Dll-June 5 & 7 MH G9 2

School: BPHSCA Grade Level: G9
Teacher: Gladys C. Gutierrez Learning Area: Music & Health
June 5, 2017 (Music); June 7, 2017 (Health)

DAILY LESSON LOG
Teaching Dates and Time: 11:15-12:15 Quarter: 1st
MONDAY(MUSIC) WEDNESDAY(HEALTH)
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
I. OBJECTIVES needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner… The learner…
 Demonstrates understanding of salient features of  Demonstrates understanding of environmental health to attain

music from different historical periods. community wellness
B. Performance Standards: The learner… The learner…
 Performs examples of music from different periods  Consistently demonstrates healthful practices to prevent and control
of music history, alone and with others, in common community and environmental health problems
appropriate tone, pitch, rhythm, expression&
style.
C. Learning The learner… At the end of the lesson, the learners should be able to:
Competencies/Objectives:
 Analyzes an example of music from the Medieval  explain the concept of community health and environmental health
and Renaissance period and describe how the
 describe the characteristics of a healthy community
musical elements are used.
II. CONTENT Music of the Medieval Period Lesson 1:
-Composer
 Adam de la Halle The concepts of community and environmental health
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References K to12 Music and Art (MUSIC Grade 9) K to12 PE and Health (Health Grade 9)
1. Teacher’s Guide Pages Teacher’s Guide p. 45 Teacher’s Guide pp. 4-8
2. Learner’s Materials Pages Learner’s Material pp. 1-16 Learner’s Material pp. 1-8
3. Textbook Pages K to12 Music and Art (MUSIC Grade 9) K to12 PE and Health (Health Grade 9)
4. Additional Materials from www.youtube.com www.slideshare.com

Learning Resource (LR)
www.scribd.com www.scribd.com
portal
www.youtube.com
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Allow the students to read saliently the Introduction Allow the students to read saliently the Introduction and the objectives of the
Presenting the New Lesson and the objectives of the lesson which will be briefly lesson which will be briefly explain by the teacher
explain by the teacher.
B. Establishing a Purpose for the For 20 minutes have the students listen carefully as For 10-20 minutes have the students listen carefully as the teacher will explain them
Lesson the teacher will explain them what to do in the Pre- what to do in the Pre-Assessment activity pp. 3-5 (LM) and 3-5(TG).
Assessment activity pp. 4-5 (LM) and p. 4 9(TG).
(Pre-assessment activity will be checked immediately)

Pre-assessment activity will be checked immediately)
C. Presenting Examples/Instances Have the students as guided by their teacher listen to  Have the students do Activity 1: Venn Diagram (Ideal Community) p. 5 LM
of the Lesson a composition treated differently according to the  In pairs, answer the processing questions that follows p. 6 LM
musical period it belongs. Then answer the Reflection  In group, do Activity 2: WORD REMOVAL p, 6 LM and each group will
question that follows. (TGA Acitivity) present their answers
(TGA Acitivity)
 Canon in D by BACH
 Canon Rock
D. Discussing New Concepts and (Time allotment: 1 hour and 15 minutes) Have the students define and discuss the following concepts:
Practicing New Skills #1
Have the students discuss the characteristic features  Health
of each period, composers, historical and cultural  Community
backgrounds.  Community Health
 Gregorian chants After discussing the concepts above call some students and share any keyword
 Neumatic notations that expresses what they’ve learned.
(TGA Acitivity) (TGA Acitivity)

MONDAY(MUSIC)s WEDNESDAY(HEALTH)
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
E. Discussing New Concepts and  Have the students listen to an example of Have the students read the different Primary Health Care Services that should be
Practicing New Skills #2 Gregorian chant and be able to reflect on it. present in the community as well as the services it has to offer.
 Have the students discuss another Medieval
(TGA Activity)
music such as Secular and Troubadour.
 Allow the students to watch the life and works
of Adam de la Halle in a video presentation.
(3A’s Activity)(TGA Activity)
F. Developing Mastery ACTIVITY Let them answer the question orally:

(Leads to Formative
In groups, have them highlighted the musical
Assessment 3)
contributions of Adam de la Halle to music history
Do you agree that those services should be given free in the community because
based on the video that they’ve watched a while
they are subsidized by the Government? Yes? No? Why? (TGA Activity)
ago. Write it down on a manila paper. (TGA Activity)
G. Finding Practical Applications ACTIVITY Have them answer the questions:

of Concepts and Skills in Daily
Ask the each group to think and give examples of  Did anyone of you have tried to avail the said services?
Living
Medieval music that can still be evidently heard in our  How does it feel like attending to each service?
present times in the Philippines. Write them down on  Is taking any primary service important? Yes, No Why?
manila paper. (TGA Activity) (3A’s Activity)
V. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
H. Making Generalizations and Have each group post their work on the board then Have the students identify the different Primary Health Services offered in the
Abstractions about the Lesson one assigned member to explain it. community for free.
(3A’s Activity)(TGA Activity) (3A’s Activity)(TGA Activity)
I. Evaluating Learning Have the students share what they’ve learned in the Have the students through a Charade game identify all the Primary Services which
lesson through a CABBAGE –paper activity. should be present in the community.
(TGA Activity) (TGA Activity)
J. Additional Activities for Make a research on the Filipino personages in which Make a community report on the services that is being offered in your own
Application or Remediation nature of work and as well as his compositions are community.
similar to that of Adam de la Halle. (Adam de la Halle
of the Philippines)
VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help
the students learn?
VII.REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned

80% in the evaluation
B. No. of learners who require

additional activities for
remediation
C. Did the remedial lessons work?

No. of learners who have
caught up with the lesson
D. No. of learners who continue

to require remediation
E. Which of my teaching
strategies work well? Why did
these work?
F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?
PREPARED BY: CHECKED BY:

GLADYS C. GUTIERREZ CHERRY ANN E. DATINGUINOO
Teacher Head Teacher I

DAILY LESSON LOG
V. OBJECTIVES needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative
D. Content Standards: The learner…

Independence Day (Holiday)
 Demonstrates understanding of environmental health to attain
community wellness
E. Performance Standards: The learner…
 Consistently demonstrates healthful practices to prevent and control

common community and environmental health problems
F. Learning At the end of the lesson, the learners should be able to:
 explain the concept of community health and environmental health
VI. CONTENT Lesson 1:
The concepts of community and environmental health
VII. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References K to12 PE and Health (Health Grade 9)
5. Teacher’s Guide Pages Teacher’s Guide pp. 4-8
6. Learner’s Materials Pages Learner’s Material pp. 1-8
7. Textbook Pages K to12 PE and Health (Health Grade 9)
8. Additional Materials from www.slideshare.com

Learning Resource (LR)
www.scribd.com
portal
www.youtube.com
D. Other Learning Resources
VIII. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
K. Reviewing Previous Lesson or Have the students recall the activities done last meeting and be able to share their
Presenting the New Lesson experience and lessons learned in the class.
L. Establishing a Purpose for the Have the students read the words written on each nomenclature cards provided
Lesson by the teacher.
M. Presenting Examples/Instances Have the students prepare their pen and paper for note-taking as the discussion
of the Lesson goes on.
N. Discussing New Concepts and Have the students define and discuss the following concepts:
 Health
 Community
 Community Health
After discussing the concepts above call some students and share any keyword
that expresses what they’ve learned.
(TGA Acitivity)
VI. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
O. Discussing New Concepts and Have the students read the different Primary Health Care Services that should be
Practicing New Skills #2 present in the community as well as the services it has to offer.
(TGA Activity)
P. Developing Mastery Let them answer the question orally:

(Leads to Formative
Assessment 3)
Q. Finding Practical Applications Have them answer the questions:
of Concepts and Skills in Daily
 Did anyone of you have tried to avail the said services?
Living
 How does it feel like attending to each service?
 Is taking any primary service important? Yes, No Why?
(3A’s Activity)
VII. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
R. Making Generalizations and Have the students identify the different Primary Health Services offered in the
Abstractions about the Lesson community for free.
S. Evaluating Learning Have the students through a Charade game identify all the Primary Services which
should be present in the community.
(TGA Activity)
T. Additional Activities for Make a community report on the services that is being offered in your own
Application or Remediation community.
VI. REMARKS
the students learn?
VII.REFLECTION
H. No. of learners who earned

I. No. of learners who require

remediation
J. Did the remedial lessons work?

K. No. of learners who continue

L. Which of my teaching
these work?
M. What difficulties did I

solve?
N. What innovations or localized

teachers?
PREPARED BY: CHECKED BY:


DAILY LESSON LOG

style.
 Listen perceptively to selected vocal and  explain the concept of community health and environmental health
instrumental music of the Medieval period
 Discuss the characteristic features of the
Renaissance Period
 Analyzes an example of music from the
Renaissance Period and describe how the
Music of the Renaissance Period Lesson 1:

II. CONTENT  Giovanni Pierluigi da Palestrina
 Thomas Morley
D. References K to 12 Music and Arts (Music Grade 9) K to12 PE and Health (Health Grade 9)
1. Teacher’s Guide Pages Teacher’s Guide pp.7-11 Teacher’s Guide pp. 4-8
2. Learner’s Materials Pages Learner’s Material pp. 9-13 Learner’s Material pp. 1-8
3. Textbook Pages K to12 Music and Arts ( Grade 9) K to12 PE and Health (Health Grade 9)
4. Additional Materials from www.slideshare.com www.slideshare.com

Learning Resource (LR) portal
www.youtube.com www.youtube.com
5. Other Learning Resources

A. Reviewing Previous Lesson or Have the students recall the past lesson as the Have the students recall the activities done last meeting and be able to share their
Presenting the New Lesson teacher let them pick words inside the box. experience and lessons learned in the class.
Words are: Medieval, Adam de La Halle, Gregorian

Chant, Fugue, Concerto Grosso
B. Establishing a Purpose for the Let the student view the instrument Lute and listen to Have the students read the words written on each nomenclature cards provided
Lesson it. by the teacher.
C. Presenting Examples/Instances Have the students compare the said instrument with Have the students prepare their pen and paper for note-taking as the discussion
of the Lesson any instrument that is common to it. goes on.
D. Discussing New Concepts and  Have the students read saliently the introduction Have the students define and discuss the following concepts:
Practicing New Skills #1 about Renaissance Period and the relationship of
 Health
the Lute instrument in its music history.
 Community
 Have the students discuss the musical  Community Health
characteristics of Renaissance Period
(TGA Acitivity)
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
Discussing New Concepts and  Have the students identify the vocal music from Have the students read the different Primary Health Care Services that should be
Practicing New Skills #2 the Renaissance Period and be able to discuss present in the community as well as the services it has to offer.
characteristics of each
(TGA Activity)
 Have the students identify the featured composer
of the period and be able to listen to
U. Developing Mastery  Have the students listen to the compositions that Let them answer the question orally:
(Leads to Formative will be played and let the students tell who
Assessment 3) composed each.
V. Finding Practical Applications Have the students answer the Individual Assessment Have them answer the questions:
of Concepts and Skills in Daily on page 20 (LM)
 Did anyone of you have tried to avail the said services?
Living
 How does it feel like attending to each service?
 Is taking any primary service important? Yes, No Why?
(3A’s Activity)
VIII. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
W. Making Generalizations and Give some cue words that can summarize the lesson Have the students identify the different Primary Health Services offered in the
Abstractions about the Lesson took up. community for free.
X. Evaluating Learning Have the students give their own insights on the things Have the students through a Charade game identify all the Primary Services which
that they have learned from the lesson earlier. should be present in the community.
(TGA Activity)
Y. Additional Activities for Have the student make a research about Gregorian Make a community report on the services that is being offered in your own
Application or Remediation Chanters group in the Philippines. community.
VI. REMARKS
the students learn?
VII.REFLECTION
O. No. of learners who earned

P. No. of learners who require

remediation
Q. Did the remedial lessons work?

R. No. of learners who continue

S. Which of my teaching
these work?
T. What difficulties did I

solve?
U. What innovations or localized

teachers?
PREPARED BY: NOTED BY:

July 17, 2017 (Music); June 21, 2017 (Health)

DAILY LESSON LOG


style.
Medieval Perios
 Analyzes an example of music from the Medieval
period and describe how the musical elements
are used.
Music of the Medieval Period Lesson 1:

II. CONTENT  Adam de la Halle
2. Learner’s Materials Pages Learner’s Material pp.6-8 Learner’s Material pp. 1-8

A. Reviewing Previous Lesson or Have the students review terms that they’ve Have the students recall the activities done last meeting and be able to share their
Presenting the New Lesson encountered during the Pre- Assessment activity done experience and lessons learned in the class.
last meeting.
B. Establishing a Purpose for the Have the students listen to an example of a Have the students read the words written on each nomenclature cards provided
Lesson Gregorian Chant by the teacher.
C. Presenting Examples/Instances After listening have the students share their ideas on Have the students prepare their pen and paper for note-taking as the discussion
of the Lesson the possible characteristics of the music heard. goes on.
D. Discussing New Concepts and (Time allotment: 1 hour) Have the students define and discuss the following concepts:
Have the students discuss the characteristic features  Health
of each period, composers, historical and cultural  Community
backgrounds.  Community Health
 Gregorian chants After discussing the concepts above call some students and share any keyword
 Neumatic notations that expresses what they’ve learned.
(TGA Activity) (TGA Acitivity)
V. PROCEDURES MONDAY(MUSIC) WEDNESDAY(HEALTH)

Discussing New Concepts and -Have the students discuss Troubadour Music and its Have the students read the different Primary Health Care Services that should be
Practicing New Skills #2 characteristics present in the community as well as the services it has to offer.
-Have the students discuss the read and discuss the (TGA Activity)
life and works of Adam de la Halle and be able to
listen to some of his famous compositions.
-Individually answer the guide questions that follows.
(3A’s Activity)
Z. Developing Mastery Let the students listen to the Gregorian Chant that Let them answer the question orally:
(Leads to Formative was listened to in the beginning of the lesson and be
Assessment 3) able to identify its characteristics presented on the
discussion a while ago. (TGA) Do you agree that those services should be given free in the community because
AA. Finding Practical Ask the students: Have them answer the questions:
Applications of Concepts and
Where those medieval can still be heard today?  Did anyone of you have tried to avail the said services?
Skills in Daily Living
Do you think it should really be a part of catholic  How does it feel like attending to each service?
masses? Why do you say so?  Is taking any primary service important? Yes, No Why?
(3A’s Activity)
(TDAR Activity)
IX. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
BB. Making Generalizations Summarize the lesson using graphic organizer Have the students identify the different Primary Health Services offered in the
and Abstractions about the community for free.
(2D-2M Activity)
Lesson
CC. Evaluating Learning Have the students complete the open-ended Have the students through a Charade game identify all the Primary Services which
statements: should be present in the community.
I’ve learned that__________________________________ (TGA Activity)
What I enjoyed the most in the lesson is

_________________________________________________.
I wish I could _________________________________.
DD. Additional Activities for Make a research on the Filipino personages in which Make a community report on the services that is being offered in your own
Application or Remediation nature of work and as well as his compositions are community.
similar to that of Adam de la Halle. (Adam de la Halle
of the Philippines)
VI. REMARKS
the students learn?
VII.REFLECTION
V. No. of learners who earned

W. No. of learners who require

remediation
X. Did the remedial lessons work?

Y. No. of learners who continue

Z. Which of my teaching
these work?
AA. What difficulties did I
solve?
BB. What innovations or

localized materials did I
used/discover which I wish to
share with other teachers?

August 18,2017 (Music); Aug. 20, 2017 (Health)

DAILY LESSON LOG

style.
Medieval, Renaissance and Baroque Period
 Analyzes an example of music from the
Renaissance period and describe how the
Lesson 1:
II. CONTENT  Medieval, Renaissance and Baroque Music
Compositions
2. Learner’s Materials Pages Learner’s Material pp.23-29 Learner’s Material pp. 1-8

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
A. Reviewing Previous Lesson or The teacher will call some volunteers that will Have the students recall the activities done last meeting and be able to share their
Presenting the New Lesson differentiate the musical characteristics of the three experience and lessons learned in the class.
periods such as Medieval, Renaissance and Baroque
Period
B. Establishing a Purpose for the Have the students listen to a featured compositions in Have the students read the words written on each nomenclature cards provided
Lesson each Period and describe each. by the teacher.
C. Presenting Examples/Instances The class will be divided into 3.. Each group will listen Have the students prepare their pen and paper for note-taking as the discussion
of the Lesson to each song and will answer the chart on p. 23 (LM) goes on.
D. Discussing New Concepts and Have the students take a look on the musical notation Have the students define and discuss the following concepts:
Practicing New Skills #1 as they listen to each musical composition.
 Health
 Community
 Community Health
(TGA Acitivity)
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
Discussing New Concepts and Have the students prepare to share their answer with Have the students read the different Primary Health Care Services that should be
Practicing New Skills #2 the activity given earlier to the whole class. present in the community as well as the services it has to offer.
(TGA Activity)
EE. Developing Mastery Have the students watch Fugue in G minor and Let them answer the question orally:
(Leads to Formative create a graphic representation and answer the
Assessment 3) questions that follows p. 28
FF. Finding Practical Have them ask the following questions: Have them answer the questions:
Applications of Concepts and
1. Can you give some examples of their music that  Did anyone of you have tried to avail the said services?
Skills in Daily Living
have been using nowadays? Where and when can  How does it feel like attending to each service?
you usually hear it?  Is taking any primary service important? Yes, No Why?
(3A’s Activity)
X. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
GG. Making Generalizations Have the students in group do Activity 5 Winter Duo Have the students identify the different Primary Health Services offered in the
and Abstractions about the (LM) p. 30 to see what they have learned from the community for free.
Lesson lesson. (Performance)
HH. Evaluating Learning The activity will be assessed using Rubric of Have the students through a Charade game identify all the Primary Services which
Performance p. 30 should be present in the community.
(TGA Activity)
II. Additional Activities for Have them complied classical music that has been Make a community report on the services that is being offered in your own
Application or Remediation remixed or revived nowadays and be able to community.
compare the treatment done with their musical
elements.
VI. REMARKS
the students learn?
VII.REFLECTION
CC. No. of learners who

earned 80% in the evaluation
DD. No. of learners who

require additional activities for
remediation
EE. Did the remedial lessons work?

FF. No. of learners who continue

GG. Which of my teaching

these work?
HH. What difficulties did I

solve?
II. What innovations or localized

teachers?


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School: BPHSCA Grade Level: G9

Teacher: Gladys C. Gutierrez Learning Area: Music & Health

June 5, 2017 (Music); June 7, 2017 (Health)

A. Content Standards: The learner… The learner…

 Demonstrates understanding of salient features of  Demonstrates understanding of environmental health to attain

B. Performance Standards: The learner… The learner…

 Adam de la Halle The concepts of community and environmental health

1. Teacher’s Guide Pages Teacher’s Guide p. 45 Teacher’s Guide pp. 4-8

4. Additional Materials from www.youtube.com www.slideshare.com

B. Other Learning Resources

(Pre-assessment activity will be checked immediately)

(TGA Acitivity) (TGA Acitivity)

(3A’s Activity)(TGA Activity)

F. Developing Mastery ACTIVITY Let them answer the question orally:

G. Finding Practical Applications ACTIVITY Have them answer the questions:

(3A’s Activity)(TGA Activity) (3A’s Activity)(TGA Activity)

(TGA Activity) (TGA Activity)

A. No. of learners who earned

B. No. of learners who require

C. Did the remedial lessons work?

D. No. of learners who continue

F. What difficulties did I

G. What innovations or localized

PREPARED BY: CHECKED BY:

School: BPHSCA Grade Level: G9

Teacher: Gladys C. Gutierrez Learning Area: Music & Health

June 12, 2017 (Music); June 14, 2017 (Health)

D. Content Standards: The learner…

 Consistently demonstrates healthful practices to prevent and control

 describe the characteristics of a healthy community

VI. CONTENT Lesson 1:

The concepts of community and environmental health

C. References K to12 PE and Health (Health Grade 9)

5. Teacher’s Guide Pages Teacher’s Guide pp. 4-8

6. Learner’s Materials Pages Learner’s Material pp. 1-8

7. Textbook Pages K to12 PE and Health (Health Grade 9)

8. Additional Materials from www.slideshare.com

D. Other Learning Resources

P. Developing Mastery Let them answer the question orally:

(3A’s Activity)(TGA Activity)

H. No. of learners who earned

I. No. of learners who require

J. Did the remedial lessons work?

K. No. of learners who continue

M. What difficulties did I

N. What innovations or localized

GLADYS C. GUTIERREZ CHERRY ANN E. DATINGUINOO

School: BPHSCA Grade Level: G9

Teacher: Gladys C. Gutierrez Learning Area: Music & Health

June 19, 2017 (Music); June 21, 2017 (Health)

A. Content Standards: The learner… The learner…

 Demonstrates understanding of salient features of  Demonstrates understanding of environmental health to attain

B. Performance Standards: The learner… The learner…

Music of the Renaissance Period Lesson 1:

4. Additional Materials from www.slideshare.com www.slideshare.com

5. Other Learning Resources

Words are: Medieval, Adam de La Halle, Gregorian

(3A’s Activity)(TGA Activity)

O. No. of learners who earned

P. No. of learners who require

Q. Did the remedial lessons work?

R. No. of learners who continue

T. What difficulties did I