Daily Lesson SCHOOL GRADE LEVEL 10

Log in

MAPE TEACHER LEARNING AREA MUSIC

H TEACHING DATE
AND TIME
WEEK 1 (4 SESSIONS)
April 10 -14, 2023
QUARTER 3RD
QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of characteristics features of contemporary music.
B. Performance Standard The learner sings contemporary songs.
C. Learning Competencies/ The learner… The learner…
Objectives • Listens perceptively to excerpt of major • Lives a brief biography of selected
Contemporary works Contemporary
(MU10CM-IIIa-h-1) Philippine composer/s
• Describes characteristics of traditional and (MU10CM-IIIc-g-3)
new music Sings selection of contemporary Philippine
(MU10CM-IIIa-h- • composer/s with appropriate pitch, rthythm,
2) style & expression
(MU10CM-IIIb-h-4)

A. Contemporary Philippine Music B. Traditional Composers:

II. CONTENT • Antonio Molia, Felipe P. De Leon Sr.
• Lucio San Pedro
• Raymundo Cipriano “Ryan” Cayabyab.

III.LEARNING RESOURCES
A. REFERENCES
pp. 40-48
1. Teacher’s Guide pages
2. Learner’s Material pp. 92 pp. 98-101 pp. 102-104
pages
3. Textbook pages Copacio, H.P. Lugue, V.R, Ramirez, V.P. et. Al, (2014). Our world of MAPEH, Vibal Publishing
Inc. Gregorio Araneta Ave. Quezon City. 40, 49, 52 -53.
1
4. Additional Materials from
Learning Resource (LR) portal
B. OTHER
LEARNING
REFERENCES
B. Establishing A The teacher will play 2
Purpose for the Lesson differentkinds of songs, Loop A Word:
one fromcontemporary
and from pop music. Thestudents will find
atleastten titles of
The teacher will ask: compositions of our
What is the difference featured

between the songs? composers from

Can you describeeach traditional Music and
song? What makes make a visual aid in
themdifferent from presenting them.
one another? ( 10
min) After the presentation
the teacher will ask
the following
questions:

• Have you already

encountered these
composers?
• When or where did
you hear their
songs?
(5 min)

C. Presenting Examples / The teacher will show a The students will The teacher will
Instances of the New video of another major identify some of the play "Sa Ugoy ng
Lesson contemporary song and major song duyan" andwill ask
2
 he will describe it compositions found the students:
himself giving emphasis which they are familiar "What do you think
on the characteristics. with. "Have you is the name of the
(10 min) encountered hearing composer of this
some of those songs? song? You can find
Where did you hear his name from the
(See Attachment) those songs?" board game.”
(5 min) (5 min)

D. Discussing New The teacher will discuss The teacher will The teacher will
Concepts and Contemporary Music discuss using video present video clip
Practicing New Skills including major presentation a short of a short
#1 contemporary works biography of Antonio biography of Lucio
and their Molina and FelipeDe San Pedro and
characteristics using a Leon and their Ryan Cayabyab and
PowerPoint famousworks. their famous works
presentation. (20 min) (20 min)
(20min)
(See Attachment) (See Attachment)
(See Attachment)

E. Developing Mastery The teacher will play Group Charade METACARD

(Leads To Formative different songs from
Assessment 3) contemporary and pop The student will act The teacher will
music. The students will out the title of the post the names of
classify which among songs of the featured San Pedro and
those songs are composers andlet the Cayabyab on the
contemporary, based on group guess it. board. He will play
the characteristic they (15 min) their major works.
have learned. The students
The teacherwill ask: willclassify them
“How did you know if by posting the
the song being played is card with the song
contemporary? title, under the
What is your basis for correct composer.
it? (10 min)
(10 min)
3
 (See Attachment)
F. Finding Practical The teacher will ask
Applications of The The teacher will for the importance
ask about the of education in
Concepts And Skills In
significance of becoming a
Daily Living
some successful person
contemporary like the featured
characteristic such composers.
as harmony in real
(5 min)
life. "Is itimportant
to have harmony in
a family
relationship?Why?”

G. Making Generalizations The students will choose at

And Abstractions About least three major
The Lesson contemporary songs from the
examples and they will
describe the
characteristics of each song
(15 m in)

4
H. Evaluating Learning Videoke Challenge: Group Game: A-
Hum!
Students will sing the major
selected Contemporary song The teacher will
usingthe videoke. The teacher providedraw lotsof
will select the major
“Videoke traditional
King and Queen” compositions.
using the Each group will
rubric. pick one and they
have to hum a
After the activity, the teacher simple melody of
will ask the students: "How did the contemporary
you feel after singing the song which will be
contemporary song?” chosen through
Did draw lots.
You enjoy singing it? (10 min)

I. Additional Activities For The students will

Application And researchthe at least
Remediation 2 major song
compositions of the
followingtraditional
composers:

• Francisco
Buencamino,
• Hilarion Rubio,
Rodolfo
• Cornejo,
Antonino
Buenaventura,
• Rosendo
Santos
Jr.,
• AlfredoBuenav
ent ura.
5
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 NA
Use / Discover Which I
Wish To Share With
Other Teachers?

6
 Daily Lesson SCHOOL Luzon National High School GRADE LEVEL 10
Log in

MAPE TEACHER MARJORIE V. SALANG LEARNING AREA MUSIC

H TEACHING DATE WEEK 2 (4 SESSIONS) QUARTER 3RD

AND TIME April 17 – 20, 2023 QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standard
The learner demonstrates understanding of characteristics features of contemporary music.
B. Performance Standard The learner sings contemporary songs.
C. Learning Competencies/ The learner gives a The learners… The learners…
Objectives brief biography of • Explores ways of • Improvises simple vocal/ instrumental
selected creating sounds accompaniments to selected songs
Contemporary on a variety of (MU10CM-IIId-e-5)
Philippine sources • Creates a musical on the life of a
Music (MU10CM-IIIc-g- (MU10CM-IIId-e-5) selected contemporary Philippine
3). • Improvises composer(MU10CM-IIIg-h-7)
simple vocal/ • Evaluates music and music
instrumental performance using knowledge of
accompaniments musical elements and style
to selected songs (MU10CM-IIIh-8)
(MU10CM-IIId-e-
5)

New Music Composer

II.CONTENT
Contemporary Music, Traditional Music, New
Music and Song Composers.
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages pp. 49-64
7
 2. Learner’s Material pages pp. 113- 125
3. Textbook pages Copacio, H.P. Lugue, V.R, Ramirez, V.P. et. Al, (2014). Our world of MAPEH, Vibal Publishing
Inc.

Gregorio Araneta Ave. Quezon City. 41, 69 -70.

4. Additional Materials
from Learning Resource
(LR) portal
https://www.youtube.com/wat ch?
v=6p0BwH59T qw
https://www.youtube.com/wat ch?
C. OTHER LEARNING v=NwZwgWFDYsI
REFERENCES x.php/Restie_Umali
ki/Sound_effect
https://www.youtube.com/
https://www.youtube.com/watch?v=cwB3Zxh2gSE
IV.PROCEDURES

8
A. Reviewing Previous The teacher will review Pinoy Henyo!
Lesson or Presenting the different composers The teacher will The studentwill play
New from the past lesson. He play excerpts of the game Pinoy Henyo
Lessons will ask : "Can you recordings from which focuses onthe The teacher will
name the four CD of major different ask updates from
composers discussed contemporary composers each group about
and cite their famous songs learned. and their their
work as well?” “What can you say life. performance.
(5 min) about the musical (10 min) Each group will
accompaniment of give feedback
the songs? What about their
instruments can activity.
you hear in the (10min)
songs? Can you
play of those
instruments?
(10 min)

(See attached
music)
B. Establishing A Purpose The teacher will show The teacher will The teacher will ask The teacher will
For The Lesson pictures of play a video clip the students: “Who review therubrics
contemporary from the movie among the for the evaluation
composers then let the "Pitch Perfect" composersdo you like oftheir

students name each where the lead the best?” performance.

picture. character sings (10 min) ( 10 min)
(10 min) with a cup. "What
did the character
use to
accompany her
song? What can
you say about the
sound it created?
Can you
(See attached music) make sound
accompanime
9
 nts using any
other
resources?

(10 min)

C. Presenting Examples / The teacher will play a The teacher will

Instances Of The New musicclip of different show another The teacher will show an
Lesson composers video clip of Beat- example of the musical
(10 min) boxing. “Can any performed by students
of you perform that shows the life of a
beat-boxing? composer. "What can
(10 min) you notice about the
(See attached music) video clip? Do you think
you can perform a
simple musical about
one's life as well? ( 10
min)

(See attached clip) (See Attachment)

D. Discussing New Teacher led discussion Teacher-led The teacher will discuss The teacher will
Concepts about the life of discussion a brief introduction monitor the
And Practicing New selected new music and about the about a simple musical practices of
Skills song composers using different ways creation using a video each group.
#1 video clip. The teacher to create sounds clip. He will also recall (30 min)
will also showcase and improvise the different improvise
different famous works accompaniments. sound creation and
of the artists. keynote

(20 min) (20min) about the life of the

composers.
(See attachment) (See attachment) (20min)

10
E. Developing Mastery The student will The students will The teacher will group
(Leads To Formative answer a work sheet be grouped and the students and instruct
Assessment 3) to be provided by the they will create a them to choose a
teacher about the key song number composer that was
points and their using materials discussed in class. They
famous works. around them. (10 will create a short
See attached work min) musical about the lives of
sheet. these composers. They
(15min) will have to video record
it using their phones
(10 min)

F. Finding Practical What values do

Applications Of The you admire
Concepts And Skills In fromthe different
Daily Living composers? Why?
How can apply this
in your life?
(5 min)
G. Making Generalizations Who are the great
And Abstractions About musicians of our
The Lesson country?
How did these
people enhance
their talents and
made a great
impact in our
music industry?
(5 min)

H. Evaluating Learning The teacher will

The teacher will provide provide rubric. -
rubric.- See attachment. See attachment.

I. Additional Activities For The students will

Application And interview their parents
11
 Remediation or older relatives
about other new
music and song
composers. They will
write a short
description and their
famous work.

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?

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

Daily Lesson SCHOOL LECHERIA NATIONAL HIGH SCHOOL GRADE LEVEL 10

Log in

MAPE TEACHER MAMERTO A RAMOS LEARNING AREA ARTS

H TEACHING DATE AND WEEK 1 (4 SESSIONS)

TIME
QUARTER 3RD
QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standards The learner…
 art elements and processes by synthesizing and applying prior knowledge and skills 
new technologies that allow new expressions in the arts
B. Performance Standard The learner creates artworks using available media and natural resources on local topics, issues, an
concerns such as environmental advocacies ecotourism, and economic and livelihood projects.

13
 C. Learning Competencies/ The learner… The learner…
Objectives • Identifies art elements in the various • Determines the role or function of
media-based arts in the Philippines artworks by evaluating their
(A10EL-IIIb-1) utilization and combination of art
• Identifies representative artists as well elements and principles
as distinct characteristics of media- (A10PL-IIIh-2)
based arts and design in the • Uses artworks to derive the
Philippines traditions/history of a community
(A10EL-IIIa-2) (10PL-IIIh-3)
• Realizes that Filipino ingenuity is
distinct, exceptional, and on a par with
global standards (A10PL-IIIh-1)
MEDIA-BASED ARTS AND DESIGN IN THE PHILIPPINES
A. Photography
1. George Tapan
II. CONTENT 2. John Chua
B. Film
1. Brillante Mendoza
2. Maryo J. de los Reyes
3. Laurice Guillen

14
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages TG pages 144-148 TG pages 148-153
2. Learner’s Material LM pages 282-269 LM pages 269-277
pages
Lugue, V., R., Palu-ay, A., P., and Vergara, L., A., et. al. (2006). MAPEH for a better
you. Quezon City. LG&M Corporation
3. Textbook pages
Perez, V., V., Luna, L., N., Tomas, C., E., et. al. (2004) MAPEH-CAT.
Quezon City. Saint Bernadette Publications, Inc
4. Additional Materials
from Learning Resource
(LR) portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous Ask the learners to The teacher will The teacher will flash The teacher will ask
Lesson Or Presenting recall their experiences post different different images and the students to
New making and using a photos and let the let the students name different film
Lessons pinhole camera in learners name identify the makers
Quarter 2 and what famous Filipino themes/message of and their crafts who
they have learned photographers and each photographs. made an
about the process of their artworks. (5 min) impact/contribution
photography through (5 min) in the movie
their experiences. industry.
(5 min) (5 min)

B. Establishing A Purpose The teacher will show LIP Synch Game

For The Lesson different pictures from The teacher will ask
different photographers. the students to
identify the title of a
Photos by George Tapan movie by reading
rappler.com the lips of their
Photos by John K. Chua classmates. (10 min)
15
 adphoto.com.ph
greatgreths.wordpress.c
om The learners will
point out

how these samples of

photographs exemplify:
• artistic aspect
• communication aspect
(10 min)

16
C. Presenting Examples / Students will identify The learners will watch
Instances Of The New elements and principles a movie clip of famous
Lesson of arts that are present Filipino film makers.
in the given examples They are expected to
through the help of the describe the movie in
teacher. (10 min) terms of:
• actors
• concept
Tinimbang Ka, Ngunit
Kulang, 1974, Lino
Brocka
https://
www.youtube.co
m/watch?
v=iUNokeeN8M
U

Tinimbang Ka, Ngunit

Kulang, 1974, Lino
Brocka
https://
www.youtube.co
m/watch?
v=iUNokeeN8M
U

Sister Stella L, 1984,

Mike de Leon;
https://www.youtube.c
o
m/watch?
v=PwmPkAs0ck
I

Himala, 1982, Ishmael

Bernal
https://www.youtube.c
o
17
 m/watch?
v=wybe_elpHT
A

Oro, Plata, Mata, 1983,

Peque Gallaga
https://www.youtube.c
o
m/watch?
v=wybe_elpHT
A
(10 min)
D. Discussing New The teacher will discuss The teacher will
Concepts the photographs of discuss the evolution
And Practicing New George Tajan and John of Film making in the
Skills K. Chua in the Learner’s Philippines including
#1 Material. themes, message,
• subjects recognize films of all
• style time, directors and its
(10 min) impact in our country.
(30 min)
E. Developing Mastery The teacher will ask the Group Task: Group Task: “Film-
(Leads To Formative learners to answer the “Photography- Moving Selfies” on
Assessment 3) following questions on Images with a page 276 of the
page 268 of the LMs Message” HORIZONS Grade
(25 min) LM page 268 10
Learner’s
• The students Materials.
will go around
the campus • Each group will
with their choose a catch
group. tune of about
two minutes in
• Using any length.
available • Using any of
device in the available
18
 taking devices with
photographs video
like DSLR capabilities
camera, (mobile phone
mobile phone, with video
android phone, camera, tablet
tablet, take with video
photos of your camera, digital
assigned video camera),
theme/concept each group will

• (human, our create a series

school, of “video
landscape, selfies” of
plants/trees themselves with
animals/insects the tune as a
). background
music.
• Learners will • Using a video
select one editing
photo taken by program
the group (as discussed in
members to be Quarter II),
submitted for learners
printing. willwork
together in
The final output synchronizing
will be collected by the video
the teacher for the segments with
exhibit activity. the beat and
(35 min) lyrics of their
chosen song.
• Learners will
submit their
outputs to be
used in the
culminating
activity.
19
 (40 min)
F. Finding Practical What In what ways we
Applications Of The characteristic/s can can contribute to
Concepts And Skills In be developed in the improvement of
Daily Living this can kind of the movie industry
activity? of our country?
(5 min)
How it can help you
as a student?
(5 min)

G. Making Generalizations What are the 1 Why is film

And Abstractions About qualities of a making considered
The Lesson photograph that a technology driven
makes it a art?
powerful 2.What are the

communication elements and

tool. principles of art that
(5 min) can be utilized in
creating a film?
3. What are the
values that a
person should
possess to
become a great
film maker?
(10min)

20
H. Evaluating Learning The outputs of each The outputsof each
group shall be group shall be
assessed using the assessed using the
criteria below. criteria below.

• Technical • Cinematography
Aspect (Camera Work,
(Lighting Placement,
& Color) Movement &
(20 pts.) Lighting)
(20 pts.)
• Visual Impact
(Framing & • Production
Choice of Design
Viewpoint and (Location and
Design Scenery)
Elements (15 pts.)
&Principles)
(15 pts.) • Acting Facial
Expressions &
• Content(Infor Gestures)
mation & (15 pts.)
Subject
Matter)
(15 pts.)

21
I. Additional Activities For Preparing for the Preparing for the
Application And Quarter 3 “Exhibit Quarter III “Exhibit
Remediation of on Media-Based
Media-Based Arts Arts and Design”
and
Design Note: This is to be
done
Guide the students simultaneously for
in preparing their the artworks from
photographs for the projects for
the animation,
culminating exhibit advertising,
at the end of the comics
quarter by labelling illustration, and
them with original book
titles, their group design and
members’ names, illustration.
date and the
device used. Guide the students
in labelling each
artwork with the
original title, group
members, date,
and the following
descriptive output
of the:

• manual
components (if
any)
• electronic
devices used
(digital
camera,
laptop,
tablet,
scanner,
printer, etc.)

22
 • software
programs
used (image
capture,
image
manipulation,
animation, special
fonts, etc.)

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

23
 Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did
I NA
Use / Discover Which I
Wish To Share With
Other Teachers?

Daily Lesson SCHOOL LECHERIA NATIONAL HIGH SCHOOL GRADE LEVEL 10

Log in

MAPE TEACHER MAMERTO A RAMOS LEARNING AREA ARTS

H TEACHING DATE AND

TIME
WEEK 2 (4 Sessions) QUARTER 3rd Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDA

I.OBJECTIVES
A. Content Standards The learner…
• art elements and processes by synthesizing and applying prior knowledge and skills
• new technologies that allow new expressions in the arts

B. Performance Standards The learner …

• create artworks using available media and natural resources on local topics, issues, and concerns su
as environmental advocacies ecotourism, and economic and livelihood projects

24
C. Learning Competencies/ The learner… The learner mounts a media-based exhibit of
Objectives • Creates artworks that can be assembled completed artworks
with local materials A10PR-IIIc-e-1 A10PR-IIIg-5
• Describes the characteristics of media-
based arts and design in the Philippines
A10PR-IIIc-e-2
• Applies different media techniques and
processes to communicate ideas,
experiences, and stories (the use of
software to enhance/animate images like
Flash, Movie
Maker, Dreamweaver, etc.)
A10PR-IIIc-e-3
• Evaluates works of art in terms of artistic
concepts and ideas using criteria
appropriate for the style or form of media-
based arts and

25
 design A10PR-
IIIf-4
MEDIA-BASED ARTS AND DESIGN IN THE PHILIPPINES
A. Animation
• Animation Council of the Philippines  Philippine Animation Studio Inc.
B. Print Media
• Advertisements
• Comic books
C. Innovations in Product & Industrial Design
• Kenneth
II. CONTENT • Cobonpue,
• Monique Lhuillier,
• Josie Natori,
• Lulu Tan Gan,
• Ditas Sandico-Ong, Rajo Laurel,
• Aze Ong
D. Culminating Activity : Exhibit Of Media-Based Arts

III. LEARNING RESOURCES

A. REFERENCES
H. Teacher’s Guide pages TG pages 153 -161 TG pages 162-166 TG pages 167-168
I. Learner’s Material LM page 278-293 LM pages 293-300 LM pages 301-302
pages
J. Textbook pages
K. Additional Materials
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES

26
A. Reviewing Previous Let the students watch video The teachers will ask Let the students The teacher will
Lesson or Presenting clips about animation, print the students to observe the digital orient the students
New media and comics describe the designs made by the about the event.
Lessons Major Animated Films characteristics of following:
Involving Filipino Animators. media The last session for
designs in the  Kenneth Coponpue Quarter III will be
Philippines.

27
( Toy Story, Up, The (5 min) brabbu.com devoted in staging
Incredibles, designbyhive.comke “An
Monsters University, Cars, nne thcobonpue.com Exhibit of
Planes, Finding Nemo, Brake, casaoutdoorboston.c Mediabased Arts
Shrek, Kung Fu Panda ) om and Design”
https://www.youtube.com/wa presenting the
tc h?v=xMKrirZaPNw • Monique following categories:
https://www.youtube.com/wa Lhuillier
tc h?v=xMKrirZaPNw mindweiss.com • Photography
yourstylejourney.co • Film
Filipino Animated Films m • Animation
( Urduja, 2008, APT • Advertising 
Entertainment Seventoon • Josie Natori Comics
and runnursefiles.wordpr Illustration
Imaginary Friends; Dayo:Sa ess • Book Design
Mundo ng Elementalia, 2008, .com and
Cutting Edge Productions; image.com Illustration 
Metanoia, 2010, Ambient fashiontreatment.co Product /
Media, m Industrial /
Thaumatrope Animation, Fashion
Star Design (5 min)
Cinema • Rajo Laurel
https://www.youtube.com/ stylebible.com
watc h?v=R_pC7xS1hfg rajolaurel.com
https://www.youtube.com/wa
tc h?v=ggBVyjgt2Fc • Lulu Tan Gan
vitostudios.com
Sample Comic Books prosperoworld.com
www.enwikipedia.com
www.comic.vbe.com • Dita Sandico
www.pfab.deviantart.com Ong
photoembassy.rome
Sample Comic Strips from .com
Newspapers or Magazines philippineaid.com
www.tresecomics.com (5 min)
www.iantoy.deviantart.com
www.lifestyle.inquire.com
(5 min)
28
B. Establishing A Purpose The students are expected to The students will The students will
For The Lesson answer the following group the images select among their
questions: into two categories. own work created

• What have you within Quarter III, as

noticed about the Let the students well as source
different video clips? describe the images photos, magazine or
according to their calendar cut-outs,
• Do you think these categories. Internet images,
videos are related to (5 min) etc. of at least two
the Philippines? Why to three
or why not? representative
artworks each for
• Why is it possible to the above
create, store and categories.
distribute digital arts (5 min)
in new amazing ways?
(10 min)

29
C. Presenting Examples / The teacher will give an The teacher will allow
Instances Of The New overview of the different the class to view the
Lesson mediabased arts: photos and to
Activity A No.1 on page 154 discuss their
of the HORIZONS Grade 10 observations.
Teacher’s Guide.

The teacher will display The teacher will ask

visual aids of the foreign the learners the
animated following:
films involving Filipino
animators, sample comic • How does
books or comic strips technology
including the cover designs play a role in
and inside illustrations the concept
produced by the Filipino and creation
publishers. of these
designs?
Let the students examine
the different subjects, styles, • How do you
etc.that these have. see
art reflected in
Ask the students if they have these designs
watched any of these films, as
and if they had ever well--
imagined that particularly
employing
Philippine

30
 Filipino artists were among materials and
those tapped to create the local crafts?
characters and visual
components. Have them point-out
the specific details
Ask the students to describe of every photo.
the illustrations on the (5 min)
comic books.
(15 min)

D. Discussing New Teacher-led discussion on Teacher-led

Concepts the characteristics of media- discussion on the
And Practicing New based acclaimed
Skills arts and design in the Filipino designers.
#1 Philippines: (10 min)

• Animation
• Print Media

(15 min)

E. Discussing New Teacher-led discussion on

Concepts the Original Filipino media-
And Practicing New based arts and design:
Skills
#2 • Comic Books
• Book Design &
Illustration

(15 min)
F. Developing Mastery The teacher will The teacher will The learners will
(Leads To Formative group the students designate a task for ask to decorate the
31
Assessment 3) into four groups and each group. room in preparation
work-out for the for the exhibit.
following

32
activities: Have the class do (40 min)
the What-to-Process
• Animation activities on page
Group Task: “A 299-
StopAction 300 of the
Cartoon (see Arts Grade 10
page 281 of Learner’s Materials.
the Learner’s
Material) “Project Runway”
/Project Interior”
• Advertising
Group Project: • Fashion-related
Presenting Pieces
Products/
Services • Interior
With a Cause Designrelated
(see page 283 Pieces
of the Learner’s
Material) Each finished piece
will be labelled with
• Comics Group a creative name
Task: Kool highlighting its
Komiks (see distinct qualities; and
page 289 of the names of the
the Learner’s group members. The
Material) Pieces will be turned
over to the students
• Book for safekeeping until
Illustration they will be
Group Task: presented as part of
“Creating A the culminating
Story book exhibit. (35 min)
(see pages 292-
293 of the
Learner’s
Material)

The group will

33
 submit their finished
output for
safekeeping until
these outputs will be
presented as part of
the culminating
exhibit.

(45 min)

G. Finding Practical After the activity, the What do you think

Applications Of The teacher will ask the are the
Concepts And Skills In following questions: characteristics of a
Daily Living good visual artist
• What are the that can help you
challenges to become a better
that you person? (5 min)
encountered
while making
the activity?

• What are your

attitudes that
helped you
overcome the
challenges?

• How can you

practice
these attitudes at
home and at
school? (10 min)

34
 Making Generalizations The teacher will ask
And Abstractions About the following
The Lesson question:
• What is the role
of animations
and other forms
of media based
art in various
media
platforms?

• What do you
think of the
reputation

of the Filipino
artist in the
word of
animation?
(5 min)

35
  Evaluating Learning The output of each The output of each Let the students
group shall be group shall be invite the school
assessed using the assessed using the administration,
given criteria. given criteria. other faculty
members, and their
• Relevance to • Relevance to schoolmates to
the Theme: the Theme: 15 visit the exhibit.
15 points Help them prepare
points to explain the works
• Creativity: 15 and how these
• Creativity: 15 points present the
points characteristics of
• Teamwork: 10 different forms of
• Teamwork: points media-based art and
10 points design.
Time Management:
• Time 10 points CRITIQUING THE
Management: EXHIBIT
10 points
As a form of
selfevaluation,
guide the students
in rating the
culminating exhibit
using the format.
(see page 302 of
the HORIZONS
Grade 10
Learner’s Materials.
(35 min)
 Additional Activities For
Application And
Remediation
V. REMARKS
VI. REFLECTION
A. No. Of Learners Who
Earned 80% In The
36
 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 NA
Use / Discover Which I
Wish To Share With
Other Teachers?

37
 Daily SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10
Lesso
TEACHER FEBY JESUAH I. ANDOYO AND DINDO S. LEARNING AREA PE
FERNANDO

TEACHING DATE AND WEEK 1 (4 SESSIONS) QUARTER 3RD

TIME QUARTER

n Log
in

MAPEH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of lifestyle and weight management to promote societal fitness.

B. Performance Standards The learner…

 Maintains an active lifestyle to influence the physical activity participation of the community
and society  Practices healthy eating habits and support an active lifestyle

38
 C. Learning Competencies/ The learner assesses physical activities, The learner determines risk factors related to
Objectives exercise, and eating habits. (PE10PF-IIIa-h- lifestyle diseases (obesity, diabetes, heart
39) disease)
(PE10PF-IIIa-40)

II. CONTENT Other Dance Forms (Hip-hop, Street Dance, Cheer Dance, Contemporary Dance)

III. LEARNING RESOURCES

A. REFERENCES
Pages 120-121, 131-138 Pages 121-122
1. Teacher’s Guide pages

2. Learner’s Material Pages 108, 117-123 Page 11, 109

pages
3. Textbook pages
4. Additional OHSP PE 1 Q1 – module 1 OHSP PE 1 Q1 – module 1
Materials from
Learning
Resource (LR)
portal

https://www.google.com.ph/search?
q=unhealthy+student&biw=1242&bih=585&source=lnms&tbm=isc
h&sa=X&ved=OahyUKEwi https://www.youtube.com/watch?v=dputPMqkESI
B. OTHER LEARNING http://www.sonyadakarskinclinic.com/product_images/uploaded_images/healthy -eating-
REFERENCES habits.jpg https://www.youtube.com/watch?v=vI7DHH7AgCk
http://www.livestrong.com/article/131283 -typeslifestyle-diseases/
http://www.medicalnewstoday.com/info/obesity

PROCEDURES

39
A. Reviewing Previous The teacher will solicit The teacher will ask
Lesson or Presenting opinion from the The teacher will ask volunteers to
New learners about the The teacher will this question: discuss
Lessons benefits of involving ask the students to different lifestyle
oneself to physical differentiate a What is the importance disorders.
activities, exercises healthy and an of physical activity,
such as hip-hop, street unhealthy person. exercise and following
dance, cheer dance, (5 min) healthy eating habits?
contemporary dance, (5 min)
etc.
(5 min)
(All answers should be
posted on the board
using metastrips.)

B. Establishing A Purpose The teacher will show a The teacher will read
For The Lesson picture of a person with the story about "Sitio
unhealthy eating habits, Katamakawan" and ask
lack of physical activity the following
and exercise. Let the questions:
learners answer the
following questions: • Describe the
lifestyle of the
• What can you say people in the
about the picture? community.
• What unhealthy
habits/practices are • Would you like to
shown in the live in this
picture? community?
• What will happen if Why or why not?
the person on the
picture becomes • Do the people live
a physically active
and healthy
lifestyle?

involved in physical
40
 activity like hip-hop • What are the
or street dancing? possible diseases
(10 min) that the people of
(Please see the link this community
for the suggested might get?
picture)
https://www.google. • What recreational
co m.ph/search? physical activities
q=unhea can you suggest
lthy+student&biw=1 to the children,
2 teenagers
42&bih=585&source and adult members
=l of Sitio
nms&tbm=isch&sa= Katamakawan?
X (15 min)
&ved=OahyUKEwi

C. Presenting Examples / The teacher will show Students will watch a

Instances of The New pictures of healthy video that shows
Lesson eating habits, physical factors related to
activity and exercise lifestyle diseases.
involvement. The The teacher will ask
teacher will ask the the following
learners to answer the questions:
following questions: • What are the
• What can you say factors that cause
about the lifestyle diseases?
pictures? • What physical
• What healthy activities can
habits/practices you advice your
are shown in the family, friends
pictures? and people in
• What will happen if the community
you involve to avoid such
yourself in physical factors that
activity, exercise cause lifestyle
and practice diseases? (10
healthy eating min)
41
 habits? https://www.yo
(10min) (See ut
attached pictures ube.com/watch
for ?v

presentation) =vI7DHH7AgCk
http://www.sonyada
karskinclinic.com/pro
duct_images/uploade
d_images/healthyeati
ng-habits.jpg

D. Discussing New The teacher will discuss The teacher will

Concepts and the Filipino Pyramid discuss to the class
Practicing New Skills Activity Guide (FPAG) to the Types of Lifestyle
#1 engage learners among
the healthy physical • Diseases:
activities.
(See attached print-out) • Obesity
(15 min)
• Diabetes

• Heart Disease
(15 min)
http://www.livestrong .
com/article/131283typ
es-lifestylediseases/
http://www.medicaln
ewstoday.com/info/ob
esity (See attached
print-out of Lifestyle
Diseases)

42
E. Discussing New The teacher will show the
Concepts and picture of Eating Plan for
Practicing New Skills Healthy Living to check
#2 and remind the learners
of their daily nutritional
needs.
(See attached print-out)
(10 min)

43
F. Developing Mastery The teacher will ask the
(Leads To Formative following processing
Assessment 3) questions:
A.Filipino Pyramid
Activity
Guide (FPAG)
• Which of these
activities do you
do for at least
10minutes at a
time for 30
minutes a day for
at least 5 days a
week? 2. Based
on the FPAG, do
you consider
yourself as an The teacher will ask
active or inactive the learners to read
person? Why? the article 5 out of
• How much time
10 Filipinos die of
do you engage in heart disease. (See
attached
dancing?
article, TG. P 146)
• If you don't like Let the learners do
dancing, which of Activity 11 on p. 131-
these activities in 132
FPAG will you LM.
choose as your Instruct the learners to
hobby? write a short
B. Eating Plan for speech/message about
Healthy Living (EPHL) their insights, if they
are dance enthusiasts
• Are you eating and/or health
the right amount advocates on the
food needed by importance of
your body? maintaining a healthy
• What is the lifestyle.
importance of (15 min)
eating a balanced
44
 diet to lifelong

fitness?

G. Finding Practical What Physical The teacher will

Applications Of The activity, exercises give each student 1-
Concepts And Skills In and eating habits 2 minutes to speak
Daily Living can you suggest about their short
to your friends, speech/message
family and regarding the
relatives to importance of
improve or maintaining a
maintain their healthy lifestyle.
physical fitness (45 min)
and healthy
lifestyle?
Based on their
suggestions the
class will be
divided into 3
groups and they
will perform the
suggested
physical activity,
exercises or
eating habits
through
dramatization)
Note: For physical
activity and
exercises they
should follow the
FITT principle.
(45min)

45
H. Making Generalizations What is the What other or
and Abstractions About importance of special activities
The Lesson physical activity, should a person
exercise and with lifestyle
following a healthy disease must
eating habits to observe in able to
lifelong fitness? attain lifelong
(10 min) fitness?

I. Evaluating Learning The performance of The

speech/message

the students on the made by the

physical activity, learners will be
exercise and eating graded using
habits will be criteria on p. 132
assessed using LM. (See attached
Scoring tool)
Guide/Rubrics. (See
attached
assessment
tool)

46
 J. Additional Activities For Students will be Students will be
Application And asked to answer asked to give the
Remediation the following meaning of the
questions: following:

• When can you • Hip Hop Dance

say that a • Street Dance
person is
obese?
• What causes
diabetes?
• How can a
person acquire
heart disease?

II. REMARKS
III. 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

47
 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 NA
Wish To Share With
Other Teachers?

Daily SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10

Lesso
n Log TEACHER Feby Jesuah I. Andoyo and Dindo S. Fernando LEARNING AREA PE
in

48
 TEACHING DATE AND WEEK 2 (4 Sessions) QUARTER 3rd Quarter
TIME

MAPEH
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of lifestyle and weight management to promote societal fitness.
B. Performance Standards • The learner maintains an active lifestyle to influence the physical activity participation
of the
community and society.
• The learner practices healthy eating habits and support an active lifestyle.
C. Learning Competencies/ The learner… The learner…
Objectives • Engages in moderate to vigorous • Analyses the effects of media and
physical activities for at least 60 technology on fitness and physical
minutes a day, in and out of school activity
(PE10PF-IIIc-h-45) (PE10PF-IIIb-46)
• Applies correct techniques to minimize • Critiques (verifiy and validate) media
risk injuries information on fitness and physical
(PE10PF-IIIc-h-56) activity issues
(PE10PF-IIIb-47)

II. CONTENT Other Dance Forms (Hip-hop, Street Dance, Cheer Dance, Contemporary Dance)

III. LEARNING RESOURCES

A. REFERENCES
Pages 123-130, 146 pp. 40-48
1. Teacher’s Guide pages
pp. 40-48
2. Learner’s Material pages Pages 110-116 pp. 98-101pp. 102-104

49
 Lopez, LF.P., Beldia, M.D., Pangan, R.J., et.al. (2003). Physical Education, Health, and
Music. REX
Bookstore, Inc., Nicanor Reyes, Sr. St., Sampaloc Manila., 46-47, 51
3. Textbook pages
Bautista, JV., Carlos, JN., Carlos, JE., et.al. (2006). MAPEH For a better YOU IV. LG&M Corp.,
Gregorio Araneta Ave., Quezon City. 227-230
Darilag, AG., Vergara, LA., Mateo, GEC. Et.al. (2009). Enjoy life with PE and health IV. SD
Publications,

Inc., Gregorio Araneta Ave., Quezon City. 173

4. Additional Materials from OHSP PE 1 Q1 – module 1

Learning Resource (LR)
portal
https://www.youtube.com/watch?v=VV-d0vmtIrs
https://www.youtube.com/watch?v=MyC0D2vaDhk http://oureverydaylife.com/exposing -
negativeeffects-technology-kids-14909.html https://www.youtube.com/watch?
v=ym95YMXI5B4 https://www.youtube.com/watch?v=_A8TJQpjKWM
https://4pack.files.wordpress.com/2010/03/proactol -fat-loss.jpg
B. OTHER LEARNING http://gc180xtgarciniacambogia.com/wp -content/uploads/2014/01/GC1804.png
REFERENCES http://cdn.singpromos.com/wp-content/uploads/2012/05/AFC-Cho-Beauty-AFC-Tobashi-
Slimming-TeaAFC-Lipodown-900x1143.jpg http://i.dailymail.co.uk/i/pix/2014/06/05/article -0-
1E7ABF3100000578251_634x396.jpg

IV. PROCEDURES

50
A. Reviewing Previous The teacher will ask the The teacher will ask The teacher will ask What are the
Lesson Or Presenting following questions: the following the students the advantages and
New questions: following questions: disadvantages of
Lessons • What are the • What dance • What are the media and
different causes style is possible effects technology in
of obesity, formally of engaging in relation to our
diabetes and known as physical physical activities?
heart disease? vernacular activities? (5 min)
dances,
• How can you refer to • How important is
prevent these dances that applying correct
different evolved techniques before
diseases? from dance doing vigorous
(5 min) studios? physical activity?
• What form of (5 min)
street dance
is performed
impromptu in
large crowds?
• What culture
is created by

DJ-ing,
rapping,
breakdancin
g, and graffiti
art?
(5min)

51
B. Establishing A Purpose The teacher will ask the The teacher will ask The teacher will
For The Lesson students to do the the students to ask the students to
Activity answer Activity 1. Be watch the following
No. 3: 4 PICS, 1 WORD Happy or Be Sad on videos of
on LM pp. 110-113. page 108-109 of LM advertisements on
After unscrambling the and ask the following fitness programs:
letter to form the questions:
correct word, they • What are the • Weight Gain
have to come up with a activities that Commercial
statement that would are sedentary in https://www.
relate the pictures to nature? Why do y
the formed word. (See you say so? outube.com/
attached tool) • How do surfing w atch?
on the internet v=ym95
(10 min) and playing YMXI5B4
computer games
affect our • SlimQuick TV
physical activity Commercial
and fitness? 'Lose Weight
(10min) Faster'
Weight Loss
Ads
https://www.
y
outube.com/
w atch?
v=_A8TJ
QpjKWM

Ask questions about

the videos:

• As a
consumer,
which of the

52
 advertisements
convinced you
to buy their
products? Why
do you say so?

 Are these videos

reliable or
unreliable? Why?
(The teacher may
also use the
searched
advertisement of
the
learners.)
(10 min)

C. Presenting Examples / The teacher will present The teacher will show aThe teacher will
Instances Of The New a video entitled Step Up video on how media show printed
Lesson All In Final Dance and technology affect advertisements on
LMNTRIX then ask the the physical activity fitness programs
following questions: and fitness of a person.
on gaining and
• What dance form The students will then losing weight. The
is shown in the be asked to give their following questions
video? reactions about the will be given to the
• What is a street video presented. students:
dance? (10 min) • Which of the
• What is a hip-hop advertisements
https://www.youtube.co convinced you
dance?
m/watch? the most? Why?
v=MyC0D2vaDh k
• What particular
movements/steps • What should a
strike you? Show wise consumer
them. do before
patronizing
fitness-related
• Can street dance
products/progra
and hip-hop
m
53
 dance improve s? (10 min)
fitness?
How? https://
4pack.files.wo
rdpress.com/2010/0
3

 Can we use street /proactol-fat-loss.jpg

dance and hip- http://gc180xtgarcini
hop dance as our acambogia.com/wpcontent/uploads/
recreation 2014 /01/GC1804.png
activity? http://cdn.singpromo
Why and how?(30 s.com/wpcontent/uploads/2012
min) /05/AFC-Cho-Beauty-
AFC-TobashiSlimming-Tea-AFC-
https://www.youtube.co Lipodown-
m/ 900x1143.jpg http://i.dailymail.co.u
watch?v=VV-d0vmtIrs k/i/pix/2014/06/05/ar ticle-0-
1E7ABF3100000578251_634x396.j
pg

D. Discussing New Discussion of the The teacher will The teacher will discuss the Appeal
Concepts difference between discuss about Techniques to Lure Customers.
And Practicing street dance and hip Fitness Awareness.
New Skills hop dance. The (See attached tool) (5min)
#1 teacher will also
discuss the street and (10 min)
hiphop dance styles
and its
movements. (See
attached

54
 print-out)

(15 min)

E. Discussing New The teacher The teacher will discuss Consumer

Concepts discuss the Health (Enjoy Life with PE and
And Practicing following: Health IV pp.172-174) See
New Skills attached print-out
#2  Different
exercises
That May
Provide
Total Body

Warm-Up Guidelines on the

 General Purchase of
Principles to Products and
Follow in Order Services
to Avoid or Reliable and
Minimize Unreliable Sources
Chances of of
Sustaining Information
Injuries Objectives of
Consumer Health
(See attached
printout) (5 min)

(15 min)

55
F. Developing Mastery Let the learners The teacher will ask The teacher will
(Leads To Formative group themselves the students to make divide the class
Assessment 3) into 6-8 members. their own physical into 5 groups. They
Allow them to fitness plan for a week. will be asked to
discuss with their The Teacher will show dramatize on how
group the possible an example of PFP. to become a wise
injuries that might consumer when
occur with the buying fitness and
following health products.
situations: (15 min)

• Not doing
warmup and
stretching
activities
• Not executing
properly
not observing
safety
measures at all
times
• Let the learners
share their
answers to the
class. (10 min)

56
G. Finding Practical The teacher will ask
Applications Of The the following
Concepts And Skills In The teacher will ask questions:
Daily Living the following
questions: • As a
• What are the consumer,
possible effects were you
The teacher will of overexposure convinced
instruct the to media and by the
learners to create a technology like techniques
simple dance computers, used in the
routine (2-3 cellphones and advertiseme
minutes) applying television? nt to buy
the common styles • How will avoid too their
in street dance and much time in products?
hip hop dancing. surfing the net? Why or why
Allow them to • What can you not?
practice for advice to your • How can you
15 minutes, friends or be assured
observing utmost classmates who that the
care while doing are exposed in advertiseme
the activity to using media and nt is reliable
avoid injuries. technology? or effective?
(40 min) (10 min) (5min)

H. Making Generalizations What is the What is the importance What is the role of
And Abstractions About importance of if we will be involved in media and
The Lesson applying the physical activities technology in
general principles rather than giving developing our
to minimize more time in surfing fitness and health?
chances of injuries the net? (5
in performing the minutes)
dances? (5
minutes)

57
I. Evaluating Learning The Simple Dance True or False. The Dramatization
Routine made by made by the
the learners will be Exercise is a personal learners will be
rated according to matter. (TRUE) evaluated using
the following  Physical fitness is Criteria. (See
criteria: attached tool).

attitude, respect, one of the

initiative and aspects of total
participation, health.
dependability, • (TRUE)
execution and Surfing the net
observance of is an example
safety. of Active
(See attached tool) Recreation.
(FALSE)
• Playing video
games
promotes
healthy
lifestyle.
(FALSE)
• Exercise
relieves
nervous
tension.
(TRUE)
(5 min)

58
 J. Additional Activities For Ask the students to Ask the students to Ask the students to
Application And gather information search for an interview a person
Remediation on the effects of advertisement on how who lost his
media and to gain/lose weight. purpose in life due
technology to one’s to vices and peers.
physical activity
and fitness.

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
59
 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 NA
Use / Discover Which I
Wish To Share With Other
Teachers?

60
 SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10

TEACHER FEBY JESUAH I. ANDOYO AND DINDO S. LEARNING AREA PE

FERNANDO

TEACHING DATE AND WEEK 3 (4 SESSIONS) QUARTER 3RD

TIME QUARTER

Daily Lesson
Log in

MAPEH
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of lifestyle and weight management to promote societal fitness.
B. Performance Standards The learner…
 Maintains an active lifestyle to influence the physical activity participation of the community
and society  Practices healthy eating habits and support an active lifestyle
61
 C. Learning Competencies/ • The learners are expected to express a
Objectives sense of purpose and belongingness
by
participating in physical activity-
related community services and
programs
(PE10PF-IIIc-h-48)
• The learners are expected to recognize
the needs of others in real life and in
meaningful ways (PE10PF-IIIc-h-
49)

II. CONTENTS Other Dance Forms (Hip-hop, Street Dance,

Cheer Dance, Contemporary Dance)
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages pages 147-152
2. Learner’s Material pages pages 133-137
3. Textbook pages
4. Additional Materials OHSP PE 1 Q1 – module 1
from Learning
Resource (LR) portal
B. OTHER LEARNING

REFERENCES
IV. PROCEDURES

62
 A. Reviewing Previous Ask learners to recall Let the learners
Lesson or Presenting New the ways on how to discuss their ideas
Lessons become a wise of
consumer. (5 minutes) FITT?

B. Establishing A Purpose The teacher will read

For The Lesson this statement: It is
said that the youth is
the hope of the nation.
But some teenagers
enjoy dancing while
making it as their
source of income and
they end up having poor
academic performance,
or worse they stop
schooling. Is this a
sound decision? The
teacher will ask the
students to make a
fourline rap stating their
point of view.
(See attached tool)
(10 min)

63
C. Presenting Examples / The teacher will ask The teacher will show printed
Instances Of The New the learners the advertisements on fitness
Lesson following questions: programs on gaining and losing
weight. The following questions
• Can you name will be given to the students:
someone who
loves dancing? • Which of the advertisements
convinced you the most? Why?
• Is s/he
performing well • What should a wise consumer
in the do
classroom? before patronizing
fitness-related
products/program s?
• What advice
can you give https://4pack.files.wo
him/her to rdpress.com/2010/03 /proactol-fat-
balance dancing loss.jpg http://gc180xtgarcini
and his study? acambogia.com/wpcontent/upload
s/201 4/01/GC1804.png
• Why is it http://cdn.singpromo
important to s.com/wpcontent/uploads/201
have a balanced
lifestyle?
(5 min)

64
 2/05/AFC-ChoBeauty-AFC-
Tobashi-
Slimming-Tea-AFC-
Lipodown-
900x1143.jpg
http://i.dailymail.co.u
k/i/pix/2014/06/05/ar ticle-0-
1E7ABF3100000578251_634x39
6.jpg

D. Discussing New The teacher will

Concepts And discuss Balanced
Practicing New Skills # Lifestyle. (See
1 attached print-out)
(15minutes)

65
E. Developing Mastery Guided by the FITT Principle,
(Leads the students will create a
To Formative Fitness Plan that will improve
Assessment 3) and sustain their fitness. They
will use the format on page 134
of LM. (20 minutes)

F. Finding Practical Learners will make a Fitness

Applications Of The plan for a

Concepts And Skills In person outside the

Daily Living school who needs
physical fitness
program. The
students must
submit first the
fitness dance
program to the
teacher before
giving it to the
concerned
person. (20
minutes)

66
 G. Making Generalizations The teacher will ask
And the following
Abstractions About The questions:
Lesson  What is Lifestyle?
• What is
Balanced
Lifestyle?
• What are the
positive effects
of balanced
lifestyle to a
person?
• How can we
achieve a
significant
balanced
lifestyle?
(5 min)

H. Evaluating Learning The output of the

student will be
evaluated
according to set of
criteria.

I. Additional Activities For Ask the learner to

Application And make a video of
Remediation the fitness dance
program together
with the person
who also needs
meaningful physical
activity.

V. REMARKS
VI. REFLECTION

67
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 NA
Wish To Share With
Other Teachers?

Daily Lesson SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10

Log in

MAPE TEACHER LEARNING AREA HEALTH

H TEACHING DATE
AND TIME
WEEK 1 (4 SESSIONS) QUARTER 3RD
QUARTER

68
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates awareness of global health initiatives.
B. Performance The learner demonstrates competence in applying knowledge of global health to local or national context
Standard global initiatives.
C. Learning The learner… The learner analyzes the issues in the
Competencies/ • Discusses the significance of global health implementation of global health initiatives.
Objectives initiatives
(H10HC-IIIa-1)
• Describes how global health initiatives
positively impact people’s health in various
countries
(H10HC-IIIb-c-2)

II. CONTENT A. Existing Global Health Initiatives: B. Existing Global Health Initiatives: WHO
Millennium Development Goals Framework Convention on Tobacco
Control
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide pp.246-247 pp.247-248
pages
2. Learner’s pp.261-265 pp.266-268
Material pages
3. Textbook
Reference/ pages
4. Additional
Materials from

69
 Learning
Resource (LR)
portal
https://www.youtube.com/watch?v=npGOcqaJkXI&spfreload=10
https://www.youtube.com/watch?v=A5giOGjj5X8 https://www.youtube.com/watch?
v=v3p2VLTowAA https://www.youtube.com/watch?v=CMzoJ1mK0co
B. OTHER LEARNING https://www.youtube.com/watch?v=jFeQ52SmxIE
REFERENCES https://www.youtube.com/results?search_query=korea
%27s+cigarette+tax+has+done+little+to+reduce+n umber+of+smokers
https://www.youtube.com/results?
search_query=implementn+WHO+tools+to+reduce+tobacco+use
IV. PROCEDURES
A. Reviewing Previous The students will identify words Let the students The teacher will solicit knowledge What are the
Lesson Or related to different problems match the symbols to from the learner about Millennium different
Presenting encountered all over the world the different Health Goals. diseases
New Lessons using word pool. Millennium caused by
Development Goals? (5 min) tobacco use.
( 10min) (see pages 262-264
for the symbols) (5 min)
(5 min)
B. Establishing A The teacher will ask the students if Let the students form the jumbled
Purpose For The they encountered these problems letters into word
Lesson already. What they can say about BACOCOT - TOBACCO
it? How do feel about that matter? RALIAAM- MALARIA
RECOLUTBISSO - TUBERCULOSIS
(10min) SAID - AIDS
SEIDASES – DISEASES
After they unlock the words the
teacher will ask the students what
are the relationship of these
words to the global health trends
and issues. (10min)
C. Presenting The teacher introduces present of Group Activity:
Examples different pictures/ videos of “ Ask the learners to read about
/ Instances Of The Global Global Health Initiatives. LM
70
 New Lesson Health Issues” p.265-266 and fill out the
• What are the issues illustrated conceptual framework. Let the
in the pictures/videos? students identify common
• What are the different health health issues and concern given
by

issues confronting our world each group.

today?
 Name countries that are
affected by these health
issues.
(10 min)

D. Discussing New Using videos, the teacher will The teacher will discuss global
Concepts And discuss the 8 targets of the health issues and concern.
Practicing New Millennium Development Goals
Skills agreed by United Nations. Teacher shows video clip on the
#1 Guide question: WHO
Which of the goals give more Framework convention on
impact and influence for better Tobacco Control and discuss
health program and policies? some facts about the videos. Use
interactive discussion
https://www.youtube.com/watch?
v=np (10 minutes)
GOcqaJkXI&spfreload=10

https://www.youtube.com/watch? https://www.youtube.com/watch?
v=v3 v=C
p2VLTowAA MzoJ1mK0co

(30 min) (20 min)

71
E. Discussing New The teacher
Concepts And will give
Practicing New some
Skills provisions
#2 and facts that
help to
reduce the
demand of
tobacco using
videos. Show
some video
clips.
Students will
answer the
guide
question,
What are the
different
ways

72
of Global
Prevention
and Control
of tobacco.
(15 min)
https://www.
y
outube.com/r
e sults?
search_q
uery=imple
me
ntn+WHO+t
oo
ls+to+reduc
e+
tobacco+use

https://www.y
outube.com/
w atch?
v=jFeQ52
SmxIE

https://www.y
outube.com/r
e sults?
search_q
uery=korea
%2
7s+cigarette
+t
ax+has+don
e
+little+to+re
d
uce+number
+

73
 of+smokers
F. Developing Mastery Based on the video The teacher
(Leads To presentation last will post a
Formative meeting, caricature
Assessment 3) The students will that shows
come up with their campaign/dis
poster/slogan as a a dvantages
sign of their campaign of using
towards the tobacco.
development of Students will
millennium goals. give their
(35 min) opinion and

shared to
the class
what they
feel about.
(15 min)

G. Finding Practical If you are a The students

Applications Of The community health will have a
Concepts And Skills worker, what health signature
In Daily Living issue/s and campaign
concerns do you against
think should be smoking.
addressed (The teacher
immediately? Why? will provide
(5 min) the activity
sheets)
(20 min)

74
H. Making Let the students What do you
Generalizations share/ discuss their think will
And poster/ slogan to the happen if we
Abstractions About class. The teacher will will not
The Lesson summarize all the address the
answer given by the different
students. global
(10min) issues?

Ask the
students how
they can help
develop
social and
health
awareness of
the various
global health
problem?

What other
solutions

canyou
suggest in
order to
solve such
health
problems? (5
min)

75
 I. Evaluating Learning Fill in the blanks.
Supply the necessary
words to make the
sentence correct.
• Developing
countries
particularly in
__1____&__2___
suffer extreme
poverty and
hunger.
• ____3___ means
equal
representation of
men and women.
• Emerging and
reemerging
diseases like
_4__,___5__
affect
productivity and
growth of nation.
(5 mins.)
See attachment

J. Additional Activities Make a caricature Make a poster

For Application And showing the Millennium that discusses
Remediation Development Goals. the harmful
effect of
tobacco.
K. Assignments Ask the students to Ask the students to bring different
bring different cut outs coloring materials. (Crayons, oil
of
different pastel, water color, etc.)
diseases.
V. REMARKS
VI. REFLECTION
76
 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 NA
Which I Wish To
Share With Other
Teachers?

77
 Daily Lesson SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10
Log in

MAPE TEACHER LEARNING AREA HEALTH

H TEACHING DATE
AND TIME
WEEK 2 (4 SESSIONS) QUARTER 3RD
QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY

I.OBJECTIVES
A. Content Standards The learner demonstrates awareness of global health initiatives.
B. Performance Standards The learner demonstrates competence in applying knowledge of global health to local or national context
global initiatives.
C. Learning Competencies/ The learner analyses the issues in the The learner recommends ways of adopting global
Objectives implementation of the global health initiatives. health initiatives to local or national context.
(H10HC-IIIb-c-3) (H10HC-IIId-e-4)

II. CONTENT A. Global Mental Health Action B. Global Strategy to reduce C. Global Alliance for Vaccines
Plan the Harmful Use of Alcohol and immunizations
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages p.247 p.247 p.247
2. Learner’s Material pages p.269 p.268 p.267
3. Textbook pages
 Additional Materials from
Learning Resource (LR)
portal
https://www.youtube.com/watch?v=dv_exaj2ofg https://www.youtube.com/watch?
B. OTHER LEARNING v=fHEfUrBrXI8 https://www.youtube.com/watch?v=s_6QW9sNPEY
REFERENCES https://www.youtube.com/watch?v=WA8o -BmwQ0I

IV. PROCEDURES

78
 A. Reviewing Previous What are the harmful The teacher will ask the The teacher will ask The teacher will
Lesson or Presenting New effects of tobacco? (5 students to identify the the students to solicit about the
Lessons min) different issues addressed by identify negative importance of
Global Mental Health Action effects of alcohol. (5 vaccination/immuniz
Plan. (5 min) min) at ion.
(5 min)
B. Establishing A Purpose 4 PICS 1 WORD Group Activity: Let the students
For The Lesson The students will be asked The teacher will divide the guess the hidden
to identify the hidden class into 5 groups and let the words out of the
word out of the given students list down different jumbled letters.
pictures. kinds of beverages/drinks that
1. Global they drink.
2. Mental Teacher will ask the
3. Health (15 min) students who among
Let the students form the them had undergo
three words into one. vaccination/immuniz
(10 min) atio n? (5 min)

Attachment of pictures
C. Presenting Examples / The students will watch a Ask the students if they have Have you heard the
Instances Of The New short video clip about already tasted alcoholic drinks. program of our
Lesson Comprehensive Mental government regarding
Health Action Plan 2013- What do you feel after child vaccination and
2020 using videos from tasting/drinking such immunization?
internet. beverages?
https://www.youtube.com What can you say
/w atch?v=dv_exaj2ofg What are the effects of alcohol about these
to your body? Is it harmful? programs?
(5 min)
(5 min) Were you able to
receive vaccine from
your health center or
private sector/doctor?

(5 min)
D. Discussing New The teacher will discuss The teacher will discuss and The teacher will
Concepts And Practicing the Global Mental Health show the Global strategy to present a video

79
 New Skills # 1 Action Plan. reduce harmful effects of presentation from you
alcohol toa person’s body. tube on the
importance of

(20 min) https://www.youtube.com/ vaccination/

watch?v immunizatio n
=fHEfUrBrXI8 https://www.youtube.c
o m/watch?
(10 min) v=s_6QW9sNP
EY.
https://
www.youtube.co
m/watch?
v=WA8oBmwQ0I

(5 min)
E. Discussing New Discuss different ways on how The teacher will
Concepts And Practicing to Reduce the Harmful Effects identify and discuss
New Skills # 2 of Alcohol. different vaccines and
(5 min) immunization usually
used for babies and
children here in the
Philippines. State other
vaccines used for
maternal care and
animal bites.
(25 min)

80
F. Developing Mastery Answer LM p.269 Activity In 5 groups, students will Table Completion The Based on the
(Leads To Formative 5 (5 min) make a skit/roleplay students will name previous lesson, ask
Assessment 3) regarding the harmful effects different vaccines and the students to
of alcohol. (10 min) its use. (10 min) create/make their
own caricature of
the advantages of
vaccination/immuni
zat ion. The teacher
will post a sample
output for the
activity.
(35 min)

G. Finding Practical Let the students make As a student, how can you As a student, how
Applications Of The their own Manifesto. prevent yourself from being can you promote
Concepts And Skills In alcohol dependent? the importance of
Daily Living I (___________) Commit vaccination and
myself to (plan of action) (5 min) immunization in
to fight and prevent their community?
different abuses related to
mental health/disorder. How will you
encourage the
(5 min) people around you
to participate in
different
government
advocacies
regarding
vaccination and
immunization?

(10 min)

81
H. Making Generalizations And Present different solutions Summarize the harmful What are the
Abstractions About The to global mental health effects of alcohol. Teacher will different kinds of
Lesson issues and concern by call 1 student per group. (5 vaccines?
means of Picture Frame min)
and ask one volunteer to Who can benefit
explain their picture. from these aids?
(5 min)
What benefits can
As a student, how can we get from
you help in developing vaccination/
socially conscious and immunization?
healthy individuals who
are aware of the various (5 min)
global health threats and
concerns? (5 min)

I. Evaluating Learning The evaluation is based on Enumerate 5

their performance in the vaccines
skit/role playing. Use rubrics for that you know and
the activity. their specific
purposes.
(5 min)
J. Additional Activities For
Application And
Remediation
K. Assignments Ask the students to bring any
vaccine or immunization book
or record.
V. REMARKS
VI. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who

82
 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 NA
Wish To Share With
Other Teachers?

83