Daily Lesson Log SCHOOL CAMP VICENTE LIM NHS GRADE LEVEL 7

in
MAPEH TEACHER ELAINE GENERAL 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 understanding of the musical characteristics of representative music from
Mindanao.

B. Performance standard The learner performs music of Mindanao with appropriate expression and style.

C. Learning competencies/ The learner identifies the musical characteristics of The learner analyses the musical elements of
Objectives representative music selections from Mindanao some Mindanao vocal and instrumental music.
after listening. (MU7MN-IIIa-g-2)
(MU7MN-IIIa-g-1)
The Vocal Music of Mindanao
A. Islamic Music - Vocal Music B. Instrumental Ensemble
 Chants  Kulintang ensemble
II. CONTENTS
 Lullaby  Bamboo ensemble
 Solo instrument

III. LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pages

2. Learner’s Material p. 10 p. 11
pages
Gonzales,C.,& Lacia G. et al.(ed.20 ) MAPEH in action- 7
3. Textbook pages
4. Additional Materials Videos, audios, pictures and maps

1
 from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous Listening Activity of Play the game: Analyze and identify
Lesson or Presenting New Mindanao Music "Guess the sound, then, write the
Lessons  What can you Instruments” what kind of
say about the instrument have been
music? Let the learners played?
listen to the
 What did you recorded or actual
feel while sound of
listening to instruments. Ask
the music? the students to
name the particular
instrument that will
be played.
The learners may
answer by writing
the name of the
instrument on the
board. The first
one who guesses it
correctly gets a
point. The student
who earns the
most number of
points wins the
game.

B. Establishing A Purpose For Play a guessing game Have a picture

The Lesson about the different songs parade. Present
sung on different pictures showing
occasions and seasons in different
the Philippines. Make the instrumental
students realize that each ensemble from

2
 nation has its own set of
seasonal and vocal
music. Relate the
activity with the diversity
of the vocal music of
Mindanao.
C. Presenting Examples / The teacher will ask the
Instances of the New students: What is the
Lesson vocal music of Mindanao?
D. Discussing New Concepts Discussion of the
and Practicing New Skills elements and principles
#1 of arts present in the
artworks of Mindanao.
(5 min)
E. Discussing New Concepts Discuss the different
and Practicing New Skills forms and characteristics
#2 of vocal music in
Mindanao.
Mindanao, learners
analyze the musical
elements if it is
string, drums and
wind instruments.
The teacher will let
the students watch
a video
presentation about
the example of
instrumental
ensemble, and
afterwards will ask
the following
question:
What can you say
about the video
clip?
The teacher will The teacher will
discuss the discuss the features of
features of Agusan, Zamboanga Peninsula
Lanao and their and their folk arts
folk arts (10 min)
(10 min)
Play an example of
instrumental
ensemble in
Mindanao and let
the students
analyse its tone
color through
listening.
(5 min)
3
F. Developing Mastery Listening Activity
(Leads To Formative 1. What are the
Assessment 3) distinctive
characteristics of the
Indigenous music of
Mindanao?
G. Finding Practical Group Activity:
Applications of the Write your own story of how
Concepts And Skills In Mindanao music came to be.
Daily Living
H. Making Generalizations The teacher will ask the
and Abstractions About students about the musical
the Lesson characteristics of music from
Mindanao, and how it is
relevant to this region.
I. Evaluating Learning Play Islamic music
1-5 Identify and Enumerate
the musical characteristics
J. Additional Activities for Listening to other examples
Application and of vocal music from
Remediation Mindanao and identify their
characteristics
Group Activity
Ask the students to
analyse and group/
classify the musical
instruments of
Mindanao.
After the group
presentation, process
the response by
discussing the
importance of music
to their daily living.
Ask the students what
are the musical
elements of Mindanao
vocal and instrumental
music?
Analyze and identify
the sound being
played and write what
kind of instrumental
ensemble.
Let the learners find
out about other
musical instruments of
Mindanao that were
not mentioned in the
lesson. Have them
enumerate the
instruments.
4
 K. Assignment Have the students read the Give at least 5 existing
next lesson in Advance cultures from
Mindanao
Topic: Mindanao vocal and
Instrumental ensemble

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?
5
 Daily Lesson Log SCHOOL Camp Vicente Lim NHS GRADE LEVEL 7
in
TEACHER ELAINE GENERAL LEARNING AREA Music
M APEH

TEACHING DATE AND Week 2 QUARTER 3rd Quarter

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the musical characteristics of representative music from
Mindanao.

B. Performance Standard The learner performs music of Mindanao with appropriate expression and style.

C. Learning Competencies/ The learner explains the distinguishing The learners…

Objectives characteristics of representative music selections  Explores ways of producing sounds on a
of Mindanao in relation to its culture and variety of sources that is similar to the
geography instruments being studied
(MU7MN-IIIa-g-3)
(MU7MN-IIIb-h-4)
 Improvises simple rhythmic/melodic
accompaniments to selected music from
Mindanao
(MU7LV-IIIc-h-5)
 Performs instruments/improvised
instruments from Mindanao, alone and/or
with others.
 (MU7LV-IIIc-h-6)
 The leaner sings a song and creates
appropriate movement or gestures to
accompany the music from Mindanao
(MU7LV-IIIc-h-7-8)
 Provides accompaniment to selected music
of Mindanao
(MU7LV-IIIc-h-9)
6

II. CONTENT
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
B. Establishing A Purpose
For The Lesson
 The learner evaluates music selections and
music performances applying knowledge of
music elements and styles
(MU7LV-IIIc-h-10)
A. Non-Islamic
 Christian B. Instrumental Ensemble
 Lumad (Folk song of Zamboanga, Butuan
and Tausug)
Padro,Alicia N. et al,(1998.) Musika at sining. 2 – 3.
Adriano,C..,T.et al, (1999.) Edukasyong pangkatawan, kalusugan at musika III. 253-254
Journey towards MAPEH-7 -pp.47-50, 57
MAPEH on the go 7. Sunshine Interlinks Pub House Ic. 3rd fl Maine City Tower, QuezonCity.41-42/48
Videos, audios, pictures and maps
Video clip presentation Have the students recall the The teacher will ask Play an instrumental
about Non-Islamic music characteristics of music in the students how ensemble from
from Mindanao Mindanao in relation to its music affects Mindanao.
(5 min) culture and geography culture and (5 min)
(5 min) geography?
(5 min)
After the video Have a group
presentation, process the singing. Play or
responses by discussing sing an example of
7
 their observations about the Mindanao song
the video entitled "Sua-sua"
(5 min) or "Tangungo"
What did you feel
while singing the
song?
(15 min)

C. Presenting Examples / Let the students watch a Show pictures of

Instances Of The New video about a Christian different
Lesson song and a Folk song instruments like
showing the culture and kulintang, solo
geography of Mindanao instrument a
and afterwards ask them bamboo ensemble.
the following question:
What can you say about Ask the students to
the music? characterize and
(10 min) describe each one.
(15 min)
D. Discussing New Concepts Discussion about the The teacher will The teacher will
And Practicing New Skills Non-Islamic music play an discuss the features of
#1 (Christian and Lumad), instrumental music Zamboanga Peninsula
The teacher will explain from Mindanao. and their folk arts
the characteristics of (10 min)
each song and how Let the students
music related to their answer the
culture and geography. following:
(25 min)  How do you
describe the
way of
producing
sounds in
the
Mindanao
music?

 What

8
 instruments
can you
aurally
recognize
from the
music?
(10 min)
E. Discussing New Concepts Discuss the different Play an example of
And Practicing New Skills forms of vocal music in instrumental
#2 Mindanao as well as its ensemble in
characteristics. Mindanao and let
the students
analyze its tone
color through
listening.
F. Developing Mastery Let the students listen Simultaneous
(Leads To Formative other Non-Islamic music Group Activity:
Assessment 3) from Mindanao and
discuss the characteristic Group A - will identify
of the songs in relation to some indigenous
their culture and materials from the
geography. environment that
(15 min) produce sounds
similar to the
instruments of
Mindanao

Group B - sing a song

from Mindanao

Group C - create
appropriate
movements
(20 min)

G. Finding Practical Play a sample of Christian After the presentation,

Applications Of The music and folk song from process the learning

9
 Concepts And Skills In Zamboanga, Butuan and
Daily Living Tausug. Let the students
explain, how music is related
to the culture and geography
of Mindanao?
(30 min)
H. Making Generalizations How did Lumad and
And Abstractions About Christians music affect the
The Lesson culture and geography of
Mindanao?
I. Evaluating Learning 1 – 5 Short quiz
(5 min)
J. Additional Activities For Let the students find out
Application And about the past and present
Remediation music of Mindanao
K. Assignment The students find out other
examples of folksongs from
Mindanao.
of the students:
 What did you feel
while performing
your task?
 Do you think that
kind of music can
affect the life of
everyone? How?
(15 min)
How an ensemble can
perform a piece of
music well.
(5 min)
Use the rubrics in the
group presentation.
Make a music video
on the indigenous
music of Mindanao.
You can include your
own chants or
improvised melody in
your music video.
What do you know
about Philippine
Festivals?
Cite the origin and
cultural background of
10
 selected Philippine
Festivals.

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?

11
 Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 7
in
MAPEH TEACHER CHRISTIAN MARION A. OBO LEARNING AREA Arts

TEACHING DATE AND Week 1 QUARTER 3rd Quarter

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 Mindanao by showing the relationship of the elements of art
and processes among culturally diverse communities in the country
 The Philippines as having rich artistic and cultural tradition from pre-colonial to present times

B. Performance Standards The learner…

C. Learning Competencies/ The learner…
Objectives
 Create artworks showing the characteristic elements of the arts of Mindanao
 Exhibit completed artworks for appreciation and critiquing
 Creates crafts that can be locally
 Analyses elements and principles of art in assembled with local materials, guided by
the production one’s arts and crafts local traditional techniques (e.g., habi, lilip,
inspired by the arts of Mindanao etc).
(A7EL-IIIb-1) (A7PL-IIIe-1)
 Identifies characteristics of arts and crafts  Traces the external (foreign) and internal
in specific areas in Mindanao (e.g., (indigenious) influences that are relflected
maritime vessel [balanghay] from Butuan, in the design of artwork and in the making
vinta from Zamboanga; Maranao’s malong, of a craft or artefact
brasswares, okir, panolong, torogan, and (A7PL-IIIh-4)
sarimanok; Yakan’s fabric and face makeup  Drives elements from traditions/history of
and body ornamentation; T’boli’s tinalak a community for one’s work
and accessories; Tawi-tawi’s Pangalay (A7PL-IIIf-2)
dance, etc.
(A7EL-IIIa-2)

12
  Incorporates the design, form, and spirit of
artifacts and objects from Mindanao to
one’s creation
(A7PL-IIIh-3)
 Appreciates the artifacts and art objects in
terms of its utilization and their distinct use
of art elements and principles
(A7PR-IIIc-e-1)
 Reflects on and derives the mood, idea, or
message emanating from selected artifacts
and art objects
(A7PL-IIIh-1)

Elements and Principles of Arts Agusan Del Sur and Zamboanga Peninsula
Elements of Art Lanao Folk Arts (Attire, fabrics, tapestries,
Line, Shape, Form, Value, Color, Texture (Attire, fabrics, tapestries, crafts, accessories, body
II. CONTENT and Space crafts, accessories, body ornamentation,
ornamentation, architectures architectures sculptures
Principles of Art sculptures (gods/rituals) and (gods/rituals) and everyday
Rhythm, Movement, Balance, Emphasis, everyday objects) objects)
Harmony, Unity, Variety and Proportion
III. LEARNING RESOURCES
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013). Our world of MAPEH. Vibal group, Inc.,
Gregorio Araneta Ave., Quezon City, 178-183.

Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013) MAPEH on the Go 7.
Sunshine Interlinks Publishing House, Inc., 3/F Maine City Tower, 236 Tomas Morato Ave., Brgy.
A. REFERENCES South Triangle Quezon City, 151-191

Limjoco, M.F.; Lapuz, D. M.; Jeniebre, J.L.; et. Al. (2013)Journey towards MAPEH.
KLEAFS Publishing. Block 609, Lot 1 Phase 6, Metrogate, Meycauyan ILoma de Gato, Marilao,
Bulacan, 110-117

1. Teacher’s Guide pages

2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from OHSP Arts Module Q1

13
 Learning Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting New
Lessons
B. Establishing A Purpose
For The Lesson
C. Presenting Examples /
http://www.slideshare.net/lhoralight/k-to-12-grade-7-learning-modules-in-arts
https://www.youtube.com/watch?v=TMK7GRGh_nQ
https://www.youtube.com/watch?v=FjxB9sWxO3Q&spfreload=10
Teacher will ask the Ask the learners to name the The learners will The learners will
students about their different elements and identify different enumerate sample
perception of Mindanao. principles of arts present in motifs of Mindanao artworks from Agusan
(5 min) Mindanao artworks. folk arts from the and Lanao.
(5 min) given pictures. (5 min)
(5 min)
Short video presentation The learners will Activity: Fact or Bluff
of Mindanaon people, form pieces of
culture, and tradition. puzzles to identify The teacher will give
https://www.youtube.co different artifacts different trivias which
m/watch?v=TMK7GRGh_ from Agusan Del the students will
nQ Sur and Lanao. identify as FACT or
https://www.youtube.co (5 min) BLUFF.
m/watch?v=FjxB9sWxO3 (Group Activity) Ex:
Q&spfreload=10 Kaamulan comes from
the Binukid word
(please see attached CD) “AMUL”. Fact
The teacher will ask the There are five main
following questions: tribes in Central
Mindanao. Bluff
What did you observe (5 min)
about the people, culture
and tradition in
Mindanao?
(20 min)
(Small Group
Discussion/Reporting)
The students will identify Students will determine the mood, idea, or
14
 Instances Of The New different significant message emanating from selected
Lesson artworks from the video artifacts/objects.
presentation. (10 min)
(5 min)
(See attached worksheet)
(Big Group Discussion)
D. Discussing New Concepts Discussion of the The teacher will The teacher will
And Practicing New Skills elements and principles discuss the features discuss the features of
#1 of arts present in the of Agusan, Lanao Zamboanga Peninsula
artworks of Mindanao. and their folk arts. and their folk arts.
(5 min) (10 min) (10 min)
E. Discussing New Concepts The teacher will discuss
And Practicing New Skills motifs and the
#2 characteristics of
Mindanao folk arts.
(10 min)

F. Developing Mastery Learners will determine Learners will employ Create your pattern Draw a design of the
(Leads To Formative different motifs and different art elements and of Okkir/Okkil. Bukidnon embroidery.
Assessment 3) designs based on the principles in making their (30 min) (30 min)
given examples. own drawing.
(15 min) (Sarimanok)
(35 min)
G. Finding Practical The teacher will ask the
Applications Of The following questions:
Concepts And Skills In
Daily Living What values did you exercise
in doing the activity?

How can you apply these

values in your day to day
life?

(Small Group Sharing

followed by a Big Group
Sharing)
(15 min)

15
 H. Making Generalizations The teacher will ask the
And Abstractions About question:
The Lesson How do element and
principles work in an
artwork?
(5 min)
I. Evaluating Learning Outputs will be graded Learners’ work will be Learners’ work will Learners’ work will be
based on a set of criteria. graded based on a set of be graded based on graded based on a set
criteria. a set of criteria. of criteria.
J. Additional Activities For Read and understand Tell the story of
Application And different motifs, artifacts of Agusan Tara and its
Remediation the different provinces in significance to
Mindanao. Agusan.

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
16
 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?

17
 Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 7
in
MAPEH TEACHER CHRISTIAN MARION A. OBO LEARNING AREA ARTS

TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
The learner…
 The salient features of the arts of Mindanao by showing the relationship of the elements of art
and processes among culturally diverse communities in the country
 The Philippines as having a rich artistic and cultural tradition from precolonial to present times

B. Performance Standard Creates artworks showing the characteristic elements of the arts of Mindanao
C. Learning Competencies/ The learner…
Objectives
The learner…
 Identifies characteristics of arts and crafts
in specific areas in Mindanao (e.g.,
maritime vessel [balanghay] from Butuan,
vinta from Zamboanga; Maranao’s malong,
brasswares, okir, panolong, torogan, and
sarimanok; Yakan’s fabric and face makeup
and body ornamentation; T’boli’s tinalak
and accessories; Tawi-tawi’s Pangalay
dance, etc.
(A7EL-IIIa-2)
 Reflects on and derive the mood, idea, or
message emanating from selected artifacts
and art objects.
(A7PL-IIIh-1)
 Incorporates the design, form, and spirit of
artifacts and objects from Mindanao to
one’s creation.
(A7PL-IIIh-3)
 Appreciates the artifacts and art objects in
terms of its utilization and their distinct use
 Traces the external (foreign) and internal
(indigenous) influences that are reflected
in the design of an artwork and in the
making of a craft or artefact.
(A7PL-IIIh-4)
 Creates crafts that can be locally
assembled with local materials, guided by
local traditional techniques (e.g., habi, lilip,
etc)
(A7PR-IIIc-e-1)
 Derives elements from traditions/history of
a community for one’s artwork.
(A7PR-IIIf-2)
18
 of art elements and principles (A7PL-IIIh-
2)

Zamboanga and Davao folk arts The development of Mindanao’s artwork

II. CONTENT (Attire, fabrics, tapestries, crafts, accessories, Concept
body ornamentation, architectures sculptures Content / labels
(gods/rituals) and everyday objects) Physical layout
III. LEARNING RESOURCES
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).
Our world of MAPEH. Vibal group, Inc.,
Gregorio Araneta Ave., Quezon City, pp. 178-183.

Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013)MAPEH on the Go 7.
Sunshine Interlinks Publishing House, Inc.,
3/F Maine City Tower, 236 Tomas Morato Ave.,
A. REFERENCES Brgy. South Triangle Quezon City, pp. 151-191

Limjoco, M.F.; Lapuz, D. M.; Jeniebre, J.L.; et. Al. (2013) Journey towards MAPEH.
KLEAFS Publishing.
Block 609, Lot 1 Phase 6, Metrogate, Meycauyan II
Loma de Gato, Marilao, Bulacan, pp.110-117

1. Teacher’s Guide pages

2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from OHSP Arts Module Q1
Learning Resource (LR)
portal
http://www.slideshare.net/lhoralight/k-to-12-grade-7-learning-modules-in-arts
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES

19
A. Reviewing Previous What are the main LOOP A WORD PICKOmon The students will name
Lesson or Presenting New artifacts of Lanao different artefacts which
Lessons and Agusan? The students will look Students will describe the have been influenced by
(5 min) for words that are characteristics of a particular internal and eternal factors.
connected to folk arts artwork drawn inside a (5 min)
of Zamboanga from a POKEBAll.
word pool. (5 min)
(5 min)
(A small box will do but don’t
forget to design it like a
(See Attached Word Pokeball)
Pool)
B. Establishing A Purpose For The teacher will ask PIC HUNT Read the internal and external Looking Back…Moving
The Lesson the students the factors that made an impact in Forward
following questions: The students will try the development of Mindanao
to name different artworks. The students will identify
What comes to your images that they will (10 min) the evolution and
mind when you hear find under their seats. development of folk arts of
the word Ex: Malong, Mats, (See separate sheet) Mindanao through a short
Zamboanga? Padang-padang video clip. (10 min)
(5 min) Festival https://www.youtube.com/
(5 min) watch?v=5ObQqGCPuv4
(Big Group
Discussion)
C. Presenting Examples / Mix and Match The teacher will ask The teacher will ask the The teacher will discuss
Instances of The New The students will try the question: students to identify different Mindanao’s arts and crafts
Lesson to identify different factors that influenced the to Philippine culture,
works of What are the different culture and tradition of traditions, and history,
Zamboanga posted artifacts of Davao and Mindanao. particularly with Islamic
on the board. Maguindanao? (5 min) influences and indigenous
(5 min) (5 min) (Lumad) practices.
(15 min)

20
 D. Discussing New Concepts Teacher will discuss The teacher will The teacher will discuss the The teacher will discuss the
And Practicing New Skills the different folk discuss different folk external and internal relationship of the
#1 arts of Zamboanga arts/artifacts from influences that are reflected in development of crafts in
Davao and the design of Mindanao. Mindanao and its
(20 min) Maguindanao. (10 min) implication to our country.
(10 min) (15 min)
E. Developing Mastery Students will be Students will create Students will design crafts that
(Leads To Formative asked to incorporate decorative can be locally assembled with
Assessment 3) the design, form, baskets/flowers using local materials, guided by local
and spirit of available materials. traditional techniques (e.g.,
artefacts and objects (30 min) habi, lilip, etc).
in creating their own (30 min)
design of tinalak
cloth.
(30 min)
F. Finding Practical
Applications Of The
Concepts And Skills In
Daily Living
G. Making Generalizations What are the The students will discuss
And Abstractions About commonalities and the value of Mindanaos
The Lesson differences of the artwork to Philippine
different provinces in culture, tradition and history
terms of motifs and through a short essay.
crafts? (10 min)
(5 min)
(Big Group
Discussion)
H. Evaluating Learning Outputs will be Outputs will be Outputs will be assessed using Outputs will be assessed
assessed using a assessed using a a scoring guide. using a scoring guide.
scoring guide. scoring guide.
I. Additional Activities For
Application And
Remediation
V. REMARKS

VI. REFLECTION
21
 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?
*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to bld.tld@deped.gov.pH

22
 Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 7
in
MAPEH TEACHER CHRISTIAN MARION A. OBO LEARNING AREA ARTS

TEACHING DATE AND WEEK 3 QUARTER 3RD QUARTER

TIME

I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies/
Objectives
MONDAY TUESDAY
The learner…
 The salient features of the arts of Mindanao by showing the relationship of the elements of art and processes
among culturally diverse communities in the country
 Art elements and processes by synthesizing and applying prior knowledge and skills
The learner creates artworks showing the characteristic elements of the arts of Mindanao.
The learner…  The learner will mount exhibit using completed
 Shows the relationship of the development of Mindanao inspired arts and crafts in an organized
crafts in specific areas of the country, according manner.
to functionality, traditional specialized expertise, (A7PR-IIIg-5)
and availability of resources (e.g., pottery,
weaving, jewelry, and basketry)
(A7PR-IIIf-3)

 Shows the relationship of Mindanao’s arts and

crafts to Philippine culture, traditions, and
history, particularly with Islamic influences and
indigenous (Lumad) practices
(A7PR-IIIh-4)

The Development of Mindanao’s Artwork

 Concept
II. CONTENT
 Content / labels
 Physical layout

III. LEARNING RESOURCES

23

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
B. Establishing A Purpose For
The Lesson
C. Presenting Examples /
Instances Of The New
Lesson
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).
Our world of MAPEH. Vibal group, Inc.,
Gregorio Araneta Ave., Quezon City, pp. 178-183.
Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013)MAPEH on the Go 7.
Sunshine Interlinks Publishing House, Inc.,
3/F Maine City Tower, 236 Tomas Morato Ave.,
Brgy. South Triangle Quezon City, pp. 151-191
Limjoco, M.F.; Lapuz, D. M.; Jeniebre, J.L.; et. Al. (2013)
Journey towards MAPEH. KLEAFS Publishing.
Block 609, Lot 1 Phase 6, Metrogate, Meycauyan II
Loma de Gato, Marilao, Bulacan, pp.110-117
OHSP Arts Module Q1
http://www.slideshare.net/lhoralight/k-to-12-grade-7-learning-modules-in-arts
The students will share their ideas on the evolution and What is the significance of Mindanao folk arts to our culture,
development of Mindanao Folk Arts (Big Group tradition and history?
Sharing). (5 min)
(5 min)
(Pinoy Henyo) Students will play a short game called
Pinoy Henyo.
Category: Handicrafts
(10 min)
The teacher will post different folk arts of Mindanao
which had undergone stages of development.
24
 D. Discussing New Concepts Teacher will discuss the development and significance
And Practicing New Skills of the different crafts of Mindanao to our culture,
#1 tradition and history.
(15 min)
E. Discussing New Concepts
And Practicing New Skills
#2
F. Developing Mastery Students will create their own small basket per group Students will set-up a mini-exhibit per group.
(Leads To Formative using available materials. (35 min)
Assessment 3) ( 30 min)
Each group will have the chance to go around and look at
the other exhibits prepared by the different groups.
G. Finding Practical What are the values of Minadanaon people which helped
Applications Of The them develop their own culture and tradition that we can
Concepts And Skills In adopt and observe in order to grow as an individual?
Daily Living (10 min)
H. Making Generalizations Ask the students the following questions:
And Abstractions About
The Lesson 1. How important are artifacts of Mindanao in the
development of our culture and tradition?

2. In what ways can we contribute to the preservation

and promotion of their folk arts?
(10 min)

I. Evaluating Learning Outputs will be assessed using a scoring guide. Outputs will be assessed using a scoring guide.
J. Additional Activities For Create a slogan in a short bond paper that would encourage
Application And other students to appreciate and value the folk arts of
Remediation Mindanao.

V. REMARKS

VI. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
25
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?

26
 Daily Lesson Log SCHOOL CASTOR ALVIAR NHS GRADE LEVEL 7
in
MAPEH TEACHER LUZ D. GIBAS LEARNING AREA PE

TEACHING DATE AND Week 1 QUARTER 3rd Quarter

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates understanding of guidelines and principles in exercise program design to
A. Content Standard
achieve personal fitness.
B. Performance Standard The learner modifies the individualized exercise program to achieve personal fitness.
The learner...
 Undertakes physical activity and physical fitness assessments
(PE7PF-IIIah-23)
 Reviews goals based on assessment results
(PE7PF-IIIa34)
C. Learning Competencies/
 Addresses barriers (low level of fitness, lack of skill and time) to exercise
Objectives
(PE7PF-IIIb33)
 The learner describes the nature and background of the dance
(PE7RD-IVc- 1)
 The learner executes the skills involved in the dance
(PE7RDIIId-h-4)

II. CONTENT Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities, Folk (Subli)/ indigenous, ethnic, traditional/ festival dance
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Mateials pages pp.1-6 pp. 6-7

27
 Muyot,F.R.;Garcia,M.D.; Baarde,M.G.; et.Al.(2013). MAPEH on the GO 7. Sunshine Interlinks
Pub.House.Inc. 3rd flr. Maine City Tower, 236 Tomas Morato Ave. Brgy. South Traiangle,
Quezon City. 282 – 287

3. Textbook pages Copiaco,H.P.; Lugue, V.P.; Ramirez, V.E.; et Al. (2013). Our world of MAPEH. Vibal group Inc.,
Gregorio Araneta Ave., Quezon City, pp. 299 – 307.

Aquino,F.A.(1952) Fundamental dance steps and music, Manila, Philippines. 1-3.

4. Additional Materials from OHSP PE 1 Q4 module 1

Learning Resources (LR)
portal
https://www.youtube.com/watch?v=VpGmi...
B. OTHER LEARNING http://www.slideshare.net/mimiboots16/phil-folk-danceppt?next_slideshow=2
RESOURCES http://raizhelle18.tripod.com/thesis/lesson2.html

IV. PROCEDURES
Let the students recall The teacher will ask Teacher – led review on Teacher – led review
the level of performances the students to recall the classifications of folk on the fundamental
they got from the pre- and make a list of dance through pictures. dance positions of
test. Ask whether they steps in folk dance that (5 min) the arms and feet
were able to maintain or they have performed through pictures.
enhance their fitness when they were in (5 min)
from the pre-test . elementary through
(5 min) boardwork.
A. Reviewing previous lesson
The teacher will ask
or presenting the new
volunteer students to
lesson
identify and
demonstrate the steps
within the class.
(5 min)

28
 The teacher will play a Group Activity - The students will
music video about the Picture Puzzle: answer the puzzle
Nestle Wellness Dance LOOP A WORD.
2016 that promotes The teacher will ask (5min)
physical fitness and each group to pick 1
wellness. envelope containing (See Annex C.)
The teacher will ask the cut-out pictures
students to follow the associated to Folk The teacher will ask
dance moves. Dance. volunteer students
https://www.youtube.co to do the activity.
B. Establishing a purpose for
m/watch?v=VpGmi... Each group will form
the lesson
(5 min) the picture and The teacher will pick
identify/ name the words from the
picture. The group puzzle and
which finishes the first demonstrate the
and with the correct steps and the
answer wins the game. students will follow.
(5 min) (Follow the Leader)
(5 min)
(See Annex )

29
 Based on the music Based on the activity, The teacher will ask
video, the teacher will the teacher will ask the the students:
ask the students the students/ groups to 1. What are the
following questions: describe the picture different
1. What are the they formed. steps that
different dance (5min) you
moves presented performed?
in the music video? 2. Can you
C. Presenting examples/
2. What benefits can identify each
Instances of the new
be derived from step?
lesson
dancing/
dancercise?
3. What is the goal of
the video in
promoting
wellness and
fitness?

The teacher will discuss
the FITT principles
through a PowerPoint
presentation.
(10 min)
D. Discussing new concepts
and practicing new skills
#1
The teacher will discuss The teacher will
the Major discuss and
Classifications of demonstrate the
Philippine Folk Dance fundamental dance
according to Cultural steps in folk dance
Origin that can be
(see PowerPoint performed both in
presentation) 2/4 and ¾ time
music.
http://www.slideshare. (20 min)
net/mimiboots16/phil-
folk-
danceppt?next_slidesh
ow=2

The teacher will ask

the following
questions:

30
  What do
costumes,
props, and
accessories of
local and
indigenous tell
about the
dances?
 Are costumes
an important
aspect of
cultural
performances
and dances?
Why?
 How can dance
help you
achieve the
desired level of
fitness?
(35 min)

The teacher will discuss

on:
 Different dance
formation and
Position.
 Fundamental
E. Discussing new concepts positions of
and practicing new skills arms/hand and
#2 feet.

Demonstrate the
fundamental position of
arms/hand and feet and
the combination of hands
and feet with the

31
 accompaniment of music
with 4/4 measure.
Counting one, two, three,
and four to a measure.
(25 min)

Divide the class into Note: The teacher will

groups. Each group Perform warm up exercise divide the class into
should provide specific and cool down exercise 5 groups with 8
examples of FITT before and after executing members.
principles associated to the figures to avoid dance
dance (folk). related injuries. Each group will pick
(5 min) (5 min) 2 basic dance steps
F. Developing mastery written on the task
(Leads to Formative Group Activity: card and perform it.
Assessment 3) ( 5 min)
Each group will practice
and perform the (see Annex E)
Fundamental Dance
Positions of the arms and
feet.
(15 min)

Group Activity: The teacher will ask the The teacher will
following questions: asked the students
After they created how do these dance
specific examples of FITT  What did you feel activity help you
principles associated to while performing achieve the desired
dance, each will explain the basic steps of level of fitness?
G. Finding practical
and execute their work. folk dance? (5 min)
applications of concepts
(10 min)  What could be the
and skills in daily living
hindrances of
having a good level
of fitness?
 What are the
significant benefits
of folk dance in

32
 physical fitness?
(5 min)
The teacher will ask to the The teacher will ask
learners why are the the learners the
fundamental arm and feet following questions:
positions important in folk  Why is it
dance? important to
(5 min) know the
fundamental
H. Making generalizations
dance step in
and abstractions about
folk dance?
the lesson
 What physical
fitness
components are
being developed
in folk dance?
(5min)

Group Activity: Group

The teacher will provide
a table of physical Each group will
activities to undertake demonstrate the five basic
the FITT principle to positions of the arms and
address the barrier of feet. Students may refer
exercises. again to page 302 –
(5min) 303(Our World Of MAPEH
7) for the correct
I. Evaluating learning descriptions of the five
basic positions. Each
partner will decide who will
be the doer and the
observer.
(30 min)
(see attached Annex
(rubrics)
Activity/Performa
nce
The teacher will
present the rubrics.
Each group will use
different dance
steps in 2/4 and ¾
time music. Each
group will create a
simple dance
combination of the
dance steps. Make
four combinations
with 16 measures in
each figure.
Use the different

33
 formations and
dance positions in
the combination.
Students may select
folk dance music to
accompany the
combination.
( see Annex F
rubrics )

Note:
This can be done at
home. Students may
take video of their
performance.

The teacher will ask

learners/group to create/
modify an exercise
J. Additional activities for
program to be used
application or
during their warm – up
remediation
and cool down exercise
to achieve personal
fitness.

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?
34
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?

35
 Daily Lesson Log SCHOOL CASTOR ALVIAR NHS GRADE LEVEL 7
in
MAPEH TEACHER LUZ D. GIBAS LEARNING AREA PE

TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OJECTIVES
The learner demonstrates understanding of guidelines and principles in exercise program design to
A. Content Standard
achieve personal fitness.
B. Performance Standard The learner modifies the individualized exercise program to achieve personal fitness.
The learner…
 Undertakes physical activity and physical fitness assessments
(PE7PF-IIIah-23)
 The learner describes the nature and background of the dance.
(PE7RD-IIId- 1)
 The learner executes the skills involved in the dance
(PE7RDIIId-h-4)
C. Learning Competencies/  Monitors periodically one’s progress towards the fitness goals
Objectives (PE7PF-IIIdh-28)
 Performs appropriate first aid for dance-related injuries (e.g. cramps, sprain, heat exhaustion)
(PE7PF-IIId30)
 Assumes responsibility for achieving personal fitness
(PE7PF-IIIdh-31)
 Keeps the importance of winning and losing in perspective
(PE7PF-IIIdh-32)

II. CONTENT Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities, Folk (Subli)/ indigenous, ethnic, traditional/ festival dance
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Mateials pages Copiaco,H.P.; Lugue, V.P.; Ramirez, V.E.; et Al. (2013). Our World of MAPEH, Vibal group Inc.,
36

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
Gregorio Araneta Ave., Quezon City. 310 – 311.
Copiaco,H.P.; Lugue, V.P.; Ramirez, V.E.; et Al. (2013). Our world of MAPEH, Vibal group Inc., Gregorio
Araneta Ave., Quezon City. 311 – 314.
Muyot,F.R.;Garcia,M.D.; Baarde,M.G.; et.Al.(2013)MAPEH on the GO 7, Sunshine Interlinks
Pub.House.Inc. 3rd flr. Maine City Tower, 236 Tomas Morato Ave. Brgy. South Traiangle,
Quezon City. 299 – 306.
Limjoco,M.M.;Lapuz, D.M.;Jenieber,J.L.;et Al.(2013) Journey towards MAPEH 7, Kleafs Publishing, Block
609, Lot 1 Phase 6, Metrogate, Meycauayan II, Loma de Gato, Marilao, Bulacan. 397- 402.
Group Activity: Group Activity: The teacher will review The teacher will review
The teacher will ask each Teacher will give on the common arm the FITT principle and
group to execute the situations about dance movements and basic ask the learners if they
fundamental dance steps related injuries. Each steps of Subli through were able to maintain
through task card. group will perform first acting. or enhance their fitness
(5 min) aid for injuries ( cramps, (5 min) through practicing and
sprain) executing the dance.
(5 min) Ask the learners to
review their goal based
on the fitness plan.
(10 min)
Group Activity: TEXT
TWIST
Each group will be given
an envelope containing
the scrambled words.
The first group to finish
will win.
37
 (5 min)

Based on the activity, the

teacher will ask the
following questions:
 What are the
different words
that you
C. Presenting examples/
discovered?
Instances of the new lesson
 Are you familiar
with the dances?

(5 min)

The teacher will discuss:

 The nature and
background of the
dance(Subli) through
PowerPoint
presentation
 Demonstrate the
common arm
movements, basic
steps of the dance
D. Discussing new concepts and
and proper periodic
practicing new skills #1
progress towards the
fitness goals through
dance.
(25 min)

The Teacher will discuss

the discussion of the
dance related injuries
through power point
presentation)

38
 (20 min)

Group Activity:
Dance Figures (Subli)

Each group will pick

their Task Card through
draw lots and assign
who will be their leaders
(pair).

The leader of the group

will facilitate, check, and
monitor the execution of
the task.

(see Annex )
E. Discussing new concepts and
practicing new skills #2
Note:
Perform warm up
exercise and cool down
exercise before and
after executing the
figures to avoid dance
related injuries.
(5min)

The teacher will give the

learner time to practice
the task guided with
their fitness plan and
goal.
(25 min)

39
 Note:
Perform warm up
exercise and cool down
exercise before and
after executing the
figures to avoid dance
related injuries.
(5min)
F. Developing mastery
The teacher will ask
(Leads to Formative
learner leaders of each
Assessment 3)
group to teach/lead
other groups their figure
through circuit rotation.
The teacher will monitor
the execution of the
figures.
(35 min)

(see annex)
Based on their
individual fitness plan,
ask the learners to
assess whether they
achieved their goal or
not.

G. Finding practical If the learners’ goal

applications of concepts and was not achieved,
skills in daily living identify the barriers
that hindered in
achieving the goal.
(5 min)

Ask the learners the

following questions:

40
  How can we
achieve the
desired level of
fitness through
dancing?

 What are the
possible ways to
achieve the
desired level of
 fitness?
(5 min)

Complete the following

statements:

  Subli is a kind of

_________.
 dance.
 It has ______.
 figures.
 Considered to be
H. Making generalizations
a favorite of the
and abstractions about
people of the
the lesson
barrios of the
 municipality of
_________.
 Subli is a dance
and a portion of
a devotion
performed in
 honor of the
_________.
41
 (5 min)

The teacher will

present/ provide the
rubrics.
(see attached rubrics
Annex )
I. Evaluating learning
As a group, perform
the dance (Subli) with
dance formation and
props.
(25 min)

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?

42
H. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
I. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

43
 Daily Lesson Log SCHOOL CALAMBA NATIONAL HIGHSCHOOL – ANNEX GRADE LEVEL 7
in
TEACHER MELODIA DE GUZMAN LEARNING AREA HEALTH
M APEH

TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of mental health as a dimension of holistic health for a healthy life.
B. Performance Standard The learner consistently demonstrates skills that promote mental health.
C. Learning Competencies/ The learner explains the factors that affect the The learner… The learner…
Objectives promotion of good mental health.  Explains that  Identifies the
(H7PH-IIIa-b-28) stress is normal common stressors
and inevitable that affect
(H7PH-IIIa-b-29) adolescents
 Differentiates (H7PH-IIIc-32)
eustress from  Identifies
distress physical
(H7PH-IIIa-b-30) responses of the
 Identifies body to stress
situations that (H7PH-IIIc-33)
cause feelings
of anxiety or
stress
(H7PH-IIIa-b-31)

Mental Health (An Introduction) Understanding stress Common areas of

1. Eustress stressor that affects
II. CONTENT
2. Distress adolescents (peer,
family, school and
community)
44
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
B. Establishing A Purpose For
The Lesson
C. Presenting Examples /
Instances Of The New
Lesson
Understanding Stress . A&E. NFE Accreditation and Equivalency Learning Material. DepED.2001, p 8-21
Getchell & Pippin et al., Perspectives on HEALTH pg. 104 - 123
The learners will provide insights The teacher will ask What is mental What are the
about the following terms: the students what is health? stressors?
Physical health, mental health, mental health. What are the factors What are the possible
emotional health, social health affecting mental causes of stress?
and spiritual health. health? (5 min)
(5 min) (5 min)
The teacher will show some The teacher will play The teacher will show
pictures for the learners to a video entitled: pictures for the
extract signs of having a good “New boy.” learners to identity
mental health https://www.youtube the stressors that
(10 min) .com/watch?v=Fdeio affect adolescents.
VndUhs What comes to your
The learners will mind when you saw
analyze the message the pictures?
of the video (10 min)
(10 min)
The learners will watch a Video clip: Causes of Teen stress
video clip to extract factors that stress in teenagers https://www.youtube
affect the promotion of good and real life solution .com/watch?v=fynfK
mental health. https://www.youtube QilSgk
(15 min) .com/results?search_ Analyze the video:
query=causes+of+str What have you
ess+in+teenagers+a noticed from the
45
 nd+real+life+solutio video?
ns (5 min)

(5 min)
D. Discussing New Concepts Discussion on the factors that Discuss the Discussion on the
And Practicing New Skills affect the promotion of good difference between common stressors
#1 mental health eustress and distress. that affect
(15 min) (7 min) adolescents
(10 min)
E. Discussing New Concepts Discussion on the
And Practicing New Skills Learners will view a Discussion on the physical responses of
#2 documentary about factors identifying situations the body to stress
affecting good mental health that cause feelings of (10 min)
(10 min) anxiety or stress.
(8 min)
F. Developing Mastery Give some examples Cite an example of Do you want to know
(Leads To Formative of indication of good stress that can your own stress
Assessment 3) mental health. encourage the level?
(10 min) learner to study well See attachment:
and face the life’s (5 min)
challenges.
(5 min)
G. Finding Practical The learners will The learners will The learners will
Applications Of The perform a skit answer the self- identify different
Concepts And Skills In depicting factors of assessment. activities that they
Daily Living good mental health (see attachment) can practice in order
and will provide to fight stress.
insights about the The teacher will use
performance the processing guide  What is your
The teacher will use question to bring out stress level?
the following guide the learners insight
question to elicit the about the assessment  Are you
learners insight about  What is the happy with
the skit result of your the result of
 How do you assessment? the
feel about the  What are the assessment?
skit that you causes of (5 min)

46
 presented? your stress?
 Were you able  Share your
to bring out answer to
the essence of your seatmate
having the for comparing
good mental your strength
health? If yes, and
what went weaknesses.
well? If not, (10 min)
what did not
go well?
(20 min)
H. Making Generalizations The teacher will say: The learners will The learner will
And Abstractions About “Good mental health is summarize the lesson summarize the lesson
The Lesson more than just the about understanding about the common
absence of mental the stress, eustress areas of stressor that
illness. It can be seen and distress using affect adolescents.
as a state of mental the following open-
health that allows one ended statements. Healthy ways of
to flourish and fully  Stress can reducing stress
enjoy life.” lead to
________  Solve the
The learners will  I feel stress problem
summarize the lesson when  Ask help from
about the factors that _______ family
affect good mental (5 min) members and
health using the any trusted
of the following: friends
 I discovered  Relax
that_____.  Exercise
 I learned that  Eat a well-
______. balanced diet
(5 min) (5 min)

I. Evaluating Learning The learners will 5 item test Essay test

47
 express their insights (5 min)
answering the Make a list of some
following guide situation or thing that
questions. causes them stress.
Cite some personal (5 min)
experience that shows
factors affect good
mental health.
(10 min)

J. Additional Activities For The learners will prepare a skit 5 item test
Application And depicting factors of good mental
Remediation health and will provide insights
about the performance
(5 min)

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

48
 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?

49
 Daily Lesson Log SCHOOL CALAMBA NATIONAL HIGHSCHOOL – ANNEX GRADE LEVEL 7
in

MAPEH
TEACHER MELODIA DE GUZMAN 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 mental health as a dimension of holistic health for a healthy life.

B. Performance Standard The learner consistently demonstrates skills that promote mental health.

C. Learning Competencies/ The learner…  Explains the  Recognizes

Objectives  Identifies people who can provide support in importance of triggers and
stressful situations grieving warning signs of
(H7PH-IIIc-34) (H7PH-III-e- common mental
 Differentiates healthful from un healthful 37) disorders
strategies in coping with stress  Demonstrate (H7PH-IIIf-h-39)
(H7PHIII-e-35) coping skills  Discusses the
 Demonstrates various stress management in managing types, sign,
techniques that one can use every day in loss and grief symptoms, and
dealing with stress (H7PH-III-e- prevention,
(H7PH-IIId-e-36) 38) treatment and
professional care
in managing
common mental
health disorders
(H7PH-IIIf-h-40)
II. CONTENT

50
 Coping with Stress Coping with Dying Types and Management
and Death of Common Mental
Disorders

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material Understanding Stress. A&E. NFE Accreditation and Equivalency Learning Material. DepED. 2001. Pp.22
pages
Talavera-Gonzales, Carolina; Dizon-Poquiz, et.al MAPEH in action 7 pp.295-298
3. Textbook pages
MAPEH for a Better You IV pp 305-311
4. Additional Materials
from Learning
Resource (LR) portal
Online sources:
B. OTHER LEARNING “Stress management strategies – ways to unwind”
REFERENCES Source: https://www.youtube.com/watch?v=0fL-pn80s-c
http??www.learnnc.org/lp/pages/6990?style
IV. PROCEDURES
A. Reviewing Previous The teacher will ask The teacher discuss The teacher will ask
Lesson Or Presenting New representatives who will briefly the 5 stages of the learner to recall
Lessons portray the given situation; adjustment to death by their experiences in
 Scenario 1: A person Elizabeth Kubler-Ross managing the loss
who failed the exam Processing questions: and grief
lost his scholarship.  What are the five (5 min)
 Scenario 2: Your stages of
mother was diagnosed adjustments?
to have stage 4  Among the stages,
cancer. what is your
 Scenario 3: You won current stage?
the contest. ( See to it the teacher
define the difficult words
Processing Questions: given or should be posted
 How can you compare so that students will be
the different reminded)
51
 scenarios? (10 min)
 Is there any difference
on the facial
expression or looks of
 the person in scenario
1 and 2 to Scenario 3?
(10 min)

B. Establishing A Purpose For
The Lesson
The students will watch the The teacher will play the The teacher will
video clip; music of Eric Clapton’s present a video
“Stress management “Tears in Heaven” about the “Tips in
strategies – ways to unwind” maintaining a
Source: Processing questions: healthy mind”
https://www.youtube.com/wa  What is the message https://www.youtub
tch?v=0fL-pn80s-c of the song? e.com/watch?v=Yw
 How can you relate it KrOA_SfS4
Processing questions: in your life? Processing
 What are the  What line struck you Questions:
strategies presented most? ( No
in the video clip? explanation requires)  What are the
 How do you find the (10 min) information did
strategies? Is this will you get from the
be helpful? Explain. video?
(10 min)  Describe the
video in one
word.
(15 min)

C. Presenting Examples / The teacher will ask this The teacher will post the The students will
Instances Of The New question: word, “ Grieving” describe a person
Lesson Then, ask them to write with “mental
Can you identify the people words associated to this disorder”
that provide support in word. (5 min)
stressful situations? ( 10 min)

If the students will not able to

give answers, the teacher will
provideimagesof the
52
 professional support.
(5 min)
D. Discussing New Concepts Discussions on healthful from The teacher will present a Discussion on
And Practicing New Skills un healthful strategies in story about grieving, recognizing triggers
#1 coping with stress which tells about the loss and warning signs of
of someone you love the common mental
coping with stress through most, giving them disorders, types,
(5 min) emphasis on the signs, symptoms
importance of grieving in and prevention,
life.” treatment and
(5 min) professional care in
managing common
mental health
disorder
(15 min)

E. Discussing New Concepts The teacher will present a The students will
And Practicing New Skills video about the science of watch a video clip to
#2 grieving. extract the types of
(5min) management of
common mental
The teacher will present the disorders
people who can provide Processing
support in stressful situations. questions:
The presentation will be Someone Else’s
through video presentation. Heart (Original song
You are not alone-A mental about mental illness)
awareness film https://www.youtub
https://www.youtube.com/wa e.com/watch?v=BjFI
tch?v=GVYSzdNhGc4 lxPs-Ys

( 5min) FAMEkids: Types

of mental illness
and the numbers
of people it affects
https://www.youtu
be.com/watch?v=
53

F. Developing Mastery The learner will identify the
(Leads To Formative people who can provide
Assessment 3) support in stressful situations.
(5 min)
G. Finding Practical The learners will write
Applications Of The situations of healthful and
Concepts And Skills unhealthy strategies in coping
H. In Daily Living stress, using the table below.
Problem Healthy Unhealthy
(10 min)
I. Making Generalizations Ask the learners to recall the
And Abstractions About people who we can lean on
The Lesson when you are in midst of
stress. Write their names in
TMXrGJzYjFA
What do you feel
while listening to the
story?
(15 min)
The students will answer The learner will give
the assessment to be examples of common
given by the teacher. mental disorders and
The teacher will get the their brief description.
input or content from the (10 min)
discussed topic ( concept
1 and 2)
Items should be limit only
for 5 items, TRUE OR
FALSE only.
(5 min)
Dyad Activity: Given a scenario to be
The students will get their prepared by the
partner and do the peer teacher, ask each
sharing. Then they will be group to role play
asked to complete the their assigned task
following sentences that will demonstrate
relating to topic. the triggers and
warning signs of
( see attachment for the common mental
procedures) disorders and how to
manage it.
(10 min)
(30 min)
The teacher summarizing The teacher will
by focusing on the summarize the lesson
importance of grieving by focussing on the
and coping skills in common mental
54
 your notebook. managing the loss and disorders , warning
grief signs prevention and
(5 min) treatment
(5 min) (10 min)
J. Evaluating Learning The students will answer 10 item test
individually the Activity: (10 min)
“ How to Cope with
Stress”
(5 min)
K. Additional Activities For The learners will
Application And prepare a role play
Remediation on mental disorders:
types, signs
symptoms and
prevention,
treatment and
professional care
(5 min)

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

55
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?

56