Department of Education

Region – IX, Zamboanga Peninsula

ZAMBOANGA CITY HIGH SCHOOL
TETUAN DISTRICT
Don Alfaro St., Tetuan, Zamboanga City

LEARNING PLAN IN G7 ARTS

(CO2)

CONTENT STANDARD: Art elements and processes by synthesizing and applying prior knowledge and
skills.

PERFORMANCE STANDARD: Create artworks showing the characteristic elements of the arts of
Mindanao.
MELC: Analyzes elements and principles of art in the production of one’s arts and crafts inspired by the
arts of Mindanao. (A7EL- IIIb-1)

I. OBJECTIVES:

At the end of the session, the learner is expected to:

A. identify the elements and principles of arts and crafts in the arts and crafts inspired by the
different creative expressions in Mindanao.
B. appreciates the arts and crafts in terms of its purpose and functions to the people of Mindanao;
and
C. illustrates a colorful balangay/vinta using arts elements and principles.

II. SUBJECT MATTER

A. Major Concept: Arts and Crafts of Mindanao

B. Minor Concept: Functional Arts (Balanghay & Vinta)
C. Instructional Materials: Pictures, Flash Cards & Art Materials
D. Reference: THE MOST ESSENTIAL LEARNING COMPETENCIES (MELCs), Music Module

III.LEARNING PROCESS

TEACHER’S ACTIVITY LEARNER’S ACTIVITY

Preliminary Activities: 5 minutes
 Checking of Attendance
 Singing of “We’re Here Together” song
 Review past lesson in arts.
 What was our topic yesterday?
 Can you give an example of Sir, we discussed yesterday about
architecture found in Mindanao? Mindanao architectural designs.
 Very good! Torogan and Panolong of Maranao,
Badjao houses, Fort Pilar of
A. ACTIVITY (I DO): 10 minutes Zamboanga, The Grand Mosque in
Cotabato and The Monastery of
“Pair Me!” Transfiguration in Bukidnon.

 The teacher post pictures on the board

and learners are given flash cards
which contain a description on it.
 While they sing the song “We are Here
Together Again” they will pass the
card to their classmate sitting next to
them from their right. The moment
 the teacher says “STOP”, the learner
holding the card will pair it to the
picture on the board.
 How do you find the activity?
 Were you able to match correctly the
descriptions with the pictures?
 Very good!
 Can anyone tell the class what art
forms are those in the pictures?
 Yes, you are correct.
 How do you define functional art
then?
 Very good! Well defined.
 Can you name other examples of
functional arts?
 Very good!
B. ANALYSIS: 15 minutes
“PICTURE PRESENTATION”
 Pictures of arts and crafts of Mindanao
is presented to the class.
 Learner is to analyze and identify the
elements, principles, characteristics and
functions of the arts and crafts of
Mindanao presented. (Balangay &
Vinta)
Guide Questions:
 What art elements & principles
applied you identified in the
Balangay?
 How about in Vinta?
 Affirmative! Excellent!
 What do you think these elements &
principles represent in the lives of
the people of Mindanao?
 What particular place in Mindanao is
the origin of the Balangay?
 What are the characteristics and
functions of Vinta and Balangay to
the lives of the people of Mindanao?
Exciting, lively, enjoyable ma’am.
Yes sir!
Those are functional arts sir.
Functional art refers to aesthetic objects
that serve utilitarian purposes.
Functional art is an artistic object made
to serve a specific purpose sir.
Furniture, lightings, school uniforms,
books…etc.
The elements we identified are Lines,
color, & shapes
The principles we identified are variety,
unity & harmony
The same sir.
These represent the colorful cultures
and history shared by the peoples of
Mindanao.
In Butuan City. That is why it is called
the Butuan boat sir.
Vintas are traditional boats originating
from the southern island
called Mindanao in the Philippines. The
Bajau and Moros of Sulu and
Zamboanga created these boats. They
are also called lepa-lepa or sakayan
and were used since ancient times to
transport people and goods to and from
different islands.
Balangay is known as the oldest
watercraft found in the Philippines.
It is used by the pre-colonial Filipinos to
traverse to trade or migrate.
Balanghay can carry up to 90 peoples
 while vinta can’t hold that number of
peoples and also balanghay can travel
for longer distance while vinta can’t.

 Is the vinta and balangay important in
the lives of the people in Mindanao?
 Why do you think so?
 Ok Very Good!
Yes sir.
I believe it is very important because
they are the only means of
transportation, they can use at that time
to carry their goods for trading and to
carry people from one island to another
either for migration or trade. (Across
literacy)

 If they used it for trading and I believe so sir. It is a big boat.

traversing from one island to another,
is it possible that the balangay a big
plank boat?
 What do you think is the estimated It is approximately 15 meters long and 3
measurement of the balangay? to 4 meters wide sir.
 How many people do you think it can It can hold 60 to 90 people, sir.
hold if it is that big? (Across mathematics)
Vinta and balangay have difference in
terms of its size, capacity to hold the
 Very well said!
number of people, balangay is bigger so
it can hold many people while vinta is
small t can only hold not more than 10
C. ABSTRACTION (WE DO) 10 minutes.
person while on sail. Balangay can sail
farther than vinta, balangay is older than
“Peer Review Writing Task through
the vintas.
Veen Diagram”
 The class will be grouped
 Each group is task to review their
learnings and enumerate the similarities
and differences of balangay and vinta
by using the veen diagram.

*Guide Questions/Instructions:
In terms of similarities, both are made of
 What are the similarities and wood, colorful, sturdy, balance,
differences of the two boats, watercraft, as transportation.
balangay and vinta in terms of
elements, principles, characteristics
and functions.
 Draw on manila paper two interlinked
circles to form a veen diagram. Label
each circle balangay and vinta
respectively and on the middle which
interlinked the two circles, label it
with similarities.
 The group will be given 5 minutes to
do the task, appoint a reporter for the
output and afterwards present their
output to the class by posting it on
the board and the assigned reporter
will report it in front the class
 Very well done.
 VEEN
DIAGRAM

BALANGAY VINTA

SIMILARITIES

A. APPLICATION (YOU DO):

“Art Production” 10 minutes

Individual Activity: (My Colorful

balangay/Vinta)

Draw a balangay or vinta using the art elements

& principles. Lines, color, & shapes. Variety,
unity & harmony

IV. EVALUATION:

Criteria for Art Production:

1. Art Elements and Principles 5 points

2. Creativity 5 points
3. Effort & Perseverance 5 points
4. Craftsmanship/Skill 5 points
Total: 20points

V. AGREEMENT:

1. What is sculpture?
2. Give examples of sculptures found in Mindanao.

Mentee: ROBERTO L. OLAER

Teacher I

Mentor: DAISY D. DINAMPO

Master Teacher I

Date: May 17, 2022

October 20, 2019

LEARNING PLAN IN G7 HEALTH

I. OBJECTIVES:
At the end of the session, the learner is expected to:
A. Define and understand the following terms(1) good nutrition (2) kilocalories or calories (3)
nutrients (4) healthy eating
B. Enumerate the 10 nutritional guidelines for Filipinos in choosing foods.
C. Create sample menus for adolescents.

II. SUBJECT MATTER

A. Major Concept: Healthful Eating Guidelines
B. Minor Concept: Food Selection based on adolescents Nutritional Needs.
C. Instructional Materials: pictures, video clip, flash drive, TV, speaker
D. Reference: you tube, Google, and G7 P.E. & Health Learner’s Material, pp. 258-298.

III.LEARNING PROCESS
Preliminary Activity
 Checking of attendance
 Review past lesson
Teacher Student
1. What do you mean by food pyramid?  The food pyramid emphasizes the
2. What are the five main food groups In importance of eating a balance, and
the pyramid? varied diet by eating five main food
3. Why do you think it is important to us to groups.
follow food pyramid guide?  Grains, fruits, vegetables, dairy
products and other proteins.
 In order for us to stay healthy and
strong.

A. Activity: Think, Pair & Share

 Teacher Student
o Instruct the student s to look for partner
and share what they have eaten
yesterday:

GUIDE QUESTIONS:

What do you think about the food you
have eaten yesterday?
Do you think you have made the right
choice of food? Why?
What do you plan to do with what you
have discovered about choosing the
right food for you?
Who can share to the class what is our
lesson for today based from the activity
we just had a while ago?
 I think I was not able to follow the food
pyramid.
 Not really because t was not complete.
 The next time my mom will prepare my
meal I can suggest some nutritious
foods to include in my meal.
 Is about food selection based on
adolescent’s nutritional needs.

B. ANALYSIS: “Battle of the Brain”- Collaborative Learning

Students are grouped into 5 of 10; give them at least 10 minutes to discuss with the group about
their topic. After the given time to discuss a short quiz bee will be conducted, after each question is
given and time of 2o seconds, the teacher will hit the buzzer allowing the students to answer the
question. Remember that the game is being recorded and it requires speed.

Teacher
1. Do you think having proper and good
nutrition is important? Why?
2. When we say “Good Nutrition” what
does it mean?
3. Why do you think you need to eat the
right amount of healthy food?
4. What are calories?
5. Why do you think our body needs
nutrients?
6. When can we say that we practice
healthy eating?
Students
 Yes, because it enhances the quality of
our life and help we prevent common
diseases.
 It means eating the right kinds of foods
and not skipping meals.
 Because it provides the body with the
needed calories and nutrients for
maximum energy and wellness.
 Is the unit of heat that measures the
energy used by the body and the
energy the foods supply the body.
 Because our body needs to grow, repair
itself and supply you with energy.
 When I eat I want as’ long as it is
healthy and helps my body maintain its
being healthy.

C. ABSTRACTION
“FILM VIEWING” (TLE & Science)
The Ten (10) KUMAINments

TEACHER STUDENTS
1. With the same group, I want you to think
of an object that will best describe your
group and to what have you learned
from the video, you will be given five (5) Student’s possible answers……….
minutes to draw it in a one whole sheet
of bond paper (across math) then after
that choice, one representative to talk
about it why you choose that object.
D. APPLICATION: MY PLATE- NUMERACY SKILL

TEACHER STUDENTS
1. Create a meal plan based on the food
pyramid guide and nutritional guidelines
with correct servings (%)
2. Using the whole paper plate Possible answer
3. Pass the output if you hear the buzzer
to the member of the group and each
one will give their
observation/contribution to the group..

IV. EVALUATION:
 Checking and recording of activity output

Criteria
10 points- knowledge about the lesson
10 points- neatness’
5 points—behavior

Total= 25 points

IV. ASSIGNMENT
1. What is malnutrition?
2. What are the micronutrients deficiency?
Reference: students manual of P.E. and Health student’s file

Prepared:

ROBERTO L. OLAER
G7-MAPEH Teacher I

Observed:

ARNOLD A. FRANCISCO
Master Teacher I

November 14, 2019

Learning Plan in G7 Health:

I. OBJECTIVES:

At the end of the session, the G7 students are expected to:

a. identify the nature and origin of the different festival dance;

b. discuss with enjoyment the characteristics of the different festival dance.
c. follow instructions of the test.
II. SUBJECT MATTER:

a. Major Concept: Unit Test

b. Minor Concept: Festival Dance.
c. Materials: Pictures strips, manila paper
d. Reference: G7 Physical Education and Health Learner Material

III. LEARNING PROCESS:

Teacher’s Activity Student’s Activity

Preliminary Activities:  No one is absent today mam.

 Greetings
 Checking of Attendance
 Do we have absented today?
 That is good!
 Classroom Setting

A. Activity Island Tour (ARPAN)

“Festival Where and When?” Students will pick out one strip and
 Teacher will post map of the Philippines paste it on the map indicating the place
and some colored strips on the board. of origin of the festival dance.
On the strips are written the different
festival dance.
 Checking student’s answers.

B. Analysis: Human Internet

Q and A To portray the Ati.
 Why are the competitors in the Ati
Atihan festival cover their body with
soot?
 Very good!
 What is the highlight of the Sinulog The grand street parade that lasts
Festival? almost whole day.

 What is the Kadayawan festival A thank giving celebration for a ggod

celebrated for? and bountiful harvest.
 Who is the patron saint of the Ati Atihan, Sto Niῇo
Sinulog and Dinagyang festival whom
they offer their celebrattions?
 Correct
 Who are the three heroes of the Bicol They are Baltog. Handyog and Bantong.
epic whom they commemorate the
Ibalong Festival?
 Well said!

C. Abstraction: Table Completion

“What Makes Me Unique?”

 On the board are posted colored strips Pick one strips that best describe the
with descriptions. festivals on the table.

Ati Atihan Moriones Pahiyas Santacruzan

 Mascara festival
D. Application: Picture Parade Panagbenga festival
“Remember Me” Moriones festival
Sinulog festival
 Teacher will present pictures of the Ati atiha festival
different festivals and students will tell
what festival is being portrayed

 You got it right!

IV. Evaluation:
Students are to answer the 20 items tests.

No. :of Students -

Total Raw Score -
Mean Score -

V. Assignment:

Bring the following materials

1. illustration board
2. oil pastel
3. foil paper (fuchsia pink)
4. glue
5. scissors
6. glitters (yellow and blue)
7. ½ meter garter

Prepared:

ROBERTO L. OLAER
G7-MAPEH Teacher I
Observed:

ARNOLD A. FRANCISCO
Master Teacher I

Lesson Plan in Health 7

I. Objectives:
a.) Define what is stress,
b.) Differentiate eustress from distress,
c.) Identify situation that cause feelings of anxiety or stress,
d.) Write a journal about ways on how to handle stress.
II. Subject Matter:
a.) Major Concept: Mental and Emotional Health
b.) Minor Concept: Stress
c.) Materials: Bond paper, Ruler, Ballpen, Video Clip.
d.) Reference: PE and Health 7 TG, pp.382-407
III. Learning Process:
1. Preliminary Activity:
- Checking of attendance.
A. Activity: “Semantic- WEB”

Teacher Students
1. Ask the students to go around the 1. Students will look for a partner and look
classroom and look for a partner. Then, for the synonyms of the word stress.
using their Cellphone they may look on (English).
application Meriam Webster for the 2. Students write their answer on the
synonyms the Word Stress. (English) semantic web.
2. Each pair will be given a copy of 3. Students will give the definition of
Semantic Web. Ask them to write their stress. (English).
responses on their copy of semantic 4. Students will volunteer to present their
web. answer.
3. When their web is complete, let
students give the definition of stress
[they may use their Cellphone/gadget
to look for the meaning of stress]
(English).
4. Ask volunteers to present their
answers.

 Semantic Web

STRESS
  Definition

Stress is your body's way of responding to any kind of demand. It can

be caused by both good and bad experiences. When people
feel stressed by something going on around them, their bodies react
by releasing chemicals into the blood.

B. Analysis: “Differentiate Me!”-Collaborative Learning.

 Divide the class into three (3) Groups. Assign each group a leader to do the presentation of their
output. Ask each group to put a check ( ̷ ) if they consider each phrase given below as a source of
Eustress and Mark ( X ) if it causes distress. Then, ask them to answer the given questions below.

_______1. Going to a new place.

_______2. Arguing with a classmate.
_______3. Attending a party.
_______4. Losing your money.
_______5. Watching a comedy movie.
_______6. Getting a failing mark.

Guide Questions:
1. Which situations bring eustress and distress to the group? Why?
2. What are your other sources of eustress and distress?

C. Abstraction: PAIR ME!

Teacher Students
 Let the student identify the different  Student possible answer……
eustress and distress of a  Student possible answer……
student/teenager by pairing the  Student possible answer……
keywords to eustress category or
distress category.
 Let each group present their output.
 When was the last time you got
stressed? Why?
 How did you respond to the things you
think and feel?

D. Application: “Dear Journal!”

Teacher Students

-Let the students prepare their material for their -Students will prepare their materials.
activity.
- Ask the students to write a journal answering the
question
1. How does Distress cause health problem to
 people?

2. How can eustress help a person?

a. make an outline
b. writing paragraph that includes at least 4
cohesion/transition words( and, also, in addition,
but, however, on the other hand, for example, for
instance, another example, such as, like, first,
second, next, finally, in conclusion, to sum up, in
summary).

3. proof, read your paragraph to make sure the

spelling and grammar is good. -Students will start working on their activity for ten
(10) minutes only.
-Students are given 10 minutes to finish their work.

IV. Evaluation:
-Checking and recording of activity.
Criteria:
a. Relevance to the lesson- 15 pts.
b. Creativeness/behavior- 5 pts.
20 pts.

V. Assignment:
Reference: PE and Health pp. 400
- List down 5 (five) steps that you will do when faced with a difficult problem?

Prepared:

ROBERTO L. OLAER
G7-MAPEH Teacher I

Observed:

ARNOLD M. FRANCISCO
Master Teacher I