School IGPIT NATIONAL HIGH SCHOOL Grade Level

GRADES 1 TO 12 Teacher JESSA MAE L. CASTILLO Learning Area

DAILY LESSON LOG
Teaching Dates and Time January 20-24, 2020 7:45-8:45AM G10 - LAPU-LAPU Quarter
2:30-3:30PM G10 - RIZAL Week
Monday Tuesday Wednesday Thursday
Objectives must be met over the week and connected to the curriculum standards. To meet the objective, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities m
I. OBJECTIVES content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy
Weekly objectives shall be derived from the curriclum guides.
The learner demonstrates understanding of lifestyle and weight management to promote societal fitness
A. Content Standards

The learner maintains an active lifestyle to influence the physical activity participation of the community and society
B. Performance Standards The learner practices healthy eating habits that support an active lifestyle

The learner…
• engages in moderate to vigorous physical activities for at least 60 minutes a day in and out of school (PE10PF-IVc-h-45)
Learning Competencies / Objectives Write Edukasyon sa
C. the LC code for each Pagpapahalaga 10 • applies correct techniques to minimize risk of injuries (PE10PF-IVc-h-56)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT Edukasyon sa

Pagpapahalaga 10 Other Dance Forms (Hip-hop, Street dance, Cheer dance, Contemporary dance)

III. LEARNING RESOURCES List 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 concrete and manipulative materia
materials. Hands-on learning promotes concept development.
A. References
1 Teacher's Guide pages pp. 165, 170-174

2 Learner's Materials pages pp 144, 149-153

3 Textbook pages

4 Additional Materials from Learning OHSP PE 1 Q - module 1

Resource (LR) portal
https://www.youtube.co
m/watch?v=evCj-En1hDc
B. Other Learning Resources

These steps should be done across the week. Spread out the activities approppriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from form
IV. PROCEDURES Sustain learning systematically by providing students with multiple new ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to
previous knowledge. Indicate the time-allotment for each step.
 The teacher will ask the following The teacher will ask questions to the The teacher will ask questions to
questions: students about the previous lesson. the students about the previous
1. What are the different causes of (5 minutes) lesson.
obesity, diabetes and heart disease? (5 minutes)
2. How can you avoid these different
health diseases?
Reviewing previous lesson or presenting the
A. new lesson. Group Discussion is Generated through
Padlet

The teacher will ask the students to do

activity no. 1 HR LOG TEMPLATE on LM
p. 144. To assess and report the heart
rate before and after their performance
in physical activity.

Self- Assessment Tool is Given

B. Establishing a purpose for the lesson.

 The teacher will present a video
entitled UAAP CHEERDANCE then ask
the following questions:
1. What kind of dance was shown in
the video?
2. What is cheerdance?
3. What particular steps strike you on
those videos? Can you show it?
4. Can this dance improve fitness?
How?
5. Can we use this dance as our
Presenting examples / instances of the new recreational activity? Why?
C. lesson
A video - aided discussion.
Generated through Power point
Presentation)
https://www.youtube.com/watch?
v=evCj-En1hDc

The teacher will discuss the cheer

dance and its movements and things
to remember to avoid injuries while
dancing.
Discussing new concepts and practicing (TG pages 171-173, 178180)
D. new skills #1
Generated through Prezi

E. Discussing new concepts and practicing

new skills #2
 The teacher will ask the learners to Teacher led the class in doing warm-up
create a two minutes cheerdance activity to avoid or minimize injuries and
routine in each group. group the students into 4 and asks them
to perform a simple routine in
The performance will be assessed cheerdance that can help to improve
considering the following criteria: fitness.
Completeness (considering the three
elements of cheerdance),
Developing Mastery (Leads to Formative mastery and synchrony,
F. difficulty (in terms of intensity)
Assessment 3)
and teamwork.

Rubrics for student's performance is

made through Rubistar.

The teacher will instruct the learners to

conduct demonstration of how can be
managed and give first aid if there is
unexpected accident while performing
recreational activities.
Finding practical applications of concepts
G. and skills in daily living Instructions and Discussions of the
teacher is generated through Prezi

The teacher will ask the following

questions:
1. What is the importance of cheerdance
in developing lifelong fitness?
2. What is the importance of applying
general principles to minimize the
H. Making generalization and abstractions chances of injuries in performing
about the lesson dance/recreational activity?

Group Discussion Through Padlet

 The dance routine created by the
learners will be graded according
to the following criteria: Attitude,
respect, initiative, participation,
dependability, execution and
I. Evaluating learning
observance of safety.

Performance based Rubrics is use

created through Rubistar

Ask the students to share their

knowledge and skills to other
students in the school and in the
community and gather
information on the effects of
J. Additional activities for application or media and technology to one’s
remediation physical activity and fitness.
A group discussion using
Titanpad.
Bring home discussions.

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what hel
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

No. of learners who require additional activities

B. for remediation

Did the remedial lessons work? No. of learners who

C. have caught up with the lesson.

No. of learners who continue to require

D. remediation

Which of my teaching stratgies worked well?

E. Why did these work?

What difficulties did I encounter which my principal or

F. supervisor can help me solve?

What innovation or localized materials did I

G. use/discover which I wish to share with other teachers?
 GRADE 10
P.E
FOURTH
2
Friday
xercises and remedial activities may be done for developing
ildren to find significance and joy in learning the lessons.

society

The learner…
● analyzes the effects of media and technology
on fitness and physical activity
(PE10PF-IVb-46 )

Other Dance Forms

(Hip-hop, Street dance, Cheer dance,
Contemporary dance)

rete and manipulative materials as well as paper-based

pp 174 - 175

pp. 154 - 155

OHSP PE 1 Q - module 1

http://www.livestrong.co m/article/85306negative-
effectscomputers-children/

nts which you can infer from formative assessment activities.

what they learned in relation to their life experiences and
The teacher will ask the learners the
following questions:
1. What are the possible effects of
engaging street dance and contemporary
dancing?
2. How important is applying correct
techniques before doing vigorous
physical
activity?

Padlet Discussions

Active or Passive. The teacher will ask

the learners to identify different
recreational activities. They will be
instructed to make a table wherein they
will indicate whether they engage in
such recreational activities or not. They
will identify if the recreational activity is
active or passive.

Activity is generated through WordShare

Quiz Creator

After doing the activity they will be

asked with the following questions.
1. Why do you do such activities?

2. When do you do them?

3. How are active recreational activities
different from passive ones?
4. Which do you think is better, passive
or active recreation?
Group Activity
• Group the learners into four (4).
• From the responses given by the
members of your group, identify three
(3) passive recreational activities.

Reporting
• List down the risks involved in doing
such activities.
• Assign
representatives to present your work to
the class.

Padlet Discussions

The teacher will discuss The Physical

Impact of Technology on Children.

Prezi. Com
Youtube.com
http://www.livestrong.co
m/article/85306negative-
effectscomputers-children/
Generated through PREZI.com
Group Activity.
With the same group, the teacher will
ask the learners to enumerate the
different effects of Media and
Technology on Fitness and Physical
Activity. They will also identify the health
risks of too much involvement to passive
recreation like computer games, card
games, board games, reading, playing
music, and internet surfing.

Generated with Prezi.com

Group Performance.
Using the list that the groups created,
the learners will now perform a
syllabised warm-up exercises that will
help them prevent the health risks for
having sedentary
lifestyle.

What would be the effect of media and

technology on ones’ fitness and health?

Generated through Padlet

 Group Performance.
Using the list that the groups created, the
learners will now perform a syllabised
warm-up exercises that will help them
prevent the health risks for having
sedentary
lifestyle.
Performance based Rubrics is use created
through Rubistar

ents learn? Identify what help your instructional

 School IGPIT NATIONAL HIGH SCHOOL Grade Level
GRADES 1 TO 12 Teacher JESSA MAE L. CASTILLO Learning Area
DAILY LESSON LOG
Teaching Dates and Time JULY 29 - AUGUST 2, 2019 10:00-11:00AM G9-MALVAR Quarter
Week
Monday Tuesday Wednesday Thursday
Objectives must be met over the week and connected to the curriculum standards. To meet the objective, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
I. OBJECTIVES content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and jo
Weekly objectives shall be derived from the curriclum guides.
The learner demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque period music.
A. Content Standards

The learner performs sele cted songs from Medieval, renaissance and baroque periods
B. Performance Standards a) Chants; b) Madrigals; c) excerpts from oratorio; d) chorales; e) troubadour .

create and or perform songs in Gregorian and

The learner… troubadour styles;
Learning Competencies / Objectives describes musical elements of given Medieval, explores other arts and media that portray Aralin Panlipunan
MU9MRB-Ib-h-8.
C. Medieval, Renaissance and Baroque elements
Write the LC code for each Renaissance and Baroque music;
MU9MRB -Ib-f-6
improvises appropriate accompaniment to given 9
MU9MRB -Ib-f-5 Medieval and Renaissance songs;
MU9MRB -Ib-d-7

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
MUSIC OF THE
BAROQUE PERIOD
(1685-1750)
MUSIC OF THE • Concert and Concerto Grosso, Fugue, Oratorio and Chorale
BAROQUE PERIOD • Composers: Johan Sebastian Bach
II. CONTENT (1685-1750) Antonio Vivaldi MUSIC OF MEDIEVAL, RENAISSNCE AND BAROQUE PERIODS Aralin Panlipunan
• Historical and George Friedrich Handel (Practical Performances) 9
cultural background

List 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 concrete and manipulative mate
III. LEARNING RESOURCES based materials. Hands-on learning promotes concept development.
A. References

1 Teacher's Guide pages pp. 16-21 pp. 16-21 pp. 23-35

2 Learner's Materials pages pp. 13-14 pp. 14-18 pp. 20-29

3 Textbook pages
 4 Additional Materials from Learning https://www.youtube.com/wa tch?v=DEeAN471boQ http://www.slideshare.net/lhe yo/music-of-the-medieval-ren aissance-baroque-music-47197393 http://www.medieval-life-andtimes.info/m
Resource (LR) portal music.htm http://study.com/academy/les son/what-is-medieval-music-h istory-church-music-composers.html https://www.youtube.com/wa tch?v=6EAMqKUimr8 https://www.youtube.com/

B. Other Learning Resources

These steps should be done across the week. Spread out the activities approppriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from for
IV. PROCEDURES Sustain learning systematically by providing students with multiple new ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation t
previous knowledge. Indicate the time-allotment for each step.
The teacher will recall the previous lesson by The teacher will recall the previous lesson by Listening Activity:
asking questions to the students: asking questions to the students: Let the students listen to some of the beautiful musical
• What is Renaissance period? • What is an Opera? compositions and presentations composed during the
• What historical events and culture that • What historical events and culture that Medieval, Renaissance and Baroque Periods.
http://www.youtube.com/v=O5GtmcHZLHw
Reviewing previous lesson or presenting Renaissance period has? Baroque period has? Is the music sacred vocal form?
A. the new lesson. • What is gregorian chant? (5min) Was it sung acapella or with accompaniment?

The teacher will ask the students to name the The teacher will ask the students to name the State that,
following pictures posted in front. following pictures The teacher will ask the Medieval, Renaissance and Baroque music
following questions to the students: have distinctive characteristics. The following activities
1. ORCHESTRA • Have you seen an orchestra? will develop your musical skills as you incorporate the
2. CHORALE/CHOIR • Do you know what an orchestra is? different musical concepts that you have learnedin the
3. VIOLIN first part of this module.
B. Establishing a purpose for the lesson. 4. OPERA
5. HAPSICHORD (5min)

(5min)

The teacher will post pictures that illustrate
the cultural and historical background of the
Baroque period and
• What can you say about the pictures?
• Are historical and cultural back ground of
Presenting examples / instances of the medieval, renaissance and baroque periods
C. new lesson have similarities? or differences? (10 min)
The teacher will play examples of orchestra.
The students will listen will ask the following
questions:
• What can you say about the music?
•What are the similarities and differences of
the given music?
(10min)
Musical notation has evolved through time. The following
activitywill help you understand how to express Medieval,
Renaissance and Baroque music in a different way,
Individual Activity
Contour... Factor!
1.Watch the Fugue in G minor as shown in the following
link:
http://www.youtube.com/watch?v=p1XD1MSES_8
2. create your own graphic representation of ―Spring‖
fromThe Four Seasons
(10 min)
 The teacher will discuss the historical and cultural background The teacher will discuss the concerto and concerto Group Activity Name that Song!
of Baroque period through power point presentation and grosso and the composers of the Baroque period You will need: Recorded selections from Medieval,
video clip through powerpoint presentation and audio clip. Renaissance and Baroque Era.Buzzer, Scoreboard and
See attachment tool
(15min) audio aids.
(15 min) Procedure:
1.Divide the class into three. (Note: The number of group
depends on the number of students in the class)
2.A recorded selection will be played
.3.First group to buzz in willhave the chance to name the
title and the composer of the song heard.
4.The following points will be awarded for each correct
answer. Title of the Song / Selection = 2
Discussing new concepts and practicing
D. pointsComposer= 1 point
new skills #1 5.In case of a wrong answer, thegroupwill be deducted
2points.
6.Procedure will continue until all prepared songs have
been played.
7.The group with the highest point wins the game.

The teacher will play a video clip about Winter Duo!

Baroque Period. Let the students answer the
following questions:
• What are the important events that had
happened during the Baroque Period?
• How does the music of Baroque Period differ
form the Medieval and Renaissance Music?
• What ditinguishes Baroque music from othet
Discussing new concepts and practicing forms of Classical music?
E.
new skills #2
(10mins)
The teacher will play a video clip about Baroque.
Handel's Concert grosso for two violins, cello,
strings and basso continuo
http://www.youtube.com/watch?v=a32nicpS3rk
Vivaldi's Winter
http://www.youtube.com/watch?v=YKfuhLCVldg
Which video did you enjoy most? why?
What is the most evident difference between the
two concertos?
(10mins)
1.Listen to an excerpt from the Largo of
Vivaldi’s ―Winter‖ Concerto.
2.You can choose to the theme/themes of the
piece or play the music using recorder or
piano.
Additional accompaniment may be used for
texture enhancement purposes.
Part I Melody
Part II Accompaniment
 Group Activity: Students will complete the Sheet where they will have to Imitate the melody by humming or playi ng an instrument.
complete the information asked about the composers of Create an appropriate rhytmic accompaniment.
the Baroque Period based on the book.
The teacher will group the students and will
be given a tasks: "Composer of the Month Activity."
G1: To identify basso continuo and to label the
instruments in basso continuo group. (10min)
G2: To label and classify the differences
Developing Mastery (Leads to Formative between Baroque Opera, oratorio and
F.
Assessment 3) Cantata.
(10min)

Group Activity: (10min)Group Activity:
The teacher will ask the students to make a Each group will receive a task card which
line/s relating to the historical and cultural contain the task they need to perform.
background of Baroque Opera and make it as
an opera style. Group A – Listen to the works of Johann
(10min) Sebastian Bach and analyze the music by
answering the Diagram or Chart.
Group B – Listen to the works of Antonio
Vivaldi and analyze the music by answering
the Diagram or Chart.
Finding practical applications of concepts Group C – Listen to the works of George
G. and skills in daily living Friedrich Handel and analyze the music by
answering the Diagram or Chart.
(25 min)
1.Your class will be divided into seven groups.
2.Your teacher will assign a segment of the
following compositions:
Gregorian Chant in Medieval Period
Fire, Fire, Fire My Heart by Thomas Morley
Toccata and Fugue in D minor by JohannS.
Bach
Concerto Grosso for two violins, cello, strings
and basso continuo by Handel
Pope Marcellus Mass by Giovanni Pierluigi da
Palestrina
Hallelujah by George F. Handel
Four Seasons by Antonio Vivaldi
3.Your group must come up with movements
to interpret the assigned musical selection.
(15 min)

What is the Role and Importance of Baroque What are the contributions of Bach, Vivaldi and Our society is surrounded by popular music –it’s
Music in our lives? Handel to music?(10 min) our vernacular music, and it’s how we think
How did it begun? musically. People often ask the question,
(10 min) ―What’s the biggest fundamental difference
Making generalization and abstractions between pop music and classical music?‖
H. about the lesson
(10 min)
 Multiple Choice: Choose the letter of the correct answer. Matching Type. Match the Music works of column a to
1. Baroque is derived from a word "barocco" means "pearl of its composer in column b.
irregualr shape", what language is ''barocco"? A. B.
A. Latin B. Portuguese C. German D. Polish 1. Fugue in G Minor a. Vivaldi
2. TheFour Seasons b. Bach
I. Evaluating learning

The teacher will play video clip of historical and cultral

background of Baroque Period.
Additional activities for application or
J. remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what h
VI. REFLECTION supervisors can provide for you so when you meet them, you can ask them relevant questions.

No. of learners who earned 80% in the

A. evaluation

No. of learners who require additional activities

B. for remediation

Did the remedial lessons work? No. of learners who

C. have caught up with the lesson.

No. of learners who continue to require

D. remediation

Which of my teaching stratgies worked well?

E. Why did these work?

What difficulties did I encounter which my principal or

F. supervisor can help me solve?

What innovation or localized materials did I

G. use/discover which I wish to share with other
teachers?
 GRADE 9
MUSIC 9
FIRST
2
Friday
xercises and remedial activities may be done for developing
hildren to find significance and joy in learning the lessons.

play simple melodies of a chorale and provide

accompaniment.
MU9MRB-Ib-h-9

MUSIC OF MEDIEVAL, RENAISSNCE AND BAROQUE PERIODS

(Second Day of Practical)

crete and manipulative materials as well as paper-

pp 23-35

pp20-29
medieval-life-andtimes.info/medieval-music/m edieval-
https://www.youtube.com/wa tch?v=4mgSPiAiBjU

nts which you can infer from formative assessment activities.

t what they learned in relation to their life experiences and

Drill. Practice of Performance

 Uses Criteria on the group presentation.

dents learn? Identify what help your instructional

 School IGPIT NATIONAL HIGH SCHOOL
GRADES 1 TO 12 Teacher JESSA MAE L. CASTILLO
DAILY LESSON LOG
Teaching Dates and Time JULY 29 - AUGUST 2, 2019 1:30-2:30PM G9-MABINI

Monday Tuesday Wednesday

Objectives must be met over the week and connected to the curriculum standards. To meet the objective, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
I. OBJECTIVES content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and jo
Weekly objectives shall be derived from the curriclum guides.
The learner demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque period music.
A. Content Standards

The learner performs sele cted songs from Medieval, renaissance and baroque periods
B. Performance Standards a) Chants; b) Madrigals; c) excerpts from oratorio; d) chorales; e) troubadour .

create and or perform songs in Gregorian and

Learning Competencies / Objectives
C.
Write the LC code for each
The learner… troubadour styles;
describes musical elements of given Medieval, explores other arts and media that portray
MU9MRB-Ib-h-8.
Medieval, Renaissance and Baroque elements
Renaissance and Baroque music;
MU9MRB -Ib-f-6
improvises appropriate accompaniment to given
MU9MRB -Ib-f-5 Medieval and Renaissance songs;
MU9MRB -Ib-d-7

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
MUSIC OF THE
BAROQUE PERIOD
(1685-1750)
MUSIC OF THE • Concert and Concerto Grosso, Fugue, Oratorio and Chorale
BAROQUE PERIOD • Composers: Johan Sebastian Bach
II. CONTENT (1685-1750) Antonio Vivaldi MUSIC OF MEDIEVAL, RENAISSNCE AND BAROQUE
George Friedrich Handel PERIODS
• Historical and (Practical Performances)
cultural background

List 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 concrete and manipulative mate
III. LEARNING RESOURCES based materials. Hands-on learning promotes concept development.
A. References

1 Teacher's Guide pages pp. 16-21 pp. 16-21 pp. 23-35

2 Learner's Materials pages pp. 13-14 pp. 14-18 pp. 20-29

3 Textbook pages
 4 Additional Materials from Learning https://www.youtube.com/wa tch?v=DEeAN471boQ http://www.slideshare.net/lhe yo/music-of-the-medieval-ren aissance-baroque-music-47197393 http://www.medieval-life-andtimes.info/me
Resource (LR) portal music.htm http://study.com/academy/les son/what-is-medieval-music-h istory-church-music-composers.html https://www.youtube.com/wa tch?v=6EAMqKUimr8 https://www.youtube.com/w

B. Other Learning Resources

These steps should be done across the week. Spread out the activities approppriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from for
IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple new ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned i
experiences and previous knowledge. Indicate the time-allotment for each step.
The teacher will recall the previous lesson by The teacher will recall the previous lesson by Listening Activity:
asking questions to the students: asking questions to the students: Let the students listen to some of the beautiful
• What is Renaissance period? • What is an Opera? musical compositions and presentations
• What historical events and culture that • What historical events and culture that composed during the Medieval, Renaissance and
Baroque Periods.
Reviewing previous lesson or presenting Renaissance period has? Baroque period has? http://www.youtube.com/v=O5GtmcHZLHw
A. the new lesson. • What is gregorian chant? (5min) Is the music sacred vocal form?
Was it sung acapella or with accompaniment?

The teacher will ask the students to name the The teacher will ask the students to name the State that,
following pictures posted in front. following pictures The teacher will ask the Medieval, Renaissance and Baroque
following questions to the students: music have distinctive characteristics. The
1. ORCHESTRA • Have you seen an orchestra? following activities will develop your musical skills
2. CHORALE/CHOIR • Do you know what an orchestra is? as you incorporate the different musical
3. VIOLIN concepts that you have learnedin the first part
B. Establishing a purpose for the lesson. 4. OPERA of this module.
5. HAPSICHORD (5min)

(5min)

The teacher will post pictures that illustrate
the cultural and historical background of the
Baroque period and
• What can you say about the pictures?
• Are historical and cultural back ground of
Presenting examples / instances of the medieval, renaissance and baroque periods
C. new lesson have similarities? or differences? (10 min)
The teacher will play examples of orchestra.
The students will listen will ask the following
questions:
• What can you say about the music?
•What are the similarities and differences of
the given music?
(10min)
Musical notation has evolved through time. The
following activitywill help you understand how to
express Medieval, Renaissance and Baroque
music in a different way,
Individual Activity
Contour... Factor!
1.Watch the Fugue in G minor as shown in the
following link:
http://www.youtube.com/watch?
v=p1XD1MSES_8
2. create your own graphic representation of
―Spring‖ fromThe Four Seasons
(10 min)
 The teacher will discuss the historical and cultural background The teacher will discuss the concerto and concerto
of Baroque period through power point presentation and
video clip
See attachment tool
(15min)
(15 min)
Discussing new concepts and practicing
D.
new skills #1
The teacher will play a video clip about
Baroque Period. Let the students answer the
following questions:
• What are the important events that had
happened during the Baroque Period?
• How does the music of Baroque Period
differ form the Medieval and Renaissance
Music?
Discussing new concepts and practicing • What ditinguishes Baroque music from
E. othet forms of Classical music?
new skills #2
(10mins)
grosso and the composers of the Baroque period
through powerpoint presentation and audio clip.
The teacher will play a video clip about Baroque.
Handel's Concert grosso for two violins, cello,
strings and basso continuo
http://www.youtube.com/watch?v=a32nicpS3rk
Vivaldi's Winter
http://www.youtube.com/watch?v=YKfuhLCVldg
Which video did you enjoy most? why?
What is the most evident difference between the
two concertos?
(10mins)
Group Activity Name that Song!
You will need: Recorded selections from
Medieval, Renaissance and Baroque Era.Buzzer,
Scoreboard and audio aids.
Procedure:
1.Divide the class into three. (Note: The number
of group depends on the number of students in
the class)
2.A recorded selection will be played
.3.First group to buzz in willhave the chance to
name the title and the composer of the song
heard.
4.The following points will be awarded for each
correct answer. Title of the Song / Selection = 2
pointsComposer= 1 point
5.In case of a wrong answer, thegroupwill be
deducted 2points.
6.Procedure will continue until all prepared songs
have been played.
7.The group with the highest point wins the game.
Winter Duo!
1.Listen to an excerpt from the Largo of
Vivaldi’s ―Winter‖ Concerto.
2.You can choose to the theme/themes
of the piece or play the music using
recorder or piano.
Additional accompaniment may be used
for texture enhancement purposes.
Part I Melody
Part II Accompaniment
 Group Activity: Students will complete the Sheet where they will have to Imitate the melody by humming or playi ng an
complete the information asked about the composers of instrument.
the Baroque Period based on the book. Create an appropriate rhytmic accompaniment.
The teacher will group the students and will
be given a tasks: "Composer of the Month Activity."
G1: To identify basso continuo and to label the
instruments in basso continuo group. (10min)
G2: To label and classify the differences
Developing Mastery (Leads to Formative between Baroque Opera, oratorio and
F.
Assessment 3) Cantata.
(10min)

Group Activity: (10min)Group Activity:
The teacher will ask the students to make a Each group will receive a task card which
line/s relating to the historical and cultural contain the task they need to perform.
background of Baroque Opera and make it as
an opera style. Group A – Listen to the works of Johann
(10min) Sebastian Bach and analyze the music by
answering the Diagram or Chart.
Group B – Listen to the works of Antonio
Vivaldi and analyze the music by answering
the Diagram or Chart.
Finding practical applications of concepts Group C – Listen to the works of George
G. and skills in daily living Friedrich Handel and analyze the music by
answering the Diagram or Chart.
(25 min)
1.Your class will be divided into seven
groups.
2.Your teacher will assign a segment of
the following compositions:
Gregorian Chant in Medieval Period
Fire, Fire, Fire My Heart by Thomas
Morley
Toccata and Fugue in D minor by
JohannS. Bach
Concerto Grosso for two violins, cello,
strings and basso continuo by Handel
Pope Marcellus Mass by Giovanni
Pierluigi da Palestrina
Hallelujah by George F. Handel
Four Seasons by Antonio Vivaldi
3.Your group must come up with
movements to interpret the assigned
musical selection.

(15 min)

What is the Role and Importance of Baroque What are the contributions of Bach, Vivaldi and Our society is surrounded by popular music
Music in our lives? Handel to music?(10 min) –it’s our vernacular music, and it’s how we
How did it begun? think musically. People often ask the
(10 min) question, ―What’s the biggest
Making generalization and abstractions fundamental difference between pop
H. about the lesson music and classical music?‖
(10 min)
 Multiple Choice: Choose the letter of the correct answer. Matching Type. Match the Music works of column a to
1. Baroque is derived from a word "barocco" means "pearl of its composer in column b.
irregualr shape", what language is ''barocco"? A. B.
A. Latin B. Portuguese C. German D. Polish 1. Fugue in G Minor a. Vivaldi
2. TheFour Seasons b. Bach
I. Evaluating learning

The teacher will play video clip of historical and cultral

background of Baroque Period.
Additional activities for application or
J. remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what h
VI. REFLECTION supervisors can provide for you so when you meet them, you can ask them relevant questions.

No. of learners who earned 80% in the

A. evaluation

No. of learners who require additional activities

B. for remediation

Did the remedial lessons work? No. of learners who

C. have caught up with the lesson.

No. of learners who continue to require

D. remediation

Which of my teaching stratgies worked well?

E. Why did these work?

What difficulties did I encounter which my principal or

F. supervisor can help me solve?

What innovation or localized materials did I

G. use/discover which I wish to share with other
teachers?
 Grade Level GRADE 9
Learning Area MUSIC 9
Quarter FIRST
Week 2
Thursday Friday
f needed, additional lessons, exercises and remedial activities may be done for developing
nd competencies and enable children to find significance and joy in learning the lessons.

nd Baroque period music.

oque periods
roubadour .

play simple melodies of a chorale and provide

accompaniment.
MU9MRB-Ib-h-9

ckled in a week or two.

MUSIC OF MEDIEVAL, RENAISSNCE AND

BAROQUE PERIODS
(Second Day of Practical)

e that there is a mix of concrete and manipulative materials as well as paper-

pp. 23-35

pp. 20-29
 c-47197393 http://www.medieval-life-andtimes.info/medieval-music/m edieval-
m/wa tch?v=6EAMqKUimr8 https://www.youtube.com/wa tch?v=4mgSPiAiBjU

ration of learning by the students which you can infer from formative assessment
ng processes, and draw conclusions about what they learned in relation to their life

Drill. Practice of Performance

 Uses Criteria on the group presentation.

to be done to help the students learn? Identify what help your instructional
 School DiCNHS - IGPIT HS ANNEX Grade Level
GRADES 1 TO 12 Teacher JESSA MAE L. CASTILLO Learning Area
DAILY LESSON LOG
Teaching Dates and Time JUNE 10-14, 2019 8:45-9:45AM G10 - BONIFACIO Quarter
Week
Monday Tuesday Wednesday Thursday
Objectives must be met over the week and connected to the curriculum standards. To meet the objective, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activ
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find s
learning the lessons. Weekly objectives shall be derived from the curriclum guides.

A. Content Standards 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 ;
B. Performance Standards Practices healthy eating habits that support an active lifestyle.
The learner… The learner… The learner…
Learning Competencies / Objectives • explores other arts and media that portray 20th • explores other arts and media that portray 20th • Creates short electronic and chance music pieces using knowledge of Edukasyon sa
C. 20th century styles.
Write the LC code for each century elements through video films or live century elements through video films or live
MU10TC-Ic-h-7 Pagpapahalaga 10
performances; performances;
MU10TC-Ic-h-6 MU10TC-Ic-h-6
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
• Electronic music • Electronic music • Electronic music
II. CONTENT • Chance music • Chance music • Chance music Edukasyon sa
Pagpapahalaga 10

List 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 concrete and manipulative m
III. LEARNING RESOURCES paper-based materials. Hands-on learning promotes concept development.
A. References

1 Teacher's Guide pages TM pg 14-20 'TM pg 14-20 'TM pg 14-20

2 Learner's Materials pages pp. 26-31 pp. 26-31 pp. 33-38

3 Textbook pages

4 Additional Materials from Learning

Resource (LR) portal

http://youtube.com/watch?v=xv4fKjTGO_Q – Earth Wind And Fire (Fantasy) http://youtube.com/watch?v=S9MeTn1i72g – Eagles (Hotel California) https://www.youtube.com/watch?v=gHK9T
B. Other Learning Resources (Forever) https://www.youtube.com/watch?v=iuDzS0EYixQ – Edgar Varrese (Poeme Electronique)

These steps should be done across the week. Spread out the activities approppriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer fro
IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple new ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they lear
life experiences and previous knowledge. Indicate the time-allotment for each step.
 Review: Review: Role playing:
Name that tune:
Identify the title of the music being played by the
teacher. Recall how the performers and other casts Ask volunteers to act as performers/singers,
Music: in the video seen acted and did their roles. camera man, crews.
• Claire de Lune Have them create a short performance like
• Miriors 5 minutes singing or dancing.
• La mer
• Jeux d’ Eua Ask each volunteer to play their role in producing
• bolero a simple output that portrays musical style in the
20th century.
The teacher will show pictures of different gadgets. 10 minutes
Reviewing previous lesson or presenting (old and new type)
A. Ask: What significant innovations do you observe?
the new lesson. How it affects the human lifestyle, music or even
perspective?
10 minutes
(See attached music)

The teacher will play music by Joseph Maurice The teacher will play music by Arnold Schoenberg “Verklarte
Ravel. Nacht”.
Let the students listen to the music and allow them to react
Ask the students to analyze the music and about the music. Let them compare the music by Debussy and
compare from the previous music. Ravel with that of Schoenberg.

10 minutes The teacher will ask:

what significant differences and similarities do Debussy and
(See Attachment) Ravel’s music with that of Schoenberg?
B. Establishing a purpose for the lesson.
https://www.youtube.com/watch?v=DVlrJG4xri8 10 minutes
 The teacher will play music by Joseph Maurice
Ravel.
The teacher will play a video clip/ concert
performed by Band Eagles or David Foster.
Important reminders:
• Recognize the instruments used by the
performers
• Observe on how performers act on stage as they
performed.
• Notice how the crews do their tasks along
before, during and after the performance.
• Watch how the camera men manipulate/utilize
and take advantage of
the new technologies
Presenting examples / instances of the
C. 25 minutes (See Attachment)
new lesson
http://youtube.com/watch? v=S9MeTn1i72g
https://www.youtube.com/
watch?v=gHK9TDoj870
The teacher will discuss the role of
every cast in the performance.
Allow the students to give their
personal observation about the
performance and role of the casts.
15 minutes
Discussing new concepts and practicing
D. new skills #1
Activity:
Hold a “Chance Musical Experience”.
• Ask two students to simulate a
performance
concert sitting in front of an instrument like keyboard, just
holding a guitar or any other musical instruments in 3 minutes
without playing these.
• Discuss the performance and get the reactions and
observations from the class such as what they hear, see, feel,
touch, or smell.
Ask: What can you say about their performance? What kind of
music is being produced? The teacher will emphasize that the
music that are being produced are called “Chance Music and
electronic music”
15 minutes
The teacher will explain the difference between
Electronic and Chance Music based from experiences and
performances of the students.
The teacher will discuss
the distinctive characteristics of electronic and chance music.
The teacher will play music by Edgar Varese
“Poeme Electronique”
Ask the students to listen carefully to the music. Ask them to
analyse the sounds and type of music.
Ask: How is it different to other kind of music?
The teacher will present the electronic music.
25 minutes
(See attached music)
https://www.youtube.c om/watch?v=iuDzS0EYi xQ
 Discussing new concepts and practicing
E. new skills #2

Ask the students to name some instruments and

other new technologies that help improved and
marked the significant innovation in the 20th
century music industry.
Developing Mastery (Leads to Formative
F. 10 minutes
Assessment 3)

The teacher will say: Music

Finding practical applications of concepts
G. and skills in daily living
nowadays and other form of
entertainments
become more
sophisticated. If you were given a
chance to produce or create
a simple production, how can you
come up with to meet the demands
of today?
5 minutes
 Call on volunteers to act as
singers/performers, camera men
and crews.
Ask them to create scenes that
portray the style of music in the
Making generalization and abstractions 20th century.
H. about the lesson
20 minutes

Divide the class into 4.

Have them create and explore other

arts (Multi-media) that portray 20th
century musical styles(Impressionism and
Expressionism) through a 10-minute video
clip or MTV
using their digital cameras, mobile phone
or any other gadgets. Let them research or
look for videos in the internet.
I. Evaluating learning Let them show and discuss their video
works in class.
20 minutes

Research on the popular composers of

Additional activities for application or electronic music period.
J.
remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify wh
VI. REFLECTION
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

No. of learners who earned 80% in the

A. evaluation

No. of learners who require additional activities

B. for remediation
 Did the remedial lessons work? No. of learners who
C. have caught up with the lesson.

No. of learners who continue to require

D. remediation

Which of my teaching stratgies worked well?

E. Why did these work?

What difficulties did I encounter which my principal or

F. supervisor can help me solve?

What innovation or localized materials did I

G. use/discover which I wish to share with other
teachers?
 GRADE 10
MAPEH 10
FIRST
3
Friday
dards. To meet the objective, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
guides.

er demonstrates understanding of lifestyle and weight management to promote societal fitness.

he community and society ;

Practices healthy eating habits that support an active lifestyle.
The learner…
• Creates short electronic and chance music pieces using
knowledge of 20th century styles.
MU10TC-Ic-h-7

tter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
• Electronic music
• Chance music

erials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
pment.

'TM pg 14-20

pp. 33-38

asy) http://youtube.com/watch?v=S9MeTn1i72g – Eagles (Hotel California) https://www.youtube.com/watch?v=gHK9TDoj870 – David Foster

://www.youtube.com/watch?v=iuDzS0EYixQ – Edgar Varrese (Poeme Electronique)

ppriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment
new ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their
ch step.
 Ask the students to differentiate between
Electronic and chance
Music through Venn Diagram. Cite some
characteristics of each musical style to
distinguish their differences.

5 minutes
Have the students conduct an experiment with sounds
on materials they were assigned to bring to create
chance music. Divide the class into four groups. Allow
each group to explore in creating chance music.

10 minutes

The teacher will say: Today,

humanity is increasingly dependent
on science and technology to meet
its material needs. But then
technology should be used with
caution for the benefits of
humankind. How can we properly
utilize these materials? What
particular
circumstances in the field of music
do these technologies useful?

5 minutes
 The teacher will play some music.
Let the students identify weather
electronic or chance music.

5 minutes

Mini Concert:

Divide the class into four groups. Allow each group to

choose any of the two types of music; Electronic or
chance music. Remind them that in electronic music,
they should strictly use electronic instruments. Ask
each group to perform before the class their chosen
musical piece.

35 minutes

Ask the students to watch any video clip about

electronic or chance music.

ut your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your
m, you can ask them relevant questions.
 School DiCNHS - IGPIT HS ANNEX Grade Level
GRADES 1 TO 12 Teacher JESSA MAE L. CASTILLO Learning Area
DAILY LESSON LOG
Teaching Dates and Time JUNE 10-14, 2019 2:30-3:30PM G10 - RIZAL Quarter
Week
Monday Tuesday Wednesday Thursday
Objectives must be met over the week and connected to the curriculum standards. To meet the objective, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activitie
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find sign
the lessons. Weekly objectives shall be derived from the curriclum guides.

A. Content Standards 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 ;
B. Performance Standards Practices healthy eating habits that support an active lifestyle.

Learning Competencies / Objectives undertake physical activity and physical undertake physical activity and physical
C. Aralin Panlipunan 10 evaluate physical fitness assessment
Write the LC code for each fitness assessments fitness assessments
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Aralin Panlipunan 10 Physical Fitness and Sports Talent Test Physical Fitness and Sports Talent Test Physical Fitness Components

List 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 concrete and manipulative ma
III. LEARNING RESOURCES based materials. Hands-on learning promotes concept development.
A. References

1 Teacher's Guide pages 28-31 28-31 28-31

2 Learner's Materials pages 18-25 18-25 18-25

3 Textbook pages 3-30/ 207-227/212-231 3-30/ 207-227/212-231 3-30/ 207-227/212-231

4 Additional Materials from Learning

Resource (LR) portal
Enjoy Life with P.E. and Health IV, Enjoy Life with P.E. and Health IV, Enjoy Life with P.E. and Health IV,
MAPEH for a Better You MAPEH for a Better You MAPEH for a Better You
B. Other Learning Resources MAPEH in MAPEH in MAPEH in
Action III Action III Action III
These steps should be done across the week. Spread out the activities approppriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple new ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learne
experiences and previous knowledge. Indicate the time-allotment for each step.
 Reviewing previous lesson or presenting Ask the students, Why a person should
A. reviewing on the PFT protocol.
the new lesson. be physically fit?

Students will take the PFT in order to Student will evaluate their level of
B. Establishing a purpose for the lesson. determine their strenght and weakness performance in all components of
on the different component of PF. Physical Fitness.

Presenting examples / instances of the "A journey of a thousand miles begins with a
C. new lesson Warm-Up Exercises. Warm-Up Exercises. single step."- Confucuis. A passage o be
understood and be given opinion by the students.
2nd Day of Test PFT.
Skill Related Fitness Component.
First Day of Test PFT. Speed-40 m
Health Related Fitness Component. Sprint
Body Composition-BMI Agility-Illinios Agility Run
Discussing new concepts and practicing Cardiovascular End.-3 min Step Test Students will analyze the test results of
D. Coordination- Hand-Eye Coordination
new skills #1 Flexibility- Zipper Test and Sit and the Physical Fitness Test.
Reach Balance-Stork Balance Test
Muscular Strenght and Endurance- Reaction Time-Stick Drop Test
Push-up/Basic Plank and Curl-up Power-
Standing Long-Jump Students will identify strengths and
Discussing new concepts and practicing
E. weaknesses of their performance based
new skills #2 on the results taken.

F. Developing Mastery (Leads to Formative

Assessment 3)

Finding practical applications of concepts Ask them some of their insights, "Why
G. and skills in daily living should a person be physically fit always?

Ask the students . "What can you do to

Making generalization and abstractions
H. maintain and/or improve your fitness
about the lesson level score?

Results will be recorded in the PFT score Results will be recorded in the PFT score
I. Evaluating learning Results on analyzing PFT performance.
sheet. sheet.
 Additional activities for application or
J.
remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what
VI. REFLECTION supervisors can provide for you so when you meet them, you can ask them relevant questions.

No. of learners who earned 80% in the

A. evaluation

No. of learners who require additional activities

B. for remediation

Did the remedial lessons work? No. of learners who

C. have caught up with the lesson.

No. of learners who continue to require

D. remediation

Which of my teaching stratgies worked well?

E. Why did these work?

What difficulties did I encounter which my principal or

F. supervisor can help me solve?

What innovation or localized materials did I

G. use/discover which I wish to share with other
teachers?
 GRADE 10
MAPEH 10
FIRST
3
Friday
To meet the objective, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
ative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning

demonstrates understanding of lifestyle and weight management to promote societal fitness.

munity and society ;

Practices healthy eating habits that support an active lifestyle.

describe the meaning and importance of

managing lifestyle and weight
hat the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Healthy Lifestyle

sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-

28-31

9-47

3-30/ 207-227/212-231

Enjoy Life with P.E. and Health IV,

MAPEH for a Better You
MAPEH in
Action III
ely so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
Act 1. Warm You-Up.
This activity will prepare the learner's
body for a more strenous physical activity.

Learners will hone their knowledge about

lifestyle and weight mangement.

Let the learner do the Pre-Assessment

and let them evaluate the results based
on the range of Rating.

Act2. What is it to You? Learners' prior

knowledge on lifestyle and weight
management. They will have to discuss and
describe What is lifestyle.

Act3. Race to Connect. Learners will be

able to give their insight s about the
connection between lifestyle and
weight management.

Ask the learners, " What aspects of your

lifestyle do you think you should be
most attentive to? Why do you think
so?

Learners will be asked "Learners What is

Lifestyle?"

quiz.
ur students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional
m relevant questions.
 School DiCNHS - IGPIT HS ANNEX
GRADES 1 TO 12 Teacher JESSA MAE L. CASTILLO
DAILY LESSON LOG
Teaching Dates and Time JUNE 3 -7, 2019 7:45-8:45 G10 - LAPU-LAPU

Monday Tuesday Wednesday

Objectives must be met over the week and connected to the curriculum standards. To meet the objective, necessary procedures must be followed and if needed, additional lessons,
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies a
the lessons. Weekly objectives shall be derived from the curriclum guides.

A. Content Standards 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 ;
B. Performance Standards Practices healthy eating habits that support an active lifestyle.

Learning Competencies / Objectives Differentiate health-related fitness and

C. define Physical Fitness Eid'l Fit'r
Write the LC code for each skill-related fitness
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Physical Fitness Physical Fitness Components Eid'l Fit'r

List 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 con
III. LEARNING RESOURCES based materials. Hands-on learning promotes concept development.
A. References

1 Teacher's Guide pages 28-31 28-31

2 Learner's Materials pages 18-25 18-25

3 Textbook pages 3-30/ 207-227/212-231 3-30/ 207-227/212-231

4 Additional Materials from Learning

Resource (LR) portal
Enjoy Life with P.E. and Health IV, Enjoy Life with P.E. and Health IV,
MAPEH for a Better You MAPEH for a Better You
B. Other Learning Resources MAPEH MAPEH
in Action III in Action III
These steps should be done across the week. Spread out the activities approppriately so that the students will learn well. Always be guided by demonstration of learning by the stud
IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple new ways to learn new things, practice their learning, question their learning processes, and draw concl
experiences and previous knowledge. Indicate the time-allotment for each step.
 reviewing on the past lessons they had
Reviewing previous lesson or presenting Ask the students, Why a person should
A. learned during the prevoius year/s on
the new lesson. be physically fit?
MAPEH

To recall knowledge about MAPEH most
especially on the very first topic of
B. Establishing a purpose for the lesson. Physical Education they always had
encountered as first lesson of the
subject.
Students must be able to acquire the
necessary skills and competence in PF
to achieve a healthy and quality
lifestyle.

Why do we need to understand

Presenting examples / instances of the Physical Fitness? "A journey of a thousand miles begins with a
C. new lesson
single step."- Confucuis. A passage o be
understood and be given opinion by the students.

Why do we need to understand

Students will give benefits and
Discussing new concepts and practicing Physical Fitness. Students
D. example of daily activities using
new skills #1 will give benefits and example of daily
Physical Fitness. activities using Physical Fitness.

ask the students to differentiate HRF

Discussing new concepts and practicing
E. and SRF by understanding each of its
new skills #2 specific components.

Ask them to give other related

F. Developing Mastery (Leads to Formative information and learning based on the
Assessment 3) participation on the discussion of HRF
and SRF.

Finding practical applications of concepts

G. and skills in daily living

Students must possess the knowledge and driving

Making generalization and abstractions force that motivate them to do activities that
H. about the lesson consistently improve their lifestyle for their own
body's benefits.

I. Evaluating learning Pre-assessment. quiz.

 Additional activities for application or
J. What is a protocol?
remediation

V. REMARKS MAPEH 8 subject is taken only for four(4) times a week with one (1hr) per meeting , Monday is a non-Session day with th

Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the stu
VI. REFLECTION supervisors can provide for you so when you meet them, you can ask them relevant questions.

No. of learners who earned 80% in the

A. evaluation

No. of learners who require additional activities

B. for remediation

Did the remedial lessons work? No. of learners who

C. have caught up with the lesson.

No. of learners who continue to require

D. remediation

Which of my teaching stratgies worked well?

E. Why did these work?

What difficulties did I encounter which my principal or

F. supervisor can help me solve?

What innovation or localized materials did I

G. use/discover which I wish to share with other
teachers?
 Grade Level GRADE 10
Learning Area MAPEH 10
Quarter FIRST
Week 1
Thursday Friday
ed to the curriculum standards. To meet the objective, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning
m the curriclum guides.

The learner demonstrates understanding of lifestyle and weight management to promote societal fitness.

al activity participation of the community and society ;

Practices healthy eating habits that support an active lifestyle.

undertake physical activity and physical undertake physical activity and physical
fitness assessments fitness assessments
ains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Physical Fitness and Sports Talent Test Physical Fitness and Sports Talent Test

Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
concept development.

28-31 28-31

18-25 18-25

3-30/ 207-227/212-231 3-30/ 207-227/212-231

Enjoy Life with P.E. and Health IV, Enjoy Life with P.E. and Health IV,
MAPEH for a Better You MAPEH for a Better You
MAPEH MAPEH
in Action III in Action III
d out the activities approppriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment
ng students with multiple new ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
me-allotment for each step.
Ask them about the importance of Physical Day 2 of the PPFSTT.
Fitness

Students will identify the specific

components of each Major components of Learners will take warm-up exercises
Physical Fitness and will undertake the before continuing the remaining test.
PPFSTT.

Explain the importance of warm-up

exercise. Ask the students the
importance of knowing your Body Mass
Index before the Physical Fitness Test?

Explain the PF test protocol and Give the

important reminders on the safety
measure for the different test components.

Students must familiarize the test

protocol for precautionary measures
and for an orderly conduct of the test.

Students will perform different test of

the different Physical Fitness
Components, provided in the PPFSTT
manual.

Ask the learners, Why do we need to

assess the different PF components?
 EH 8 subject is taken only for four(4) times a week with one (1hr) per meeting , Monday is a non-Session day with the class.

a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your instructional
meet them, you can ask them relevant questions.
 School DiCNHS - IGPIT HS ANNEX Grade Level
GRADES 1 TO 12 Teacher JESSA MAE L. CASTILLO Learning Area
DAILY LESSON LOG
Teaching Dates and Time JUNE 4-8, 2018 8:45 - 9:45 G8 - LUNA Quarter
Week
Monday Tuesday Wednesday Thursday
Objectives must be met over the week and connected to the curriculum standards. To meet the objective, necessary procedures must be followed and if needed, additional lessons, exercises and remedia
I. OBJECTIVES for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children
joy in learning the lessons. Weekly objectives shall be derived from the curriclum guides.
Explain policies regarding attendance, subject taught,
A. Content Standards grades/computations, class schedules, school rules and The learner demonstrates understanding of the basic concept of Physical Fitness.
regulations and etc

Students will become familiar with the school environment,

B. Performance Standards and will feel confident and excited to attend school eventually, The learner recognizes the need for exercises that will improve and/or maintain one's development areas.
everyday.

Learning Competencies / Objectives Differentiate health-related fitness

C. define Physical Fitness A.P.
Write the LC code for each and skill-related fitness
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Class/Subject Orientation physical fitness Major Components of Physical Fitness A.P.

List 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 concrete and manipula
III. LEARNING RESOURCES as paper-based materials. Hands-on learning promotes concept development.
A. References

1 Teacher's Guide pages

2 Learner's Materials pages 6-7 6-9

3 Textbook pages 149-153 149-153

4 Additional Materials from Learning

Resource (LR) portal

Exploring Mapeh I Enjoy Exploring Mapeh I Enjoy

B. Other Learning Resources Life with P.E and Health II Life with P.E and Health II
These steps should be done across the week. Spread out the activities approppriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can inf
IV. PROCEDURES assessment activities. Sustain learning systematically by providing students with multiple new ways to learn new things, practice their learning, question their learning processes, and draw conclusions abo
relation to their life experiences and previous knowledge. Indicate the time-allotment for each step.
 Ask the students to share with the
Reviewing previous lesson or presenting reviewing on the past lessons they had class their participation in last Ask them about the importance of
A. the new lesson. learned during the prevoius year/s on MAPEH year's learning about Physical Physical Fitness
Fitness

To provide welcoming atmosphere for
students, and especially to orient the
B. Establishing a purpose for the lesson.
students about school policies, their
responsibilities as a student.
Students must be able to acquire
the necessary skills and
competence in PF to achieve a
healthy and quality lifestyle.
Students will identify the specific
components of each Major
components of Physical Fitness

Explain policies regarding attendance, "A journey of a thousand miles begins with a Show the picture of our champoin
Presenting examples / instances of the single step."- Confucuis. A passage o be
C. academic, grades, class schedules, school boxer Manny Pacqiao, What made this
new lesson understood and be given opinion by the
rules and regulatons and etc. students. man stay strong up to the last round?

Giving students an opportunity to ask Why do we need to understand

questions, try to answer unspoken questions,
Discussing new concepts and practicing such as " What is the scope of the subject?,
D.
new skills #1 What will be the most interesting part of the
subject? And what will be the Challenging
part?''
Physical Fitness. ask the students to differentiate
Students will give benefits and HRF and SRF by understanding
example of daily activities using each of its specific components.
Physical Fitness.

Discussing new concepts and practicing

E. new skills #2

Let the students give some of the Ask them to give other related
Developing Mastery (Leads to Formative information and learning based on
F. measures to assess one's Physical
Assessment 3) the participation on the discussion
Fitness. of HRF and SRF.

My Daily Routine Activity. Let the

Finding practical applications of concepts students identify different
G. and skills in daily living tasks/activities they had in a day
which involved PF.

Students must possess the knowledge and

Making generalization and abstractions driving force that motivate them to do Ask to answer the given test
H. about the lesson activities that consistently improve their questions.
lifestyle for their own body's benefits.

I. Evaluating learning Pre-assesment. quiz.

J. Additional activities for application or Differentiate the 3 Major What is a protocol?
remediation Components of Physical Fitness.

V. REMARKS MAPEH 8 suject is taken only for four(4) times a week with one (1hr) per meeting Thursday is a non-meeting day with th

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What work? What else needs to be done to help the students learn? Identi
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

No. of learners who earned 80% in the

A. evaluation

No. of learners who require additional activities

B. for remediation

Did the remedial lessons work? No. of learners who

C. have caught up with the lesson.

No. of learners who continue to require

D. remediation

Which of my teaching stratgies worked well?

E. Why did these work?

What difficulties did I encounter which my principal or

F. supervisor can help me solve?

What innovation or localized materials did I

G. use/discover which I wish to share with other
teachers?
 GRADE 8
MAPEH 8
FIRST
1
Friday
um standards. To meet the objective, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done
ssed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and
he curriclum guides.

The learner demonstrates understanding of the basic concept of Physical Fitness.

The learner recognizes the need for exercises that will improve and/or maintain one's development areas.

understand PFSTT

ect matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Physical Fitness and Sports Talent Test

of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well
pt development.

9-17

154-169

Exploring Mapeh I Enjoy

Life with P.E and Health II
s approppriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
udents with multiple new ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in
e time-allotment for each step.
ask the students to share heir
participation in last year's PFSTT.

Climbing the ladder of fitness. Ask the

students to briefly share their thoughts
on how they will climb to reach the top
of the ladder.

explain the importance of warm-up

exercise.

Explain the PF test protocol and Give

the important reminders on the
safety measure for the different test
components.

After discussing about the protocol,

disucss the importance of re-testing
the PFSTT.

Do ask them, Why do we need to

assess the different PF components?
 MAPEH 8 suject is taken only for four(4) times a week with one (1hr) per meeting Thursday is a non-meeting day with the class.

nk about your students' progress this week. What work? What else needs to be done to help the students learn? Identify what help your
et them, you can ask them relevant questions.