Professional Documents
Culture Documents
Mapeh Grade 9 DLL
Mapeh Grade 9 DLL
Mapeh Grade 9 DLL
2016
Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in
1
Annex1B to DepEd Order No. 42, s. 2016
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 95 pp. 96 pp. 96-104 pp. 96-104
2. Learner’s Mateials pages pp. 69 pp.71 pp.72-81 pp.72-81
Bautista, Jocelyn V. Et al (2006). MAPEH for a better you. G. Araneta Ave. Cor.
Ma. Clara St. Quezon City. 31, 37 – 53.
3. Textbook pages
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-start/
4. Additional Materials from
http://musiced.about.com/od/medievalto20thcentury/a/Music-Forms-And-Composers.htm
Learning Resources (LR)
https://www.youtube.com/watch?v=g2Kky5BC9Uk
portal
https://www.youtube.com/watch?v=5QzFKonakYE
https://www.youtube.com/watch?v=EmQBFLJAIcY
B. Other Learning
Resources
IV. PROCEDURES
The teacher will post The teacher will ask The teacher will play a The teacher will play
pictures of Franz Haydn, the students about romantic song, while the examples of the
Wolfgang Amadeus how cultural, students make drawings program music and
Mozart, and Ludwig van economic, social and draw based their feelings. students will analyze
Beethoven. political aspects were (10min) its musical elements.
A. Reviewing Previous greatly affected by (10 min)
Lesson or Presenting The 1. Compare the life progress in science
New Lesson and music of mechanics such as
Haydn, Mozart photography,
and Beethoven steamboats,
2. In what ways are telephone, telegraph,
they the same? etc?
(15min) (5min)
B. Establishing A Purpose For The teacher will ask the Picture parade of different
The Lesson students the following composers in program
questions: music.
1. How do you
2
Annex1B to DepEd Order No. 42, s. 2016
express your The teacher will ask the
inner feelings? students to describe the
2. What do you feel pictures.
when these (5 min)
emotions are not
expressed?
(10 min)
The teacher will show The teacher will play
the picture of “The examples of program
Peaceable Kingdom” by music like symphonie
Edward Hicks (1846) Fantastique.
The students will listen
and analyze the music.
C. Present Ing Examples/
Instances of The New
1. What can you say
Lesson
about the music?
1. What emotions 2. What musical
are being elements did you
portrayed in the observe?
picture? (10 min)
(10 min)
The teacher will discuss The teacher will discuss
the historical and cultural the program music,
background of romantic different composers and
period through a their compositions under
PowerPoint presentation. the program music. The
The teacher will play a teacher will also explain
D. Discussing New Concepts
short film that shows the the different forms of
And Practicing New Skills
history and culture of the program music.
#1
western countries during (15 min)
the romantic period that
can be related to the
history of the Philippines
during 1820-1900.
(15min)
E. Discussing New Concepts Listening Activity:
And Practicing New Skills
3
Annex1B to DepEd Order No. 42, s. 2016
The teacher will play a
music video of Romeo
#2 and Juliet and describe
the musical elements
(5 minutes)
Group Activity: Listen to the musical
pieces Romeo and Juliet
The teacher will play a and Wedding March
video clip about the 1. Describe each
works of Romantic piece in your own
composers. Ask point of view
students to relate it to 2. Compare the
F. Developing Mastery
historical and cultural musicality of these
(Leads To Formative
background of the two compositons
Assessment 3)
romanctic period 3. How do they
(15min) differ? What are
their similarities?
4. Which do you
prefer to listen to
intently/ Why?
(20 min)
G. Finding Practical Group Activity: Group Activity:
Applications Of Concepts
And Skills In Daily Living Since the common Each group will
purpose of romantic recieve a task card
period is the free which contains the
expression of man’s activity that they
feelings about himself, need to perform
about humanity and
about the world in Group A – Listen to
which he lives, the song Romeo and
students will make a Juliet and sing it.
short role play related Group B – Sing the
to these. song Ave Maria.
Group C – Describe
1. What did you the musical elements
feel while of Romeo and Juliet
4
Annex1B to DepEd Order No. 42, s. 2016
doing the role song and Ave Maria.
play? Group D – Explain
(25 min) the performance
practice of the two
songs
(20 min)
5
Annex1B to DepEd Order No. 42, s. 2016
Ask the students to The students will search Study the Piano
study the program and study about the life music and
music and composers and works of Romantic composers.
K. Assignment
of the Romantic period composers: Peter
period. Ilyich Tchaikovsky
and Camille Saint-Saens.
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?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph
6
Annex1B to DepEd Order No. 42, s. 2016
Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in
TEACHER ENETERESO, HYACINTH LEARNING AREA MUSIC
MAPEH
TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
The learner demonstrates understanding of characteristic features of instrumental Romantic music.
A. Content Standard
B. Performance Standard The learner sings and performs themes of selected instrumental pieces.
The learner…
The learner sings themes or melodic fragments of given Romantic period pieces
(MU9RO-IIIe-h6)
Explores other arts and media that portray Romantic period elements
Improvises appropriate accompaniment to given short and simple Romantic period pieces
7
Annex1B to DepEd Order No. 42, s. 2016
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 95 pp. 96 pp. 96-104 pp. 96-104
2. Learner’s Mateials pages pp. 69 pp.71 pp.72-81 pp.72-81
Bautista, Jocelyn V. Et al (2006). MAPEH for a better you. G. Araneta Ave. Cor.
Ma. Clara St. Quezon City. 31, 37 – 53.
3. Textbook pages
Sacdalan, Guinevere I. Et al (1999) Edukasyong pangkatawan, kalusugan at musika IV. 226.
http://www.kaublepianostudio.com/history/romantic.html
4. Additional Materials
http://www.newworldencyclopedia.org/entry/Program_music
from Learning
http://www.classicfm.com/discover/periods/romantic/romantic-piano-music-where-start/
Resources (LR) portal
http://musiced.about.com/od/medievalto20thcentury/a/Music-Forms-And-Composers.htm l
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing Previous The teacher will ask the The teacher will play The teacher will ask Listening activity:
Lesson or Presenting The students what kind of different music. The the following (Group Activity)
New Lesson music elements are used students will recall and questions: Listen to the
within the music listen to different piano 1. Have you romantic music using
program. music of the Romantic experienced other media.
(10min) music. playing different
musical Illustrate your
Piano Music instruments? feelings or emotions
1.https:// What are these after listening to
www.youtube.com/ instruments? these compositions.
watch?v=VRIS5ABtQbM 2. What other Draw your illustration
2.https:// instruments do in a manila paper and
www.youtube.com/ you know? post on the board
watch?v=Ce8p0VcTbuA (5 min) (15 min)
Processing:
What are the differences
and similarities of the
program and piano
music?
8
Annex1B to DepEd Order No. 42, s. 2016
(15 min)
Picture parade of The teacher will ask
different composers in the students if they
piano music. have experienced
singing without any
Who can describe the
accompaniment of
B. Establishing A Purpose For pictures?
(5 min) instruments. What they
The Lesson
can say about it?
(5 mins)
D. Discussing New Concepts The teacher will discuss The teacher will discuss
And Practicing New Skills piano music, different other arts and media
#1 composers and their that portray romanctic
compositions under the music and give
program music. The examples of
9
Annex1B to DepEd Order No. 42, s. 2016
teacher will also explain appropriate improvises
the different forms of accompaniment.
piano music. (25 min)
(15 min)
Listen to another
composition of piano
J. Additional Activities For
music and everybody will
Application Or Remediation
sing.
c. Giacorno
Puccii
d. Richard
Wagner
V.REMARKS
12
Annex1B to DepEd Order No. 42, s. 2016
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?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph
13
Annex1B to DepEd Order No. 42, s. 2016
Daily Lesson Log SCHOOL MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in
TEACHER DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA ARTS
MAPEH
TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
A. Content Standards The learner...
Understands the role of theatrical elements (sound, music, gesture movement and costume) in the creation of
Western Classical plays and opera which influenced by history and culture
Performs theatre as a synthesis of arts
B. Performance Standards The learner...
Creates appropriate theatre play/opera costume and accessories and improves appropriate sound, music, gesture,
movements and costume for a chosen theatrical composition
Takes part in a performance of a selected piece from Western Classical plays and opera
The learner...
C. LEARNING COMPETENCIES/ Identifies selected theatrical forms from the different art periods
OBJECTIVES (A9EL-Iva-1)
Researches on the history of the theatrical forms and their evolution
(A9EL-IVb-2)
Identifies the elements and principles of arts as manifested in Western Classical plays and opera
(A9EL-IVc-3)
Defines what makes some selected Western plays and opera visually unique
(A9PL-IVc-1)
Shows the influences of Western Classical plays or opera on Philippine theatrical performances interms of form and
content of story
(A9PR-IVh-6)
Greek Theater
II. CONTENTS
Roman Theater
Medieval Theater
Renaissance Theater
14
Annex1B to DepEd Order No. 42, s. 2016
Baroque Theater
Neoclassical Theater
Romantic Theater
Famous Filipino Playwrights
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages pp 310-314 pp 314-318 pp 319-323 pp 338-341
2. Learner’s Material Pages pp 264-267 pp 267-271 pp 272-276 pp 291-294
Agapay, N.,C.,(2006) Music, arts, P.E. and health, making us fully equipped in the 21st Century.
3. Textbook Pages
LightQuest Publications, Inc. National Highway, Paciano, Calamba City. 127-133
https://youtu.be/MVzyUHvmTa4
IV. PROCEDURES
A. Reviewing Previous Lesson Learners will give Learners will define the Using pictures, ask the Video presentation of the
or Presenting New Lessons the definition of following: students to identify if the world’s famous Theater play
Classicism, Skene- images show connection
Neoclassicism and Parodos- between Medieval Theater https://www.youtube.com/
Romanticism. Chariot- and Renaissance Theater watch?v=nrQuZ0a65EU
(5mins) (5mins)
Launch the new After watching the video, ask
topic “WESTERN three students to choose his/her
CLASSICAL favorite Theater play from the
PLAYS/OPERA” video presentation and allow
Learners will answer him/her to explain why.
15
Annex1B to DepEd Order No. 42, s. 2016
the question “What
springs to mind Learners will answer the question
when you hear the “What’s the best thing you’ve
world Theater?” ever seen at the theater? “
(5mins) (10mins)
16
Annex1B to DepEd Order No. 42, s. 2016
D. Discussing New Concepts
And Practicing New Skills The teacher will The teacher will determine the The teacher will differentiate Teacher will present a short
describe the Greek uniqueness of Medieval Theater Baroque Theate from biography of the following Filipino
Theater, its history and Renaissance Theater. Neoclassical Theater and theater artists using pictures.
and its the three (20mins) Romantic Theater. Francisco Balagtas y de la
main elements. (20mins) Cruz
(20mins) Severino R. Reyes
Dr. Ricardo G. Abad
Salvador F. Bernal
(20mins)
E. Continuation Of Discussing The teacher will Using pictures as clues, Teacher will show a video
New Concepts And Practicing show a video Students will recall the presentation of the
New Skills presentation of the discussion by restating the Evolution of Theater and use
eruption of mouth relation of the picture to the it to deepen student
Vesuvius and will topic understanding about the
discuss and relate (5mins) topic.
the video to the .
story of the https://www.youtube.com/
Romantic Theater. watch?v=_iShdvdBqk4
https:// (5mins)
www.youtube.com/
watch?
v=WWwklCca0yQ
(10mins)
F. Developing Mastery (Leads Students will Students will compare and
To Formative Assessment 3) differentiate Greek contrast Medieval Theater and Students will list down influences
Theater from Renaissance Theater using the of Western Classical opera on
Romantic Theater table below Philippine theatrical performance.
using rap (include (15mins)
the difference in the Theater Themes Stage Performers
composition)
(5mins) (10mins)
G. Finding Practical Student’s HUGOT Students will relate the Medieval Students will compare the Students will relate the following
17
Annex1B to DepEd Order No. 42, s. 2016
Applications Of The Concepts And TIME Theater and Renaissance theatre Evolution of Western Classical Western art to Philippine setting.
Skills In Daily Living “If you will be a part to our Philippine Sarswela. Opera to the evolution of (5 minutes)
of the Greek Theater (5mins) Filipino Stage acts
what will it be and (5mins)
why?”
(5mins)
H. Making Generalizations And Students will recall the lesson of Learners will share their
Abstractions About The Lesson the day, explaining how ideas about the Evolution of
Medieval theater develops into Western Classical Theater
Renaissance theater. from Greek to Romantic
(5mins) Plays/Opera.
(10mins)
I. Evaluating Learning Enumerate the Score the Medieval and Give the meaning of the Students will name at least two
following: Renaissance table following: Filipino Playwrights.
1-3 Types of Greek 1. decorum (5mins)
Drama 2.melos
2-5 Usual themes 3.dran
for Roman Theater 4.libretto
(5mins) 5.opera
(5mins)
J. Additional Activities For Provide a picture of Write what you know about Name 5 words you
Application And Remediation Epidaurus and let 1.Medieval Theater remember about Baroque
the students label 2. Renaissance Theater Neoclassic and Romantic
the parts of theater. Theater
K. Assignment Ask the students to read/
research synopsis about
Oedipus Rex or
Romeo And Juliet.
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%
18
Annex1B to DepEd Order No. 42, s. 2016
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?
*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to bld.tld@deped.gov.ph
19
Annex1B to DepEd Order No. 42, s. 2016
Daily Lesson Log SCHOOL Majada In National High School GRADE LEVEL 9
in
TEACHER DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA ARTS
MAPEH
TEACHING DATE AND Week 2 QUARTER 3rd Quarter
TIME
The learner...
C. LEARNING Improvises accompanying sound and rhythm needed for the effective delivery of a selected piece from Western Classical
COMPETENCIES/ play and opera
OBJECTIVES (A9PR-IVef-3)
Choreographs the movement and gestures needed for the effective delivery of a selected piece from Western Classical
play and opera
(A9PR-IV-f-3
Designs the visual elements and components of selected Western Classical theater play and opera
(A9PR-IVc-1)
Performs in a group a selected piece from Western Classical play and opera
(A9PR-IVg-5)
II.CONTENT
Different Western Different Western Different Western Different Western
20
Annex1B to DepEd Order No. 42, s. 2016
Classical Plays and Opera Classical Plays and Classical Plays and Classical Plays and Opera
Opera Opera
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pp 324-336 pp 324-336 pp 324-336 pp 324-336
pages
2. Learner’s Material pp 277-290 pp 277-290 pp 277-290 pp 277-290
pages
Agapay, N.,C.,(2006) Music, arts, P.E. and health, making us fully equipped in the 21st Century.
3. Textbook pages
LightQuest Publications, Inc. National Highway, Paciano, Calamba City. 127-133.
4. Additional Materials
from Learning
Resource (LR) portal
http://www.pbs.org/wnet/broadway/essays/elements-of-the-musical/
https://www.youtube.com/watch?v=C2ODfuMMyss
https://www.youtube.com/watch?v=dUuex722DY4
B. OTHER LEARNING
https://www.youtube.com/watch?v=mLkcXT1YOJA
REFERENCES
https://www.youtube.com/watch?v=DyrW97ZS9Kc
https://en.wikipedia.org/wiki/Costume_design
https://www.youtube.com/watch?v=hYAph4qI4sg
IV.PROCEDURES
A. Reviewing Previous The teacher will recall the The teacher will ask the The teacher and the learner The teacher will explain the
Lesson or Presenting components of an opera students to pass their will evaluate the success of rubrics or the criteria to be used
New Lessons 1. Libreto composition of improvised the planned culminating in judging the Musical Play/Opera
2. Score accompaniment to their activity by completing the Criteria
3. Reciative group leaders. Check list below (✓) 1. Appropriateness of
4. Aria gesture and movements
Ask the students about their ASPECTS STRONG NEEDS TO 30%
IMPROVE
The teacher will begin the overall opinion of their Singers
2. Make up/masks, costume
lesson by grouping the class musical play. Dancers
and props, music. (the
into two for the most awaited (5mins) use of styles and
Music
part of the module THE Choreography
techniques of Western
PERFORMANCE Musical and Popular
Props/
(5mins) costume Theater) 30%
3. Culturally-based 20%
(5mins)
4. Creativity (the use of
21
Annex1B to DepEd Order No. 42, s. 2016
theater elements and
principles) 20%
TOTAL: 100%
(5mins)
5. Establishing A Purpose Students will watch a video Students will do the The teacher will give the
For The Lesson presentation of an example of BALLET exercise. performers a breathing exercise.
a theatrical Opera. Students will state reasons why a
After the activity the singer should know how to
https://www.youtube.com/ students will be answering breathe correctly.
watch?v=C2ODfuMMyss the following question (5mins)
Students will play 1. What is your overall
FAMILY FEUD impression about
From viewing, the group of ballet?
students will cite the 2. How does ballet
important components differ to other form
needed to produce an opera. of dances like
(10mins) hiphop and jazz
(10mins)
6. Presenting Examples / The Teacher will lead the The teacher will motivate the
Instances Of The New class into a short dance class to create beautiful
Lesson tutorial demonstrating costumes and visually
proper execution of steps in appealing props using a
Ballet dance video presentation
https:// https://www.youtube.com/w
www.youtube.com/watch? atch?v=hYAph4qI4sg
v=dUuex722DY4 (10mins)
(5mins)
7. Discussing New Teacher will remind the Using a video clip, the The teacher will remind the
Concepts And students about the teacher will discuss the students about the history,
Practicing New Skills significance of music in an importance of dance in a importance and wise use of
Opera. theater play. Props and costume in a
(5mins) theatrical presentation.
https://
www.youtube.com/watch? https://en.wikipedia.org/
v=mLkcXT1YOJA wiki/Theatrical_property
https:// (10mins)
www.youtube.com/watch?
22
Annex1B to DepEd Order No. 42, s. 2016
v=DyrW97ZS9Kc
(10mins)
8. Continuation Of Teacher will explain the
Discussing New duties and responsibilities of
Concepts And the following
Practicing New Skills 9. Director
10. Stage manager
11. Production team
12. Technical team
13. Actors and actresses
http://www.pbs.org/wnet/
broadway/essays/elements-
of-the-musical/
(15mins)
14. Developing Mastery Students will start improvising Using the submitted Using recyclable reusable The students will perform their
(Leads To Formative accompanying sound to be musical story line and and available materials the chosen play on stage.
Assessment 3) used in the culminating chosen accompanied students will design the (35mins)
activity. music, the students will visual elements and
(15mins) choreograph movements component of a theatrical
needed for the effective play.
delivery of the story to be (20mins)
used in the culminating
activity.
(20mins)
15. Finding Practical Ask the students to give the Enumerate problems Ask the students about their The teacher will open the floor
Applications Of The reasons why they chose encountered during the overall opinion, reaction, for clarification, insights and
Concepts And Skills In music to be part of their activity. suggestion and comments recommendations.
Daily Living musical presentation. (5mins) about of the musical play of (5mins)
(5mins) their group.
(10mins)
16. Making Generalizations Let the student answer the Let the learners suggest
And Abstractions About following: ways for the actor to
The Lesson perform and use
1. What is the importance of movements or steps in his
music in an Opera? portrayal of character in the
2. How are the singers able story.
23
Annex1B to DepEd Order No. 42, s. 2016
to relay message of the (5mins)
music?
(5mins)
17. Evaluating Learning Name 5 members of a theater Learners are to be Learners are to be evaluated Teacher will score the
or Musical play/opera. evaluated using the rubric using the rubric in page 295 performance using the presented
(5mins) in page 295 of A journey of A journey Through rubrics.
Through Western Music and Western Music and Arts.
Arts
18. Additional Activities For The learner will design a
Application And mask using recyclable
Remediation materials.
19. Assignment Students will plan for the Students will Continue
culminating activity, they are practicing the choreography
expected to do in preparation for the
1. Brainstorming culminating activity
2. Sharing of ideas
3. Casting Students will bring materials
4. Listing of the for the props and costume
members of making tomorrow.
production team and
Technical team
VI. REFLECTION .
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who
24
Annex1B to DepEd Order No. 42, s. 2016
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?
*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to bld.tld@deped.gov.ph
25
Annex1B to DepEd Order No. 42, s. 2016
The learner . . .
B. Performance Standards Maintains an active lifestyle to influence the physical activity participation of the community
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/ Assesses eating habits based on the Philippine Food Pyramid/ My food plate
Objectives (PE9PF-IIIa-39)
Write The Lc Code For Each 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)
II. CONTENT
Festival Dances
III. LEARNING RESOURCES
A. REFERENCES
3. Textbook Pages
https://
www.youtube.com/
watch?v=rkpgF2M5jHQ
B. OTHER LEARNING
RESOURCES https://m.youtube.com/
watch?v=0pt9K_Mb9Yo
IV. PROCEDURES
Group Activity Ask the students to state The teacher will ask the The students will make a warm up
Picture Puzzle: the food which they last students what are the exercise before the activity.
ate. practices in good eating Always remind the students about
The teacher will ask each habits. the possible injuries that might
group to pick 1 envelope What food did you eat? (5 min) occur when doing physical activity
containing cut-out Was it healthy? and situation:
A. Reviewing Previous Lesson pictures associated to 1.Not having proper warm-up
or Presenting The New festival dance. How does it affect your exercise
Lesson body’s health? 2. Not executing the proper
Each group will form the movements
picture and identify/name Why is it important to eat 3. Not observing safety measure at
the picture, and give a healthy? Does it have a all times
short description. connection if dancing will (10 min)
be done as an activity
(15 min) (5 min)
B. Establishing A Purpose For Ask the students to state The teacher will ask students
The Lesson the food which they ate about their BMI and
last. Nutritional status.
D. Discussing New Concepts Teacher will present a The teacher will present a
And Practicing New Skills video clip about eating video of Festival dance
#1 habits among teenager. (buhayani)
The teacher will ask the 1. What are the basic skills
students if they have a needed in dancing?
good eating habits.
2. What dance formation did
28
Annex1B to DepEd Order No. 42, s. 2016
Site and examples that you see in the video?
showing good eating
habits. 3. How are the dance steps
(15 min) being executed?
(30 min)
The teacher will discuss The teacher will divide the class
computing One’s Total into 6 six groups consisting of 8-10
Energy Requirement members.
(TER). Ask them to practice the 5
fundamental movements.
E. Discussing New Concepts The teacher will give (20 min)
And Practicing New Skills board work activity to
#2 achieve mastery on how
to find One’s Total Energy
Requirement.
(10 min)
F. Developing Mastery The learners will make the The students will execute the five
computation of their fundamentals movement. Prior to
(Leads To Formative
29
Annex1B to DepEd Order No. 42, s. 2016
individual total energy the activity, the teacher will ask
requirements (TER) the students to have a copy of
see LM- p. 140 their individual Heart Rate Log that
can be used in the whole grading
The students will make a quarter for all the physical activity
list of a Meal Plan for a that we do.
week. Observe the weight (see ANNEX A)
management if needed. (30 min)
Assessment 3)
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 The teacher will ask the students
students about the the following questions:
importance of eating
habits and physical 1. What is the purpose of knowing
activity in connection of the 5 fundamental position before
G. Finding Practical weight management in dancing?
Applications Of Concepts our lifestyle/ daily living.
And Skills In Daily Living 2. How dancing affect our daily
Let the students sum up living/lifestyle?
their answer.
(5 min)
Teacher should write on
the board the responses.
(10 min)
H. Making Generalizations The teacher will . The teacher will ask the students to
And Abstractions About emphasize to the students make insights/reflections with
The Lesson the value of the training emphasis on the essential
guidelines including the understanding of the lesson.
FITT principles in dance
by answering the open- (5 min)
30
Annex1B to DepEd Order No. 42, s. 2016
ended statement:
1. I learned that
_______________.
2. I realized that
_________________
_.
3. A am happy
because
_______________.
(20 min)
The teacher will give a The execution of fundamental
Quiz/ Problem Solving: movements will of students will be
I. Evaluating Learning See TEST IV. assessed using a scoring
COMPUTATION numbers guide/rubrics.
1 and 2 LM-p. 156 (ANNEX B)
(10 min)
The student will review
J. Additional Activities For the Five Fundamental
Application Or Remediation Positions.
V. REMARKS
VI. REFLECTION
E. Which of My
Teaching Strategies
Worked Well? Why
Did These Work?
G. What Innovation Or
Localized Materials
Did I Use/Discover
Which I Wish To
Share With Other
Teachers?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph
32
Annex1B to DepEd Order No. 42, s. 2016
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of lifestyle and weight management to promote community
fitness
The learner . . .
B. Performance Standards Maintains an active lifestyle to influence the physical activity participation of the community
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)
33
Annex1B to DepEd Order No. 42, s. 2016
Execute the skills involved in dance
(PERd-IIIb-h-4)
Performs appropriate first aid for injuries and emergency situations in physical activities and dance
settings (cramps, Sprain, Heat exhaustion)
(PE9PF-IIIb-h-28)
II. CONTENT
Social (Community dance, mixer) Festival and Ballroom Dances
III. LEARNING RESOURCES
A. REFERENCES
3.Textbook pages
B. OTHER LEARNING
RESOURCE
IV. PROCEDURES
The teacher will give a The teacher will ask the The teacher will ask
recap on lifestyle students about the the students to give
diseases. different examples of examples of locomotor
(5 min) festival dances in the and non locomotor
Philippines and their brief movements, basic
A. Reviewing Previous description. steps and arm
Lesson or Presenting The (10 min) movement.
New Lesson
The students will have
warm up exercises
before the group
activity.
(10 min)
B. Establishing A Purpose For Divide the class in to 6
34
Annex1B to DepEd Order No. 42, s. 2016
groups consisting of 8-10
members. In 10 minutes,
they will do this activity:
Ask the students to
1. Enumerate festivals
that they are familiar
with.
2. Make a short
description about
each the festival
3. Classify whether
they are religious or
non-religious
The Lesson festivals
4. Give at least 3
positive effects of
festival dancing or
participation/
involvement in
festival dances to
yourself, family,
community.
(10 min)
Their performance
should have a music
accompaniment.
(40 min)
H. Making Generalizations The teacher will ask
And Abstractions About the students why we
The Lesson need to consider
reviewing of locomotor,
non locomotor, basic
steps and arm
movement before the
festival dance.
Student performance
will be assessed using
scoring guide/rubrics.
I. Evaluating Learning Variety of movements-
10
Creativity- 10
Cooperation- 5
Total- 25 points
Bring any music that can Ask the students to
J. Additional Activities For be used in festival dance. research other
Application Or Remediation examples of festival
dances. Bring it to
class the next meeting.
V. REMARKS
VI. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation.
E. Which of My Teaching
Strategies Worked Well?
Why Did These Work?
38
Annex1B to DepEd Order No. 42, s. 2016
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?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph
39
Annex1B to DepEd Order No. 42, s. 2016
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of lifestyle and weight management to promote community
fitness.
The learner . . .
B. Performance Standards Maintains an active lifestyle to influence the physical activity participation of the community
Practices healthy eating habits that support an active lifestyle
The learners...
Monitors periodically one’s periodically one’s progress towards the fitness goals
(PE9RD-IIIb-h-4)
C. Learning Competencies/ Involves oneself in community service through dance activities in the community
Objectives (PE9PF-IIIg-h-41)
Performs appropriate first aid for injuries and emergency situations in physical activity and
dance settings (Cramp, sprain, heat exhaustion)
(PE(PF-IIIb-h-30)
Recognizes the needs of others in real life and meaningful ways
(PE9PF-IIIa-h-42)
3. Textbook pages
B. OTHER LEARNING
RESOURCE
IV. PROCEDURES
A. Reviewing Previous Lesson The teacher will ask the The teacher will ask The teacher will discuss
40
Annex1B to DepEd Order No. 42, s. 2016
students to recite and the students to recite the Rubrics in their
execute locomotor, non- and execute festival dance
locomotor, basic steps locomotor, non- performance.
and arm movements that locomotor, basic steps
or Presenting The New they have learned from and arm movements The students will have
Lesson the previous lessons. that they have learned their warm-up exercise
(5 min) from the previous before the practice.
lessons.
(5 min)
(5 min)
41
Annex1B to DepEd Order No. 42, s. 2016
The teacher will present (See Attachment)
the possible festival that (5 min)
might used by the
students in their
performance
1. Maskara Festival
2. Panagbenga Festival
3. Buhayani Festival
4. Ati-atihan Festival
5. Sinulog Festival
6. Bangus Festival
(10 min)
E. Discussing New Concepts Let the students to use Let the students to
And Practicing New Skills MAPEH time in practicing use MAPEH time in
#2 their dance presentation. practicing their dance
presentation.
Before the Practice start
make sure that the Before the Practice
students will have their start make sure that
warm-up exercises the students will have
(Wellness Dance) for their warm-up
them to prevent injuries exercises (Wellness
that may happen during Dance) for them to
practice. prevent injuries that
may happen during
Every Physical Activity practice.
(Practice) that might
happen students should Every Physical Activity
record their Heart Log (Practice) that might
for them to have self- happen students
assess and report the should record their
42
Annex1B to DepEd Order No. 42, s. 2016
heart rate before and Heart Log for them to
after they perform. have self-assess and
report the heart rate
Always remind the before and after they
students about the perform.
possible injuries that
might occur when doing Always remind the
physical activity and students about the
situation: possible injuries that
1.Not having proper might occur when
warm-up exercise doing physical activity
2. Not executing the and situation:
proper movements 1.Not having
3. Not observing proper warm-up
safety measure at exercise
all times 2. Not executing
(5 min) the proper
movements
3. Not observing
safety measure
at all times
(5 min)
I’ve
43
Annex1B to DepEd Order No. 42, s. 2016
learned__________.
I’ve realized
__________.
I am happy because
_________.
V. REMARKS
VI. REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation.
44
Annex1B to DepEd Order No. 42, s. 2016
E. Which Of My Teaching
Strategies Worked Well?
Why Did These Work?
G. What Innovation Or
Localized Materials Did I
Use/Discover Which I
Wish To Share With Other
Teachers?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph
45
Annex1B to DepEd Order No. 42, s. 2016
Daily Lesson Log SCHOOL MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of first aid principles and procedures.
B. Performance Standard The learner performs first aid procedures with accuracy.
C. Learning Competencies/ The learner...
Objectives Discusses basic information about first aid (Principles, Roles, Responsibilities and Characteristics of a good
aider)
(H9IS-IIIa-36)
Demonstrates the conduct of primary and secondary survey of the victim (CAB)
(H9IS-IIIb-37)
Assesses emergency situation for unintentional injuries
(H9IS-IIIb-38)
Discusses the function of dressing and bandages
(H9IS-IIIc-d-39)
Explains the principles of wound dressing
(H9IS-IIIc-d-40)
Demonstrates appropriate bandaging techniques for unintentional injuries
(H9IS-IIIc-d-41)
II. CONTENTS
A. First Aid Basics
Principles
Roles
46
Annex1B to DepEd Order No. 42, s. 2016
Responsibilities
Characteristics of a good aider
B. First Aid Guidelines and Procedures Survey the scene
Do primary survey of the victim (check for vital signs, assess CAB (Circulation, Airway, Breathing)
47
Annex1B to DepEd Order No. 42, s. 2016
http:// Poison help.com
webcache.googleuser Proper wound care: How to
content.com/search? minimize a scar
q=cache:http:// https://www.youtube.com/watch?
www.thefirstaidzone. v=msw820Uwd0s
co.uk/first-aid-facts How To Do A Simple Dressing
HAIYAN - Philippine https://www.youtube.com/watch?
Red Cross in v=h2Dw-8ry5TA
Actionhttps://www.yo How to apply a basic Bandage:
utube.com/watch? https://www.youtube.com/watch?
v=zEH6Gl3iJjc v=Fsgb4FFYxY4
IV.PROCEDURES
A. Reviewing Previous The teacher will For Review Activity: The students will
Lesson or Presenting New conduct a pre-test answer the activity 4:
Lessons through; Paper-and -pencil Test “What will you
The students will answer do?”
“Fact or Bluff” the questions individually, (5 min)
1. What is first aid?
2. Why it first aids
(See Activity 1 3rd Qtr. important?
attachment) 3. Give 2 characteristics of
(5 min) a good first aider.
B. Establishing A Purpose For The teacher will present The teacher will give the The teacher will ask
The Lesson a video clip of the situation below, and let the some representatives
Typhoon Yolanda. Then students decide what they to demonstrate on
ask to student to answer will do next if they are in how to put bandage
the following questions; the situation/ scenario. in an injured person
1. What do you feel and dressing for the
48
Annex1B to DepEd Order No. 42, s. 2016
after watching the Situation: A man found wounds.
video? unconscious after his (5 min)
2. Who are the people motorcycle hits the truck.
helped the victims? (5 min)
3. What kind of help
they rendered?
4. What do you think
will happen if there
are no one who
assisted them?
(10 min)
C. Presenting Examples / The teacher will present The teacher will present the The student will
Instances of The New Lesson this question: flow chart on LM page 331, watch a video clip,
to check if their answer on then answer the
How important the the first activity is correct. questions afterwards;
presence of the first (10 min)
aider? 1. Why it is
(5min) important to
apply proper
first aid in a
wound?
2. If you are
going to have
this, what will
be the first
thing you will
do?
(6 min)
D. Discussing New Concepts And The teacher will discuss The teacher will discuss the The teacher will
Practicing New Skills # 1 the Nature and Limitation Vital Signs and difference of discuss the difference
of First Aid including the signs and symptoms using between the dressing
following sub-topics; Venn Diagram and bandages.
Principles, Roles, ( Refer on LM page 333) Supporting videos
Responsibilities and will be used to
Characteristics The teacher will ask the present the
49
Annex1B to DepEd Order No. 42, s. 2016
students watch the video, lesson
Refer to LM page 325 “Philippine Red Cross Basic
(For additional First Aid Training Exercise” Worksheet will be
information, See provided.
attachment no.3) Processing questions: (Refer to Activity 5)
(10 min) 1. How the Red Cross
intervene in the (20 min)
different sitautions? Note:
2. What intervention But if the video is not
gives you learning? available refer to LM
(10 min) for specific and
detailed content. Also
some materials are
provided
E. Discussing New Concepts And The teacher will use the The teacher may use
Practicing New Skills # 2 Interactive Strategies other video clips if
wherein: he/she is not familiar
1. Discuss the Primary in the first aid
and Secondary standard. (Links are
Survey on LM page available in the
333, through the use references)
of images. The teacher will ask
2. Teacher- Student the following
Collaboration questions after
3. The teacher will ask viewing;
some students to 1. What are the two
demonstrate the phases of
procedures. Bandages?
2. How it differs
Critiquing or feed backing from each other?
will be done simultaneously. (15 min)
(10 min)
F. Developing Mastery (Leads To The teacher will ask the The teacher will ask the The students will ask
Formative Assessment 3) students to do the students to arrange the to do the page 348,
following activities: following steps in assessing Activity 16.
50
Annex1B to DepEd Order No. 42, s. 2016
emergency victim. The
(Refer to the activity scenario will be: (10 min)
2 for the instructions)
After an earthquake
(Multiple incident, you see your
Intelligences) classmate lying down and
Bodily-Kinesthetic: Act unconscious and you are
the characteristics of a the only one sees her.
Good First Aider (10 min)
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:
1. After you watch
the group
presentation,
what is the
importance of
basic knowledge
about first aid
basics?
2. How you work as
a group?
(15 min)
G. Finding Practical Applications The teacher will go back Triad Activity: The group of
of The Concepts And Skills In again to the statements The students will students will
Daily Living of facts and bluff activity, make their be presenting
then ask the students to emergency action a
identify in which aspects plan. They are free demonstration
of first aid is exemplified. to choose the of the
Use the following scenario: following;
51
Annex1B to DepEd Order No. 42, s. 2016
choices: Group 1:
1. Role Scenario A: Techniques in
2. Objectives accidentally fell on bandaging
3. Characteristics the ground but still Group 2:
4. Principles conscious How to
(5min) manage
Scenario B: A girl wounds
can’t breathe after Group 3:
she eat sea foods. Phases of
Bandaging
(10 min) 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
H. Making Generalizations The learners will The teacher will be The teacher
And Abstractions About complete the thought of posting a picture, will ask the
The Lesson the following open-ended then students will students what
statements: give their feedback/ they learned
a. First Aid is realization about the about the
____________. image. lesson?
b. The absence of The students
First Aid can lead (Refer to Activity 4) are free for
to ____________. giving of
52
Annex1B to DepEd Order No. 42, s. 2016
c. You are a first (10 min) feedback. It
aider if should be
__________. Positive-
(5 min) Negative-
Positive
54
Annex1B to DepEd Order No. 42, s. 2016
Teachers?
*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to bld.tld@deped.gov.ph
Daily Lesson Log SCHOOL MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL 9
in
Evaluate the learner’s knowledge and skills through summative test and performance task
II. CONTENTS
A. 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
B. First Aid For Common Unintentional Injuries And Medical Emergencies
Musculoskeletal injuries (sprain, strain, fracture, dislocation)
Bleeding
Burn (superficial, partial and full-thickness)
Heat emergencies (heat exhaustion, heat stroke)
Bleeding
Poisoning
55
Annex1B to DepEd Order No. 42, s. 2016
Choking
Drowning
Heart attack
Electrocution
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
3. Learner’s Material pages Page 350-355 Pages 356-357
Darilag, A. (2012). EASE Health Education II Module 6. Enjoy life with P.E and health II..223-231, 233-
4. Textbook pages
238.
5. Additional Materials from
Learning Resource (LR)
portal
Getchell &Pippin et. al. (2006) Perspectives on Health:First Aid and Manual Review Toronto, Ontario.
680-681.
B. OTHER LEARNING
REFERENCES Online Sources:
Epic Stretcher fail compilation (THE BEST):https://www.youtube.com/watch?v=wocCYL2MczA
“Bridesmaids (5/10) Movie CLIP - Food Poisoning (2011) HD” https://www.youtube.com/watch?
v=PP9l4LP0WPI
IV. PROCEDURES
A. Reviewing Previous The students will answer The students will
Lesson Or Presenting the formative answer the 5-10
New Lessons assessment based on the question quiz based on
lesson 3. the previous lesson.
(5 min) (5 min)
56
Annex1B to DepEd Order No. 42, s. 2016
Instances Of The New the following questions the activity 23
Lesson after viewing the video, presentation.
1. What the
happened to the Processing Questions:
victims? 1. How do you find the
2. What is the major activity?
problem of each 2. What are the things
scenario? you consider in
(5mins) order to
accomplished your
activity?
(10mins)
D. Discussing New The teacher will discuss The teacher will discuss
Concepts And Practicing the different kinds of the First Aid for
New Skills # 1 transport on LM page Common Unintentional
351-354. Teacher may Injuries LM page 357-
use different strategies 362.
for discussion. Pictures
may be use. The teacher will discuss
(5min) as well demonstrate the
different intervention.
E. Discussing New The teacher will discuss
Concepts And Practicing the Two-man and Three This is more effective if
New Skills # 2 or More-man Transport, a video or class
and ask some students interaction will be
to help the teacher in applied.
demonstration. (20 min)
(Safety Precaution should
be observed)
(5 min)
F. Developing Mastery The students will answer Students will do activity
(Leads To Formative the activity on page 351- on page 363 activity 25.
Assessment 3) 352, nos. 1-5, they can
refer to their LM. (Refer to the activity)
(5 min)
(15 min)
G. Finding Practical The students will do the By pair, the students will
57
Annex1B to DepEd Order No. 42, s. 2016
Applications Of The activity: “Carry me with write how to apply first
Concepts And Skills In Care” aid in the given situation,
Daily Living Each group will create using flow chart. A short
their video illustrating the video will be given.
different ways of
transport. (10 min)
(See attachment no.10
for details)
(15 min)
H. Making Generalizations Proper transport in a Unintentional injuries
And Abstractions About The victim may help to cannot be avoided. It
Lesson prevent further injury. A happens at any time, at
first aider should go any place to anybody.
proper training. We must therefore
(5min) practice safety and
awareness at all times.
(5 min)
I. Evaluating Learning The students will choose The student will answer
from the different the following questions:
transport then they will 1. What are the
explain, why they choose different kinds of
this. unintentional
injuries? Give 3
Criteria: examples. ( 3pts)
3 points-correctness 2. Why it is
2-clearly stated important to know
1- Completeness of how to handle
thought injuries?
( 2 points content, 1
(5 min) point realistic and
specific, 1 clear
thought)
3. Give one scenario
of an unintentional
injury then write
the steps who will
do.
58
Annex1B to DepEd Order No. 42, s. 2016
(3 points-correctness of
the procedures, 2-exact
and realistic)
( 15 mins)
J. Additional Activities For For Advance Learners: Plan for your
Application And Remediation The students will do performance task and
activity 21 on page 355 practice for the
presentation during your
For students with vacant time.
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
59
Annex1B to DepEd Order No. 42, s. 2016
Localized Materials Did I
Use / Discover Which I NA
Wish To Share With Other
Teachers?
*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to bld.tld@deped.gov.ph
60