Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8

in
TEACHER CAMILLE A. BUGAYONG LEARNING AREA MUSIC
MAPEH
TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER
TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The Learner demonstrates an understanding of common and distinct musical characteristics of South
Asia and the Middle East.

B. Performance Standard The Learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression
and style.

C. Learning Competencies/ The learner…

Objectives  Explains how music of a South Asian and the Middle East country relate to its geography and
culture
(MU8WS-IIIag-1)
 Listens perceptively to music of South Asia and the Middle East;
(MU8WS-IIIah-2)
 Sings songs of South Asia and the Middle East;
(MU8WS-IIIcg-3)
 Analyses musical elements of selected songs and instrumental pieces heard and performed.
(MU8WS-IIIch-4)

Music of South Asia India Music of Middle East Israel

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

1
III. LEARNING RESOURCES

A. REFERENCES

pp. 110-111 p. 121 p. 121

1. Teacher’s Guide pages
pp. 110-111,
2. Learner’s Material pp. 110-112, pp. 110-112, , pp. 128-129 pp.,128-129
pages
Lacia, G.C; Operano, M.R. Ed.D, Lacia, F.C.;et. al, (2013) The 21st century MAPEH in action,
Rex Bookstore 856 Nicanor Reyes, Sr. St.pg.53, 65 – 66
3. Textbook pages
Edukasyong Pangkatawan, Kalusugan at Musika III. Adriano, Celia T. Et al, 1999, 291, 29 7

www.youtube.com./watch?v=GvWkHsfXFGQ

4. Additional Materials www.carnaticsangeetham.com

from Learning
Resource (LR) portal www.youtube.co//watchv=KAJYXm067ns
https://m.youtube.com/watch?feature=youtu.be&v=sWSKtoURGAg.com

B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous
Lesson Or Presenting New
Lessons
The teacher will play a The teacher will ask The teacher will The teacher will ask
music video as an question: play a music video question:
example of modern as an example of
Indian music “JAIHO” Who can relate the music of music of Israel Who can relate the
then ask students the India to its geography and “HEBREW” then music of Israel to its
following questions: culture? ask students the geography and
* Who can guess the ( 5 min) following culture?
nationality of the singer? questions: ( 5 min)
* How will you describe * Who can guess
the music video? the nationality of
( See attached CD) the singer?
( 10 min) * How will you
describe the music

2
 video?
( 5 min)
B. Establishing A Purpose The teacher will play The teacher will
For The Lesson music of India used in play music of Israel
particular events such as used in events
 weddings such as
 courtships  weddings
 religions  courtships
 festivals  victories
 national anthem  festivals
 national
Let the students guess anthem
the song and the event Let the students
where it is used. guess the song and
(10 min) the event where it
is used.
( 10 min)
C. Presenting Examples / The teacher will post The teacher will
Instances Of The New pictures of particular post pictures of
Lesson events then he/she play particular events
music of India. Let the then he/she will
students guess in what play music videos
event is the music used of Israel. Let the
by picking pictures students guess in
posted by the teacher. what event is the
Ask students to analyze music used by
the music according to picking pictures
pitch, rhythm, expression posted by the
and style. teacher. The
(15 min) teacher will then
ask the students to
analyze the music
according to pitch,
rhythm, expression
and style.
(15 min)

3
D. Discussing New Concepts The teacher will play The teacher will
And Practicing New Skills different kinds of music play different kinds
#1 in India then he/she will of music in Israel
discuss the musical then he/she will
elements of each music discuss the musical
and the relationship of elements of each
music to their culture and music and the
historical background of relationship of
India. music to their
(25 min) culture and
historical
background of
Israel.
( See attached CD) (25 min)

( See attached CD)

E. Discussing New Concepts The teacher will play music The teacher will play
And Practicing New Skills used in particular events of music used in
#2 India such as weddings and particular events of
religious festivals. Let the India such as
students identify the musical Weddings and
elements used in a song and religious festivals. Let
in what particular events the students identify
were the songs used. the musical elements
(15 min) used in a song and in
what particular events
were the songs used.
(15 min)

F. Developing Mastery Listening Activity: Group Activity:

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

G. Finding Practical The teacher will play a music The teacher will play
4
 Applications Of The video with lyrics of a famous
Concepts And Skills In song in India
Daily Living “ Hymm to Shiva Tandava
stotra.” Let the students
sing songs of India then ask
them how they reacted/felt
when they were singing the
Indian song. Let them
explain how music of India
has influenced its geography
and culture.
(10 min)
H. Making Generalizations The teacher will ask the
And Abstractions About following questions:
The Lesson
 What is the
importance of music
of India in terms of
their historical and
cultural background?
 Are musical elements
important to the
music of India?
(10 min)
I. Evaluating Learning The teacher will play five
varieties of music of India
then let the students write
down the particular events
such as wedding, courtship,
a music video with
lyrics of a famous
song in Israel
“ Zum Gali Gali.” Let
the students sing
songs of Israel then
ask students how they
reacted/felt while
singing the song. Let
students explain how
music of Israel has
influenced its
geography and
culture.
(10 min)
The teacher will ask
the following
questions:
 What is the
importance of
music of Israel in
terms of their
historical and
cultural
background?
 Are musical
elements
important to the
music of Israel?
(10 min)
The teacher will play
five varieties of music
of Israel then let the
students write down
the particular events
5
 religions, festivals and
national anthem then identify
the elements of the music.
(15 min)
J. Additional Activities For The teacher will play
Application And different kinds of music of
Remediation India then the students will
analyze the musical elements
of the selected songs.
( 5 min)
K. Assignment Ask students to relate
Philippine music to that of
Indian music then compare
them particularly in terms of
pitch, rhythm, expression
and style.
V. REMARKS
VI.REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
such as wedding,
courtship, religions,
festivals and national
anthem then identify
the elements of each
music.
(15 min)
The teacher will play
different kinds of
music of Israel then
the students will
analyze the musical
elements of the
selected songs.
( 5 min)
Ask students to relate
Philippine music to
that of Israel music
then compare them
particularly in terms of
pitch, rhythm,
expression and style.
6
 Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

7
 Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
in
TEACHER CAMILLE A. BUGAYONG LEARNING AREA MUSIC
MAPEH
TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER
TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates an understanding of common and distinct musical characteristics of South Asia
A. Content Standard
and the Middle East.
The learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression
B. Performance Standard
and style.
The learner…
 explores ways of producing sounds on a variety of sources that would simulate instruments being
studied
(MU8WS-IIIch-5)
C. Learning Competencies/  improvises simple accompaniment to selected South Asia and the Middle East music
Objectives (MU8WS-IIIbh-6)
 performs on available instruments from South Asia and Middle East
(MU8WS-IIIbh-7)
 evaluates music and music performances applying knowledge of musical elements and style
(MU8WS-IIIch-8)

II. CONTENTS
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
A. Music of India
 Traditional instruments (idiophones, aerophones, membranophones, and chordophones) ;
 Instrumental pieces (solo and ensemble);
 Folksongs and ritual music
B. Music of Israel
 Traditional instruments (idiophones, aerophones, membranophones, and chordophones);
 Instrumental pieces (solo and ensemble);
 Folksongs and ritual music
pp.112-114 pp.112-114 pp. 119-122 pp.119-122
8
 2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting The
New Lesson
B. Establishing A Purpose For
The Lesson
pp. 113-117 pp. 113-117 pp. 128-129 pp.128-129
*Edukasyong Pangkatawan, Kalusugan at Musika III. Adriano, Celia T. Et al, 1999. pp.296-297
Lacia, G.C; Operano, M.R. Ed.D, Lacia, F.C.;et. al, (2013) The 21st century MAPEH in action.
Rex Bookstore 856 Nicanor Reyes, Sr. St., 54 – 57, 66 - 72
Agapay, Nonabelle C. MAPEH: Making us fully equipped in the 21st century III. 2006, 4-10
https://www.teachervision.com/tv/printables/1565450973_268_270.pdf
The teacher will ask The teacher will ask The teacher will ask The teacher will ask
learners to use a venn learners to give the learners to relate the learners to give the
diagram to differentiate classification of musical instruments of India classification of musical
and contrast the musical instruments in India. to Philippine musical instruments in Israel.
elements of the music of ( 10 min) instruments. ( 10 min)
India and Israel.
( 10 min)
Name it: Name it :
The teacher will show The teacher will show
pictures and post the pictures and post the
names of the musical names of the musical
instruments of India then instruments of Israel
let the learners match then let the learners
the names of the match the name of
following instruments. the following
After naming the picture instruments. After
of instruments, ask naming the picture of
learners to determine the instruments, ask
classification of the learners to determine
musical instruments of the classification of
India according to musical instruments
idiophones, aerophones, from Israel according
membranophones, or to idiophones,
chordophones). aerophones,
9
 (10 min) membranophones,
and chordophones)
(10 min)
The teacher will play The teacher will play
carnatic, hindustani, and the vocal music of
talathen music. Let the Israel. Let the learners
C. Presenting Examples/ learners identify the
identify the
Instances Of The New classification of the
classification of the
Lesson musical instruments
used. musical instruments
(15 min) used.
(15 min)
Teacher will discuss the Teacher will discuss
characteristics of vocal music and
traditional music, Tala musical instruments of
and classification of Israel through a
musical instruments from PowerPoint
India through a presentation.
PowerPoint presentation. (20 minutes)

D. Discussing New Concepts ( See attached CD)

And Practicing New Skills
#1 The teacher will post an
example of “tala” and
execute on how to play it
by clapping. Let the ( See attached CD)
students do the same
after the demonstration
of the teacher.
(20 min)

The teacher will play ritual The teacher will play

and folk music of India. vocal music in Israel.
E. Developing Mastery
Let the learners identify Let the learners identify
(Leads To Formative
the classification of the the classification of the
Assessment 3)
instruments. instruments.
(15 min) ( 15 min)
10
 Practical Work Approach Practical Work Approach
(PWA) (PWA)
The teacher will divide the The teacher will divide
class into five groups. the class into five
 Each group will be groups.
assigned to perform  Each group will be
the Tala (Tintal and assigned to perform
Chautal) selections using their
provided. improvised string
F. Finding Practical  Using the improvised instruments to
Applications Of Concepts percussion accompany the
And Skills In Daily Living instruments, perform Zum Gali Gali
the “Tala.” music.
 Each group will be  Each group will be
given 10 minutes to given 10 minutes to
practice. practice.
(20 min) (20 min)

(See attachment of Tala) (See attached rubrics)

(See attached rubrics)

Ask learners the following Ask learners the

questions: following questions:
 How can musical  How can musical
instruments change instruments
music? change one
G. Making Generalizations  Why do people in music?
And Abstractions About India use musical  Why do people
The Lesson instruments in their in Israel use
music? musical
(10 min) instruments in
their music?
(10 min)

H. Evaluating Learning The teacher will play a The teacher will play
ritual and folk music of ritual and folk music of
India. Let the students Israel. Let the students
11

I. Additional Activities For
Application Or Remediation
J.Assignment
V. REMARKS
identify what classification
of instruments is used in
the music.
(5 min)
Ask learners to bring
improvised percussion
instruments.
(Bring it tomorrow.)
How will you compare the
musical instruments of
India with Philippine
instruments?
identify what
classification of
instruments is used in
the music.
( 5 min)
Ask learners to bring
improvised string
instruments.
(Bring it tomorrow.)
How will you compare
the musical instruments
of Israel with Philippine
instruments?

VI. REFLECTIONS
A. No. Of Learners Who
Earned 80% In The
Evaluation.
B. No. Of Learners Who
Require Additional Activities
For Remediation Who
Scored Below 80%
C. Did The Remedial Lessons
Work?
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Teaching
Strategies Worked Well?
Why Did These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor Can
Help Me Solve?

12
G. What Innovation Or
Localized Materials Did I
Use/Discover Which I Wish
To Share With Other
Teachers?

Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
in
TEACHER ELVIRA M. RENTOY LEARNING AREA ARTS
MAPEH
TEACHING DATE AND WEEK 1 QUARTER 3rd Quarter
13
 TIME
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
A. Content Standards The learner…
 Art elements and processes by synthesizing and applying prior knowledge and skills
 The salient features of the arts of South, West, and Central Asia by showing the relationship of the elements of
art and processes among culturally diverse communities in the region
 East Asian countries as having a rich artistic and cultural tradition from prehistoric to present times

B. Performance Standards The learner…

 Creates artworks showing the characteristic elements of the arts of South, West, and Central Asia
 Exhibits completed artworks for appreciation and critiquing

C. Learning The learner will be able to
Competency/Objectives analyze elements and
principles of art in the
production of arts and crafts
inspired by the cultures of
South Asia, West Asia, and
Central Asia
(A8EL-IIIb-1)
The learner… The learner… The learner…
 will identify  will be able create  will be able to identify
characteristics of arts arts and crafts that characteristics of arts and
and crafts in India can be locally crafts in Pakistan (truck art)
(rangoli, katak, assembled with local (A8EL-IIIa-2)
mendhi, Diwali materials, guided by  will be able to show the
(A8EL-IIIa-2) local traditional commonalities and
 will be able to reflect techniques. differences of the cultures of
on and derive the (A8PR-IIIc-e-1) the South Asian, West Asian,
mood, idea or  The learner will be and Central Asian countries
message from selected able to incorporate in relation to Philippine
artifacts and art the design, form, and culture
objects spirit of South, West, (A8PR-IIIh-4)
(A8PL-IIIh-1) and Central Asian
 will be able to trace artifacts and objects
the external (foreign) to one’s creation
and internal (A8PL-IIIh-3)
(indigenous) influences  The learner will be
that are reflected in able to appreciates
the design of an the artifacts and art
artwork and in the objects in terms of
making of a craft their utilization and
their distinct use of
14

II. CONTENTS
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting The New
Lesson
 The learners will be art elements and
able to derive principles
elements from (A8PL-IIIh-2)
traditions/history of a
community for one’s
artwork
(A8PR-IIIf-2)
ARTS OF SOUTH, WEST, AND ARTS OF SOUTH ASIA RANGOLI AND DIWALI PAKISTANI, UZBEKISTAN,
CENTRAL ASIA (INDIA) MOBILE KAZAKHSTAN, TAJIKISTAN
pp. 273-278 pp.274-277 pp. 279-281 pp. 282-283
pp. 304-314 pp.304-307 pp.304-307 pp. 309-311
MAPEH for A Better You
OHSP Arts Module Q2 pp.13
http://www.slideshare.net/teacherjo19/south-central-west-asian-arts?qid=a0e232e8-e82c-4624-81ce-
a18064932e21&v=&b=&from_search=4
https://www.youtube.com/watch?v=HrrW3rO51ak
https://www.youtube.com/watch?v=VCLPeU83uq8
https://www.youtube.com/watch?v=LRidecgLnqc
https://www.youtube.com/watch?v=G7k0sWVhcrI
The teacher will present the The learners will recall the Ask the learners: Ask the learners to tell
map of Asia and ask the artworks in South, West What are the major something about Rangoli and
students to locate the and Central Asia. Let them contributions of India in Diwali-Festival of Lights.
following countries: enumerate the elements the field of art? (5 min)
India, Pakistani, Uzbekistan, and principles of art used (5 min)
Kazakhstan, Tajikistan, in each artwork.
Turkey, and Kyrgystan. (5 min)
15

B. Establishing A Purpose For
The Lesson
C. Presenting
Examples/Instances Of The
New Lesson
D. Discussing New Concepts
And Practicing New Skills #
1 same group, the learners will
(5 min)
MINUTE TO WIN IT
The teacher will divide the
class into four groups. Post
some examples of arts and
crafts in South, West and
Central Asia and match each
picture to its country of
origin.
Ask the students:
Were you able to match the
pictures correctly? How?
(7 min)
The learners will watch a
video presentation showing
different arts and crafts in
South, West, and Central
Asia.
The teacher will ask the
learners:
 Describe the different
art works in South,
West, and Central Asia
 Cite the similarities and
differences among the
art works
(8 min)
Using the pictures from the
previous activity and with the
answer the following
questions:
POP-UP MINDS PICTURE PUZZLE PINOY JEEPNEY vs.
PAKISTANI TRUCK
Ask the learners to think Ask the learners to
of a word/s that you may assemble the pictures of Present in class a Pinoy jeepney
associate with INDIA. Rangoli and Diwali by and Pakistani Truck. Ask the
(5 min) swapping the pieces of students to compare the Pinoy
puzzle until they form jeep with Pakistani truck art in
the image. terms of color, design, forms,
(7 min) and shapes.
(5 min)
Show some Post on the board Have a group of four. Have a
pictures/images/art work examples of Rangoli gallery walk inside the
in three periods of Indian showing different classroom. Each station
Art. principles of design. presents the arts and crafts in
Central Asia.
Describe the well-known  Describe each Station 1: Pakistan
artwork in each period. artwork. Station 2: UZBEKISTAN
(5 min)  Enumerate the Station 3: KAZAKHSTAN
elements of arts Station 4: TAJIKISTAN
used in rangoli.
 What principle of Each group will identify and
design present in describe the arts and crafts
this artwork? known to each country.
(8 min) (10 min)
The teacher will discuss The teacher will discuss Based on the previous activity,
the different periods of the procedures on how the teacher will lead the
Indian art featuring its to make a Rangoli and discussion through a PowerPoint
contributions to World art Diwali Mobile. presentation the identified arts
and festivals (refer to LM pp. 315- and crafts in Central Asia.
16
  What elements of arts  Ancient Period 316) (15 min)
are used in each art  Classical Period
work?  Mogul Period The students will watch a
 Analyze the different (see attached video presentation
principles of design presentation) showing different
used in each artwork? (15 min) designs of rangoli
(15 min) https://www.youtube.co
m/watch?v=LRidecgLnqc

(8 min)
E. Discussing New Concepts
And Practicing New Skills # The learners will read the
2 text regarding Diwali-
Festival of Lights (LM pp.
306) afterwards, ask the
students to watch a video
presentation about Diwali-
Festival of Lights.
https://www.youtube.com
/watch?v=HrrW3rO51ak

The learners will answer

the following:

 When is Diwali-Festival
of Lights celebrated?
 Enumerate the
preparations of Indians
before the Festival of
Lights.
(10 min)

F. Developing Mastery
(Leads To Formative
Assessment 3)
Ask the learners with their
group. The teachers will give
them another set of artwork
to each group. Let them
analyze the elements and
The learners will identify
the major contribution of
art in each period.
(See attached activity)
(5 min)
Ask learners to create an ACTIVITY 3: VIDEO
art work incorporating PRESENTATION – TRUCK
design form. ART
ACTIVITY 1: Rangoli Uploaded by
17
 principles of arts present in
each artwork.
(10 min)
G. Finding Practical Ask the learners to give
Application Of Concepts examples of crafts,
And Skills In Daily Living architectures, sculptures and
everyday objects that have
the similar style in our
country.
(5 min)
H. Making Generalizations Unique lines, forms, shapes,
And Abstractions About colors, motifs and designs are
The Lesson manifested in the art of India,
Central Asia, and West Asia.
(5 min)
I. Evaluating Learning Identify the principles of art
used in each artwork. (see
attached worksheet)
(5 min)
EXPRESS YOURSELF:
 What Philippine
celebration is similar
to India’s?
 What practices in the
Philippines are
similar to India’s
Festivals of Light?
(5 min)
What are the major
contributions of India to
the field of arts?
Cite the Characteristics of
each artwork.
(5min)
Quiz 1-5
(5min)
Art journeymanpictures
http://www.youtube.com/watch
?v=4EhNAib0b6Q
ACTIVITY 2: DIWALI Guide Questions
MOBILE  Describe the unique
(25 min) lines, color, forms, and
shapes found in
Pakistan’s truck art.
 Give your impressions
on how Pakistanis use
the elements of arts in
their artwork.
(10 min)
Let the learners Ask the learners to design their
enumerate the style and own version of Pinoy jeep.
technique they have (5 min)
learned from the activity
that they can use in
doing an artwork?
(4 min)
The teacher will ask the
Ask the learners: following questions:
What makes the arts of  What are the
South Asia– India characteristics of
unique? Pakistan Arts?
(4 min)  Compare Pinoy jeep with
Pakistani truck art in
The performance of the terms of color, design,
learners will be evaluated forms and shapes.
based on rubrics. (See (5 min)
attached rubrics) Quiz 1-5
Note: (5 min)
18
 Apply different design
patterns:
- Repeated - Radial
pattern
J. Assignment Ask the learners to bring The learners will be asked to
art materials to be used in make an improvised Pakistani
art activity for the next truck using recyclable materials
day. (Rangoli and Diwali (old folders, colored papers
Mobile) etc.)
Note: The teacher will show
his/her handmade Pakistani
Truck.
V. REMARKS
VI. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional
Activities For Remediation
Who Scored Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up With
The Lesson

D. No. of Learners Who

Continue To Require
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
19
 Help Me Solve?
G. What Innovation Or
Localized Materials Did I
Use/Discover Which I Wish
To Share With Other
Teachers?

Daily Lesson Log in SCHOOL BUNGGO NATIONAL HIGH SCHOOL GRADE LEVEL 8

MAPEH TEACHER
TEACHING DATE AND
ELVIRA M. RENTOY
WEEK 2
LEARNING AREA
QUARTER
ARTS
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 South, West, and Central Asia by showing the relationship of the elements of
art and Processes among culturally diverse communities in the region
 East Asian countries as having a rich artistic and cultural tradition from prehistoric to present times
20
 B. Performance Standards
C. Learning
Competency/Objectives
II. CONTENTS
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
The learner…
 creates artworks showing the characteristic elements of the arts of South, West, and Central Asia
 exhibits completed artworks for appreciation and critiquing create artworks showing the characteristic elements of
the arts of East Asia
The learner The learner… The learner…
 will be able to  will be able to create arts and crafts that can  will be able to show
identify be locally assembled with local materials, the relationship of
characteristics of arts guided by local traditional techniques. the development of
and crafts in West (A8PR-IIIc-e-1) crafts in specific
Asia  will be able to incorporate the design, form, countries in South
 will be able to reflect and spirit of South, West, and Central Asian Asia, West Asia, and
on and derive the artifacts and objects to one’s creation (A8PL- Central Asia,
mood, idea or IIIh-3) according to
message from  will be able to appreciate the artifacts and art functionality,
selected artifacts and objects in terms of their utilization and their traditional
art objects distinct use of art elements and principles specialized
(A8PL-IIIh-1) (A8PL-IIIh-2) expertise, and
 will be able to derive availability of
elements from resources
traditions/history of a  will be able to
community for one’s mount an exhibit
artwork (A8PR-IIIf-2) using completed
South-West-Central
Asian-inspired crafts
in an organized
manner
ARTS AND CRAFTS OF ARTS AND CRAFTS OF SOUTH, CENTRAL, AND
WEST ASIA WEST ASIA WEST ASIAN ARTS
TURKMENISTAN AND TURKMENISTAN AND
KYRGYSTAN KYRGYSTAN
pp. 284-286 pp. 295 pp.274-286
pp. 312-315 pp. 322-323 pp.304-314
21
 4. Additional Materials
from Learning Resource
(LR)portal
B. OTHER LEARNING https://www.youtube.com/watch?v=-yTZlDJDjmM
RESOURCES https://www.youtube.com/watch?v=ABeAQTBNqzw
IV. PROCEDURES
A. Reviewing Previous Lesson Ask the learners to cite LOOP A WORD. Ask the Learners to Arrange the jumbled
or Presenting The New the similarities of Pinoy Loop the words that are give the procedures on letters to form a new word
Lesson Jeepney and Pakistani related to arts and crafts how to make a border that best describes the
Truck in South, West, and design. statements below.
(5 min) Central Asia. (5 min)  SHIRSKAD- A hand-
(5 min) made carpets
 TEKENI- A homespun
silk that is used for
beautiful dresses worn
by Turkmen women on
special occasions.
 TUHS KZIY- large
elaborately
embroidered wall
hanging
( 5 min)
B. Establishing A Purpose For The teachers will present Let the Learners watch a The teacher will present a
The Lesson in class the map of video presentation video showing the crafts,
central Asia. Tell the showing different border sculptures, attire, fabrics,
students to locate the designs. sculpture, and everyday
countries (Turkmenistan https://www.youtube.com/ objects in South, West,
and Kyrgstan) in the watch?v=ABeAQTBNqzw and Central Asia and its
map. (5 min) functions.
(5 min)
Ask the Learners to
identify the prominent
arts, sculptures, attire,
fabrics, and everyday
objects presented in the
video
(5 min)
22
C. Presenting
Examples/Instances of The
New Lesson
D. Discussing New Concepts
And Practicing New Skills #
1 PowerPoint presentation
E. Discussing New Concepts
And Practicing New Skills #
2 pot.
F. Developing Mastery
(Leads To Formative
Assessment 3)
GUESSING GAME Based on the video, ask
Show a box with the students:
different pictures of arts  Describe each border
and crafts printed in design.
folded papers. Ask some  Identify motifs and
volunteers to pick one designs used in each
and describe the picture artwork?
he/she got. (5 min)
(10 min)
Discussion on the Discuss the procedures on The teacher will discuss
following topics using how to create border the relationship of the
design development of crafts in
(see attached (10 min) South Asia, West Asia, and
presentation) Central Asia, according to
 Traditional arts in functions and traditional
Turkmenistan and specialized expertise, and
Kyrgystan availability of resources.
 Arts and Crafts in (8 minutes)
West Asia
(15 min)
Discuss the procedures
on how to make a clay
https://www.youtube.c
om/
watch?
v=0mEPaL0LGqo
(10 min)
The teacher will ask the The teacher will divide the class in to four groups
Learners to make an and ask students to fill in the table below.
Venn diagram to identify COUNTRY WELL-KNOWN ARTWORK FUNCTIONS
the commonalities and INDIA
differences of both PAKISTAN
countries
(10 min) TURKMENISTAN
KYRGYSTAN
23

G. Finding Practical
Application Of Concepts
And Skills In Daily Living
H. Making Generalizations And
Abstractions About The
Lesson
I. Evaluating Learning
J. Assignment
UZBEKISTAN
(7 min)
Cite various crafts in the The Learners will do the The teacher will ask the With the same group, ask
Philippines which are activity 6: Border Design Learners to do activity the Learners to create an
similar to arts in West it. 5 (Clay pot designing) art exhibit using their own
Asia. (30 min) creatively and clearly artworks focusing on
(5 min) see the pattern of South, Central and West
South, Central, and Asian Arts.
West Asian Culture. Note: The students will
(refer to page 321-322) make a short description
(40 min) for each artwork
The teacher will assign
one representative per
group to explain their art
exhibit.
(25 min)
The teachers will ask Ask the Learners: What did you learn about
Learners to give  What values South, West, and Central
characteristics of West should you Asian Arts?
Asian arts. possess in order What did you feel while
(5 min) to create quality doing the activities?
outputs? (5 min)
 How West Asian
arts relate to
yourself and in
the community?
(5 min)
Quiz 1-5 (see The performance of the Learners’ art exhibit will be
attachment) students will be evaluated by the use of
(5 min) evaluated by the use of rubrics.
rubrics.
24
III. REMARKS

IV. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional
Activities For Remediation
Who Scored Below 80%
C. Did The Remedial Lessons
Work? No. of Learners
Who Have Caught Up With
The Lesson
D. No. of Learners Who
Continue To Require
Remediation
E. Which Of My Teaching
Strategies Worked Well?
Why Did These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor Can
Help Me Solve?
G. What Innovation Or
Localized Materials Did I
Use/Discover Which I Wish
To Share With Other
Teachers?

25
 DAILY LESSON SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
LOG IN
TEACHER CELESTE S. PERIA LEARNING AREA PE
MAPEH
TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. CONTENT STANDARD The learner demonstrates understanding of guidelines and principles in exercise program design to
achieve fitness.
B. PERFORMANCE The learner modifies a physical activity program for the family/school peers to achieve fitness.
STANDARD
C. LEARNING The learner… The learner describes the nature and background
COMPETENCIES/  Undertakes physical activity and physical of the sport (volleyball)
OBJECTIVES fitness assessments (PE8GS-IIIc-1)
26
 (PE8PF-IIIa-h-23)
 Reviews goals based on assessment
results.
(PE8PF-IIIa-34)
 Addresses barriers (low level of fitness,
lack of skill and time) to exercise
(PE8PF-IIIb-33)
 Assumes responsibility for achieving
fitness.
(PE8PF-IIId-h-31).
II. CONTENTS
Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities (Volleyball)
III. LEARNING RESOURCES
A. References Benavinte Jr. R.P., Domingo Francnis A., Doria Jose P. et.al (2013). Physical Education
and Health –Grade 8 Learners Module. Vicarish Publication and Trading , Inc.

Bucher, C. A. & Wuest D. A. (2009). Foundations Physical Education, Exercise Science and Sport .
McGraw-Hill Companies Inc.

Catapang, Jose P.,(1998). A Manual on Physical Fitness, Sports Physiological Training, Consultancy and
Research Services (SPTCRS) Publications.

1. Teacher’s Guide pages

2. Learner’s Materials 5
pages
3. Textbook pages Darilag, A.G. et.al. (2012). Enjoy life with PE and Health II., 87-97,110- 118.

Adriano, C.T. Et.al. (1999). Edukasyong pangkatawan, kausugan at musika III. 102-114. 123 - 124.

Doria, JP., Sedilla ,M. C., L. et al. (2014) Physical education & health Grade 9 learner’s material.

Lacia, G. C., Limos A.P., Operario M.R., et.al. (2013). The 21st century MAPEH in action.
Rex Bookstore.pp.220-227.

4. Additional Materials OHSP PE 1 Q1 module 1 OHSP PE 1 Q1 module EASE PE-module 5 OHSP PE 1 Q1

27
 from Learning 1 module 1
Resources (LR) portal
B. Other Learning https://www.youtube.com/watch?v=rrHtPJ2QDuw
Resources http://www.volleywood.net/

IV. PROCEDURES
A. Reviewing Previous
Lesson Or Presenting The
New Lesson
The teacher will ask the Recall: Milo Champ Recall:Milo Champ Moves Recall:Milo Champ
students to list down the Moves https://www.youtube.co Moves
different physical https://www.youtube.c m/watch? https://www.youtub
activities from the om/watch? v=rrHtPJ2QDuw e.com/watch?
previous quarter through v=rrHtPJ2Qduw (5 min)
v=rrHtPJ2QDuw
concept mapping and (5 min)
relate it to the game Picture Puzzle:
basketball. The teacher will ask each
(5min) group to pick 1 envelope
containing cut-out
pictures associated to
volleyball.
Each group will form the
picture and identify/
name the picture. The
group who finishes the
first and with the correct
answer wins the game.

List of pictures:
1. Volleyball ball
https://www.google.
com.ph/search?
q=volleyball&tbm=is
ch&tbo=u&source=u
niv&sa=X&ved=0ah
UKEwjEqtbl8rTPAhX
FGpQKHV1UDM0QsA
QIKQ&biw=1366&bi
h=662#imgrc=9p3x
QW3swEmreM%3A
28
2. Volleyball court
https://www.google.
com.ph/search?
q=volleyball+court&
biw=1366&bih=662
&tbm=isch&tbo=u&
source=univ&sa=X&
ved=0ahUKEwie6LS
R87TPAhVBGJQKHT
UoDcoQsAQIGQ#im
grc=ekh38FvNt9fgo
M%3A

3. Volleyball net
https://www.google.
com.ph/search?
q=volleyball+net&bi
w=1366&bih=662&t
bm=isch&imgil=Wo
HkASI3zEpR_M
%253A
%253BKhYC97tsd5rl
FM%253Bhttp
%25253A%25252F
%25252Fwww.mesh
-wire-netting.com
%25252FVolleyball_
Net.htm&source=iu
&pf=m&fir=WoHkAS
I3zEpR_M%253A
%252CKhYC97tsd5rl
FM
%252C_&usg=__Nb
Y0Y4oF8aTqJ5Th2V
4WpMPE9EI
%3D&ved=0ahUKE
29
 wjVieW987TPAhUDG
JQKHRnfBt4QyjcIJQ
&ei=lzTtV5XiEIOw0A
SZvpvwDQ#imgrc=
WoHkASI3zEpR_M
%3A

4. Alyssa Valdez
https://www.google
.com.ph/search?
q=alyssa+valdez&b
iw=1366&bih=662
&source=lnms&tbm
=isch&sa=X&ved=
0ahUKEwiys_Ly87T
PAhXEj5QKHcHICH
UQ_AUIBigB#imgrc
=TwjNEststRr9bM
%3A

5. Rachelle Anne
Dacquis
https://www.google
.com.ph/search?
q=rachel+anne+da
quis&biw=1366&bi
h=662&tbm=isch&i
mgil=WTmxuWKQU
qfZtM%253A
%253BnSMm5pkL1
8P0DM%253Bhttp
%25253A%25252F
%25252Fwww.gma
network.com
%25252Fnews
%25252Fstory
%25252F495450%
30

B. Establishing A Purpose For
The Lesson
25252Fsports
%25252Fothersport
s%25252Fprofile-
rachel-anne-daquis-
philippine-
volleyball-s-maria-
sharapova&source=
iu&pf=m&fir=WTm
xuWKQUqfZtM
%253A
%252CnSMm5pkL1
8P0DM
%252C_&usg=__ak
4U85ZjvM-
o18z8pq8yV7tua44
%3D&ved=0ahUKE
wj__5WU9LTPAhW
Dk5QKHa8HAFsQyj
cIggE&ei=TDXtV_-
pGoOn0gSvj4DYBQ
#imgrc=WTmxuWK
QUqfZtM%3A
(5 min)
The teacher will present The teacher will ask a
a music video of Milo volunteer student from
Champ Moves and ask each group to say
the students to follow something about the
the dance moves. picture that their group
(Milo Champ Moves) has formed.

https://www.youtube.co The teacher will guide

m/watch? the students’ responses
v=rrHtPJ2QDuw leading to the
(5 min) presentation of the new
lesson.
(5 min)
C. Presenting Examples/ Based on the music The teacher will discuss
31
 Instances Of The New video, the teacher will the history of volleyball
Lesson ask the learners the through a
following questions. PowerPoint presentation.
 What are the (10 min)
different sports
presented in the (please see annex D)
music video?
 Who are the famous
sports personalities
involved in the music
video?
 What particular
sports are these
personalities involved
in?
 If Princess Gaiser is
involved in volleyball,
can you demonstrate
the moves used in
the music video?
(10min)
D. Discussing New Concepts The teacher will discuss
And Practicing New Skills of the different volleyball After the discussion of
#1 moves used in the music the history of volleyball,
video. the teacher will present a
video clip about the
The class will be divided
into 5 groups and each game of the Philippine
group will be given 5 Team vs. Malaysia and
minutes to discuss and ask the students the
answer following following questions:
questions:
https://www.youtube.co
Group A m/watch?
What particular body v=cXSsnRdC6rQ
part is used in volleyball
serve?  What is the aim of
32
 the game?
Group B  How many players
What particular body are there on the
part is used in volleyball team?
forearm pass?  How can a team
earn a score?
Group C  How can a team win
What particular body the game?
part is used  What are the
running? facilities and
equipment used in
the game?
Group D (5 min)
What physical fitness
component is being
developed in doing
volleyball serve and
forearm pass?

Group E
What physical fitness
component is being
developed in volleyball
serve and forearm pass?

The teacher will,

monitor, check and
synthesize the group
work. (please annex A-
rubrics on group work)
(35 min)

The group will be given 5

minutes to do their
tasking in preparation for
the conduct of the
physical fitness
33
 assessment on the next
day.
(5 min)
E. Discussing New Concepts The teacher will led The group will be given a
And Practicing New Skills discuss about the FITT task card containing the
#2 principles through a description on the
PowerPoint different facilities and
presentation. equipment and ask the
(5min) group to discuss in the
class. Each group will be
given 5 minutes to
prepare and 3 minutes
discussion.
The teacher will present
the rubrics on the group
so that the class is
guided on their task. (pls
see annex E)

Group A- Ball
Group B- Net
Group C-Post
Group D-Court
Group E- Antenna

(25 min.)

The teacher will ask the

Learners after their
group presentation.
 What is the
importance of
knowing the
facilities and
equipment?

 Aside from the

34

F. Developing Mastery
(Leads To Formative
Assessment 3)
G. Finding Practical
Applications Of Concepts
And Skills In Daily Living
H. Making Generalizations
And Abstractions About
The Lesson
facilities and
equipment, what
else do you need
to know about
volleyball?
Divide the class into 5 The teacher will ask
groups and ask each the Learners to watch
group to provide the volleyball rules
specific examples for and regulations and
each column of the ask the students to list
FITT principles. (5 min) down important
matters on their
notebook.
https://www.youtube.
com/watch?
v=9g7nYQv-kPM
(5 min)
The teacher will ask The teacher will ask
the Learners to go to the Learners: what are
their respective groups the benefits that we
and organize an can derive from
activity that is playing the volleyball?
associated to volleyball
following the FITT
principles.
The teacher will
emphasize the value of Complete the
the training guidelines following statements:
including the FITT
principles in volleyball  Volleyball is a
by answering the _________ kind
following open-ended of sport.
statements:
 It is composed of
35
  I learned that ____________
_______________. players.
 I realized
that___________.  The facilities and
 A am happy equipment of the
because game are
_______________. _____________.

 The volleyball
players that I
have known are
___________.

I. Evaluating Learning The teacher will Using the different

provide a list of terms learned from
physical activities for the volleyball game,
each group to create a rap/jingle
undertake following the about volleyball based
FITT principle. on the following
(see annex B) criteria:
(please see annex F)

J. Additional Activities For Ask the Learners to fill Ask the Learners to
Application Or up the table about the draw a doodle about
Remediation physical activities of the nature and
their family members background of the
and share it to the game and it will be
class on the next presented to the class
meeting. the next meeting.
(see annex C)
V. REMARKS Note: Time allotment may vary depends on the situation and capability of the students.
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who

36
 require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

37
 Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
in
TEACHER CELESTE S. PERIA LEARNING AREA PE
MAPEH
TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of guidelines and principles in exercise program design to
achieve fitness.
B. Performance Standard The learner modifies a physical activity program for the family/school peers to achieve fitness.
C. Learning Competencies/ The learners… The learner…
Objectives  Executes the skills involve in the sport  Reviews goals based on assessment
(PE8GS-IIId-h-4). results.
 Monitors periodically one’s progress towards (PE8PF-IIIa-34).
the fitness and goals.  Addresses barriers (low level of fitness,
(PE8PF-III-h-28). lack of skills and time) to exercise.
 Displays tolerance and acceptance of (PEPF-IIIb-33.)
individuals with varying skills and abilities.
(PE8PF-IIId-h-37).
II. CONTENTS
Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities (Volleyball)
III. LEARNING RESOURCES

38
A. References Benavinte Jr. R.P., Domingo Francnis A., Doria Jose P. et.al (2013). Physical Education
and Health –Grade 8 Learners Module. Vicarish Publication and Trading , Inc.

Bucher, C. A. & Wuest D. A. (2009). Foundations Physical Education, Exercise Science and Sport .
McGraw-Hill Companies Inc.

Catapang, Jose P.,(1998). A Manual on Physical Fitness, Sports Physiological Training, Consultancy and
Research Services (SPTCRS) Publications.

1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from OHSP PE 1 Q1 module 1
Learning Resources (LR)
portal
B. Other Learning https://www.youtube.com/watch?v=rrHtPJ2QDuw
Resources https://www.youtube.com/watch?v=yVmZGjRUN5k
II. PROCEDURES
A. Reviewing Previous Recall: Milo Champ Recall: Milo Champ Recall: Milo Champ Recall: Milo Champ
Lesson Or Presenting Moves Moves Moves Moves
The New Lesson https://www.youtube.co https://www.youtube.co https://www.youtube.c https://www.youtube.
m/watch? m/watch? om/watch? com/watch?
v=rrHtPJ2QDuw v=rrHtPJ2QDuw v=rrHtPJ2QDuw v=rrHtPJ2QDuw
(5 min) (5 min) (5 min) (5 min)

The teacher will ask the The teacher will make

students to say a review of the past
something about the lesson through acting.
following:

 William Morgan  serve

 1895  receive
 Mintonette  set
 Ball  attack
 Basic skills  block
(5 min) (5 min)

39
B. Establishing A Purpose The teacher will present
For The Lesson a video about the basic
skills in volleyball and let
the students list down
the important things
about the skills in their
notebook.
https://www.youtube.co
m/watch?
v=yVmZGjRUN5k

(10min)

C. Presenting Examples/ The teacher will discuss The teacher will

Instances Of The New the basic skills in
Lesson volleyball.
(10 min)
D. Discussing New The teacher will ask
Concepts And Practicing Learners volunteers to
New Skills #1 demonstrate the basic
skills of volleyball and
check if the skills are
properly executed.
 Service
 passing
 setting
 attacking/spiking
 blocking
review the FITT
principle through
PowerPoint
presentation
(5 min)
The teacher will ask
the Learners to get
their fitness plan and
make a review on
their goal based on
the fitness plan.
(5 min)

(20 min)

40
 E. Discussing New The teacher will divide
Concepts And Practicing the class into 5 groups
New Skills #2 and orient them on the
proper flow of circuit
rotation.
(see annex A)

The teacher will also

present the rubrics in the
conduct of the circuit
rotation.
(see annex B)

(10 min)

The teacher will let the

group discuss the
preparation for
tomorrow’s activity and
assign the materials
which they are going to
use in the next day’s
activity.
(5 min)
F. Developing Mastery The teacher will discuss Based on the fitness
(Leads To Formative the sports-related plan, ask the students
Assessment 3) injuries through a to assess whether
PowerPoint presentation. they achieved their
(10 min). goal or not.

If the Learners goal is

The group will not achieved, identify
simultaneously execute the the barrieirs that
the basic skills following hinder the
the circuit rotation. Each achievement of the
41
 group will be given 5 goal.
minutes per station to
accomplish the said (10 in)
skills.

The teacher will assign a

student leader in each
station to facilitate,
check and monitor the
execution of the basic
skills.

(30 min)

G. Finding Practical The teacher will ask the

Applications Of Concepts class about the following
And Skills In Daily Living questions.
 What are the
benefits that we
can get out of
playing volleyball?
 Aside from being
physically fit,
what else can we
derive from
playing the
volleyball?
 How can we
apply the
volleyball skills
that we learn
from our daily
living? (5 min)

H. Making Generalizations The Learners will be The Learners will be

And Abstractions About asked to complete the asked to complete the
The Lesson following statements: following statements:
42
  I learned that  I can achieve
___________. my fitness goal
 I realized that by
___________. ___________.
 I am happy  I am happy
because because____.
________. (5min)

The teacher will

synthesize the Learners’
responses.
(5 min)

I. Evaluating Learning Practical Test: Learners will be asked

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
The teacher will make to make a fitness plan
use of the rubrics to following FITT
evaluate the student principles. The output
performance. will be assessed using
(see annex) rubrics
(50 min) (see annex)
Learners can take Learners will be asked
photos/videos of to make their family
persons playing fitness plan and be
volleyball with family presented to the class
members or school next meeting.
mates and be
presented to class on
the next meeting.
Note: Time allotment may vary depends on the situation and capability of the Learners.

43
 activities for remediation
who scored below 80%
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

44
 Daily Lesson Log SCHOOL MABATO NATIONAL HIGH SCHOOL – ANNEX GRADE LEVEL 8
in
TEACHER JULIUS T. RIEGO LEARNING AREA PE
MAPEH
TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER
TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of principles in the prevention and control of communicable diseases for the
attainment of individual wellness.
B. Performance Standard The learner consistently demonstrates personal responsibility and healthful practices in the prevention and control of
communicable diseases.
C. Learning Competencies/ The learner discusses The learner analyzes the The learner…
Objectives the stages of infection leading causes of morbidity  The learner discusses the signs,
(H8DD-IIIa-15) and mortality in the symptoms, and effects of common
Philippines communicable diseases
(H8DD-IIIb-c-17)
 The learner corrects misconceptions,
myths, and beliefs about common
communicable diseases
(H8DD-IIIb-c-18)
 The learner enumerates steps in the
prevention and control of common
communicable diseases
( H8DD-IIIb-c-19)
II. CONTENTS Stages of Infection Top 10 leading causes of Most common communicable diseases and its
morbidity and mortality in prevention and control
the Philippines  Acute Respiratory Infections
 Pneumonia
 Bronchitis
 Influenza
 Tuberculosis (TB)
45

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
 Dengue
 Sexually Transmitted Infections (STIs)
 HIV and AIDS
TG Q3 page 6 – 8. 48 – 50
LM pages 152 – 156, 193 – 194, 338 – 340, 338 - 340
Lopez L. P. & Beldia, M. D., et al. Physical education, health and music IV., 123 – 124.
Ang respiratory system. A&E. NFE Accreditation and Equivalency Learning Material. DepEd. 2001, 18,21.
Getchell &Pippin. Perspectives on Health. 545, 553 – 557
http://allnurses.com/general-nursing-student/stages-of-infection-176240.html
http://study.com/academy/lesson/progress-of-disease-infection-to-recovery.html
http://www.doh.gov.ph/node/1058
Answer the Pre- Group Activity: Ask learners to recall
Assessment attached. their experiences on
The pre-assessment will Ask 1 representative from communicable
measure the students’ each group to list down diseases. How did
prior knowledge on how their top 10 deadliest you acquire it?
disease develop and diseases in the Philippines.
spread in a population. Ask few learners to
(5 min) Let the learner write down volunteer to share
their list on a meta-strip. with the class.
See attachment Cross out the diseases that (15 min)
(Activity 1) were not included on the
Top 10 leading causes of
Guide Questions: morbidity and mortality in
 What have you the Philippines. Discuss the
46
 realized from
your answers?
 Do you experience
your answers in
real life?
Group Activity. Show
learners a set of pictures.
Ask the learners to make
inferences on the said
pictures.
(See attachment)
(Activity 2)
(5 mins)
B. Establishing A Purpose For Processing Question:
The Lesson
What could have been
the cause of the
following diseases?
C. Presenting Examples / Ask the learners to
Instances Of The New answer the following
Lesson questions:
1. What infectious
diseases have you
experienced?
2. How did you cure
this infection?
3. After getting
nature of the following
causes.
(5 mins)
The teacher will show
statistical chart that
illustrates the top 10
The teacher will
deadliest diseases in the
show the video “
Philippines.
How Germs Spread
(5 min)
- Explaining the
Science for Kids”
(See Attachment)
 What have
you realized
Processing Questions:
after
 What are your
watching the
insights about the
video?
diseases that were
 How the
included on the list?
video present
 What could be the
the spread of
factors that affect
disease?
the increase of
(15 min)
these diseases?
Ask the learners the Group Activity:
following questions:
1. From the list of Ask the learners to
diseases, do you/any form five groups.
of your relatives Distribute the strips
experienced/acquired of paper with
it? Share your diseases written on
experience. it. Instruct the
students to separate
2. Who might be the the communicable
victims of these diseases from the
47
 infected, what did other diseases.
you felt?
(10 min) Guide Questions:
 Why did you
diseases? Why did choose these
you say so? diseases as
(10 min) communicable?
 What are the
characteristics
of these
diseases?
(20 min)
D. Discussing New Concepts Teacher-led discussion
And Practicing New Skills on the different signs,
#1 symptoms, and effects
of common
communicable
diseases. The teacher
The teacher will discuss
will show video on the
the Stages of Infection.
different common
(10 min) Teacher – led discussion on
communicable
the cause and prevention of
diseases. Ask the
the leading cause of
learners to complete a
morbidity and mortality in
table. The table will
(See attached Lecture) the Philippines.
require the following
(10 min)
data:
 Name of the
disease
 Cause
 Symptoms
 Cure/treatment
(10 min)

E. Discussing New Concepts Read the story of Christine The teacher will
And Practicing New Skills Joy. See Attachment. present answers similar
#2 to the activity done by
Guide Questions: the learners.
48
  What did her
mother do to
prevent her from
getting diseases?
 Do you have similar
experiences? Share
to the class.
F. Developing Mastery Group Activity: Group Activity: The teacher will ask
(Leads To Formative learners to group
Assessment 3) The teacher will ask the The learners will create a themselves into 5.
learners to perform a rap about the prevention of Create a short
role play on the stages of these diseases. The activity commercial that will
development and will be evaluated by using show prevention of the
recovery of the following the attached Rubrics. different communicable
infectious disease: (10 min) diseases like
 Chickenpox  Acute
 Common cold Respiratory
 Influenza Infections
 Mumps  Pneumonia
 Dengue  Bronchitis
 Influenza
Processing question:  Tuberculosis
 Where did the (TB)
infection start?  Dengue
 How did the  Sexually
disease spread? Transmitted
 How did the Infections
community (STIs)
address the  HIV and AIDS
infectious
disease? Evaluate the learners’
(15 min) commercial by using
the Rubrics attached.
(See Attachment)

Processing question:
 Where did the
49
 disease start?
 How the disease
spread?
 How did the
community
address the
infectious
disease?
(20 min)
Group Activity:
Ask learners to develop
G. Finding Practical The teacher will ask the Ask learners to give their their own guidelines
Applications Of The learners to make their own guidelines on how to that they can do
Concepts And Skills In “Oath” on taking care of prevent these diseases. religiously to prevent
Daily Living their health. Ask 5 (5 min) communicable disease.
students to share their (15 min)
“Oath”.
Draw reflections from
the learners on their
Our environment is filled
Life is important, life is realizations/insights
with diseases causing
precious. We should regarding the lesson.
factors such as viruses
develop awareness in
H. Making Generalizations and bacteria. These
taking care of ourselves by The significance of
And Abstractions About infectious diseases can
preventing and controlling preventing
The Lesson be minimized if we are
such diseases. communicable diseases
aware of its causes and
(5 min) on one’s life should be
preventions.
emphasized.
(5 min)
(5 min)

I. Evaluating Learning Evaluate the learners’ Quiz Given the description

performance on the List down the Top 10 identify what disease is
stages of infection and Leading Cause of Morbidity being described.
recovery by using the and Mortality in the (5 min)
Rubrics attached Philippines and write what
(5 min) causes these diseases.
(5 min)
(See Attachment)
50
 Research on a video Ask the students to watch The teacher will divide
about the current video on the link: the class into five (5)
J. Additional Activities For communicable diseases. https://www.youtube.com/ groups for a poster
Application And watch?v=Dno8Vy1xskc making activity focusing
Remediation on how we
communicable disease
prevention.
V. REMARKS
VI. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. of Learners
Who Have Caught Up
With The Lesson.
D. No. of Learners Who
Continue To Require
Remediation
E. Which of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other

51
 Teachers?

Daily Lesson Log SCHOOL MABATO NATIONAL HIGH SCHOOL – ANNEX GRADE LEVEL 8
in
TEACHER JULIUS T. RIEGO LEARNING AREA PE
MAPEH
TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER
TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of principles in the prevention and control of communicable
diseases for the attainment of individual wellness.
B. Performance Standard The learner consistently demonstrates personal responsibility and healthful practices in the prevention
and control of communicable diseases.
52
 C. Learning Competencies/
Objectives
II. CONTENTS
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
The learner analyzes the The learner The learner promotes The learner identifies
nature of emerging and demonstrates self- programs and policies to agencies responsible for
re-emerging diseases monitoring skills to prevent and control communicable disease
(H8DD-IIId-e-20) prevent communicable communicable diseases prevention and control
diseases (H8DD-IIIf-h-22) (H8DD-IIIf-h-23)
(H8DD-IIIf-h-21)
 Emerging and re-
emerging
diseases
 Leptospirosis
 Severe Acute
Respiratory
Development of Programs and policies
Syndrome Agencies responsible for
personal life skills to on communicable
(SARS) communicable disease
prevent and control disease prevention and
 Chikungunya prevention and control
communicable diseases control
 Meningococcemi
a
 Foot and Mouth
Disease
 Avian influenza
 AH1N1 Influenza
TG Q3 20 – 21
LM page 32 – 36
21st Century MAPEH in Action 8 page 350 – 351, 355 – 356
Agapay, N. MAPEH : making us fully equipped in the 21st Century III. 258 – 259.
Getchell &Pippin. Perspectives on Health. 575
53
 http://www.doh.gov.ph/emerging-and-re-emerging-infectious-disease-program
http://pcw.gov.ph/law/republic-act-8504
REFERENCES
http://www.gov.ph/2016/04/26/republic-act-no-10767/
http://www.gov.ph/2016/03/03/republic-act-no-10747/
http://www.doh.gov.ph/node/4410
IV. PROCEDURES
Group Activity: The teacher will ask The teacher will show a
learners to answer the video clip presentation.
Use the K-W-L Chart: following questions: https://www.youtube.co
 Leptospirosis  How can I m/watch?
 Severe Acute protect myself v=1ZJbML2hfm4
Respiratory from
Syndrome communicable After the viewing, the
(SARS) diseases? teacher will ask the
Review the previous
 Chikungunya  Am I protecting following questions:
lesson on the programs
 Meningococcemia myself from  What was the
A. Reviewing Previous and guidelines of the
 Foot and Mouth communicable video about?
Lesson or Presenting New government on
 Disease diseases?
Lessons communicable
 Avian influenza (5 min)  Are you familiar
diseases.
 AH1N1 Influenza with TB-DOTS?
(5 min)
(5 min) Do you know
someone who
underwent this
program?

B. Establishing A Purpose For
The Lesson
 Did he/she
recover from TB?
(5 min)
The teacher will post a The teacher will show a The teacher will let the The teacher will ask
News Headline about video clip on the link: learners view of the learners to identify the
emerging diseases. https://www.youtube.co Pictures of persons with meaning and
Ask the learners the m/watch? communicable diseases duties/responsibility of
following questions: v=xA6xn4WJPFQ like: the following acronym:
 What was the  Tubercolosis  DepEd
news all about? and will ask the  AIDS/HIV  PNP
 Are you familiar students to give insights  Sexually  BFP
54
 Transmitted  DILG
with the said
on the message of the Diseases/STD’s (5 min)
disease? Why or
video they watched.  Influenza
why not?
(10 i
(10 min)
n and he/she will draw
) insights from the class.
(10 min)
The teacher will ask The teacher will ask The teacher will ask The teacher will show a
learners the following learners the following learners the following video clip presentation
questions: questions: questions: on the link:
 What emerging  Do you know  Do you think the https://www.youtube.c
diseases have how to do self- government om/watch?
you/family monitoring when cares about their v=yYooWMmRvEI
member you do not feel situation? If yes,
experienced? well? on what way did and will ask learners
 How did you cure  What do you do the government the following
C. Presenting Examples / these diseases? when you do not address this questions:
Instances of The New  After getting feel well? issue?  What was the
Lesson infected, what did (10 min)  Can you give video about?
you feel? policies/guideline  Who help the
(5 min) s that our man in handling
government his disease?
implements on (15 min)
these issues? Is
it helpful? Why
did you say so?
(10 min)

D. Discussing New Concepts The teacher will discuss Teacher – led discussion The teacher will discuss Teacher – led
And Practicing New Skills the cause and prevention on prevention and on programs and discussion on how the
#1 of emerging and re- control of communicable policies to prevent and agencies prevent and
emerging diseases. disease. control communicable control diseases.
 Leptospirosis (10 min) diseases. (10 min)
 Severe Acute (15 min)
Respiratory
Syndrome (SARS)
 Chikungunya
55
  Meningococcemia
 Foot and Mouth
Disease
 Avian influenza
 AH1N1 Influenza
(10 min)
E. Discussing New Concepts Group Activity: The teacher will ask
And Practicing New Skills The teacher will divide Given the following learners to cite
#2 the class into five communicable diseases: instances/examples
(5)groups and each  Flu how these agencies
group will perform a role  Chickenpox fight against
play based on the communicable
following emerging The teacher will ask the diseases.
disease: students to cite personal (5 min)
 Leptospirosis ways on how can you
 Chikungunya prevent the spread of
 Meningococcemia these diseases.
 Avian influenza (5 min)
 AH1N1 Influenza

evaluate students’
performance based on
the Rubrics attached.

(see attachment)

(10min)
F. Developing Mastery Group Activity: The learners will The teacher will show a The teacher will show a
(Leads To Formative The teacher will provide prepare a group role video clip presentation video clip presentation
Assessment 3) different news articles on playing on how https://www.youtube.co https://www.youtube.c
emerging diseases for prevent communicable m/watch? om/watch?
the learners to analyze. diseases through self- v=yU02etSuNFU v=yU02etSuNFU
They will answer the monitoring skills.
following: After watching the After watching the
 What emerging Evaluate the role video, the learners will video the learners will
disease was playing by using the give their list down the agencies
discussed on the Rubrics attached. reaction/opinion about responsible and their
56
 article?
 What are the
cause and effect
of this emerging
(5 min)
disease on the
the issues on AIDS/HIV. action on the issue on
community?
(5 min) the video.
 How did the
(See Attachment) (5 min)
community or the
government
handle the
diseases?
(5 min)
G. Finding Practical The students will cite Based on the learners’ Being part of the Identify and Analyze.
Applications Of The ways on how to prevent understanding, list down community, suggest Ask the learners to
Concepts And Skills In these emerging and re- personal life skills to policies/ guidelines in read a short story
Daily Living emerging diseases. prevent and control preventing diseases. about a family who
(5 min) communicable diseases. suffered from an
(5 min) unknown disease and
they will try to seek
help.

Processing Questions:
 What could be
the disease that
the family has
suffered? What
agencies could
help them?

 If you were the

parents of the
child, what
agency might
help you?

 Do you think,
this can happen
57
 in real life
situation?
(5 min)
The teacher will ask
learners to reflect on
the statement of
Secretary Janette P.
Loreto-Garin on
The teacher will lead
battling Zika virus.
learners to the Make an emphasis on
generalizations of the how the government
“Let’s go back to
lesson through through different
The learners will state basics; we always say
answering fill-in-the- agencies help in
at least 2 – 3 that prevention is
blank question provided preventing and
significance/importance better than cure.
H. Making Generalizations below: controlling
of preventing and Prevention should start
And Abstractions About communicable diseases.
controlling from our home. Make
The Lesson I will prevent diseases
communicable disease 4S a regular habit and
by___________. The teacher will ask to
should be emphasized. participate in cleaning
I will inform my give their feedback
(5 min) activities initiated in
classmates on how to about the importance of
our community.
prevent these diseases the Law/Policy.
Kalinisan at kalusugan.
_____________. (5 min)
Makiisa sa kalinisan ng
(5 min)
ating komunidad, ang
kalusugan ay
responisibilad ng bawat
isa.”
(5 min)
I. Evaluating Learning Quiz: Slogan Making: Quiz :
The teacher will ask the (5 mins) The learners will define
learners to identify the the meaning of each
emerging disease based (See Attachment) The teacher will ask letters of the acronyms
on the given symptoms. learners to make a of the names of the
(5 min) slogan on control and government agencies
prevention of diseases. and will discuss their
(See Attachment) (5 min) role in the prevention
of communicable
diseases.
58
 (5 min)
J. Additional Activities For The teacher will write The teacher will ask the
Application And reminders or preventive learners to have a
Remediation measures on the research on local and
spreading of diseases international agencies
on the bulletin board in responsible for
of the class. communicable disease
prevention and control.
V. REMARKS
VI. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. of Learners
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?

59
60