Daily Lesson SCHOOL E. BARRETO SR.

NHS GRADE LEVEL 10

L
o
M
TEACHER LEARNING AREA MUSIC
g
in RD
TEACHING DATE WEEK 1 (4 SESSIONS) QUARTER 3
APEH AND TIME 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 The learner… The learner…
Competencies/  Listens perceptively to excerpt of major  Lives a brief biography of selected Contemporary
Objectives Contemporary works Philippine composer/s
(MU10CM-IIIa-h-1) (MU10CM-IIIc-g-3)
 Describes characteristics of traditional and new Sings selection of contemporary Philippine
music  composer/s with appropriate pitch, rthythm, style &
(MU10CM-IIIa-h-2) 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
page
s Copacio, H.P. Lugue, V.R, Ramirez, V.P. et. Al, (2014). Our world of MAPEH, Vibal Publishing
Inc.
3. Textbook pages
Gregorio Araneta Ave. Quezon City. 40, 49, 52 -53.

1
 4. Additional
Materials from
Learning
B. OTHER
LEARNING
IV.PROCEDURES
A. Reviewing Previous The teacher will play Pair Me
Lesson or Presenting “Ugoy ng Duyan” as a Up:
FACT OR BLUFF Song Tanong:
New major example of The student will Theteacher will
Lessons Contemporary work. be grouped.
The student will play major works
The teacher will ask: They
play a game of Molina and
“Are you familiar with will be given names
inspired by Felipe De Leon.
the song? Do you know and pictures of
Celebrity Bluff They will identify
the different
where they will the title of the
title of the song? traditional
classify if the song song as a review
Who among you composers. They
played is of the past lesson.
enjoys listening to need to pair the
contemporary “Do you
this kind of music? picture with their
music or not. They remember the
(10min) correct work of Molina and
will say
the word FACT if it names. Do you know Felipe? Can
is contemporary any traditional anyone identify
See attached song. composers?Are
and BLUFF if not. some of their
you familiar with works?”
any of them?” (10 min)
(10
min)

B. Establishing A Purpose The teacher will play 2

differentkinds of Loop A Word:
for the Lesson
songs, one
fromcontemporary Thestudents will
and from pop music. find atleastten
titles of
The teacher will compositions
ask: What is the of our featured
2
 between the songs? Can composers from
you describeeach traditional Music
song? What makes and
themdifferent make a visual aid in
from one presenting them.
another? ( 10
min) After the
presentation the
teacher will ask the
following questions:

 Have you
already
encountered
these
composers?
 When or where did
C. Presenting The teacher will Theyou hear their
students will The teacher will
Examples / show a video of identify some of the play
Instances of the another major major song "Sa Ugoy ng
New contemporary song and compositions found duyan" andwill ask
Lesson he which the students:
will describe it they are familiar "What do you think
himself giving with. "Have you is the name of the
emphasis on the encountered hearing composer of this
characteristics. some of those song? You can find
(10 min) songs? Where did his name from the
you hear those board game.”
songs?" (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 of a
#1 contemporary works a short biography of short biography
and their Antonio Molina and of
characteristics using FelipeDe Leon and Lucio San Pedro
a PowerPoint their famousworks. and Ryan
presentation. (20min) (20 min) Cayabyab and
their famous
(See Attachment) (See Attachment) works 3
E. Developing Group METACARD
The teacher will play
Mastery Charade
different songs from
(Leads To Formative The teacher will
contemporary and
Assessment 3) The student will act post the names of
pop music. The
out the title of the San Pedro and
students will classify
songs of the Cayabyab on the
which among those
featured composers board.
songs are
andlet the group He will play
contemporary, based
guess it. their major
on the characteristic
(15 works. The
they have learned. students
The teacherwill ask: min)
willclassify them
“How did you know if by posting the
the song being played card with the song
is contemporary? title, under the
What is your basis for correct
it? composer.
(10 min) (10 min)
(See Attachment)
F. Finding The teacher will
Practical The teacher will ask for the
Applications of The ask about the importance of
Concepts And Skills In significance of education
Daily Living some in
contemporary becoming
characteristic such a
as harmony in real successful person
life. "Is itimportant like the featured
to have harmony composers.
in a family (5 min)
relationship?

4
G. Making Generalizations The students will
And Abstractions About choose at least
The Lesson three
major
contemporary
songs from the
examples and
they will
describe the
characteristics
H. Evaluating Learning of each song Group Game:
Videoke
Challenge: A- Hum!

Students will sing The teacher will

the major selected providedraw
Contemporary lotsof major
song usingthe traditional
videoke. composition
The teacher s.
will select Each group will
the pick one and they
“Videoke have to
King and Queen” hum a simple
using melody
the of the
rubric. contemporary
song which will be
After the activity, chosen through
the teacher will
draw lots.
ask the students: (10 min)
"How did you feel
after singing the
contemporary
I. Additional Activities song?” The students will
For Application And researchthe at least 2
Remediation major song
compositions
of the
followingtraditional 5
  Francisco
Buencamino,
 Hilarion
Rubio,
Rodolfo
 Cornejo,
Antonino
Buenaventura,
 Rosendo Santos
Jr.,

AlfredoBuenave
nt ura.

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 6
 Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners
Who Continue To
Require
E. Which Of My
Strategies Worked
Well? Why Did These
F. What Difficulties
Did I Encounter
Which My
Principal Or Supervisor
G. Helped Me Solved?
What Innovation Or
Localized Materials
Did I Use / Discover NA
Which I
Wish To Share With
Other

7
 Daily Lesson SCHOOL E.BARRETO SR. NHS GRADE LEVEL 10
Log in

MAPEH TEACHER LEARNING AREA MUSIC

RD
TEACHING DATE WEEK 2 (4 SESSIONS) QUARTER 3
AND TIME 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 The learner gives a The learners… The learners…
Competencies/ brief biography of  Explores ways of  Improvises simple vocal/
Objectives selected creating sounds instrumental accompaniments to
Contemporary on a variety of selected songs (MU10CM-IIId-e-5)
Philippine sources  Creates a musical on the life of a
Music (MU10CM-IIIc-g- (MU10CM-IIId-e- selected contemporary Philippine
3). 5) composer(MU10CM-IIIg-h-7)
 Improvises  Evaluates music and music
simple vocal/ performance using knowledge of
instrumental musical elements and style
accompaniments (MU10CM-IIIh-8)
to selected songs
(MU10CM-IIId-e-
New Music Composer
Contemporary Music, Traditional Music,
II.CONTENT
New
Music and Song Composers.

III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages pp. 49-
2. Learner’s Material pp.64
113-
pages
3. Textbook pages 125
Copacio, H.P. Lugue, V.R, Ramirez, V.P. et. Al, (2014). Our world of MAPEH, Vibal Publishing
8
 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
C. OTHER https://www.youtube.com/
LEARNING wat ch?v=NwZwgWFDYsI
REFERENCES x.php/Restie_Umali
ki/Sound_effect
https://www.youtube.com/
https://www.youtube.com/watch?v=cwB3Zxh2gSE
IV.PROCEDURES
A. Reviewing Previous The teacher will review Pinoy Henyo!
Lesson or Presenting the different composers The teacher will The studentwill play The teacher will
New from the past lesson. play excerpts of the game Pinoy ask updates from
Lessons He will ask recordings from Henyo which focuses each group
: "Can you name the CD of major onthe different about their
four composers contemporary composers performanc
discussed and cite songs learned. and their e.
their famous work as “What can you life. (10 Each group will
well?” say about min) give feedback
(5 min) the musical about their
accompaniment activity
of .
the songs? What (10min
instruments can )
you hear in the
songs? Can you
play of those
instruments?
(10 min)

B. Establishing A Purpose The teacher will show The teacher will The teacher will ask the The teacher will
For pictures of play a video clip students: “Who review therubrics
The Lesson contemporary from the among the for
9
 students name where the lead the best?” performanc
each picture. character sings (10 min) e. ( 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 make
sound
accompanime
nts
using any other
(See attached music) resources?
(10 min)
C. Presenting The teacher will The teacher will The teacher will show
Examples / play a musicclip of show another an example of the
Instances Of The different video musical performed by
New composers clip of Beat-boxing. students that shows
Lesson (10 min) “Can any of you the life of a composer.
perform beat- "What can
boxing? (10 min) you notice about the
video clip? Do you
(See attached music) think you can perform
a simple musical
about one's life
as well?
( 10 min)
D. Discussing New Teacher led (See attached clip)
Teacher- The teacher will discuss The teacher will
Concepts discussion about the led a brief introduction monitor the
And Practicing New life of selected discussion about a simple practices of each
Skills new music and song about the musical creation using group.
#1 composers using video different ways a video clip. (30 min)
clip. to create sounds He will also recall the
The teacher will also and different improvise
improvise sound creation and
10
 (20 min) (20min) about the life of
the composers.
(See attachment) (See attachment) (20min)

E. Developing The student will The students will The teacher will group
Mastery (Leads To answer a work sheet to be grouped and the students and
Formative be provided by they will create a instruct them to
Assessment 3) the teacher about the song choose a
key number using composer that was
points and their materials discussed in class.
famous works. around them. They will create a
See attached work (10 min) short musical about
sheet. (15min) the lives of these
composers. They will
have to video
F. Finding record it using their What values do
Practical you admire
Applications Of The fromthe
Concepts And Skills In different
Daily Living composers? Why?
How can apply
this in your life?
G. Making Generalizations (5
Who are the great
And Abstractions About musicians of
The Lesson our country?
How did these
people enhance
their talents
and made
a great impact in
our music
industry?
H. Evaluating Learning (5 min)
The teacher will
The teacher will provide rubric. -
provide rubric.- See See
attachment. attachment.

11
 I. Additional Activities For
Application And The students will
Remediation interview their
parents 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
D. Caught Up With The
No. Of Learners
Who Continue To
Require
E. Remediation
Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
12
 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

13
 Daily Lesson SCHOO LECHERIA NATIONAL HIGH SCHOOL GRADE LEVEL 10
L L
o
M g
in
TEACHER MAMERTO A RAMOS LEARNING AREA ARTS

RD

APEH
TEACHING DATE WEEK 1 (4 SESSIONS) QUARTER 3
AND TIME 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, and
concerns such as environmental advocacies ecotourism, and economic and livelihood projects.
C. Learning The learner… The learner…
Competencies/  Identifies art elements in the  Determines the role or function of
Objectives various media-based arts in the artworks by evaluating their
Philippines (A10EL-IIIb-1) utilization and combination of art
 Identifies representative artists as elements and principles (A10PL-IIIh-
well as distinct characteristics of 2)
media-based arts and design in the  Uses artworks to derive the
Philippines traditions/history of a
(A10EL-IIIa-2) community
 Realizes that Filipino ingenuity is (10PL-IIIh-
distinct, exceptional, and on a par 3)
with global standards
(A10PL-IIIh-1) MEDIA-BASED ARTS AND DESIGN IN THE PHILIPPINES
A. Photography
1. George Tapan
2. John Chua
II. CONTENT
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)
B. portal
OTHER
LEARNING
IV. PROCEDURES
A. Reviewing Previous Ask the learners to The teacher will The teacher will flash The teacher will
Lesson Or Presenting recall their experiences post different different images and ask 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 and their
Quarter 2 and what famous Filipino themes/message of crafts who made
they have learned photographers and each photographs. 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 different pictures The teacher will ask
The Lesson from different the students to
photographers. identify the title of a
movie by reading the
Photos by George lips of their
Tapan rappler.com classmates.
Photos by John K. Chua (10 min)
adphoto.com.ph
greatgreths.wordpress.c
om
15
 how these samples
of photographs
exemplify:
• artistic aspect
• communication aspect
C. Presenting (10 min)
Students will The learners will
Examples / identify elements and watch a movie clip of
Instances Of The principles of famous
New arts that are present in Filipino film makers.
Lesson the given examples They are expected to
through describe
the help of the the movie in terms of:
teacher. (10 min) • 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

co m/watch?
v=wybe_elpHT A
16
 Oro, Plata, Mata,
1983, Peque Gallaga
https://www.youtube.
co m/watch?
v=wybe_elpHT A
(10 min)
D. Discussing New The teacher will The teacher will
Concepts discuss the photographs discuss the evolution
And Practicing New of George of Film
Skills Tajan and John K. Chua making in the
#1 in Philippines including
the Learner’s Material. themes,
• subjects message, recognize
• style films
E. Developing (10 min)
The teacher will ask Group of all time, directors Group Task:
Mastery the learners to Task: “Film-
(Leads To Formative answer the “Photograph Moving Selfies” on
Assessment 3) following questions on y- Images page 276 of the
page 268 of the LMs with a HORIZONS Grade
(25 min) Message” 10
LM page Learner’s
268 Materials.

 The students  Each group will

will go around choose a catch
the campus tune of about
with two minutes in
their length.
group.  Using any of
the available
 Using any devices with
available video
device in capabilities
taking (mobile phone
photographs with video
like DSLR camera, tablet
camera, with video
17
  (human, create a series
our school, of
landscape, “video selfies”
plants/trees of themselves
animals/insect with the tune
s). as a
background
 Learners will music.
select one  Using a video
photo taken editing
by the group program (as
members to discussed in
be submitted Quarter II),
for printing. learners
willwork
The final output together in
will be collected synchronizing
by the teacher the video
for the exhibit segments with
activity. the beat and
(35 min) lyrics of their
chosen song.
 Learners
will submit
their
F. Finding Practical What In what ways we
Applications Of The characteristic/s can contribute to
Concepts And Skills can be developed the
In Daily Living in improvement of
this can kind the movie industry
of activity? of our
country?
How it can help (5 min)
you as a student?
G. Making Generalizations (5 min)
What are 1 Why is film
And Abstractions About the making
The Lesson qualities of considered a
a technology driven
art? 18
 communication elements and
tool. (5 min) principles of art
that
can be utilized in
creating a film?
3. What are the
values that a
person should
possess to
become a great
film maker?
H. Evaluating Learning The outputs of (10min)
The outputsof
each group shall each group shall
be assessed be assessed
using the using the
criteria below. criteria below.

 Technical 
Aspect Cinematograp
(Lighting hy (Camera
& Color) Work,
(20 pts.) Placement,
Movement &
 Visual Lighting)
Impact (20 pts.)
(Framing &
Choice of  Production
Viewpoint Design
and Design (Location and
Elements Scenery)
&Principles) (15 pts.)
(15 pts.)
 Acting
 Facial
Expressions
Content(Inf & Gestures)
or mation & (15 pts.)
Subject
19
I. Additional Activities For Preparing for Preparing for
Application And the the
Remediation Quarter 3 “Exhibit Quarter III
of Media-Based “Exhibit on Media-
Arts and Design Based Arts and
Design”
Guide the students
in preparing their Note: This is to be
photographs for done
the culminating simultaneously for
exhibit at the end the artworks from
of the the projects
quarter by for animation,
labelling them advertising,
with original comics
titles, their group illustration, and
members’ book design and
names, date and illustration.
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.)
20
 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
D. With
No. OfThe Lesson.
Learners
Who Continue To
Require
E. Which Of My
Strategies Worked
Well? Why Did These
F. What Difficulties
Did I Encounter
Which My Principal
Or Supervisor
G. Helped Me Solved?
What Innovation Or
Localized Materials
Did I Use / Discover NA
Which I
Wish To Share With
Other

21
 Daily Lesson SCHOO LECHERIA NATIONAL HIGH SCHOOL GRADE LEVEL 10
L L

M
o TEACHER MAMERTO A RAMOS LEARNING AREA ARTS
g
in rd
TEACHING DATE WEEK 2 (4 Sessions) QUARTER 3 Quarter
APEH AND TIME

MONDA TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES Y
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 such as environmental advocacies ecotourism, and economic and livelihood projects

C. Learning The learner… The learner mounts a media-based

Competencies/  Creates artworks that can be exhibit of completed artworks
Objectives assembled with local materials A10PR-IIIg-5
A10PR-IIIc-e-1
 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
22
 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
II. CONTENT  Kenneth
 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 - TG pages 162-166 TG pages 167-168
I. Learner’s Material 161 278-
LM page LM pages 293-300 LM pages 301-302
pages
J. Textbook pages 293
K. Additional Materials
from
Learning Resource (LR)
B. portal
OTHER
LEARNING
IV. PROCEDURES
A. Reviewing Previous Let the students watch The teachers will Let the students The teacher will
Lesson or Presenting video clips about ask the students observe the orient the students
New animation, print media to describe the digital designs about the event.
Lessons and comics characteristics of made by the
Major Animated Films media designs in the following: The last session
Involving Philippines. for
Filipino Animators.  Kenneth Quarter III will
23
 ( Toy Story, Up, The (5 min) brabbu.com devoted in staging
Incredibles, Monsters designbyhive.comke “An
University, Cars, nne Exhibit of
Planes, Finding Nemo, Brake, thcobonpue.com Mediabased Arts
Shrek, Kung Fu Panda ) casaoutdoorboston.co and Design”
https://www.youtube.com/w m presenting the
atc h?v=xMKrirZaPNw following
https://www.youtube.com/w  Monique categories:
atc h?v=xMKrirZaPNw Lhuillier
mindweiss.com  Photography
Filipino Animated Films ( yourstylejourney.c  Film
Urduja, 2008, APT om  Animation
Entertainment Seventoon  Advertising
and Imaginary Friends;  Josie Natori  Comics
Dayo:Sa Mundo ng runnursefiles.wordpr Illustration
Elementalia, 2008, Cutting ess  Book Design
Edge Productions; Metanoia, .com and
2010, Ambient Media, image.co Illustration
Thaumatrope Animation, m  Product /
Star Cinema fashiontreatment.co Industrial
https://www.youtube.com/w m /
atc h?v=R_pC7xS1hfg Fashion
https://www.youtube.com/w Design
atc h?v=ggBVyjgt2Fc  Rajo (5 min)
Laurel
Sample Comic Books stylebible.co
www.enwikipedia.com m
www.comic.vbe.com rajolaurel.co
www.pfab.deviantart.c m
om
 Lulu Tan Gan
Sample Comic Strips vitostudios.com
from Newspapers or prosperoworld.co
Magazines m
www.tresecomics.com
B. Establishing A Purpose www.i
The antoy.de
students viaexpected
are ntart.c The students will The students
For to answer the following group the images will select
The Lesson questions: into two categories. among their
24
  What have you within Quarter III,
noticed about the Let the students as well as source
different video clips? describe the photos,
images according magazine or
 Do you think these to their calendar
videos are related to categories. cut-outs, Internet
the Philippines? Why (5 min) images, etc. of at
or why not? least two to three
representative
 Why is it possible to artworks each for
create, store and the above
distribute digital categories.
arts in new amazing (5 min)
ways?
(10 min)
C. Presenting The teacher will give an The teacher will
Examples / overview of the different allow the class to
Instances Of The media- view the
New based arts: photos and to
Lesson Activity A No.1 on page discuss their
154 of the HORIZONS observations.
Grade 10
Teacher’s Guide.
The teacher will ask
The teacher will display the learners the
visual aids of the foreign following:
animated films involving
Filipino animators, sample  How does
comic 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,  How do you
styles, etc.that these see art
have. reflected in
these designs
25
 Filipino artists were materials
among those tapped to and local
create the crafts?
characters and
visual Have them point-
component out the specific
s. details of every
photo.
Ask the students to describe (5
the illustrations on the min)
comic books. (15 min)

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

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

 Animation
 Print Media

E. Discussing New (15

Teacher-led discussion on the
Concepts Original Filipino media-
And Practicing New based arts and design:
Skills
#2  Comic
Books
 Book Design
& Illustration

F. Developing (15 min) The teacher will The teacher will The learners will
Mastery group the students designate a task ask to decorate
(Leads To Formative into four for the room
Assessment 3) groups and work- each group. in preparation for
26
activities: Have the class do the (40 min)
What-to-Process
 Animation activities on page
Group Task: “A 299-
Stop- Action 300 of the
Cartoon (see Arts Grade 10
page 281 of Learner’s
the Learner’s Materials.
Material)
“Project Runway”
 Advertising /Project Interior”
Group Project:
Presenting  Fashion-
Products/Service related
s With a Cause Piece
(see page 283 s
of the
Learner’s  Interior
Material) Design-
related Pieces
 Comics Group
Task: Kool Each finished piece
Komiks (see will be labelled with
page 289 of the a creative name
Learner’s highlighting its
Material) distinct qualities;
and the names of
 Book the group members.
Illustration The
Group Task: Pieces will be turned
“Creating A over to the students
Story book for safekeeping until
(see pages 292- they will be
293 of the presented as
Learner’s part of the
Material) culminating exhibit.
(35 min)
The group will
27
 (45 min)

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

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

 What are
your
attitudes
that helped
you
overcome
the
challenges?

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

 What do you
28
 of the Filipino
artist in the
word
of animation?
(5 min)
 Evaluating Learning The output of each The output of each Let the students
group shall be group shall be invite the school
assessed assessed administration,
using the given using the given other faculty
criteria. criteria. members, and
their schoolmates
 Relevance to  Relevance to to visit the exhibit.
the Theme: the Theme: Help
15 points 15 points them prepare to
explain the works
 Creativity:  Creativity: and how these
15 points 15 points present the
characteristics of
 Teamwork:  Teamwork: different forms of
10 points 10 points media-based art
and design.
 Time Time Management:
Management: 10 points CRITIQUING
10 points THE EXHIBIT

As a form of self-
evaluation, guide
the students in
rating the
culminating exhibit
using the format.
(see page 302 of the
 Additional Activities
For Application And
Remediation
V. REMARKS
VI. REFLECTION
A. No. Of Learners Who
29
 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
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My
Strategies Worked
Well? Why Did These
F. What Difficulties
Did I Encounter
Which My Principal
Or Supervisor
G. What Innovation Or
Localized Materials Did
I Use / Discover Which NA
I Wish To Share With
Other Teachers?

30
 Daily Lesson SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10
Log in

MAPEH TEACHER FEBY JESUAH I. ANDOYO AND

DINDO S. FERNANDO
LEARNING AREA PE

RD
TEACHING DATE WEEK 1 (4 SESSIONS) QUARTER 3
AND TIME QUARTER
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
C. Learning The learner assesses physical activities, The learner determines risk factors related
Competencies/ exercise, and eating habits. to lifestyle diseases (obesity, diabetes, heart
Objectives (PE10PF-IIIa-h-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-
1. Teacher’s Guide
pages 122
2. Learner’s Material Pages 108, 117-123 Page 11,
page 109
s
3. Textbook pages
4. Additional OHSP PE 1 Q1 – module 1 OHSP PE 1 Q1 – module 1
Materials from
Learning

31
 https://www.google.com.ph/search?
q=unhealthy+student&biw=1242&bih=585&source=lnms&tbm=isc
B. OTHER h&sa=X&ved=OahyUKEwi https://www.youtube.com/watch?v=dputPMqkESI
LEARNING http://www.sonyadakarskinclinic.com/product_images/uploaded_images/healthy-eating-
REFERENCES habits.jpg
http://www.livestrong.com/article/131283-types- lifestyle-diseases/
PROCEDURES http://www.medicalnewstoday.com/info/obesity
A. Reviewing Previous The teacher will solicit The teacher will ask The teacher will
Lesson or Presenting opinion from the The teacher will this question: ask volunteers to
New learners about the ask the students discuss different
Lessons benefits of involving to differentiate a What is the lifestyle disorders.
oneself to physical healthy and an importance of physical
activities, exercises unhealthy activity, exercise and
such as hip-hop, street person. following healthy
dance, cheer dance, (5 min) 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 The teacher will read

For show a picture of a the story about "Sitio
The Lesson person with Katamakawan" and ask
unhealthy eating habits, the following questions:
lack of physical activity
and exercise. Let the  Describe the
learners answer the lifestyle of the
following questions: people in the
community.
 What can you
say about the  Would you like to
picture? live in this
 What unhealthy community? Why
habits/practices or why not?
are
shown in the  Do the people live
picture? a physically active
32
 involved in physical
activity like hip-hop  What are the
or possible
street diseases that
dancing? the people of
(10 this community
min) might get?
(Please see the link
for the suggested  What recreational
picture) physical activities
https://www.google. can you suggest to
co m.ph/search? the children,
q=unhea teenagers and
lthy+student&biw= adult members
12 of Sitio
42&bih=585&sourc Katamakawa
e=l n? (15 min)
C. Presenting The teacher will show Students will watch a
Examples / pictures of healthy video that shows
Instances of The eating factors
New habits, physical related to lifestyle
Lesson activity and exercise diseases. The
involvement. teacher will ask the
The teacher will ask following questions:
the learners to  What are the
answer the factors that
following questions: cause lifestyle
 What can you diseases?
say about the  What physical
pictures? activities can
you advice
 What healthy
your
habits/practices
family, friends
are
and people in
shown in the community
the to avoid such
pictures? factors that
 What will happen cause
if you involve ube.com/watch
yourself 33
 presentation) =vI7DHH7AgCk
http://
www.sonyada
karskinclinic.com/p
ro
duct_images/uploa
de
D. Discussing New d_image
The teacher s/healthy-
will The teacher will
Concepts and discuss the Filipino discuss to the
Practicing New Skills Pyramid Activity class
#1 Guide (FPAG) to the Types of
engage learners Lifestyle
among the healthy
physical activities. 
(See attached print- Diseases:
out) (15 min)
 Obesity

 Diabetes

 Heart Disease
(15 min)
http://
www.livestrong
article/131283-
types-lifestyle-
diseases/
http://www.medical
n
ewstoday.com/info/
E. Discussing New The teacher will show
Concepts and the picture of Eating
Practicing New Skills Plan for
#2 Healthy Living to check
and remind the
learners of their daily
nutritional needs.
(See attached print-
out) (10 min) 34
F. Developing The teacher will ask
Mastery the following
(Leads To Formative 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, The teacher will ask
do you the learners to read
consider
the article 5 out of
yourself as an
10
active or
Filipinos die of heart
inactive
disease. (See
person? Why?
attached article,
 How much time
TG. P 146)
do you engage
Let the learners do
in dancing?
Activity 11 on p. 131-
 If you don't like
132
dancing, which LM.
of
Instruct the learners
these activities in to write a short
FPAG will you
speech/message
choose as
about
your hobby?
their insights, if they
B. Eating Plan for are
Healthy Living (EPHL) dance enthusiasts
and/or health
 Are you eating advocates on the
35
 fitness?

G. Finding Practical What Physical The teacher will

Applications Of The activity, give each student
Concepts And Skills exercises 1-2
In Daily Living and eating habits minutes to speak
can about their short
you suggest to speech/message
your friends, regarding the
family and importance of
relatives to maintaining a
improve or healthy lifestyle.
maintain their (45 min)
physical fitness
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)
H. Making What is the What other or
Generalizations and importance special activities
Abstractions About of should a
The Lesson physical person with
activity, lifestyle disease
exercise and must observe
following a in able to attain
healthy lifelong fitness?
eating habits
I. Evaluating Learning The performance of The
speech/message
36
 the students on made by the
the physical learners will be
activity, graded using
exercise and eating criteria on p. 132
habits will be LM.
assessed using (See attached tool)
Scoring
Guide/Rubrics.
(See attached
J. Additional Activities For assessment
Students willtool)
be Students will
Application And asked to answer be asked to
Remediation the give the
following meaning of the
questions: following:

 When can  Hip Hop Dance

you  Street Dance
say that a
person is
obese?
 What
causes
diabetes?
 How can a
person
acquire
II. REMARKS heart disease?
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 37
 Who Have Caught Up
With The Lesson.
D. No. Of Learners
Who Continue To
Require
E. Remediation
Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties
Did I Encounter
Which My
Principal Or Supervisor
G. What Innovation
Helped Me Solved?Or
Localized Materials
Did I Use / Discover NA
Which I
Wish To Share With
Other

38
 Daily Lesson SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10
Log in

MAPEH TEACHER Feby Jesuah I. Andoyo and Dindo S. Fernando LEARNING AREA PE

rd
TEACHING DATE WEEK 2 (4 Sessions) QUARTER 3 Quarter
AND TIME
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 The learner… The learner…
Competencies/  Engages in moderate to vigorous  Analyses the effects of media
Objectives physical activities for at least 60 and technology on fitness and
minutes a day, in and out of school physical activity
(PE10PF-IIIc-h-45) (PE10PF-IIIb-46)
 Applies correct techniques to  Critiques (verifiy and validate)
minimize risk injuries media information on fitness
(PE10PF-IIIc-h-56) and physical 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 110-116 pp. 98-101pp. 102-
pages 104
Lopez, LF.P., Beldia, M.D., Pangan, R.J., et.al. (2003). Physical Education, Health, and Music.
REX
3. Textbook pages Bookstore, Inc., Nicanor Reyes, Sr. St., Sampaloc Manila., 46-47, 51

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 39
 Inc., Gregorio Araneta Ave., Quezon City. 173

4. Additional Materials OHSP PE 1 Q1 – module 1

from Learning
Resource (LR) portal
https://www.youtube.com/watch?v=VV-d0vmtIrs https://www.youtube.com/watch?
v=MyC0D2vaDhk http://oureverydaylife.com/exposing-negative-
effects-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 http://gc180xtgarciniacambogia.com/wp-content/uploads/2014/01/GC1804.png
LEARNING http://cdn.singpromos.com/wp-content/uploads/2012/05/AFC-Cho-Beauty-AFC-Tobashi-
REFERENCES Slimming-Tea- AFC-Lipodown-900x1143.jpg http://i.dailymail.co.uk/i/pix/2014/06/05/article-
0-1E7ABF3100000578-
251_634x396.jpg

IV. PROCEDURES
A. Reviewing Previous The teacher will ask The teacher will The teacher will ask What are the
Lesson Or Presenting the following ask the following the students the advantages and
New questions: questions: following questions: disadvantages of
Lessons  What dance  What are the media and
 What are the style is possible effects technology in
different causes formally of engaging in relation to our
of obesity, known as physical physical activities?
diabetes and vernacular activities? (5 min)
heart disease? dances,
refer  How important
 How can you to dances is applying
prevent these that evolved correct
different from dance
techniques
diseases? studios? before doing
(5 min)  What form vigorous
of street
physical
dance is
activity? (5
performed
min)
impromptu
in
large
40
 DJ-ing,
rapping
,
breakdancing
,
and
graffiti
art?
(5min)
B. Establishing A Purpose The teacher will ask The teacher will ask The teacher will
For the students to do the the students to ask the students to
The Lesson Activity answer watch
No. 3: 4 PICS, 1 WORD Activity 1. Be Happy or the following
on Be Sad on page 108- videos of
LM pp. 110-113. After 109 of LM and ask advertisements on
unscrambling the the following fitness programs:
letter to form the questions:
correct word,  What are the  Weight Gain
they have to come up activities that Commercial
with a statement that are sedentary https://www.
would relate the in nature? Why y
pictures to the do you say so? outube.com/
formed word.  How do surfing w atch?
(See attached on the internet v=ym95
and playing YMXI5B4
tool) (10 min) computer
games affect  SlimQuick
our physical TV
activity and Commercial
fitness? (10min) 'Lose Weight
Faster'
Weight Loss
Ads
https://www.
y
outube.com/
w atch?
v=_A8TJ
41
 advertisement
s 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.)
C. Presenting The teacher will The teacher will show The teacher will
Examples / present a video a video on how media show printed
Instances Of The entitled Step Up All In and technology affect advertisements on
New Lesson Final Dance LMNTRIX the fitness programs on
then ask the following physical activity and gaining and losing
questions: fitness of a person. weight. The
 What dance form The students will then following questions
is shown in the be asked to give their will be
video? reactions about the given to the
 What is a video presented. students:
street dance? (10 min)  Which of the
 What is a hip- advertisements
hop dance? https:// convinced you
www.youtube.co the most? Why?
 What particular m/watch?
movements/ste v=MyC0D2vaDh k  What should a
ps strike you? wise consumer
Show them. do before
patronizing
 Can street fitness-related
dance and hip- products/progra
hop dance m s? (10 min)
improve fitness?
42
  Can we use /proactol-fat-
street dance loss.jpg
and hip-hop http://gc180xtgarc
dance as our in i
recreation acambogia.com/wp-
activity? Why content/
and how?(30 uploads/2014
min) /01/GC1804.png
http://cdn.singprom
https:// o s.com/wp-
www.youtube.com/ content/uploads/20
watch?v=VV-d0vmtIrs 12
/05/AFC-Cho-
Beauty- AFC-
Tobashi-
Slimming-Tea-AFC-
Lipodown-
900x1143.jpg
http://i.dailymail.co
.u
D. Discussing New Discussion of the The teacher will The teacher will
Concepts difference between discuss about Fitness discuss the
And Practicing New street Awareness. Appeal
Skills dance and hip hop (See attached tool) Techniques to Lure
#1 dance. The teacher will Customer
also (10 min)
discuss the street and s. (5min)
hip-
hop dance styles and
its movements. (See
attached print-out)
E. Discussing New The teacher The teacher will
Concepts discuss the discuss
And Practicing New following: Consumer
Skills Health (Enjoy
#2  Different Life
exercises with PE and Health
That May IV
Provide pp.172-174) 43
 Warm-Up Guidelines on the
 General Purchase of
Principles to Products and
Follow in Services
Order to Reliable and
Avoid or Unreliable Sources
Minimize of Information
Chances of Objectives of
Sustaining Consumer Health
Injuries
(5 min)
(See attached
print- out)

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

 Not doing
warm- up and
stretching
activities
 Not
executing
properly
not observing
safety
measures
at all times
44
G. Finding Practical The teacher will
Applications Of The The teacher will ask ask the following
Concepts And Skills the following questions:
In Daily Living questions:
 What are the  As a
possible effects consumer,
The teacher will of overexposure were you
instruct the to media and convinced by
learners to create technology like the
a simple dance computers, techniques
routine (2-3 cellphones and used in the
minutes) applying television? advertiseme
the common styles  How will avoid nt to buy
in street dance and too much time their
hip in surfing the products?
net? Why or
hop dancing. Allow
them to practice for  What can you why not?
advice to your  How can
15 minutes,
friends or you be
observing utmost
classmates assured
care while doing
who are that the
the exposed in
activity to avoid advertiseme
using media
injuries. nt
and
is reliable
H. Making Generalizations What What is the What is the role of
And Abstractions About (40 is the importance if we will media and
importance of
The Lesson applying the be involved in technology
general principles physical activities in developing
to minimize rather than giving our fitness and
chances of injuries more time in health?
in performing the surfing the net? (5
dances? (5 minutes)
I. Evaluating Learning The Simple Dance True or False. The Dramatization
Routine made by made by the
the learners will Exercise is a learners will be
be rated personal matter. evaluated
according to (TRUE) using Criteria.
the following  Physical fitness (See attached 45
 attitude, one of the
respect, aspects of total
initiative and health.
participation,  (TRUE)
dependability, Surfing the net
execution and is an example
observance of of Active
safety. (See Recreation.
attached tool) (FALSE)
 Playing video
games
promotes
healthy
lifestyle.
(FALSE)
 Exercise
relieves
nervous
tension.
(TRUE)
(5 min)

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

46
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
D. With
No. OfThe Lesson.
Learners
Who Continue To
Require
E. Which Of My
Strategies Worked
Well? Why Did These
F. What Difficulties
Did I Encounter
Which My
Principal Or Supervisor
G. Helped Me Solved?
What Innovation Or
Localized Materials
Did I Use / Discover NA
Which I

47
Teachers?

48
 Daily Lesson SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10
L
o
M
TEACHER FEBY JESUAH I. ANDOYO AND LEARNING AREA PE
g DINDO S. FERNANDO
in
RD
TEACHING DATE WEEK 3 (4 SESSIONS) QUARTER 3
APEH AND TIME
MONDAY TUESDAY WEDNESDAY THURSDAY
QUARTER
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
C. Learning  The learners are expected to
Competencies/ express a sense of purpose and
Objectives 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
III. LEARNING RESOURCES Dance, Contemporary Dance)
A. REFERENCES
1. Teacher’s Guide pages pages 147-152
2. Learner’s Material pages 133-137
pages
3. Textbook pages
4. Additional Materials OHSP PE 1 Q1 – module 1
from
Learning Resource (LR)
portal LEARNING
B. OTHER

49
 REFERENCES
IV. PROCEDURES
A. Reviewing Previous Ask learners to recall Let the learners
Lesson or Presenting the ways on how to discuss their ideas
New Lessons become a wise of FITT?
consumer. (5 minutes)

B. Establishing A Purpose The teacher will read

For this statement: It
The Lesson 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
four- line rap stating
their point of view.
(See attached
tool) (10 min)

50
C. Presenting The teacher will ask The teacher will
Examples / the learners the show printed
Instances Of The following advertisements on
New questions: fitness programs
Lesson on gaining and
 Can you name losing weight. The
someone who following questions
loves dancing? will be given to the
students:
 Is s/he
performing well  Which of the
in the advertisement
classroom? s convinced
you the most?
Why?
 What advice can
you give him/her  What should a
to balance wise consumer
dancing do before
and his study? patronizing
fitness-related
 Why is it products/progra
important to m
have a balanced s?
lifestyle?
(5 min) https://
4pack.files.wo
rdpress.com/2010/
03
/proactol-fat-
loss.jpg
http://gc180xtgarc
in i
acambogia.com/wp-
51
 2/05/AFC-Cho-
Beauty-AFC-
Tobashi-
Slimming-Tea-AFC-
Lipodown-
900x1143.jpg
http://i.dailymail.co
.u
k/i/pix/2014/06/05/
ar ticle-0-
1E7ABF310000057
D. Discussing New Concepts The teacher will 8-
And Practicing New Skills discuss Balanced
# Lifestyle. (See
1 attached print-out)
(15minute
s)

E. Developing Mastery Guided by the

(Leads FITT Principle,
To Formative the
Assessment 3) students will create
a
Fitness Plan that
will improve and
sustain their
fitness. They
will use the format
F. Finding Practical on page 134
Learners will of LM.
make
Applications Of The a
Fitness plan for a 52
 Concepts And Skills In person outside
Daily the school who
Living needs
physical fitness
program. The
students must
submit first the
fitness dance
program to the
teacher before
giving it to the
G. Making Generalizations concerned
The teacherperson.
will
And Abstractions About ask the following
The Lesson questions:
 What is
Lifestyle?
 What is
Balanced
Lifestyle?
 What are the
positive effects
of balanced
lifestyle to a
person?
 How can
we achieve
a
significant
H. Evaluating Learning Thebalanced
output of
the student will
be
evaluated
according
I. Additional Activities For Ask the learner to
Application And make a video of
Remediation the
fitness dance

53
 with the person
who also needs
meaningful physical
activity.

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
D. With
No. OfThe Lesson.Who
Learners
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
G. Helped Me Solved?
What Innovation Or
Localized Materials
Did I Use / Discover NA
Which I
Wish To Share With Other

54
 Daily Lesson SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10
L

M
o TEACHER LEARNING AREA HEALTH
g
in RD
TEACHING DATE WEEK 1 (4 SESSIONS) QUARTER 3
APEH AND TIME QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates awareness of global health initiatives.
B. The learner demonstrates competence in applying knowledge of global health to local or national context
Performance global initiatives.
C. Standar
Learning The learner… The learner analyzes the issues in
Competencie  Discusses the significance of global the implementation of global health
s/ Objectives health initiatives 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:
Millennium WHO Framework Convention on
III. LEARNING Development Goals
RESOURCES
A. REFERENCES
1. Teacher’s Guide pp.246-247 pp.247-248
page
s
2. Learner’s pp.261-265 pp.266-268
Material
3. page
Textbook
Reference/
4. pages
Additional
Materials from
55
 Learnin
g
Resource (LR)
porta https://www.youtube.com/watch?
v=npGOcqaJkXI&spfreload=10
https://www.youtube.com/watch?v=A5giOGjj5X8
B. OTHER https://www.youtube.com/watch?v=v3p2VLTowAA
LEARNING https://www.youtube.com/watch?v=CMzoJ1mK0co
REFERENCES https://www.youtube.com/watch?v=jFeQ52SmxIE
https://www.youtube.com/results?search_query=korea
%27s+cigarette+tax+has+done+little+to+reduce+n umber+of+smokers
IV. PROCEDURES https://www.youtube.com/results?
A. Reviewing The students will identify words Let the students The teacher will solicit What are
Previous Lesson Or related to different problems match the symbols knowledge from the learner the
Presenting New encountered all over the world to the different about Millennium Health different
Lessons using word pool. Millennium Goals. diseases
Development Goals? caused by
( 10min) (see pages 262-264 (5 tobacco
for the symbols) min) use.
B. Establishing A The teacher will ask the students if (5 min) Let the students form the
Purpose For they encountered these problems jumbled letters into word
The already. BACOCOT - TOBACCO
Lesson What they can say about it? How do RALIAAM- MALARIA
feel about that RECOLUTBISSO -
TUBERCULOSIS SAID - AIDS
matter? (10min) 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 “ Global Ask the learners to read about
/ Instances Of The Health Issues” Global Health Initiatives. LM
New Lesson  What are the issues p.265-266 and fill out the
illustrated in the conceptual framework.
pictures/videos? Let the students identify
 What are the different health common health issues and 56
 issues confronting our each group.
world today?
 Name countries that are
affected by these health
issues.
(10 min)
D. Discussing Using videos, the teacher will The teacher will discuss global
New discuss the 8 targets of the health issues and concern.
Concepts And Millennium
Practicing New Development Goals agreed by Teacher shows video clip on the
Skills United WHO Framework convention on
#1 Nations. Tobacco Control and discuss
Guide question: some facts about the videos. Use
Which of the goals give more interactive discussion
impact and influence for better
health program and policies? (10 minutes)

https://www.youtube.com/watch?
v=np https://www.youtube.com/watch?
GOcqaJkXI&spfreload=10 v=C MzoJ1mK0co

https://www.youtube.com/watch? (20 min)

v=v3 p2VLTowAA
E. Discussing The teacher
New will give
Concepts And some
Practicing New provisions and
Skills facts that
#2 help to
reduce the
demand of
tobacco
using
videos.
Show some
video clips.
Students will
answer the
guide
57
 of Global
Prevention
and Control
of tobacco.
(15 min)
https://www.y
outube.com/r
e sults?
search_q
uery=implem
e
ntn+WHO+to
o
ls+to+reduce
+
tobacco+use

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

https://
www.y
outube.com/r
e sults?
F. Developing Based on the The
Mastery video teacher
(Leads To Formative presentation will post a
Assessment 3) last caricature
meeting, that shows
The students will campaign/disa
come up with their dvantages of
poster/slogan as a using
sign of their tobacco.
campaign Students will
towards the give their
58
 shared to
the class
what
they feel
about.
(15
G. Finding Practical If you are a min)
The
Applications Of community health students
The Concepts worker, what will have a
And Skills In health issue/s and signature
Daily Living concerns do you campaign
think should be against
addressed smoking.
immediately? Why? (The
(5 min) teacher
will provide
the activity
H. Making Let the students sheets)
What do (20
Generalizations share/ discuss their you think
And Abstractions poster/ slogan to the will happen
About class. The if we
The Lesson teacher will summarize will not
all the answer given address the
by the students. different
(10min) global
issues?

Ask the
students
how they
can help
develop
social and
health
awareness
of the
various
global
59
 canyou
suggest
in
order to solve
such
health
I. Evaluating Fill in the blanks. problems?
Learning 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
re- emerging
diseases like
_4 , 5
affect
productivity
J. Additional Activities Make a caricature Make a
For Application And showing the poster that
Remediation Millennium discusses
Development Goals. the harmful
effect
K. Assignments Ask the students to Ask the students to bring of
bring different cut different coloring materials.
60
 different diseases. pastel, water color, etc.)
V. REMARKS
VI. REFLECTION
A. No. of Learners
Who Earned 80%
In The Evaluation
B. No. of Learners
Who
Require Additional
For Remediation
C. Who
Did The Remedial
Lessons Work? No.
Of Learners Who
Have Caught Up
With The Lesson.
D. No. of Learners
Who
Continue To Require
E. Remediation
Which Of My
Strategies Worked
Well? Why Did
These Work?
F. What Difficulties
Did I Encounter
Which My
Principal Or
Supervisor Helped
G. Me
What Innovation Or
Localized
Materials Did I NA
Use / Discover
Which I Wish To
Share With Other
Teachers?

61
 Daily Lesson SCHOOL E. BARRETO SR. NHS GRADE LEVEL 10
L
o
M
TEACHER LEARNING AREA HEALTH
g
in RD
TEACHING DATE WEEK 2 (4 SESSIONS) QUARTER 3
APEH AND TIME QUARTER

MONDAY TUESDA WEDNESDAY THURSDAY

I.OBJECTIVES Y
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 The learner analyses the issues in the The learner recommends ways of adopting global
Competencies/ implementation of the global health initiatives. health initiatives to local or national context.
Objectives (H10HC-IIIb-c-3) (H10HC-IIId-e-4)

II. CONTENT A. Global Mental Health Action B. Global Strategy to reduce C. Global Alliance for
Plan the Vaccines and
III.LEARNING RESOURCES Harmful Use of Alcohol immunizations
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?
B. OTHER v=dv_exaj2ofg
LEARNING https://www.youtube.com/watch?
REFERENCES v=fHEfUrBrXI8
IV. PROCEDURES https://www.youtube.com/watch?

62
A. Reviewing Previous What are the harmful The teacher will ask the The teacher will ask The teacher will
Lesson or Presenting effects of tobacco? students to identify the the students to solicit about the
New Lessons (5 min) different issues identify importance
addressed by Global Mental negative effects of of
Health alcohol vaccination/
Action . (5 immunizat ion.
B. Establishing A Purpose 4 PICS 1 WORD Plan. (5Activity:
Group min)the students
Let (5 min)
For The students will be The teacher will divide the guess the hidden
The Lesson asked to identify the class into 5 groups and let the words out of
hidden word out of the students list down different the jumbled letters.
given pictures. kinds of beverages/drinks
1. that they drink.
Global Teacher will ask the
2. (15 min) students who among
Mental them had undergo
3. vaccination/immuniz
Health atio n?
Let the students form (5 min)
C. Presenting the
The three wordswill
students into watch Ask the students if they Have you heard
Examples / a short video clip have already tasted the program of
Instances Of The about alcoholic drinks. our
New Comprehensive government regarding
Lesson Mental What do you feel after child vaccination
Health Action Plan 2013- tasting/drinking such and
2020 using videos from beverages? immunization?
internet.
https://www.youtube.com/ What are the effects of What can you say
w atch?v=dv_exaj2ofg alcohol to your body? Is it about these
harmful? programs?
(5 min)
(5 min) Were you able to
receive vaccine from
your health center or
private sector/doctor?
D. Discussing New The teacher will discuss The teacher will discuss and The teacher will
Concepts the show the Global strategy to present a video
And Practicing New Skills Global Mental Health reduce presentation
# Action harmful effects of alcohol toa from you tube on the
1 Plan. person’s body. importance of 63
 (20 min) https://www.youtube.com/ vaccination/
watch?v immunizatio n
=fHEfUrBrXI https://
www.youtube.co
8 (10 min) m/watch?
v=s_6QW9sNP EY.
https://www.youtube.
co m/watch?v=WA8o-
BmwQ0I

E. Discussing New Discuss different ways on how (5

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

F. Developing Answer LM p.269 In 5 groups, students will Table Completion Based on the
Mastery Activity 5 (5 min) make a skit/roleplay regarding The students will previous lesson,
(Leads To Formative the harmful name different ask the
Assessment 3) effects of vaccines and its use. students to
alcohol. (10 (10 min) create/make their
min) own
caricature of the
advantages of
vaccination/immuni
zat ion. The teacher
will post a sample
output for the
activity.
64
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 alcohol the
In Daily Living I( _) Commit dependent? importance of
myself to (plan of vaccination and
action) to fight and (5 min) immunization in
prevent different abuses their community?
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?
H. Making Generalizations Present different Summarize the harmful What are the
And solutions to global effects of alcohol. Teacher will different kinds of
Abstractions About The mental health issues call 1 student vaccines?
Lesson and concern by means of per group.
Picture Frame and ask (5 min) Who can benefit
one volunteer to from these aids?
explain their picture.
(5 min) What benefits can
we get from
As a student, how can vaccination/
you help in developing immunization?
socially conscious and
healthy individuals who (5
are aware of the various min)
global health threats and
concerns?
I. Evaluating Learning The evaluation is based on Enumerate 5
their performance in the vaccines that you
skit/role know and
playing. Use rubrics for the their
activity. 65
 (5 min)
J. Additional Activities For
Application And
Remediation
K. Assignments Ask the students to bring
any vaccine or immunization
book or
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
D. The Lesson.
No. of Learners Who
Continue To Require
Remediation
E. Which of My
Strategies Worked
Well? Why Did
F. What Difficulties
Did I Encounter
Which My Principal
or Supervisor
G. Helped Me Solved?
What Innovation Or
Localized Materials
Did I Use / Discover NA
Which I
Wish To Share With
Other

66