SCHOOL JONES RURAL SCHOOL (300555) GRADE LEVEL 8

Daily Lesson Log

in TEACHER JESSICA S. TOLENTINO LEARNING AREA MUSIC
MAPEH
TEACHING DATE AND TIME WEEK 1 QUARTER 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The Learner demonstrates an understanding of common and distinct musical characteristics of South
Asia and the Middle East.

B. Performance Standard The Learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression and
style.

C. Learning Competencies/ The learner…

Objectives  Explains how music of a South Asian and the Middle East country relate to its geography and
culture
(MU8WS-IIIag-1)
 Listens perceptively to music of South Asia and the Middle East;
(MU8WS-IIIah-2)
 Sings songs of South Asia and the Middle East;
(MU8WS-IIIcg-3)
 Analyses musical elements of selected songs and instrumental pieces heard and performed.
(MU8WS-IIIch-4)

1
 Music of South Asia India Music of Middle EastIsrael
 Geographical  Geographical
II. CONTENTS  Historical  Historical
 Cultural Background  Cultural background

2
III. LEARNING RESOURCES

A. REFERENCES

pp. 110-111 p. 121 p. 121

1. Teacher’s Guide pages
pp. 110-111,
2. Learner’s Material pp. 110-112, pp. 110-112, , pp. 128-129 pp.,128-129
pages
Lacia, G.C; Operano, M.R. Ed.D, Lacia, F.C.;et. al, (2013)The 21st century MAPEH in action,
Rex Bookstore 856 Nicanor Reyes, Sr. St.pg.53, 65 – 66
3. Textbook pages
EdukasyongPangkatawan, Kalusugan at Musika III. Adriano, Celia T. Et al, 1999, 291, 297

www.youtube.com./watch?v=GvWkHsfXFGQ

4. Additional Materials www.carnaticsangeetham.com

from Learning
Resource (LR) portal www.youtube.co//watchv=KAJYXm067ns https://m.youtube.com/watch?
feature=youtu.be&v=sWSKtoURGAg.com

B. OTHER LEARNING
REFERENCES
IV. PROCEDURES

3
A. Reviewing Previous Lesson The teacher will play a The teacher will ask The teacher will The teacher will ask
Or Presenting New music video as an question: play a music video question:
Lessons example of modern as an example of
Indian music “JAIHO” Who can relate the music of music of Israel Who can relate the
then ask students the India to its geography and “HEBREW” then music of Israel to its
following questions: culture? ask students the geography and
* Who can guess the ( 5 min) following culture?
nationality of the singer? questions: ( 5 min)
* How will you describe * Who can guess
the music video? the nationality of
( See attached CD) ( the singer?
10 min) * How will you
describe the music

4
 video?( 5 min)
B. Establishing A Purpose The teacher will play The teacher will
For The Lesson music of India used in play music of Israel
particular events such as used in events such
 weddings as
 courtships  weddings
 religions  courtships
 festivals  victories
 national anthem  festivals
 national
Let the students guess anthem
the song and the event Let the students
where it is used. guess the song and
(10 min) the event where it is
used.
( 10 min)
C. Presenting Examples / The teacher will post The teacher will
Instances Of The New pictures of particular post pictures of
Lesson events then he/she play particular events
music of India. Let the then he/she will
students guess in what play music videos
event is the music used of Israel. Let the
by picking pictures students guess in
posted by the teacher. what event is the
Ask students to analyze music used by
the music according to picking pictures
pitch, rhythm, expression posted by the
and style. teacher. The
(15min) teacher will then
ask the students to
analyze the music
according to pitch,
5
 rhythm, expression
and style.
(15 min)

D. Discussing New Concepts The teacher will play The teacher will

6
 And Practicing New Skills different kinds of music in play different kinds
#1 India then he/she will of music in Israel
discuss the musical then he/she will
elements of each music discuss the musical
and the relationship of elements of each
music to their culture and musicand the
historical background of relationship of
India. music to their
(25 min) culture and
historical
background of
Israel.
( See attached CD) (25 min)

( See attached CD)

E. Discussing New Concepts The teacher will play music The teacher will play
And Practicing New Skills used in particular events of music used in
#2 India such as weddings and particular events of
religious festivals. Let the India such as
students identify the musical Weddings and
elements used in a song and religious festivals. Let
in what particular events the students identify
were the songs used. the musical elements
(15 min) used in a song and in
what particular events
were the songs used.
(15 min)

7
F. Developing Mastery Listening Activity:
(Leads To Formative What are the distinctive
Assessment 3) characteristics of the
Indigenous music of
Mindanao?
G. Finding Practical The teacher will play a music
Applications Of The video with lyrics of a famous
Group Activity:
Ask the students to
analyze and group/
classify the musical
instruments of
Mindanao.
The teacher will play
a music video with
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 Concepts And Skills In song in India
Daily Living “ Hymm to Shiva
Tandavastotra.” Let the
students sing songs of India
then ask them how they
reacted/felt when they were
singing the Indian song. Let
them explain how music of
India has influenced its
geography and culture.
(10 min)
lyrics of a famous
song in Israel
“ ZumGaliGali.” Let the
students sing songs of
Israel then ask
students how they
reacted/felt while
singing the song. Let
students explain how
music of Israel has
influenced its
geography and culture.
(10 min)

H. Making Generalizations The teacher will ask the The teacher will ask
And Abstractions About following questions: the following
The Lesson questions:
 What is the  What is the
importance of music importance of
of India in terms of music of Israel in
their historical and terms oftheir
cultural background? historical and
cultural
 Are musical elements background?
important to the
music of India?  Are musical
(10 min) elements
important to the
music of Israel?
(10 min)

9
I. Evaluating Learning The teacher will play five
varieties of music of India
then let the students write
down the particular events
such as wedding, courtship,
religions, festivals and
The teacher will play
five varieties of music
of Israel then let the
students write down
the particular events
such as wedding,
10
 national anthem then identify
the elements of the music. (15
min)
J. Additional Activities The teacher will play different
For Application And kinds of music of India then
Remediation the students will analyze the
musical elements of the
selected songs.
( 5 min)
K. Assignment Ask students to relate
Philippine music to that of
Indian music then compare
them particularly in terms of
pitch, rhythm, expression
and style.
V. REMARKS
VI.REFLECTION
courtship, religions,
festivals and national
anthem then
identifythe elements
of each music.
(15 min)
The teacher will play
different kinds of
music of Israel then
the students will
analyze the musical
elements of the
selected songs.
( 5 min)
Ask students to relate
Philippine music to
that of Israel music
then compare them
particularly in terms of
pitch, rhythm,
expression and style.
11
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored

12
 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?

13
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
in
MAPEH TEACHER CAMILLE A. BUGAYONG LEARNING AREA MUSIC

I. OBJECTIVES TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

TIME
The learner demonstrates an understanding of common and distinct musical characteristics of South Asia
A. Content Standard and the Middle East.
B. The learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression
Performance Standard
and style.
The learner…
 explores ways of producing sounds on a variety of sources that would simulate instruments being
studied
(MU8WS-IIIch-5)
C. Learning Competencies/  improvises simple accompaniment to selected South Asia and the Middle East music
Objectives (MU8WS-IIIbh-6)
 performs on available instruments from South Asia and Middle East
(MU8WS-IIIbh-7)
 evaluates music and music performances applying knowledge of musical elements and style
(MU8WS-IIIch-8)

III. LEARNING RESOURCES

A. REFERENCES

II. CONTENTS

14
A. Music of India and chordophones) ;
 Traditional  Instrumental pieces (solo and ensemble);
instruments  Folksongs and ritual music
(idiophones, B. Music of Israel
aerophones,  Traditional instruments (idiophones, aerophones, membranophones, and chordophones);
membranophones,  Instrumental pieces (solo and ensemble);
 Folksongs and ritual music
1. Teacher’s Guide pages pp.112-114 pp.112-114 pp. 119-122 pp.119-122

15
 2. Learner’s Materials 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
pp. 113-117 pp. 113-117 pp. 128-129 pp.128-129
*EdukasyongPangkatawan, Kalusugan at Musika III. Adriano, Celia T. Et al, 1999. pp.296-297
Lacia, G.C; Operano, M.R. Ed.D, Lacia, F.C.;et. al, (2013) The 21st century MAPEH in action.
Rex Bookstore 856 Nicanor Reyes, Sr. St., 54 – 57, 66 - 72
Agapay, Nonabelle C.MAPEH: Making us fully equipped in the 21st century III. 2006, 4-10
https://www.teachervision.com/tv/printables/1565450973_268_270.pdf
The teacher will ask The teacher will ask The teacher will ask The teacher will ask
learners to use a venn learners to give the learners to relate the learners to give the
diagram to differentiate classification of musical instruments of India classification of musical
and contrast the musical instruments in India. to Philippine musical instruments in Israel.
elements of the music of ( 10 min) instruments. ( 10 min)
India and Israel.
( 10 min)
16

B. Establishing A Purpose For
The Lesson
Name it: Name it :
The teacher will show The teacher will show
pictures and post the pictures and post the
names of the musical names of the musical
instruments of India then instruments of Israel
let the learners match the then let the learners
names of the following match the name of the
instruments. following instruments.
After naming the picture After naming the
of instruments, ask picture of
learners to determine the instruments, ask
classification of the learners to determine
musical instruments of the classification of
India according to musical instruments
idiophones,aerophones, from Israel according
membranophones, or to idiophones,
chordophones). aerophones,
17
 (10 min) membranophones,
and chordophones)
(10 min)
The teacher will play The teacher will play
carnatic,hindustani, and the vocal music of
talathenmusic. Let the Israel. Let the learners
C. Presenting Examples/ learners identify the
Instances Of The New identify the
classification of the
Lesson musical instruments classification of the
used. musical instruments
(15 min) used.
(15 min)
Teacher will discuss the Teacher will discuss
characteristics of vocal music and
traditional music, Tala musical instruments of
and classification of Israel through a
musical instruments from PowerPoint
India through a presentation.
PowerPoint presentation. (20 minutes)

D. Discussing New Concepts ( See attached CD)

And Practicing New Skills
#1 The teacher will post an
example of “tala” and
execute on how to play it ( See attached CD)
by clapping.Let the
students do the same
after the demonstration of
the teacher.
(20 min)

18
 The teacher will play ritual
and folk music of India.Let
E. Developing Mastery
the learners identify the
(Leads To Formative
classification of the
Assessment 3)
instruments.
(15 min)
The teacher will play
vocal music in Israel. Let
the learners identify
the classification of the
instruments.
( 15 min)
19
 Practical Work Approach Practical Work Approach
(PWA) (PWA)
The teacher will divide the The teacher will divide
class into five groups. the class into five
 Each group will be groups.
assigned to perform  Each group will be
the Tala(Tintal and assigned to perform
Chautal) selections using their
F. Finding Practical provided. improvised string
Applications Of Concepts  Using the improvised instruments to
And Skills In Daily Living percussion accompany the
instruments, perform ZumGaliGali music.
the “Tala.”  Each group will be
 Each group will be given 10 minutes to
given 10 minutes to practice.
practice. (20 min)
(20 min)
(See attached rubrics)
(See attachment of Tala)
(See attached rubrics)

20
 Ask learners the following Ask learners the
questions: following questions:
 How can musical  How can musical
instruments change instruments
G. Making Generalizations music? change one
And Abstractions About  Why do people in music?
The Lesson India use musical  Why do people
instruments in their in Israel use
music? musical
(10 min) instruments in
their music?
(10 min)

The teacher will play a The teacher will play

H. Evaluating Learning ritual and folk music of ritual and folk music of
India. Let the students Israel.Let the students

21

I. Additional Activities For
Application Or Remediation
J. Assignment
V. REMARKS
identify what classification
of instruments is used in
the music.
(5 min)
Ask learners to bring
improvised percussion
instruments.
(Bring it tomorrow.)
How will you compare the
musical instruments of
India with Philippine
instruments?
identify what
classification of
instruments is used in
the music.
( 5 min)
Ask learners to bring
improvised string
instruments.
(Bring it tomorrow.)
How will you compare
the musical instruments
of Israel with Philippine
instruments?

VI. REFLECTIONS
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

22
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?

23
G. What Innovation Or
Localized Materials Did I
Use/Discover Which I Wish
To Share With Other
Teachers?

24
 Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
in
MAPEH TEACHER ELVIRA M. RENTOY LEARNING AREA ARTS

TEACHING DATE AND WEEK 1 QUARTER 3rd Quarter

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
A. Content Standards The learner…
 Art elements and processes by synthesizing and applying prior knowledge and skills
 The salient features of the arts of South, West, and Central Asia by showing the relationship of the elements of art
and processes among culturally diverse communities in the region
 East Asian countries as having a rich artistic and cultural tradition from prehistoric to present times

B. Performance Standards The learner…

 Creates artworks showing the characteristic elements of the arts of South, West, and Central Asia
 Exhibits completed artworks for appreciation and critiquing

25
C. Learning The learner will be able to
Competency/Objectives analyze elements and
principles of art in the
production of arts and crafts
inspired by the cultures of
South Asia, West Asia, and
Central Asia
(A8EL-IIIb-1)
The learner… The learner… The learner…
 will identify  will be able create  will be able to identify
characteristics of arts arts and crafts that characteristics of arts and
and crafts in India can be locally crafts in Pakistan (truck art)
(rangoli, katak, assembled with local (A8EL-IIIa-2)
mendhi, Diwali materials, guided by  will be able to show the
(A8EL-IIIa-2) local traditional commonalities and
 will be able to reflect techniques. differences of the cultures of
on and derive the (A8PR-IIIc-e-1) the South Asian, West Asian,
mood, idea or message  The learner will be and Central Asian countries
from selected artifacts able to incorporate in relation to Philippine
and art objects the design, form, and culture
(A8PL-IIIh-1) spirit of South, West, (A8PR-IIIh-4)
 will be able to trace and Central Asian
the external (foreign) artifacts and objects
to one’s creation
26
 and internal
(indigenous) influences
that are reflected in the
design of an artwork
and in the making of a
craft
 The learners will be
able to derive
elements from
traditions/history of
a community for one’s
artwork
(A8PR-IIIf-2)
II. CONTENTS ARTS OF SOUTH, WEST, AND ARTS OF SOUTH ASIA
CENTRAL ASIA (INDIA)
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages pp. 273-278 pp.274-277
2. Learner’s Materials pages pp. 304-314 pp.304-307
3. Textbook pages MAPEH for A Better You
4. Additional Materials from OHSP Arts Module Q2 pp.13
Learning Resource
(LR)portal
(A8PL-IIIh-3)
 The learner will be
able to appreciates
the artifacts and art
objects in terms of
their utilization and
their distinct use of
art elements and
principles
(A8PL-IIIh-2)
RANGOLI AND DIWALI PAKISTANI, UZBEKISTAN,
MOBILE KAZAKHSTAN, TAJIKISTAN
pp. 279-281 pp. 282-283
pp.304-307 pp. 309-311
27
B. OTHER LEARNING RESOURCES http://www.slideshare.net/teacherjo19/south-central-west-asian-arts?qid=a0e232e8-e82c-4624-81ce-
a18064932e21&v=&b=&from_search=4
https://www.youtube.com/watch?v=HrrW3rO51ak
https://www.youtube.com/watch?v=VCLPeU83uq8
https://www.youtube.com/watch?v=LRidecgLnqc
https://www.youtube.com/watch?v=G7k0sWVhcrI
IV. PROCEDURES

28
A. Reviewing Previous Lesson The teacher will present the
or Presenting The New map of Asia and ask the
Lesson students to locate the
following countries:
India, Pakistani, Uzbekistan,
Kazakhstan, Tajikistan,
Turkey, and Kyrgystan.
(5 min)
B. Establishing A Purpose For MINUTE TO WIN IT
The Lesson
The teacher will divide the
class into four groups. Post
some examples of arts and
crafts in South, West and
Central Asia and match each
picture to its country of
origin.
Ask the students:
Were you able to match the
pictures correctly? How?
(7 min)
The learners will recall the
artworks in South, West
and Central Asia. Let them
enumerate the elements
and principles of art used
in each artwork.
(5 min)
POP-UP MINDS
Ask the learners to think
of a word/s that you may
associate with INDIA.
(5 min)
Ask the learners: Ask the learners to tell
What are the major something about Rangoli and
contributions of India in Diwali-Festival of Lights.
the field of art? (5 min)
(5 min)
PICTURE PUZZLE PINOY JEEPNEY vs.
PAKISTANI TRUCK
Ask the learners to
assemble the pictures of Present in class a Pinoyjeepney
Rangoli and Diwali by and Pakistani Truck. Ask the
swapping the pieces of students to compare the Pinoy
puzzle until they form jeep with Pakistani truck art in
the image. terms of color, design, forms,
(7 min) and shapes.
(5 min)
29
C. Presenting The learners will watch a
Examples/Instances Of The video presentation showing
New Lesson different arts and crafts in
South, West, and Central
Asia.
The teacher will ask the
learners:
 Describe the different
art works in South,
West, and Central Asia
 Cite the similarities and
differences among the
art works
Show some Post on the board Have a group of four. Have a
pictures/images/art work examples of Rangoli gallery walk inside the
in three periods of Indian showing different classroom. Each station
Art. principles of design. presents the arts and crafts in
Central Asia.
Describe the well-known  Describe each Station 1: Pakistan
artwork in each period. artwork. Station 2: UZBEKISTAN
(5 min)  Enumerate the Station 3:KAZAKHSTAN
elements of arts Station 4:TAJIKISTAN
used in rangoli.
 What principle of Each group will identify and
design present in describe the arts and crafts
this artwork? known to each country.
(8 min) (10 min)
30

D. Discussing New Concepts
And Practicing New Skills #
1 same group, the learners will
(8 min)
Using the pictures from the
previous activity and with the
answer the following
questions:
 What elements of arts
are used in each art
work?
 Analyze the different
principles of design
used in each artwork?
(15 min)
The teacher will discuss The teacher will discuss Based on the previous activity,
the different periods of the procedures on how the teacher will lead the
Indian art featuring its to make a Rangoli and discussion through a PowerPoint
contributions to World art Diwali Mobile. presentation the identified arts
and festivals (refer to LM pp. 315- and crafts in Central Asia.
 Ancient Period 316) (15 min)
 Classical Period
 Mogul Period The students will watch a
(see attached video presentation
presentation) showing different designs
(15 min) of rangoli
https://www.youtube.co
m/watch?v=LRidecgLnqc
(8 min)
31
E. Discussing New Concepts And
Practicing New Skills # 2
The learners will read the
text regarding Diwali-
Festival of Lights (LM pp.
306) afterwards, ask the
students to watch a video
presentation about Diwali-
Festival of Lights.
https://www.youtube.com
/watch?v=HrrW3rO51ak
The learners will answer
the following:
 When is Diwali-Festival
of Lights celebrated?
 Enumerate the
preparations of Indians
before the Festival of
Lights.
32

F. Developing Mastery
(Leads To Formative
Assessment 3)
G. Finding Practical
Application Of Concepts
And Skills In Daily Living
H. Making Generalizations
Ask the learners with their
group. The teachers will give
them another set of artwork
to each group. Let them
analyze the elements and
principles of arts present in
each artwork.
(10 min)
Ask the learners to give
examples of crafts,
architectures, sculptures and
everyday objects that have
the similar style in our
country.
(5 min)
Unique lines, forms, shapes,
(10 min)
The learners will identify
the major contribution of
art in each period.
(See attached activity)
(5 min)
EXPRESS YOURSELF:
 What Philippine
celebration is similar
to India’s?
 What practices in the
Philippines are
similar to India’s
Festivals of Light?
(5 min)
What are the major
Ask learners to create an ACTIVITY 3: VIDEO
art work incorporating PRESENTATION – TRUCK
design form. ART
ACTIVITY 1: Rangoli Uploaded by
Art journeymanpictures
http://www.youtube.com/watch
?v=4EhNAib0b6Q
ACTIVITY 2: DIWALI Guide Questions
MOBILE  Describe the unique
(25 min) lines, color, forms, and
shapes found in
Pakistan’s truck art.
 Give your impressions
on how Pakistanis use
the elements of arts in
their artwork.
(10 min)
Let the learners Ask the learners to design their
enumerate the style and own version of Pinoy jeep.
technique they have (5 min)
learned from the activity
that they can use in
doing an artwork?
(4 min)
The teacher will ask the
33
And Abstractions About colors, motifs and designs are
The Lesson manifested in the art of India,
Central Asia, and West Asia.
(5 min)
contributions of India to
the field of arts?
Cite the Characteristics of
each artwork.
(5min)
Ask the learners: following questions:
What makes the arts of  What are the
South Asia– India characteristics of
unique? Pakistan Arts?
(4 min)  Compare Pinoy jeep with
34
 Pakistani truck art in
I. Evaluating Learning Identify the principles of art Quiz 1-5 The performance of the terms of color, design,
used in each artwork. (see (5min) learners will be evaluated forms and shapes.
attached worksheet) based on rubrics. (See (5 min)
(5 min) attached rubrics) Quiz 1-5
Note: (5 min)
Apply different design
patterns:
- Repeated - Radial
pattern
J. Assignment Ask the learners to bring The learners will be asked to
art materials to be used in make an improvised Pakistani
art activity for the next truck using recyclable materials
day. (Rangoli and Diwali (old folders, colored papers etc.)
Mobile) Note: The teacher will show
his/her handmade Pakistani
Truck.

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%

35
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

36
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?

37
 Daily Lesson Log in SCHOOL BUNGGO NATIONAL HIGH SCHOOL GRADE LEVEL 8
MAPEH TEACHER ELVIRA M. RENTOY LEARNING AREA ARTS
TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER
TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competency/Objectives
The learner…
 Art elements and processes by synthesizing and applying prior knowledge and skills
 The salient features of the arts of South, West, and Central Asia by showing the relationship of the elements of art
and Processes among culturally diverse communities in the region
 East Asian countries as having a rich artistic and cultural tradition from prehistoric to present times
The learner…
 creates artworks showing the characteristic elements of the arts of South, West, and Central Asia
 exhibits completed artworks for appreciation and critiquing create artworks showing the characteristic elements of
the arts of East Asia
The learner The learner… The learner…
 will be able to  will be able to create arts and crafts that can be  will be able to show
identify locally assembled with local materials, guided by the relationship of
characteristics of arts local traditional techniques. the development of
and crafts in West (A8PR-IIIc-e-1) crafts in specific
Asia  will be able to incorporate the design, form, countries in South
 will be able to reflect and spirit of South, West, and Central Asian Asia, West Asia, and
on and derive the artifacts and objects to one’s creation (A8PL- Central Asia,
mood, idea or IIIh-3) according to
message from  will be able to appreciate the artifacts and art functionality,
selected artifacts and objects in terms of their utilization and their traditional
art objects distinct use of art elements and principles specialized
(A8PL-IIIh-1) (A8PL-IIIh-2) expertise, and
 will be able to derive availability of
38
elements from resources
traditions/history of  will be able to
a community for mount an exhibit
one’s using completed
artwork (A8PR-IIIf-2)

39
 South-West-Central
Asian-inspired crafts
in an organized
manner

ARTS AND CRAFTS OF ARTS AND CRAFTS OF SOUTH, CENTRAL, AND

II. CONTENTS WEST ASIA WEST ASIA WEST ASIAN ARTS
TURKMENISTAN AND TURKMENISTAN AND
KYRGYSTAN KYRGYSTAN
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages pp. 284-286 pp. 295 pp.274-286
2. Learner’s Materials pp. 312-315 pp. 322-323 pp.304-314
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. OTHER LEARNING https://www.youtube.com/watch?v=-yTZlDJDjmM
RESOURCES https://www.youtube.com/watch?v=ABeAQTBNqzw
IV. PROCEDURES

40
A. Reviewing Previous Lesson Ask the learners to cite LOOP A WORD. Ask the Learners to Arrange the jumbled letters
or Presenting The New the similarities of Loop the words that are give the procedures on to form a new word that
Lesson PinoyJeepney and related to arts and crafts in how to make a border best describes the
Pakistani Truck South, West, and Central design. statements below.
(5 min) Asia. (5 min)  SHIRSKAD- A hand-
(5 min) made carpets
 TEKENI- A homespun
silk that is used for
beautiful dresses worn
by Turkmen women on
special occasions.
 TUHS KZIY- large
elaborately
embroidered wall
hanging
( 5 min)

41
B. Establishing A Purpose For
The Lesson
C. Presenting
Examples/Instances of The
New Lesson
D. Discussing New Concepts
And Practicing New Skills #
1 PowerPoint presentation
The teachers will present
in class the map of central
Asia. Tell the students to
locate the countries
(Turkmenistan and
Kyrgstan) in the map.
(5 min)
GUESSING GAME
Show a box with
different pictures of arts
and crafts printed in
folded papers. Ask some
volunteers to pick one
and describe the picture
he/she got.
(10 min)
Discussion on the
following topics using
(see attached
presentation)
 Traditional arts in
Turkmenistan and
Kyrgystan
Let the Learners watch a The teacher will present a
video presentation showing video showing the crafts,
different border designs. sculptures, attire, fabrics,
https://www.youtube.com/ sculpture, and everyday
watch?v=ABeAQTBNqzw (5 objects in South, West, and
min) Central Asia and its
functions.
Ask the Learners to
identify the prominent
arts, sculptures, attire,
fabrics, and everyday
objects presented in the
video
(5 min)
Based on the video, ask
the students:
 Describe each border
design.
 Identify motifs and
designs used in each
artwork?
(5 min)
Discuss the procedures on The teacher will discuss
how to create border the relationship of the
design development of crafts in
(10 min) South Asia, West Asia, and
Central Asia, according to
functions and traditional
specialized expertise, and
availability of resources.
42
  Arts and Crafts in (8 minutes)
West Asia
(15 min)
E. Discussing New Concepts And Discuss the procedures
Practicing New Skills # on how to make a clay

43
 2 pot.
F. Developing Mastery
(Leads To Formative
Assessment 3)
G. Finding Practical
Application Of Concepts
And Skills In Daily Living
https://www.youtube.c
om/ watch?
v=0mEPaL0LGq o
(10 min)
The teacher will ask the The teacher will divide the class in to four groups
Learners to make an and ask students to fill in the table below.
Venn diagram to identify
the commonalities and
differences of both
countries
(10 min)
(7 min)
Cite various crafts in the The Learners will do the The teacher will ask the With the same group, ask
Philippines which are activity 6: Border Design Learners to do activity the Learners to create an
similar to arts in West it. 5 (Clay pot designing) art exhibit using their own
Asia. (30 min) creatively and clearly artworks focusing on
(5 min) see the pattern of South, Central and West
South, Central, and Asian Arts.
West Asian Culture. Note: The students will
(refer to page 321-322) make a short description
(40 min) for each artwork
The teacher will assign
one representative per
group to explain their art
44
 exhibit.
(25 min)
H. Making Generalizations And The teachers will ask Ask What did you learn
the Learners: WELL-KNOWN ARTWORK
COUNTRY about
FUNCTIONS

Abstractions About The Learners to give  What values South, West, and Central
INDIA
Lesson characteristics of West should you Asian Arts?
PAKISTAN

TURKMENISTAN

KYRGYSTAN

UZBEKISTAN

45
 Asian arts. possess in order What did you feel while
(5 min) to create quality doing the activities?
outputs? (5 min)
 How West Asian
arts relate to
yourself and in
the community?
(5 min)
I. Evaluating Learning Quiz 1-5 (see The performance of the Learners’ art exhibit will be
attachment) students will be evaluated by the use of
(5 min) evaluated by the use of rubrics.
rubrics.
J. Assignment

II. REMARKS

III. 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? No. of Learners
Who Have Caught Up With
The Lesson

46
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

47
 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?

48
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
DAILY LESSON SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
LOG IN
MAPEH TEACHER CELESTE S. PERIA LEARNING AREA PE

TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

TIME
A. CONTENT STANDARD The learner demonstrates understanding of guidelines and principles in exercise program design to
achieve fitness.
B. PERFORMANCE The learner modifies a physical activity program for the family/school peers to achieve fitness.
STANDARD
C. LEARNING The learner… The learner describes the nature and background
COMPETENCIES/  Undertakes physical activity and physical of the sport (volleyball)
OBJECTIVES fitness assessments (PE8GS-IIIc-1)
(PE8PF-IIIa-h-23)
 Reviews goals based on assessment
results.
(PE8PF-IIIa-34)
 Addresses barriers (low level of fitness,
lack of skill and time) to exercise
(PE8PF-IIIb-33)
 Assumes responsibility for achieving
fitness.
(PE8PF-IIId-h-31).
II. CONTENTS
Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities (Volleyball)
III. LEARNING RESOURCES

49
A. References Benavinte Jr. R.P., Domingo Francnis A., Doria Jose P. et.al (2013).Physical Education and
Health –Grade 8 Learners Module. Vicarish Publication and Trading , Inc.

Bucher, C. A. &Wuest D. A. (2009). Foundations Physical Education, Exercise Science and Sport.
McGraw-Hill Companies Inc.

Catapang, Jose P.,(1998). A Manual on Physical Fitness, Sports Physiological Training, Consultancy and

50
 Research Services (SPTCRS) Publications.

1. Teacher’s Guide pages

2. Learner’s Materials 5
pages
3. Textbook pages Darilag, A.G. et.al. (2012).Enjoy life with PE and Health II., 87-97,110- 118.

Adriano, C.T. Et.al. (1999). Edukasyongpangkatawan, kausugan at musika III. 102-114. 123 - 124. Doria, JP.,

Sedilla,M. C., L. et al. (2014) Physical education & health Grade 9 learner’s material.

Lacia, G. C., Limos A.P., Operario M.R., et.al. (2013).The 21st century MAPEH in action.
Rex Bookstore.pp.220-227.

4. Additional Materials OHSP PE 1 Q1 module 1 OHSP PE 1 Q1 module EASE PE-module 5 OHSP PE 1 Q1

from Learning 1 module 1
Resources (LR) portal
B. Other Learning Resources https://www.youtube.com/watch?v=rrHtPJ2QDuw
http://www.volleywood.net/

IV. PROCEDURES

51
A. Reviewing Previous The teacher will ask the Recall: Milo Champ Recall:Milo Champ Moves Recall:Milo Champ
Lesson Or Presenting The students to list down the Moves https://www.youtube.co Moves
New Lesson different physical https://www.youtube.c m/watch?v=rrHtPJ2QDu https://www.youtub
activities from the om/watch?v=rrHtPJ2Q w e.com/watch?v=rrHt
previous quarter through duw (5 min) PJ2QDuw
concept mapping and (5 min)
relate it to the game Picture Puzzle:
basketball. The teacher will ask each
(5min) group to pick 1 envelope
containing cut-out
pictures associated to
volleyball.
Each group will form the
picture and identify/
name the picture. The

52
group who finishes the
first and with the correct
answer wins the game.

List of pictures:
1. Volleyball ball
https://www.google.
com.ph/search?q=v
olleyball&tbm=isch&
tbo=u&source=univ
&sa=X&ved=0ahUK
EwjEqtbl8rTPAhXFG
pQKHV1UDM0QsAQI
KQ&biw=1366&bih=
662#imgrc=9p3xQW
3swEmreM%3A

2. Volleyball court
https://www.google.
com.ph/search?q=v
olleyball+court&biw
=1366&bih=662&tb
m=isch&tbo=u&sour
ce=univ&sa=X&ved
=0ahUKEwie6LSR87
TPAhVBGJQKHTUoD
coQsAQIGQ#imgrc=
ekh38FvNt9fgoM%3
A

3. Volleyball net
https://www.google.
com.ph/search?q=v
53
54
 53BKhYC97tsd5rlFM
%253Bhttp%25253
A%25252F%25252F
www.mesh-wire-
netting.com%25252
FVolleyball_Net.htm
&source=iu&pf=m&f
ir=WoHkASI3zEpR_ M
%253A%252CKhY
C97tsd5rlFM%252C_
&usg= NbY0Y4oF8
aTqJ5Th2V4WpMPE
9EI%3D&ved=0ahU
KEwjVieW987TPAhU
DGJQKHRnfBt4QyjcI
JQ&ei=lzTtV5XiEIOw
0ASZvpvwDQ#imgrc
=WoHkASI3zEpR_M
%3A

4. Alyssa Valdez
https://www.google
.com.ph/search?q=
alyssa+valdez&biw
=1366&bih=662&s
ource=lnms&tbm=i
sch&sa=X&ved=0a
hUKEwiys_Ly87TPA
hXEj5QKHcHICHUQ
_AUIBigB#imgrc=T
wjNEststRr9bM%3A

5. Rachelle Anne
55
56
s&biw=1366&bih=6
62&tbm=isch&imgil
=WTmxuWKQUqfZt
M%253A%253BnS
Mm5pkL18P0DM
%2 53Bhttp
%25253A%
25252F%25252Fw
ww.gmanetwork.co
m%25252Fnews%2
5252Fstory%25252
F495450%25252Fs
ports%25252Fother
sports%25252Fprof
ile-rachel-anne-
daquis-philippine-
volleyball-s-maria-
sharapova&source=
iu&pf=m&fir=WTm
xuWKQUqfZtM%25
3A%252CnSMm5pk
L18P0DM%252C_&
usg= ak4U85ZjvM
-
o18z8pq8yV7tua44
%3D&ved=0ahUKE
wj 5WU9LTPAhW
Dk5QKHa8HAFsQyj
cIggE&ei=TDXtV_-
pGoOn0gSvj4DYBQ
#imgrc=WTmxuWK
QUqfZtM%3A(5
57

B. Establishing A Purpose For
The Lesson
min)
The teacher will present The teacher will ask a
a music video of Milo volunteer student from
Champ Moves and ask each group to say
the students to follow something about the
the dance moves. picture that their group
58
 (Milo Champ Moves) has formed.

https://www.youtube.co The teacher will guide

m/watch?v=rrHtPJ2QDu the students’ responses
w leading to the
(5 min) presentation of the new
lesson.
(5 min)
C. Presenting Examples/ Based on the music The teacher will discuss
Instances Of The New video, the teacher will the history of volleyball
Lesson ask the learners the through a
following questions. PowerPoint presentation.
 What are the (10 min)
different sports
presented in the (please see annex D)
music video?
 Who are the famous
sports personalities
involved in the music
video?
 What particular
sports are these
personalities involved
in?
 If Princess Gaiser is
involved in volleyball,
can you demonstrate
the moves used in the
music video?
(10min)

59
D. Discussing New Concepts The teacher will discuss
And Practicing New Skills of the different volleyball
#1 moves used in the music
video.
The class will be divided
into 5 groups and each
group will be given 5
minutes to discuss and
answer following
questions:
Group A
What particular body
part is used in volleyball
serve?
Group B
What particular body
part is used in volleyball
forearm pass?
Group C
What particular body
part is used
running?
Group D
What physical fitness
component is being
developed in doing
volleyball serve and
forearm pass?
After the discussion of the
history of volleyball, the
teacher will present a
video clip about the game
of the Philippine Team vs.
Malaysia and ask the
students the following
questions:
https://www.youtube.co
m/watch?v=cXSsnRdC6r
Q
 What is the aim of
the game?
 How many players
are there on the
team?
 How can a team
earn a score?
 How can a team win
the game?
 What are the
facilities and
equipment used in
the game?
(5 min)
60
61
component is being
developed in volleyball
serve and forearm pass?

The teacher will,

monitor, check and
synthesize the group
work. (please annex A-
rubrics on group work)
(35 min)

The group will be given 5

minutes to do their
tasking in preparation for
the conduct of the
physical fitness
assessment on the next
day.
(5 min)

62
E. Discussing New Concepts The teacher will led The group will be given a
And Practicing New Skills discussabout the FITT task card containing the
#2 principles through a description on the
PowerPoint different facilities and
presentation. equipment and ask the
(5min) group to discuss in the
class. Each group will be
given 5 minutes to
prepare and 3 minutes

63
discussion.
The teacher will present
the rubrics on the group
so that the class is guided
on their task. (pls see
annex E)

Group A- Ball
Group B- Net
Group C-Post
Group D-Court
Group E- Antenna

(25 min.)

The teacher will ask the

Learners after their
group presentation.
 What is the
importance of
knowing the
facilities and
equipment?

 Aside from the

facilities and
equipment, what
else do you need
to know about
volleyball?

64
F. Developing Mastery Divide the class into 5 The teacher will ask
(Leads To Formative groups and ask each the Learners to watch
Assessment 3) group to provide the volleyball rules
specific examples for and regulations and
each column of the FITT ask the students to list
principles. (5 min) down important

65

G. Finding Practical
Applications Of Concepts
And Skills In Daily Living
H. Making Generalizations
And Abstractions About
The Lesson
matters on their
notebook.
https://www.youtube.
com/watch?v=9g7nYQ
v-kPM
(5 min)
The teacher will ask The teacher will ask
the Learners to go to the Learners: what are
their respective groups the benefits that we
and organize an can derive from
activity that is playing the volleyball?
associated to volleyball
following the FITT
principles.
The teacher will
emphasize the value of Complete the
the training guidelines following statements:
including the FITT
principles in volleyball  Volleyball is a
by answering the
following open-ended
statements: kind of sport.
66
  It is composed of
 I learned that
. players.
 I realized
that .  The facilities and
 A am happy equipment of the
because game are
. .

 The volleyball
players that I
have known are
.

67
 I. Evaluating Learning The teacher will provide Using the different
a list of physical terms learned from
activities for each group the volleyball game,
to undertake following create a rap/jingle
the FITT principle. about volleyball based
(see annex B) on the following
criteria:
(please see annex F)

J. Additional Activities For Ask the Learners to fill Ask the Learners to
Application Or up the table about the draw a doodle about
Remediation physical activities of the nature and
their family members background of the
and share it to the game and it will be
class on the next presented to the class
meeting. the next meeting.
(see annex C)
V. REMARKS Note: Time allotment may vary depends on the situation and capability of the students.
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
68
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I

69
 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?

70
 Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
in
MAPEH TEACHER CELESTE S. PERIA LEARNING AREA PE

TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
II. CONTENTS
III. LEARNING RESOURCES
The learner demonstrates understanding of guidelines and principles in exercise program design to
achieve fitness.
The learner modifies a physical activity program for the family/school peers to achieve fitness.
The learners… The learner…
 Executes the skills involve in the sport  Reviews goals based on assessment
(PE8GS-IIId-h-4). results.
 Monitors periodically one’s progress towards (PE8PF-IIIa-34).
the fitness and goals.  Addresses barriers (low level of fitness,
(PE8PF-III-h-28). lack of skills and time) to exercise.
 Displays tolerance and acceptance of (PEPF-IIIb-33.)
individuals with varying skills and abilities.
(PE8PF-IIId-h-37).
Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities (Volleyball)

71
A. References Benavinte Jr. R.P., Domingo Francnis A., Doria Jose P. et.al (2013).Physical Education and
Health –Grade 8 Learners Module. Vicarish Publication and Trading , Inc.

Bucher, C. A. &Wuest D. A. (2009). Foundations Physical Education, Exercise Science and Sport.
McGraw-Hill Companies Inc.

Catapang, Jose P.,(1998). A Manual on Physical Fitness, Sports Physiological Training, Consultancy and
Research Services (SPTCRS) Publications.

72
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources
II. PROCEDURES
A. Reviewing Previous
Lesson Or Presenting
The New Lesson
B. Establishing A Purpose
For The Lesson
OHSP PE 1 Q1 module 1
https://www.youtube.com/watch?v=rrHtPJ2QDuw
https://www.youtube.com/watch?v=yVmZGjRUN5k
Recall: Milo Champ Recall: Milo Champ Recall: Milo Champ Recall: Milo Champ
Moves Moves Moves Moves
https://www.youtube.co https://www.youtube.co https://www.youtube.c https://www.youtube.
m/watch?v=rrHtPJ2QDu m/watch?v=rrHtPJ2QDu om/watch?v=rrHtPJ2Q com/watch?v=rrHtPJ2
w w Duw QDuw
(5 min) (5 min) (5 min) (5 min)
The teacher will ask the The teacher will make
students to say a review of the past
something about the lesson through acting.
following:
 William Morgan  serve
 1895  receive
 Mintonette  set
 Ball  attack
 Basic  bloc
skills (5 min) k (5 min)
The teacher will present
a video about the basic
skills in volleyball and let
the students list down
73
the important things
about the skills in their
notebook.
https://www.youtube.co

74
 m/watch?v=yVmZGjRUN
5k

(10min)

C. Presenting Examples/ The teacher will discuss The teacher will

Instances Of The New the basic skills in review the FITT
Lesson volleyball. principle through
(10 min) PowerPoint
presentation
(5 min)
D. Discussing New Concepts The teacher will ask The teacher will ask
And Practicing New Learners volunteers to the Learners to get
Skills #1 demonstrate the basic their fitness plan and
skills of volleyball and make a review on
check if the skills are their goal based on
properly executed. the fitness plan.
 Service (5 min)
 passing
 setting
 attacking/spiking
 blocking

(20 min)

E. Discussing New The teacher will divide

Concepts And Practicing the class into 5 groups
75
New Skills #2 and orient them on the
proper flow of circuit
rotation.
(see annex A)

76
The teacher will also
present the rubrics in the
conduct of the circuit
rotation.
(see annex B) (10

min)

The teacher will let the

group discuss the
preparation for
tomorrow’s activity and
assign the materials
which they are going to
use in the next day’s
activity.
(5 min)

77
 F. Developing Mastery The teacher will discuss Based on the fitness
(Leads To Formative the sports-related plan, ask the students
Assessment 3) injuries through a to assess whether they
PowerPoint presentation. achieved their goal or
(10 min). not.

If the Learners goal is

The group will not achieved, identify
simultaneously execute the thebarrieirs that
the basic skills following hinder the
the circuit rotation. Each achievement of the
group will be given 5 goal.
minutes per station to
accomplish the said (10 in)
skills.

The teacher will assign a

student leader in each
station to facilitate,

78

G. Finding Practical
Applications Of Concepts
And Skills In Daily Living
H. Making Generalizations
And Abstractions About
The Lesson
check and monitor the
execution of the basic
skills.
(30 min)
The teacher will ask the
class about the following
questions.
 What are the
benefits that we
can get out of
playing volleyball?
 Aside from being
physically fit,
what else can we
derive from
playing the
volleyball?
 How can we
apply the
volleyball
skills that we
learn from our
daily living? (5
min)
The Learners will be The Learners will be
asked to complete the asked to complete the
following statements: following statements:
79
 I learned that  I can achieve
. my fitness goal
 I realized that by
. .
 I am happy  I am happy
because because .
. (5min)

80
 The teacher will
synthesize the Learners’
responses.
(5 min)

I. Evaluating Learning Practical Test: Learners will be asked

The teacher will make to make a fitness plan
use of the rubrics to following FITT
evaluate the student principles. The output
performance. will be assessed using
(see annex) rubrics
(50 min) (see annex)
J. Additional Activities Learners can take Learners will be asked
For Application Or photos/videos of to make their family
Remediation persons playing fitness plan and be
volleyball with family presented to the class
members or school next meeting.
mates and be
presented to class on
the next meeting.
V. REMARKS Note: Time allotment may vary depends on the situation and capability of the Learners.
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?
81
D. No. of learners who
continue to require
remediation
E. Which of my teaching

82
 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?

83
 Daily Lesson Log SCHOOL MABATO NATIONAL HIGH SCHOOL – ANNEX GRADE LEVEL 8
in
MAPEH TEACHER JULIUS T. RIEGO LEARNING AREA PE

TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
The learner demonstrates understanding of principles in the prevention and control of communicable diseases for the
attainment of individual wellness.
The learner consistently demonstrates personal responsibility and healthful practices in the prevention and control of
communicable diseases.
The learner discusses The learner analyzes the The learner…
the stages of infection leading causes of morbidity  The learner discusses the signs,
(H8DD-IIIa-15) and mortality in the symptoms, and effects of common
Philippines communicable diseases
(H8DD-IIIb-c-17)
 The learner corrects misconceptions,
myths, and beliefs about common
communicable diseases
(H8DD-IIIb-c-18)
 The learner enumerates steps in the
prevention and control of common
communicable diseases
( H8DD-IIIb-c-19)

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 Most common communicable diseases and its
prevention and control
Top 10 leading causes of  Acute Respiratory Infections
II. CONTENTS Stages of Infection morbidity and mortality in  Pneumonia
the Philippines  Bronchitis
 Influenza
 Tuberculosis (TB)
 Dengue

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III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
 Sexually Transmitted Infections (STIs)
 HIV and AIDS
TG Q3 page 6 – 8. 48 – 50
LM pages 152 – 156, 193 – 194, 338 – 340, 338 - 340
Lopez L. P. &Beldia, M. D., et al. Physical education, health and music IV., 123 – 124.
Ang respiratory system. A&E. NFE Accreditation and Equivalency Learning Material. DepEd. 2001, 18,21.
Getchell &Pippin. Perspectives on Health. 545, 553 – 557
http://allnurses.com/general-nursing-student/stages-of-infection-176240.html
http://study.com/academy/lesson/progress-of-disease-infection-to-recovery.html
http://www.doh.gov.ph/node/1058
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 Answer the Pre- Group Activity: Ask learners to recall
Assessment attached. their experiences on
The pre-assessment will Ask 1 representative from communicable
measure the students’ each group to list down diseases. How did
prior knowledge on how their top 10 deadliest you acquire it?
A. Reviewing Previous Lesson disease develop and diseases in the Philippines.
or Presenting New spread in a population. Ask few learners to
Lessons (5 min) Let the learner write down volunteer to share
their list on a meta-strip. with the class.
See attachment Cross out the diseases that (15 min)
(Activity 1) were not included on the
Top 10 leading causes of
Guide Questions: morbidity and mortality in
 What have you the Philippines. Discuss the
realized from nature of the following

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B. Establishing A Purpose For
The Lesson
your answers?
 Do you experience
your answers in
real life?
Group Activity. Show
learners a set of pictures.
Ask the learners to make
inferences on the said
pictures.
(See attachment)
(Activity 2)
(5 mins)
Processing Question:
What could have been
the cause of the
following diseases?
causes.
(5 mins)
The teacher will show
statistical chart that
illustrates the top 10 The teacher will
deadliest diseases in the show the video “
Philippines. How Germs Spread
(5 min) - Explaining the
Science for Kids”
(See Attachment)  What have
you realized
Processing Questions: after
 What are your watching the
insights about the video?
diseases that were  How the
included on the list? video present
 What could be the the spread of
factors that affect disease?
the increase of (15 min)
these diseases?
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 Ask the learners to Ask the learners the Group Activity:
answer the following following questions:
questions: 1. From the list of Ask the learners to
1. What infectious diseases, do you/any form five groups.
C. Presenting Examples / diseases have you of your relatives Distribute the strips
Instances Of The New experienced? experienced/acquired of paper with
Lesson it? Share your diseases written on
2. How did you cure experience. it. Instruct the
this infection? students to separate
2. Who might be the the communicable
3. After getting victims of these diseases from the
infected, what did diseases? Why did other diseases.

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 you felt? you say so?
(10 min) (10 min) Guide Questions:
 Why did you
choose these
diseases as
communicable?
 What are the
characteristics
of these
diseases?
(20 min)
D. Discussing New Concepts Teacher-led discussion
And Practicing New Skills on the different signs,
#1 symptoms, and effects
of common
communicable
The teacher will discuss diseases. The teacher
the Stages of Infection. will show video on the
(10 min) Teacher – led discussion on different common
the cause and prevention of communicable
the leading cause of diseases. Ask the
morbidity and mortality in learners to complete a
(See attached Lecture) the Philippines. table. The table will
(10 min) require the following
data:
 Name of the
disease
 Cause
 Symptoms
 Cure/treatment
(10 min)

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 Read the story of Christine
The teacher will present
E. Discussing New Concepts Joy. See Attachment.
answers similar to the
And Practicing New Skills
activity done by the
#2 Guide Questions:
learners.
 What did her

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 mother do to
prevent her from
getting diseases?
 Do you have similar
experiences? Share
to the class.

92
 The teacher will ask
learners to group
themselves into 5.
Group Activity: Create a short
commercial that will
The teacher will ask the show prevention of the
learners to perform a role different communicable
play on the stages of diseases like
development and  Acute
recovery of the following Respiratory
infectious disease: Group Activity: Infections
 Chickenpox  Pneumonia
F. Developing Mastery  Common cold The learners will create a  Bronchitis
(Leads To Formative  Influenza rap about the prevention of  Influenza
Assessment 3)  Mumps these diseases. The activity  Tuberculosis
 Dengue will be evaluated by using (TB)
the attached Rubrics.  Dengue
Processing question: (10 min)  Sexually
 Where did the Transmitted
infection start? Infections
 How did the (STIs)
disease spread?  HIV and AIDS
 How did the
community Evaluate the learners’
address the commercial by using
infectious the Rubrics attached.
disease? (15 (See Attachment)
min)
Processing question:
 Where did the
disease start?

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  How the disease
spread?
 How did the
community
address the
infectious
disease?
(20 min)
Group Activity:
Ask learners to develop
G. Finding Practical The teacher will ask the Ask learners to give their their own guidelines
Applications Of The learners to make their own guidelines on how to that they can do
Concepts And Skills In “Oath” on taking care of prevent these diseases. (5 religiously to prevent
Daily Living their health. Ask 5 min) communicable disease.
students to share their (15 min)
“Oath”.
Draw reflections from
Our environment is filled the learners on their
with diseases causing Life is important, life is realizations/insights
factors such as viruses precious. We should regarding the lesson.
H. Making Generalizations and bacteria. These develop awareness in
And Abstractions About infectious diseases can be taking care of ourselves by The significance of
The Lesson minimized if we are preventing and controlling preventing
aware of its causes and such diseases. communicable diseases
preventions. (5 min) on one’s life should be
(5 min) emphasized.
(5 min)

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 Evaluate the learners’ Given the description
performance on the Quiz identify what disease is
stages of infection and List down the Top 10 being described.
recovery by using the Leading Cause of Morbidity (5 min)
I. Evaluating Learning Rubrics attached and Mortality in the
(5 min) Philippines and write what
causes these diseases.
(See Attachment) (5 min)

95
 Research on a video Ask the students to watch The teacher will divide
about the current video on the link: the class into five (5)
J. Additional Activities communicable diseases. https://www.youtube.com/ groups for a poster
For Application And watch?v=Dno8Vy1xskc making activityfocusing
Remediation on how we
communicable disease
prevention.

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?

96
G. What Innovation Or Localized
Materials Did I Use /
Discover Which I
Wish To Share With Other
Teachers?

97
98
 Daily Lesson Log SCHOOL MABATO NATIONAL HIGH SCHOOL – ANNEX GRADE LEVEL 8
in
MAPEH TEACHER JULIUS T. RIEGO LEARNING AREA PE

TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
The learner demonstrates understanding of principles in the prevention and control of communicable
diseases for the attainment of individual wellness.
The learner consistently demonstrates personal responsibility and healthful practices in the prevention and
control of communicable diseases.
The learner analyzes the The learner The learner promotes The learner identifies
nature of emerging and demonstrates self- programs and policies to agencies responsible for
re-emerging diseases monitoring skills to prevent and control communicable disease
(H8DD-IIId-e-20) prevent communicable communicable diseases prevention and control
diseases (H8DD-IIIf-h-22) (H8DD-IIIf-h-23)
(H8DD-IIIf-h-21)

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  Emerging and re-
emerging
diseases
 Leptospirosis Development of Programs and policies Agencies responsible for
II. CONTENTS  Severe Acute personal life skills to on communicable communicable disease
Respiratory prevent and control disease prevention and prevention and control
Syndrome communicable diseases control
(SARS)
 Chikungunya
 Meningococcemi

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III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
a
 Foot and Mouth
Disease
 Avian influenza
 AH1N1 Influenza
TG Q3 20 – 21
LM page 32 – 36
21st Century MAPEH in Action 8 page 350 – 351, 355 – 356
Agapay, N. MAPEH : making us fully equipped in the 21st Century III. 258 – 259.
Getchell &Pippin. Perspectives on Health. 575
http://www.doh.gov.ph/emerging-and-re-emerging-infectious-disease-program
http://pcw.gov.ph/law/republic-act-8504
http://www.gov.ph/2016/04/26/republic-act-no-10767/
http://www.gov.ph/2016/03/03/republic-act-no-10747/
http://www.doh.gov.ph/node/4410
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 Group Activity: The teacher will The teacher will show a
asklearners to answer video clip
Use the K-W-L Chart: the following questions: presentation.https://ww
 Leptospirosis  How can I w.youtube.com/watch?v Review the previous
A. Reviewing Previous Lesson  Severe Acute protect myself =1ZJbML2hfm4 lesson on the programs
or Presenting New Respiratory from and guidelines of the
Lessons Syndrome communicable After the viewing, the government on
(SARS) diseases? teacher will ask the communicable diseases.
 Chikungunya  Am I protecting following questions: (5 min)
 Meningococcemia myself from  What was the
 Foot and Mouth communicable video about?
 Disease diseases?
 Avian influenza (5 min)  Are you familiar

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  AH1N1 Influenza with TB-DOTS?
(5 min) Do you know
someone who
underwent this
program?

 Did he/she
recover from TB?
(5 min)
The teacher will let the The teacher will ask
The teacher will post a
The teacher will show a learners view of the learners to identify the
News Headline about
video clip on the Picturesof persons with meaning and
emerging diseases.
link:https://www.youtu communicable diseases duties/responsibility of
Ask the learners the
b e.com/watch? like: the following acronym:
following questions:
v=xA6xn4 WJPFQ  Tubercolosis  DepEd
B. Establishing A Purpose For  What was the
 AIDS/HIV  PNP
The Lesson news all about?
and will ask the students  Sexually  BFP
 Are you familiar
to give insights on the Transmitted  DILG
with the said
message of the video Diseases/STD’s (5 min)
disease? Why or
they watched.  Influenza
why not?
(10 i
(10 min)
n and he/she will draw
) insights from the class.
(10 min)

10
3
 The teacher will ask The teacher will ask The teacher will ask The teacher will show a
learners the following learners the following learners the following video clip presentation
questions: questions: questions: on the
 What emerging  Do you know  Do you think the link:https://
C. Presenting Examples / diseases have how to do self- government www.youtu
Instances of The New you/family monitoring when cares about their be.com/watch?v=yYoo
Lesson member you do not feel situation? If yes, WMmRvEI
experienced? well? on what way did
 How did you cure  What do you do the government and will ask learners
these diseases? when you do not address this the following
 After getting feel well? issue? questions:
infected, what did (10 min)  Can you give  What was the
you feel? policies/guidelin video about?
e  Who help the

10
4
 (5 min) s that our man in handling
government his disease?
implements on (15 min)
these issues? Is it
helpful? Why did
you say so? (10
min)

D. Discussing New Concepts The teacher will discuss

And Practicing New Skills the cause and prevention
#1 of emerging and re-
emerging diseases.
 Leptospirosis Teacher – led discussion The teacher will discuss Teacher – led
 Severe Acute on prevention and on programs and discussion on how the
Respiratory control of communicable policies to prevent and agencies prevent and
Syndrome (SARS) disease. control communicable control diseases.
 Chikungunya (10 min) diseases. (10 min)
 Meningococcemia (15 min)
 Foot and Mouth
Disease
 Avian influenza
 AH1N1 Influenza
(10 min)

10
5
E. Discussing New Concepts Group Activity: The teacher will ask
And Practicing New Skills The teacher will divide Given the following learners to cite
#2 the class into five communicable diseases: instances/examples
(5)groups and each  Flu how these agencies
group will perform a role  Chickenpox fight against
play based on the communicable
following emerging The teacher will ask the diseases.
disease: students to cite personal (5 min)
 Leptospirosis ways on how can you
 Chikungunya prevent the spread of
 Meningococcemia these diseases.
 Avian influenza (5 min)
 AH1N1 Influenza

10
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 evaluatestudents’
performance based on
the Rubrics attached.

(see attachment)

(10min)
Group Activity:
The teacher will provide
different news articles on
emerging diseases for the The learners will
learners to analyze. They prepare a group role The teacher will show a The teacher will show a
will answer the following: playing on how video clip presentation video clip presentation
 What emerging prevent communicable https://www.youtube.co https://www.youtube.c
disease was diseases through self- m/watch?v=yU02etSuN om/watch?v=yU02etSu
F. Developing Mastery discussed on the monitoring skills. FU NFU
(Leads To Formative article?
Assessment 3)  What are the Evaluate the role After watching the video, After watching the video
cause and effect playing by using the the learners will give the learners will list
of this emerging Rubrics attached. (5 down the agencies
disease on the min) their responsible and their
community? reaction/opinion about action on the issue on
 How did the the issues on AIDS/HIV. the video.
community or the (See Attachment) (5 min) (5 min)
government
handle the
diseases?
(5 min)

10
7
 Identify and Analyze.
The students will cite Based on the learners’ Ask the learners to
G. Finding Practical ways on how to prevent understanding, list down Being part of the read a short story
Applications Of The these emerging and re- personal life skills to community, suggest about a family who
Concepts And Skills In emerging diseases. prevent and control policies/ guidelines in suffered from an
Daily Living (5 min) communicable diseases. preventing diseases. unknown disease and
(5 min) they will try to seek
help.

10
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Processing Questions:
 What could be
the disease that
the family has
suffered? What
agencies could
help them?

 If you were the

parents of the
child, what
agency might
help you?

 Do you think,
this can happen
in real life
situation?
(5 min)

10
9
 The teacher will ask
The teacher will lead learnersto reflect on
learners to the Make an emphasis on the statement of
generalizations of the how the government Secretary Janette P.
lesson through The learners will state through different Loreto-Garin on
answering fill-in-the- at least 2 – 3 agencies help in battling Zika virus.
H. Making Generalizations blank question provided significance/importance preventing and
And Abstractions About below: of preventing and controlling “Let’s go back to
The Lesson controlling communicable diseases. basics; we always say
I will prevent diseases communicable disease that prevention is
by . should be emphasized. The teacher will ask to better than cure.
I will inform my (5 min) give their feedback Prevention should start
classmates on how to about the importance of from our home. Make
prevent these diseases the Law/Policy. 4S a regular habit and
. (5 min) participate in cleaning
(5 min) activities initiated in
our community.

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 Kalinisan at kalusugan.
Makiisasakalinisanngati
ngkomunidad,
angkalusugan ay
responisibiladngbawatis
a.”
(5 min)
Quiz :
The teacher will ask the Slogan Making: The learners will define
learners to identify the the meaning of each
emerging disease based Quiz: lettersof the acronyms
I. Evaluating Learning on the given symptoms. (5 mins) The teacher will ask of the names of the
(5 min) learners to make a government agencies
(See Attachment) slogan on control and and will discuss their
(See Attachment) prevention of diseases. role in the prevention of
(5 min) communicable diseases.
(5 min)

J. Additional Activities The teacher will write The teacher will ask the
For Application And reminders or preventive learners to have a
Remediation measures on the research on local and
spreading of diseases on international agencies
the bulletin board in of responsible for
the class. communicable disease
prevention and control.
V. REMARKS
VI. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation

11
1
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

11
2
 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?

11
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