431998806-DLL-Gr8-Edited-converted.docx

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Daily Lesson Log
in
MAPEH
SCHOOL DOLORES MACASAET NATIONAL HIGH SCHOOL GRADE LEVEL 8
TEACHER PONCE LITO C. MONTECILLO LEARNING AREA MUSIC
TEACHING DATE AND
TIME
WEEK 1 QUARTER 3RD
QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The Learner demonstrates an understanding of common and distinct musical characteristics of South
Asia and the Middle East.
B. Performance Standard The Learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression
and style.
C. Learning Competencies/
Objectives
The learner…
 Explains how music of a South Asian and the Middle East country relate to its geography and
culture
(MU8WS-IIIag-1)
 Listens perceptively to music of South Asia and the Middle East;
(MU8WS-IIIah-2)
 Sings songs of South Asia and the Middle East;
(MU8WS-IIIcg-3)
 Analyses musical elements of selected songs and instrumental pieces heard and performed.
(MU8WS-IIIch-4)
II. CONTENTS
Music of South Asia India
 Geographical
 Historical
 Cultural Background
Music of Middle EastIsrael
 Geographical
 Historical
 Cultural background

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III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
pp. 110-111
pp. 110-111,
p. 121 p. 121
2. Learner’s Material
pages
pp. 110-112, pp. 110-112, , pp. 128-129 pp.,128-129
3. Textbook pages
Lacia, G.C; Operano, M.R. Ed.D, Lacia, F.C.;et. al, (2013)The 21st century MAPEH in action,
Rex Bookstore 856 Nicanor Reyes, Sr. St.pg.53, 65 – 66
EdukasyongPangkatawan, Kalusugan at Musika III. Adriano, Celia T. Et al, 1999, 291, 297
4. Additional Materials
from Learning
Resource (LR) portal
www.youtube.com./watch?v=GvWkHsfXFGQ
www.carnaticsangeetham.com
www.youtube.co//watchv=KAJYXm067ns
https://m.youtube.com/watch?feature=youtu.be&v=sWSKtoURGAg.com
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous
Lesson Or Presenting New
Lessons
The teacher will play a
music video as an
example of modern
Indian music “JAIHO”
then ask students the
following questions:
* Who can guess the
nationality of the singer?
* How will you describe
the music video?
( See attached CD)
( 10 min)
The teacher will ask
question:
Who can relate the music of
India to its geography and
culture?
( 5 min)
The teacher will
play a music video
as an example of
music of Israel
“HEBREW” then
ask students the
following
questions:
* Who can guess
the nationality of
the singer?
* How will you
describe the music
question:
Who can relate the
music of Israel to its
geography and
culture?
( 5 min)

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video?( 5 min)
B. Establishing A Purpose
For The Lesson
The teacher will play
music of India used in
particular events such as
 weddings
 courtships
 religions
 festivals
 national anthem
The teacher will
play music of Israel
used in events
such as
 weddings
 courtships
 victories
 festivals
 national
anthem
Let the students
guess the song and
the event where it
is used.
( 10 min)
Let the students guess
the song and the event
where it is used.
(10 min)
C. Presenting Examples / The teacher will post The teacher will
Instances Of The New pictures of particular post pictures of
Lesson events then he/she play particular events
music of India. Let the then he/she will
students guess in what play music videos
event is the music used of Israel. Let the
by picking pictures students guess in
posted by the teacher. what event is the
Ask students to analyze music used by
the music according to picking pictures
pitch, rhythm, expression posted by the
and style. teacher. The
(15min) teacher will then
ask the students to
analyze the music
according to pitch,
rhythm, expression
and style.
(15 min)
D. Discussing New Concepts The teacher will play The teacher will

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And Practicing New Skills
# 1
different kinds of music
in India then he/she will
discuss the musical
elements of each music
and the relationship of
music to their culture and
historical background of
India.
(25 min)
( See attached CD)
play different kinds
of music in Israel
then he/she will
discuss the musical
elements of each
musicand the
relationship of
music to their
culture and
historical
background of
Israel.
(25 min)
( See attached CD)
E. Discussing New Concepts
# 2
The teacher will play music
used in particular events of
India such as weddings and
religious festivals. Let the
students identify the musical
elements used in a song and
in what particular events
were the songs used.
(15 min)
music used in
particular events of
India such as
Weddings and
religious festivals. Let
the students identify
the musical elements
used in a song and in
what particular events
were the songs used.
(15 min)
F. Developing Mastery
(Leads To Formative
Assessment 3)
Listening Activity:
What are the distinctive
characteristics of the
Indigenous music of
Mindanao?
Group Activity:
Ask the students to
analyze and group/
classify the musical
instruments of
Mindanao.
G. Finding Practical
Applications Of The
The teacher will play a music
video with lyrics of a famous
a music video with

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Concepts And Skills In
Daily Living
song in India
“ Hymm to Shiva
Tandavastotra.” Let the
students sing songs of India
then ask them how they
reacted/felt when they were
singing the Indian song. Let
them explain how music of
India has influenced its
geography and culture.
(10 min)
lyrics of a famous
song in Israel
“ ZumGaliGali.” Let
the students sing
songs of Israel then
ask students how they
reacted/felt while
singing the song. Let
students explain how
music of Israel has
influenced its
geography and
culture.
(10 min)
H. Making Generalizations
And Abstractions About
The Lesson
The teacher will ask the
 What is the
importance of music
of India in terms of
their historical and
cultural background?
 Are musical elements
important to the
music of India?
(10 min)
the following
questions:
 What is the
importance of
music of Israel in
terms oftheir
historical and
cultural
background?
 Are musical
elements
important to the
music of Israel?
(10 min)
I. Evaluating Learning The teacher will play five
varieties of music of India
then let the students write
down the particular events
such as wedding, courtship,
religions, festivals and
five varieties of music
of Israel then let the
students write down
the particular events
such as wedding,

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national anthem then identify
the elements of the music.
(15 min)
courtship, religions,
festivals and national
anthem then
identifythe elements
of each music.
(15 min)
J. Additional Activities For
Application And
Remediation
different kinds of music of
India then the students will
analyze the musical elements
of the selected songs.
( 5 min)
different kinds of
music of Israel then
the students will
analyze the musical
elements of the
selected songs.
( 5 min)
K. Assignment Ask students to relate
Philippine music to that of
Indian music then compare
them particularly in terms of
pitch, rhythm, expression
and style.
Ask students to relate
Philippine music to
that of Israel music
then compare them
particularly in terms of
pitch, rhythm,
expression and style.
V. REMARKS
VI.REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored

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

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and style.
Daily Lesson Log
in
MAPEH
SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 8
TEACHER CAMILLE A. BUGAYONG LEARNING AREA MUSIC
I. OBJECTIVES
TEACHING DATE AND
TIME
WEEK 2 QUARTER 3RD
QUARTER
The learner demonstrates an understanding of common and distinct musical characteristics of South Asia
and the Middle East.
B. Performance Standard
The learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression
The learner…
 explores ways of producing sounds on a variety of sources that would simulate instruments being
studied
(MU8WS-IIIch-5)
C.
Learning Competencies/
Objectives
 improvises simple accompaniment to selected South Asia and the Middle East music
(MU8WS-IIIbh-6)
 performs on available instruments from South Asia and Middle East
(MU8WS-IIIbh-7)
 evaluates music and music performances applying knowledge of musical elements and style
(MU8WS-IIIch-8)
II. CONTENTS
A. REFERENCES
A. Music of India
 Traditional instruments (idiophones, aerophones, membranophones, and chordophones) ;
 Instrumental pieces (solo and ensemble);
 Folksongs and ritual music
B. Music of Israel
 Traditional instruments (idiophones, aerophones, membranophones, and chordophones);
 Instrumental pieces (solo and ensemble);
 Folksongs and ritual music
1. Teacher’s Guide pages pp.112-114 pp.112-114 pp. 119-122 pp.119-122
A. Content Standard

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2. Learner’s Materials pages pp. 113-117 pp. 113-117 pp. 128-129 pp.128-129
3. Textbook pages
*EdukasyongPangkatawan, Kalusugan at Musika III. Adriano, Celia T. Et al, 1999. pp.296-297
Lacia, G.C; Operano, M.R. Ed.D, Lacia, F.C.;et. al, (2013) The 21st century MAPEH in action.
Rex Bookstore 856 Nicanor Reyes, Sr. St., 54 – 57, 66 - 72
4. Additional Materials from
Learning Resources (LR)
portal
Agapay, Nonabelle C.MAPEH: Making us fully equipped in the 21st century III. 2006, 4-10
https://www.teachervision.com/tv/printables/1565450973_268_270.pdf
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
Lesson or Presenting The
New Lesson
learners to use a venn
diagram to differentiate
and contrast the musical
elements of the music of
India and Israel.
( 10 min)
learners to give the
classification of musical
instruments in India.
( 10 min)
learners to relate the
instruments of India
to Philippine musical
instruments.
learners to give the
classification of musical
instruments in Israel.
( 10 min)
B. Establishing A Purpose For
The Lesson
Name it:
The teacher will show
pictures and post the
names of the musical
instruments of India then
let the learners match
the names of the
following instruments.
After naming the picture
of instruments, ask
learners to determine the
classification of the
musical instruments of
India according to
idiophones,aerophones,
membranophones, or
chordophones).
Name it :
pictures and post the
names of the musical
instruments of Israel
then let the learners
match the name of
the following
instruments. After
naming the picture of
instruments, ask
learners to determine
the classification of
musical instruments
from Israel according
to idiophones,
aerophones,

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(10 min) membranophones,
and chordophones)
(10 min)
C. Presenting Examples/
Instances Of The New
Lesson
carnatic,hindustani, and
talathenmusic. Let the
learners identify the
musical instruments
used.
(15 min)
the vocal music of
Israel. Let the learners
identify the
musical instruments
used.
(15 min)
Teacher will discuss the
characteristics of
traditional music, Tala
and classification of
musical instruments from
India through a
PowerPoint presentation.
Teacher will discuss
vocal music and
Israel through a
PowerPoint
presentation.
(20 minutes)
D. Discussing New Concepts
#1
( See attached CD)
The teacher will post an
example of “tala” and
execute on how to play it
by clapping.Let the
students do the same
after the demonstration
of the teacher.
(20 min)
( See attached CD)
The teacher will play ritual The teacher will play
E. Developing Mastery
(Leads To Formative
Assessment 3)
and folk music of India.Let
the learners identify the
instruments.
vocal music in Israel.
Let the learners identify
the classification of the
instruments.
(15 min) ( 15 min)

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F. Finding Practical
Applications Of Concepts
And Skills In Daily Living
Practical Work Approach
(PWA)
The teacher will divide the
class into five groups.
 Each group will be
assigned to perform
the Tala(Tintal and
Chautal) selections
provided.
 Using the improvised
percussion
instruments, perform
the “Tala.”
given 10 minutes to
practice.
(20 min)
(See attachment of Tala)
(See attached rubrics)
Practical Work Approach
(PWA)
The teacher will divide
the class into five
groups.
assigned to perform
using their
improvised string
instruments to
accompany the
ZumGaliGali music.
given 10 minutes to
practice.
(20 min)
(See attached rubrics)
G. Making Generalizations
The Lesson
Ask learners the following
questions:
 How can musical
instruments change
music?
 Why do people in
India use musical
instruments in their
music?
(10 min)
Ask learners the
 How can musical
instruments
change one
music?
 Why do people
in Israel use
musical
instruments in
their music?
(10 min)
H. Evaluating Learning
The teacher will play a
ritual and folk music of
India. Let the students
ritual and folk music of
Israel.Let the students

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identify what classification
of instruments is used in
the music.
(5 min)
identify what
classification of
instruments is used in
the music.
( 5 min)
I. Additional Activities For
Application Or Remediation
Ask learners to bring
improvised percussion
instruments.
(Bring it tomorrow.)
Ask learners to bring
improvised string
instruments.
(Bring it tomorrow.)
J. Assignment
How will you compare the
India with Philippine
instruments?
How will you compare
the musical instruments
of Israel with Philippine
instruments?
V. REMARKS
VI. REFLECTIONS
A. No. Of Learners Who
Earned 80% In The
Evaluation.
B. No. Of Learners Who
Require Additional Activities
For Remediation Who
Scored Below 80%
Work?
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Teaching
Strategies Worked Well?
Why Did These Work?
Encounter Which My
Principal Or Supervisor Can
Help Me Solve?

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Use/Discover Which I Wish
To Share With Other
Teachers?

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Daily Lesson Log
in
MAPEH
TEACHER ELVIRA M. RENTOY LEARNING AREA ARTS
TEACHING DATE AND
TIME
WEEK 1 QUARTER 3rd
Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
A. Content Standards The learner…
 Art elements and processes by synthesizing and applying prior knowledge and skills
 The salient features of the arts of South, West, and Central Asia by showing the relationship of the elements of
art and processes among culturally diverse communities in the region
 East Asian countries as having a rich artistic and cultural tradition from prehistoric to present times
B. Performance Standards The learner…
 Creates artworks showing the characteristic elements of the arts of South, West, and Central Asia
 Exhibits completed artworks for appreciation and critiquing
C. Learning
Competency/Objectives
The learner will be able to
analyze elements and
principles of art in the
production of arts and crafts
inspired by the cultures of
South Asia, West Asia, and
Central Asia
(A8EL-IIIb-1)
The learner…
 will identify
characteristics of arts
and crafts in India
(rangoli, katak,
mendhi, Diwali
(A8EL-IIIa-2)
 will be able to reflect
on and derive the
mood, idea or
message from selected
artifacts and art
objects
(A8PL-IIIh-1)
 will be able to trace
the external (foreign)
The learner…
 will be able create
arts and crafts that
can be locally
assembled with local
materials, guided by
local traditional
techniques.
(A8PR-IIIc-e-1)
 The learner will be
able to incorporate
the design, form, and
spirit of South, West,
and Central Asian
artifacts and objects
to one’s creation
The learner…
 will be able to identify
characteristics of arts and
crafts in Pakistan (truck art)
(A8EL-IIIa-2)
 will be able to show the
commonalities and
differences of the cultures of
the South Asian, West
Asian, and Central Asian
countries in relation to
Philippine culture
(A8PR-IIIh-4)

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and internal
(indigenous) influences
that are reflected in
the design of an
artwork and in the
making of a craft
 The learners will be
able to derive
elements from
traditions/history of a
community for one’s
artwork
(A8PR-IIIf-2)
(A8PL-IIIh-3)
 The learner will be
able to appreciates
the artifacts and art
objects in terms of
their utilization and
their distinct use of
art elements and
principles
(A8PL-IIIh-2)
II. CONTENTS ARTS OF SOUTH, WEST, AND
CENTRAL ASIA
ARTS OF SOUTH ASIA
(INDIA)
RANGOLI AND DIWALI
MOBILE
PAKISTANI, UZBEKISTAN,
KAZAKHSTAN, TAJIKISTAN
A. REFERENCES
1. Teacher’s Guide pages pp. 273-278 pp.274-277 pp. 279-281 pp. 282-283
2. Learner’s Materials pages pp. 304-314 pp.304-307 pp.304-307 pp. 309-311
3. Textbook pages MAPEH for A Better You
Learning Resource
(LR)portal
OHSP Arts Module Q2 pp.13
B. OTHER LEARNING
RESOURCES
http://www.slideshare.net/teacherjo19/south-central-west-asian-arts?qid=a0e232e8-e82c-4624-81ce-
a18064932e21&v=&b=&from_search=4
https://www.youtube.com/watch?v=HrrW3rO51ak
https://www.youtube.com/watch?v=VCLPeU83uq8
https://www.youtube.com/watch?v=LRidecgLnqc
https://www.youtube.com/watch?v=G7k0sWVhcrI
IV. PROCEDURES

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A. Reviewing Previous Lesson
or Presenting The New
Lesson
The teacher will present the
map of Asia and ask the
students to locate the
following countries:
India, Pakistani, Uzbekistan,
Kazakhstan, Tajikistan,
Turkey, and Kyrgystan.
(5 min)
The learners will recall the
artworks in South, West
and Central Asia. Let them
enumerate the elements
and principles of art used
in each artwork.
(5 min)
Ask the learners:
What are the major
contributions of India in
the field of art?
(5 min)
Ask the learners to tell
something about Rangoli and
Diwali-Festival of Lights.
(5 min)
The Lesson
MINUTE TO WIN IT
The teacher will divide the
class into four groups. Post
some examples of arts and
crafts in South, West and
Central Asia and match each
picture to its country of
origin.
Ask the students:
Were you able to match the
pictures correctly? How?
(7 min)
POP-UP MINDS
Ask the learners to think
of a word/s that you may
associate with INDIA.
(5 min)
PICTURE PUZZLE
Ask the learners to
assemble the pictures of
Rangoli and Diwali by
swapping the pieces of
puzzle until they form
the image.
(7 min)
PINOY JEEPNEY vs.
PAKISTANI TRUCK
Present in class a Pinoyjeepney
and Pakistani Truck. Ask the
students to compare the Pinoy
jeep with Pakistani truck art in
terms of color, design, forms,
and shapes.
(5 min)
C. Presenting
Examples/Instances Of The
New Lesson
The learners will watch a
video presentation showing
different arts and crafts in
South, West, and Central
Asia.
learners:
 Describe the different
art works in South,
West, and Central Asia
 Cite the similarities and
differences among the
art works
Show some
pictures/images/art work
in three periods of Indian
Art.
Describe the well-known
artwork in each period.
(5 min)
Post on the board
examples of Rangoli
showing different
principles of design.
 Describe each
artwork.
 Enumerate the
elements of arts
used in rangoli.
 What principle of
design present in
this artwork?
(8 min)
Have a group of four. Have a
gallery walk inside the
classroom. Each station
presents the arts and crafts in
Central Asia.
Station 1: Pakistan
Station 2: UZBEKISTAN
Station 3:KAZAKHSTAN
Station 4:TAJIKISTAN
Each group will identify and
describe the arts and crafts
known to each country.
(10 min)

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(8 min)
And Practicing New Skills #
1
Using the pictures from the
previous activity and with the
same group, the learners will
answer the following
questions:
 What elements of arts
are used in each art
work?
 Analyze the different
principles of design
used in each artwork?
(15 min)
The teacher will discuss
the different periods of
Indian art featuring its
contributions to World art
and festivals
 Ancient Period
 Classical Period
 Mogul Period
(see attached
presentation)
(15 min)
the procedures on how
to make a Rangoli and
Diwali Mobile.
(refer to LM pp. 315-
316)
The students will watch a
video presentation
showing different
designs of rangoli
https://www.youtube.co
m/watch?v=LRidecgLnqc
(8 min)
Based on the previous activity,
the teacher will lead the
discussion through a PowerPoint
presentation the identified arts
and crafts in Central Asia.
(15 min)
2
The learners will read the
text regarding Diwali-
Festival of Lights (LM pp.
306) afterwards, ask the
students to watch a video
presentation about Diwali-
Festival of Lights.
https://www.youtube.com
/watch?v=HrrW3rO51ak
The learners will answer
the following:
 When is Diwali-Festival
of Lights celebrated?
 Enumerate the
preparations of Indians
before the Festival of
Lights.

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(10 min)
(Leads To Formative
Assessment 3)
Ask the learners with their
group. The teachers will give
them another set of artwork
to each group. Let them
analyze the elements and
principles of arts present in
each artwork.
(10 min)
The learners will identify
the major contribution of
art in each period.
(See attached activity)
(5 min)
Ask learners to create an
art work incorporating
design form.
ACTIVITY 1: Rangoli
Art
ACTIVITY 2: DIWALI
MOBILE
(25 min)
ACTIVITY 3: VIDEO
PRESENTATION – TRUCK
ART
Uploaded by
journeymanpictures
http://www.youtube.com/watch
?v=4EhNAib0b6Q
Guide Questions
 Describe the unique
lines, color, forms, and
shapes found in
Pakistan’s truck art.
 Give your impressions
on how Pakistanis use
the elements of arts in
their artwork.
(10 min)
Application Of Concepts
Ask the learners to give
examples of crafts,
architectures, sculptures and
EXPRESS YOURSELF:
 What Philippine
celebration is similar
to India’s?
 What practices in the
Philippines are
similar to India’s
Festivals of Light?
(5 min)
Let the learners
enumerate the style and
technique they have
learned from the activity
that they can use in
doing an artwork?
(4 min)
Ask the learners to design their
own version of Pinoy jeep.
(5 min)
everyday objects that have
the similar style in our
country.
(5 min)
H. Making Generalizations Unique lines, forms, shapes, What are the major The teacher will ask the
 What are the
characteristics of
Pakistan Arts?
 Compare Pinoy jeep with
And Abstractions About colors, motifs and designs are contributions of India to Ask the learners:
The Lesson manifested in the art of India, the field of arts? What makes the arts of
Central Asia, and West Asia. Cite the Characteristics of South Asia– India
(5 min) each artwork.
(5min)
unique?
(4 min)

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Pakistani truck art in
terms of color, design,
forms and shapes.
(5 min)
Quiz 1-5
(5 min)
I. Evaluating Learning Identify the principles of art
used in each artwork. (see
attached worksheet)
(5 min)
Quiz 1-5
(5min)
The performance of the
learners will be evaluated
based on rubrics. (See
attached rubrics)
Note:
Apply different design
patterns:
- Repeated - Radial
pattern
J. Assignment Ask the learners to bring
art materials to be used in
art activity for the next
day. (Rangoli and Diwali
Mobile)
The learners will be asked to
make an improvised Pakistani
truck using recyclable materials
(old folders, colored papers
etc.)
Note: The teacher will show
his/her handmade Pakistani
Truck.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional
Activities For Remediation
Who Scored Below 80%
Work? No. Of Learners
Who Have Caught Up With
The Lesson
D. No. of Learners Who
Continue To Require
Remediation

20
E. Which of My Teaching
Why Did These Work?
Encounter Which My
Help Me Solve?
To Share With Other
Teachers?

21
Daily Lesson Log in
MAPEH
SCHOOL BUNGGO NATIONAL HIGH SCHOOL GRADE LEVEL 8
TEACHER ELVIRA M. RENTOY LEARNING AREA ARTS
TEACHING DATE AND
TIME
WEEK 2 QUARTER 3RD
QUARTER
I. OBJECTIVES
A. Content Standards The learner…
 Art elements and processes by synthesizing and applying prior knowledge and skills
 The salient features of the arts of South, West, and Central Asia by showing the relationship of the elements of
art and Processes among culturally diverse communities in the region
 East Asian countries as having a rich artistic and cultural tradition from prehistoric to present times
B. Performance Standards The learner…
 creates artworks showing the characteristic elements of the arts of South, West, and Central Asia
 exhibits completed artworks for appreciation and critiquing create artworks showing the characteristic elements of
the arts of East Asia
C. Learning
Competency/Objectives
The learner
 will be able to
identify
characteristics of arts
and crafts in West
Asia
 will be able to reflect
on and derive the
mood, idea or
message from
selected artifacts and
art objects
(A8PL-IIIh-1)
 will be able to derive
elements from
traditions/history of a
community for one’s
artwork (A8PR-IIIf-2)
The learner…
 will be able to create arts and crafts that can be
locally assembled with local materials, guided
by local traditional techniques.
(A8PR-IIIc-e-1)
 will be able to incorporate the design, form,
and spirit of South, West, and Central Asian
artifacts and objects to one’s creation (A8PL-
IIIh-3)
 will be able to appreciate the artifacts and art
objects in terms of their utilization and their
distinct use of art elements and principles
(A8PL-IIIh-2)
The learner…
 will be able to show
the relationship of
the development of
crafts in specific
countries in South
Asia, West Asia, and
Central Asia,
according to
functionality,
traditional
specialized
expertise, and
availability of
resources
 will be able to
mount an exhibit
using completed

22
South-West-Central
Asian-inspired crafts
in an organized
manner
II. CONTENTS
ARTS AND CRAFTS OF
WEST ASIA
TURKMENISTAN AND
KYRGYSTAN
ARTS AND CRAFTS OF
WEST ASIA
TURKMENISTAN AND
KYRGYSTAN
SOUTH, CENTRAL, AND
WEST ASIAN ARTS
A. REFERENCES
1. Teacher’s Guide pages pp. 284-286 pp. 295 pp.274-286
2. Learner’s Materials
pages
pp. 312-315 pp. 322-323 pp.304-314
3. Textbook pages
from Learning Resource
(LR)portal
B. OTHER LEARNING
RESOURCES
https://www.youtube.com/watch?v=-yTZlDJDjmM
https://www.youtube.com/watch?v=ABeAQTBNqzw
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting The New
Lesson
Ask the learners to cite
the similarities of
PinoyJeepney and
Pakistani Truck
(5 min)
LOOP A WORD.
Loop the words that are
related to arts and crafts in
Asia.
(5 min)
Ask the Learners to
give the procedures on
how to make a border
design.
(5 min)
Arrange the jumbled
letters to form a new word
that best describes the
statements below.
 SHIRSKAD- A hand-
made carpets
 TEKENI- A homespun
silk that is used for
beautiful dresses worn
by Turkmen women on
special occasions.
 TUHS KZIY- large
elaborately
embroidered wall
hanging
( 5 min)

23
The Lesson
The teachers will present
in class the map of
central Asia. Tell the
students to locate the
countries (Turkmenistan
and Kyrgstan) in the
map.
(5 min)
Let the Learners watch a
video presentation
showing different border
designs.
https://www.youtube.com/
watch?v=ABeAQTBNqzw
(5 min)
The teacher will present a
video showing the crafts,
sculptures, attire, fabrics,
sculpture, and everyday
objects in South, West,
and Central Asia and its
functions.
Ask the Learners to
identify the prominent
arts, sculptures, attire,
fabrics, and everyday
objects presented in the
video
(5 min)
C. Presenting GUESSING GAME Based on the video, ask
the students:
 Describe each border
design.
 Identify motifs and
designs used in each
artwork?
(5 min)
Examples/Instances of The Show a box with
New Lesson different pictures of arts
and crafts printed in
folded papers. Ask some
volunteers to pick one
and describe the picture
he/she got.
(10 min)
D. Discussing New Concepts Discussion on the
following topics using
PowerPoint presentation
(see attached
presentation)
 Traditional arts in
Turkmenistan and
Kyrgystan
 Arts and Crafts in
West Asia
(15 min)
Discuss the procedures on The teacher will discuss
And Practicing New Skills # how to create border the relationship of the
1 design development of crafts in
(10 min) South Asia, West Asia, and
Central Asia, according to
functions and traditional
specialized expertise, and
availability of resources.
(8 minutes)
Discuss the procedures
on how to make a clay

24
2 pot.
https://www.youtube.c
om/
watch?v=0mEPaL0LGq
o
(10 min)
(Leads To Formative
Assessment 3)
Learners to make an
Venn diagram to identify
the commonalities and
differences of both
countries
(10 min)
The teacher will divide the class in to four groups
and ask students to fill in the table below.
(7 min)
G. Finding Practical Cite various crafts in the The Learners will do the The teacher will ask the With the same group, ask
Application Of Concepts Philippines which are activity 6: Border Design Learners to do activity the Learners to create an
And Skills In Daily Living similar to arts in West it. 5 (Clay pot designing) art exhibit using their own
Asia. (30 min) creatively and clearly artworks focusing on
(5 min) see the pattern of South, Central and West
South, Central, and Asian Arts.
West Asian Culture. Note: The students will
(refer to page 321-322) make a short description
(40 min) for each artwork
The teacher will assign
one representative per
group to explain their art
exhibit.
(25 min)
H. Making Generalizations And
Abstractions About The
Lesson
The teachers will ask
Learners to give
characteristics of West
Ask the Learners:
 What values
should you
What did you learn about
Asian Arts?
COUNTRY WELL-KNOWN ARTWORK FUNCTIONS
INDIA
PAKISTAN
TURKMENISTAN
KYRGYSTAN
UZBEKISTAN

25
Asian arts.
(5 min)
possess in order
to create quality
outputs?
 How West Asian
arts relate to
yourself and in
the community?
(5 min)
What did you feel while
doing the activities?
(5 min)
I. Evaluating Learning Quiz 1-5 (see
attachment)
(5 min)
The performance of the
students will be
evaluated by the use of
rubrics.
Learners’ art exhibit will be
evaluated by the use of
rubrics.
J. Assignment
II. REMARKS
III. REFLECTION
Earned 80% In The
Evaluation
Require Additional
Activities For Remediation
Who Scored Below 80%
Work? No. of Learners
Who Have Caught Up With
The Lesson
Continue To Require
Remediation
E. Which Of My Teaching
Why Did These Work?

26
Encounter Which My
Help Me Solve?
To Share With Other
Teachers?

27
I.OBJECTIVES
DAILY LESSON
LOG IN
MAPEH
TEACHER CELESTE S. PERIA LEARNING AREA PE
TEACHING DATE AND
TIME
WEEK 1 QUARTER 3RD
QUARTER
A. CONTENT STANDARD The learner demonstrates understanding of guidelines and principles in exercise program design to
achieve fitness.
B. PERFORMANCE
STANDARD
The learner modifies a physical activity program for the family/school peers to achieve fitness.
C. LEARNING
COMPETENCIES/
OBJECTIVES
The learner…
 Undertakes physical activity and physical
fitness assessments
(PE8PF-IIIa-h-23)
 Reviews goals based on assessment
results.
(PE8PF-IIIa-34)
 Addresses barriers (low level of fitness,
lack of skill and time) to exercise
(PE8PF-IIIb-33)
 Assumes responsibility for achieving
fitness.
(PE8PF-IIId-h-31).
The learner describes the nature and background
of the sport (volleyball)
(PE8GS-IIIc-1)
II. CONTENTS
Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities (Volleyball)
A. References Benavinte Jr. R.P., Domingo Francnis A., Doria Jose P. et.al (2013).Physical Education
and Health –Grade 8 Learners Module. Vicarish Publication and Trading , Inc.
Bucher, C. A. &Wuest D. A. (2009). Foundations Physical Education, Exercise Science and Sport.
McGraw-Hill Companies Inc.
Catapang, Jose P.,(1998). A Manual on Physical Fitness, Sports Physiological Training, Consultancy and

28
Research Services (SPTCRS) Publications.
2. Learner’s Materials
pages
5
3. Textbook pages Darilag, A.G. et.al. (2012).Enjoy life with PE and Health II., 87-97,110- 118.
Adriano, C.T. Et.al. (1999). Edukasyongpangkatawan, kausugan at musika III. 102-114. 123 - 124.
Doria, JP., Sedilla,M. C., L. et al. (2014) Physical education & health Grade 9 learner’s material.
Lacia, G. C., Limos A.P., Operario M.R., et.al. (2013).The 21st century MAPEH in action.
Rex Bookstore.pp.220-227.
from Learning
Resources (LR) portal
OHSP PE 1 Q1 module 1 OHSP PE 1 Q1 module
1
EASE PE-module 5 OHSP PE 1 Q1
module 1
B. Other Learning
Resources
https://www.youtube.com/watch?v=rrHtPJ2QDuw
http://www.volleywood.net/
IV. PROCEDURES
Lesson Or Presenting The
New Lesson
students to list down the
different physical
activities from the
previous quarter through
concept mapping and
relate it to the game
basketball.
(5min)
Recall: Milo Champ
Moves
om/watch?v=rrHtPJ2Q
duw
(5 min)
Recall:Milo Champ Moves
m/watch?v=rrHtPJ2QDu
w
(5 min)
Picture Puzzle:
The teacher will ask each
group to pick 1 envelope
containing cut-out
pictures associated to
volleyball.
Each group will form the
picture and identify/
name the picture. The
Recall:Milo Champ
Moves
https://www.youtub
e.com/watch?v=rrHt
PJ2QDuw

29
group who finishes the
first and with the correct
answer wins the game.
List of pictures:
1. Volleyball ball
https://www.google.
com.ph/search?q=v
olleyball&tbm=isch&
tbo=u&source=univ
&sa=X&ved=0ahUK
EwjEqtbl8rTPAhXFG
pQKHV1UDM0QsAQI
KQ&biw=1366&bih=
662#imgrc=9p3xQW
3swEmreM%3A
2. Volleyball court
https://www.google.
com.ph/search?q=v
olleyball+court&biw
=1366&bih=662&tb
m=isch&tbo=u&sour
ce=univ&sa=X&ved
=0ahUKEwie6LSR87
TPAhVBGJQKHTUoD
coQsAQIGQ#imgrc=
ekh38FvNt9fgoM%3
A
3. Volleyball net
https://www.google.
com.ph/search?q=v
olleyball+net&biw=1
366&bih=662&tbm=
isch&imgil=WoHkAS
I3zEpR_M%253A%2

30
53BKhYC97tsd5rlFM
%253Bhttp%25253
A%25252F%25252F
www.mesh-wire-
netting.com%25252
FVolleyball_Net.htm
&source=iu&pf=m&f
ir=WoHkASI3zEpR_
M%253A%252CKhY
C97tsd5rlFM%252C_
&usg= NbY0Y4oF8
aTqJ5Th2V4WpMPE
9EI%3D&ved=0ahU
KEwjVieW987TPAhU
DGJQKHRnfBt4QyjcI
JQ&ei=lzTtV5XiEIOw
0ASZvpvwDQ#imgrc
=WoHkASI3zEpR_M
%3A
4. Alyssa Valdez
https://www.google
.com.ph/search?q=
alyssa+valdez&biw
=1366&bih=662&s
ource=lnms&tbm=i
sch&sa=X&ved=0a
hUKEwiys_Ly87TPA
hXEj5QKHcHICHUQ
_AUIBigB#imgrc=T
wjNEststRr9bM%3A
5. Rachelle Anne
Dacquis
https://www.google
.com.ph/search?q=
rachel+anne+daqui

31
s&biw=1366&bih=6
62&tbm=isch&imgil
=WTmxuWKQUqfZt
M%253A%253BnS
Mm5pkL18P0DM%2
53Bhttp%25253A%
25252F%25252Fw
ww.gmanetwork.co
m%25252Fnews%2
5252Fstory%25252
F495450%25252Fs
ports%25252Fother
sports%25252Fprof
ile-rachel-anne-
daquis-philippine-
volleyball-s-maria-
sharapova&source=
iu&pf=m&fir=WTm
xuWKQUqfZtM%25
3A%252CnSMm5pk
L18P0DM%252C_&
usg= ak4U85ZjvM
-
o18z8pq8yV7tua44
%3D&ved=0ahUKE
wj 5WU9LTPAhW
Dk5QKHa8HAFsQyj
cIggE&ei=TDXtV_-
pGoOn0gSvj4DYBQ
#imgrc=WTmxuWK
QUqfZtM%3A(5
min)
The Lesson
The teacher will present
a music video of Milo
Champ Moves and ask
the students to follow
the dance moves.
The teacher will ask a
volunteer student from
each group to say
something about the
picture that their group

32
(Milo Champ Moves)
w
(5 min)
has formed.
The teacher will guide
the students’ responses
leading to the
presentation of the new
lesson.
(5 min)
C. Presenting Examples/
Lesson
Based on the music
video, the teacher will
ask the learners the
following questions.
 What are the
different sports
presented in the
music video?
 Who are the famous
sports personalities
involved in the music
video?
 What particular
sports are these
personalities involved
in?
 If Princess Gaiser is
involved in volleyball,
can you demonstrate
the moves used in
the music video?
(10min)
the history of volleyball
through a
(10 min)
(please see annex D)

33
#1
of the different volleyball
moves used in the music
video.
The class will be divided
into 5 groups and each
group will be given 5
minutes to discuss and
answer following
questions:
Group A
What particular body
part is used in volleyball
serve?
Group B
part is used in volleyball
forearm pass?
Group C
part is used
running?
Group D
What physical fitness
component is being
developed in doing
volleyball serve and
forearm pass?
Group E
What physical fitness
After the discussion of
the history of volleyball,
the teacher will present a
video clip about the
game of the Philippine
Team vs. Malaysia and
ask the students the
m/watch?v=cXSsnRdC6r
Q
 What is the aim of
the game?
 How many players
are there on the
team?
 How can a team
earn a score?
 How can a team win
the game?
 What are the
facilities and
equipment used in
the game?
(5 min)

34
component is being
developed in volleyball
serve and forearm pass?
The teacher will,
monitor, check and
synthesize the group
work. (please annex A-
rubrics on group work)
(35 min)
The group will be given 5
minutes to do their
tasking in preparation for
the conduct of the
physical fitness
assessment on the next
day.
(5 min)
#2
The teacher will led
discussabout the FITT
principles through a
PowerPoint
presentation.
(5min)
The group will be given a
task card containing the
description on the
different facilities and
equipment and ask the
group to discuss in the
class. Each group will be
given 5 minutes to
prepare and 3 minutes

35
discussion.
The teacher will present
the rubrics on the group
so that the class is
guided on their task. (pls
see annex E)
Group A- Ball
Group B- Net
Group C-Post
Group D-Court
Group E- Antenna
(25 min.)
Learners after their
group presentation.
 What is the
importance of
knowing the
facilities and
equipment?
 Aside from the
facilities and
equipment, what
else do you need
to know about
volleyball?
(Leads To Formative
Assessment 3)
Divide the class into 5
groups and ask each
group to provide
specific examples for
each column of the
FITT principles. (5 min)
the Learners to watch
the volleyball rules
and regulations and
ask the students to list
down important

36
matters on their
notebook.
https://www.youtube.
com/watch?v=9g7nYQ
v-kPM
(5 min)
G. Finding Practical The teacher will ask The teacher will ask
Applications Of Concepts the Learners to go to the Learners: what are
And Skills In Daily Living their respective groups the benefits that we
and organize an can derive from
activity that is playing the volleyball?
associated to volleyball
following the FITT
principles.
The Lesson
The teacher will
emphasize the value of
the training guidelines
including the FITT
principles in volleyball
by answering the
following open-ended
statements:
Complete the
following statements:
 Volleyball is a
kind
of sport.
 I learned that
.
 I realized
that .
 A am happy
because
.
 It is composed of
players.
 The facilities and
equipment of the
game are
.
 The volleyball
players that I
have known are
.

37
I. Evaluating Learning The teacher will
provide a list of
physical activities for
each group to
undertake following the
FITT principle.
(see annex B)
Using the different
terms learned from
the volleyball game,
create a rap/jingle
about volleyball based
on the following
criteria:
(please see annex F)
Application Or
Remediation
Ask the Learners to fill
up the table about the
physical activities of
their family members
and share it to the
class on the next
meeting.
(see annex C)
Ask the Learners to
draw a doodle about
the nature and
background of the
game and it will be
presented to the class
the next meeting.
V. REMARKS Note: Time allotment may vary depends on the situation and capability of the students.
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I

38
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

39
Daily Lesson Log
in
MAPEH
TEACHER CELESTE S. PERIA LEARNING AREA PE
TEACHING DATE AND
TIME
WEEK 2 QUARTER 3RD
QUARTER
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of guidelines and principles in exercise program design to
achieve fitness.
B. Performance Standard The learner modifies a physical activity program for the family/school peers to achieve fitness.
Objectives
The learners…
 Executes the skills involve in the sport
(PE8GS-IIId-h-4).
 Monitors periodically one’s progress towards
the fitness and goals.
(PE8PF-III-h-28).
 Displays tolerance and acceptance of
individuals with varying skills and abilities.
(PE8PF-IIId-h-37).
The learner…
 Reviews goals based on assessment
results.
(PE8PF-IIIa-34).
 Addresses barriers (low level of fitness,
lack of skills and time) to exercise.
(PEPF-IIIb-33.)
II. CONTENTS
Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities (Volleyball)
A. References Benavinte Jr. R.P., Domingo Francnis A., Doria Jose P. et.al (2013).Physical Education
and Health –Grade 8 Learners Module. Vicarish Publication and Trading , Inc.
Bucher, C. A. &Wuest D. A. (2009). Foundations Physical Education, Exercise Science and Sport.
McGraw-Hill Companies Inc.
Catapang, Jose P.,(1998). A Manual on Physical Fitness, Sports Physiological Training, Consultancy and
Research Services (SPTCRS) Publications.

40
2. Learner’s Materials pages
3. Textbook pages
Learning Resources (LR)
portal
OHSP PE 1 Q1 module 1
B. Other Learning
Resources
https://www.youtube.com/watch?v=rrHtPJ2QDuw
https://www.youtube.com/watch?v=yVmZGjRUN5k
II. PROCEDURES
Lesson Or Presenting
The New Lesson
Recall: Milo Champ
Moves
w
(5 min)
Recall: Milo Champ
Moves
w
(5 min)
Recall: Milo Champ
Moves
om/watch?v=rrHtPJ2Q
Duw
(5 min)
Recall: Milo Champ
Moves
https://www.youtube.
com/watch?v=rrHtPJ2
QDuw
(5 min)
students to say
something about the
following:
The teacher will make
a review of the past
lesson through acting.
 William Morgan
 1895
 Mintonette
 Ball
 Basic skills
(5 min)
 serve
 receive
 set
 attack
 block
(5 min)
B. Establishing A Purpose The teacher will present
For The Lesson a video about the basic
skills in volleyball and let
the students list down
the important things
about the skills in their
notebook.

41
m/watch?v=yVmZGjRUN
5k
(10min)
C. Presenting Examples/ The teacher will discuss The teacher will
review the FITT
principle through
PowerPoint
presentation
(5 min)
Instances Of The New the basic skills in
Lesson volleyball.
(10 min)
D. Discussing New
Concepts And Practicing
New Skills #1
Learners volunteers to
demonstrate the basic
skills of volleyball and
check if the skills are
properly executed.
 Service
 passing
 setting
 attacking/spiking
 blocking
the Learners to get
their fitness plan and
make a review on
their goal based on
the fitness plan.
(5 min)
(20 min)
E. Discussing New The teacher will divide
Concepts And Practicing the class into 5 groups
New Skills #2 and orient them on the
proper flow of circuit
rotation.
(see annex A)

42
The teacher will also
present the rubrics in the
conduct of the circuit
rotation.
(see annex B)
(10 min)
The teacher will let the
group discuss the
preparation for
tomorrow’s activity and
assign the materials
which they are going to
use in the next day’s
activity.
(5 min)
(Leads To Formative
Assessment 3)
the sports-related
injuries through a
(10 min).
The group will
simultaneously execute
the basic skills following
the circuit rotation. Each
group will be given 5
minutes per station to
accomplish the said
skills.
The teacher will assign a
student leader in each
station to facilitate,
Based on the fitness
plan, ask the students
to assess whether
they achieved their
goal or not.
If the Learners goal is
not achieved, identify
the thebarrieirs that
hinder the
achievement of the
goal.
(10 in)

43
check and monitor the
execution of the basic
skills.
(30 min)
Applications Of Concepts
class about the following
questions.
 What are the
benefits that we
can get out of
playing volleyball?
 Aside from being
physically fit,
what else can we
derive from
playing the
volleyball?
 How can we
apply the
volleyball skills
that we learn
from our daily
living? (5 min)
The Lesson
The Learners will be
asked to complete the
The Learners will be
asked to complete the
 I learned that
.
 I realized that
.
 I am happy
because
.
 I can achieve
my fitness goal
by
.
 I am happy
because .
(5min)

44
The teacher will
synthesize the Learners’
responses.
(5 min)
I. Evaluating Learning Practical Test:
The teacher will make
use of the rubrics to
evaluate the student
performance.
(see annex)
(50 min)
Learners will be asked
to make a fitness plan
following FITT
principles. The output
will be assessed using
rubrics
(see annex)
Application Or
Remediation
Learners can take
photos/videos of
persons playing
volleyball with family
members or school
mates and be
presented to class on
the next meeting.
Learners will be asked
to make their family
fitness plan and be
presented to the class
next meeting.
V. REMARKS Note: Time allotment may vary depends on the situation and capability of the Learners.
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching

45
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

46
Daily Lesson Log
in
MAPEH
SCHOOL MABATO NATIONAL HIGH SCHOOL – ANNEX GRADE LEVEL 8
TEACHER JULIUS T. RIEGO LEARNING AREA PE
TEACHING DATE AND
TIME
WEEK 1 QUARTER 3RD
QUARTER
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of principles in the prevention and control of communicable diseases for the
attainment of individual wellness.
B. Performance Standard The learner consistently demonstrates personal responsibility and healthful practices in the prevention and control of
communicable diseases.
Objectives
The learner discusses
the stages of infection
(H8DD-IIIa-15)
The learner analyzes the
leading causes of morbidity
and mortality in the
Philippines
The learner…
 The learner discusses the signs,
symptoms, and effects of common
communicable diseases
(H8DD-IIIb-c-17)
 The learner corrects misconceptions,
myths, and beliefs about common
(H8DD-IIIb-c-18)
 The learner enumerates steps in the
prevention and control of common
( H8DD-IIIb-c-19)
II. CONTENTS Stages of Infection
Top 10 leading causes of
morbidity and mortality in
the Philippines
Most common communicable diseases and its
prevention and control
 Acute Respiratory Infections
 Pneumonia
 Bronchitis
 Influenza
 Tuberculosis (TB)
 Dengue

47
 Sexually Transmitted Infections (STIs)
 HIV and AIDS
A. REFERENCES
1. Teacher’s Guide pages TG Q3 page 6 – 8. 48 – 50
2. Learner’s Material pages LM pages 152 – 156, 193 – 194, 338 – 340, 338 - 340
3. Textbook pages
Lopez L. P. &Beldia, M. D., et al. Physical education, health and music IV., 123 – 124.
Ang respiratory system. A&E. NFE Accreditation and Equivalency Learning Material. DepEd. 2001, 18,21.
from Learning Resource
(LR) portal
B. OTHER LEARNING
REFERENCES
Getchell &Pippin. Perspectives on Health. 545, 553 – 557
http://allnurses.com/general-nursing-student/stages-of-infection-176240.html
http://study.com/academy/lesson/progress-of-disease-infection-to-recovery.html
http://www.doh.gov.ph/node/1058
IV. PROCEDURES
Lesson or Presenting New
Lessons
Answer the Pre-
Assessment attached.
The pre-assessment will
measure the students’
prior knowledge on how
disease develop and
spread in a population.
(5 min)
See attachment
(Activity 1)
Guide Questions:
 What have you
realized from
Group Activity:
Ask 1 representative from
each group to list down
their top 10 deadliest
diseases in the Philippines.
Let the learner write down
their list on a meta-strip.
Cross out the diseases that
were not included on the
Top 10 leading causes of
the Philippines. Discuss the
nature of the following
Ask learners to recall
their experiences on
communicable
diseases. How did
you acquire it?
Ask few learners to
volunteer to share
with the class.
(15 min)

48
your answers?
 Do you experience
your answers in
real life?
causes.
(5 mins)
The Lesson
Group Activity. Show
learners a set of pictures.
Ask the learners to make
inferences on the said
pictures.
(See attachment)
(Activity 2)
(5 mins)
Processing Question:
What could have been
the cause of the
following diseases?
statistical chart that
illustrates the top 10
deadliest diseases in the
Philippines.
(5 min)
(See Attachment)
Processing Questions:
 What are your
insights about the
diseases that were
included on the list?
 What could be the
factors that affect
the increase of
these diseases?
The teacher will
show the video “
How Germs Spread
- Explaining the
Science for Kids”
 What have
you realized
after
watching the
video?
 How the
video present
the spread of
disease?
(15 min)
C. Presenting Examples /
Lesson
Ask the learners to
answer the following
questions:
1. What infectious
diseases have you
experienced?
2. How did you cure
this infection?
3. After getting
infected, what did
Ask the learners the
1. From the list of
diseases, do you/any
of your relatives
experienced/acquired
it? Share your
experience.
2. Who might be the
victims of these
diseases? Why did
Group Activity:
Ask the learners to
form five groups.
Distribute the strips
of paper with
diseases written on
it. Instruct the
students to separate
the communicable
diseases from the
other diseases.

49
you felt?
(10 min)
you say so?
(10 min) Guide Questions:
 Why did you
choose these
diseases as
communicable?
 What are the
characteristics
of these
diseases?
(20 min)
# 1
the Stages of Infection.
(10 min)
(See attached Lecture)
Teacher – led discussion on
the cause and prevention of
the leading cause of
the Philippines.
(10 min)
Teacher-led discussion
on the different signs,
symptoms, and effects
of common
communicable
diseases. The teacher
will show video on the
different common
communicable
diseases. Ask the
learners to complete a
table. The table will
require the following
data:
 Name of the
disease
 Cause
 Symptoms
 Cure/treatment
(10 min)
# 2
Read the story of Christine
Joy. See Attachment.
Guide Questions:
 What did her
The teacher will
present answers similar
to the activity done by
the learners.

50
mother do to
prevent her from
getting diseases?
 Do you have similar
experiences? Share
to the class.
(Leads To Formative
Assessment 3)
Group Activity:
learners to perform a
role play on the stages of
development and
recovery of the following
infectious disease:
 Chickenpox
 Common cold
 Influenza
 Mumps
 Dengue
Processing question:
 Where did the
infection start?
 How did the
disease spread?
 How did the
community
address the
infectious
disease? (15
min)
Group Activity:
The learners will create a
rap about the prevention of
these diseases. The activity
will be evaluated by using
the attached Rubrics.
(10 min)
learners to group
themselves into 5.
Create a short
commercial that will
show prevention of the
different communicable
diseases like
 Acute
Respiratory
Infections
 Pneumonia
 Bronchitis
 Influenza
 Tuberculosis
(TB)
 Dengue
 Sexually
Transmitted
Infections
(STIs)
 HIV and AIDS
Evaluate the learners’
commercial by using
the Rubrics attached.
(See Attachment)
Processing question:
 Where did the
disease start?

51
 How the disease
spread?
 How did the
community
address the
infectious
disease?
(20 min)
Applications Of The
Daily Living
Group Activity:
learners to make their
“Oath” on taking care of
their health. Ask 5
students to share their
“Oath”.
Ask learners to give their
own guidelines on how to
prevent these diseases.
(5 min)
Ask learners to develop
their own guidelines
that they can do
religiously to prevent
communicable disease.
(15 min)
The Lesson
Our environment is filled
with diseases causing
factors such as viruses
and bacteria. These
infectious diseases can
be minimized if we are
aware of its causes and
preventions.
(5 min)
Life is important, life is
precious. We should
develop awareness in
taking care of ourselves by
preventing and controlling
such diseases.
(5 min)
Draw reflections from
the learners on their
realizations/insights
regarding the lesson.
The significance of
preventing
on one’s life should be
emphasized.
(5 min)
I. Evaluating Learning
Evaluate the learners’
performance on the
stages of infection and
recovery by using the
Rubrics attached
(5 min)
(See Attachment)
Quiz
List down the Top 10
Leading Cause of Morbidity
and Mortality in the
Philippines and write what
causes these diseases.
(5 min)
Given the description
identify what disease is
being described.
(5 min)

52
Application And
Remediation
Research on a video
about the current
Ask the students to watch
video on the link:
https://www.youtube.com/
watch?v=Dno8Vy1xskc
the class into five (5)
groups for a poster
making activityfocusing
on how we
communicable disease
prevention.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
Below 80%
Who Have Caught Up
With The Lesson.
Continue To Require
Remediation
E. Which of My Strategies
These Work?
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
Teachers?

54
Daily Lesson Log
in
MAPEH
SCHOOL MABATO NATIONAL HIGH SCHOOL – ANNEX GRADE LEVEL 8
TEACHER JULIUS T. RIEGO LEARNING AREA PE
TEACHING DATE AND
TIME
WEEK 2 QUARTER 3RD
QUARTER
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of principles in the prevention and control of communicable
diseases for the attainment of individual wellness.
B. Performance Standard The learner consistently demonstrates personal responsibility and healthful practices in the prevention
and control of communicable diseases.
Objectives
The learner analyzes the
nature of emerging and
re-emerging diseases
(H8DD-IIId-e-20)
The learner
demonstrates self-
monitoring skills to
prevent communicable
diseases
(H8DD-IIIf-h-21)
The learner promotes
programs and policies to
prevent and control
(H8DD-IIIf-h-22)
The learner identifies
agencies responsible for
(H8DD-IIIf-h-23)
II. CONTENTS
 Emerging and re-
emerging
diseases
 Leptospirosis
 Severe Acute
Respiratory
Syndrome
(SARS)
 Chikungunya
 Meningococcemi
Development of
personal life skills to
prevent and control
Programs and policies
on communicable
disease prevention and
control
Agencies responsible for

55
a
 Foot and Mouth
Disease
 Avian influenza
 AH1N1 Influenza
A. REFERENCES
1. Teacher’s Guide pages TG Q3 20 – 21
2. Learner’s Material pages LM page 32 – 36
3. Textbook pages
21st Century MAPEH in Action 8 page 350 – 351, 355 – 356
Agapay, N. MAPEH : making us fully equipped in the 21st Century III. 258 – 259.
Learning Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
Getchell &Pippin. Perspectives on Health. 575
http://www.doh.gov.ph/emerging-and-re-emerging-infectious-disease-program
http://pcw.gov.ph/law/republic-act-8504
http://www.gov.ph/2016/04/26/republic-act-no-10767/
http://www.gov.ph/2016/03/03/republic-act-no-10747/
http://www.doh.gov.ph/node/4410
IV. PROCEDURES
Lesson or Presenting New
Lessons
Group Activity:
Use the K-W-L Chart:
 Leptospirosis
 Severe Acute
Respiratory
Syndrome
(SARS)
 Chikungunya
 Meningococcemia
 Foot and Mouth
 Disease
 Avian influenza
The teacher will
asklearners to answer
the following questions:
 How can I
protect myself
from
communicable
diseases?
 Am I protecting
myself from
communicable
diseases?
(5 min)
The teacher will show a
video clip
presentation.https://ww
w.youtube.com/watch?v
=1ZJbML2hfm4
After the viewing, the
teacher will ask the
 What was the
video about?
 Are you familiar
Review the previous
lesson on the programs
and guidelines of the
government on
communicable
diseases.
(5 min)

56
 AH1N1 Influenza
(5 min)
with TB-DOTS?
Do you know
someone who
underwent this
program?
 Did he/she
recover from TB?
(5 min)
The Lesson
The teacher will post a
News Headline about
emerging diseases.
Ask the learners the
 What was the
news all about?
 Are you familiar
with the said
disease? Why or
why not?
(10 min)
video clip on the
link:https://www.youtub
e.com/watch?v=xA6xn4
WJPFQ
and will ask the
students to give insights
on the message of the
video they watched.
(10 i
n
)
The teacher will let the
learners view of the
Picturesof persons with
like:
 Tubercolosis
 AIDS/HIV
 Sexually
Transmitted
Diseases/STD’s
 Influenza
and he/she will draw
insights from the class.
(10 min)
learners to identify the
meaning and
duties/responsibility of
the following acronym:
 DepEd
 PNP
 BFP
 DILG
(5 min)
C. Presenting Examples /
Instances of The New
Lesson
learners the following
questions:
 What emerging
diseases have
you/family
member
experienced?
 How did you cure
these diseases?
 After getting
infected, what did
you feel?
questions:
 Do you know
how to do self-
monitoring when
you do not feel
well?
 What do you do
when you do not
feel well?
(10 min)
questions:
 Do you think the
government
cares about their
situation? If yes,
on what way did
the government
address this
issue?
 Can you give
policies/guideline
video clip presentation
on the
link:https://www.youtu
be.com/watch?v=yYoo
WMmRvEI
and will ask learners
the following
questions:
 What was the
video about?
 Who help the

57
(5 min) s that our
government
implements on
these issues? Is
it helpful? Why
did you say so?
(10 min)
man in handling
his disease?
(15 min)
# 1
the cause and prevention
of emerging and re-
emerging diseases.
 Leptospirosis
 Severe Acute
Respiratory
Syndrome (SARS)
 Chikungunya
 Meningococcemia
 Foot and Mouth
Disease
 Avian influenza
 AH1N1 Influenza
(10 min)
Teacher – led discussion
on prevention and
control of communicable
disease.
(10 min)
on programs and
policies to prevent and
control communicable
diseases.
(15 min)
Teacher – led
discussion on how the
agencies prevent and
control diseases.
(10 min)
# 2
Group Activity:
the class into five
(5)groups and each
group will perform a role
play based on the
following emerging
disease:
 Leptospirosis
 Chikungunya
 Meningococcemia
 Avian influenza
 AH1N1 Influenza
Given the following
communicable diseases:
 Flu
 Chickenpox
students to cite personal
ways on how can you
prevent the spread of
these diseases.
(5 min)
learners to cite
instances/examples
how these agencies
fight against
communicable
diseases.
(5 min)

58
evaluatestudents’
performance based on
the Rubrics attached.
(see attachment)
(10min)
(Leads To Formative
Assessment 3)
Group Activity:
The teacher will provide
different news articles on
emerging diseases for
the learners to analyze.
They will answer the
following:
 What emerging
disease was
discussed on the
article?
 What are the
cause and effect
of this emerging
disease on the
community?
 How did the
community or the
government
handle the
diseases?
(5 min)
The learners will
prepare a group role
playing on how
prevent communicable
diseases through self-
monitoring skills.
Evaluate the role
playing by using the
Rubrics attached.
(5 min)
(See Attachment)
m/watch?v=yU02etSuN
FU
After watching the
video, the learners will
give their
reaction/opinion about
the issues on AIDS/HIV.
(5 min)
om/watch?v=yU02etSu
NFU
After watching the
video the learners will
list down the agencies
responsible and their
action on the issue on
the video.
(5 min)
Applications Of The
Daily Living
The students will cite
ways on how to prevent
these emerging and re-
emerging diseases.
(5 min)
Based on the learners’
understanding, list down
personal life skills to
prevent and control
(5 min)
Being part of the
community, suggest
policies/ guidelines in
preventing diseases.
Identify and Analyze.
Ask the learners to
read a short story
about a family who
suffered from an
unknown disease and
they will try to seek
help.

59
Processing Questions:
 What could be
the disease that
the family has
suffered? What
agencies could
help them?
 If you were the
parents of the
child, what
agency might
help you?
 Do you think,
this can happen
in real life
situation?
(5 min)
The Lesson
The teacher will lead
learners to the
generalizations of the
lesson through
answering fill-in-the-
blank question provided
below:
I will prevent diseases
by .
I will inform my
classmates on how to
prevent these diseases
.
(5 min)
The learners will state
at least 2 – 3
significance/importance
of preventing and
controlling
should be emphasized.
(5 min)
Make an emphasis on
how the government
through different
agencies help in
preventing and
controlling
The teacher will ask to
give their feedback
about the importance of
the Law/Policy.
(5 min)
learnersto reflect on
the statement of
Secretary Janette P.
Loreto-Garin on
battling Zika virus.
“Let’s go back to
basics; we always say
that prevention is
better than cure.
Prevention should start
from our home. Make
4S a regular habit and
participate in cleaning
activities initiated in
our community.

60
Kalinisan at kalusugan.
Makiisasakalinisanngati
ngkomunidad,
angkalusugan ay
responisibiladngbawatis
a.”
(5 min)
I. Evaluating Learning
learners to identify the
emerging disease based
on the given symptoms.
(5 min)
(See Attachment)
Quiz:
(5 mins)
(See Attachment)
Slogan Making:
learners to make a
slogan on control and
prevention of diseases.
(5 min)
Quiz :
The learners will define
the meaning of each
lettersof the acronyms
of the names of the
government agencies
and will discuss their
role in the prevention
of communicable
diseases.
(5 min)
Application And
Remediation
The teacher will write
reminders or preventive
measures on the
spreading of diseases
on the bulletin board in
of the class.
learners to have a
research on local and
international agencies
responsible for
prevention and control.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
Below 80%
Who Have Caught Up

61
With The Lesson.
Continue To Require
Remediation
E. Which of My Strategies
These Work?
Encounter Which My
Principal or Supervisor
Helped Me Solved?
G. What Innovation or
Teachers?

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