Department of Education

Division of Misamis Oriental

Balingasag North
MAMBAYAAN INTEGRATED SCHOOL
Balingasag, Misamis Oriental
School: MAMBAYAAN INTEGRATED SCHOOL Grade Level/Section Grade 7- Friendly

Name of Teacher: JENNELYN G. MALAYNO Learning Area MAPEH - Music

Teaching Date August 12-16 Quarter Second

TEACHING SCHEDULE Monday/Tuesday(3:00-4:00pm)
Thursday/Friday(2:00-3:00pm)

June 18, 2019 June 19, 2019 June 20, 2019 June 21, 2019
June 17, 2019
The students will be able to:
a. Improvises simple
rhythmic /
harmonic
The students will be able to: accompaniments
The students will be able to: a. Analyzes the relationship of
to selected
a. distinguishing characteristics of functions of Philippine
Philippine music
representative Philippine music from the Highlands
The students will be able to: from the Highlands
music from the Highlands and and Lowlands of Luzon, to
a. Analyzes an example of and Lowlands of
Lowlands of Luzon, in relation the lives of the people.
Philippine music from the Luzon.
to history and culture of the b. Sings accurately
Highlands and Lowlands of b. Explores ways of
area representative songs from
Luzon producing sounds
I. OBJECTIVES b. Explain the characteristics of the Highlands and
b. describes how the musical on a variety of
representative Philippine Lowlands of Luzon, alone
elements are used. sources that would
music from the Highlands and and / or with others.
c. Tell the importance of music simulate the
Lowlands of Luzon, in relation c. Performs on available
in the world. instruments being
to history and culture of the instruments music from the
studied.
area Highlands and Lowlands of
c. Evaluates music
c. Tell the importance of music in Luzon, alone and / or with and music
the history of the Filipino others.
performances by
applying
knowledge of
musical elements
and style.
The learner demonstrates understanding of the musical characteristics of representative music from the highlands of Luzon, Mindoro, Palawan, and the Visayas.
A. Content Standards
 B. Performance Standards The learner performs selected vocal and instrumental music of Cordillera, Mindoro, Palawan and the Visayas in appropriate style

C. Learning Competencies
/Objectives
identifies the musical characteristics of Identifies the distinguishing musical Identifies the distinguishing
Identifies the distinguishing musical musical characteristics of
representative selections of Cordillera, characteristics of representative
characteristics of representative music representative music
Mindoro, Palawan and of the Visayas music selections from the lowlands of
selections from the lowlands of Luzon. selections from the lowlands
after listening Luzon.
of Luzon.

Code MU7LU-Ia-1
MU7LU-Ia-1 MU7LU-Ia-1 MU7LU-Ia-1
MU7LU-Ib-3
MU7LU-Ib-3 MU7LU-Ib-3 MU7LU-Ib-3

II. CONTENT

Music of Luzon ( Lowland) Music of Luzon ( Lowland) Music of Luzon ( Lowland) Music of Luzon( Lowland)
A. Topic
Vocal Music-Folksongs Vocal Music- Liturgy & Devotional Music Vocal Music-Secular Music Instrumental Music

B. Duration
III. LEARNING RESOURCES
A. References
Teacher’s Guide in Music 7 pp.5-36 Teacher’s Guide in Music 7 pp.5-36 Teacher’s Guide in Music 7 pp.5-36 Teacher’s Guide in Music 7
Teacher’s Guide pp.5-36
Learner’s Material Learner’s Module in Music 7 pp. 11-18 Learner’s Module in Music 7 pp. 19-24 Learner’s Module in Music 7 pp.25-36 Learner’s Module in Music 7
Learning Resource Portal pp. 37-49

Activity materials, audio-visual

C.Other Learning Resources Activity materials, audio materials, Activity materials, audio-visual materials, Activity materials, audio-
materials,
visual materials,

IV. PROCEDURES

Communicating learning
Communicating learning objective/s.
1. Introduction Communicating learning objective/s. objective/s.
Communicating learning objective/s. Review of past lessons.
Review of past lessons. Review of past lessons.
Show picture of the ff. and let students Arrange the ff. scrambled words: Show pictures of the
Pre- Assessment identify each: *anarah *watilab following & let students
*Musical Symbols *Pasyon *gnatnimuk *namidnuk identify each:
2. Motivation
*Elements of Music *Salubong *oggnadnap *Las Pinas Bamboo Organ
*Classification of Musical Instruments *Flores de Mayo *aklop *Musikong Bumbong
*Santa Cruzan *Pangkat Kawayan
 Let students perform the
Let students perform the activities: activities:
Let students perform the activities:
Let students perform the activities: 1.Leveling off – Liturgy & Devotional 1.Leveling off –Istrumental
1.Leveling off – Secular music & its
1.Leveling off – Folksong & its music & its characteristics and examples. music of the lowlands of
characteristics and examples.
3. Instruction characteristics and examples. 2.Film Viewing Activity- Liturgy & Luzon & its characteristics
2.Film Viewing Activity- Secular
2.Listening Activity- Phil. Folksongs Devotional music from the lowlands of and examples.
music from the lowlands of Luzon.
from the lowlands of Luzon. Luzon. 2.Film Viewing Activity-
Instrumental music from the
lowlands of Luzon.
Group activity Let each group perform the manner of Let each group perform the manner Based on the video
Let each group choose one folksong singing the Pasyon, Santa Cruzan, of singing the Harana, Kumintang, presentations, categorize
4. Enrichment from the lowlands of Luzon and Flores de Mayo and Salubong. Pandanggo, Polka, Balitaw & the instruments of each
interpret it through dance and Kundiman. group through Hornbostel
movements. Sachs classification.
Based on the lessons
Based on the lessons learned, how are Based on the lessons learned, how
5. Finding Practical Based on the lessons learned, how are learned, how are you going
you going to preserve and promote are you going to preserve and
Applications to Daily you going to preserve and promote to preserve and promote
liturgy & devotional music from the promote secular music from the
Living folksongs from the lowlands of Luzon? instrumental music from the
lowlands of Luzon? lowlands of Luzon?
lowlands of Luzon?
What is instrumental music?
What is folksong? What are examples
What is liturgy & devotional music? What What is secular music? What are its Classify the different
6. Generalization and of folksongs from the lowlands of
are its examples from the lowlands of examples from the lowlands of musical instruments
Abstraction Luzon? Which folksong do you like
Luzon? Which do you like best? why? Luzon? Which do you like best? why? according to Hornbostel
best? why?
Sachs classification.
Paper and pencil test Paper and pencil test Paper and pencil test
Paper and pencil test
10 items 10 items 10 items 10 items
7. Evaluation

V. REMARKS
Make a compilation of
Make a compilation of different Make a compilation of different examples Make a compilation of different
different examples of
Follow-up Activity examples of folksongs from the of liturgy & devotional music from the examples of secular music from the
musical instruments from
lowlands of Luzon. lowlands of Luzon. lowlands of Luzon.
the lowlands of Luzon.
VI. REFLECTION
No. of learners who earned
Out of _____learners earned Out of _____learners earned Out of _____learners earned Out of _____learners
80% on the formative
in evaluation in evaluation in evaluation earned in evaluation
assessment.
No. of learners who require of learners required
of learners required additional of learners required additional of learners required additional
additional activities for additional activities for
activities for remediation activities for remediation activities for remediation
remediation. remediation
Did the remedial lessons work?
Yes No of
No. of learners who have Yes No of learners who Yes No of learners who Yes No of learners
learners who caught up the
caught up with the lesson. caught up the lesson caught up the lesson who caught up the lesson
lesson
No. of learners who continue to No. of learners who
No. of learners who continue to No. of learners who continue to No. of learners who continue to
require remediation continue to require
require remediation. require remediation. require remediation.
remediation.
Which of my teaching Strategies used that work
strategies worked well? Why well:
did these work? Answering
Strategies used that work preliminary
Strategies used that work well: activities/
well: Answering exercise
Strategies used that work well:
Answering preliminary preliminary activities/ Group
Answering preliminary
activities/ exercise exercise collaboration
activities/ exercise
Group collaboration Group collaboration Games
Group collaboration
Games Games Discussion
Games
Discussion Discussion Think-pair-
Discussion
Think-pair-share (TPS) Think-pair-share share (TPS)
Think-pair-share (TPS)
Case Method (TPS) Case
Case Method
PowerPoint Case Method Method
PowerPoint presentation
presentation PowerPoint PowerPoint
Differentiated Instruction
Differentiated presentation presentation
Discovery Method/
Instruction Differentiated
Guided Inquiry
Discovery Method/ Instruction Differentiated
Role Playing/ Drama
Guided Inquiry Discovery Method/ Instruction
Lecture Method
Role Playing/ Drama Guided Inquiry Discovery
Lecture Method Role Playing/ Drama Method/ Guided
Lecture Method Inquiry
Role
Playing/ Drama
Lecture Method
What difficulties did I encounter
which my principal or
supervisor can help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

School: MAMBAYAAN INTEGRATED SCHOOL
Name of Teacher: JENNELYN G. MALAYNO
Teaching Date June 24-28, 2019
TEACHING SCHEDULE Monday/Tuesday(3:00-4:00pm)
Thursday/Friday(2:00-3:00pm)
June 24
The students will be able to:
a. Describe the
characteristics of Arts
and Crafts of Ilocos
Region & Cordillera
Administrative Region
(CAR)
I.OBJECTIVES b. Explain elements and
principles of art in the
production of one’s arts
& crafts in Ilocos
Region & Cordillera
Administrative Region
(CAR))
c. Tell the importance of
arts in the world.
The learner demonstrates understanding of the salient features of the arts of Luzon (highlands & Lowlands) by showing the relationship of elements of art and processes among culturally diverse
Content Standards communities in the country.
The learner creates artworks showing the characteristic elements of the arts of Luzon (highlands & lowlands).
Performance Standards
Department of Education
Division of Misamis Oriental
Balingasag North
MAMBAYAAN INTEGRATED SCHOOL
Balingasag, Misamis Oriental
Grade Level/Section Grade 7- Friendly
Learning Area MAPEH - Arts
Quarter First
June 25 June 26 June 27 June 28
The students will be able to: The students will be able to: The students will be able to:
a. Identifies the a. Describe the characteristics of Arts & Crafts a. Identifies the
characteristics of Arts & of CALABARZON & Bicol Region characteristics of arts
Crafts of Cagayan Valley b. Explain the characteristics Arts & Crafts of and crafts in specific
& Central Luzon CALABARZON & Bicol Region areas in Luzon.
b. Explain the characteristics c. Give examples of Arts and Crafts Arts &
of Arts & Crafts of Crafts of CALABARZON & Bicol Region b. Explain elements and
Cagayan Valley & Central principles of art in the
production of one’s arts
Luzon
c. Give examples of Arts and & crafts in Luzon
Crafts in Cagayan Valley (highlands & lowlands)
and Central Luzon. c. Tell the importance of
arts in the world.
Learning Competencies *Identifies the characteristics of arts Reflect on and appreciate the
*Identifies the characteristics of
and crafts in specific areas in *Identifies the characteristics of arts and crafts in functionality of the selected
/Objectives arts and crafts in specific areas in
Luzon. specific areas in Luzon. artifacts and art objects from the
Luzon.
*Analyze elements and principles of *Analyze elements and principles of art in the highlands and lowlands of Luzon.
*Analyze elements and principles
art in the production of one’s arts & production of one’s arts & crafts in Luzon (highlands &
of art in the production of one’s
crafts in Luzon (highlands & lowlands).
arts & crafts in Luzon (highlands
lowlands).
& lowlands).

A7EL-Ib-1 A7EL-Ib-1 A7EL-Ib-1 A7PL-Ih-1

A7EL-Ia-2 A7EL-Ia-2 A7EL-Ia-2 A7PL-Ih-2
Code
II.CONTENT

Arts & Crafts of Ilocos Region &

Topic Arts & Crafts of Cagayan Valley & Arts & Crafts of Luzon
Cordillera Administrative Region Arts & Crafts of CALABARZON & Bicol Region
Central Luzon (Highlands & Lowlands)
(CAR)
Duration 1 hour 1 hour 1 hour 1 hour
III.LEARNING RESOURCES
A. References
Teacher’s Guide in Art 7 pp.151- Teacher’s Guide in Art 7 pp.158-164 Teacher’s Guide in Art 7 pp.164-168 Teacher’s Guide in Arts 7 pp.180-
158 183
Teacher’s Guide Learner’s Module in Art 7 pp. 152- Learner’s Module in Music 7 pp.160-162
Learner’s Material Learner’s Module in Music 7 pp. 159 Learner’s Module in Music 7 pp.
Learning Resource Portal 145-152 173-177

Activity materials, visual Activity materials, visual materials, Activity materials, visual materials, Activity materials, visual materials,
materials,
B.Other Learning Resources

IV.PROCEDURES

Communicating learning Communicating learning

Communicating learning Communicating learning objective/s.
1.Introduction objective/s. objective/s.
objective/s. Review of past lessons.
Review of past lessons. Review of past lessons.

Pre- Assessment
*Elements of Arts
2.Motivation
*Principles of Arts
*Art Processes
Let students perform the
activities:
1.Leveling off – Arts & Crafts of
Ilocos Region & CAR- its
3.Instruction
characteristics and examples.
2. Let each group choose one arts
and crafts of Ilocos and CAR and
analyze the dominant elements &
principles used.
Group activity
4.Enrichment Let each group identify the
similarities and differences of
Cordillera and Ilocos textiles.
Based on the lessons learned,
5.Finding Practical
how are you going to preserve
Applications to Daily Living
and promote arts and crafts of
Ilocos & CAR?
What are examples of arts &
6.Generalization and
crafts of Ilocos & CAR? Which
Abstraction
artwork you think you can also
make? why?
Paper and pencil test
7.Evaluation
10 items
V. REMARKS
Make a compilation of different
Follow-up Activity examples of arts & crafts of Ilocos
& Cordillera Autonomous Region.
VI.REFLECTION
No. of learners who earned 80%
on the formative assessment. Out of _____learners earned
in evaluation
Show picture of the ff. and let
students identify each:
*Vakul *Singkaban
*Bakwat
*Giant lanterns or Parol
*Tumauini Church in Isabela
Let students perform the activities:
1.Leveling off – Arts & Crafts of
Cagayan Valley & Central Luzon- its
characteristics and examples.
2. Let each group choose one arts
and crafts of Cagayan Valley &
Central Luzon and analyze the
dominant elements & principles
used.
Let each group perform the activity
on pp.158-159
Based on the lessons learned, how
are you going to preserve and
promote arts and crafts of Cagayan
Valley & Central Luzon?
What are examples of arts & craft
of Cagayan Valley & Central Luzon?
Which artwork you think you can
also make? why?
Paper and pencil test
10 items
Make a compilation of different
examples of arts & crafts of Cagayan
Valley & Central Luzon?
Out of _____learners earned
in evaluation
Show pictures of the following & let
students identify each:
*Ukit of Paete
*HIgantes
*Balisong
*Kiping
Let students perform the activities:
1.Leveling off – Arts & Crafts of
CALABARZON & Bicol Region, its
characteristics and examples.
2. Let each group choose one arts
and crafts of CALABARZON & Bicol
Region and analyze the dominant
elements & principles used.
Let each group perform the activity
on pp.168
Based on the lessons learned, how
are you going to preserve and
promote arts and crafts of
CALABARZON & Bicol Region?
What are examples of arts & crafts
of CALABARZON & Bicol Region?
Which artwork you think you can
also make? why?
Paper and pencil test
10 items
Make a compilation of different
examples of arts & crafts of
CALABARZON & Bicol Region?
Out of _____learners earned
in evaluation
Guess the Picture
Show to class pictures of selected
arts & crafts from Luzon. Let them
identify the name and place it was
originated.
Individual Activity:
Make your own reflection.
1.In your own opinion, why are
most of our artifacts are functional
rather than for display and
enjoyment only?
2.Compare the dif. designs from
each province..How similar or
different are they from each other?
Group activity.
Make a table similar on p.182 and
give the needed information.
What did you discover after
studying the arts a
& crafts of Luzon?
Give at least 15 arts and crafts of
Luzon and identify its functionality.
Paper and pencil test
10 items
Make a scrapbook of the different
arts & crafts of Luzon based on
your compilation.
Out of _____learners earned
in evaluation
 No. of learners who require of learners required
of learners required of learners required additional of learners required
additional activities for additional activities for
additional activities for remediation activities for remediation additional activities for remediation
remediation. remediation
Did the remedial lessons work?
Yes No of learners Yes No of learners Yes No of learners Yes No of learners
No. of learners who have caught
who caught up the lesson who caught up the lesson who caught up the lesson who caught up the lesson
up with the lesson.
No. of learners who continue to
No. of learners who No. of learners who continue No. of learners who continue No. of learners who continue
require remediation
continue to require remediation. to require remediation. to require remediation. to require remediation.
Which of my teaching strategies Strategies used that
Strategies used that work Strategies used that work Strategies used that work well:
worked well? Why did these work? work well:
well: well: Answering
Answering
Answering Answering preliminary activities/
preliminary activities/
preliminary activities/ preliminary activities/ exercise
exercise
exercise exercise Group
Group
Group collaboration Group collaboration collaboration
collaboration
Games Games Games
Games
Discussion Discussion Discussion
Discussion
Think-pair-share Think-pair-share Think-pair-share
Think-pair-share
(TPS) (TPS) (TPS)
(TPS)
Case Method Case Method Case Method
Case Method
PowerPoint PowerPoint PowerPoint
PowerPoint
presentation presentation presentation
presentation
Differentiated Differentiated Differentiated
Differentiated
Instruction Instruction Instruction
Instruction
Discovery Method/ Discovery Method/ Discovery Method/
Discovery
Guided Inquiry Guided Inquiry Guided Inquiry
Method/ Guided Inquiry
Role Playing/ Role Playing/ Role Playing/
Role Playing/
Drama Drama Drama
Drama
Lecture Method Lecture Method Lecture Method
Lecture Method
What difficulties did I encounter which
my principal or supervisor can help
me solve?
What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 Department of Education
Division of Misamis Oriental
Balingasag North
MAMBAYAAN INTEGRATED SCHOOL
Balingasag, Misamis Oriental
School: MAMBAYAAN INTEGRATED SCHOOL Grade Level/Section Grade 7- Friendly

Name of Teacher: JENNELYN G. MALAYNO Learning Area MAPEH – P.E.

Teaching Date July 1-5, 2019 Quarter First

Monday/Tuesday(3:00-4:00pm)
Class Schedule
Thursday/Friday(2:00-3:00pm)

July 2 July 3 July 4 July 5

July 1
The students will be able to:
a. Define physical fitness and
the three (3) major
components that constitute
it.
b. Enumerate and define the
different parameters that
I.OBJECTIVES
constitute each component.
c. Relate each fitness
parameter: cardiorespiratory
endurance, muscle strength
and endurance, flexibility
and body composition, to
health risks associated with
a sedentary lifestyle.
The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness.
Content Standards
The students will be able to: The students will be able to: The students will be able to:
a. Identify the characteristics of a a. Calculate physical activity a. Plan an exercise
physically fit and unfit person. index, program for CRE
b. Undertakes physical fitness b. Perform exercises that and muscular
assessments develop muscle strength endurance.
c. Tell whether they are physically and endurance. b. Perform exercises
fit or not. c. Understand why muscle that develop
strength is important to muscle strength
one‟s health and endurance.
c. Understand why
muscle strength is
important to one‟s
health

The learner designs an individualized exercise program to achieve personal fitness.

Performance Standards

Learning Competencies *Identify physical activities that aid in

*Identify the characteristics of a
the development of different physical
/Objectives physically fit and unfit person. *Undertakes physical fitness *Undertakes physical fitness
fitness components.
*Undertakes physical fitness assessments assessments
*Demonstrate understanding of
assessments
physical fitness components.
 PE7PF-Ia-h-23 PE7PF-Ia-h-23 PE7PF-Ia-h-23 PE7PF-Ia-h-23
Code
II.CONTENT

Components of Physical Components of Physical

Topic
Duration
III.LEARNING RESOURCES
A. References
Teacher’s Guide
Learner’s Material
Learning Resource Portal
B. Other Learning Resources
Components of Physical Fitness
1 hour
Teacher’s Guide in PE 7 pp.9-17
Learner’s Module in PE 7 pp. 4-12
Activity materials, visual materials
Components of Physical Fitness/Physical
Fitness/Physical Fitness Fitness/Physical Fitness
Fitness Assessments
Assessments Assessments
1 hour 1 hour 1 hour
Teacher’s Guide in PE 7 pp.18-20 Teacher’s Guide in PE 7 pp.9-17 Teacher’s Guide in PE 7
pp.9-17
Learner’s Module in PE 7 pp. 12-16 Learner’s Module in PE 7 pp. 4-12
Learner’s Module in PE 7 pp.
4-12
Assessment materials, visual Assessment materials, visual
Activity materials, visual materials
materials materials

IV.PROCEDURES

Communicating learning objective/s. Communicating learning objective/s. Communicating learning objective/s. Communicating learning
1.Introduction
Review of past lessons. Review of past lessons. objective/s.
Review of past lessons.

A. General warm up-do a 10 minute slow A. General warm up-do a 10 minute A. General warm up-do a
Pre- Assessment jog. slow jog. 10 minute slow jog.
2.Motivation Test #1 B. Dynamic Warm up-lunge, high knee & B. Dynamic Warm up-lunge, high B. Dynamic Warm up-
Test#2 carioca. knee & carioca. lunge, high knee & carioca.
PAR-Q & YOU

3.Instruction
4.Enrichment
5.Finding Practical
Applications to Daily
Living
6.Generalization and
Abstraction
7.Evaluation
V. REMARKS
Follow-up Activity
Assignment
VI.REFLECTION
No. of learners who earned
80% on the formative
assessment.
No. of learners who require
additional activities for
remediation.
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
No. of learners who continue to
require remediation
A. Perform activity on p. 13
A. General warm up-do a 10 minute
B. Small group discussion about exercise
slow jog. A. Orientation and test
program, health benefits of exercise & A. Orientation and test protocols.
B. Dynamic Warm up-lunge, high knee protocols.
exercise program and smart guide to B. Perform physical fitness
& carioca. B. Perform physical fitness
goal setting. assessment- 3 minute step test
C. Group activity on p. 12 assessment- paper juggling
C. Perform physical fitness assessment- zipper test & sit and reach.
D. Group discussions- components of and hexagon agility test
getting height and weight/ computing for
physical fitness
BMI
Group activity- bodily movements that Make a short and long term goals using Perform cool down exercises. Perform cool down
will develop different components of SMART. exercises.
physical fitness.
Based on the lessons learned, What do
Based on the lessons learned, why is Evaluate and compare
you think should be done to become a Evaluate and compare results.
physical fitness important for teens? results.
physical fit person?
What should be done to improve your What should be done to
What are components of physical Are you a physically fit individual?
cardiovascular endurance and improve your coordination
fitness? Explain
flexibility? and agility?
Paper and pencil test Paper and pencil test
10 items Performance
10 items Performance Evaluation
Evaluation
Bring stopwatch
List at least 5 physical activities daily or cellphone with
which help to improve physical fitness. timer.
Out of _____learners earned Out of _____learners earned Out of _____learners earned Out of _____learners
in evaluation in evaluation in evaluation earned in evaluation
of learners required
of learners required additional of learners required additional of learners required additional
additional activities for
activities for remediation activities for remediation activities for remediation
remediation
Yes No of
Yes No of learners who Yes No of learners who Yes No of learners
learners who caught up the
caught up the lesson caught up the lesson who caught up the lesson
lesson
No. of learners who
No. of learners who continue to No. of learners who continue to No. of learners who continue to
continue to require
require remediation. require remediation. require remediation.
remediation.
Which of my teaching Strategies used that work
strategies worked well? well:
Why did these work? Answering
Strategies used that work preliminary
Strategies used that work well: activities/
well: Answering exercise
Strategies used that work well:
Answering preliminary preliminary activities/ Group
Answering preliminary
activities/ exercise exercise collaboration
activities/ exercise
Group collaboration Group collaboration Games
Group collaboration
Games Games Discussion
Games
Discussion Discussion Think-pair-
Discussion
Think-pair-share (TPS) Think-pair-share share (TPS)
Think-pair-share (TPS)
Case Method (TPS) Case
Case Method
PowerPoint Case Method Method
PowerPoint presentation
presentation PowerPoint PowerPoint
Differentiated Instruction
Differentiated presentation presentation
Discovery Method/
Instruction Differentiated
Guided Inquiry
Discovery Method/ Instruction Differentiated
Role Playing/ Drama
Guided Inquiry Discovery Method/ Instruction
Lecture Method
Role Playing/ Drama Guided Inquiry Discovery
Lecture Method Role Playing/ Drama Method/ Guided
Lecture Method Inquiry
Role
Playing/ Drama
Lecture Method
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

School: MAMBAYAAN INTEGRATED SCHOOL
Name of Teacher: JENNELYN G. MALAYNO
Teaching Date July 8-12, 2019
Monday/Tuesday(3:00-4:00pm)
Thursday/Friday(2:00-3:00pm)
July 8
The students will be able to:
a. Explain the different
dimensions of holistic health
(physical, mental/intellectual,
emotional, social, moral-
spiritual)
b. Analyze the interplay among
the health dimensions in
developing holistic health.
c. Practice health habits to
I.OBJECTIVES
achieve holistic health.
Content Standards The learner demonstrates understanding of holistic health and its management of health concerns, the growth and development of adolescents and how to manage its challenges.
The learner appropriately manages concerns and challenges during adolescence to achieve holistic health.
Performance Standards
Department of Education
Division of Misamis Oriental
Balingasag North
MAMBAYAAN INTEGRATED SCHOOL
Balingasag, Misamis Oriental
Grade Level/Section Grade 7- Friendly
Learning Area MAPEH – Health
Quarter First
July 9 July 10 July 11 July 12
The students will be able to: The students will be able to: The students will be able to:
a. Identify the different a. Describe changes in a. Identify the
dimensions of holistic health different aspects of growth physical, mental,
(physical, mental/intellectual, that happen to boys and emotional, social
emotional, social, moral- girls during puberty and moral-spiritual
spiritual) b. Explain that the patterns of changes during
b. Discuss the interplay among change during puberty for adolescence
the health dimensions in each adolescent are period.
developing holistic health. similar, but the pace of b. Describe the
c. Practice health habits to growth and development is changes that
achieve holistic health. unique for each adolescent. happened with
c. Tell the changes that their the physical,
happen to them as they mental, emotional,
grow into teenagers. social and moral-
spiritual changes
during
adolescence
period
c. Share experiences
during puberty
Learning Competencies *Discusses the concept of holistic *Discusses the concept of holistic health. Identify the physical, mental,
health. *Explains the dimensions of holistic Describes developmental milestones emotional, social and moral-
/Objectives *Explains the dimensions of holistic health. as one grow. spiritual changes during
health. adolescence period.

H7GD-Ia-12/H7GD-Ib-13 H7GD-Ia-12/H7GD-Ib-13 H7GD-Id-e-16 H7GD-Id-e-18

Code
II.CONTENT

Changes in the Health

Topic
Holistic Health Holistic Health Stages of Growth and Development Dimensions during
Adolescence
Duration
1 hour 1 hour 1 hour 1 hour
III.LEARNING RESOURCES
A. References
Teacher’s Guide Teacher’s Guide in Health 7 pp.274- Teacher’s Guide in Health 7 pp.274-282 Teacher’s Guide in Health 7 pp.282- Teacher’s Guide in Health 7
Learner’s Material 282 287 pp.287-291
Learning Resource Portal Learner’s Module in Health 7 pp. 215-225
Learner’s Module in Health 7 pp. 215- Learner’s Module in Health 7 pp. 225- Learner’s Module in Health 7
225 227 pp. 227-233
Activity materials, visual
Activity materials, visual materials Activity materials, visual materials
Activity materials, visual materials of materials
stages of development
B.Other Learning Resources

IV.PROCEDURES

Communicating learning objective/s.
1.Introduction
Review of past lessons.
Communicating learning objective/s.
Communicating learning
Communicating learning objective/s.
objective/s.
Review of past lessons.
Review of past lessons.

Pre- Assessment A. Let the students complete jigsaw
Health Appraisal puzzle of a man showing different
2.Motivation dimensions of health.
B. Give their own concept of holistic
health based on the drawing/puzzle.
How does human grow and develop? Every day, when you look
In what phase of development are at yourself in the mirror,
you now? what changes have you
observe?

The students will be group into 5 .
3.Instruction each group will identify their daily
routine that maintains their physical,
mental, emotional and spiritual health.
Each group will be given time for
4.Enrichment discussion and brainstorming.
5.Finding Practical
Applications to Daily The students will have a presentation
Living on the topic that they were assigned.
C. Small group discussions about the
different dimensions of health assigned
to each group.
D. Group reporting.
Clarification of important concepts about
holistic health.
Group activity-Let each group list down
some activities or their own health
practices and let them identify each
according to dimension of health.
Based on the lessons learned role play
healthy practices to develop/improve
holistic health.
A. Show to the class a picture of
different stages of development.
B. Let students give a brief
description of each stages of
development and its developmental
task.
C. Role play the different
developmental tasks in every stages
of development.
Classify the different developmental
task according to stages of
development.
Why is it important that each
individual should be aware of the
different stages of development and
its corresponding developmental
tasks?
A. Group activity
Each group will identify
changes that took place
during adolescence
Group 1-physical changes
Group 2- emotional
changes
Group 3-social changes
Group 4-mental changes
Group 5-moral/spiritual
changes
B. Group
reporting/consolidation of
ideas
Clarification of important
concepts about changes
that occur during
adolescence.
How do you manage the
different changes you are
actually experiencing right
now? How do you feel
about it?

6.Generalization and Which stages of development needs What are the different
What is holistic health? What are its What is holistic health? What are its
Abstraction most of the parents/ attention and changes that took place
different dimensions? different dimensions?
focus? during adolescence?

Paper and pencil test

Paper and pencil test 10 items Paper & Pencil Test Paper & Pencil Test
7.Evaluation 10 items
10 items 10 items

V. REMARKS

List down some

problems which
you have
List down at least 3 positive behaviors or encounters
Follow-up Activity
activities that will improve your holistic related to the
Assignment
health. different changes
during
adolescence.

VI.REFLECTION
 No. of learners who earned
Out of _____learners earned Out of _____learners earned Out of _____learners earned Out of _____learners
80% on the formative
assessment. in evaluation in evaluation in evaluation earned in evaluation
No. of learners who require of learners required
of learners required additional of learners required additional of learners required additional
additional activities for additional activities for
activities for remediation activities for remediation activities for remediation
remediation. remediation
Did the remedial lessons
Yes No of
work? No. of learners who Yes No of learners who Yes No of learners who Yes No of learners
learners who caught up the
have caught up with the caught up the lesson caught up the lesson who caught up the lesson
lesson
lesson.
No. of learners who continue to No. of learners who
No. of learners who continue to No. of learners who continue to No. of learners who continue to
require remediation continue to require
require remediation. require remediation. require remediation.
remediation.
Which of my teaching Strategies used that work
strategies worked well? well:
Why did these work? Answering
Strategies used that work preliminary
Strategies used that work well: activities/
well: Answering exercise
Strategies used that work well:
Answering preliminary preliminary activities/ Group
Answering preliminary
activities/ exercise exercise collaboration
activities/ exercise
Group collaboration Group collaboration Games
Group collaboration
Games Games Discussion
Games
Discussion Discussion Think-pair-
Discussion
Think-pair-share (TPS) Think-pair-share share (TPS)
Think-pair-share (TPS)
Case Method (TPS) Case
Case Method
PowerPoint Case Method Method
PowerPoint presentation
presentation PowerPoint PowerPoint
Differentiated Instruction
Differentiated presentation presentation
Discovery Method/
Instruction Differentiated
Guided Inquiry
Discovery Method/ Instruction Differentiated
Role Playing/ Drama
Guided Inquiry Discovery Method/ Instruction
Lecture Method
Role Playing/ Drama Guided Inquiry Discovery
Lecture Method Role Playing/ Drama Method/ Guided
Lecture Method Inquiry
Role
Playing/ Drama
Lecture Method
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 Department of Education
Division of Misamis Oriental
Balingasag North
MAMBAYAAN INTEGRATED SCHOOL
Balingasag, Misamis Oriental
School: MAMBAYAAN INTEGRATED SCHOOL Grade Level/Section Grade 7- Friendly

Name of Teacher: JENNELYN G. MALAYNO Learning Area MAPEH – P.E.

Teaching Date July 15-19, 2019 Quarter First

Monday/Tuesday(3:00-4:00pm)
Teaching Schedule
Thursday/Friday(2:00-3:00pm)

July 16 July 17 July 18 July 19

July 15
The students will be able to:
a. describe a physical fit person
b. Identify whether the person
is fit or not
c. Share goals in to be a
physically fit individual
I.OBJECTIVES
The students will be able to: The students will be able to: The students will be able
a. Assess skill-related fitness a. Discuss different safety to:
parameters precautions and a. Recall different
b. set goals based on assessment responsibilities to be safety precautions
results and responsibilities
considered before and after
c. tell the importance of setting
the execution of physical to be considered
goals in physical health
fitness test. before and after
b. Explain the significance of the execution of
undergoing a physical physical fitness
fitness test? test.
c. Tell how to develop your b. Discuss Principle
personal physical fitness
of Fitness Principle
c. design their own
fitness plan
considering the
principles of fitness
training, the
variables to be
considered for the
training and the
result of their
fitness test
Content Standards The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness.

The learner designs an individualized exercise program to achieve personal fitness.

Performance Standards

The learners… The learners…  recognizes barriers

Learning Competencies  recognizes barriers (low (low level of
level of fitness, lack of skill
fitness, lack of skill
/Objectives  set goals based on  set goals based on assessment and time) to exercise. and time) to
assessment results. results.
exercise.

Code (PE7PF-Ia24) (PE7PF-Ia24) (PE7PF-Ib26) (PE7PF-Ib26)

II.CONTENT

Topic Exercise Programs: Training Guidelines, FITT Principles , Endurance, Muscle- and Bone strengthening Activities
Note: Activities dependent on teacher capability and school resources.

Duration

III.LEARNING RESOURCES A. References

Teacher’s Guide p. 10 - 46
Learner’s Material
Learning Resource Portal
Activity materials, visual materials
Lacia, G.C.; Limos, A.P.; Callo, L. F.;
et Al., (2015). The 21st Century
MAPEH In Action, REX Book Store,
B.Other Learning Resources
856 Nicanor Reyes, Sr. St. 1977 C.M.
Recto Avenue, Manila, Philippines, pp.
123 – 141
p. 10 - 46 p. 10 - 46
Physical Fitness Test Manual Activity materials, visual materials of
Dr. Aparicio H. Mequi stages of development
Lacia, G.C.; Limos, A.P.; Callo, L. F.;
et Al., (2015). The 21st Century
MAPEH In Action, REX Book Store,
856 Nicanor Reyes, Sr. St. 1977 C.M.
Recto Avenue, Manila, Philippines,
pp. 123 – 141
p. 10 - 46
Activity materials, visual
materials
Lacia, G.C.; Limos, A.P.;
Callo, L. F.; et Al., (2015).
The 21st Century MAPEH In
Action, REX Book Store, 856
Nicanor Reyes, Sr. St. 1977
C.M. Recto Avenue, Manila,
Philippines, pp. 123 – 141

IV. PROCEDURES

The teacher will show students Activity: TEXT TWIST

Activity: MATCH, MATCH, MATCH! Teacher will facilitate review on
1.Introduction pictures of different physical activities.
The teacher will show images that different safety precautions and
The students will match each physical
illustrates physical activities that displays responsibilities to be considered
activity with the physical fitness
 components it matches. The teacher
will ask the students about their
answer.
(see Annex A)
(5 min)
Activity: FIT OR NOT?
The teacher will show statements
related to Physical Fitness. Students
will write FIT, if the statements relates
2.Motivation to the characteristics and indications of
a physically fit individual and NOT, if
the statement is opposite.
(see Annex B)
(5 min)
Based on the activity, the teacher will
ask the students the following
questions:
a. How do you describe a
3.Instruction
physically fit person?
b. When can you say that an
individual is not physically
fit?
the different components of Physical
Fitness.
(see Annex C)
(5 min)
Activity: FIT OR NOT?
The teacher will show statements related
to Physical Fitness. Students will write
FIT, if the statements relates to the
characteristics and indications of a
physically fit individual and NOT, if the
statement is opposite.
(see Annex B)
Based on the activity, the teacher will ask
the students the following questions:
f. How do you describe a
physically fit person?
g. When can you say that an
individual is not physically fit?
h. Based on your responses, how
do you describe yourself?
i. Are you a physically fit
individual? Justify your answer.
before and after the execution of
physical fitness test.
(5 min)
Group Activity: DRAWING YOUR
UNDERSTANDING.
The teacher will divide the class into
six groups. Each group will be given a
drawing paper- size. Each group will
draw a medium – sized circle that
symbolizes physical fitness and
describe their work.
(see Annex I)
The teacher will ask the students the
following questions:
 How significant for you is
undergoing a physical fitness
test?
 How can you develop your
personal physical fitness?
(5 min)
Teacher will facilitate
review through power point
presentation.
The students will solve the
scrambled words to get the
correct answer.
 BOYD SAMM DEXIN
 FELXIBILYTI
 CAROID VSACLAUR
NEDUARNCE
 SRETNGTH
 SDEEP
 WERPO
 AILIGTY
 RAECOINT MITE
 OOCRDIANTION
 ABLANCE
Group Activity: DRAWING
YOUR UNDERSTANDING.
The teacher will divide the
class into six groups. Each
group will be given a
drawing paper- size. Each
group will draw a medium –
sized circle that symbolizes
physical fitness and
describe their work.
The teacher will ask the
students the following
questions:
 How significant for you
is undergoing a
physical fitness test?
How can you develop your
personal physical fitness
 c. Based on your responses,
how do you describe
yourself?
d. Are you a physically fit
individual? Justify your
answer.
e. What are your goals in to be
a physically fit individual?
(10 min)
Teacher will lead discussion on
Physical Fitness and its components
through power point presentation
(40 min)
4.Enrichment
Physical Fitness
http://www.slideshare.net/elmerllames/
physical-fitness-components-grade-7-
physical-education-quarter-
1?qid=268186be-62db-4841-810b-
782332e454ed&v=&b=&from_search=
1
5.Finding Practical
Applications to Daily
Living
j. What are your goals in to be a
physically fit individual?
(10 min)
Teacher will lead discussion on the
different safety precautions and Teacher will lead discussion of FITT
responsibilities to be considered before Principles through power point Teacher will lead
and after the execution of physical fitness presentation. discussion of FITT
test. Principles through power
point presentation.
(5 min)
With the same groups, each will
The teacher will divide the class into 4
perform the Skill - Related fitness
groups for the Health - Related Fitness
Test. Activity: Designing One’s
Test.
Each group will perform and record it own Fitness Program
Each group will perform and record it in
in their Physical Fitness Test Record
their Physical Fitness Test Record Card
Card through circuit rotation. With the same groups, the
through circuit rotation.
(see Annex E) teacher will ask the
(see Annex D)
(30 min) students the design their
(40 min)
own fitness plan
(note)
(note) considering the principles of
Let the students get their training heart –
Let the students get their training fitness training, the
rate before and after executing the test
heart –rate before and after executing variables to be considered
and record it.
the test and record it. for the training and the
Before executing the test, do warm – up
Before executing the test, do warm – result of their fitness test
exercises followed by stretching
up exercises followed by stretching (see Annex J)
activities.
activities. (20 min)
(5 min)
(5 min)
 Let the students/group assess their
performance and interpret using the
PF Test Norms.
(see Annex F)
(10 min)
With the same groups, the teacher The teacher will asked the
will ask the students to organize their students to following
thoughts and come up with their own questions:
idea of what physical fitness means
to them.  What are the
With the same groups, the teacher will components of physical
With the same groups, the teacher will (5 min)
ask the students to organize their fitness?
ask the students to organize their
thoughts and come up with their own  What are the things to
6.Generalization and thoughts and come up with their own
idea of what physical fitness means to be considered in
Abstraction idea of what physical fitness means to
them. designing an
them. individualized exercise
(5 min) (5 min)
program to achieve
personal fitness?
The teacher will synthesize
the student’s response to
the question.
(5 min)
Paper & Pencil Test
Paper & Pencil Test Paper & Pencil Test Paper & Pencil Test
7.Evaluation
10 items 10 items 10 items 10 items

V. REMARKS

Follow-up Activity
Assignment
VI.REFLECTION
No. of learners who earned
80% on the formative
assessment.
No. of learners who require
additional activities for
remediation.
The teacher will ask the students to
bring the following:
 Sack or used manila paper
 Tape measure
 Stop watch
 Meter stick
Out of _____learners earned
in evaluation
of learners required additional
activities for remediation
List down some problems
which you have encounters
List down at least 3 positive behaviors or related to the different
changes during
activities that will improve your holistic
adolescence.
health.
Out of _____learners earned Out of _____learners earned Out of _____learners
in evaluation in evaluation earned in evaluation
of learners required
of learners required additional of learners required additional
additional activities for
activities for remediation activities for remediation
remediation
 Did the remedial lessons
Yes No of
work? No. of learners who Yes No of learners who Yes No of learners who Yes No of learners
learners who caught up the
have caught up with the caught up the lesson caught up the lesson who caught up the lesson
lesson
lesson.
No. of learners who continue to No. of learners who
No. of learners who continue to No. of learners who continue to No. of learners who continue to
require remediation continue to require
require remediation. require remediation. require remediation.
remediation.
Which of my teaching Strategies used that work
strategies worked well? well:
Why did these work? Answering
Strategies used that work preliminary
Strategies used that work well: activities/
well: Answering exercise
Strategies used that work well:
Answering preliminary preliminary activities/ Group
Answering preliminary
activities/ exercise exercise collaboration
activities/ exercise
Group collaboration Group collaboration Games
Group collaboration
Games Games Discussion
Games
Discussion Discussion Think-pair-
Discussion
Think-pair-share (TPS) Think-pair-share share (TPS)
Think-pair-share (TPS)
Case Method (TPS) Case
Case Method
PowerPoint Case Method Method
PowerPoint presentation
presentation PowerPoint PowerPoint
Differentiated Instruction
Differentiated presentation presentation
Discovery Method/
Instruction Differentiated
Guided Inquiry
Discovery Method/ Instruction Differentiated
Role Playing/ Drama
Guided Inquiry Discovery Method/ Instruction
Lecture Method
Role Playing/ Drama Guided Inquiry Discovery
Lecture Method Role Playing/ Drama Method/ Guided
Lecture Method Inquiry
Role
Playing/ Drama
Lecture Method
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 Department of Education
Division of Misamis Oriental
Balingasag North
MAMBAYAAN INTEGRATED SCHOOL
Balingasag, Misamis Oriental

SCHOOL: MAMBAYAAN INTEGRATED SCHOOL GRADE LEVEL: GRADE 7- Friendly

DAILY LESSON LOG TEACHER: JENNELYN G. MALAYNO LEARNING AREA: MUSIC
IN MAPEH 7 TEACHING DATES: July 22-26, 2019 QUARTER: FIRST QUARTER
Class Schedule Monday/Tuesday(3:00-4:00pm)
Thursday/Friday(2:00-3:00pm)
July 22, 2019 July 23 July 24 July 25 July 26

I. OBJECTIVES The students will be able to: The students will be able to: The students will be able to: The students will be able to:

a. Identify Folk Music of the a. Identify the vocal music of the a. Identify the a. Describe the
Lowlands of Luzon Lowland of Luzon during instrumental music instruments that
b. Discuss Folk Music of the Spanish period of the Lowland of being use in the
Lowlands of Luzon b. Discuss the vocal music of Luzon during music
c. Tell the impact of Folk music in the Lowland of Luzon during Spanish period b. Identify the
the history of Filipino Spanish period b. Discuss the instrument that
c. Listen and analyze the lyrics instrumental music was used in the
of some secular music of of the Lowland of song
Lowland of Luzon and Luzon during c. Perform a mini-
answer the following guide Spanish period concert with the
questions after each song. c. Listen and analyze us of instruments
the lyrics of some that are available
secular music of
Lowland of Luzon
and answer the
following guide
questions after each
song.

A. CONTENT STANDARDS The learners demonstrate understanding of the musical characteristics of representative music from the lowlands of Luzon.

B. PERFORMANCE The learners perform music of the lowlands with appropriate pitch, rhythm, expression and style.
STANDARDS
C. LEARNING 1. Analyze the musical elements of some lowland vocal music selections. (MU7LU-Ia-2)
COMPETENCIES/OBJEC- 2. Explains the distinguishing characteristics of representative Philippine music selections from Luzon in relation to its culture and geography.
TIVES (Write the code for (MU7LU-Ib-3)
each) 4. Explores ways of producing sounds on a variety of sources that is similar to the instruments being studied; (MU7LU-Ib-f-4)
5. Improvises simple rhythmic/melodic accompaniments to selected music from the Lowlands of Luzon; (MU7LU-Ic-f-5)
II. CONTENT Vocal Music of the Lowland of Luzon during American
Vocal Music of the Lowland of Luzon 2: Spanish Influence in Secular and Japanese periods
Music
Instrumental Music
Secular music: Harana, Balitaw, Kumintang, Polka a) Rondalla;
Art Music: Kundiman b) Brass Band;
c) Musikong Bumbongl
d) Bamboo organ;
e) Angklung ensemble;
f) Himig Pangkat Kawayan
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages TG, pages 12-23
2. Learner’s Materials LM, pages 13-17
pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. Reviewing previous lesson or RECAP/ORAL RECITATION RECAP/ORAL RECITATION RECAP ORAL RECITATION
presenting the new lesson ASK: ASK: Ask:
Call in a student/s to do the
1. What are the sacred music of 1. What are the vocal music of the recapitulation of what have 1. What are the
Lowland of Luzon? Lowland of Luzon during Spanish discussed last Monday and instrumental music
2. What are the sacred songs in the period? Tuesday. of Lowland of Luzon
mass? 2. What are the social functions of influence by the
the music of the Lowland of Luzon Americans and
during Spanish period? Japanese?
2. What are the social
functions of the
instrumental music
of the Lowland of
Luzon influence by
the Americans and
Japanese?

B. Establishing a purpose for the

lesson The learners will learn the secular music of lowland of Luzon influence by Spanish. The learners will learn the secular music of lowland of Luzon
influence by Americans and Japanese.

C. Presenting
examples/instances of the When you heard the word “Harana”, what Have you watch some Philippines
new lesson comes in your mind? old movies showing band in any

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative assessment 3)
G. Finding practical application of
concepts and abstractions
about the lesson
occasions such as Fiesta, Wedding,
and etc.?
What are the instruments in the
band?
CLASS DISCUSSION CLASS DISCUSSION
Discussion about the instrumental
Discussion about the secular and Art music music of the Lowland of Luzon
of Lowland of Luzon. influenced by the Americans and
Japanese.
MUSIC LISTENING MUSIC LISTENING
Ask the learners to listen and analyze the Ash the learners to listen
lyrics of some secular music of Lowland of and analyze the lyrics of
Luzon and answer the following guide some instrumental music of
questions after each song. Lowland of Luzon and
answer the following guide
1. What is the function of the music? questions after each song.
2. What do you think is the message
of the music? 3. What is the
function of the
instrumental
music?
4. When does the
instrumental
music
played/used?
5. What are the instrumental music of Lowland of Luzon
3. What are the secular music of Lowland of Luzon influence by the Spanish? influence by the Americans and Japanese?
4. What are the social functions of the music of Luzon? 6. What are the social functions of the instrumental music of
the Lowland of Luzon influence by the Americans and
Japanese?
COOPEARTIVE LEARNING
`Let the student ask their parents or grandparents if they know some local Harana. Let
them ask their parents to teach them the song and have them share it in class the next day.
Group the students into five groups and assign either of the two art
songs to each group. Ask them to rehearse singing it as a group.
They may add actions and/or a musical accompaniment on the
guitar/or improvised musical instruments. (Performance will be
presented by next meeting)

H. Making generalization and
abstractions about the lesson
I. Evaluating learning
J. Additional Activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
Discuss the rubrics for evaluation.
Folk Music of the Lowlands of Luzon during Spanish period Folk Music of the Lowlands of Luzon during American and
Japanese period
Vocal Music – Harana and Kumintang(song of varied topics), Polka (Leron-Leron Sinta,
Pamulinawen) Vocal Music –Zarzuela (Danza, Balse)
Instrumental Music- Pandanggo (Pangasinan), Polka (Tagalog, Ilocano) , Rondalla Instrumental Music –Symphonic Band (Philippine Constabulary
Cultural Context (History and Traditions) – Spanish colonisation, Catholic religion Band), Musiko Bumbong
Composition – Kundiman (art songs); Instrumental music Cultural Context (History and Traditions) – American and
Social Functions: Music for Festivities and Recreation, Work (Planting and Farming), Japanese periods in the Philippines
Courtship, Social Commentary and Patriotism Composition – Ang Maya (Jose A. Estella), Bituing Marikit
Performance Styles / Techniques : Use of the Plectrum (Nicanor Abelardo)
Social Functions – Music for Recreation, Social Commentary and
Patriotism
Performance Styles / Techniques – Ensemble Playing
Answer summative test # 5 Answer summative test # 5 Answer summative test # 5 Answer summative test # 5
 Test proper  Test proper  Test proper  Test proper
 Checking  Checking  Checking  Checking
Recording of result Recording of result Recording of result  Recording of
result
Out of _____learners earned in Out of _____learners earned in Out of _____learners earned Out of _____learners
evaluation evaluation in evaluation earned in evaluation
of learners required
of learners required additional of learners required additional of learners required additional
additional activities for
activities for remediation activities for remediation activities for remediation
remediation
Yes No of
Yes No of learners who Yes No of learners who Yes No of learners
learners who caught up the
caught up the lesson caught up the lesson who caught up the lesson
lesson
No. of learners who
No. of learners who continue to No. of learners who continue to No. of learners who continue
continue to require
require remediation. require remediation. to require remediation.
remediation.
Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
Answering preliminary Answering preliminary well: well:
activities/ exercise activities/ exercise Answering Answering
Group collaboration Group collaboration preliminary activities/ preliminary
Games Games exercise activities/
Discussion Discussion Group collaboration exercise
 Think-pair-share (TPS) Think-pair-share (TPS) Games Group
Case Method Case Method Discussion collaboration
PowerPoint presentation PowerPoint presentation Think-pair-share Games
Differentiated Instruction Differentiated Instruction (TPS) Discussion
Discovery Method/ Guided Discovery Method/ Guided Case Method Think-pair-
Inquiry Inquiry PowerPoint share (TPS)
Role Playing/ Drama Role Playing/ Drama presentation Case
Lecture Method Lecture Method Differentiated Method
Instruction PowerPoint
Discovery Method/ presentation
Guided Inquiry
Role Playing/ Differentiated
Drama Instruction
Lecture Method Discovery
Method/ Guided
Inquiry
Role
Playing/ Drama
Lecture Method
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 with
other teachers?
 Department of Education
Division of Misamis Oriental
Balingasag North
MAMBAYAAN INTEGRATED SCHOOL
Balingasag, Misamis Oriental

School: MAMBAYAAN INTEGRATED SCHOOL Grade Level/Section Grade 7- Friendly

Name of Teacher: JENNELYN G. MALAYNO Learning Area MAPEH – P.E.

Teaching Date July 29-August 2, 2019 Quarter First

Monday/Tuesday(3:00-4:00pm)
Class Schedule
Thursday/Friday(2:00-3:00pm)

July 30 July 31 August 1 August 2

July 29
The students will be able to: The students will be able to: The students will be able
a. Discuss the Maximal Oxygen a. describe the background to:
Consumption and the functions running, rhythmic sportive a. describe the
The students will be able to:
of Skills-related fitness gymnastics, Swimming, background
a. Discuss how to prepare an
exercise program b. Explain the importance of badminton, table tennis and Taekwondo, Arnis
maintaining Reaction Time, Tennis) and Karate
b. Make your own personalized
Agility And Speed b. Identify the rules in running, b. Identify the rules in
Exercise Program /Plan
I. OBJECTIVES c. Identify the do’s and don’ts in rhythmic sportive performing
c. Share the importance of
meter sprint, Hexagonal Agility gymnastics, Swimming, Taekwondo, Arnis
preparing an exercise
Test and Quick-Stick Reaction badminton, table tennis and and Karate
program
Time Tester Test Tennis)
c. Share the importance of c. Share the
following rules in sports importance of
following rules in
sports
The learner . . .
Content Standards
demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness

The learner . . .
Performance Standards
designs an individualized exercise program to achieve personal fitness
Learning Competencies
 PE7GS-Id-5
/Objectives
 PE7PF-Ib-26 recognizes  PE7PF-Ib-26 recognizes describes the
 PE7GS-Id-5 nature and
barriers to exercise barriers to exercise
describes the nature and background of the
 PE7PF-Ic-27 prepares an  PE7PF-Ic-27 prepares an
background of the sport sport
exercise program exercise program

 PE7GS-Id-5  PE7GS-Id-5
PE7PF-Ib-26
PE7PF-Ib-26
Code PE7PF-Ic-27
PE7PF-Ic-27
II. CONTENT

Training Guidelines, FITT

PPFT PROGRAM Training Guidelines, FITT Principles Principles
Topic PPFT PROGRAM

Duration
III. LEARNING RESOURCES
A. References
Teacher’s Guide Pp. 36-50 Pp. 36-50 Pp. 36-50 Pp. 36-50
Learner’s Material
Learning Resource Portal
PPFT Kit/ Chart, extra Towel, t-shirt, PPFT Kit/ Chart, extra Towel, t-shirt, PPFT Kit/ Chart, extra Towel, t-shirt, PPFT Kit/ Chart, extra
B. Other Learning Resources timer, and empty sacks of rice for the timer, and empty sacks of rice for the timer, and empty sacks of rice for the Towel, t-shirt, timer, and
next PPFT activities, MP3 of songs for next PPFT activities, MP3 of songs for next PPFT activities, MP3 of songs empty sacks of rice for the
execises execises for execises next PPFT activities, MP3 of
songs for execises

IV. PROCEDURES

I. Warm-up
I. Warm-up
Jogg in Place and II. Dynamic stretching
1. Introduction Get your resting Pulse Rate II. Dynamic stretching
Get your resting Pulse Rate III. Curl-up Test
III. Push-ups test*

Push-ups test* Curl -up Test

2. Motivation Warm up exercises Warm up exercises
 Discuss the background of
T-CHART OF Your Fitness Program
*Discuss the MAximal Oxygen Discuss the background of individual combative sports 1.
(Goal Setting, Choose Exercise and
Consumption and the functions of Skills- sports(running 2. rhythmic sportive arnis(anyo) 2.
FITT Principle)
related fitness gymnastics 3. Swimming) taekwondo(poomsae) 3.
Why is it important to have a set of
3. Instruction *Discuss the procedure in 40 meter Discussion of the background of dual karate(kata)
realistic and attainable goals in your
sprint, Hexagonal Agility Test and Quick- sports(1. badminton 2. table tennis 3.
PPFT Exercise Program?
Stick Reaction Time Tester Test Tennis)
Discuss the training guide to be
*
consider.
What is running? Rhythmic sportive What is arnis? taekwondo
gymnastics? Swimming? What are the gymnastics? karate? What
rules in each sport? are the rules in each sport?
What are the possible barriers to Why is it important to maintain our
4. Enrichment What is badminton? How about table
exercise? Do the concept map. Reaction Time, Agility And Speed?
tennis and tennis? What are the rules
that we need to follow with these
sports?
Tell the importance of
5. Finding Practical Discuss the do’s and don’ts in conducting Tell the importance of improving
improving motor skills with
Applications to Daily Study the suggested activity program. activities. What are the safety motor skills with practice and how to
practice and how to practice
Living precautions? practice the skills in daily living.
the skills in daily living.
What is running? Rhythmic sportive What is arnis? taekwondo
gymnastics? Swimming? What are the gymnastics? karate? What
6. Generalization and Relate and do your own Activity rules in each sport? are the rules in each sport?
Relate and do your own Activity pyramid.
Abstraction Pyramid. What is badminton? How about table
tennis and tennis? What are the rules
that we need to
What are some avenues of physical
Paper and Pencil Test
7. Evaluation activity which you may undertake in Paper and Pencil Test Paper and Pencil Test
your daily routine.

V. REMARKS
How to prepare your own exercise Do the Speed, Agility and Reaction Time
Follow-up Activity program? Make your own personalized TEst Get the Pulse Rate after the
Exercise Program /Plan activities
VII. REFLECTION
No. of learners who earned
Out of _____learners earned Out of _____learners earned Out of _____learners earned Out of _____learners
80% on the formative
assessment. in evaluation in evaluation in evaluation earned in evaluation
No. of learners who require of learners required
of learners required additional of learners required additional of learners required additional
additional activities for additional activities for
activities for remediation activities for remediation activities for remediation
remediation. remediation
Did the remedial lessons work? Yes No of
Yes No of learners who Yes No of learners who Yes No of learners
No. of learners who have learners who caught up the
caught up the lesson caught up the lesson who caught up the lesson
caught up with the lesson. lesson
No. of learners who continue to No. of learners who
No. of learners who continue to No. of learners who continue to No. of learners who continue to
require remediation continue to require
require remediation. require remediation. require remediation.
remediation.
Which of my teaching Strategies used that work
strategies worked well? Why well:
did these work? Answering
Strategies used that work preliminary
Strategies used that work well: activities/
well: Answering exercise
Strategies used that work well:
Answering preliminary preliminary activities/ Group
Answering preliminary
activities/ exercise exercise collaboration
activities/ exercise
Group collaboration Group collaboration Games
Group collaboration
Games Games Discussion
Games
Discussion Discussion Think-pair-
Discussion
Think-pair-share (TPS) Think-pair-share share (TPS)
Think-pair-share (TPS)
Case Method (TPS) Case
Case Method
PowerPoint Case Method Method
PowerPoint presentation
presentation PowerPoint PowerPoint
Differentiated Instruction
Differentiated presentation presentation
Discovery Method/
Instruction Differentiated
Guided Inquiry
Discovery Method/ Instruction Differentiated
Role Playing/ Drama
Guided Inquiry Discovery Method/ Instruction
Lecture Method
Role Playing/ Drama Guided Inquiry Discovery
Lecture Method Role Playing/ Drama Method/ Guided
Lecture Method Inquiry
Role
Playing/ Drama
Lecture Method
What difficulties did I encounter
which my principal or
supervisor can help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
 Department of Education
Division of Misamis Oriental
Balingasag North
MAMBAYAAN INTEGRATED SCHOOL
Balingasag, Misamis Oriental

School: MAMBAYAAN INTEGARTED SCHOOL Grade Level/Section Grade 7- Friendly

Name of Teacher: JENNELYN G. MALAYNO Learning Area MAPEH – P.E.

Teaching Date August 5-7, 2019 Quarter First

Monday/Tuesday(3:00-4:00pm)
Class Schedule
Thursday/Friday(2:00-3:00pm)

August 6
August 5
The students will be able to:
a. Discuss Fundamental Skills
of Arnis, and Taekwondo
b. Execute the fundamental
skills of Arnis and
I. OBJECTIVES Taekwondo
c. Tell the importance of the 2
sports in the daily life and in
the physical health.
August 7
The students will be able to:
a. Discuss Fundamental Skills of
Karate
b. Execute the fundamental skills
of Karate
c. Tell the importance of Karate in
the daily life and in the physical
health.

The learner . . .
Content Standards
demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness

The learner . . .
Performance Standards
designs an individualized exercise program to achieve personal fitness
executes the skills involved in the sport executes the skills involved in the sport
Learning Competencies
/Objectives

Code PE7GS-Idh-4 PE7GS-Idh-4

II. CONTENT
Topic PPFT PROGRAM PPFT PROGRAM

Duration
III. LEARNING RESOURCES
A. References
Teacher’s Guide
Learner’s Material
Learning Resource Portal

Other Learning Resources PPFT Kit/ Chart, extra Towel, t-shirt,

timer, and empty sacks of rice for the
next PPFT activities, MP3 of songs for
execises
PPFT Kit/ Chart, extra Towel, t-shirt,
timer, and empty sacks of rice for the
next PPFT activities, MP3 of songs for
execises

IV. PROCEDURES

GENERAL WARM-UP 1. Jog for 1 GENERAL WARM-UP 1. Jog for 1

minute. 2. Side shuffle (left foot
leading) for 20 seconds. 3. Side shuffle
(right foot leading) for 20 seconds. 4.
1. Introduction Carioca (left foot leading) for 10
seconds. 5. Carioca (right foot leading)
for 10 seconds. 6. Butt kicks for 10
seconds. 7. High knees for 10
seconds.
minute. 2. Side shuffle (left foot leading)
for 20 seconds. 3. Side shuffle (right foot
leading) for 20 seconds. 4. Carioca (left
foot leading) for 10 seconds. 5. Carioca
(right foot leading) for 10 seconds. 6. Butt
kicks for 10 seconds. 7. High knees for
10 seconds.

Learning the fundamental skills in

Arnis: 1. Holding the stick with the
2. Motivation Learning the fundamental skills in Karate
proper grip. 2. Familiarizing oneself
with the basic stance and salutation.

Discuss and execute FUNDAMENTAL

Discuss and execute Fundamental Skills
SKILLS of Arnis, Taekwondo and
3. Instruction of karate
karate
 The students will be group into 2. Each The students will be group into 3. Each
4. Enrichment group will be given a task to perform. 1 group will be given a task to execute the
group for Arnis, next for Taekwondo skills in Karate.
5. Finding Practical Discuss the importance of the 3 sports
Discuss the importance of Karate in the
Applications to Daily in the daily life and in the physical
daily life and in the physical health.
Living health.

What are some avenues of physical What are some avenues of physical
6. Generalization and
activity which you may undertake in activity which you may undertake in your
Abstraction
your daily routine. daily routine.

The performance of the students will The performance of the students will
7. Evaluation
serve as evaluation. serve as evaluation.

V. REMARKS
Follow-up Activity
VI. REFLECTION
No. of learners who
earned 80% on the
formative assessment.
No. of learners who
require additional activities
for remediation.
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
No. of learners who continue to
require remediation
Which of my teaching
strategies worked well? Why
did these work?
How to prepare your own exercise
program? Make your own personalized
Exercise Program /Plan
Out of _____learners earned
in evaluation
of learners required additional
activities for remediation
Yes No of learners who
caught up the lesson
No. of learners who continue to
require remediation.
Strategies used that work
well:
Answering preliminary
activities/ exercise
Group collaboration
Games
Discussion
Think-pair-share (TPS)
Case Method
Do the Speed, Agility and Reaction Time
TEst Get the Pulse Rate after the
activities
Out of _____learners earned
in evaluation
of learners required additional
activities for remediation
Yes No of learners who
caught up the lesson
No. of learners who continue to
require remediation.
Strategies used that work well:
Answering preliminary
activities/ exercise
Group collaboration
Games
Discussion
Think-pair-share (TPS)
Case Method
PowerPoint presentation
 PowerPoint Differentiated Instruction
presentation Discovery Method/
Differentiated Guided Inquiry
Instruction Role Playing/ Drama
Discovery Method/ Lecture Method
Guided Inquiry
Role Playing/ Drama
Lecture Method
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?