Daily Lesson Log SCHOOL
in
MAPEH TEACHER
TEACHING DATE AND
TIME
MONDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of characteristic features of instrumental Romantic music.
B. Performance Standard The learner sings and performs themes of selected instrumental pieces.
The learner relates Romantic
period music to its historical
and cultural background
(MU9RO-IIIa-2)
C. Learning Competencies/ Objectives
II. CONTENTS A. Historical and Cultural Background of the Romantic Period
B. Program Music and Composers:
 Peter Ilyich Tchaikovsky
 Camille Saint-Saens.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 95
2. Learner’s Mateials pages pp. 69
Bautista, Jocelyn V. Et al (2006). MAPEH for a better you. G. Araneta Ave. Cor.
3. Textbook pages Ma. Clara St. Quezon City. 31, 37 – 53.
Sacdalan, Guinevere I. Et al (1999)Edukasyong pangkatawan, kalusugan at musika IV. 226.
http://www.kaublepianostudio.com/history/romantic.html http://www.newworldencyclopedia.org/entry/Program_music http://www.classicfm.com/discover/periods/romantic/romantic-piano-music-where-s
4. Additional Materials from Learning
Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
The teacher will post pictures
of Franz Haydn, Wolfgang
Amadeus Mozart, and Ludwig
van Beethoven.
 Compare the life and music
of Haydn, Mozart and
A. Reviewing Previous Lesson or
Beethoven
Presenting The New Lesson
 In what ways are they the
same?
(15min)
B. Establishing A Purpose For The The teacher will ask the
Lesson students the following
questions:
 How do you express your
inner feelings?
 What do you feel when
these emotions are not
expressed?
(10 min)
The teacher will show the
picture of “The Peaceable
Kingdom” by Edward Hicks
(1846)
 What emotions are being
portrayed in the picture?
C. PresentIng Examples/ Instances (10 min)
of The New Lesson
CANUMAY WEST NATIONAL HIGH SCHOOL
JACQUELINE T. ANTIPORDA
WEEK 1
TUESDAY
The learner explains the
performance practice (setting,  Listens perceptively to selected
composition, role of
composers/performers, and (MU9RO-IIIb-h4)
audience) during the
Romantic period (MU9RO-IIIb-
h3)
pp. 96
pp.71
The teacher will ask the
students about how cultural,
economic, social and political
aspects were greatly affected
by progress in science
mechanics such as
photography, steamboats,
telephone, telegraph, etc?
(5min)
GRADE LEVEL 9
LEARNING AREA MUSIC
QUARTER 3RD QUARTER
WEDNESDAY THURSDAY
The learner… The learner…
 Sings themes or melodic
Romantic period music fragments of given Romantic period
pieces
 Describes musical elements of (MU9RO-IIIe-h6)
given Romantic period pieces  Listens perceptively to selected
(MU9RO-IIIb-h5) Romantic period music
 Narrates the life and works of (MU9RO-IIIb-h4)
romantic composers after video and  Explains the performance practice
movie showing (setting, composition, role of
(MU9RO-III-a-h-1) composers/performers, and audience)
during the Romantic period
(MU9RO-IIIb-h3)
pp. 96-104 pp. 96-104
pp.72-81 pp.72-81
The teacher will play a romantic The teacher will play examples of the
song, while the students make program music and students will
drawings draw based their feelings. analyze its musical elements.
(10min) (10 min)
Picture parade of different composers
in program music.
The teacher will ask the students to
describe the pictures.
(5 min)
The teacher will play examples of
program music like symphonie
Fantastique.
The students will listen and analyze
the music.
 What can you say about the
music?
 What musical elements did you
observe?
(10 min)

D. Discussing New Concepts And
Practicing New Skills #1
The teacher will discuss the The teacher will discuss the program
historical and cultural music, different composers and their
background of romantic period compositions under the program
through a PowerPoint music. The teacher will also explain
presentation. The teacher will the different forms of program music.
play a short film that shows the (15 min)
history and culture of the
western countries during the
romantic period that can be
related to the history of the
Philippines during 1820-1900.
(15min)
 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
K. Assignment
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?
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?
Group Activity:
The teacher will play a video
clip about the works of
Romantic composers. Ask
students to relate it to
historical and cultural
background of the romanctic
period (15min)
Group Activity:
Since the common purpose of
romantic period is the free
expression of man’s
feelings about himself, about
humanity and about the world
in which he lives, students will
make a short role play related
to these.
What did you feel while doing
the role play? (25 min)
The romanctic period’s basic
quality is emotional
subjectivity. Its cultural
movement stressed emotion,
imagination and individualism
that pave the way to the
expression of one’s personal
feelings through emotions.
(5min)
Use Rubrics based on the
group presentation
(letter F)
Teacher will show another
video clip about the life and
works of romantic composers
in relation to historical and
cultural background of
romantic period. The students
will analyze it. (10 minutes)
Ask the students to study the The students will search and study
program music and composers about the life and works of Romantic composers.
of the Romantic period.
Listening Activity:
The teacher will play a music video of
Romeo and Juliet and
describe the musical elements (5
minutes)
Listen to the musical pieces Romeo
and Juliet and Wedding March
 Describe each piece in your own
point of view
 Compare the musicality of these
two compositons
 How do they differ? What are
their similarities?
 Which do you prefer to listen to
intently/ Why? (20 min)
Group Activity:
Each group will recieve a task card
which contains the activity that they
need to perform
Group A – Listen to the song Romeo
and Juliet and sing it. Group B – Sing
the song Ave Maria.
Group C – Describe the musical
elements of Romeo and Juliet song
and Ave Maria.
Group D – Explain the performance
practice of the two songs
(20 min)
How does the structure of a program
music of the Romantic composers
create its order and clarity to
describe the elements?
(20min)
Use the rubrics based on the group
activity
Listen to another composition of
program music and everybody will
sing.
(10 minutes)
Study the Piano music and
period composers:
Peter Ilyich Tchaikovsky and Camille
Saint-Saens.
Daily Lesson Log
in
MAPEH
I.OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
II.CONTENTS
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Mateials 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
C. Presenting Examples/ Instances  What musical elements did
of The New Lesson
D. Discussing New Concepts And
Practicing New Skills #1
SCHOOL
TEACHER
TEACHING DATE AND
TIME
MONDAY
The learner demonstrates understanding of characteristic features of instrumental Romantic music.
The learner sings and performs themes of selected instrumental pieces.
The learner…
 Describes musical elements of
given Romantic period pieces
(MU9RO-IIIb-h5)
 Listens perceptively to
selected Romantic period music
(MU9RO-IIIb-h4)
A. Piano Music and Composers:
 Frederic Chopin
 Franz Liszt
Program Music and Piano Music
pp. 95
pp. 69
Bautista, Jocelyn V. Et al (2006). MAPEH for a better you. G. Araneta Ave. Cor.
Ma. Clara St. Quezon City. 31, 37 – 53.
Sacdalan, Guinevere I. Et al (1999)Edukasyong pangkatawan, kalusugan at musika IV. 226.
http://www.kaublepianostudio.com/history/romantic.html http://www.newworldencyclopedia.org/entry/Program_musichttp://www.classicfm.com/discover/periods/romantic/romantic-piano-music-where-start/ h
The teacher will ask the
students what kind of music
elements are used within the
music program.
(10min)
Picture parade of different
composers in piano music.
Who can describe the
pictures? (5 min)
The teacher will play an
example of piano music like
Little “Butterfly” Etude
The students will listen and
analyze the music.
 What can you say about
the music?
you observe?
(10 min)
The teacher will discuss piano
music, different composers and
their compositions under the
program music. The teacher
will also explain the different
forms of piano music.
(15 min)
CANUMAY WEST NATTIONAL HIGH SCHOOL GRADE LEVEL 9
ENETERESO, HYACINTH LEARNING AREA MUSIC
WEEK 2 QUARTER 3RD QUARTER
TUESDAY WEDNESDAY THURSDAY
The learner xplains the performance The learner sings themes or The learner explores other arts
practice (setting, composition, role melodic fragments of given and media that portray Romantic
of composers/performers, and Romantic period pieces period elements Improvises
audience) during the Romantic (MU9RO-IIIe-h6) appropriate accompaniment to
period given short and simple Romantic
(MU9RO-IIIb-h3) period pieces
(MU9RO-IIIe-h3)
pp. 96 pp. 96-104 pp. 96-104
pp.71 pp.72-81 pp.72-81
The teacher will play different music. The
Thestudents
teacherwill recall
will askand
thelisten to different pianoListening
following music of the Romantic
activity: music.Piano
(Group Music https://www.youtube.co m/watch?v=V
Activity)
questions: Listen to the romantic music using
 Have you experienced playing other media.
different musical instruments? What are Illustrate your feelings or emotions
these instruments? after listening to these
 What other instruments do you compositions. Draw your
know? illustration in a manila paper and
(5 min) post on the board (15 min)
The teacher will ask the students if they
have experienced singingwithout any
accompaniment of instruments.
What they can say about it? (5 mins)
Teacher will show a video clip about the
different arts and media used by
different musicians during the romantic
period.
What arts and media were used by the
romantic composers during the Romantic
period?
(15 min)
The teacher will discuss other arts and
media that portray romanctic music and
give examples of appropriate improvises
accompaniment. (25 min)
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
K. Assignment
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?
D. No. of Learners Who
Continue To Require Remediation
E. Which of My Teaching
Strategies Worked Well? Why Did
These Work?
Listening Activity:
The teacher will play the
music “Prelude” and describe
the musical elements.
(5 min)
Listen to the musical piece “An
Excerpt from a Love Dream by
Franz Liszt and Prelude by
Frederic Chopin
 Describe each piece in your
own point of view
 Compare the musicality of
these two compositons
 How do they differ? How
are they similar?
 Which do you prefer to
listen to intently/ Why?
(20 min)
Group Activity:
Each group will recieve a task
card which contains activities
that they need to perform
Group A – Listen to the song
No Other Love and sing it.
Group B – Sing the
songTo Love Again.
Group C – Describe the musical
elements of No Other Love
and To Love Again
Group D – Explain the
performance practice of the
two songs.
(20 minutes)
Frederic Chopin was a music
composer for piano and Franz
Joseph Liszt was an innovator
in his piano and orchestral
works.
How does the structure of a
piano music of the Romantic
composers create its order and
clarity to describe the
elements?
(20min)
Use rubric for the group
activity in letter G.
Listen to another composition
of piano music and everybody
will sing.
Study the other arts and media
that portray romantic period
elements.
Teacher will play a romantic music using
improvised
accompaniment. Students will
listen and give their reactions
afterwards.
(10 min)
Group Activity:
The teacher will play different
romantic music.The students will
create a song inspired in romantic
music with accompaniment of
improvise materials available
inside the classroom.
 What did you feel in creating a
song using accompaniment of
improvised materials?
 What musical piece is
designed for developing technical
skills?
(15 min)
The teacher will ask the students
to answer the question:
What values have you acquired
that you can use daily based on
the learnings from our topics?
(10min)
Give different techniques in
playing any instrument especially
improvised materials.
(5 min)
The students will present their
composed song with
accompaniment of the improvised
instruments.
(Please see attached rubrics)
(10 min)
Give a little background of the
following composers:
 Schubert
 Guiseppe Verdi
 Giacorno Puccii Richard
Wagner
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?
Daily Lesson Log SCHOOL
in
TEACHER
MAPEH
TEACHING DATE AND
TIME
MONDAY

I. OBJECTIVES
A. Content Standards The learner…
 Art elements and processes by synthesizing and applying prior know
 The arts as integral to the development of organizations, spiritual
disasters/occurrences, and other external phenomena
B. Performance Standards The learner …
 Performs/ participates completely in the presentation of a crea
periods
 Recognize the difference and uniqueness of the at styles of the diffe

C. Learning Competencies/ The learner…

Objectives  Analyzes art elements and principles in the production of work follow
(A9EL-IIIb1)
 Identifies distinct characteristics of arts during the Neoclassic and R
 Identifies representative artist from Neoclassic and Romantic period
 Reflects on and derive the mood, idea, or message from selected ar
Determines the use or function of artworks by evaluating their utilization
(A9PL-IIIh-2)

II. CONTENTS
Neoclassic Neoclassic
(Painting) (Sculpture)
 David • David
 Ingres • Ingres
 Goya • Goya

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
pp. 265- 267 pp. 268- 269
pp.225- 227 pp. 228- 229
Agapay, N.,C.,(2006) Music, Arts, P.E. and Health, Making Us Fully Eq
147)National Highway, Paciano, Calamba City.
Arnau, L., B., & Pastor, E., V., HAMP, Grade 10, Health, Arts, Music, P
San Antonio Village, Makati City, Philippines.
 4. Additional Materials From Learning
Resource (Lr) Portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting New Lessons
https://youtu.be/jR3 x6wKFjiY www.visual-arts-
https://youtu.be/IWS9KJ-ZVb0https://en.wikipedia.or
cork.com/history-of- art/neoclassical-
Teacher will present a Students will enumerate the
short background/ history characteristics of the Neoclassical
of the Neoclassical period. painting.
(5 min) (5 min)
The students will be The students will enumerate the
divided into small groups sculptures of the Neoclassical period
and do and give its
identifying the characteristics.
characteristics of
Neoclassical painting
based on the different
principles of arts
using the presented
video.
(5 min)
(5 min)
 B. Establishing A Purpose For The The teacher will give a short introduction
Video Clips
ofpresentation,
the topic about
an overview
the Neoclassical
ofNeoclassical
pa
Lesson

the 18th century. (10

min)
C. Presenting Examples / Instances The teacher will discuss The teacher will discuss the Neo-classical sculptors ht
Of The New Lesson the distinct characteristics
of paintings and artists of
Neoclassical period.
(10 min)
D. Discussing New Concepts And
Practicing New Skills
E. Continuation Of Discussing New
Concepts And Practicing New Skills
“Paint me a Picture” “SHOW ME”
Ask the students to make The students will name the
a tableau based on the artworks/sculptors flashed by the
paintings of the teacher based on the discussion.
Neoclassical art discussed ( The teacher will provide different
by the teacher. pictures of sculptures)
(10 min) (10 min)
Ask the student to relate Let the students compare their Neo-
any Neoclassical art to the classical sculpture to Philippine
present scenario in the sculpture by giving examples.
Philippine Example:
setting Christ by Thorvadsen Religious
As a student what is the images from Paete Laguna
significance of 5 minutes
Neoclassical art in the
development of Philippine
art especially in painting?
(5 min)
F. Developing Mastery (Leads To Students will give their Students will answer the question:
Formative Assessment 3) insights on how the How do the Neo-classical artists
artists of the convey their ideas in their artworks?
Neoclassical period (5 min)
convey ideas and
concepts of their
artworks.
(5 min)

G. Finding Practical Applications Of Paper and Pen test Paper and Pen test
The Concepts And Skills In Daily Living Painter who was regarded Enumerate five (5) characteristics of
as one of Neoclassical Sculpture
the great exemplars of Possible Answers:
academic art and

H. Making Generalizations And
Abstractions About The Lesson
one of the finest Old  Portrayal of History
masters of his era.  Formal composition
Answer:Jean- Auguste-  Shows the peak of emotion
Dominique Ingres  religious
This painting showing the  mythological (5 min)
three brothers whom
appear willing to sacrifice
their lives for good of
Rome. Answer: Oath of
the Horatii
He is referred to as the
Father of Danish painting
Answer: Christoffer
Wilhelm Eckersberg
It is David’s masterpiece
shows the portrayal of a
revolutionary martyr.
Answer:The Death of
Marat Who is the French
Neoclassic painter focused
his subject of paintings
more on history?
Answer: Jacques-
Louis David.
(5 min)
Group work Using clay or any available material in
Each group will make of the area, the students will create their
their own painting similar own artwork based on the Neoclassical
to sculpture.
Neoclassical art.
I. Evaluating Learning Reading materials about Students will bring recycled materials to
the Neoclassical sculpture be used in the next topic
 Used boxes with different sizes
 Plastic bottles of soft drinks or tubes
 Masking tape or any adhesive tape
 scissors

J. Additional Activities For Teacher will present a Students will enumerate the
Application And Remediation short background/ history characteristics of the Neoclassical
of the Neoclassical period painting.
(5 min) (5 min)

K. Assignment The students will be The students will enumerate the

divided into small groups sculptures of the Neoclassical period
and do identifying the and give its characteristics
characteristics of
Neoclassical painting
based on the different
principles of arts
Using the presented video
 MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL

DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA

WEEK 1 QUARTER

TUESDAY WEDNESDAY THURSDAY

processes by synthesizing and applying prior knowledge and skills

ral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural
, and other external phenomena

pates completely in the presentation of a creative impression (verbal/non-verbal) from the Neoclassic and Romantic

ference and uniqueness of the at styles of the different periods (techniques, process, elements, and principles of art)

ents and principles in the production of work following a specific art style from the Neoclassic and Romantic periods

characteristics of arts during the Neoclassic and Romantic periods (A9EL-IIIa-2)

ntative artist from Neoclassic and Romantic periods (A9EL-IIIa-3)
erive the mood, idea, or message from selected artworks (A9PL-IIIh-1)
r function of artworks by evaluating their utilization and combination of art elements and principles

Neoclassic Neoclassic Romantic

(Sculpture) (Architecture) (Painting)
• David • David • Goya
• Ingres • Ingres • Delacroix
• Goya • Goya • Gericault

pp. 268- 269 pp. 270- 273 pp. 274- 278

pp. 228- 229 pp. 230- 233 pp. 234- 238
Music, Arts, P.E. and Health, Making Us Fully Equipped in the 21st Century. LightQuest Publications, Inc.(pp.146-
y, Paciano, Calamba City.
r, E., V., HAMP, Grade 10, Health, Arts, Music, P.E., The Bookmark, Inc., (pp 172- 176).,264 Pablo Ocampo Sr. Avenue,
Makati City, Philippines.
https://youtu.be/IWS9KJ-ZVb0https://en.wikipedia.org/wiki/Ne
https://youtu.be/gRD04VApd0whttps://en.wikipedia.org/wiki/Neoclassical_architecture
oclassicism https://youtu.be/agK-qvtb6Mcwww.conservapedia.co

Students will enumerate the Ask students to recall the Neo- “Picture Presentation”
characteristics of the Neoclassical classical sculptures by giving Students will name the sample pictures
painting. examples. of Neoclassical architecture using
(5 min) (5 min) powerpoint presentation of the teacher.

The students will enumerate the Activity “4 pics 1 word”

sculptures of the Neoclassical period “Buildings Blocks” The teacher will prepare the different
and give its The students will create an example pictures related to the
characteristics. of building using
recycled boxes and tubes. Students Romantic arts.
will describe the their output based Students will answer the 4 pics 1 word
on: activity.
 Shape The teacher ask the students about their
 Color experience on the activity.
 Size (5 min)
 Texture (10 min)

(5 min)
Video Clips presentation, an overview ofNeoclassical
The sculpture
teacherwhich will be presented
will introduce by theThe
a short
background of Neoclassical
architecture.
Neoclassical architecture is an
architectural style produced by the
neoclassical movement that began
in the mid-18th century. In its
purest form, it is a style principally
derived from the architecture of
classical antiquity, the Vitruvian
principles, and the work of the
Italian architect Andrea Palladio.
(5 min)
The teacher will discuss the Neo-classical sculptors
Explain
https://youtu.be/IWS9KJ-ZVb0(10
the context of the Neoclassicalmin)
teacherhttps://youtu.be/IWS9KJ-ZVb0Neoclassicism
teacher will give an introduction on
the Romantic period
Romanticism was an artistic style
popular in the early 19th century. It
emphasized the need for art to express
emotion, irrational feelings, and
imagination
"Romanticism is precisely situated
neither in choice of subject nor in exact
truth, but in a way of feeling."
Charles Baudelaire
(5 min)
architecture
The teacher
and cite
willexampleshttps://youtu.be/gRD04VA
discuss the famous painters of the R
“SHOW ME”
The students will name the
artworks/sculptors flashed by the
teacher based on the discussion.
( The teacher will provide different
pictures of sculptures)
(10 min)
Let the students compare their Neo-
classical sculpture to Philippine
sculpture by giving examples.
Example:
Christ by Thorvadsen Religious
images from Paete Laguna
5 minutes
Students will reconstruct the
building based on the identified
characteristics of neo classical
architecture.
(the students will be graded using
the score card or rubrics)
(15 min)
Let the students give examples of
buildings that have the influences
of the architectural style of
Neoclassicism in our country
Possible answers:
 Pangasinan Municipal Hall
 Baguio City Hall
 Manila Post Office
 Manila city hall
 De la Salle University
 National Museum
 Malacanang palace
 El Hogar Filipino Building
(5 min)
Ask the students to identify the artist
and his artwork of the Romantic period
Example:
Artwork -Liberty leading Artist
–Delacroix
(5 min)
Ask the student to identify the artist and
paintings of the Romantic period
 The raft of the medusa by
T. Gericault
 Liberty Leading the
People by E. Delacroix
 The Third of May by F. Goya
 Saturn Devouring His Son by F. Goya
 The Burial of Sardine by
F. Goya
 Charging Chasseur by. T. Gericault
 Insane Woman by T.
Gericault
(5 min)
Students will answer the question:
How do the Neo-classical artists
convey their ideas in their artworks?
(5 min)
Paper and Pen test
Enumerate five (5) characteristics of
Neoclassical Sculpture
Possible Answers:
Students will answer the following
questions:
 As a student how can you help
in the preservation of Neoclassical
Architecture in the Philippines?
 What is the significance of
Neoclassical architecture to
Philippine art?
(5 min)
Paper and Pen test
 What are the three
(3) types of Neoclassical
architecture?
Answer:
Students will share their ideas or themes
portrayed by the artist of the Romantic
period in their artworks.
How will you express your ideas related
to the development of Romantic
painting?
(5 min)
Paper and Pen Test Explain briefly
 What Can you say about the
Romantic period
particularly their
 Portrayal of History  Temple Style paintings? (5 min)
 Formal composition  Palladian Style
 Shows the peak of emotion  Classical Block style
 religious  Who are the two famous
 mythological (5 min) architects of Neoclassical style
Answer:
 Henri Labrouste
 Charles Garnier

Using clay or any available material in The students will draw of their own Using the technology/multi- media,
the area, the students will create their design or structure of building using student will make a research regarding
own artwork based on the Neoclassical the concept of the Neoclassical on the Romantic painting focuses on the
sculpture. architecture. artworks, artists and characteristics
Students will bring recycled materials to Students will bring one of any Make a reflection on the Romantic
be used in the next topic Romantic paintings to be presented painting by completing the statements
 Used boxes with different sizes in the class I’ve learned that             . I realized that
 Plastic bottles of soft drinks or tubes                 >
 Masking tape or any adhesive tape
 scissors

Students will enumerate the Ask students to recall the Neo- “Picture Presentation” Students will
characteristics of the Neoclassical classical sculptures by giving name the sample pictures of Neoclassical
painting. examples. architecture using powerpoint
(5 min) (5 min) presentation of the teacher.

The students will enumerate the Activity “4 pics 1 word”

sculptures of the Neoclassical period “Buildings Blocks” The teacher will prepare the different
and give its characteristics The students will create an example pictures related to the Romantic arts
of building using recycled boxes Students will answer the 4 pics 1 word
and tubes. Students will describe activity.
the their output based on: The teacher ask the students about their
 Shape experience on the
 Color activity.
 Size
 Texture
 9

ARTS

3RD QUARTER

THURSDAY

eries, natural

m the Neoclassic and Romantic

nts, and principles of art)

sic and Romantic periods

inciples

c
g)
Goya
Delacroix
Gericault

pp. 274- 278

pp. 234- 238
Publications, Inc.(pp.146-

.,264 Pablo Ocampo Sr. Avenue,

utu.be/agK-qvtb6Mcwww.conservapedia.com/Romant ic_paintings

e Presentation”
s will name the sample pictures
assical architecture using
oint presentation of the teacher.

1 word”
cher will prepare the different
related to the

c arts.
s will answer the 4 pics 1 word

cher ask the students about their

ce on the activity.
cher will give an introduction on
antic period
cism was an artistic style
in the early 19th century. It
zed the need for art to express
, irrational feelings, and
ion
ticism is precisely situated
in choice of subject nor in exact
ut in a way of feeling."
s Baudelaire

er will discuss the famous painters of the Romantic period and also the characteristics of each artworks.Film viewing/ video clip https://youtu.be/agK-qvtb
students to identify the artist
artwork of the Romantic period
e:
k -Liberty leading Artist
oix

student to identify the artist and

s of the Romantic period
raft of the medusa by
ault
rty Leading the

by E. Delacroix
Third of May by F. Goya
rn Devouring His Son by F. Goya
Burial of Sardine by

ging Chasseur by. T. Gericault

ne Woman by T.
t
s will share their ideas or themes
d by the artist of the Romantic
n their artworks.
you express your ideas related
evelopment of Romantic
?

and Pen Test Explain briefly

t Can you say about the
c period
rly their
ntings? (5 min)

e technology/multi- media,
will make a research regarding
omantic painting focuses on the
s, artists and characteristics
reflection on the Romantic
by completing the statements
ned that             . I realized that
    >

e Presentation” Students will

e sample pictures of Neoclassical
ture using powerpoint
ation of the teacher.

1 word”
cher will prepare the different
related to the Romantic arts
s will answer the 4 pics 1 word

cher ask the students about their

ce on the
 (5 min)

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?
(5 min) (10 min)
(5 min)
Daily Lesson Log SCHOOL
in
TEACHER
MAPEH
TEACHING DATE AND
TIME
MONDAY
I.OBJECTIVES
A. Content Standards The learner…
 Art elements and processes by synthesizing and applying prior knowledge
 The arts as integral to the development of organizations, spiritual belief,
other external phenomena.
B. Performance Standards The learner …
 Perform/ participate completely in the presentation of a creative impressi
 Recognize the difference and uniqueness of the at styles of the different

C. Learning The learners….

Competencies/ Objectives  Use artworks to derive the traditions/history of the Neoclassic and
Romantic periods
(A9PL-IIIh-3)
 Create artworks guided by techniques and styles of the Neoclassic and
Romantic periods
(A9PR-IIIc-e-1)

Romantic (Sculpture)
 Rude
II.CONTENT
 Barye

III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages pp.279-280

2. Learner’s Material pages pp.239-240

3. Textbook pages Agapay, N.,C.,(2006) Music, arts, P.E. and health, making us fully equipped
LightQuest Publications, Inc. National Highway, Paciano, Calamba City. 127-1
4. Additional Materials from
Learning
Resource (LR) portal

B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous Lesson
or Presenting New Lessons
B. Establishing A Purpose For
The Lesson
https://youtu.be/grb9YuL_ZP kwww.slideshare.net/chandelfi no/romantic-period-43605178
What are the famous painting of the
Romantic painting?
Give the characteristics of Romantic
painting
(5 min)
The teacher will show the pictures of
sculptors of the Romantic period.
The students will try give
impressions about the
artists/sculptors of the
Romantic period.
(10 min)
C. Presenting Examples The teacher will introduce the
/ Instances Of The New Lesson Romantic sculptors using
powerpoint presentation.
The students will observe, then
they will give their comments
and impressions on the artworks.
(10 min)

D. Discussing New Concepts The teacher will discuss the

And Practicing New Skills artists of the period as well as the
artworks
Artists
 Francois Rude

 Antoine-Louis Barye Artwork

 Departure of the Volunteer
 Jeanne d’ARC
 Hercules Sitting on a Bull
 Theseus slaying the minotaur
(15 min)
E. Continuation Of Discussing Ask the students to enumerate the
New Concepts And Practicing characteristics of the artworks based
New Skills on the discussion
(5 min)

F. Developing Mastery (Leads Ask the student to compare

To Formative Assessment 3) Romantic sculpture to Philippine
sculpture.
How these artworks contribute for
the development of a country?
5 minutes

G. Finding Practical The students will give their

Applications Of The Concepts insights on how the artists of the
And Skills In Daily Living Neoclassical period convey ideas
and concepts of
their artworks.

(10 min)
H. Making
Generalizations And
Abstractions About The Lesson
I. Evaluating Learning Using bath soap, the students will
make a simple sculpture of their
own.

J. Additional Activities For What are the famous painting of the

Application And Remediation Romantic painting?
Give the characteristics of Romantic
painting
(5 min)

K. Assignment The teacher will show the pictures of

sculptors of the Romantic period.
The students will try give
impressions about the
 MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL

DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA

WEEK 2 QUARTER

TUESDAY WEDNESDAY THURSDAY

esses by synthesizing and applying prior knowledge and skills

the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/occurrences, and
.

ompletely in the presentation of a creative impression (verbal/non-verbal) from the Neoclassic and Romantic periods
ce and uniqueness of the at styles of the different periods (techniques, process, elements, and principles of art)

The learners….
the traditions/history of the Neoclassic and  Evaluate works of art in terms of artistic concepts and ideas using
criteria from the Neoclassic and Romantic periods
(A9PR-IIIf-4)
d by techniques and styles of the Neoclassic and  Show the influences of Neoclassic and Romantic periods on the
Philippine art forms
(A9PR-IIIf-4)

Gothic Revival Architecture Neo- classicism and Romanticism in Neo- classicism and Romanticism in the
(Neogothic) the Philippines Philippines

pp. 281- 282 pp. 283- 289 pp. 283- 289

p.240 pp. 241- 246 pp. 241- 246

c, arts, P.E. and health, making us fully equipped in the 21st Century.
c. National Highway, Paciano, Calamba City. 127-133.
https://youtu.be/UP5Tt3E1k 7s https://youtu.be/5Jc05vcN3
Students will answer the question,
What can you say about Roman
sculpture, give their
characteristics?
(3 min)
“PICTURE PUZZLE”
The students will arrange cut-outs
pictures to form structure of
sample building. They will be given
two minutes to finish their
work.
Each group will have a
representative to share their
experience on the activity.
(10 min)
http://www.slideshare.net/chandelfino/neo-classicism-and-
uo https://en.wikipedia.org/wik i/Category:Gothic_Revival_a
romanticism-in-the-philippineshttp://r
rchitecture_in_the_
Students will enumerate the Ask the students to enumerate the
different Gothic Revival famous Filipino Artists of
Architecture Churches in the Neoclassicism and Romanticism.
Philippines. (5 min)
(5 min)
The teacher will introduce the topic
by giving brief history of the
Neoclassicism and Romanticism in
the Philippines.
Neo-classicism and
Romanticism can be seen through
various major artworks such as
paintings, sculptures and
architectural structures.
(10 min)
The teacher will introduce the topic about Romantic
The teacher will discuss the
characteristics of the architectural
design of the Romantic period as
well as the famous architects
during the period.
 Charles Barry
 James Renwick
(8 min)
Name thearchitecture.Using
Picture the powerpoint presentation, the teacher will present the different arc
The teacher will provide pictures of
the following:
 Spolarium
 Bonifacio Monumen
 Siyam na diwata ng sining
 Manila post office
 Planting rice by F. Amorsolo
The students will give their
observations on the pictures
flashed by the teacher.
What do you think are the basis of
the artists to create this kind of
artwork?
(20 min)
Using the powerpoint Discussion on the Article on the internet
presentation,the teacher will by R.G. Chan & associates on the
discuss the different artists and Neoclassical and Romantic Architecture
their artworks during the American colonization in the
 Fernando Amorsolo Philippines.
 Guillermo Tolentino
 Juan Luna Pictures slideshow of some buildings
 Napoleon Isabelo Veloso built during that time
Abueva (20 min)
Ask the students to give the
characteristics of the Philippine
artist during the period
(25 min)
 Drawing Activity Students
will draw a building based on the
Romantic architectural design
The students will be graded using
a rubric
(See attached rubrics)
(18 min)
Identifying Artworks
The students will name the pictures and
the artists flashed by the teacher
 Oblation
 Bonifacio Monument
 Spolarium
 Manila post office
 Planting Rice
(10 min)

Students will give some example of
buildings that have the influences
of the architectural style of Gothic
Revival here in the Philippines.
What are the role of arts in our daily
living?
As a student how will you able to
contribute in the preservation of the
Philippine arts?

Possible answers: How does the art piece convey the idea
 San Sebastian Church , of the period?
Manila What are the visible Neoclassic or
 Saint Augustine Romantic characteristics of the
Metropolitan
Cathedral artwork?
 Puerto Princesa Cathedral (10 min)
 Saint Thomas Aquainas
Parish Church of Santo
Tomas , Batangas
 Saint Vincent Ferrer Church
in Calape,
Bohol
(3 min)

What can you say about the Gothic Enumerate 5 artworks during the Neo-
Revival Architecture? classicism and Romanticism in the
(3 min) Philippines
(5 min)

Students will answer the question,
What can you say about Roman
sculpture, give their
characteristics?
(5 min)
“PICTURE PUZZLE”
The students will arrange cut-outs
pictures to form
structure of sample building. They
will be given
Students will enumerate the
different Gothic Revival
Architecture Churches in the
Philippines
(5 min)
The teacher will introduce the topic
by giving brief history of the
Neoclassicism and Romanticism in
the
Philippines
Make a reflection on the Neoclassicism
and Romanticism in the Philippines
completing the statements
I’ve learned that                        
I realized that                       
Ask the students to enumerate the
famous Filipino Artists of Neoclassicism
and Romanticism.
(5 min)
 9

ARTS

3RD QUARTER

THURSDAY

atural disasters/occurrences, and

sic and Romantic periods

and principles of art)

tic concepts and ideas using

periods

Romantic periods on the

ssicism and Romanticism in the

es

pp. 283- 289

pp. 241- 246

 -and- romanticism-in-the-philippineshttp://rgchan.com/articles/acao2.html http://rgchan.com/articles/acao3.html http://rgchan.com/articles/acao4.html

he students to enumerate the

us Filipino Artists of
lassicism and Romanticism.
min)
on on the Article on the internet
Chan & associates on the
sical and Romantic Architecture
he American colonization in the
es.

slideshow of some buildings

ing that time
)
ying Artworks
dents will name the pictures and
ts flashed by the teacher
ation
facio Monument
arium
ila post office
ting Rice
)

e the role of arts in our daily

dent how will you able to

te in the preservation of the
e arts?

es the art piece convey the idea

eriod?
e the visible Neoclassic or
c characteristics of the

?
)

ate 5 artworks during the Neo-

m and Romanticism in the
es
reflection on the Neoclassicism
manticism in the Philippines
ing the statements
ned that                        
d that                       

students to enumerate the

Filipino Artists of Neoclassicism
manticism.
 artists/sculptors of the Romantic
period
(10 min)

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
two minutes to finish their work
Each group will have a
representative to share their
experience on the activity
(10 min)
Neo-classicism and Romanticism
can be seen through various major
artworks such as paintings,
sculptures and architectural
structures.
(10 min)
Localized Materials Did I Use /
Discover Which I Wish To
Share With
Other Teachers?
Daily Lesson SCHOOL
Log in
TEACHER
MAPEH
TEACHING DATE AND
TIME
MONDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of lifestyle and weight manageme

B. Performance Standards The learner . . .

 Maintains an active lifestyle to influence the physical activity participati
 Practices healthy eating habits that support an active lifestyle

The Learner undertakes physical activity and Physical Fitness

Assessment.
(PE9PF-IIIa-h-23)

C. Learning Competencies/
Objectives

II. CONTENT
Festival Dances
III. LEARNING RESOURCES
A. REFERENCES

1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages
 CALAMBA BAYSIDE NHS GRADE LEVEL

MARINEZZA V. SALES LEARNING AREA

(1ST WEEK) QUARTER

TUESDAY WEDNESDAY THURSDAY

ates understanding of lifestyle and weight management to promote community fitness.

e lifestyle to influence the physical activity participation of the community

eating habits that support an active lifestyle

es physical activity and Physical Fitness The learner…

 Assess eating habits based on the Philippine Food Pyramid/ My food plate
(PE9PF-IIIa-39)
 Determines risk factors related to lifestyle diseases (Obesity, Diabetes,
Heart diseases)
(PE9PF- IIIa-40)
 Distinguishes facts from myths and misinformation associated with eating
habits
(PE9PF- IIIb-29)

Pp-100-106

Pp. 135-142
 9

PE

3RD QUARTER

THURSDAY

ne Food Pyramid/ My food plate

diseases (Obesity, Diabetes,

ormation associated with eating

 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
https://www.youtube.com/watch?v=rkpgF2M5jHQ
https://m.youtube.com/w atch?v=0pt9K_Mb9Yo
Group Activity Picture
Puzzle:
The teacher will ask each group
to pick 1 envelope containing
cut-out pictures associated to
festival dance.
Each group will form the picture
and identify/name the picture,
and give a short description.
(15 min)
Ask the students to state the
food which they ate
last.
What food did you eat? Is it
healthy?
How it affect your body’s
health?
The teacher will present the
different words/ foods.
Let the students classify the
words/foods which group they
belong.
(Food Pyramid) (15 minutes)
 The teacher will discuss the
Table 1: Calorie Counter Table,
Table 2: Calories Consumed per
15 minutes, Table 3: Calorie
content of nutrients, Table 4:
Physical Activity Table through
Power point Presentation to be
lead by the teacher
C. Presenting Examples/ Instances Of
The New Lesson
(25 min)

Teacher will present a video clip

about eating habits among
teenager.
D. Discussing New Concepts And Students give their reflection/
Practicing New Skills #1 insight about the video clip.

The teacher will ask the

students if they have a good
eating habits.
Site and examples that showing
good eating habits.
(15 min)

https://www.youtube.com/watch?v=FvZIUKG67pI

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
The teacher will discuss
computing One’s Total Energy
Requirement (TER).
The teacher will give board
work activity to achieve
masteryon how to find One’s
Total Energy Requirement.
(10 min)
 H. Making Generalizations And
Abstractions About The Lesson

I. Evaluating Learning

J. Additional Activities For Application

Or Remediation

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?

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?
 https:www.youtube.com/watch?v=Fv2IUKG67pI

Ask the students to state the
food which they last ate.
What food did you eat? Was it
healthy?
How does it affect your body’s
health?
Why is it important to eat
healthy? Does it have a
connection if dancing will be
done as an activity
(5 min)
The teacher will ask the students
what are the practices in good
eating habits.
(5 min)
The students will make a warm up exercise
before the activity.
Always remind the students about the
possible injuries that might occur when
doing physical activity and situation:
 Not having proper warm-up exercise
 Not executing the proper movements
 Not observing safety measure at all
times
(10 min)

The teacher will ask students about

their BMI and
Nutritional status.
Let them analyze their
nutritional status and reflect it in
their daily activities.

What will happen on the

person if his/her status is under

weight? Overweight? Obese?
The teacher will ask the health
condition of the students before
performing the dance.
( 10 min)
The teacher will present a video of 5 Basic fundamentals. https://www.youtube.com/w atch?v=rkpg

What can you say about when you

are doing the 5 fundamental
positions? (15 min)

The teacher will present a video of

Festival dance (buhayani)

The teacher will ask the students

the following questions:

 What are the basic skills needed

in dancing?
 What dance formation did
you see in the video?
 How are the dance steps being
executed?
 How essential is music in
dancing?
https://m.youtube.com/watc h?
v=0pt9K_Mb9Yo

The teacher will discuss the Basic

skill needed in dancing, Dance
Formation, Essential of music in the
dance through power point
presentation.

(30 min)

The learners will make the
computation of their individual
total energy requirements (TER)
see LM- p. 140
The students will make a list of a
Meal Plan for a week. Observe
the weight management if
needed.
The students will be asked to
make their Personal Festival
Dancing Program (FITT) based
for the result of then FITT
computations.
See p. 142 for template (20 min)
The teacher will ask the students
about the importance of eating
habits and physical activity in
connection of weight
management in our lifestyle/
daily living.
Let the students sum up their
answer.
Teacher should write on the
board the responses. (10 min)
The teacher will divide the class into 6 six
groups consisting of 8-10 members.
Ask them to practice the 5 fundamental
movements. (20 min)
The students will execute the five
fundamentals movement. Prior to the
activity, the teacher will ask the students
to have a copy of
their individual Heart Rate Log that
can be used in the whole grading quarter
for all the physical activity that we do.
(see ANNEX A)
(30 min)
The teacher will ask the students the
following questions:
1. What is the purpose of knowing the 5
fundamental position before dancing?
2. How dancing affect our daily
living/lifestyle?
(5 min)
The teacher will emphasize to
the students the value of the
training guidelines including the
FITT principles in dance by
answering the open- ended
statement:
. The teacher will ask the students to make
insights/reflections with emphasis on the
essential understanding of the lesson.
(5 min)

 I learned that
                        .
 I realized that
                        .
 A am happy
because            .
(20 min)

The teacher will give a Quiz/ The execution of fundamental movements

Problem Solving: See TEST IV. will of students will be assessed using a
COMPUTATION numbers 1 and 2 scoring guide/rubrics.
LM-p. 156 (ANNEX B)
(10 min)

The student will review the Five

Fundamental Positions.
tch?v=Fv2IUKG67pI

The students will make a warm up exercise

before the activity.
Always remind the students about the
possible injuries that might occur when
doing physical activity and situation:
 Not having proper warm-up exercise
 Not executing the proper movements
 Not observing safety measure at all
times
(10 min)
The teacher will divide the class into 6 six
groups consisting of 8-10 members.
Ask them to practice the 5 fundamental
movements. (20 min)

The students will execute the five

fundamentals movement. Prior to the
activity, the teacher will ask the students
to have a copy of
their individual Heart Rate Log that
can be used in the whole grading quarter
for all the physical activity that we do.
(see ANNEX A)
(30 min)

The teacher will ask the students the

following questions:
1. What is the purpose of knowing the 5
fundamental position before dancing?
2. How dancing affect our daily
living/lifestyle?
(5 min)
The teacher will ask the students to make
insights/reflections with emphasis on the
essential understanding of the lesson.
(5 min)

The execution of fundamental movements

will of students will be assessed using a
scoring guide/rubrics.
(ANNEX B)
Daily Lesson Log SCHOOL
in

MAPEH TEACHER

TEACHING DATE AND

TIME
MONDAY TUESDAY

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

B. Performance Standards The learner . . .

 Maintains an active lifestyle to influence the physical activity participat
 Practices healthy eating habits that support an active lifestyle

C. Learning Competencies/ The learner...

Objectives  Describes the nature and background of the dance (PE9RD-IIIb-1)
 Execute the skills involved in dance (PERd-IIIb-h-4)
 Performs appropriate first aid for injuries and emergency situations in
Sprain, Heat exhaustion)
(PE9PF-IIIb-h-28)

II. CONTENT Social (Community dance, mixer) Festival and Ballroom Dances
III. LEARNING RESOURCES
A. REFERENCES

1.Teacher’s Guide pages Pp. 91-98

2.Learner’s Mateials pages pp. 124-130

3.Textbook pages

4.Additional Materials from

Learning Resources (LR)
portal

B. OTHER LEARNING RESOURCE

IV. PROCEDURES
 The teacher will give a recap
on lifestyle diseases.
(5 min)
A. Reviewing Previous Lesson or
Presenting The New Lesson
The teacher will ask the
students about the different
examples of festival dances in
the Philippines and their brief
description.
(10 min)

Divide the class in to 6 groups

B. Establishing A Purpose For The
Lesson
consisting of 8-10 members. In
10 minutes, they will do this
activity: Ask the students to
Enumerate festivals that they
are familiar with.
 Make a short description
about each the festival
 Classify whether they are
religious or non-religious
festivals
 Give at least 3 positive
effects of

festival dancing or
participation/ involvement in
festival dances to yourself,
family, community.
The students will present their
work in front of the class.
(15 min)

C. Presenting Examples/ Instances of The teacher will post a

The New Lesson matching type activity and let
the students identify the place
of Origin of the different
festivals in the country.
See LM P. 124
(5 min)
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)
The teacher will discuss the
nature and background of
some famous festivals in the
Philippines through a
PowerPoint presentation.
(25 min)
The teacher will discuss how
dancing contributes to the
improvement of cardio-
vascular endurance by
determining the Target Heart
Rate (THR) range. The
students will get
thier own computation of
Predicted Maximum Heart Rate
(PMHR) Lowest Traget Heart
Rate (LTHR) and Highest
Target Heart Rate (HTHR)
(10 min)
The teacher will demonstrate
the locomotor and non
locomotor movements, basic
steps, and arm movements.
The teacher will divide the
class in to four groups
consisting of 10- 12 members.
They will have their group
activity where they will be
recalling the basic movements
that can be used in folk dance
(festival dance )
See LM.pp. 127-130
(50 min)
 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 Bring any music that can be

Or Remediation used in festival dance.

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?

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?
 CALAMBA BAYSIDE NHS GRADE LEVEL 9

MARINEZZA V. SALES LEARNING AREA PE

(2ND WEEK) QUARTER 3RD QUARTER

TUESDAY WEDNESDAY THURSDAY

ates understanding of lifestyle and weight management to promote community fitness

e lifestyle to influence the physical activity participation of the community

eating habits that support an active lifestyle

ure and background of the dance (PE9RD-IIIb-1)

nvolved in dance (PERd-IIIb-h-4)
ate first aid for injuries and emergency situations in physical activities and dance settings (cramps,
on)

munity dance, mixer) Festival and Ballroom Dances

The teacher will ask the
students about the different
examples of festival dances in
the Philippines and their brief
description.
(10 min)
The teacher will ask the
students to give examplesof
locomotor and non locomotor
movements, basic steps and
arm movement.
The students will have warm
up exercises before the
group activity.
(10 min)
The teacher will demonstrate
the locomotor and non
locomotor movements, basic
steps, and arm movements.
The teacher will divide the
class in to four groups
consisting of 10- 12 members.
They will have their group
activity where they will be
recalling the basic movements
that can be used in folk dance
(festival dance )
See LM.pp. 127-130
(50 min)
 Students will combine the
different movements to make
a creative dance
pattern/steps
( 16counts for each
movement) and

execute it in the class

(Practice)
Their performance should
have a music
accompaniment.
(40 min)

The teacher will ask the

students why we need to
consider reviewing of
locomotor, non locomotor,
basic steps and arm
movement before the festival
dance.
What is the importanceof
engaging in this kind of
physical activity?
(10 min)

Student performance will be

assessed using scoring
guide/rubrics.
Variety of movements- 10
Creativity- 10
Cooperation- 5
Total- 25 points

Bring any music that can be Ask the students to research

used in festival dance. other examples of festival
dances. Bring it to
class the next meeting.
9

PE

3RD QUARTER

FRIDAY
Daily Lesson Log SCHOOL CALAMBA BAYSIDE NHS
in

MAPEH TEACHER MARINEZZA V. SALES

TEACHING DATE AND 3RD WEEK

TIME
MONDAY TUESDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of lifestyle and weight managem

B. Performance Standards The learner . . .

 Maintains an active lifestyle to influence the physical activity participat
 Practices healthy eating habits that support an active lifestyle

C. Learning Competencies/ Objectives
The learners...
 Monitors periodically one’s periodically one’s progress towards the fitn
 Involves oneself in community service through dance activities in the c
 Performs appropriate first aid for injuries and emergency situations in
sprain, heat exhaustion)
(PE(PF-IIIb-h-30)
 Recognizes the needs of others in real life and meaningful ways (PE9P

II. CONTENT A. Social (Community dance, mixer) Festival

B. Ballroom Dances (DANCE PRESENTATION- FESTIVAL DANCE ROU
III. LEARNING RESOURCES
A. REFERENCES

1. Teacher’s Guide pages Pp.11-114

2. Learner’s Mateials pages pp. 148-153

3. Textbook pages

4. Additional Materials from Learning

Resources (LR) portal

B. OTHER LEARNING RESOURCE

IV. PROCEDURES
 The teacher will ask the
students to recite and execute
locomotor, non- locomotor,
basic steps and arm
movements that they have
A. Reviewing Previous Lesson or
learned from the previous
Presenting The New Lesson
lessons.
(5 min)
The teacher will ask the
students to recite and
execute locomotor, non-
locomotor, basic steps and
arm movements that they
have learned from the
previous lessons.
(5 min)

The teacher will ask the

B. Establishing A Purpose For The
Lesson
students what fitness
development can people get in
participating in festival dance in
the community like the
buhayani festival dance?
(5 min)

C. Presenting Examples/ Instances The teacher will discuss the

of The New Lesson GRASPS for students to able to
know the festival dance routine
of
all grade 9 level and the
preparation for it. See
TG. P11-114
Each section will select one
festival that represent their
sections. (10 min)

The teacher together with the The teacher will discuss the
students will assign first the Rubrics in their festival
respective committees dance performance.

The teacher will present the (See Attachment) (5 min)

possible festival that might
used by the students in their
performance.

D. Discussing New Concepts And  Maskara Festival

Practicing New Skills #1  Panagbenga Festival

 Buhayani Festival

E. Discussing New Concepts And
Practicing New Skills #2
 Ati-atihan Festival
 Sinulog Festival
 Bangus Festival
(10 min)
Let the students to use MAPEH
time in practicing their dance
presentation.
Before the Practice start make
sure that the
students will have their warm-
up exercises (Wellness Dance)
for them to prevent injuries
that may happen during
practice.
Every Physical Activity
(Practice) that might happen
students should record their
Heart Log for them to have
self- assess and report the
heart rate before and after
they perform.
Always remind the students
about the possible injuries that
might occur when doing
physical activity and situation:
1.Not having proper warm-up
exercise
2. Not executing the proper
movements
3. Not observing safety
measure at all times
(5 min)
Let the students to use
MAPEH time in practicing
their dance presentation.
Before the Practice
start make sure that the
students will have their
warm-up exercises
(Wellness Dance) for them
to prevent injuries that may
happen during practice.
Every Physical Activity
(Practice) that might
happen students should
record their Heart Log for
them to have self-assess
and report the heart rate
before and after they
perform.
Always remind the students
about the possible injuries
that might occur when
doing physical activity and
situation:
1.Not having proper warm-
up exercise
2. Not executing the proper
movements
3. Not observing safety
measure at all times
(5 min)
E NHS GRADE LEVEL 9

LES LEARNING AREA PE

QUARTER 3RD QUARTER

WEDNESDAY THURSDAY FRIDAY

e and weight management to promote community fitness.

hysical activity participation of the community

active lifestyle

rogress towards the fitness goals (PE9RD-IIIb-h-4)

dance activities in the community (PE9PF-IIIg-h-41)
emergency situations in physical activity and dance settings (Cramp,

meaningful ways (PE9PF-IIIa-h-42)

- FESTIVAL DANCE ROUTINE)

The teacher will discuss the
Rubrics in their festival dance
performance.
The students will have their
warm-up exercise before the
practice.
 F. Developing Mastery The teacher will monitoring the The teacher will monitoring
(Leads To Formative Assessment 3) practice properly. (25 min) the practice properly.
(45 min)

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
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?

G. What Innovation Or Localized

Materials Did I Use/Discover Which I
Wish To Share With Other Teachers?
Dance Presentation in the
community.

The students will make a

reflection about the festival
dance
I’ve
learned                 .
I’ve realized
                 .
I am happy because
                .

The teacher will evaluate

their performance based
from the rubrics: (see
Attachment)

The students shall prepare

Festival Dance
Journal and submit their HR
LOG.
Daily Lesson Log SCHOOL
in

MAPEH TEACHER

TEACHING DATE AND

TIME
MONDAY

I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of first aid principles and proced
B. Performance Standard The learner performs first aid procedures with accuracy.
C. Learning Competencies/ The learner discusses basic
Objectives information about first aid
(Principles, Roles,
Responsibilities and
Characteristics of a good aider)
(H9IS-IIIa-36)

II. CONTENTS FIRST AID BASICS

 Principles

III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages
1. Textbook pages
2. Additional Materials from
Learning Resource (LR) portal
B. OTHER LEARNING
REFERENCES
 Roles
 Responsibilities
Characteristi cs of a good
aider
Pages 324-329
 Darilag, A. Et.al EASE Health Education II Module 4 Lesson 1
Enjoy life with P.E and health II. (2012). 1-7 2, 214-215, 216-223.
 Abejo M.P.,et.al.Edukasyong pangkatawan, kalusugan at musika I.
DepED. 1994. pp.197-198
Print:
Getchell,Pippin, Varnes.
Perspectives on
Health:First Aid and
Manual Review (pp.680-
681).Toronto, Ontario
 Online Sources: http://webcache.goo gleusercontent.com/s earch?q=cache:http://www

IV.PROCEDURES

A. Reviewing Previous Lesson or  The teacher will conduct a

Presenting New Lessons pre-test through;
“Fact or Bluff”
(See Activity 1 3rd Qtr.
attachment)
(5 min)
 B. Establishing A Purpose For The
Lesson
The teacher will present a
video clip of the Typhoon
Yolanda. Then ask to student
to answer the following
questions;
 What do you feel after
watching the video?
 Who are the people helped
the victims?
 What kind of help they
rendered?
 What do you think will
happen if there are no one who
assisted them?
(10 min)

C. Presenting Examples / Instances of The teacher will present this

The New Lesson question:
How important the
presence of the first
aider?
(5min)
D. Discussing New Concepts And
Practicing New Skills # 1
E. Discussing New Concepts And
Practicing New Skills # 2
The teacher will discuss the
Nature and Limitation of First
Aid including the following sub-
topics;
Principles, Roles,
Responsibilities and
Characteristics
Refer to LM page 325 (For
additional information, See
attachment no.3)
(10 min)
F. Developing Mastery (Leads To
Formative Assessment 3)
The teacher will ask the
learners to do the following
activities:
(Refer to the activity 2
for the instructions)
(Multiple Intelligences)
Bodily-Kinesthetic: Act the
characteristics of a Good First
Aider Linguistic- Present the
Principles of First Aid through
in a poetic manner
Visual-Spatial: Describe the
roles of the first aider through
the use of symbolism
Processing questions:
 After you watch the group
presentation, what is the
importance of basic knowledge
about first aid
basics?
 How you work as a group?
(15 min)
G. Finding Practical Applications of The
Concepts And Skills In Daily Living
The teacher will go back again
to the statements of facts and
bluff activity, then ask the
students to identify in which
aspects of first aid is
exemplified. Use the following
choices:
 Role
 Objectives
 Characteristics
 Principles (5min)
H. Making Generalizations And
Abstractions About The Lesson
I. Evaluating Learning
J. Additional Activities For
The learners will complete the
thought of the following open-
ended statements:
 First Aid is
                     .
 The absence of First Aid
can lead to                      .
 You are a first aider if
                 . (5 min)
The learners will answer the
activity 3.
( Refer to Activity 3
attachment)
(5 min)
For Advanced
 Application And Remediation Learners/ Section: Group of
5, they will research on the
common accidents encountered
by their schoolmates in
different aspects,
A. Home
B. Classroom
For Students who are in
need of follow-up: The
learners will answer the activity
3, additional activity.
(Refer to Activity 3 attachment)

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
 MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL

MA.CECILIA E. PANALIGAN LEARNING AREA

WEEK 1 QUARTER

TUESDAY WEDNESDAY THURSDAY

ates understanding of first aid principles and procedures.

first aid procedures with accuracy.
The learner... The learner...
 Demonstrates the conduct of primary and secondary  Discusses the function
survey of the victim (CAB) of dressing and bandages
(H9IS-IIIb-37) (H9IS-IIIc-d-39)
 Assesses emergency situation for unintentional injuries  The learner explains
(H9IS-IIIb-38) the principles of wound
dressing H9IS-IIIc-d-40
 The learner
demonstrates appropriate
bandaging techniques for
unintentional injuries
(H9IS-IIIc-d-41)

First Aid Guidelines and Procedures Survey the scene Use of Dressing and
Bandages
  Do primary survey of the victim (check for vital signs, (alternatives include
assess CAB (Circulation, Airway, Breathing) clean cloth or,
 Do secondary survey of the victim (head-to- toe handkerchief) Principles
survey) of Wound
Dressing (careful
handling, large enough to
cover the wound, should
fit snugly and not cut off
circulation)
Bandaging Techniques
(for the head; forehead;
ear, cheek and jaw;
burned hand; sprained
ankle; and
dislocated arm

Pages 330-341 Pages 342-349

SE Health Education II Module 4 Lesson 1
nd health II. (2012). 1-7 2, 214-215, 216-223.
Edukasyong pangkatawan, kalusugan at musika I.
-198

Non-print: Getchell,Pippin, Varnes. Perspectives on

 Retrieved from: “Philippine Red Cross Basic First Aid Health:First Aid and Manual
Training Exercise”

https://www.youtube.com/watch?v=4bO_FLl4F1 Q Review (pp.680-681).Toronto, Ontario

 Getchell,Pippin, Varnes. Perspectives on Health:First Aid Online Sources:Retrieved from: https://www.teachervision.com
and Manual Review (pp.680- 681).Toronto, Ontario

For Review Activity: The students will answer

Paper-and -pencil Test The the activity 4: “What will
students will answer the questions you do?”
individually, (5 min)
 What is first aid?
 Why it first aids important?
 Give 2 characteristics of a
good first aider.

Criteria for checking: 2 points if

the students answer correctly.
1- point – clearly and specific
(10 min)
The teacher will give the situation
below, and let the students decide
what they will do next if they are
in the situation/ scenario.
Situation: A man found
unconscious after his motorcycle
hits the truck. (5 min)
The teacher will present the flow
chart on LM page 331, to check if
their answer on the first activity is
correct. (10 min)
The teacher will ask
some representatives to
demonstrate on how to
put bandage in an
injured person and
dressing for the wounds.
(5 min)
The learners will watch a
video clip, then answer
the questions afterwards;
 Why it is important
to apply proper first aid
in a wound?
 If you are going to
have this, what will be
the first thing you will
do?
(6 min)
The teacher will discuss the Vital
Signs and difference of signs and
symptoms using Venn Diagram
( Refer on LM page 333)
The teacher will ask the students
watch the video, “Philippine Red
Cross Basic First Aid Training
Exercise”
Processing questions:
 How the Red Cross intervene
in the different sitautions?
 What intervention gives you
learning?
(10 min)
The teacher will use the
Interactive Strategies wherein:
 Discuss the Primary and
Secondary Survey on LM page
333, through the use of images.
 Teacher- Student Collaboration
 The teacher will ask
some students to demonstrate the
procedures.
Critiquing or feed backing will be
done simultaneously.
(10 min)
The teacher will discuss
the difference between
the dressing and
bandages.
Supporting videos will be
used to present the
lesson
Worksheet will be
provided.
(Refer to Activity 5)
(20 min)
Note:
But if the video is not
available refer to LM for
specific and detailed
content. Also some
materials are provided
The teacher may use
other video clips if
he/she is not familiar in
the first aid standard.
(Links are available in
the references)
The teacher will ask the
following questions after
viewing;
 What are the two
phases of Bandages?
 How it differs from
each other?
(15 min)
The teacher will ask the learners The students will ask to
to arrange the following steps in do the page 348, Activity
assessing emergency victim. The 16.
scenario will be: (10 min)
After an earthquake incident, you
see your classmate lying down
and unconscious and you are the
only one sees her. (10 min)
Triad Activity: The group of
The learners will make their learners will be
emergency action plan. presenting a
They are free to choose the demonstration of
scenario: the following;
Scenario A: accidentally Group 1:
fell on the ground but still Techniques in
conscious bandaging Group
Scenario B: A girl can’t 2: How to
breathe after she eat sea manage wounds
foods. Group 3: Phases
(10 min) of Bandaging
students will
Group 4:
Bandaging in a
puncture in foot
Group 5: Putting
first in an open
wound
Criteria:
5-performed the
activity in one try
correctly
5-creative and

clear presentation
The teacher will be posting
a picture, then students will
give their feedback/
realization about the image.
(Refer to Activity 4) (10
min)
Dyad Activity: The
learners will do they Do
Think-Pair- Share about
the following keywords;
 Signs and Symptoms
 Vital Signs
 Primary Survey
 Secondary Survey
(15 min)
For Advanced
The teacher will
ask the learners
what they learned
about the lesson?
he students re
free for iving of
eedback. It hould
be
Positive- Negative-
Positive
(10 min for
preparation and
planning, 10 mins
for presentation,
10 for feedbacks)
The teacher will
ask the students
to do activity on
LM page 349
(10 in)
For Advance
Learners or Section: Learners: Make a
Do page LM 341 demonstration on
For Students’ with how to manage
learning needs follow- wounds and
up; suppose you are
Answer the question on LM going to teach the
page 340. grade 7.
(15 min) For learners
with learning
needs: Answer
activity 6 “ Help
me to
Put Bandage”
9

HEALTH

3RD QUARTER

FRIDAY
es 342-349

Varnes. Perspectives on
and Manual

-681).Toronto, Ontario
rieved from: https://www.teachervision.com/tv/pr intables/tv00053_s1-2.pdfPoison help.comProper wound care: How to minimize a scar https://www.you
The group of
learners will be
presenting a
demonstration of
the following;
Group 1:
Techniques in
bandaging Group
2: How to
manage wounds
Group 3: Phases
of Bandaging
students will
Group 4:
Bandaging in a
puncture in foot
Group 5: Putting
first in an open
wound
Criteria:
5-performed the
activity in one try
correctly
5-creative and

clear presentation
 The teacher will
ask the learners
what they learned
about the lesson?
he students re
free for iving of
eedback. It hould
be
Positive- Negative-
Positive
(10 min for
preparation and
planning, 10 mins
for presentation,
10 for feedbacks)

The teacher will

ask the students
to do activity on
LM page 349
(10 in)

For Advance
Learners: Make a
demonstration on
how to manage
wounds and
suppose you are
going to teach the
grade 7.
For learners
with learning
needs: Answer
activity 6 “ Help
me to
Put Bandage”
 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?
Daily Lesson Log
in
MAPEH
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
II. CONTENTS
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
 Learner’s Material pages
 Textbook pages
 Additional Materials from
Learning Resource (LR) portal
SCHOOL
TEACHER
TEACHING DATE AND
TIME
MONDAY
The learner demonstrates understanding of first aid principles and proced
The learner performs first aid procedures with accuracy.
The leaner demonstrates
proper techniques in carrying
and transporting the victim of
unintentional injuries. (H9IS-
IIIe.f-42)
Transporting the Victim (drag
and carry techniques)
 One-person carry ankle
drag, pack strap carry,
blanket pull)
 Two-person carry (two
handed seat, fourhanded seat,
chair carry )
 Three man carry
Page 350-355
Darilag, A. (2012). EASE Health Education II Module 6.Enjoy life with P.E

B. OTHER LEARNING REFERENCES
IV. PROCEDURES
A. Reviewing Previous Lesson Or
Presenting New Lessons
B. Establishing A Purpose For The
Lesson
C. Presenting Examples / Instances The students will answer the
Of The New Lesson
D. Discussing New Concepts And
Practicing New Skills # 1
Getchell &Pippin et. al. (2006) Perspectives on Health:First Aid and Manual Review Toro
The students will answer the
formative assessment based on
the lesson 3.
(5min)
The students will watch the
video,
“Epic Stretcher fail
compilation (THE BEST)” (5
min)
following questions after
viewing the video,
 What the happened to the
victims?
 What is the major
problem of each scenario?
(5mins)
The teacher will discuss the
different kinds of transport
on LM page 351-354.
Teacher may use different
strategies for discussion.
Pictures may be use.
(5min)
E. Discussing New Concepts And
Practicing New Skills # 2
F. Developing Mastery (Leads To
Formative Assessment 3)
G. Finding Practical Applications Of The students will do the
The Concepts And Skills In Daily
Living
H. Making Generalizations And
Abstractions About The Lesson
The teacher will discuss the
Two-man and Three or More-
man Transport, and ask some
students to help the teacher in
demonstration.
(Safety Precaution should be
observed)
(5 min)
The students will answer the
activity on page 351- 352, nos.
1-5, they can refer to their LM.
(5 min)
activity: “Carry me with Care”
Each group will create
their video illustrating the
different ways of
transport.
(See attachment no.10 for
details)
(15 min)
Proper transport in a victim
may help to prevent further
injury. A first aider should go
proper training.
(5min)
 I. Evaluating Learning The students will choose from
the different transport then
they will explain, why they
choose this.
Criteria:
3 points-correctness 2-clearly
stated
1- Completeness of thought
(5 min)

J. Additional Activities For For Advance Learners: The

Application And Remediation
students will do activity 21 on
page 355
For students with learning
needs;
Do activity 22 on LM page 355

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 NA

Materials Did I Use / Discover Which
I
Wish To Share With Other Teachers?
 MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL

MA.CECILIA E. PANALIGAN LEARNING AREA

WEEK 2 QUARTER

TUESDAY WEDNESDAY THURSDAY

ates understanding of first aid principles and procedures.

first aid procedures with accuracy.
The learner... Evaluate the learner’s
 Demonstrates proper first aid procedures for common knowledge and skills
unintentional injuries through summative test and
 Prepares for the performance task based on the performance task
performance standards.

First aid for common unintentional injuries and medical PERFOMANCE TASK
emergencies
 musculoskeletal injuries (sprain, strain, fracture,
dislocation) 2.
 bleeding 3.
 burn (superficial, partial and full-thickness) 4. 5.
 heat emergencies (heat exhaustion, heat stroke)
 bleeding
 poisoning
 choking
 drowning
 heart attack
 electrocution

Pages 356-357
ASE Health Education II Module 6.Enjoy life with P.E and health II..223-231, 233- 238.
2006) Perspectives on Health:First Aid and Manual Review Toronto, Ontario. 680-681.Online Sources:Epic Stretcher fail compilation (THE BEST):https:

The students will answer the

5-10 question quiz based on
the previous lesson.
(5 min)

The students will go with their

multi- intelligences group,
Then they will perform the
activity 23 on LM page 356.
(15 ins)

The teacher will process the

activity 23 presentation.
Processing Questions:
 How do you find the

activity?
 What are the things you
consider in order to
accomplished your activity?
(10mins)

The teacher will discuss the

First Aid for Common
Unintentional Injuries LM page
357- 362.
The teacher will discuss as
well demonstrate the different
intervention.
This is more effective if a
video or class interaction will
be applied.
(20 min)
well demonstrate the different
intervention.
This is more effective if a
video or class interaction will
be applied.
(20 min)

Students will do activity on

page 363 activity 25.
(Refer to the activity) (15
min)

By pair, the students will write

how to apply first aid in the
given situation, using flow
chart. A short video will be
given.

(10 min)

Unintentional injuries cannot

be avoided. It happens at any
time, at any place to
anybody. We must therefore
practice safety and
awareness at all times. (5
min)
The student will answer the
following questions:
 What are the different
kinds of unintentional
injuries? Give 3 examples.
( 3pts)
 Why it is important to
know how to handle injuries?
( 2 points content, 1 point
realistic
and specific, 1 clear thought)
 Give one scenario of an
unintentional injury then write
the steps who will do.
(3 points-correctness of the
procedures, 2-exact and
realistic)
( 15 mins)

Plan for your performance

task and practice for the
presentation during your
vacant time.
NA
9

HEALTH

3RD QUARTER

FRIDAY