Daily Lesson Log
in
MAPEH
SCHOOL
ELISEO C. RONQUILLO SR. MEMORIAL NATIONAL
HIGH SCHOOL
GRADE LEVEL
TEACHER
LLANAIR G. CONVICTO
LEARNING AREA
FEBRUARY 13 – 14, 2023
QUARTER
TEACHING DATE
1ST DAY
I.OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
10
MUSIC
3RD QUARTER
2ND DAY
The learner demonstrates understanding of characteristics features of contemporary music.
The learner sings contemporary songs.
The learner…
The learner…
 Listens perceptively to excerpt of major
 Lives a brief biography of selected Contemporary
Contemporary works
Philippine composer/s
(MU10CM-IIIa-h-1)
(MU10CM-IIIc-g-3)
Sings selection of contemporary Philippine
 Describes characteristics of traditional and new
music
 composer/s with appropriate pitch, rthythm, style &
(MU10CM-IIIa-h-2)
expression
(MU10CM-IIIb-h-4)
A. Contemporary Philippine Music
II. CONTENT
B. Traditional Composers:
 Antonio Molia, Felipe P. De Leon Sr.
 Lucio San Pedro
 Raymundo Cipriano “Ryan” Cayabyab.
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
pp. 40-48
pp. 92
pp. 98-101
pp. 102-104
Copacio, H.P. Lugue, V.R, Ramirez, V.P. et. Al, (2014). Our world of MAPEH, Vibal Publishing Inc.
Gregorio Araneta Ave. Quezon City. 40, 49, 52 -53.
1
4. Additional Materials
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous
Lesson or Presenting New
Lessons
The teacher will play “Ugoy
ng Duyan” as a major
example of Contemporary
work. The teacher will ask:
“Are you familiar with the
song? Do you know the
title of the song? Who
among you enjoys
listening to this kind of
music?
(10min)
See attached song.
B. Establishing A Purpose for
the Lesson
The teacher will play 2
differentkinds of songs,
one fromcontemporary
and from pop music.
The teacher will ask:
What is the difference
FACT OR BLUFF
The student will play
a game inspired by
Celebrity Bluff where
they will classify if
the song played is
contemporary music
or not. They will say
the word FACT if it is
contemporary and
BLUFF if not.
Pair Me Up:
The student will be
grouped. They
will be given names and
pictures of different
traditional composers.
They need to pair the
picture with their correct
names. Do you know any
traditional
composers?Are you
familiar with any of
them?”
(10 min)
Song Tanong:
Theteacher will play
major works of
Molina and
Felipe De Leon. They
will identify the title
of the song as a
review of the past
lesson. “Do you
remember the work
of Molina and Felipe?
Can anyone identify
some of their works?”
(10 min)
Loop A Word:
Thestudents will find
atleastten titles of
compositions
of our featured
2
between the songs? Can
you describeeach song?
What makes themdifferent
from one another?
( 10 min)
composers from
traditional Music and
make a visual aid in
presenting them.
After the presentation
the teacher will ask the
following questions:

Have you already
encountered these
composers?
 When or where did
you hear their songs?
(5 min)
C. Presenting Examples /
Instances of the New
Lesson
The teacher will show a
video of another major
contemporary song and he
will describe it himself
giving emphasis on the
characteristics.
(10 min)
The students will identify
some of the major song
compositions found which
they are familiar with.
"Have you encountered
hearing some of those
songs? Where did you
hear those songs?"
(5 min)
The teacher will play
"Sa Ugoy ng duyan"
andwill ask the
students: "What do
you think is the name
of the composer of
this song? You can
find his name from
the board game.”
(5 min)
The teacher will discuss
Contemporary Music
including major
contemporary works and
their characteristics using
a PowerPoint presentation.
(20min)
The teacher will discuss
using video presentation
a short biography of
Antonio Molina and
FelipeDe Leon and their
famousworks.
(20 min)
The teacher will
present video clip of a
short biography of
Lucio San Pedro and
Ryan Cayabyab and
their famous works
(20 min)
(See Attachment)
(See Attachment)
(See Attachment)
(See Attachment)
D. Discussing New Concepts
and Practicing New Skills
#1
3
E. Developing Mastery
(Leads To Formative
Assessment 3)
The teacher will play
different songs from
contemporary and pop
music. The students will
classify which among
those songs are
contemporary, based on
the characteristic they
have learned.
The teacherwill ask: “How
did you know if the song
being played is
contemporary?
What is your basis for it?
(10 min)
Group Charade
METACARD
The student will act out
the title of the songs of
the featured composers
andlet the group guess
it.
(15 min)
The teacher will post
the names of San
Pedro and Cayabyab
on the board.
He will play their
major works. The
students willclassify
them by posting the
card with the song
title, under the
correct composer.
(10 min)
(See Attachment)
F. Finding Practical
Applications of The
Concepts And Skills In
Daily Living
The teacher will ask
about the
significance of some
Contemporary
characteristic such as
harmony in real life.
"Is itimportant to
have harmony in a
Family
relationship?Why?”
The teacher will ask
for the importance of
education in
becoming a
successful person like
the featured
composers.
(5 min)
4
G. Making Generalizations
And Abstractions About
The Lesson
The students will
choose at least three
major contemporary
songs from the
examples and they
will describe the
characteristics of
each song
(15 min)
H. Evaluating Learning
Videoke
Challenge:
Group Game: AHum!
Students will sing the
major selected
Contemporary song
usingthe videoke.
The teacher
will select the
“Videoke
King and Queen”
using the
rubric.
The teacher will
providedraw lotsof
major
traditional
compositions.
Each group will pick
one and they have to
hum a simple melody
of the contemporary
song which will be
chosen through draw
lots.
(10 min)
After the activity, the
teacher will ask the
students: "How did
you feel
after singing the
contemporary song?”
Did
You enjoy singing it?
I. Additional Activities For
Application And
Remediation
The students will
researchthe at least 2
major song compositions
of the followingtraditional
composers:
5
 Francisco
Buencamino,
 Hilarion Rubio,
Rodolfo
 Cornejo, Antonino
Buenaventura,
 Rosendo Santos
Jr.,
 AlfredoBuenavent
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
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
Prepared by:
NA
LLANAIR G. CONVICTO
Subject Teacher
Checked by:
RAMON A. VENEZUELA JR., MAED
OIC/MT- Designate
Noted by:
JOEL S. AMON, PhD.
Principal IV
7
Daily Lesson
Log in
SCHOOL
ELISEO C. RONQUILLO SR. MEMORIAL NATIONAL
HIGH SCHOOL
MAPEH
TEACHER
LLANAIR G. CONVICTO
TEACHING DATE
FEBRUARY 15 – 17, 2023
3RD DAY
I.OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/
Objectives
GRADE LEVEL
LEARNING AREA
QUARTER
10
MUSIC
3RD QUARTER
4TH DAY
The learner demonstrates understanding of characteristics features of contemporary music.
The learner sings contemporary songs.
The learners…
The learners…
The learner gives a brief
 Improvises simple vocal/ instrumental
 Explores ways of
biography of selected
accompaniments to selected songs
creating sounds on
Contemporary Philippine
(MU10CM-IIId-e-5)
a variety of sources
Music (MU10CM-IIIc-g(MU10CM-IIId-e-5)
 Creates a musical on the life of a selected
3).
contemporary Philippine
 Improvises simple
composer(MU10CM-IIIg-h-7)
vocal/ instrumental
 Evaluates music and music performance
accompaniments to
using knowledge of musical elements and
selected songs
style
(MU10CM-IIId-e-5)
(MU10CM-IIIh-8)
New Music Composer
II.CONTENT
Contemporary Music, Traditional Music, New
Music and Song Composers.
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
pp. 49-64
pp. 113- 125
Copacio, H.P. Lugue, V.R, Ramirez, V.P. et. Al, (2014). Our world of MAPEH, Vibal Publishing Inc.
8
Gregorio Araneta Ave. Quezon City. 41, 69 -70.
4. Additional Materials from
Learning Resource (LR)
portal
C. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous
Lesson or Presenting New
Lessons
B. Establishing A Purpose For
The Lesson
https://www.youtube.com/wat
ch?v=6p0BwH59T qw
https://www.youtube.com/wat
ch?v=NwZwgWFDYsI
x.php/Restie_Umali
ki/Sound_effect
https://www.youtube.com/
https://www.youtube.com/watch?v=cwB3Zxh2gSE
The teacher will review the
different composers from
the past lesson. He will ask
: "Can you name the four
composers discussed and
cite their famous work as
well?”
(5 min)
The teacher will show
pictures of contemporary
composers then let the
The teacher will play
excerpts of
recordings from CD
of major
contemporary songs
learned. “What can
you say about
the musical
accompaniment of
the songs? What
instruments can you
hear in the songs?
Can you play of those
instruments?
(10 min)
(See attached music)
The teacher will play
a video clip from the
movie "Pitch Perfect"
Pinoy Henyo!
The studentwill play the
game Pinoy Henyo which
focuses onthe different
composers
and their life.
(10 min)
The teacher will ask the
students: “Who among
the composersdo you like
The teacher will ask
updates from each
group
about their
performance.
Each group will give
feedback about their
activity.
(10min)
The teacher will
review therubricsfor
the evaluation oftheir
9
students name each
picture.
(10 min)
where the lead
character sings 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
accompaniments
using any other
resources?
the best?”
(10 min)
performance.
( 10 min)
(10 min)
(See attached music)
C. Presenting Examples /
Instances Of The New
Lesson
The teacher will playa
musicclip of different
composers
(10 min)
The teacher will
show another video
clip of Beat-boxing.
“Can any of you
perform beat-boxing?
(10 min)
The teacher will show an
example of the musical
performed by students
that shows the life of a
composer. "What can
you notice about the
video clip? Do you think
you can perform a simple
musical about one's life
as well?
( 10 min)
Teacher led discussion
about the life of selected
new music and song
(See attached clip)
Teacher-led
discussion
about the different
(See Attachment)
The teacher will discuss
a brief introduction about
composers using video clip.
The teacher will also
showcase different famous
works of the artists.
Ways
to create sounds and
Improvise
accompaniments.
(See attached music)
D. Discussing New Concepts
And Practicing New Skills
#1
a simple musical creation
using a video clip.
He will also recall the
different improvise sound
creation and keynote
The teacher will
monitor the practices
of each group.
(30 min)
10
E. Developing Mastery
(Leads To Formative
Assessment 3)
F. Finding Practical
Applications Of The
Concepts And Skills In
Daily Living
(20 min)
(20min)
(See attachment)
(See attachment)
The student will answer a
work sheet to be provided
by
the teacher about the key
points and their famous
works.
See attached work sheet.
(15min)
The students will be
grouped and they will
create a song
number using
materials around
them.
(10 min)
about the life of the
composers.
(20min)
The teacher will group
the students and instruct
them to choose a
composer that was
discussed in class. They
will create a short musical
about the lives of these
composers. They will
have to video record it
using their phones
(10 min)
What values do you
admire fromthe
different composers?
Why? How can apply
this in your life?
(5 min)
G. Making Generalizations
And Abstractions About
The Lesson
Who are the great
musicians of our
country?
How did these people
enhance their talents
and made
a great impact in our
music industry?
(5 min)
H. Evaluating Learning
The teacher will
provide rubric. - See
attachment.
The teacher will provide
rubric.- See attachment.
11
I. Additional Activities For
Application And
Remediation
The students will
interview their parents
or olderrelatives about
other new music and
song composers. They
will write a short
description and their
famous work.
V.REMARKS
VI.REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
12
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
Prepared by:
NA
LLANAIR G. CONVICTO
Subject Teacher
Checked by:
RAMON A. VENEZUELA JR., MAED
OIC/MT- Designate
Noted by:
JOEL S. AMON, PhD.
Principal IV
13
Daily Lesson Log
in
MAPEH
SCHOOL
TEACHER
TEACHING DATE
ELISEO C. RONQUILLO SR. MEMORIAL NATIONAL
HIGH SCHOOL
LLANAIR G. CONVICTO
MARCH 04- 05, 2024
1ST DAY
I.OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies/
Objectives
II. CONTENT
GRADE LEVEL
LEARNING AREA
QUARTER
10
ARTS
3RD QUARTER
2ND DAY
The learner…
 art elements and processes by synthesizing and applying prior knowledge and skills
 new technologies that allow new expressions in the arts
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.
The learner…
The learner…
 Identifies art elements in the various
 Determines the role or function of
media-based arts in the Philippines
artworks by evaluating their utilization and
(A10EL-IIIb-1)
combination of art elements and principles
 Identifies representative artists as well as
(A10PL-IIIh-2)
distinct characteristics of media-based arts
 Uses artworks to derive the
and design in the Philippines
traditions/history of a community
(A10EL-IIIa-2)
(10PL-IIIh-3)
 Realizes that Filipino ingenuity is distinct,
exceptional, and on a par with global
standards
(A10PL-IIIh-1)
MEDIA-BASED ARTS AND DESIGN IN THE PHILIPPINES
A. Photography
1. George Tapan
2. John Chua
B. Film
1. Brillante Mendoza
2. Maryo J. de los Reyes
3. Laurice Guillen
III. LEARNING RESOURCES
A. REFERENCES
14
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous
Lesson Or Presenting New
Lessons
B. Establishing A Purpose For
The Lesson
TG pages 144-148
TG pages 148-153
LM pages 282-269
LM pages 269-277
Lugue, V., R., Palu-ay, A., P., and Vergara, L., A., et. al. (2006). MAPEH for a better you.
Quezon City. LG&M Corporation
Perez, V., V., Luna, L., N., Tomas, C., E., et. al. (2004) MAPEH-CAT.
Quezon City. Saint Bernadette Publications, Inc
Ask the learners to recall
their experiences making
and using a pinhole
camera in Quarter 2 and
what they have learned
about the process of
photography through their
experiences.
(5 min)
The teacher will show
different pictures from
different photographers.
Photos by George Tapan
rappler.com
Photos by John K. Chua
adphoto.com.ph
greatgreths.wordpress.com
The learners will point out
The teacher will post
different photos and
let the learners name
famous Filipino
photographers and
their artworks.
(5 min)
The teacher will flash
different images and let
the students identify the
themes/message of each
photographs.
(5 min)
The teacher will ask
the students to name
different film makers
and their crafts who
made an
impact/contribution in
the movie industry.
(5 min)
LIP Synch Game
The teacher will ask the
students to identify the
title of a movie by
reading the lips of their
classmates.
(10 min)
15
C. Presenting Examples /
Instances Of The New
Lesson
how these samples of
photographs exemplify:
• artistic aspect
• communication aspect
(10 min)
Students
will
identify
elements and principles of
arts that are present in the
given examples through
the help of the teacher.
(10 min)
The learners will watch a
movie clip of famous
Filipino film makers. They
are expected to describe
the movie in terms of:
• actors
• concept
Tinimbang Ka, Ngunit
Kulang, 1974, Lino
Brocka
https://www.youtube.co
m/watch?v=iUNokeeN8M
U
Tinimbang Ka, Ngunit
Kulang, 1974, Lino
Brocka
https://www.youtube.co
m/watch?v=iUNokeeN8M
U
Sister Stella L, 1984, Mike
de Leon;
https://www.youtube.co
m/watch?v=PwmPkAs0ck
I
Himala, 1982, Ishmael
Bernal
https://www.youtube.co
m/watch?v=wybe_elpHT
A
16
D. Discussing New Concepts
And Practicing New Skills
#1
The teacher will discuss
the photographs of George
Tajan and John K. Chua in
the Learner’s Material.
• subjects
• style
(10 min)
E. Developing Mastery
(Leads To Formative
Assessment 3)
The teacher will ask the
learners to answer the
following questions on
page 268 of the LMs
(25 min)
Oro, Plata, Mata, 1983,
Peque Gallaga
https://www.youtube.co
m/watch?v=wybe_elpHT
A
(10 min)
The teacher will discuss
the evolution of Film
making in the Philippines
including themes,
message, recognize films
of all time, directors and
its impact in our country.
(30 min)
Group Task:
“PhotographyImages with a
Message”
LM page 268
 The students will
go around the
campus with
their group.
 Using any
available device
in taking
photographs like
DSLR camera,
mobile phone,
android phone,
tablet, take
photos of your
assigned
theme/concept
Group Task: “FilmMoving Selfies” on
page 276 of the
HORIZONS Grade 10
Learner’s Materials.
 Each group will
choose a catch
tune of about two
minutes in
length.
 Using any of the
available devices
with video
capabilities
(mobile phone
with video
camera, tablet
with video
camera, digital
video camera),
each group will
17
 (human, our
school,
landscape,
plants/trees
animals/insects).
 Learners will
select one photo
taken by the
group members
to be submitted
for printing.
The final output will
be collected by the
teacher for the
exhibit activity.
(35 min)
F. Finding Practical
Applications Of The
Concepts And Skills In
Daily Living
What characteristic/s
can be developed in
this can kind of
activity?
How it can help you
as a student?
(5 min)
G. Making Generalizations
And Abstractions About
The Lesson
What are the
qualities of a
photograph that
makes it a powerful
create a series of
“video selfies” of
themselves with
the tune as a
background
music.
 Using a video
editing program
(as discussed in
Quarter II),
learners willwork
together in
synchronizing the
video segments
with the beat and
lyrics of their
chosen song.
 Learners will
submit their
outputs to be
used in the
culminating
activity.
(40 min)
In what ways we can
contribute to the
improvement of the
movie industry of our
country?
(5 min)
1 Why is film making
considered a
technology driven art?
2.What are the
18
H. Evaluating Learning
communication tool.
(5 min)
elements and
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?
(10min)
The outputs of each
group shall be
assessed using the
criteria below.
The outputsof each
group shall be
assessed using the
criteria below.

Technical
Aspect (Lighting
& Color)
(20 pts.)

Visual Impact
(Framing &
Choice of
Viewpoint and
Design
Elements
&Principles)
(15 pts.)

Content(Infor
mation &
Subject
Matter)
 Cinematography
(Camera Work,
Placement,
Movement &
Lighting)
(20 pts.)
 Production Design
(Location and
Scenery)
(15 pts.)
 Acting Facial
Expressions &
Gestures)
(15 pts.)
(15 pts.)
19
I. Additional Activities For
Application And
Remediation
Preparing for the
Quarter 3 “Exhibit of
Media-Based Arts and
Design
Preparing for the
Quarter III “Exhibit
on Media-Based Arts
and Design”
Guide the students in
preparing their
photographs for the
culminating exhibit at
the end of the
quarter by labelling
them with original
titles, their group
members’ names,
date and the device
used.
Note: This is to be
done simultaneously
for the artworks from
the projects
for animation,
advertising, comics
illustration, andbook
design and
illustration.
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.)
software
programs used
(image capture,
image
manipulation,
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
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
21
Daily Lesson Log
in
MAPEH
SCHOOL
TEACHER
TEACHING DATE
ELISEO C. RONQUILLO SR. MEMORIAL NATIONAL
HIGH SCHOOL
LLANAIR G. CONVICTO
GRADE LEVEL
LEARNING AREA
MARCH 06- 07, 2024
QUARTER
3RD DAY
I.OBJECTIVES
A. Content Standards
10
ARTS
3rd Quarter
4TH DAY
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 Competencies/
Objectives
The learner…
 Creates artworks that can be assembled with
local materials
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 appropriate for
the style or form of media-based arts and
design
A10PR-IIIf-4
The learner mounts a media-based exhibit of
completed artworks
A10PR-IIIg-5
22
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
H. Teacher’s Guide pages
I. Learner’s Material pages
J. Textbook pages
K. Additional Materials from
Learning Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting New
Lessons
MEDIA-BASED ARTS AND DESIGN IN THE PHILIPPINES
A. Animation
 Animation Council of the Philippines
 Philippine Animation Studio Inc.
B. Print Media
 Advertisements
 Comic books
C. Innovations in Product & Industrial Design
 Kenneth
 Cobonpue,
 Monique Lhuillier,
 Josie Natori,
 Lulu Tan Gan,
 Ditas Sandico-Ong, Rajo Laurel,
 Aze Ong
D. Culminating Activity : Exhibit Of Media-Based Arts
TG pages 153 -161
LM page 278-293
Let the students watch video
clips about animation, print
media and comics
Major Animated Films Involving
Filipino Animators.
The teachers will ask
the students to
describe the
characteristics of media
designs in the
Philippines.
TG pages 162-166
LM pages 293-300
Let the students
observe the digital
designs made by the
following:

Kenneth Coponpue
TG pages 167-168
LM pages 301-302
The teacher will orient
the students about the
event.
The last session for
Quarter III will be
23
( Toy Story, Up, The Incredibles,
Monsters University, Cars,
Planes, Finding Nemo, Brake,
Shrek, Kung Fu Panda )
https://www.youtube.com/watc
h?v=xMKrirZaPNw
https://www.youtube.com/watc
h?v=xMKrirZaPNw
Filipino Animated Films
( Urduja, 2008, APT
Entertainment Seventoon and
Imaginary Friends; Dayo:Sa
Mundo ng Elementalia, 2008,
Cutting Edge Productions;
Metanoia, 2010, Ambient Media,
Thaumatrope Animation, Star
Cinema
https://www.youtube.com/watc
h?v=R_pC7xS1hfg
https://www.youtube.com/watc
h?v=ggBVyjgt2Fc
Sample Comic Books
www.enwikipedia.com
www.comic.vbe.com
www.pfab.deviantart.com
B. Establishing A Purpose For
The Lesson
Sample Comic Strips from
Newspapers or Magazines
www.tresecomics.com
www.iantoy.deviantart.com
www.lifestyle.inquire.com
(5 min)
The students are expected to
answer the following questions:
(5 min)
brabbu.com
designbyhive.comkenne
thcobonpue.com
casaoutdoorboston.com
 Monique Lhuillier
mindweiss.com
yourstylejourney.com
 Josie Natori
runnursefiles.wordpress
.com
image.com
fashiontreatment.com
 Rajo Laurel
stylebible.com
rajolaurel.com
devoted in staging “An
Exhibit of Mediabased
Arts and Design”
presenting the
following categories:





Photography
Film
Animation
Advertising
Comics
Illustration
 Book Design
and Illustration
 Product /
Industrial /
Fashion Design
(5 min)
 Lulu Tan Gan
vitostudios.com
prosperoworld.com
 Dita Sandico Ong
photoembassy.rome
.com
philippineaid.com
(5 min)
The students will group
the images into two
categories.
The students will
select among their
own work created
24

What have you noticed
about the different video
clips?

Do you think these
videos are related to the
Philippines? Why or why
not?
Let the students
describe the images
according to their
categories.
(5 min)

C. Presenting Examples /
Instances Of The New
Lesson
Why is it possible to
create, store and
distribute digital arts in
new amazing ways?
(10 min)
The teacher will give an
overview of the different mediabased arts:
Activity A No.1 on page 154 of
the HORIZONS Grade 10
Teacher’s Guide.
The teacher will display visual
aids of the foreign animated
films involving Filipino
animators, sample comic books
or comic strips including the
cover designs and inside
illustrations produced by the
Filipino publishers.
Let the students examine the
different subjects, styles,
etc.that these have.
Ask the students if they have
watched any of these films, and
if they had ever imagined that
within Quarter III, as
well as source photos,
magazine or calendar
cut-outs, Internet
images, etc. of at least
two to three
representative
artworks each for the
above categories.
(5 min)
The teacher will allow
the class to view the
photos and to discuss
their observations.
The teacher will ask the
learners the following:

How does
technology play
a role in the
concept and
creation of
these designs?

How do you see
art reflected in
these designs as
well--particularly
employing
Philippine
25
Filipino artists were among
those tapped to create the
characters and visual
components.
materials and
local crafts?
Have them point-out
the specific details of
every photo.
(5 min)
Ask the students to describe the
illustrations on the comic books.
(15 min)
D. Discussing New Concepts
And Practicing New Skills
#1
Teacher-led discussion on the
characteristics of media-based
arts and design in the
Philippines:


Teacher-led discussion
on the acclaimed
Filipino designers.
(10 min)
Animation
Print Media
(15 min)
E. Discussing New Concepts
And Practicing New Skills
#2
Teacher-led discussion on the
Original Filipino media-based
arts and design:


F. Developing Mastery
(Leads To Formative
Assessment 3)
Comic Books
Book Design &
Illustration
(15 min)
The teacher will group
the students into four
groups and work-out
for the following
The teacher will
designate a task for
each group.
The learners will ask
to decorate the room
in preparation for the
exhibit.
26
activities:


Animation Group
Task: “A StopAction Cartoon
(see page 281 of
the Learner’s
Material)
Advertising Group
Project: Presenting
Products/Services
With a Cause
(see page 283 of
the Learner’s
Material)

Comics Group
Task: Kool Komiks
(see page 289 of
the Learner’s
Material)

Book Illustration
Group Task:
“Creating A Story
book
(see pages 292293 of the
Learner’s Material)
Have the class do the
What-to-Process
activities on page 299300 of the
Arts Grade 10 Learner’s
Materials.
(40 min)
“Project Runway”
/Project Interior”

Fashion-related
Pieces

Interior Designrelated Pieces
Each finished piece will
be labelled with a
creative name
highlighting its distinct
qualities; and the
names of the group
members. The
Pieces will be turned
over to the students for
safekeeping until they
will be presented as
part of the culminating
exhibit.
(35 min)
The group will submit
their finished output for
safekeeping until these
outputs will be
presented as part of
the culminating exhibit.
27
(45 min)
G. Finding Practical
Applications Of The
Concepts And Skills In
Daily Living
After the activity, the
teacher will ask the
following questions:

What are the
challenges that
you
encountered
while making
the activity?

What are your
attitudes that
helped you
overcome the
challenges?
What do you think are
the characteristics of a
good visual artist that
can help you to
become a better
person?
(5 min)

How can you
practice these
attitudes at
home and at
school?
(10 min)

Making Generalizations
And Abstractions About
The Lesson
The teacher will ask
the following question:
 What is the role of
animations and
other forms of
media based art in
various media
platforms?
 What do you think
of the reputation
28
of the Filipino
artist in the word
of animation?
(5 min)

Evaluating Learning
The output of each
group shall be assessed
using the given criteria.
The output of each
group shall be assessed
using the given criteria.

Relevance to
the Theme: 15
points

Relevance to
the Theme: 15
points

Creativity: 15
points

Creativity: 15
points

Teamwork: 10
points

Teamwork: 10
points

Time
Management:
10 points
Time Management: 10
points
Let the students invite
the school
administration, other
faculty members, and
their schoolmates to
visit the exhibit. Help
them prepare to
explain the works and
how these present the
characteristics of
different forms of
media-based art and
design.
CRITIQUING THE
EXHIBIT
As a form of selfevaluation, guide the
students in rating the
culminating exhibit
using the format.
(see page 302 of the
HORIZONS Grade 10
Learner’s Materials.
(35 min)

Additional Activities For
Application And
Remediation
V. REMARKS
VI. REFLECTION
A. No. Of Learners Who
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
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
Prepared by:
Noted by:
Llanair G. Convicto
Subject Teacher
Joel S. Amon, PhD
Principal IV
30
Daily Lesson
Log in
MAPEH
SCHOOL
TEACHER
TEACHING DATE AND
TIME
GOOD SHEPHERD’S VISION FOR EXCELLENT
EDUCATION INC.
SHAIRA F. OLMIDO
GRADE LEVEL
10
LEARNING AREA
PE
TTH 7:30 – 9:30
QUARTER
1ST DAY
I.OBJECTIVES
A. Content Standard
3RD QUARTER
2ND DAY
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 Competencies/
Objectives
The learner assesses physical activities, exercise,
and eating habits.
(PE10PF-IIIa-h-39)
II. CONTENT
The learner determines risk factors related to
lifestyle diseases (obesity, diabetes, heart disease)
(PE10PF-IIIa-40)
Other Dance Forms (Hip-hop, Street Dance, Cheer Dance, Contemporary Dance)
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
Pages 120-121, 131-138
Pages 108, 117-123
OHSP PE 1 Q1 – module 1
Pages 121-122
Page 11, 109
OHSP PE 1 Q1 – module 1
31
B. OTHER LEARNING
REFERENCES
PROCEDURES
A. Reviewing Previous
Lesson or Presenting New
Lessons
B. Establishing A Purpose For
The Lesson
https://www.google.com.ph/search?q=unhealthy+student&biw=1242&bih=585&source=lnms&tbm=isc
h&sa=X&ved=OahyUKEwi https://www.youtube.com/watch?v=dputPMqkESI
http://www.sonyadakarskinclinic.com/product_images/uploaded_images/healthy-eating-habits.jpg
https://www.youtube.com/watch?v=vI7DHH7AgCk http://www.livestrong.com/article/131283-typeslifestyle-diseases/ http://www.medicalnewstoday.com/info/obesity
The teacher will solicit
opinion from the learners
about the benefits of
involving oneself to
physical activities,
exercises such as hip-hop,
street dance, cheer dance,
contemporary dance, etc.
(5 min)
(All answers should be
posted on the board using
metastrips.)
The teacher will show a
picture of a person with
unhealthy eating habits,
lack of physical activity and
exercise. Let the learners
answer the following
questions:



What can you say
about the picture?
What unhealthy
habits/practices are
shown in the picture?
What will happen if
the person on the
picture becomes
The teacher will ask
the students to
differentiate a
healthy and an
unhealthy person.
(5 min)
The teacher will ask this
question:
What is the importance of
physical activity, exercise
and following healthy
eating habits?
(5 min)
The teacher will ask
volunteers to discuss
different lifestyle
disorders.
The teacher will read the
story about "Sitio
Katamakawan" and ask
the following questions:

Describe the lifestyle
of the people in the
community.

Would you like to live
in this community?
Why or why not?

Do the people live a
physically active and
healthy lifestyle?
32
involved in physical
activity like hip-hop or
street dancing?
(10 min)
(Please see the link for
the suggested picture)
https://www.google.co
m.ph/search?q=unhea
lthy+student&biw=12
42&bih=585&source=l
nms&tbm=isch&sa=X
&ved=OahyUKEwi
C. Presenting Examples /
Instances of The New
Lesson
The teacher will show
pictures of healthy eating
habits, physical activity
and exercise involvement.
The teacher will ask the
learners to answer the
following questions:
 What can you say
about the pictures?
 What healthy
habits/practices are
shown in the
pictures?
 What will happen if
you involve yourself
in physical activity,
exercise and practice
healthy eating
habits?
(10min) (See
attached pictures for

What are the
possible diseases
that the people of
this community
might get?

What recreational
physical activities can
you suggest to the
children, teenagers
and adult members
of Sitio
Katamakawan?
(15 min)
Students will watch a
video that shows factors
related to lifestyle
diseases. The teacher
will ask the following
questions:
 What are the
factors that cause
lifestyle diseases?
 What physical
activities can you
advice your
family, friends and
people in the
community to
avoid such factors
that cause
lifestyle diseases?
(10 min)
https://www.yout
ube.com/watch?v
33
presentation)
http://www.sonyada
karskinclinic.com/pro
duct_images/uploade
d_images/healthyeating-habits.jpg
D. Discussing New Concepts
and Practicing New Skills
#1
The teacher will discuss
the Filipino Pyramid
Activity Guide (FPAG) to
engage learners among
the healthy physical
activities.
(See attached print-out)
(15 min)
=vI7DHH7AgCk
The teacher will
discuss to the class
the Types of Lifestyle

Diseases:

Obesity

Diabetes
 Heart Disease
(15 min)
http://www.livestrong
.com/article/131283types-lifestylediseases/
http://www.medicaln
ewstoday.com/info/ob
esity (See attached
print-out of Lifestyle
Diseases)
E. Discussing New Concepts
and Practicing New Skills
#2
The teacher will show the
picture of Eating Plan for
Healthy Living to check
and remind the learners of
their daily nutritional
needs.
(See attached print-out)
(10 min)
34
F. Developing Mastery
(Leads To Formative
Assessment 3)
The teacher will ask the
following processing
questions:
A.F ilipino Pyramid Activity
Guide (FPAG)
 Which of these
activities do you do
for at least
10minutes at a time
for 30 minutes a
day for at least 5
days a week? 2.
Based on the FPAG,
do you consider
yourself as an
active or inactive
person? Why?
 How much time do
you engage in
dancing?
 If you don't like
dancing, which of
these activities in
FPAG will you
choose as your
hobby?
B. Eating Plan for
Healthy Living (EPHL)


Are you eating the
right amount food
needed by your
body?
What is the
importance of
eating a balanced
diet to lifelong
The teacher will ask the
learners to read the
article 5 out of 10
Filipinos die of heart
disease. (See attached
article, TG. P 146)
Let the learners do
Activity 11 on p. 131-132
LM.
Instruct the learners to
write a short
speech/message about
their insights, if they are
dance enthusiasts and/or
health advocates on the
importance of
maintaining a healthy
lifestyle.
(15 min)
35
fitness?
G. Finding Practical
Applications Of The
Concepts And Skills In
Daily Living
What Physical
activity, exercises
and eating habits can
you suggest to your
friends, family and
relatives to improve
or maintain their
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)
Note: For physical
activity and exercises
they should follow
the FITT principle.
(45min)
The teacher will give
each student 1-2
minutes to speak
about their short
speech/message
regarding the
importance of
maintaining a healthy
lifestyle.
(45 min)
H. Making Generalizations
and Abstractions About
The Lesson
What is the
importance of
physical activity,
exercise and
following a healthy
eating habits to
lifelong fitness?
(10 min)
What other or special
activities should a
person with lifestyle
disease must observe
in able to attain
lifelong fitness?
I. Evaluating Learning
The performance of
The speech/message
36
J. Additional Activities For
Application And
Remediation
the students on the
physical activity,
exercise and eating
habits will be
assessed using
Scoring
Guide/Rubrics. (See
attached assessment
tool)
Students will be
asked to answer the
following questions:
 When can you
say that a person
is obese?
 What causes
diabetes?
 How can a
person acquire
heart disease?
made by the learners
will be graded using
criteria on p. 132 LM.
(See attached tool)
Students will be
asked to give the
meaning of the
following:


Hip Hop Dance
Street Dance
II.
REMARKS
III.
REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
37
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
NA
38
Daily Lesson
Log in
MAPEH
SCHOOL
TEACHER
TEACHING DATE AND
TIME
GOOD SHEPHERD’S VISION FOR EXCELLENT
EDUCATION INC.
SHAIRA F. OLMIDO
TTH 7:30 – 9:30
C. Learning Competencies/
Objectives
10
LEARNING AREA
PE
QUARTER
3RD DAY
I.OBJECTIVES
A. Content Standards
B. Performance Standards
GRADE LEVEL
3rd Quarter
4TH DAY
The learner demonstrates understanding of lifestyle and weight management to promote societal fitness.
 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.
The learner…
The learner…
 Engages in moderate to vigorous physical
 Analyses the effects of media and
activities for at least 60 minutes a day, in
technology on fitness and physical
and out of school
activity
(PE10PF-IIIc-h-45)
(PE10PF-IIIb-46)
 Applies correct techniques to minimize risk
 Critiques (verifiy and validate) media
injuries
information on fitness and physical
activity issues
(PE10PF-IIIc-h-56)
(PE10PF-IIIb-47)
II. CONTENT
Other Dance Forms (Hip-hop, Street Dance, Cheer Dance, Contemporary Dance)
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
Pages 123-130, 146
pp. 40-48
pp. 40-48
pp. 98-101pp. 102-104
2. Learner’s Material pages
Pages 110-116
Lopez, LF.P., Beldia, M.D., Pangan, R.J., et.al. (2003). Physical Education, Health, and Music. REX
Bookstore, Inc., Nicanor Reyes, Sr. St., Sampaloc Manila., 46-47, 51
3. Textbook pages
Bautista, JV., Carlos, JN., Carlos, JE., et.al. (2006). MAPEH For a better YOU IV. LG&M Corp., Gregorio
Araneta Ave., Quezon City. 227-230
Darilag, AG., Vergara, LA., Mateo, GEC. Et.al. (2009). Enjoy life with PE and health IV. SD Publications,
39
Inc., Gregorio Araneta Ave., Quezon City. 173
4. Additional Materials from
Learning Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous
Lesson Or Presenting New
Lessons
OHSP PE 1 Q1 – module 1
https://www.youtube.com/watch?v=VV-d0vmtIrs
https://www.youtube.com/watch?v=MyC0D2vaDhk http://oureverydaylife.com/exposing-negativeeffects-technology-kids-14909.html
https://www.youtube.com/watch?v=ym95YMXI5B4 https://www.youtube.com/watch?v=_A8TJQpjKWM
https://4pack.files.wordpress.com/2010/03/proactol-fat-loss.jpg
http://gc180xtgarciniacambogia.com/wp-content/uploads/2014/01/GC1804.png
http://cdn.singpromos.com/wp-content/uploads/2012/05/AFC-Cho-Beauty-AFC-Tobashi-Slimming-TeaAFC-Lipodown-900x1143.jpg http://i.dailymail.co.uk/i/pix/2014/06/05/article-0-1E7ABF3100000578251_634x396.jpg
The teacher will ask the
following questions:

What are the
different causes of
obesity, diabetes
and heart disease?

How can you
prevent these
different diseases?
(5 min)
The teacher will ask
the following
questions:
 What dance
style is
formally
known as
vernacular
dances, refer
to dances that
evolved from
dance
studios?
 What form of
street dance
is performed
impromptu in
large crowds?
 What culture
is created by
The teacher will ask the
students the following
questions:
 What are the
possible effects of
engaging in
physical activities?

What are the
advantages and
disadvantages of
media and technology
in relation to our
physical activities?
(5 min)
How important is
applying correct
techniques before
doing vigorous
physical activity?
(5 min)
40
DJ-ing,
rapping,
breakdancing,
and graffiti
art?
(5min)
B. Establishing A Purpose For
The Lesson
The teacher will ask the
students to do the Activity
No. 3: 4 PICS, 1 WORD on
LM pp. 110-113. After
unscrambling the letter to
form the correct word,
they have to come up with
a statement that would
relate the pictures to the
formed word.
(See attached tool)
(10 min)
The teacher will ask the
students to answer
Activity 1. Be Happy or
Be Sad on page 108-109
of LM and ask the
following questions:
 What are the
activities that are
sedentary in
nature? Why do
you say so?
 How do surfing on
the internet and
playing computer
games affect our
physical activity
and fitness?
(10min)
The teacher will ask
the students to watch
the following videos
of advertisements on
fitness programs:

Weight Gain
Commercial
https://www.y
outube.com/w
atch?v=ym95
YMXI5B4

SlimQuick TV
Commercial
'Lose Weight
Faster' Weight
Loss Ads
https://www.y
outube.com/w
atch?v=_A8TJ
QpjKWM
Ask questions about
the videos:

As a consumer,
which of the
41
advertisements
convinced you to
buy their
products? Why do
you say so?

Are these videos
reliable or
unreliable? Why?
(The teacher may
also use the searched
advertisement of the
learners.)
(10 min)
C. Presenting Examples /
Instances Of The New
Lesson
The teacher will present a
video entitled Step Up All
In Final Dance LMNTRIX
then ask the following
questions:
 What dance form is
shown in the video?
 What is a street
dance?
 What is a hip-hop
dance?

What particular
movements/steps
strike you? Show
them.

Can street dance
and hip-hop dance
improve fitness?
How?
The teacher will show a
video on how media and
technology affect the
physical activity and
fitness of a person. The
students will then be
asked to give their
reactions about the video
presented.
(10 min)
https://www.youtube.co
m/watch?v=MyC0D2vaDh
k
The teacher will show
printed
advertisements on
fitness programs on
gaining and losing
weight. The following
questions will be
given to the students:
 Which of the
advertisements
convinced you the
most? Why?

What should a
wise consumer do
before patronizing
fitness-related
products/program
s? (10 min)
https://4pack.files.wo
rdpress.com/2010/03
42

/proactol-fat-loss.jpg
http://gc180xtgarcini
acambogia.com/wpcontent/uploads/2014
/01/GC1804.png
http://cdn.singpromo
s.com/wpcontent/uploads/2012
/05/AFC-Cho-BeautyAFC-TobashiSlimming-Tea-AFCLipodown900x1143.jpg
http://i.dailymail.co.u
k/i/pix/2014/06/05/ar
ticle-01E7ABF3100000578251_634x396.jpg
Can we use street
dance and hip-hop
dance as our
recreation activity?
Why and how?(30
min)
https://www.youtube.com/
watch?v=VV-d0vmtIrs
D. Discussing New Concepts
And Practicing New Skills
#1
Discussion of the
difference between street
dance and hip hop dance.
The teacher will also
discuss the street and hiphop dance styles and its
movements. (See attached
print-out)
The teacher will discuss
about Fitness Awareness.
(See attached tool)
(10 min)
The teacher will
discuss the Appeal
Techniques to Lure
Customers.
(5min)
(15 min)
E. Discussing New Concepts
And Practicing New Skills
#2
The teacher discuss
the following:
 Different
exercises That
May Provide
Total Body
The teacher will
discuss Consumer
Health (Enjoy Life
with PE and Health IV
pp.172-174) See
attached print-out
43
Warm-Up
 General
Principles to
Follow in Order
to Avoid or
Minimize Chances
of Sustaining
Injuries
Guidelines on the
Purchase of Products
and Services
Reliable and
Unreliable Sources of
Information
Objectives of
Consumer Health
(See attached printout)
(5 min)
(15 min)
F. Developing Mastery
(Leads To Formative
Assessment 3)
Let the learners
group themselves
into 6-8 members.
Allow them to discuss
with their group the
possible injuries that
might occur with the
following situations:
The teacher will ask the
students to make their
own physical fitness plan
for a week. The Teacher
will show an example of
PFP.
The teacher will
divide the class into 5
groups. They will be
asked to dramatize
on how to become a
wise consumer when
buying fitness and
health products.
(15 min)
 Not doing warmup and stretching
activities
 Not executing
properly
not observing
safety measures
at all times
 Let the learners
share their
answers to the
class. (10 min)
44
G. Finding Practical
Applications Of The
Concepts And Skills In
Daily Living
The teacher will
instruct the learners
to create a simple
dance routine (2-3
minutes) applying the
common styles in
street dance and hip
hop dancing. Allow
them to practice for
15 minutes,
observing utmost
care while doing the
activity to avoid
injuries.
(40 min)
The teacher will ask the
following questions:
 What are the
possible effects of
overexposure to
media and
technology like
computers,
cellphones and
television?
 How will avoid too
much time in
surfing the net?
 What can you
advice to your
friends or
classmates who
are exposed in
using media and
technology?
(10 min)
The teacher will ask
the following
questions:


As a
consumer,
were you
convinced by
the techniques
used in the
advertisement
to buy their
products?
Why or why
not?
How can you
be assured
that the
advertisement
is reliable or
effective?
(5min)
H. Making Generalizations
And Abstractions About
The Lesson
What is the
importance of
applying the general
principles to minimize
chances of injuries in
performing the
dances? (5 minutes)
What is the importance if
we will be involved in
physical activities rather
than giving more time in
surfing the net? (5
minutes)
What is the role of
media and technology
in developing our
fitness and health?
I. Evaluating Learning
The Simple Dance
Routine made by the
learners will be rated
according to the
following criteria:
True or False.
The Dramatization
made by the learners
will be evaluated
using Criteria. (See
attached tool).
Exercise is a personal
matter. (TRUE)
 Physical fitness is
45
attitude, respect,
initiative and
participation,
dependability,
execution and
observance of safety.
(See attached tool)



one of the aspects
of total health.
(TRUE)
Surfing the net is
an example of
Active Recreation.
(FALSE)
Playing video
games promotes
healthy lifestyle.
(FALSE)
Exercise relieves
nervous tension.
(TRUE)
(5 min)
J. Additional Activities For
Application And
Remediation
Ask the students to
gather information on
the effects of media
and technology to
one’s physical activity
and fitness.
Ask the students to
search for an
advertisement on how to
gain/lose weight.
Ask the students to
interview a person
who lost his purpose
in life due to vices
and peers.
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
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
NA
47
48
Daily Lesson Log
in
SCHOOL
TEACHER
MAPEH
TEACHING DATE AND
TIME
GOOD SHEPHERD’S VISION FOR EXCELLENT
EDUCATION INC.
SHAIRA F. OLMIDO
TTH 7:30 – 9:30
5TH DAY
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENTS
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. OTHER LEARNING
GRADE LEVEL
10
LEARNING AREA
PE
QUARTER
3RD QUARTER
6TH DAY
The learner demonstrates understanding of lifestyle and weight management to promote societal fitness.
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

The learners are expected to express a
sense of purpose and belongingness by
participating in physical activity-related
community services and programs
(PE10PF-IIIc-h-48)
 The learners are expected to recognize the
needs of others in real life and in
meaningful ways
(PE10PF-IIIc-h-49)
Other Dance Forms (Hip-hop, Street Dance, Cheer
Dance, Contemporary Dance)
pages 147-152
pages 133-137
OHSP PE 1 Q1 – module 1
49
REFERENCES
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting New Lessons
B. Establishing A Purpose For
The Lesson
Ask learners to recall the
ways on how to become a
wise consumer. (5
minutes)
Let the learners
discuss their ideas of
FITT?
The teacher will read this
statement:
It is said
that the youth is the hope
of the nation. But some
teenagers enjoy dancing
while making it as their
source of income and they
end up having poor
academic performance, or
worse they stop schooling.
Is this a sound decision?
The teacher will ask the
students to make a fourline rap stating their point
of view.
(See attached tool)
(10 min)
50
C. Presenting Examples /
Instances Of The New
Lesson
The teacher will ask the
learners the following
questions:

Can you name
someone who loves
dancing?

Is s/he performing
well in the
classroom?


What advice can
you give him/her to
balance dancing
and his study?
Why is it important
to have a balanced
lifestyle?
(5 min)
The teacher will show
printed
advertisements on
fitness programs on
gaining and losing
weight. The following
questions will be
given to the
students:

Which of the
advertisements
convinced you
the most? Why?

What should a
wise consumer do
before
patronizing
fitness-related
products/program
s?
https://4pack.files.wo
rdpress.com/2010/03
/proactol-fat-loss.jpg
http://gc180xtgarcini
acambogia.com/wpcontent/uploads/201
4/01/GC1804.png
http://cdn.singpromo
s.com/wpcontent/uploads/201
51
2/05/AFC-ChoBeauty-AFC-TobashiSlimming-Tea-AFCLipodown900x1143.jpg
http://i.dailymail.co.u
k/i/pix/2014/06/05/ar
ticle-01E7ABF3100000578251_634x396.jpg
D. Discussing New Concepts
And Practicing New Skills #
1
The teacher will discuss
Balanced Lifestyle. (See
attached print-out)
(15minutes)
E. Developing Mastery (Leads
To Formative
Assessment 3)
Guided by the FITT
Principle, the
students will create a
Fitness Plan that will
improve and sustain
their fitness. They
will use the format on
page 134 of LM. (20
minutes)
F. Finding Practical
Applications Of The
Learners will make a
Fitness plan for a
52
Concepts And Skills In Daily
Living
person outside the
school who needs
physical fitness
program. The
students must submit
first the fitness dance
program to the
teacher before giving
it to the concerned
person. (20 minutes)
G. Making Generalizations And
Abstractions About The
Lesson
The teacher will ask
the following
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
balanced
lifestyle?
(5 min)
H. Evaluating Learning
The output of the
student will be
evaluated according
to set of criteria.
I. Additional Activities For
Application And
Remediation
Ask the learner to
make a video of the
fitness dance
program together
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 With The
Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
NA
54
Daily Lesson Log
in
SCHOOL
MAPEH
GOOD SHEPHERD’S VISION FOR EXCELLENT
EDUCATION INC.
SHAIRA F OLMIDO
TEACHER
TEACHING DATE AND
TIME
TTH 7:30 – 9:30
II. CONTENT
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook
Reference/ pages
4. Additional
Materials from
LEARNING AREA
QUARTER
1ST DAY
I. OBJECTIVES
A. Content Standard
B. Performance
Standard
C. Learning
Competencies/
Objectives
GRADE LEVEL
10
HEALTH
3RD QUARTER
2ND DAY
The learner demonstrates awareness of global health initiatives.
The learner demonstrates competence in applying knowledge of global health to local or national context global initiatives.
The learner…
 Discusses the significance of global health
initiatives
(H10HC-IIIa-1)
 Describes how global health initiatives positively
impact people’s health in various countries
(H10HC-IIIb-c-2)
A. Existing Global Health Initiatives: Millennium
Development Goals
The learner analyzes the issues in the
implementation of global health initiatives.
B. Existing Global Health Initiatives: WHO
Framework Convention on Tobacco Control
pp.246-247
pp.247-248
pp.261-265
pp.266-268
55
Learning
Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous
Lesson Or Presenting
New Lessons
https://www.youtube.com/watch?v=npGOcqaJkXI&spfreload=10
https://www.youtube.com/watch?v=A5giOGjj5X8
https://www.youtube.com/watch?v=v3p2VLTowAA
https://www.youtube.com/watch?v=CMzoJ1mK0co
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
https://www.youtube.com/results?search_query=implementn+WHO+tools+to+reduce+tobacco+use
The students will identify words related
to different problems encountered all
over the world using word pool.
( 10min)
B. Establishing A
Purpose For The
Lesson
The teacher will ask the students if they
encountered these problems already.
What they can say about it? How do
feel about that matter?
(10min)
C. Presenting Examples
/ Instances Of The
New Lesson
The teacher introduces present of
different pictures/ videos of “ Global
Health Issues”
 What are the issues illustrated in
the pictures/videos?
 What are the different health
Let the students match
the symbols to the
different Millennium
Development Goals?
(see pages 262-264 for
the symbols)
(5 min)
The teacher will solicit knowledge
from the learner about Millennium
Health Goals.
(5 min)
What are the
different
diseases
caused by
tobacco use.
(5 min)
Let the students form the jumbled
letters into word
BACOCOT - TOBACCO
RALIAAM- MALARIA
RECOLUTBISSO - TUBERCULOSIS
SAID - AIDS
SEIDASES – DISEASES
After they unlock the words the
teacher will ask the students what are
the relationship of these words to the
global health trends and issues.
(10min)
Group Activity:
Ask the learners to read about Global
Health Initiatives. LM p.265-266 and
fill out the conceptual framework.
Let the students identify common
health issues and concern given by
56
D. Discussing New
Concepts And
Practicing New Skills
#1
issues confronting our world
today?
 Name countries that are affected
by these health issues.
(10 min)
each group.
Using videos, the teacher will discuss
the 8 targets of the Millennium
Development Goals agreed by United
Nations.
Guide question:
Which of the goals give more impact
and influence for better health
program and policies?
The teacher will discuss global health
issues and concern.
https://www.youtube.com/watch?v=np
GOcqaJkXI&spfreload=10
https://www.youtube.com/watch?v=v3
p2VLTowAA
E. Discussing New
Concepts And
Practicing New Skills
#2
(30 min)
Teacher shows video clip on the WHO
Framework convention on Tobacco
Control and discuss some facts about
the videos. Use interactive discussion
(10 minutes)
https://www.youtube.com/watch?v=C
MzoJ1mK0co
(20 min)
The teacher
will give some
provisions and
facts that help
to reduce the
demand of
tobacco using
videos. Show
some video
clips.
Students will
answer the
guide question,
What are the
different ways
57
of Global
Prevention and
Control of
tobacco.
(15 min)
https://www.y
outube.com/re
sults?search_q
uery=impleme
ntn+WHO+too
ls+to+reduce+
tobacco+use
https://www.y
outube.com/w
atch?v=jFeQ52
SmxIE
F. Developing Mastery
(Leads To Formative
Assessment 3)
Based on the video
presentation last
meeting,
The students will come
up with their
poster/slogan as a sign
of their campaign
towards the development
of millennium goals.
(35 min)
https://www.y
outube.com/re
sults?search_q
uery=korea%2
7s+cigarette+t
ax+has+done
+little+to+red
uce+number+
of+smokers
The teacher
will post a
caricature that
shows
campaign/disa
dvantages of
using tobacco.
Students will
give their
opinion and
58
shared to the
class what
they feel
about.
(15 min)
G. Finding Practical
Applications Of The
Concepts And Skills
In Daily Living
If you are a community
health worker, what
health issue/s and
concerns do you think
should be addressed
immediately? Why?
(5 min)
The students
will have a
signature
campaign
against
smoking.
(The teacher
will provide the
activity sheets)
(20 min)
H. Making
Generalizations And
Abstractions About
The Lesson
Let the students share/
discuss their poster/
slogan to the class. The
teacher will summarize
all the answer given by
the students.
(10min)
What do you
think will
happen if we
will not
address the
different global
issues?
Ask the
students how
they can help
develop social
and health
awareness of
the various
global health
problem?
What other
solutions
59
canyou
suggest in
order to solve
such health
problems?
(5 min)
I. Evaluating Learning
J. Additional Activities
For Application And
Remediation
K. Assignments
Fill in the blanks.
Supply the necessary
words to make the
sentence correct.
 Developing
countries
particularly in
1
& 2
suffer extreme
poverty and
hunger.

3
means
equal
representation of
men and women.
 Emerging and reemerging
diseases like
_4 ,
5
affect productivity
and growth of
nation.
(5 mins.)
See attachment
Make a caricature
showing the Millennium
Development Goals.
Ask the students to bring
different cut outs of
Make a poster
that discusses
the harmful
effect of
tobacco.
Ask the students to bring different
coloring materials. (Crayons, oil
60
different diseases.
V. REMARKS
VI. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional
For Remediation Who
Scored Below 80%
C. Did The Remedial
Lessons Work? No. Of
Learners Who Have
Caught Up With The
Lesson.
D. No. of Learners Who
Continue To Require
Remediation
E. Which Of My
Strategies Worked
Well? Why Did These
Work?
F. What Difficulties Did I
Encounter Which My
Principal Or
Supervisor Helped Me
Solved?
G. What Innovation Or
Localized Materials
Did I Use / Discover
Which I Wish To
Share With Other
Teachers?
pastel, water color, etc.)
NA
61
Daily Lesson Log
in
MAPEH
SCHOOL
TEACHER
TEACHING DATE AND
TIME
C. Learning Competencies/
Objectives
II. CONTENT
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
 Additional Materials from
Learning Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
LEARNING AREA
TTH 7:30 – 9:30
QUARTER
3RD DAY
I.OBJECTIVES
A. Content Standards
B. Performance Standards
GRADE LEVEL
GOOD SHEPHERD’S VISION FOR EXCELLENT
EDUCATION INC.
SHAIRA F. OLMIDO
10
HEALTH
3RD QUARTER
4TH DAY
The learner demonstrates awareness of global health initiatives.
The learner demonstrates competence in applying knowledge of global health to local or national context global
initiatives.
The learner analyses the issues in the implementation of
The learner recommends ways of adopting global health
the global health initiatives.
initiatives to local or national context.
(H10HC-IIIb-c-3)
(H10HC-IIId-e-4)
A. Global Mental Health Action
Plan
p.247
p.269
B. Global Strategy to reduce the
Harmful Use of Alcohol
p.247
p.268
C. Global Alliance for Vaccines
and immunizations
p.247
p.267
https://www.youtube.com/watch?v=dv_exaj2ofg
https://www.youtube.com/watch?v=fHEfUrBrXI8
https://www.youtube.com/watch?v=s_6QW9sNPEY
https://www.youtube.com/watch?v=WA8o-BmwQ0I
62
A. Reviewing Previous Lesson
or Presenting New Lessons
What are the harmful effects
of tobacco?
(5 min)
The teacher will ask the students to
identify the different issues
addressed by Global Mental Health
Action Plan.
(5 min)
The teacher will ask the
students to identify
negative effects of
alcohol.
(5 min)
B. Establishing A Purpose For
The Lesson
4 PICS 1 WORD
The students will be asked to
identify the hidden word out
of the given pictures.
1. Global
2. Mental
3. Health
Let the students form the
three words into one.
(10 min)
Group Activity:
The teacher will divide the class
into 5 groups and let the students
list down different kinds of
beverages/drinks that they drink.
Let the students guess
the hidden words out of
the jumbled letters.
C. Presenting Examples /
Instances Of The New
Lesson
Attachment of pictures
The students will watch a
short
video
clip
about
Comprehensive
Mental
Health Action Plan 2013-2020
using videos from internet.
https://www.youtube.com/w
atch?v=dv_exaj2ofg
(5 min)
D. Discussing New Concepts
And Practicing New Skills #
1
(15 min)
Ask the students if they have
already tasted alcoholic drinks.
Teacher will ask the
students who among
them had undergo
vaccination/immunizatio
n?
(5 min)
What do you feel after
tasting/drinking such beverages?
Have you heard the
program of our
government regarding
child vaccination and
immunization?
What are the effects of alcohol to
your body? Is it harmful?
What can you say about
these programs?
(5 min)
Were you able to receive
vaccine from your health
center or private
sector/doctor?
The teacher will discuss the The teacher will discuss and show
Global Mental Health Action the Global strategy to reduce
Plan.
harmful effects of alcohol toa
person’s body.
The teacher will solicit
about the importance
of
vaccination/immunizat
ion.
(5 min)
(5 min)
The teacher will present
a video presentation
from you tube on the
importance of
63
(20 min)
https://www.youtube.com/watch?v
=fHEfUrBrXI8
(10 min)
E. Discussing New Concepts
And Practicing New Skills #
2
F. Developing Mastery
(Leads To Formative
Assessment 3)
Discuss different ways on how to
Reduce the Harmful Effects of
Alcohol.
(5 min)
Answer LM p.269 Activity 5
(5 min)
In 5 groups, students will make a
skit/roleplay regarding the harmful
effects of alcohol.
(10 min)
vaccination/immunizatio
n
https://www.youtube.co
m/watch?v=s_6QW9sNP
EY.
https://www.youtube.co
m/watch?v=WA8oBmwQ0I
(5 min)
The teacher will identify
and discuss different
vaccines and
immunization usually
used for babies and
children here in the
Philippines. State other
vaccines used for
maternal care and
animal bites.
(25 min)
Table Completion
The students will name
different vaccines and its
use.
(10 min)
Based on the previous
lesson, ask the
students to
create/make their own
caricature of the
advantages of
vaccination/immunizat
ion. The teacher will
post a sample output
for the activity.
(35 min)
64
G. Finding Practical
Applications Of The
Concepts And Skills In
Daily Living
Let the students make their
own Manifesto.
I(
) Commit
myself to (plan of action) to
fight and prevent different
abuses related to mental
health/disorder.
As a student, how can you prevent
yourself from being alcohol
dependent?
(5 min)
As a student, how can
you promote the
importance of
vaccination and
immunization in their
community?
How will you
encourage the people
around you to
participate in different
government
advocacies regarding
vaccination and
immunization?
(5 min)
(10 min)
H. Making Generalizations And
Abstractions About The
Lesson
Present different solutions to
global mental health issues
and concern by means of
Picture Frame and ask one
volunteer to explain their
picture.
(5 min)
Summarize the harmful effects of
alcohol. Teacher will call 1 student
per group.
(5 min)
Who can benefit from
these aids?
What benefits can we
get from vaccination/
immunization?
As a student, how can you
help in developing socially
conscious and healthy
individuals who are aware of
the various global health
threats and concerns?
(5 min)
I. Evaluating Learning
What are the different
kinds of vaccines?
(5 min)
The evaluation is based on their
performance in the skit/role
playing. Use rubrics for the activity.
Enumerate 5 vaccines
that you know and
their specific
purposes.
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(5 min)
J. Additional Activities For
Application And
Remediation
K. Assignments
V. REMARKS
VI. REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up With
The Lesson.
D. No. of Learners Who
Continue To Require
Remediation
E. Which of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
Ask the students to bring any
vaccine or immunization book or
record.
NA
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