DAILY LESSON School

MONDAY TUESDAY WEDNESDAY Week THURDSAY

2 FRIDAY
LOG Teacher Learning Area P.E. & HEALTH
Grade 8-MAPEH Teaching Dates and Time Quarter FIRST
Date
I. OBJECTIVES

A. Content Standard The learners demonstrate understanding of healthy and positive sexuality, prevention of sexually transmitted infections, and
striking/fielding games in promoting personal wellness for active and healthy living.
B. Performance Standard The learners participate in striking/fielding games in promoting personal wellness for active and healthy living.
C. Learning Learning Competency
Competency/Objectives
explain the importance of values in building a healthy and positive sexuality and preventing gender-based issues;

II. CONTENT Prevention of Gender-

Based Issues: SUB-TOPIC 1:
Understanding Gender
 Understanding SUB-TOPIC 2: Gender-
Bias, Stereotypes,
Gender Bias, related Laws and
Discrimination, and
Stereotypes, Policies
Violence (With Emphasis
Discrimination, on Power Imbalance)
and Violence
(With Emphasis
on Power
Imbalance)
Gender-related Laws
and Policies
III. INTEGRATION Comprehensive sexuality education: For healthy, informed and empowered learners
UNESCO. (n.d.). Comprehensive sexuality education: For healthy, informed and empowered learners.
https://www.unesco.org/en/health-education/cse

Sustainable Development Goals (SDGs):

SDG 5 (Gender Equality): Addressing gender norms, stereotypes, and promoting equal rights and opportunities.
 SDG 5: Promote gender-responsive laws and policies that address GBV and empower women.
SDG 10 (Reduced Inequalities): Ensuring that everyone, regardless of sexual orientation or gender identity, is treated with dignity
and respect
Sustainable Development Goals (SDGs):
SDG 5 (Gender Equality): Addressing gender norms, stereotypes, and promoting equal rights and opportunities.
SDG 5: Promote gender-responsive laws and policies that address GBV and empower women.
SDG 10 (Reduced Inequalities): Ensuring that everyone, regardless of sexual orientation or gender identity, is treated with dignity
and respect

IV. PROCEDURES
A. Reviewing previous Short Review Short Review Explicitation:
lessons or Activating Activity 1: "Fact or
Prior Knowledge Bluff: Decoding Gender-based laws and
Diversity in Sex, policies are legal
Gender, and measures aimed at
Sexuality" promoting gender
equality, protecting the
Instructions: rights of women and
marginalized genders,
-Divide the class into
and eliminating gender-
small groups and
provide them with a set based discrimination
of Fact or Bluff and violence. Despite
statement cards. progress in the
-Instruct each group to Philippines, gender
take turns selecting a discrimination and
statement card from set violence persist. These
and reading it aloud to laws provide a
the class. The rest of the framework for
class must then decide addressing these issues
whether the statement and ensuring equitable
is a fact or a bluff. opportunities and
Encourage groups to
protections for all
explain their reasoning.
genders.

Statement cards:
1. "Sex is just about
 body parts and
chromosomes, only
male and female."
2. "Gender is only about
biology and isn't
affected by society or
culture."
3. "Gender expression is
how someone shows
their gender through
how they act, dress,
or look."
4. "Gender is about what
roles, behaviors, and
traits society says are
right for men, women,
and non-binary folks."
5. “Gender identity
always aligns
perfectly with the sex
assigned at birth and
is never subject to
questioning or
exploration.”
6. "Treating everyone
fairly, no matter who
they are, is important
in sexuality."
7. "Being kind and
considerate towards
others' feelings and
choices is crucial in
 sexuality."
8. "In sexuality, it's okay
to prioritize some
people over others
based on their sexual
orientation."
9. "Respect in sexuality
isn't necessary if
someone's sexual
orientation is different
from the majority."
10. "Acceptance in
sexuality means
rejecting anyone who
doesn't fit societal
norms."

Answer key:
1. FACT
2. BLUFF
3. FACT
4. FACT
5. BLUFF
6. FACT
7. FACT
8. BLUFF
9. BLUFF
 10. FACT

B. Establishing a purpose 1. Explicitation Worked Example Worked Example Activity 9:

for the lesson 1. Lesson Purpose ACTIVITY 3: Gender Building a
Activity 2: Exploring Activity 3: Activity 5:
and Sex Gender-Inclusive
Gender in Images: "Unveiling the "Equality in
Interpretation Community
Analyzing Bias, Facts: Gender Bias, Debate: Unveiling
Examine the diagram Group the class
Stereotypes, and below, from here the Stereotypes, the Gender Policy
into five (5). Assign
Discrimination students will form their Discrimination, and each group the
Debate Topic: "The
own meaning for the Violence" task of developing
Effectiveness of
two terminologies. programs or
Present statistics and Gender-Related
facts about Gender activities that
Laws and Policies in
Bias, Stereotypes, promote
Promoting Gender acceptance and
Discrimination, and Equality in the equality for all
Violence for male, Philippines" genders.
female and LGBTQIA+
Sex refers to ………..
Gender refers ………
Gender roles refers
to……….. Process questions:
1. Did you notice any
common themes
or patterns across
the statistics and
facts presented by
different groups?
2. How did the
statistics and facts
presented impact
your
understanding of
gender dynamics
and their effects
on male, female,
 and LGBTQIA+
individuals?
3. What insights did
you gain from
comparing and
contrasting the
statistics and facts
Process Question: across different
gender identities?
1. What do you see in
the pictures? 4. How do you think
gender intersects
2. What emotions or
with other factors
feelings does the
such as race,
pictures evoke?
ethnicity,
3. What do you think socioeconomic
is happening in the status, and
pictures? disability?

4. What do you think

was the purpose or
message behind
creating this picture?

C. Presenting Unlocking Content Lesson Activity Lesson Activity

examples/Instances of Vocabulary
the new lesson Activity 4: "Walk in Activity 6:
Assault- is an act of
Their Shoes: "Legislation
intentionally causing
Role-Playing Detective:
harm or injury to
Gender Unraveling the
another person, typically
Dynamics". Gender Legal
involving physical force
Case!"
or violence. Direction:
Instruction:
Constitution- is a set Divide the class into
of fundamental Gender stereotypes are small groups and Instruct students to
principles or established beliefs about how people of assign each group a carefully read each
precedents according to a specific gender should act different scenario to scenario and determine
which a state or other or be, shaped by societal role-play. Assign roles which law or policy is
organization is norms. They usually adhere within each group, most relevant to
governed, often to binary categories like including individuals addressing the situation
embodying the rights of male/female or experiencing bias or described. Students
citizens and delineating feminine/masculine. These discrimination and should match each
the structure of stereotypes are simplistic those perpetrating it. scenario with the
corresponding gender-
government. and don't fully reflect
related law or policy by
reality. Even when evidence writing the name or
Harassment- is a
contradicts them, they code of the law next to
behavior that is
persist. They also overlook the scenario.
threatening, disturbing,
the diversity of gender
or annoying, especially
identities, including
when it is repeated over
nonbinary ones. Answer key:
time or is intended to
coerce or intimidate Gender discrimination 1. Gender and
someone. involves unfair treatment Development (GAD)
based on gender, primarily program
Law- is a system of
affecting girls and women. It
rules created and 2. Article III, Section 1 of
results in unequal
enforced by a particular the 1987 Philippine
opportunities and rights.
country or community, Constitution
This discrimination
regulating the behavior
permeates every aspect of 3. Rape Law of 1997
of its members and
society, leading to
addressing disputes or 4. Republic Act No. 6725
widespread gender
crimes.
inequality, as evidenced by 5. Republic Act No.
Legislative- is relating disparities in poverty rates, 11313 (Safe Spaces Act
to the branch of leadership positions, and or "Bawal Bastos" Law)
government that is unpaid domestic work.
responsible for making 6. Magna Carta of
laws, typically a Women
parliament or congress. 7. Republic Act No.
Norms- are established 10627
standards of behavior or 8. Anti-Violence Against
attitudes that are Women and Their
considered typical or Children Act of 2004
 normal within a society
or social group.
Policies- are guidelines,
principles, or rules set
by an organization,
institution, or
government to achieve
specific goals or address
particular issues.
Violence- is a behavior
involving physical force
intended to hurt,
damage, or kill someone
or something.

D. Making generalizations 1. Learners’

and abstractions about Takeaways:
the lesson Activity 7:
"Legislative
Advocacy:
Addressing
Gender Bias,
Stereotypes,
Discrimination,
and Violence"
2. Reflection on
Learning
Activity 8:
Breaking
Boundaries:
Unveiling
Gender
Dynamics and
Legal
Solutions
The students
will answer the
following
questions:

1. How do
gender biases
and stereotypes
impact societal
attitudes and
behaviors?
2. What are the
key challenges
in addressing
gender-based
discrimination
and violence?
3. How do
gender-related
laws and
policies
contribute to
promoting
gender
equality?
4. What are
effective
strategies for
raising
awareness and
challenging
gender bias and
 stereotypes?
5. How can
individuals and
communities
advocate for the
enforcement and
improvement of
gender-related
laws and policies?
E. Evaluating learning Formative
Assessment:
Activity 9:
Agree or
Disagree
Exploration

Provided the list

of statements
related to
gender bias,
stereotypes,
discrimination,
violence, and
gender related
laws and
policies, the
students will
need to indicate
whether they
agree or
disagree with
each statement.
Answer Keys:
1. Agree
2. Disagree
3. Disagree
4. Disagree
5. Agree
6. Disagree
7. Agree
8. Agree
9. Disagree
10. Agree

Read
each
stateme
nt
carefull
y.
"True" if
you
believe
the
stateme
nt is
correct
and
"False"
if you
 believe
the
stateme
nt is
incorrec
t.

F. Additional activities for

application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? 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. N. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

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