MAPEH+GRADE+9+DLL 3rdquarter

Annex1B to DepEd Order No. 42, s.
2016
SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9

Daily Lesson
Log TEACHER MORENO REFEL BACO LEARNING AREA MUSIC
In
MAPEH TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

TIME
MONDAY TUESDAY WEDNESDAY THURSDAY

DATE
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of characteristic features of instrumental Romantic music.
B. Performance Standard The learner sings and performs themes of selected instrumental pieces.
The learner relates The learner explains the The learner… The learner…
Romantic period music performance practice  Listens perceptively to  Sings themes or
to its historical and (setting, composition, selected Romantic melodic fragments of
cultural background role of period music given Romantic period
(MU9RO-IIIa-2) (MU9RO-IIIb-h4) pieces
composers/performers,
(MU9RO-IIIe-h6)
and audience) during  Describes musical  Listens perceptively to
the Romantic period elements of given selected Romantic
(MU9RO-IIIb-h3) Romantic period pieces period music
C. Learning Competencies/ (MU9RO-IIIb-h5) (MU9RO-IIIb-h4)
Objectives  Explains the
 Narrates the life and performance practice
works of romantic (setting, composition,
composers after video role of
and movie showing composers/performers,
(MU9RO-III-a-h-1) and audience) during
the Romantic period
(MU9RO-IIIb-h3)
II. CONTENTS A. Historical and Cultural Background of the Romantic Period

B. Program Music and Composers:
1
Annex1B to DepEd Order No. 42, s. 2016
 Peter Ilyich Tchaikovsky
 Camille Saint-Saens.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 95 pp. 96 pp. 96-104 pp. 96-104
2. Learner’s Mateials pages pp. 69 pp.71 pp.72-81 pp.72-81
Bautista, Jocelyn V. Et al (2006). MAPEH for a better you. G. Araneta Ave. Cor.
Ma. Clara St. Quezon City. 31, 37 – 53.
3. Textbook pages
Sacdalan, Guinevere I. Et al (1999)Edukasyong pangkatawan, kalusugan at musika IV. 226.
http://www.kaublepianostudio.com/history/romantic.html
http://www.newworldencyclopedia.org/entry/Program_music
http://www.classicfm.com/discover/periods/romantic/romantic-piano-music-where-start/
4. Additional Materials from
http://musiced.about.com/od/medievalto20thcentury/a/Music-Forms-And-Composers.htm
Learning Resources (LR)
https://www.youtube.com/watch?v=g2Kky5BC9Uk https://www.youtube.com/watch?
portal
v=5QzFKonakYE https://www.youtube.com/watch?v=EmQBFLJAIcY
B. Other Learning
Resources
IV. PROCEDURES
The teacher will post The teacher will ask the The teacher will play a The teacher will play examples
pictures of Franz Haydn, students about how romantic song, while the of the program music and
Wolfgang Amadeus cultural, economic, social students make drawings draw students will analyze its
Mozart, and Ludwig van and political aspects based their feelings. musical elements.
Beethoven. were greatly affected by (10min) (10 min)
A. Reviewing Previous progress in science
Lesson or Presenting The  Compare the life mechanics such as
New Lesson and music of photography,
Haydn, Mozart steamboats, telephone,
and Beethoven telegraph, etc?
 In what ways are (5min)
they the same?
(15min)
B. Establishing A Purpose For The teacher will ask the Picture parade of different
The Lesson students the following composers in program music.
2
questions:
 How do you The teacher will ask the
express your students to describe the
inner feelings? pictures.
 What do you feel (5 min)
when these
emotions are not
expressed?
(10 min)
The teacher will show The teacher will play examples
the picture of “The of program music like
Peaceable Kingdom” by symphonie Fantastique.
Edward Hicks (1846) The students will listen and
analyze the music.
C. PresentIng Examples/
 What can you say
Instances of The New
about the music?
Lesson
 What musical elements
 What emotions did you observe?
are being (10 min)
portrayed in the
picture?
(10 min)
The teacher will discuss The teacher will discuss the
the historical and cultural program music, different
background of romantic composers and their
period through a compositions under the
PowerPoint presentation. program music. The teacher
The teacher will play a will also explain the
D. Discussing New
short film that shows the different forms of program
Concepts And Practicing
history and culture of the music. (15 min)
New Skills #1
western countries during
the romantic period that
can be related to the
history of the Philippines
during 1820-1900.
(15min)
3
Listening Activity:
E. Discussing New Concepts
The teacher will play a music
And Practicing New Skills
video of Romeo and Juliet and
#2
describe the musical elements
(5 minutes)
Group Activity: Listen to the musical pieces
Romeo and Juliet and Wedding
The teacher will play a March
video clip about the  Describe each piece in
works of Romantic your own point of view
composers. Ask  Compare the musicality
F. Developing Mastery
students to relate it to of these two
(Leads To Formative
historical and cultural compositons
Assessment 3)
background of the  How do they differ?
romanctic period What are their
(15min) similarities?
 Which do you prefer to
listen to intently/ Why?
(20 min)
Group Activity: Group Activity:
Since the common Each group will recieve a task

purpose of romantic card which contains the activity
period is the free that they need to perform
expression of man’s
feelings about himself, Group A – Listen to the song
G. Finding Practical about humanity and Romeo and Juliet and sing it.
Applications Of Concepts about the world in which Group B – Sing the song Ave
And Skills In Daily Living he lives, students will Maria.
make a short role play Group C – Describe the musical
related to these. elements of Romeo and Juliet
song and Ave Maria.
What did you feel Group D – Explain the
while doing the role performance practice of the
play? (25 min) two songs
(20 min)
4
The romanctic period’s How does the structure of a

basic quality is program music of the Romantic
emotional subjectivity. composers create its order and
Its cultural movement clarity to describe the
stressed emotion, elements?
H. Making Generalizations
imagination and
And Abstractions About
individualism that pave (20min)
The Lesson
the way to the
expression of one’s
personal feelings
through emotions.
(5min)
Use Rubrics based on Use the rubrics based on the
I. Evaluating Learning the group presentation group activity
(letter F) Teacher will Listen to another composition
show another video clip of program music and
about the life and works everybody will sing.
of romantic composers in (10 minutes
relation to historical and
cultural background of
romantic period. The
students will analyze it.
(10 minutes)
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?
5
D. No. of Learners Who
Continue To Require
Remediation
E. Which of My Teaching
Strategies Worked Well?
Why Did These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor Can
Help Me Solve?
G. What Innovation Or
Localized Materials Did I
Use/Discover Which I
Wish To Share With Other
Teachers?
Checked by: Noted by:
RAULNILO S. MANATAD GILBERTO B. QUILBIO JR.

Master Teacher I MAPEH Department Head
6

Daily Lesson
Log TEACHER MORENO REFEL BACO LEARNING AREA MUSIC
In

TIME

DATE
I.OBJECTIVES
The learner demonstrates understanding of characteristic features of instrumental Romantic music.
A. Content Standard
B. Performance Standard The learner sings and performs themes of selected instrumental pieces.
The learner… The learner xplains the The learner sings themes The learner explores other
performance practice or melodic fragments of arts and media that portray
 Describes musical
(setting, composition, role of given Romantic period Romantic period elements
elements of given pieces Improvises appropriate
composers/performers, and
Romantic period (MU9RO-IIIe-h6) accompaniment to given
pieces audience) during the
C. Learning Competencies/ short and simple Romantic
(MU9RO-IIIb-h5) Romantic period
Objectives period pieces
(MU9RO-IIIb-h3)
(MU9RO-IIIe-h3)
 Listens perceptively
to selected Romantic
period music
(MU9RO-IIIb-h4)
A. Piano Music and Composers:

II.CONTENTS  Frederic Chopin
 Franz Liszt
Program Music and Piano Music
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 95 pp. 96 pp. 96-104 pp. 96-104
2. Learner’s Mateials pages pp. 69 pp.71 pp.72-81 pp.72-81
3. Textbook pages Bautista, Jocelyn V. Et al (2006). MAPEH for a better you. G. Araneta Ave. Cor. Ma. Clara St. Quezon City. 31,
37 – 53.
7
Sacdalan, Guinevere I. Et al (1999)Edukasyong pangkatawan, kalusugan at musika IV. 226.
http://www.kaublepianostudio.com/history/romantic.html
4. Additional Materials
http://www.newworldencyclopedia.org/entry/Program_music
from Learning
http://www.classicfm.com/discover/periods/romantic/romantic-piano-music-where-start/
Resources (LR) portal
http://musiced.about.com/od/medievalto20thcentury/a/Music-Forms-And-Composers.html
B. Other Learning
Resources
IV.PROCEDURES
The teacher will ask the The teacher will play The teacher will ask the Listening activity: (Group
students what kind of different music. The students following questions: Activity)
music elements are used will recall and listen to  Have you Listen to the romantic music
within the music program. different piano music of the experienced using other media.
(10min) Romantic music. playing different
musical Illustrate your feelings or
Piano Music instruments? What emotions after listening to
https://www.youtube.co are these these compositions. Draw
m/watch?v=VRIS5ABtQb M instruments? your illustration in a manila
A. Reviewing Previous https://www.youtube.co  What other paper and post on the board
Lesson or Presenting The m/watch?v=Ce8p0VcTbu A instruments do (15 min)
New Lesson you know?
Processing: (5 min)
What are the differences
and similarities of the
program and piano music?
(15 min)
Picture parade of different The teacher will ask the
composers in piano music. students if they have
B. Establishing A Purpose For
The Lesson experienced singingwithout
Who can describe the
pictures? (5 min) any accompaniment of
instruments. What they can
say about it? (5 mins)
The teacher will play an Teacher will show a video
example of piano music clip about the different arts
like Little “Butterfly” Etude and media used by
The students will listen and different musicians during
analyze the music. the romantic period.
8
 What can you say What arts and media were

C. Presenting Examples/ about the music? used by the romantic C. Presenting
Instances of The New composers during the Examples/
Lesson Romantic period? Instances of
 What musical (15 min) The New
elements did you Lesson
observe?
(10 min)
The teacher will discuss The teacher will discuss
piano music, different other arts and media
composers and their that portray romanctic
compositions under the music and give examples
program music. The of appropriate
D. Discussing New Concepts
teacher will also explain improvises
And Practicing New Skills
the different forms of piano accompaniment. (25
#1
music. min)
(15 min)
Listening Activity: Teacher will play a
E. Discussing New Concepts And
romantic music using
Practicing New Skills #2
The teacher will play improvised
the music “Prelude” accompaniment. Students
and describe the will listen and give their
musical elements. reactions afterwards.
(5 min) (10 min)
Listen to the musical piece Group Activity:
“An Excerpt from a Love
Dream by Franz Liszt and The teacher will play
Prelude by Frederic Chopin different romantic
 Describe each piece music.The students will
in your own point of create a song inspired in
view romantic music with
 Compare the accompaniment of
musicality of improvise materials
F. Developing Mastery these two available inside the
(Leads To Formative compositons classroom.
Assessment 3)  How do they
9
differ? How are  What did you feel in
they similar? creating a song using
 Which do you accompaniment of
prefer to listen to improvised
intently/ Why? materials?
(20 min)  What musical piece is
designed for
developing technical
skills?
(15 min)
Group Activity: The teacher will ask the
students to answer the
Each group will recieve a question:
task card which contains
activities that they need to What values have you
G. Finding Practical Applications
perform acquired that you can use
Of Concepts And Skills In Daily
daily based on the learnings
Living
Group A – Listen to the song from our topics?
No Other Love and sing it. (10min)
Group B – Sing the songTo

Love Again.
Group C – Describe the

musical elements of No
Other Love and To Love
H. Additional Activities For
Application Or Remediation
I. Assignment
V.REMARKS
VI.REFLECTION
Earned 80% In The
Evaluation.
Require Additional
Activities For Remediation
Who Scored Below 80%
10
C. Did The Remedial
Lessons Work?
Continue To Require
Remediation
Why Did These Work?
Encounter Which My
Help Me Solve?
Use/Discover Which I
Teachers?

11

Daily Lesson
Log TEACHER MORENO REFEL BACO LEARNING ARTS
In AREA
TIME

DATE
I. OBJECTIVES
A. Content Standards The learner…
 Art elements and processes by synthesizing and applying prior knowledge and skills
 The arts as integral to the development of organizations, spiritual belief, historical events, scientific
discoveries, natural disasters/occurrences, and other external phenomena
B. Performance Standards The learner …
 Performs/ participates completely in the presentation of a creative impression (verbal/non-verbal) from
the Neoclassic and Romantic periods
 Recognize the difference and uniqueness of the at styles of the different periods (techniques, process,
elements, and principles of art)
The learner…
C. Learning  Analyzes art elements and principles in the production of work following a specific art style from the Neoclassic
Competencies/ Objectives and Romantic periods
(A9EL-IIIb1)
 Identifies distinct characteristics of arts during the Neoclassic and Romantic
periods (A9EL-IIIa-2)
 Identifies representative artist from Neoclassic and Romantic
periods (A9EL-IIIa-3)
 Reflects on and derive the mood, idea, or message from selected
artworks (A9PL-IIIh-1)
Determines the use or function of artworks by evaluating their utilization and combination of art elements and
principles
(A9PL-IIIh-2)
II. CONTENTS
Neoclassic Neoclassic Neoclassic Romantic
12
(Painting) (Sculpture) (Architecture) (Painting)
 David • David • David • Goya
 Ingres • Ingres • Ingres • Delacroix
 Goya • Goya • Goya • Gericault

A. REFERENCES
1. Teacher’s Guide Pages pp. 265- 267 pp. 268- 269 pp. 270- pp. 274-
273 278
2. Learner’s Material Pages pp.225- 227 pp. 228- 229 pp. 230- pp. 234-
233 238
st
Agapay, N.,C.,(2006) Music, Arts, P.E. and Health, Making Us Fully Equipped in the 21 Century. LightQuest
Publications, Inc.(pp.146-147)National Highway, Paciano, Calamba City.
3. Textbook Pages
Arnau, L., B., & Pastor, E., V., HAMP, Grade 10, Health, Arts, Music, P.E., The Bookmark, Inc., (pp 172-
176).,264 Pablo Ocampo Sr. Avenue, San Antonio Village, Makati City, Philippines.
4. Additional Materials From

Learning Resource (Lr) Portal
https://youtu.be/jR3 https://youtu.be/IWS9KJ- https://youtu.be/ https://youtu.be/agK-qvtb6Mc

x6wKFjiY www.visual- ZVb0 gRD04VApd0w
arts- cork.com/history- www.conservapedia.com/Romant
B. OTHER LEARNING
of- art/neoclassical- https://en.wikipedia.org/ https://en.wikipedia.org/wiki ic_paintings
REFERENCES
painting.htm wiki/Ne oclassicism /Neoclassical_architecture
IV. PROCEDURES
A. Reviewing Previous Teacher will present a Students will enumerate Ask students to recall the “Picture Presentation”
Lesson or Presenting New short background/ the characteristics of the Neo-classical sculptures
Lessons history of the Neoclassical painting. by giving examples. Students will name the sample
Neoclassical period. pictures of Neoclassical
architecture using powerpoint
(5 min) (5 min) (5 min) presentation of the teacher.
The students will be The students will enumerate Activity “4 pics 1 word”
divided into small groups the sculptures of the “Buildings Blocks”
13
and do Neoclassical period and give The students will create an The teacher will prepare the
identifying the its example of building using different pictures related to the
characteristics.
characteristics of recycled boxes and Romantic arts.
Neoclassical painting tubes. Students will
based on the different describe the their output Students will answer the 4 pics 1
principles of arts based on: word activity.
using the presented  Shape
video.  Color The teacher ask the
 Size students about their
(5 min)  Textur experience on the activity.
(5 min)
e (10 min) (5 min)
B. Establishing A Purpose For The teacher will give a Video Clips presentation, an The teacher will introduce a The teacher will give an
The Lesson short introduction of overview of short background of introduction on the Romantic
the topic about the Neoclassical sculpture which Neoclassical architecture. period
Neoclassical painting will be presented by the
through video teacher Neoclassical Romanticism was an artistic
presentation architecture is an style popular in the early 19th
https://youtu.be/IWS9KJ- architectural style century. It emphasized the
https://youtu.be/jR3 ZVb0 produced by the need for art to express
x6wKFjiY neoclassical movement emotion, irrational feelings, and
Neoclassicism (from Greek that began in the mid-18th imagination
Neoclassical painting νέος nèos, "new" and century. In its purest form,
typically involved an Latin classicus, "of the it is a style principally "Romanticism is precisely
emphasis on austere highest rank") is the name derived from the situated neither in choice of
linear design in the given to Western architecture of classical subject nor in exact truth, but
depiction of classical movements in the antiquity, the Vitruvian in a way of feeling." Charles
events, characters and decorative and visual arts, principles, and the work of Baudelaire
themes, using literature, theatre, music, the Italian architect Andrea
historically correct and architecture that draw Palladio.
settings and costumes. inspiration from the
Its emergence was "classical" art and culture
greatly stimulated by of Ancient Greece or
the new scientific Ancient Rome.
interest in classical (5 min) (5 min)
14
antiquity that arose (10 min)
during the course of the
18th century. (10 min)
C. Presenting Examples / The teacher will The teacher will discuss Explain the context of The teacher will discuss the
Instances Of The New discuss the distinct the Neo-classical the Neoclassical famous painters of the
Lesson characteristics of sculptors architecture and cite Romantic period and also the
paintings and artists of https://youtu.be/IWS9KJ- examples characteristics of each
Neoclassical period. ZVb0 artworks.
https://youtu.be/gRD04VApd
0w Film viewing/ video clip
https://youtu.be/agK-
https://youtu.be/ qvtb6Mc (15 min)
WLHSPR8y Gc
(10 min) (10 min) (10 min)
D. Discussing New “Paint me a “SHOW ME” Ask the students to identify the
Concepts And Practicing New Picture” The students will name Students will reconstruct artist and his artwork of the
Skills the artworks/sculptors the building based on the Romantic period
Ask the students to flashed by the teacher identified characteristics of Example:
make a tableau based based on the discussion. neo classical architecture. Artwork -Liberty leading Artist
on the paintings of the –Delacroix
Neoclassical art ( The teacher will provide (the students will be
discussed by the different pictures of graded using the score
teacher. sculptures) card or rubrics)
(5 min)
(15 min)
(10 min)
(10 min)
As a student what is the images from Paete  Pangasinan People by E. As a student what is the
significance of Neoclassical Laguna Municipal Hall Delacroix significance of
art in the development of  Baguio City Hall  The Third of Neoclassical art in the
Philippine art especially in  Manila Post Office May by F. Goya development of
painting? 5 minutes  Manila city hall  Saturn Devouring Philippine art especially
 De la Salle University His Son by F. Goya in painting?
(5 min)  National Museum  The Burial of Sardine
15
 Malacanang palace by (5 min)
 El Hogar F. Goya
Filipino  Charging Chasseur
Building by. T. Gericault
 Insane Woman by T.
Gericault
(5 min) (5 min)
E. Continuation Of Ask the student to Let the students compare Let the students give Ask the student to identify the
Discussing New Concepts And relate any Neoclassical their Neo-classical examples of buildings that artist and paintings of the
Practicing New Skills art to the present sculpture to Philippine have the influences of the Romantic period
scenario in the sculpture by giving architectural style of  The raft of the medusa by
Philippine examples. Neoclassicism in our T. Gericault
setting Example: country  Liberty Leading the
Christ by Thorvadsen Possible answers:
Religious
F. Developing Mastery Students will give their Students will answer the Students will answer the Students will share their ideas or
(Leads To Formative insights on how the question: following questions: themes portrayed by the artist of
Assessment 3) artists of the How do the Neo-classical  As a student how the Romantic period in their
Neoclassical period artists convey their ideas in can you help in the artworks.
convey ideas and their artworks? preservation of
concepts of their Neoclassical How will you express your ideas
artworks. Architecture in the related to the development of
Philippines? Romantic painting?
 What is the
significance
of
Neoclassical
architecture (5 min)
to Philippine
(5 min) art?
(5 min) (5 min)
G. Finding Practical Paper and Pen test Paper and Pen test Paper and Pen test Paper and Pen Test
Applications Of The Concepts
And Skills In Daily Living Painter who was Enumerate five (5)  What are the three Explain briefly
regarded as one of characteristics of (3) types of
the great exemplars of  What Can you say
16
academic art and Neoclassical Sculpture Neoclassical about the Romantic
one of the finest Old architecture period
masters of his era. Possible Answers: ? particularly their
Answer:Jean-  Portrayal of History Answer: paintings? (5 min)
Auguste- Dominique  Formal composition  Temple Style
Ingres  Shows the  Palladian Style
peak of  Classical Block style
This painting showing emotion  Who are the two
the three brothers  religious famous architects
whom appear willing to  mythol of Neoclassical
sacrifice their lives for style
good of Rome. ogical (5 min)
Answer: Oath of the Answer:
Horatii  Henri Labrouste
 Charles Garnier
He is referred to as the
Father of Danish
painting
Answer: Christoffer
Wilhelm Eckersberg
It is David’s
masterpiece shows
the portrayal of a
revolutionary martyr.
Answer:The Death
of Marat Who is the
French Neoclassic
painter focused his
subject of paintings
more on history?
Answer: Jacques-
Louis David. (5 min)
H. Making Generalizations Group work Using clay or any available The students will draw of Using the technology/multi-
And Abstractions About The material in the area, the their own design or media, student will make a
Lesson Each group will make students will create their structure of building using research regarding on the
of their own painting own artwork based on the the concept of the Romantic painting focuses on
17
similar to Neoclassical sculpture. Neoclassical architecture. the
Neoclassical art. artworks, artists and
(5 min) (5 min) (10 min) characteristics
(5 min)
V.REMARKS
VI. REFLECTION
A. No. of Learners Who Earned

80% In The Evaluation
B. No. of Learners Who Require
Additional For Remediation Who
Scored Below 80%
C. Did The Remedial Lessons Work?
No. of Learners Who Have Caught
Up With The Lesson.
D. No. of Learners Who Continue
To Require Remediation
E. Which of My Strategies Worked
Well? Why Did These Work?
F. What Difficulties Did I Encounter
Which My PrincipalOr Supervisor
Helped Me Solved?
G. What Innovation or Localized
Materials Did I Use /Discover
Which I Wish To Share With Other
Teachers?

18

Daily Lesson
Log TEACHER MORENO REFEL BACO LEARNING ARTS
In AREA
TIME

DATE
I.OBJECTIVES
A. Content Standards The learner…
 Art elements and processes by synthesizing and applying prior knowledge and skills
 The arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries,
natural disasters/occurrences, and other external phenomena.
B. Performance Standards The learner …
 Perform/ participate completely in the presentation of a creative impression (verbal/non-verbal) from the
Neoclassic and Romantic periods
 Recognize the difference and uniqueness of the at styles of the different periods (techniques, process,
elements, and principles of art)
The learners…. The learners….
C. Learning  Use artworks to derive the traditions/history  Evaluate works of art in terms of artistic concepts
Competencies/ Objectives of the Neoclassic and Romantic periods and ideas using criteria from the Neoclassic and
(A9PL-IIIh-3) Romantic periods
 Create artworks guided by techniques and styles (A9PR-IIIf-4)
of the Neoclassic and Romantic periods  Show the influences of Neoclassic and
(A9PR-IIIc-e-1) Romantic periods on the Philippine art
forms
(A9PR-IIIf-4)
II.CONTENT Romantic Gothic Revival Neo- classicism and Neo- classicism and
(Sculpture) Architecture (Neogothic) Romanticism in the Romanticism in the
 Rude Philippines Philippines
 Barye
19
A. REFERENCES
1. Teacher’s Guide pages pp.279-280 pp. 281- 282 pp. 283- 289 pp. 283- 289
2. Learner’s Material pages pp.239-240 p.240 pp. 241- 246 pp. 241- 246
Agapay, N.,C.,(2006) Music, arts, P.E. and health, making us fully equipped in the 21st Century.
3. Textbook pages
LightQuest Publications, Inc. National Highway, Paciano, Calamba City. 127-133.
Learning
Resource (LR) portal
B. OTHER LEARNING https://youtu.be/ https://youtu.be/UP5Tt3E1k http://www.slideshare.net/chandelfino/neo-classicism-
REFERENCES grb9YuL_ZP k 7s and- romanticism-in-the-philippines
www.slideshare.net/chan https://youtu.be/5Jc05vcN3 http://rgchan.com/articles/acao2.html
delfi no/romantic-period- uo http://rgchan.com/articles/acao3.html
43605178 https://en.wikipedia.org/wik http://rgchan.com/articles/acao4.html
i/Category:Gothic_Revival_a
rchitecture_in_the_Philippin
es
https://commons.wikimedia
.org/.../Category:Gothic_rev
ival_churches_in_the_Philip pi.
IV.PROCEDURES
A. Reviewing Previous What are the famous Students will answer the Students will enumerate the Ask the students to
Lesson or Presenting New painting of the Romantic question, What can you say different Gothic Revival enumerate the famous
Lessons painting? about Roman sculpture, Architecture Churches in the Filipino Artists of
give their characteristics? Philippines. Neoclassicism and
Give the characteristics of Romanticism.
Romantic painting (3 min) (5 min) (5 min)
(5 min)
B. Establishing A Purpose The teacher will show the “PICTURE PUZZLE” The teacher will introduce
For The Lesson pictures of sculptors of The students will arrange the topic by giving brief
the Romantic period. cut-outs pictures to form history of the Neoclassicism
The students will try give structure of sample and Romanticism in the
impressions about the building. They will be given Philippines.
artists/sculptors of the two minutes to finish their
Romantic period.(10 min) work. Each group will Neo-classicism and
have a representative Romanticism can be seen
to share their through various major
20
experience on the artworks such as paintings,
activity. sculptures and architectural
structures.
(10 min) (10 min)

C. Presenting Examples The teacher will The teacher will introduce Name the Picture C. Presenting Examples
/ Instances Of The New introduce the Romantic the topic about Romantic The teacher will provide / Instances Of The
Lesson sculptors using architecture. pictures of the following: New Lesson
powerpoint presentation.  Spolarium
Using the powerpoint  Bonifacio Monumen
The students will presentation, the teacher  Siyam na diwata ng
observe, then they will will present the different sining
give their comments and architectural design during  Manila post office
impressions on the the Gothic Revival  Planting rice by F.
artworks. Amorsolo
 Strawberry Hill,
London The students will give their
 Westminster Palace observations on the pictures
(London) flashed by the teacher.
 St. Patrick’s
Cathedral What do you think are the
basis of the artists to create
https://www.youtub this kind of artwork?
(10 min) e.com/watch?v=zV1
ql8Tfqcw (20 min)
(10 min)
D. Discussing New Concepts The teacher will discuss The teacher will discuss the Using the powerpoint Discussion on the Article on
And Practicing New Skills the artists of the period characteristics of the presentation,the teacher will the internet by R.G. Chan &
as well as the artworks architectural design of the discuss the different artists associates on the
Romantic period as well as and their artworks Neoclassical and Romantic
Artists the famous architects  Fernando Amorsolo Architecture during the
 Francois Rude  during the period.  Guillermo Tolentino American colonization in the
Antoine-Louis Charles Barry Juan Luna Philippines.
Barye Artwork  James Renwick  Napoleon Isabelo Pictures slideshow of some
 Departure of Veloso Abueva buildings built during that
the Volunteer time
21
 Jeanne d’ARC Ask the students to give the
 Hercules Sitting characteristics of the
on a Bull Philippine artist during the
 Theseus slaying period
(8 min)  (25 min)
the minotaur
(20 min)
 (15 min)
E. Continuation Of Ask the students to  Drawing Activity Identifying Artworks
Discussing New Concepts enumerate the Students will draw a The students will name the
And Practicing New Skills characteristics of the building based on the pictures and the artists
artworks based on the Romantic architectural flashed by the teacher
discussion design
 Oblation
The students will be graded  Bonifacio Monument
using a rubric  Spolarium
 Manila post office
(See attached rubrics)  Planting Rice
(5 min) (10 min)

(18 min)
F. Developing Mastery Ask the student to Students will give some What are the role of arts in
(Leads To Formative compare Romantic example of buildings that our daily living?
Assessment 3) sculpture to Philippine have the influences of the
sculpture. architectural style of Gothic As a student how will you able
How these artworks Revival here in the to contribute in the
contribute for the Philippines. preservation of the Philippine
development of a arts?
country?
5 minutes
G. Finding Practical The students will give Possible answers: How does the art piece
Applications Of The their insights on how the  San Sebastian convey the idea of the
Concepts And Skills In artists of the Neoclassical Church , Manila period?
Daily Living period convey ideas and Saint Augustine
concepts of Metropolitan Cathedral What are the visible
their artworks.  Puerto Princesa Neoclassic or Romantic
Cathedral characteristics of the artwork?
22
(10 min)  Saint Thomas
Aquainas Parish
Church of Santo
Tomas , Batangas
 Saint Vincent Ferrer
Church in Calape,
Bohol
 (3 min) (10 min)
H. Making What can you say about the Enumerate 5 artworks
Generalizations And Gothic Revival Architecture? during the Neo-classicism
Abstractions About The and Romanticism in the
Lesson Philippines
(3 min) (5 min)
I. Evaluating Learning Using bath soap, the Make a reflection on the
students will make a Neoclassicism and
simple sculpture of their Romanticism in the
own. Philippines completing the
statements
I’ve learned that

I realized that
J. Additional Activities For What are the famous Students will answer the Students will enumerate the Ask the students to
Application And painting of the Romantic question, What can you say different Gothic Revival enumerate the famous
Remediation painting? about Roman sculpture, Architecture Churches in the Filipino Artists of
give their characteristics? Philippines Neoclassicism and
Give the characteristics of Romanticism.
Romantic painting (5 min) (5 min) (5 min)
(5 min)
K. Assignment The teacher will show the “PICTURE PUZZLE” The teacher will introduce
pictures of sculptors of The students will arrange the topic by giving brief
the Romantic period. cut-outs pictures to form history of the Neoclassicism
The students will try structure of sample and Romanticism in the
give impressions about building. They will be given Philippines Neo-classicism and
the artists/sculptors of two minutes to finish their Romanticism can be seen
the Romantic period work through various major
artworks such as paintings,
23
Each group will have a sculptures and architectural
representative to share structures.
their experience on the
activity (10 min)
(10 min) (10 min)

V.REMARKS
VI.REFLECTION
Earned 80% In The
Evaluation
Require Additional For
Remediation Who
Scored Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have
Caught Up With The
Lesson.
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
Encounter Which My
Principal Or Supervisor
Helped Me Solved?

24
Daily Lesson SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9
Log TEACHER MORENO REFEL BACO LEARNING PE
In AREA
TEACHING DATE AND (1ST WEEK) QUARTER 3RD QUARTER
MAPEH TIME

DATE
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of lifestyle and weight management to promote community fitness.
The learner . . .
B. Performance Standards  Maintains an active lifestyle to influence the physical activity participation of the community
 Practices healthy eating habits that support an active lifestyle
The Learner undertakes physical activity and Physical Fitness The learner…
Assessment.  Assess eating habits based on the Philippine Food
(PE9PF-IIIa-h-23) Pyramid/ My food plate
C. Learning (PE9PF-IIIa-39)
Competencies/ Objectives  Determines risk factors related to lifestyle
diseases (Obesity, Diabetes, Heart
diseases)
(PE9PF- IIIa-40)
 Distinguishes facts from myths and
misinformation associated with eating
habits
(PE9PF- IIIb-29)
II. CONTENT Festival Dances
A. REFERENCES
1. Teacher’s Guide Pages Pp-100-106
2. Learner’s Materials Pages Pp. 135-142
3. Textbook Pages
4. Additional Materials From
Learning Resources (Lr) Portal
B. OTHER LEARNING https://www.youtube.com https:www.youtube.com/
RESOURCES /watch? watch?v=Fv2IUKG67pI
v=rkpgF2M5jHQhttps://
m.youtube.com/watch?
25
v=0pt9K_Mb9Yo
IV. PROCEDURES
Group Activity Ask the students to state the The teacher will ask the The students will make a
Picture Puzzle: food which they last ate. students what are the warm up exercise before
practices in good eating the activity.
The teacher will ask each What food did you eat? Was habits. Always remind the students
group to pick 1 envelope it healthy? (5 min) about the possible injuries
containing cut-out pictures that might occur when
A. Reviewing Previous Lesson associated to festival dance. How does it affect your doing physical activity and
or Presenting The New body’s health? situation:
Lesson Each group will form the  Not having proper
picture and identify/name Why is it important to eat warm-up exercise
the picture, and give a healthy? Does it have a  Not executing the
short description. connection if dancing will be proper
done as an activity movements
(15 min) (5 min)  Not
observing
safety
measure at
all times
(10 min)
B. Establishing A Purpose For The Ask the students to state the The teacher will ask students
Lesson food which they ate about their BMI and
last. What food did you Nutritional status.
eat? Is it healthy? How it Let them analyze their
affect your body’s health? nutritional status and reflect
The teacher will present the it in their daily activities.
different words/ foods. What will happen on the
Let the students classify the person if his/her status is
words/foods which group under weight? Overweight?
they belong. Obese?
(Food Pyramid) (15 minutes) The teacher will ask the

health condition of the
students before performing
the dance.
26
( 10 min)
The teacher will discuss the The teacher will present a

Table 1: Calorie Counter video of 5 Basic
Table, Table 2: Calories fundamentals.
Consumed per 15 minutes, https://www.youtube.com/w
Table 3: Calorie content of atch?v=rkpgF2M5jHQ
nutrients, Table 4: Physical
C. Presenting Examples/ Activity Table through
Instances Of The Power point Presentation to Ask the students to
New Lesson be lead by the teacher execute the 5 Fundamental
position of arm and feet
D. Discussing New Concepts And Teacher will present a video The teacher will present a
Practicing New Skills #1 clip about eating habits video of Festival dance
among teenager. Students (buhayani)
give their reflection/ insight The teacher will ask the
about the video clip. The students the following
teacher will ask the questions:
students if they have a  What are the basic
good eating habits. Site and
skills needed in
examples that showing dancing?
good eating habits. What dance formation did
(15 min) you see in the video?
https://www.youtube.com  How are the dance
/watch?v=FvZIUKG67pI steps being executed?
 How essential is music
in dancing?
https://m.youtube.com/
watc h?
v=0pt9K_Mb9Yo
The teacher will discuss
the Basic skill needed
in dancing, Dance
Formation, Essential of
music in the dance
27
through power point

presentation. (30 min)
The teacher will discuss The teacher will divide the
computing One’s Total class into 6 six groups
Energy Requirement (TER). consisting of 8-10 members.
The teacher will discuss The teacher will divide the
computing One’s Total class into 6 six groups
E. Discussing New Concepts Energy Requirement (TER). consisting of 8-10 members.
And Practicing New Skills Ask them to practice
#2 The teacher will give board the 5 fundamental
work activity to achieve movements. (20 min)
mastery on how to find
One’s Total Energy
Requirement.(10 min)
The learners will make the The students will execute
F. Developing Mastery computation of their the five fundamentals
(Leads To Formative individual total energy movement. Prior to the
Assessment 3) requirements (TER) activity, the teacher will ask
the students to have a copy
See LM- p. 140 The
of
students will make a list of
Their individual Heart Rate
a Meal Plan for a week.
Log that can be used in
Observe the weight
the whole grading quarter
management if needed.
for all the physical activity
The students will be asked
that we do.
to make their Personal
(see ANNEX A)
Festival Dancing Program
(30 min)
(FITT) based for the result
of then FITT computations.
See p. 142 for template (20
min)
The teacher will ask the The teacher will ask the
students about the students the following
importance of eating habits questions:
and physical activity in
connection of weight 1. What is the purpose of
G. Finding Practical management in our knowing the 5
28
lifestyle/ daily living. fundamental position
Applications Of Concepts before dancing?
And Skills In Daily Living Let the students sum up
their answer. Teacher should 2. How dancing affect
write on the board the our daily living/lifestyle?
responses. (10 min)
(5 min)
The teacher will emphasize . The teacher will ask the
to the students the value of students to make
the training guidelines insights/reflections with
H. Making Generalizations including the FITT principles emphasis on the essential
And Abstractions About in dance by answering the understanding of the lesson.
The Lesson open- ended statement:
 I learned that (5 min)
 I realized that.
 A am happy
because .
(20 min)
The teacher will give a The execution of
Quiz/ Problem Solving: fundamental movements
I. Evaluating Learning See TEST IV. will of students will be
COMPUTATION numbers 1 assessed using a scoring
and 2 LM-p. 156 guide/rubrics.
(10 min) (ANNEX B)
The student will review the
J. Additional Activities For Five Fundamental Positions.
Application Or Remediation
V. REMARKS
VI. REFLECTION
80% In The Evaluation.
Additional Activities For
Remediation Who Scored Below
80%
Work?
29
D. No. of Learners Who Continue
To Require Remediation
Strategies Worked Well? Why Did
These Work?
Encounter Which My Principal or
Supervisor Can Help Me Solve?
G. What Innovation Or Localized
Materials Did I Use/Discover Which
I Wish To Share With Other
Teachers?

30

Daily Lesson
Log TEACHER MORENO REFEL BACO LEARNING PE
In AREA
MAPEH TEACHING DATE AND (2ND WEEK) QUARTER 3RD QUARTER
TIME
D

DATE
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of lifestyle and weight management to promote community fitness
The learner . . .
The learner...
 Describes the nature and background of the dance (PE9RD-
C. Learning Competencies/ IIIb-1)
Objectives  Execute the skills involved in dance (PERd-IIIb-
h-4)
 Performs appropriate first aid for injuries and emergency situations in physical activities and dance settings
(cramps, Sprain, Heat exhaustion)
(PE9PF-IIIb-h-28)
II. CONTENT Social (Community dance, mixer) Festival and Ballroom Dances
A. REFERENCES
1.Teacher’s Guide pages Pp. 91-98
2.Learner’s Mateials pages pp. 124-130
3.Textbook pages
31
4.Additional Materials from
Learning Resources (LR)
portal
B. OTHER LEARNING RESOURCE
IV. PROCEDURES
The teacher will give a The teacher will ask the The teacher will ask the
recap on lifestyle diseases. students about the different students to give
(5 min) examples of festival dances examplesof locomotor and
in the Philippines and their non locomotor movements,
brief description. basic steps and arm
A. Reviewing Previous (10 min) movement.
Lesson or Presenting The
New Lesson The students will have
warm up exercises before
the group activity.
(10 min)
Divide the class in to 6
groups consisting of 8-10
members. In 10 minutes,
they will do this activity: Ask
the students to Enumerate
festivals that they are
familiar with.
B. Establishing A Purpose For  Make a short

The Lesson description about
each the festival
 Classify whether
they are religious or
non-religious festivals
Give at least 3
positive effects of
festival dancing or
participation/
involvement in
festival dances to
yourself, family,
32
community.
The students will present

their work in front of the
class.
 (15 min)
The teacher will post a
matching type activity and
C. Presenting Examples/ let the students identify
Instances of The New the place of Origin of the
Lesson different festivals in the
country.
See LM P. 124
(5 min)
the nature and
D. Discussing New Concepts background of some
And Practicing New Skills famous festivals in the
#1 Philippines through a
PowerPoint presentation.
(25 min)
how dancing contributes to
the improvement of cardio-
E. Discussing New Concepts vascular endurance by
And Practicing New Skills determining the Target
#2
Heart Rate (THR) range.
The students will get
thier own computation of
Predicted Maximum Heart
Rate (PMHR) Lowest Traget
Heart Rate (LTHR) and
Highest Target Heart Rate
(HTHR)
(10 min)
33
The teacher will
demonstrate the locomotor
and non locomotor
movements, basic steps,
and arm movements.
The teacher will divide the

class in to four groups
F.Developing Mastery consisting of 10- 12
members.
(Leads To Formative They will have their group
Assessment 3) activity where they will be
recalling the basic
movements that can be
used in folk dance (festival
dance )
See LM.pp. 127-130
(50 min)
Students will combine the

G. Finding Practical different movements to
Applications Of Concepts make a creative dance
And Skills In Daily Living pattern/steps
( 16counts for each
movement) and Practice)
Their performance should

have a music
accompaniment.
(40 min)
The teacher will ask the
students why we need to
consider reviewing of
locomotor, non locomotor,
basic steps and arm
movement before the
H. Making Generalizations
34
And Abstractions About festival dance.
The Lesson
What is the importanceof
engaging in this kind of
physical activity?
(10 min)
Student performance will
be assessed using scoring
guide/rubrics.
I. Evaluating Learning Variety of movements- 10
Creativity- 10
Cooperation- 5
Total- 25 points
Bring any music that can be Ask the students to
J. Additional Activities For used in festival dance. research other examples of
Application Or Remediation festival dances. Bring it to
class the next meeting.
V. REMARKS
VI. REFLECTION
80% In The Evaluation.
Additional Activities For
Remediation Who Scored Below
80%
C. Did The Remedial Lessons Work?
D. No. of Learners Who Continue To
Require Remediation
E. Which of My Teaching Strategies
Worked Well? Why Did These
Work?
F. What Difficulties Did I Encounter
Which My Principal or Supervisor
Can Help Me Solve?
G. What Innovation or Localized
Materials Did I Use/Discover Which
35
I Wish To Share With Other
Teachers?


Daily Lesson
Log TEACHER MORENO REFEL BACO LEARNING AREA PE
In
MAPEH TEACHING DATE AND 3RD WEEK QUARTER 3RD QUARTER

TIME

DATE
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of lifestyle and weight management to promote community fitness.
The learner . . .
The learners...
 Monitors periodically one’s periodically one’s progress towards the fitness goals (PE9RD-IIIb-h-
4)
C. Learning Competencies/  Involves oneself in community service through dance activities in the community (PE9PF-IIIg-h-
Objectives 41)
 Performs appropriate first aid for injuries and emergency situations in physical activity and dance settings
(Cramp, sprain, heat exhaustion)
(PE(PF-IIIb-h-30)
 Recognizes the needs of others in real life and meaningful ways (PE9PF-IIIa-h-
42)
II. CONTENT A. Social (Community dance, mixer) Festival
36
B. Ballroom Dances (DANCE PRESENTATION- FESTIVAL DANCE ROUTINE)
A. REFERENCES
1. Teacher’s Guide pages Pp.11-114
2. Learner’s Materials pages pp. 148-153
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR) portal
B. OTHER LEARNING RESOURCE
IV. PROCEDURES
The teacher will ask the The teacher will ask the The teacher will discuss the
students to recite and students to recite and Rubrics in their festival
execute locomotor, non- execute locomotor, non- dance performance.
locomotor, basic steps and locomotor, basic steps and
A. Reviewing Previous arm movements that they arm movements that they The students will have their
Lesson or Presenting The have learned from the have learned from the warm-up exercise before
New Lesson previous lessons. previous lessons. the practice.
(5 min) (5 min)
The teacher will ask the
students what fitness
development can people get
in participating in festival
B. Establishing A Purpose For dance in the community like
The Lesson the buhayani festival dance?
(5 min)
The teacher will discuss the
C. Presenting GRASPS for students to
Examples/ Instances able to know the festival
of The New Lesson dance routine of
all grade 9 level and the
preparation for it. See TG.
P11-114
Each section will select one
festival that represent their
37
sections. (10 min)
D. Discussing New Concepts And The teacher will discuss the
Practicing New Skills #1 The teacher together with Rubrics in their festival
the students will assign first dance performance.
the respective committees (See Attachment) (5 min)
The teacher will present the
possible festival that might
used by the students in their
performance.
 Maskara Festival
 Panagbenga Festival
 Buhayani Festival
 Ati-atihan Festival
 Sinulog Festival
 Bangus Festival
(10 min)
Let the students to use Let the students to use
E. Discussing New MAPEH time in practicing MAPEH time in practicing
Concepts And Practicing their dance presentation. their dance presentation.
New Skills #2
Before the Practice start Before the Practice start
make sure that the make sure that the students
students will have their will have their warm-up
warm-up exercises exercises (Wellness Dance)
(Wellness Dance) for them for them to prevent injuries
to prevent injuries that that may happen during
may happen during practice.
practice.
Every Physical Activity
Every Physical Activity (Practice) that might
(Practice) that might happen students should
happen students should record their Heart Log for
38
record their Heart Log for them to have self-assess
them to have self- assess and report the heart rate
and report the heart rate before and after they
before and after they perform.
perform.
Always remind the students
Always remind the students about the possible injuries
about the possible injuries that might occur when
that might occur when doing physical activity and
doing physical activity and situation:
situation: 1. Not having proper
1. Not having proper warm-up exercise
warm-up exercise 2. Not executing the
2. Not executing the proper movements
proper movements 3. Not observing safety
3. Not observing safety measure at all times
measure at all times (5 min)
(5 min)
F. Developing Mastery The teacher will monitoring The teacher will
the practice properly. (25 monitoring the practice
(Leads To Formative min) properly.
Assessment 3) (45 min)
G. Finding Practical Dance Presentation in the
Applications Of Concepts community.
And Skills In Daily Living
The students will make a
reflection about the festival
dance
I’ve
H. Making learned .
Generalizations And
Abstractions About I’ve realized
The Lesson .
I am happy because
.
39
The teacher will evaluate
their performance based
I. Evaluating Learning from the rubrics: (see
Attachment)
The students shall prepare
J. Additional Activities For Festival Dance
Application or Remediation Journal and submit their
HR LOG.
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%
Work?
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Teaching
Why Did These Work?

Encounter Which My
Help Me Solve?
Use/Discover Which I Wish
40
To Share With Other

Teachers?

41
Daily Lesson
Log TEACHER MORENO REFEL BACO LEARNING AREA HEALTH
In

TIME

DATE
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of first aid principles and procedures.
B. Performance Standard The learner performs first aid procedures with accuracy.
C. Learning Competencies/ The learner discusses basic The learner... The learner...
Objectives information about first aid (Principles,  Demonstrates the conduct of  Discusses the function of
Roles, Responsibilities and primary and secondary dressing and bandages
Characteristics of a good aider) survey of the victim (CAB) (H9IS-IIIc-d-39)
(H9IS-IIIa-36) (H9IS-IIIb-37)  The learner explains the
 Assesses emergency situation principles of wound dressing
for unintentional injuries H9IS-IIIc-d-40
(H9IS-IIIb-38)
 The learner demonstrates
appropriate bandaging
techniques for unintentional
injuries
(H9IS-IIIc-d-41)
II. CONTENTS FIRST AID BASICS First Aid Guidelines and Use of Dressing and
 Principles Procedures Survey the scene Bandagesalternatives include
 Roles  Do primary survey of the clean cloth or, handkerchief)
 Responsibilities victim (check for vital signs, Principles of Wound
 Characteristics of a good aider assess CAB (Circulation, Dressing (careful handling, large
Airway, Breathing) enough to cover the wound, should fit
 Do secondary survey of the snugly and not cut off circulation)
victim (head-to- toe survey)
Bandaging Techniques (for the head;
forehead; ear, cheek and jaw; burned
42
hand; sprained ankle; and
dislocated arm
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages Pages 324-329 Pages 330-341 Pages 342-349
 Darilag, A. Et.al EASE Health Education II Module 4 Lesson 1

Enjoy life with P.E and health II. (2012). 1-7 2, 214-215, 216-223.
1. Textbook pages
 Abejo M.P.,et.al.Edukasyong pangkatawan, kalusugan at musika I.
DepED. 1994. pp.197-198
Learning Resource (LR) portal
Health:First Aid and Non-print:
B. OTHER LEARNING Getchell,Pippin, Varnes. Perspectives
Manual Review (pp.680- 681).Toronto,  Retrieved from: “Philippine Red
REFERENCES on Health:First Aid and Manual
OntarioOnline Sources: Cross Basic First Aid Training
 http://webcache.goo Exercise” Review (pp.680-681).Toronto, Ontario
gleusercontent.com/s earch? https://www.youtube.com/watch? Online Sources:
q=cache:http:/ v=4bO_FLl4F1 Q Retrieved from:
/www.thefirstaidzone  Getchell,Pippin, Varnes. https://www.teachervision.com/tv/pr
.co.uk/first-aid-facts Perspectives on Health:First Aid intables/tv00053_s1-2.pdf
HAIYAN - Philippine Red Cross in and Manual Review (pp.680- Poison help.com
Actionhttps://www.yo 681).Toronto, Ontario Proper wound care: How to
utube.com/watch?v= zEH6Gl3iJjc minimize a scar
https://www.youtube.com/watch?v=
msw820Uwd0s
How To Do A Simple Dressing
h2Dw-8ry5TA
How to apply a basic Bandage:
Fsgb4FFYxY4
IV.PROCEDURES
43
A. Reviewing Previous  The teacher will For Review Activity: The students will answer
Lesson or Presenting conduct a pre-test the activity 4: “What will
New Lessons through; Paper-and -pencil Test you do?”
The students will answer (5 min)
“Fact or Bluff” the questions individually,
 What is first aid?
 Why it first aids
(See Activity 1 3rd Qtr. important?
attachment)
Give 2 characteristics of
(5 min)
a good first aider.
Criteria for checking:
2 points if the students
answer correctly.
1- point – clearly and
specific
 (10 min)
B. Establishing A Purpose For The teacher will present a The teacher will give the The teacher will ask some
The Lesson video clip of the Typhoon situation below, and let the representatives to
Yolanda. Then ask to students decide what they demonstrate on how to put
student to answer the will do next if they are in bandage in an injured
following questions; the situation/ scenario. person and dressing for the
 What do you feel wounds.
after watching the Situation: A man found (5 min)
video? unconscious after his
 Who are the people motorcycle hits the truck.
helped the victims? (5 min)
 What kind of help
they rendered?
 What do you think
will happen if there
are no one who
assisted them?
(10 min)
C. Presenting Examples / The teacher will present this The teacher will present the The learners will watch a
Instances of The New Lesson question: flow chart on LM page 331, video clip, then answer the
to check if their answer on questions afterwards;
How important the presence the first activity is correct.
44
of the first aider? (10 min)  Why it is important
(5min) to apply proper first
aid in a wound?
 If you are going to
have this, what will
be the first thing
you will do?
(6 min)
D. Discussing New Concepts And The teacher will discuss the The teacher will discuss the The teacher will discuss
Practicing New Skills # 1 Nature and Limitation of Vital Signs and difference of the difference between the
First Aid including the signs and symptoms using dressing and bandages.
following sub-topics; Venn Diagram Supporting videos will be
Principles, Roles, ( Refer on LM page 333) used to present the
Responsibilities and lesson
Characteristics The teacher will ask the
students watch the video, Worksheet will be
Refer to LM page 325 (For “Philippine Red Cross Basic provided.
additional information, See First Aid Training Exercise” (Refer to Activity 5)
attachment no.3)
(10 min) Processing questions: (20 min)
 How the Red Cross Note:
intervene in the But if the video is not
different sitautions? available refer to LM for
 What intervention specific and detailed
gives you learning? content. Also some
(10 min) materials are provided
E. Discussing New Concepts And The teacher will use the The teacher may use other
Practicing New Skills # 2 Interactive Strategies video clips if he/she is not
wherein: familiar in the first aid
 Discuss the Primary standard. (Links are
and Secondary available in the references)
Survey on LM page The teacher will ask the
333, through the use following questions after
of images.  viewing; What are the
 Teacher- Student two phases of
Collaboration Bandages?
The teacher will ask  How it differs from
45
some students to each other?
demonstrate the (15 min)
procedures.
Critiquing or feed backing

will be done simultaneously.
 (10 min)
F. Developing Mastery (Leads To The teacher will ask the The teacher will ask the The students will ask to do
Formative Assessment 3) learners to do the following learners to arrange the the page 348, Activity 16.
activities: following steps in assessing
emergency victim. The (10 min)
(Refer to the activity 2 scenario will be:
for the instructions)
After an earthquake
(Multiple incident, you see your
Intelligences) classmate lying down and
Bodily-Kinesthetic: Act unconscious and you are
the characteristics of a the only one sees her.
Good First Aider (10 min)
Linguistic- Present the
Principles of First Aid
through in a poetic manner
Visual-Spatial: Describe
the roles of the first aider
through the use of
symbolism
Processing questions:
 After you watch
the group
presentation, what
is the importance
of basic knowledge
about first aid basics?
 How you work as a
group?
(15 min)
46
G. Finding Practical Applications The teacher will go back Triad Activity: The group of learners will
of The Concepts And Skills again to the statements of The learners will make their be presenting a
In Daily Living facts and bluff activity, then emergency action plan. demonstration of the
ask the students to identify They are free to choose the following; Group 1:
in which aspects of first aid scenario: Techniques in bandaging
is exemplified. Use the Group 2: How to manage
following choices: Scenario A: accidentally fell wounds Group 3: Phases of
 Role on the ground but still Bandaging students will
 Objectives conscious Group 4: Bandaging in a
 Characteristics puncture in foot
 Principles Scenario B: A girl can’t Group 5: Putting first in an
(5min) breathe after she eat open wound
sea foods.
Criteria:
(10 min) 5-performed the activity in
one try correctly
5-creative and clear
presentation
H. Making Generalizations The learners will complete The teacher will be posting The teacher will ask the
And Abstractions the thought of the following a picture, then students learners what they learned
About The Lesson open-ended statements: will give their feedback/ about the lesson?
 First Aid is realization about the he students re free for
. image. iving of eedback. It hould
 The absence of First be
Aid can lead to . (Refer to Activity 4) (10 Positive- Negative-
 You are a first Positive
aider if min)
. (5 min) (10 min for preparation and
planning, 10 mins for
presentation,
10 for feedbacks
I. Evaluating Learning The learners will answer the Dyad Activity: The The teacher will ask the
activity 3. learners will do they Do students to do activity on
Think-Pair- Share LM page 349
( Refer to Activity 3 about the (10 in)
attachment) following keywords;
 Signs and
47
(5 min) Symptoms
 Vital Signs
 Primary Survey
 Secondary
Survey
(15 min)
J. Additional Activities For For Advanced For Advanced
Application And Learners/ Section: Group Learners or Section: Learners: Make a
Remediation of 5, they will research on Do page LM 341 demonstration on how to
the common accidents manage wounds and
encountered by their For Students’ with suppose you are going to
schoolmates in different learning needs follow- teach the grade 7.
aspects, up;
A. Home Answer the question on For learners with
B. Classroom LM page 340. learning needs: Answer
activity 6 “ Help me to
For Students who are in (15 min) Put Bandage”
need of follow-up: The
learners will answer the
activity 3, additional
activity.
(Refer to Activity 3
attachment)
V.REMARKS
VI.REFLECTION
Earned 80% In The Evaluation
Remediation Who Scored
Below 80%
Who Have Caught Up
With The Lesson.
48
Continue To Require
Remediation
E. Which of My Strategies
These Work?
Encounter Which My
Principal or Supervisor
Helped Me Solved?
G. What Innovation or
Use / Discover Which I
Wish To Share With
Other
Teachers?

Master Teacher I MAPEH Department Hea
49
Daily Lesson
Log TEACHER MORENO REFEL BACO LEARNING AREA HEALTH
In

TIME

DATE
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of first aid principles and procedures.
B. Performance Standard The learner performs first aid procedures with accuracy.
C. Learning Competencies/ The leaner demonstrates proper The learner... Evaluate the learner’s knowledge and
Objectives techniques in carrying and  Demonstrates proper first skills through summative test and
transporting the victim of aid procedures for common performance task
unintentional injuries. (H9IS-IIIe.f-42) unintentional injuries
 Prepares for the performance
task based on the performance
standards.
Transporting the Victim (drag and carry First aid for common unintentional PERFOMANCE TASK
techniques) injuries and medical emergencies
 One-person carry ankle drag,  musculoskeletal injuries
pack strap carry, blanket pull) (sprain, strain, fracture,
 Two-person carry (two handed dislocation) 2.
seat, fourhanded seat, chair  bleeding 3.
carry )  burn (superficial, partial and
 Three man carry full-thickness) 4. 5.
II. CONTENTS
 heat emergencies (heat
exhaustion, heat stroke)
 bleeding
 poisoning
 choking
 drowning
 heart attack
 electrocution
50
A. REFERENCES
1. Teacher’s Guide pages
 Learner’s Material pages Page 350-355 Pages 356-357
Darilag, A. (2012). EASE Health Education II Module 6.Enjoy life with P.E and health II..223-231, 233- 238.
 Textbook pages
 Additional Materials
from Learning Resource
(LR) portal
Getchell &Pippin et. al. (2006) Perspectives on Health:First Aid and Manual Review Toronto, Ontario. 680-681.
B. OTHER LEARNING Online Sources:

REFERENCES Epic Stretcher fail compilation (THE BEST):https://www.youtube.com/watch?v=wocCYL2MczA “Bridesmaids (5/10) Movie
CLIP - Food Poisoning (2011) HD” https://www.youtube.com/watch?v=PP9l4LP0WPI
IV. PROCEDURES
A. Reviewing Previous The students will answer The students will answer
Lesson Or Presenting the formative assessment the 5-10 question quiz
New Lessons based on the lesson 3. based on the previous
(5min) lesson.
(5 min)
B. Establishing A The students will watch the The students will go with
Purpose For The video, their multi- intelligences
Lesson “Epic Stretcher fail group, Then they will
compilation (THE BEST)” (5 perform the activity 23 on
min) LM page 356.
(15 ins)
C. Presenting Examples The students will answer The teacher will process the
/ Instances Of The the following questions after activity 23 presentation.
New Lesson viewing the video,
 What the Processing Questions:
happened to the How do you find the
victims? activity?
 What is the major  What are the things
problem of each you consider in order
scenario? to accomplished your
(5mins) activity?
51
(10mins)
D. Discussing New The teacher will discuss the The teacher will discuss the
Concepts And different kinds of transport First Aid for Common
Practicing New Skills # on LM page 351-354. Unintentional Injuries LM
1 Teacher may use different page 357- 362.
strategies for discussion.
Pictures may be use. The teacher will discuss as
(5min) well demonstrate the
different intervention.
This is more effective if a

video or class interaction
will be applied.
(20 min)
E. Discussing New The teacher will discuss the
Concepts And Two-man and Three or
Practicing New Skills # More-man Transport, and
2 ask some students to help
the teacher in
demonstration.
(Safety Precaution should be
observed)
(5 min)
F. Developing Mastery The students will answer the Students will do activity on
(Leads To activity on page 351- 352, page 363 activity 25.
Formative nos. 1-5, they can refer to
Assessment 3) their LM. (Refer to the activity) (15
(5 min)
min)
G. Finding Practical The students will do the By pair, the students will
Applications Of The activity: “Carry me with write how to apply first aid
Concepts And Skills In Care” in the given situation, using
Daily Living Each group will create flow
their video illustrating the chart. A short video will be
different ways of transport. given.(10 min)
(See attachment no.10 for
details)
52
(15 min)
H. Making Generalizations Proper transport in a victim Unintentional injuries cannot
And Abstractions About may help to prevent further be avoided. It happens at
The Lesson injury. A first aider should any time, at any place to
go proper training. anybody. We must therefore
(5min) practice safety and
awareness at all times. (5
min)
I. Evaluating Learning The students will choose The student will answer the
from the different transport following questions:
then they will explain, why  What are the
they choose this. different kinds of
unintentional
Criteria: injuries? Give 3
3 points-correctness 2- examples. ( 3pts)
clearly stated  Why it is important
1- Completeness of thought to know how to
handle injuries?
(5 min) ( 2 points content, 1
point realistic
and specific, 1 clear
thought)
 Give one scenario
of an unintentional
injury then write the
steps who will do.
(3 points-correctness of the
procedures, 2-exact and
realistic)
( 15 mins)
J. Additional Activities For For Advance Learners: The Plan for your performance
Application And students will do activity 21 task and practice for the
Remediation on page 355 presentation during your
vacant time.
For students with learning
needs;
Do activity 22 on LM page
53
355
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
Remediation Who Scored
Below 80%
Who Have Caught Up
With The Lesson.
Continue To Require
Remediation
E. Which of My Strategies
These Work?
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
Use / Discover Which I
Teachers?

54
55

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Annex1B to DepEd Order No. 42, s.

SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9

MAPEH TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY

II. CONTENTS A. Historical and Cultural Background of the Romantic Period

Since the common Each group will recieve a task

The romanctic period’s How does the structure of a

Checked by: Noted by:

RAULNILO S. MANATAD GILBERTO B. QUILBIO JR.

SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9

MAPEH TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY

A. Piano Music and Composers:

 What can you say What arts and media were

Group B – Sing the songTo

Group C – Describe the

Checked by: Noted by:

SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9

MONDAY TUESDAY WEDNESDAY THURSDAY

III. LEARNING RESOURCES

4. Additional Materials From

https://youtu.be/jR3 https://youtu.be/IWS9KJ- https://youtu.be/ https://youtu.be/agK-qvtb6Mc

A. No. of Learners Who Earned

Checked by: Noted by:

SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9

MONDAY TUESDAY WEDNESDAY THURSDAY

(10 min) (10 min)

(5 min) (10 min)

I’ve learned that

(10 min) (10 min)

Checked by: Noted by:

MONDAY TUESDAY WEDNESDAY THURSDAY

(Food Pyramid) (15 minutes) The teacher will ask the

The teacher will discuss the The teacher will present a

through power point

Checked by: Noted by:

SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9

MONDAY TUESDAY WEDNESDAY THURSDAY

B. Establishing A Purpose For  Make a short

The students will present

The teacher will divide the

Students will combine the

Their performance should

Checked by: Noted by:

SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9

MAPEH TEACHING DATE AND 3RD WEEK QUARTER 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY

A. No. Of Learners Who

B. No. Of Learners Who

F. What Difficulties Did I

To Share With Other

Checked by: Noted by:

MAPEH TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY

 Darilag, A. Et.al EASE Health Education II Module 4 Lesson 1

Critiquing or feed backing

Checked by: Noted by:

MAPEH TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY