
Standards
Log skills. skills.
2. The salient features of the arts of Luzon (highlands and lowlands) by showing the 2. The salient features of the arts of Luzon (highlands and lowlands) by showing the
relationship of the elements of art and processes among culturally diverse relationship of the elements of art and processes among culturally diverse
communities in the country. communities in the country.
3. The Philippines as having a rich artistic and cultural tradition from precolonial to 3. The Philippines as having a rich artistic and cultural tradition from precolonial to
present times. present times.
B. Performance 1. Creates artworks showing the characteristic elements of the arts of Luzon. 1. Creates artworks showing the characteristic elements of the arts of Luzon.
(highlands and lowlands) (highlands and lowlands)
Standards 2. Exhibits completed artworks for appreciation and critiquing. 2. Exhibits completed artworks for appreciation and critiquing.
C. Learning Competencies 1. Reflects on and derive the mood, idea, or message emanating from selected Traces the external (foreign) and internal (indigenous) influences reflected in the
artifacts and art objects. (A7PL-Ih-1) design of an artwork and in the making of a craft or artifact. (PL-Ih-4)
(LC Code) 2. Appreciates the artifacts and art objects in terms of their uses and their distinct
Objectives use of art elements and principles. (A7PL-Ih-2)
3. Incorporates the design, form, and spirit of the highland/lowland artifact and
object in one’s creation. (A7PL-Ih-

II.CONTENT/ Topic Arts and Crafts of Luzon (Highlands and Lowlands) III. Process Drawing and Painting
III.LEARNING
RESOURCES
U. L.M
V. T.G. PP. 150-183 PP. 150-183
W. C.G A7EL-Ib-1, A7EL-Ia-2, A7PL-Ih-1, A7PL-Ih-2, A7PL-Ih-3 A7EL-Ib-1, A7EL-Ia-2, A7PL-Ih-1, A7PL-Ih-2, A7PL-Ih-3
X. Other Resources
IV. PROCEDURES
A.Reviewing previous Ask the students to give an example of highland and lowland arts and Identify the elements and principles present in the following
lesson or presenting the crafts. Give the mood, idea or message and how elements and principles artwork:
new lesson work. 5 minutes 1. Gaddang cloth 2. Barong 3. Banig 5 minutes
B.Establishing a purpose Ask the students to identify whether the following products are
for the lesson local or foreign in origin.
C.Presenting Present different arts and crafts with internal and external influence
examples/instances of through lip reading.
the new lesson Ask a volunteer to say the word without any sound and
Ask the class to guess the word.
Ex. Kiping, Ikat, Gaddang etc. Ask the students to identify its
characteristic s and origin. 5 minutes
D.Discussing new Discuss and trace the external (foreign) and internal (indigenous)
concepts and influences reflected in the designs of highlands and lowlands artworks 20
practicing #1 minutes
E.Discussing new
concepts and
practicing #2

F.Developing mastery Display other arts and crafts of Luzon. Allow the students to have at The students will fill out information concerning the internal and external
least a minute to reflect on the given example. factors that contribute to the development of selected artworks in
The students will be asked to create and incorporate the design, form highlands and lowlands. 10 minutes
and spirit of highlands and lowlands to their own artwork. 40 minutes
 G.Finding practical Based on the output of the students, ask three volunteers to share his/her work to Distribute a piece of paper to the class. Ask the students to fill
applications of concepts the class.
Let the student answer the following questions:
the empty space on the sheets of papers posted on the board.
and skills in daily living
1. What do you think is the message or mood that your artwork has? The teacher will ask the following questions:
2. Were you able to appreciate the arts and crafts of Luzon after your activity? In
Lesson 16 Date: JULY 15, 2019 1. Were you 17
Lesson able to gross
Date: your part to fill up the spaces?
JULY 16, 2019
what ways?
Log3.No: MONDAY
Were you able to incorporate the designs of Luzon and come up with your own Log2.No.
What did you feel after doing the task? TUESDAY
Section:
touch using BARBA SANTOS
the elements and principlesGOMEZ
of art? DELACRU CABRERA 3. As a student,
Section: BARBA doSANTOS
you think taking
GOMEZpart on a task canCABRERA
DELACRU make a
Z Z
4. As a student, how will you develop a sense of appreciation to one’s work? 5 difference?
Time:
5 minutes
Time:
minutes
8:20-9:20 9:40-10:40 10:40-11:40 12:40-1:40 3:40-4:40 8:20-9:20 9:40-10:40 10:40-11:40 12:40-1:40 3:40-4:40

H.Making generalizations Students will use the word to compose a sentence relative to the previous Display pictures of different highlands and lowlands influenced by internal and
discussion. He/she will share his/her answer to the class. external factors.
and abstractions about At the end, the teacher will ask one volunteer to summarize the ideas brought out The teacher will ask the students:
the lesson from the activity. 1. What do you think is the significance brought by different internal and external
factors to the development of different arts and crafts of Luzon? 5 minutes
I.Evaluating learning Identify the word described in each statement. What if the given art/craft has been influenced by internal factors and E for external
1. The element refers to distance between objects in artwork. 2. A principle of art factors.
that has something to do with size and scale. 1. Ikat Cloth 2. Bakwat 3. Kiping 4. Moriones 5. Higantes
3. This element can be formed through continues dots. 5 minutes
4. This principle of art creates a picture of imaginative images. 5. This refers to the
brightness and lightness of a color.
5 minutes
J. Additional activities for Make a list of other highlands and lowlands arts/crafts. Identify the In 3-5 sentences. How will you described and explain the
application or remediation elements and principles present in given examples. contribution of the internal and external factors to the arts and
K. Assignment Identify the use of the following arts and crafts. 1. Tattoo 2. Vakul 3. crafts of Luzon.
Balisong 4. Singkaban 5. Tak
V.REMARKS
VI. REFLECTION
A.No.of learners who earned
80% in the evaluation
B.No.of learners who required additional
activities for remediation who scored
below 80%
C.Did the remedial lesson work?
No. of learners who have
caught up with the lesson
E.Which teaching strategies
worked well? Why did these
work?

F.What difficulties did I

encounter which 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: DIONALD S. SICHON

Prepared by: DIONALD S. SICHON Check By: LOLITA I. BUSTAMANTE
Teacher I Master Teacher

Daily
Lesson
Log
I.OBJECTIVES
A. Content The learner demonstrates understanding of guidelines and .The learner demonstrates understanding of guidelines and
Standards principles in exercise program design to achieve personal principles in exercise program design to achieve personal
fitness. fitness.

B. Performance The learner designs an individualized exercise program to The learner designs an individualized exercise program to
Standards achieve personal fitness. achieve personal fitness.
C. Learning Competencies 1. Undertakes physical activity and physical fitness 5. Performs appropriate first aid for sports-related injuries (e.g.
(LC Code) assessments. (PE7PF-Ia-h23) cramps, sprain, heat exhaustion) (PE7PF-Id30)
Objectives 2. Describes the nature and background of the sport. (PE7GS- 6. Assumes responsibility for achieving personal fitness.
Id-5) (PE7PF-Id-h31)
3. Executes the skills involved in the sport. (PE7GS-Idh-4) 7. Keeps the importance of winning and losing in perspective.
4. Monitors periodically one’s progress towards the fitness (PE7PF-Id-h3
goals. (PE7PF-Id-h28)
II.CONTENT/ Topic
III.LEARNING
RESOURCES
Y. L.M PP. 35-57 PP. 35-57
Z. T.G. PP. 41-56 PP. 41-56
AA. C.G PE7GS-Id-5, PE7GS-Id-h-4, PE7PF-Id-h-28, PE7PF-Id-29 PE7GS-Id-5, PE7GS-Id-h-4, PE7PF-Id-h-28, PE7PF-Id-29
BB. Other Resources

IV. PROCEDURES
A.Reviewing previous Activity: WORD ASSOCIATION Activity: PICTURE PUZZLE. Divide the class into 5 groups. Each
lesson or presenting the Post the word ATHLETICS. Let the students write the word group will be given an envelope containing cut pictures. Let the
new lesson associated with it. (5 min) students solve the picture puzzle and let them describe what
they know about the picture. (5 min
B.Establishing a purpose Group Activity: GAMES! GAMES! GAMES! (sack race)
for the lesson Ask five volunteers for the sack race. The one who will finish
the race will win the game. (10 min)
C.Presenting Based on the activity, Ask the students about the following
examples/instances of questions: 1What are the different skills you have manifested
the new lesson in playing the game? 2. In what particular sports do you see
such skills like running and jumping? (5 min)
D.Discussing new Discuss on: 1. The nature and background athletics. 2. The
concepts and basic running techniques and the basic skills involved in
practicing #1 running through power point presentation. (40 min)
E.Discussing new Discussion on: 1. Fallacies and Misconceptions in Physical and
concepts and Fitness Activities. 2. First aid for sports - related injuries
practicing #2 through power point presentation. (30 min)
First Aid for Sports Related Injuries
 F.Developing mastery

Lesson 18 Date: JULY 17, 2019 Lesson 19 Date: JULY 18, 2019
G.Finding practical Log No: WEDNESDAY Log No. THURSDAY
applications of concepts Section: BARBA SANTOS GOMEZ DELACRU CABRERA Section: BARBA SANTOS GOMEZ DELACRU CABRERA
and skills in daily living Z Z

H.Making generalizations Time: 8:20-9:20 9:40-10:40 10:40-11:40 12:40-1:40 3:40-4:40 Time: 8:20-9:20 9:40-10:40 10:40-11:40 12:40-1:40 3:40-4:40

and abstractions about

the lesson
I.Evaluating learning

J. Additional activities for Remind the students to wear proper PE uniform.

application or remediation
K. Assignment
V.REMARKS
VI. REFLECTION
A.No.of learners who earned
80% in the evaluation
B.No.of learners who required
additional
activities for remediation who scored
below 80%
C.Did the remedial lesson work?
No. of learners who have
caught up with the lesson
E.Which teaching strategies
worked well? Why did these
work?

F.What difficulties did I

encounter which 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: DION

Prepared by: DIONALD S. SICHON Check By: LOLITA I. BUSTAMANTE

Teacher I Master Teacher

Daily
Lesson
I.OBJECTIVES
Log
A. Content The learner demonstrates understanding of guidelines and The learner demonstrates understanding of guidelines and
Standards principles in exercise program design to achieve personal principles in exercise program design to achieve personal
fitness. fitness.

B. Performance The learner designs an individualized exercise program to The learner designs an individualized exercise program to
Standards achieve personal fitness. achieve personal fitness.

C. Learning Competencies 1. Undertakes physical activity and physical fitness assessments. (PE7PF-Ia-h23) 5. Performs appropriate first aid for sports-related injuries (e.g. cramps, sprain, heat
2. Describes the nature and background of the sport. (PE7GS-Id-5) exhaustion) (PE7PF-Id30)
(LC Code) 3. Executes the skills involved in the sport. (PE7GS-Idh-4) 6. Assumes responsibility for achieving personal fitness. (PE7PF-Id-h31)
Objectives 4. Monitors periodically one’s progress towards the fitness goals. (PE7PF-Id-h28) 7. Keeps the importance of winning and losing in perspective. (PE7PF-Id-h3

II.CONTENT/ Topic
III.LEARNING
RESOURCES
CC. L.M PP. 35-57 PP. 35-57
DD. T.G. PP. 41-56 PP. 41-56
EE. C.G PE7GS-Id-5, PE7GS-Id-h-4, PE7PF-Id-h-28, PE7PF-Id-29 PE7GS-Id-5, PE7GS-Id-h-4, PE7PF-Id-h-28, PE7PF-Id-29
FF. Other Resources
IV. PROCEDURES
A.Reviewing previous Post the different fallacies and misconceptions in physical fitness. The students will
distinguish and explains the fallacies and misconceptions about physical fitness.
lesson or presenting the 1. NO PAIN, NO GAIN 2. STRECT BEFORE AN EXERCISE 3. EXERCISE BURNS LOTS OF
new lesson CALORIES 4. EXERCISE MACHINE ARE MORE EFFECTIVE THAN FREE WEIGHTS 5.
WEIGHT GAIN IS INEVITABLE AS YOU GROW OLD (10 min)
B.Establishing a purpose
for the lesson
C.Presenting
examples/instances of
the new lesson
D.Discussing new
concepts and
practicing #1
E.Discussing new
concepts and
practicing #2

F.Developing mastery Group Activity: Running Drills

Divide the class into five groups. Within their group let each students get their
partner for the partner skills.
Group 1 – Seated Arm Swing
Group 2 – Knee Lift and Foot Action
Group 3 – Wall Drill Running
Group 4 – Partner Resistance Drill
Group 5 – Speed Running Drills (40 min)
(note) Let the students get their training heart –rate before and after executing the
test and record it. Before executing the test, do warm – up exercises followed by
stretching activities. (10 min)
G.Finding practical Ask the students the following questions:  How does one benefit from
applications of concepts understanding and learning the skills in running in one’s personal fitness?
and skills in daily living 1. Why is active participation in individual sports like running important
to your life?
2. Do you find running as a form of physical activity and as a sport? (5
 min)
H.Making generalizations . Ask the students:
and abstractions about 1. What are the basic running techniques and the basic skills involved in
the lesson Lesson 20 Date: JULY 17, 2019 Lesson
running? 21 Date: JULY 22, 2019
Log No: WEDNESDAY Log2.No.
What are the proper ways in giving first aid for sportsTHURSDAY
- related
Section: BARBA SANTOS GOMEZ DELACRU CABRERA Section: BARBA
injuries? (5 min SANTOS GOMEZ DELACRU CABRERA
Z Z
I.Evaluating learning Time: 8:20-9:20 9:40-10:40 10:40-11:40 12:40-1:40 3:40-4:40 Group
Time:
Activity (Individual
8:20-9:20 Performance):
9:40-10:40 10
10:40-11:40 Meter RUN!
12:40-1:40 3:40-4:40
In the absence of an oval, find a space where running is possible. Assess
performance in terms of speed and the starting position. (see Annex D)
(see Rubrics) (35 min)
J. Additional activities for Watching Movies or Documentary Films
application or remediation Watch movies and documentary films on sports, specifically on athletics. Make a
K. Assignment reaction about paper about it guided by the following questions:
1. What is the story all about?
2. How was the athletic ability shown in the movie/ documentary?
3. What preparations were made to elicit athletic ability?
4. Were you motivated/ inspired by the film to be an athlete?
V.REMARKS
VI. REFLECTION
A.No.of learners who earned
80% in the evaluation
B.No.of learners who required additional
activities for remediation who scored
below 80%
C.Did the remedial lesson work?
No. of learners who have
caught up with the lesson
E.Which teaching strategies
worked well? Why did these
work?

F.What difficulties did I

encounter which 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: DIONALD S.

Prepared by: DIONALD S. SICHON Check By: LOLITA I. BUSTAMANTE
Teacher I Master Teacher

Daily
Lesson
I.OBJECTIVES
Log
A. Content  art elements and processes by synthesizing and applying prior knowledge and  art elements and processes by synthesizing and applying prior knowledge and skills
skills
Standards  the salient features of the arts of Luzon (highlands and lowlands) by showing the
 the salient features of the arts of Luzon (highlands and lowlands) by showing the relationship of the elements of art and processes among culturally diverse
relationship of the elements of art and processes among culturally diverse communities in the country
communities in the country
 the Philippines as having a rich artistic and cultural tradition from precolonial to
 the Philippines as having a rich artistic and cultural tradition from precolonial to present times
present times
B. Performance
Standards

C. Learning Competencies
(LC Code)
Objectives

II.CONTENT/ Topic
III.LEARNING
RESOURCES
GG. L.M
HH. T.G.
II. C.G
JJ. Other Resources

IV. PROCEDURES
A.Reviewing previous )
lesson or presenting the
new lesson

B.Establishing a purpose
for the lesson
C.Presenting
examples/instances of
the new lesson
D.Discussing new
concepts and
practicing #1
E.Discussing new
concepts and
practicing #2

F.Developing mastery

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
K. Assignment

V.REMARKS
VI. REFLECTION
A.No.of learners who earned
80% in the evaluation
B.No.of learners who required additional
activities for remediation who scored
below 80%
C.Did the remedial lesson work?
No. of learners who have
caught up with the lesson
E.Which teaching strategies
worked well? Why did these
work?

F.What difficulties did I

encounter which 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: DIONALD S.

Prepared by: DIONALD S. SICHON Check By: LOLITA I. BUSTAMANTE
Teacher I Master Teacher