Daily Lesson Log SCHOOL CALAMBA INTEGRATED SCHOOL GRADE LEVEL 8

in

MAPEH
TEACHER MARGIELYN T. MARTE LEARNING AREA MUSIC

TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

TIME

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)

Music of South Asia India Music of Middle East Israel

 Geographical  Geographical
II. CONTENTS  Historical  Historical
 Cultural Background  Cultural background

1
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
Edukasyong Pangkatawan, 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
A. Reviewing Previous
Lesson Or Presenting New
Lessons
The teacher will play a The teacher will ask The teacher will The teacher will ask
music video as an question: play a music video question:
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

2
 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
 weddings such 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
(15 min) teacher will then
ask the students to
analyze the music
according to pitch,
rhythm, expression
and style.
(15 min)

3
D. Discussing New Concepts The teacher will play The teacher will
And Practicing New Skills different kinds of music play different kinds
#1 in 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 music and 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)

F. Developing Mastery Listening Activity: Group Activity:

(Leads To Formative What are the distinctive Ask the students to
Assessment 3) characteristics of the analyze and group/
Indigenous music of classify the musical
Mindanao? instruments of
Mindanao.

G. Finding Practical The teacher will play a music The teacher will play
4
 Applications Of The video with lyrics of a famous
Concepts And Skills In song in India
Daily Living “ Hymm to Shiva Tandava
stotra.” 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)
H. Making Generalizations The teacher will ask the
And Abstractions About following questions:
The Lesson
 What is the
importance of music
of India in terms of
their historical and
cultural background?
 Are musical elements
important to the
music of India?
(10 min)
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,
a music video with
lyrics of a famous
song in Israel
“ Zum Gali Gali.” 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)
The teacher will ask
the following
questions:
 What is the
importance of
music of Israel in
terms of their
historical and
cultural
background?
 Are musical
elements
important to the
music of Israel?
(10 min)
The teacher will play
five varieties of music
of Israel then let the
students write down
the particular events
5
 religions, festivals and
national anthem then identify
the elements of the music.
(15 min)
J. Additional Activities For The teacher will play
Application And different kinds of music of
Remediation India then 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
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
such as wedding,
courtship, religions,
festivals and national
anthem then identify
the 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.
6
 Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

7
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Daily Lesson Log SCHOOL CALAMBA INTEGRATED SCHOOL GRADE LEVEL 8

in

MAPEH
TEACHER MARGIELYN T. MARTE LEARNING AREA MUSIC

TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

TIME

I. OBJECTIVES
The learner demonstrates an understanding of common and distinct musical characteristics of South Asia
A. Content Standard
and the Middle East.
The learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression
B. 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)

A. Music of India
 Traditional instruments (idiophones, aerophones, membranophones, and chordophones) ;
 Instrumental pieces (solo and ensemble);
II. CONTENTS  Folksongs and ritual music
B. Music of Israel
 Traditional instruments (idiophones, aerophones, membranophones, and chordophones);
 Instrumental pieces (solo and ensemble);
 Folksongs and ritual music
III. LEARNING RESOURCES
A. REFERENCES
8
 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
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting The
New Lesson
B. Establishing A Purpose For
The Lesson
pp.112-114 pp.112-114 pp. 119-122 pp.119-122
pp. 113-117 pp. 113-117 pp. 128-129 pp.128-129
*Edukasyong Pangkatawan, 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)
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 then let the learners
the names of the match the name of
following instruments. the following
After naming the picture instruments. After
of instruments, ask naming the 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,
9
 chordophones). aerophones,
(10 min) membranophones,
and chordophones)
(10 min)
The teacher will play The teacher will play
carnatic, hindustani, and the vocal music of
talathen music. Let the Israel. Let the learners
C. Presenting Examples/ learners identify the
identify the
Instances Of The New classification of the
musical instruments classification of the
Lesson
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
by clapping. Let the ( See attached CD)
students do the same
after the demonstration
of the teacher.
(20 min)

The teacher will play ritual The teacher will play

E. Developing Mastery and folk music of India. vocal music in Israel.
(Leads To Formative Let the learners identify Let the learners identify
Assessment 3) the classification of the the classification of the
instruments. instruments.
10
 (15 min) ( 15 min)
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
provided. improvised string
F. Finding Practical  Using the improvised instruments to
Applications Of Concepts percussion accompany the
And Skills In Daily Living instruments, perform Zum Gali Gali
the “Tala.” music.
 Each group will be  Each group will be
given 10 minutes to given 10 minutes to
practice. practice.
(20 min) (20 min)

(See attachment of Tala) (See attached rubrics)

(See attached rubrics)

Ask learners the following Ask learners the

questions: following questions:
 How can musical  How can musical
instruments change instruments
music? change one
G. Making Generalizations  Why do people in music?
And Abstractions About India use musical  Why do people
The Lesson 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
11

I. Additional Activities For
Application Or Remediation
J. Assignment
V. REMARKS
India. Let the students
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?
Israel. Let the students
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
E. Which Of My Teaching
Strategies Worked Well?
Why Did These Work?

12
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?

13
 Daily Lesson Log SCHOOL CALAMBA INTEGRATED SCHOOL GRADE LEVEL 8
in

MAPEH
TEACHER MARGIELYN T. MARTE 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

C. Learning
Competency/Objectives
The learner will be able to
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
on and derive the (A8PR-IIIc-e-1) of the South Asian, West
mood, idea or  The learner will be Asian, and Central Asian
message from able to incorporate countries in relation to
selected artifacts and the design, form, Philippine culture
art objects and spirit of South, (A8PR-IIIh-4)
(A8PL-IIIh-1) West, and Central
 will be able to trace Asian artifacts and
the external (foreign) objects to one’s
and internal creation (A8PL-IIIh-
(indigenous) 3)
14
 influences that are  The learner will be
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)
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)

II. CONTENTS
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting The New
ARTS OF SOUTH, WEST, ARTS OF SOUTH ASIA RANGOLI AND DIWALI PAKISTANI, UZBEKISTAN,
AND CENTRAL ASIA (INDIA) MOBILE KAZAKHSTAN, TAJIKISTAN
pp. 273-278 pp.274-277 pp. 279-281 pp. 282-283
pp. 304-314 pp.304-307 pp.304-307 pp. 309-311
MAPEH for A Better You
OHSP Arts Module Q2 pp.13
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
The teacher will present the The learners will recall the Ask the learners: Ask the learners to tell
map of Asia and ask the artworks in South, West What are the major something about Rangoli and

15
 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)
C. Presenting The learners will watch a
Examples/Instances Of video presentation showing
The 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
(8 min)
and Central Asia. Let contributions of India in Diwali-Festival of Lights.
them enumerate the the field of art? (5 min)
elements and principles of (5 min)
art used in each artwork.
(5 min)
POP-UP MINDS PICTURE PUZZLE PINOY JEEPNEY vs.
PAKISTANI TRUCK
Ask the learners to think Ask the learners to
of a word/s that you may assemble the pictures of Present in class a Pinoy
associate with INDIA. Rangoli and Diwali by jeepney and Pakistani Truck.
(5 min) swapping the pieces of Ask the students to compare
puzzle until they form the Pinoy jeep with Pakistani
the image. truck art in terms of color,
(7 min) design, forms, and shapes.
(5 min)
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)
16
D. Discussing New Concepts Using the pictures from the
And Practicing New Skills previous activity and with the
#1 same group, the learners
will 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)
E. Discussing New Concepts
And Practicing New Skills
#2
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
contributions to World art Diwali Mobile. PowerPoint presentation the
and festivals (refer to LM pp. 315- identified arts and crafts in
 Ancient Period 316) Central Asia.
 Classical Period (15 min)
 Mogul Period The students will watch
(see attached a video presentation
presentation) showing different
(15 min) designs of rangoli
https://www.youtube.co
m/watch?v=LRidecgLnq
c
(8 min)
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.
17

F. Developing Mastery
(Leads To Formative
Assessment 3)
G. Finding Practical
Application Of Concepts
And Skills In Daily Living
H. Making Generalizations
And Abstractions About
The Lesson
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,
colors, motifs and designs
are manifested in the art of
India, Central Asia, and West
Asia.
(5 min)
(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
contributions of India to
the field of arts?
Cite the Characteristics of
each artwork.
(5min)
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/watc
h?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
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
18
 with Pakistani truck art
I. Evaluating Learning Identify the principles of art Quiz 1-5 The performance of the in terms of color,
used in each artwork. (see (5min) learners will be design, forms and
attached worksheet) evaluated based on shapes.
(5 min) rubrics. (See attached (5 min)
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
Mobile) etc.)
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%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up With
The Lesson

D. No. of Learners Who

Continue To Require
19
 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?

20
 Daily Lesson Log in SCHOOL CALAMBA INTEGRATED SCHOOL GRADE LEVEL 8

MAPEH TEACHER
TEACHING DATE AND
MARGIELYN T. MARTE
WEEK 2
LEARNING AREA
QUARTER
ARTS
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  will be able to show
identify characteristics be locally assembled with local materials, guided the relationship of
of arts and crafts in by local traditional techniques. the development of
West Asia (A8PR-IIIc-e-1) crafts in specific
 will be able to reflect  will be able to incorporate the design, form, and countries in South
on and derive the spirit of South, West, and Central Asian artifacts Asia, West Asia, and
mood, idea or and objects to one’s creation (A8PL-IIIh-3) Central Asia,
message from  will be able to appreciate the artifacts and art according to
selected artifacts and objects in terms of their utilization and their functionality,
art objects distinct use of art elements and principles traditional
(A8PL-IIIh-1) (A8PL-IIIh-2) specialized expertise,
 will be able to derive and availability of
elements from resources
traditions/history of a  will be able to mount
community for one’s an exhibit using
artwork (A8PR-IIIf-2) completed South-
West-Central Asian-

21
 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
A. Reviewing Previous Lesson Ask the learners to cite LOOP A WORD. Ask the Learners to Arrange the jumbled
or Presenting The New the similarities of Pinoy Loop the words that are give the procedures on letters to form a new word
Lesson Jeepney and Pakistani related to arts and crafts in how to make a border that best describes the
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)
B. Establishing A Purpose For The teachers will present Let the Learners watch a The teacher will present a
The Lesson in class the map of video presentation showing video showing the crafts,
22

C. Presenting
Examples/Instances of The
New Lesson
D. Discussing New Concepts
And Practicing New Skills #
1 PowerPoint presentation
E. Discussing New Concepts
And Practicing New Skills #
2 pot.
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
 Arts and Crafts in
West Asia
(15 min)
different border designs. sculptures, attire, fabrics,
https://www.youtube.com/ sculpture, and everyday
watch?v=ABeAQTBNqzw objects in South, West,
(5 min) and 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.
(8 minutes)
Discuss the procedures
on how to make a clay
https://www.youtube.c
om/
watch?v=0mEPaL0LGqo
23

F. Developing Mastery
(Leads To Formative
Assessment 3)
G. Finding Practical Application
Of Concepts And Skills In
Daily Living
H. Making Generalizations And
Abstractions About The
Lesson
I. Evaluating Learning
(10 min)
The teacher will ask the The teacher will divide the class in to four groups and
Learners to make an ask students to fill in the table below.
Venn diagram to identify
COUNTRY WELL-KNOWN ARTWORK FUNCTIONS
INDIA
the commonalities and PAKISTAN
differences of both TURKMENISTAN
countries KYRGYSTAN
(10 min) UZBEKISTAN
(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 it. Learners to do activity 5 the Learners to create an
similar to arts in West (30 min) (Clay pot designing) art exhibit using their own
Asia. 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 exhibit.
(25 min)
The teachers will ask Ask the Learners: What did you learn about
Learners to give  What values South, West, and Central
characteristics of West should you Asian Arts?
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)
Quiz 1-5 (see The performance of the Learners’ art exhibit will be
24
 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
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?

25
 Daily Lesson Log in
MAPEH
I.OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
II. CONTENTS
SCHOOL CALAMBA INTEGRATED SCHOOL GRADE LEVEL 8
TEACHER
TEACHING DATE AND
MARGIELYN T. MARTE
WEEK 1
LEARNING AREA
QUARTER
HEALTH
3RD QUARTER
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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)
Most common communicable diseases and its
prevention and control
 Acute Respiratory Infections
 Pneumonia
Top 10 leading causes of
 Bronchitis
Stages of Infection morbidity and mortality in
 Influenza
the Philippines
 Tuberculosis (TB)
 Dengue
 Sexually Transmitted Infections (STIs)
 HIV and AIDS
26
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages TG Q3 page 6 – 8. 48 – 50
2. Learner’s Material pages 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.
3. Textbook pages
Ang respiratory system. A&E. NFE Accreditation and Equivalency Learning Material. DepEd. 2001, 18,21.

4. Additional Materials
from Learning Resource
(LR) portal
Getchell &Pippin. Perspectives on Health. 545, 553 – 557

B. OTHER LEARNING http://allnurses.com/general-nursing-student/stages-of-infection-176240.html

REFERENCES http://study.com/academy/lesson/progress-of-disease-infection-to-recovery.html
http://www.doh.gov.ph/node/1058

IV. PROCEDURES
Answer the Pre- Ask learners to recall
Group Activity:
Assessment attached. their experiences on
The pre-assessment will communicable
Ask 1 representative from
measure the students’ diseases. How did
each group to list down
prior knowledge on how you acquire it?
their top 10 deadliest
disease develop and
diseases in the Philippines.
spread in a population. Ask few learners to
(5 min) volunteer to share
A. Reviewing Previous Let the learner write down
with the class.
Lesson or Presenting New their list on a meta-strip.
See attachment (15 min)
Lessons Cross out the diseases that
(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
your answers?
causes.
 Do you experience
(5 mins)
your answers in
27
 real life?

Group Activity. Show The teacher will show

learners a set of statistical chart that
pictures. Ask the learners illustrates the top 10
The teacher will
to make inferences on deadliest diseases in the
show the video “
the said pictures. Philippines.
How Germs Spread
(See attachment) (5 min)
- Explaining the
(Activity 2)
Science for Kids”
(5 mins) (See Attachment)
 What have
you realized
B. Establishing A Purpose Processing Question: Processing Questions:
after
For The Lesson  What are your
watching the
What could have been insights about the
video?
the cause of the diseases that were
 How the
following diseases? included on the list?
video present
 What could be the
the spread of
factors that affect
disease?
the increase of
(15 min)
these diseases?

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.
diseases have you of your relatives Distribute the strips
experienced? experienced/acquired of paper with
C. Presenting Examples / it? Share your diseases written on
Instances Of The New 2. How did you cure experience. it. Instruct the
Lesson 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.
you felt? you say so?
(10 min) (10 min) Guide Questions:
 Why did you
28
 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
diseases. The teacher
The teacher will discuss
will show video on the
the Stages of Infection.
different common
(10 min) Teacher – led discussion on
communicable
the cause and prevention
diseases. Ask the
of the leading cause of
learners to complete a
morbidity and mortality in
table. The table will
(See attached Lecture) the Philippines.
require the following
(10 min)
data:
 Name of the
disease
 Cause
 Symptoms
 Cure/treatment
(10 min)

Read the story of Christine

Joy. See Attachment.
The teacher will
E. Discussing New Concepts
Guide Questions: present answers similar
And Practicing New Skills
 What did her to the activity done by
#2
mother do to the learners.
prevent her from
getting diseases?
29
  Do you have similar
experiences? Share
to the class.
The teacher will ask
learners to group
themselves into 5.
Create a short
commercial that will
Group Activity:
show prevention of the
different communicable
The teacher will ask the
diseases like
learners to perform a
 Acute
role play on the stages
Respiratory
of development and
Infections
recovery of the following
 Pneumonia
infectious disease:
 Bronchitis
 Chickenpox Group Activity:
 Influenza
 Common cold
 Tuberculosis
 Influenza The learners will create a
(TB)
F. Developing Mastery  Mumps rap about the prevention of
 Dengue
(Leads To Formative  Dengue these diseases. The activity
 Sexually
Assessment 3) will be evaluated by using
Transmitted
Processing question: the attached Rubrics.
Infections
 Where did the (10 min)
(STIs)
infection start?
 HIV and AIDS
 How did the
disease spread?
Evaluate the learners’
 How did the
commercial by using
community
the Rubrics attached.
address the
(See Attachment)
infectious
disease?
Processing question:
(15 min)
 Where did the
disease start?
 How the disease
spread?
 How did the
30
 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. religiously to prevent
Daily Living their health. Ask 5 (5 min) communicable disease.
students to share their (15 min)
“Oath”.
Draw reflections from
the learners on their
Our environment is filled
Life is important, life is realizations/insights
with diseases causing
precious. We should regarding the lesson.
factors such as viruses
develop awareness in
H. Making Generalizations and bacteria. These
taking care of ourselves by The significance of
And Abstractions About infectious diseases can
preventing and controlling preventing
The Lesson be minimized if we are
such diseases. communicable diseases
aware of its causes and
(5 min) on one’s life should be
preventions.
emphasized.
(5 min)
(5 min)

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)

31
 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 For communicable diseases. https://www.youtube.com/ groups for a poster
Application And watch?v=Dno8Vy1xskc making activity
Remediation focusing 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?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

32
 Daily Lesson Log SCHOOL CALAMBA INTEGRATED SCHOOL GRADE LEVEL 8
in

MAPEH
TEACHER MARGIELYN T. MARTE LEARNING AREA HEALTH

TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of principles in the prevention and control of communicable
diseases for the attainment of individual wellness.
B. Performance Standard The learner consistently demonstrates personal responsibility and healthful practices in the prevention
and control of communicable diseases.
C. Learning Competencies/ The learner analyzes the The learner The learner promotes The learner identifies
Objectives 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)

 Emerging and re-

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

33

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. Reviewing Previous
Lesson or Presenting New
Lessons
 Meningococcemi
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
Group Activity: The teacher will ask The teacher will show a
learners to answer the video clip presentation.
Use the K-W-L Chart: following questions: https://www.youtube.co
Review the previous
 Leptospirosis  How can I m/watch?v=1ZJbML2hf
lesson on the programs
 Severe Acute protect myself m4
and guidelines of the
Respiratory from
government on
Syndrome communicable After the viewing, the
communicable
(SARS) diseases? teacher will ask the
diseases.
 Chikungunya  Am I protecting following questions:
(5 min)
 Meningococcemia myself from  What was the
 Foot and Mouth communicable video about?
 Disease diseases?
34
  Avian influenza (5 min)  Are you familiar
 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 link: Pictures of persons with meaning and
emerging diseases.
https://www.youtube.co communicable diseases duties/responsibility of
Ask the learners the
m/watch?v=xA6xn4WJP like: the following acronym:
following questions:
FQ  Tubercolosis  DepEd
 What was the
 AIDS/HIV  PNP
B. Establishing A Purpose For news all about?
and will ask the  Sexually  BFP
The Lesson  Are you familiar
students to give insights Transmitted  DILG
with the said
on the message of the Diseases/STD’s (5 min)
disease? Why or
video they watched.  Influenza
why not?
(10 i
(10 min)
n and he/she will draw
) insights from the class.
(10 min)
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 link:
 What emerging  Do you know  Do you think the https://www.youtube.c
diseases have how to do self- government om/watch?v=yYooWM
C. Presenting Examples /
you/family monitoring when cares about their mRvEI
Instances of The New
member you do not feel situation? If yes,
Lesson
experienced? well? on what way did and will ask learners
 How did you cure  What do you do the government the following
these diseases? when you do not address this questions:
 After getting feel well? issue?  What was the
infected, what did (10 min)  Can you give video about?
35
 you feel? policies/guideline  Who help the
(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
The teacher will discuss
 Severe Acute Teacher – led discussion discussion on how the
on programs and
Respiratory on prevention and agencies prevent and
policies to prevent and
Syndrome (SARS) control of communicable control diseases.
control communicable
 Chikungunya disease. (10 min)
diseases.
 Meningococcemia (10 min)
(15 min)
 Foot and Mouth
Disease
 Avian influenza
 AH1N1 Influenza
(10 min)
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
36
 evaluate students’
performance based on
the Rubrics attached.

(see attachment)

(10min)
Group Activity:
The teacher will provide
different news articles on
emerging diseases for
The learners will
the learners to analyze.
prepare a group role The teacher will show a The teacher will show a
They will answer the
playing on how video clip presentation video clip presentation
following:
prevent communicable https://www.youtube.co https://www.youtube.c
 What emerging
diseases through self- m/watch?v=yU02etSuN om/watch?v=yU02etSu
disease was
monitoring skills. FU NFU
discussed on the
F. Developing Mastery
article?
(Leads To Formative Evaluate the role After watching the After watching the
 What are the
Assessment 3) playing by using the video, the learners will video the learners will
cause and effect
Rubrics attached. give their list down the agencies
of this emerging
(5 min) reaction/opinion about responsible and their
disease on the
the issues on AIDS/HIV. action on the issue on
community?
(5 min) the video.
 How did the
(See Attachment) (5 min)
community or the
government
handle the
diseases?
(5 min)
Identify and Analyze.
Based on the learners’
The students will cite Ask the learners to
G. Finding Practical understanding, list down Being part of the
ways on how to prevent read a short story
Applications Of The personal life skills to community, suggest
these emerging and re- about a family who
Concepts And Skills In prevent and control policies/ guidelines in
emerging diseases. suffered from an
Daily Living communicable diseases. preventing diseases.
(5 min) unknown disease and
(5 min)
they will try to seek
37
 help.

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)
The teacher will ask
The teacher will lead
learners to reflect on
learners to the Make an emphasis on
the statement of
generalizations of the how the government
Secretary Janette P.
lesson through through different
The learners will state Loreto-Garin on
answering fill-in-the- agencies help in
at least 2 – 3 battling Zika virus.
blank question provided preventing and
significance/importance
H. Making Generalizations below: controlling
of preventing and “Let’s go back to
And Abstractions About communicable diseases.
controlling basics; we always say
The Lesson I will prevent diseases
communicable disease that prevention is
by___________. The teacher will ask to
should be emphasized. better than cure.
I will inform my give their feedback
(5 min) 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
38
 our community.
Kalinisan at kalusugan.
Makiisa sa kalinisan ng
ating komunidad, ang
kalusugan ay
responisibilad ng bawat
isa.”
(5 min)
Quiz :
The teacher will ask the The learners will define
Slogan Making:
learners to identify the the meaning of each
emerging disease based letters of the acronyms
Quiz:
on the given symptoms. of the names of the
(5 mins) The teacher will ask
I. Evaluating Learning (5 min) government agencies
learners to make a
and will discuss their
(See Attachment) slogan on control and
(See Attachment) role in the prevention
prevention of diseases.
of communicable
(5 min)
diseases.
(5 min)
J. Additional Activities For The teacher will write The teacher will ask the
Application And reminders or preventive learners to have a
Remediation measures on the research on local and
spreading of diseases international agencies
on the bulletin board in responsible for
of the class. communicable disease
prevention and control.
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
39
 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?

40