Daily Lesson Log SCHOOL DEL CARMEN NHS GRADE LEVEL 7

in

MAPEH TEACHER JOEY A. CORPUZ LEARNING AREA MUSIC

TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

A. Content standard The learner demonstrates understanding of the musical characteristics of representative music from
Mindanao.

B. Performance standard The learner performs music of Mindanao with appropriate expression and style.

C. Learning competencies/ The learner identifies the musical characteristics of The learner analyses the musical elements of
Objectives representative music selections from Mindanao some Mindanao vocal and instrumental music.
after listening. (MU7MN-IIIa-g-2)
(MU7MN-IIIa-g-1)
The Vocal Music of Mindanao

A. Islamic Music - Vocal Music B. Instrumental Ensemble

II. CONTENTS • Chants • Kulintang ensemble
• Lullaby • Bamboo ensemble
• Solo instrument

III. LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pages

2. Learner’s Material pages p. 10 p. 11

3. Textbook pages Gonzales,C.,& Lacia G. et al.(ed.20 ) MAPEH in action- 7

1
4. Additional Materials Videos, audios, pictures and maps

2
 from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES

A. Reviewing Previous Listening Activity of Play the game: Analyze and identify
Lesson or Presenting New Mindanao Music "Guess the sound, then, write the
Lessons • What can you Instruments” what kind of
say about the instrument have been
music? Let the learners played?
listen to the
• What did you recorded or actual
feel while sound of
listening to instruments. Ask
the music? the students to
name the
particular
instrument that will
be played. The
learners may
answer by writing
the name of the
instrument on the
board. The first
one who guesses it
correctly gets a
point. The student
who earns the
most number of
points wins the
game.

B. Establishing A Purpose For Play a guessing game Have a picture

The Lesson about the different songs parade. Present
sung on different pictures showing
3
 occasions and seasons in different
the Philippines. Make the instrumental
students realize that each ensemble from

nation has its own set of Mindanao, learners

seasonal and vocal analyze the musical
music. Relate the elements if it is
activity with the string, drums and
diversity of the vocal wind instruments.
music of Mindanao.

C. Presenting Examples / The teacher will ask the The teacher will let
Instances of the New students: What is the the students watch
Lesson vocal music of Mindanao? a video
presentation about
the example of
instrumental
ensemble, and
afterwards will ask
the following
question:

What can you say

about the video
clip?

D. Discussing New Concepts Discussion of the The teacher will The teacher will
and Practicing New Skills elements and principles discuss the discuss the features of
#1 of arts present in the features of Agusan, Zamboanga Peninsula
artworks of Mindanao. Lanao and their and their folk arts
(5 min) folk arts (10 min)
(10 min)

4
E. Discussing New Concepts Discuss the different Play an example
and Practicing New Skills forms and characteristics of instrumental
#2 of vocal music in ensemble in
Mindanao. Mindanao and let
the students
analyse its tone
color through
listening. (5 min)

F. Developing Mastery Listening Activity Group Activity

(Leads To Formative 1. What are the Ask the students to
Assessment 3) distinctive analyse and group/
characteristics of the classify the musical
Indigenous music of instruments of
Mindanao? Mindanao.

G. Finding Practical Group Activity: After the group

Applications of the Write your own story of how presentation, process
Concepts And Skills In Mindanao music came to be. the response by
Daily Living discussing the
importance of music
to their daily living.
H. Making Generalizations The teacher will ask the Ask the students what
and Abstractions students about the musical are the musical
About the Lesson characteristics of music from elements of Mindanao
Mindanao, and how it is vocal and instrumental
relevant to this region. music?

I. Evaluating Learning Play Islamic music Analyze and identify

1-5 Identify and Enumerate the sound being
the musical characteristics played and write what
kind of instrumental
ensemble.

5
 J. Additional Activities for Listening to other examples Let the learners find
Application and of vocal music from out about other
Remediation Mindanao and identify their musical instruments
characteristics of Mindanao that
were not mentioned
in the lesson. Have
them enumerate the
instruments.

K. Assignment Have the students read the Give at least 5 existing

next lesson in Advance cultures from
Mindanao
Topic: Mindanao vocal and
Instrumental ensemble

V. REMARKS

VI.REFLECTION

A. No. of Learners Who

Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. of Learners
Who Have Caught Up

6
 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?
Daily Lesson Log SCHOOL Camp Vicente Lim NHS GRADE LEVEL 7
in

MAPEH TEACHER ELAINE GENERAL LEARNING AREA Music

TEACHING DATE AND Week 2 QUARTER 3rd Quarter

TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the musical characteristics of representative music from
Mindanao.

B. Performance Standard The learner performs music of Mindanao with appropriate expression and style.

7
C. Learning Competencies/ The learner explains the distinguishing The learners…
Objectives characteristics of representative music selections • Explores ways of producing sounds on a
of Mindanao in relation to its culture and variety of sources that is similar to the
geography instruments being studied
(MU7MN-IIIa-g-3)
(MU7MN-IIIb-h-4)
• Improvises simple rhythmic/melodic
accompaniments to selected music from
Mindanao
(MU7LV-IIIc-h-5)
• Performs instruments/improvised
instruments from Mindanao, alone and/or
with others.
• (MU7LV-IIIc-h-6)
• The leaner sings a song and creates
appropriate movement or gestures to
accompany the music from Mindanao
(MU7LV-IIIc-h-7-8)
• Provides accompaniment to selected music
of Mindanao (MU7LV-IIIc-h-9)

8
  The learner evaluates music selections and
music performances applying knowledge of
music elements and styles
(MU7LV-IIIc-h-10)

A. Non-Islamic
II. CONTENT • Christian B. Instrumental Ensemble
• Lumad (Folk song of Zamboanga, Butuan
and Tausug)
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
Padro,Alicia N. et al,(1998.) Musika at sining. 2 – 3.
2. Learner’s Material pages Adriano,C..,T.et al, (1999.) Edukasyong pangkatawan, kalusugan at musika III. 253-254

Journey towards MAPEH-7 -pp.47-50, 57

3. Textbook pages MAPEH on the go 7. Sunshine Interlinks Pub House Ic. 3rd fl Maine City Tower, QuezonCity.41-42/48

4. Additional Materials from Videos, audios, pictures and maps

Learning Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous Lesson Video clip presentation Have the students recall the The teacher will Play an instrumental
Or Presenting New about Non-Islamic music characteristics of music in ask the students ensemble from
Lessons from Mindanao Mindanao in relation to its how music affects Mindanao.
(5 min) culture and geography culture and (5 min)
(5 min) geography?
(5 min)
9
B. Establishing A Purpose For After the video Have a group
The Lesson presentation, process the singing. Play or
responses by discussing sing an example
of

their observations about the Mindanao song

the video entitled "Sua-sua"
(5 min) or "Tangungo"
What did you feel
while singing the
song?
(15 min)

C. Presenting Examples / Let the students watch a Show pictures of

Instances Of The New video about a Christian different
Lesson song and a Folk song instruments like
showing the culture and kulintang, solo
geography of Mindanao instrument a
and afterwards ask them bamboo ensemble.
the following question:
What can you say about Ask the students to
the music? characterize and
(10 min) describe each one.
(15 min)

10
D. Discussing New Concepts Discussion about the The teacher will The teacher will
And Practicing New Skills Non-Islamic music play an discuss the features of
#1 (Christian and Lumad), instrumental music Zamboanga Peninsula
The teacher will explain from Mindanao. and their folk arts
the characteristics of (10 min)
each song and how Let the students
music related to their answer the
culture and geography. following:
(25 min) • How do you
describe the
way of
producing
sounds in the
Mindanao
music?

• What

instruments
can you aurally
recognize from the
music? (10
min)

E. Discussing New Concepts Discuss the different Play an example of

And Practicing New Skills forms of vocal music in instrumental
#2 Mindanao as well as its ensemble in
characteristics. Mindanao and let
the students
analyze its tone
color through
listening.

11
F. Developing Mastery Let the students listen Simultaneous
(Leads To Formative other Non-Islamic music Group Activity:
Assessment 3) from Mindanao and
discuss the characteristic Group A - will identify
of the songs in relation to some indigenous
their culture and materials from the
geography. environment that
(15 min) produce sounds
similar to the
instruments of
Mindanao

Group B - sing a song

from Mindanao

Group C - create
appropriate
movements
(20 min)

G. Finding Practical Play a sample of Christian After the presentation,

Applications Of The music and folk song from process the learning

Concepts And Skills In Zamboanga, Butuan and of the students:

Daily Living Tausug. Let the students • What did you feel
explain, how music is related while performing
to the culture and geography your task?
of Mindanao? • Do you think that
(30 min) kind of music can
affect the life of
everyone? How?
(15 min)

H. Making Generalizations And How did Lumad and How an ensemble can
Abstractions About Christians music affect the perform a piece of
The Lesson culture and geography of music well.

12
 Mindanao? (5 min)

I. Evaluating Learning 1 – 5 Short quiz Use the rubrics in the

(5 min) group presentation.

J. Additional Activities For Let the students find out Make a music video
Application And about the past and present on the indigenous
Remediation music of Mindanao music of Mindanao.
You can include your
own chants or
improvised melody in
your music video.

K. Assignment The students find out other What do you know

examples of folksongs from about Philippine
Mindanao. Festivals?

Cite the origin and

cultural background of
selected Philippine
Festivals.

V. REMARKS

VI.REFLECTION

A. No. of Learners Who

Earned 80% In The
Evaluation
13
 B. No. of Learners Who Require
Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners Who
Have Caught Up With The
Lesson.
D. No. of Learners Who
Continue To Require
Remediation
E. Which of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I Wish
To Share With Other
Teachers?

Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 7
in

MAPEH TEACHER CHRISTIAN MARION A. OBO LEARNING AREA Arts

TEACHING DATE AND Week 1 QUARTER 3rd Quarter

TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

14
A. Content Standards The learner…
• Art elements and processes by synthesizing and applying prior knowledge and skills
• The salient features of the arts of Mindanao by showing the relationship of the elements of art
and processes among culturally diverse communities in the country
• The Philippines as having rich artistic and cultural tradition from pre-colonial to present times

B. Performance Standards The learner…

• Create artworks showing the characteristic elements of the arts of Mindanao
• Exhibit completed artworks for appreciation and critiquing
C. Learning Competencies/ The learner… • Creates crafts that can be locally
Objectives • Analyses elements and principles of art in assembled with local materials, guided by
the production one’s arts and crafts inspired local traditional techniques (e.g., habi, lilip,
by the arts of Mindanao etc).
(A7EL-IIIb-1) (A7PL-IIIe-1)
• Identifies characteristics of arts and crafts • Traces the external (foreign) and internal
in specific areas in Mindanao (e.g., (indigenious) influences that are relflected
maritime vessel [balanghay] from Butuan, in the design of artwork and in the making
vinta from Zamboanga; Maranao’s malong, of a craft or artefact
brasswares, okir, panolong, torogan, and (A7PL-IIIh-4)
sarimanok; Yakan’s fabric and face makeup • Drives elements from traditions/history of
and body ornamentation; T’boli’s tinalak a community for one’s work
and accessories; Tawi-tawi’s Pangalay (A7PL-IIIf-2)
dance, etc.
(A7EL-IIIa-2)

15
 • Incorporates the design, form, and spirit of
artifacts and objects from Mindanao to
one’s creation
(A7PL-IIIh-3)
• Appreciates the artifacts and art objects in
terms of its utilization and their distinct use
of art elements and principles
(A7PR-IIIc-e-1)
• Reflects on and derives the mood, idea, or
message emanating from selected artifacts
and art objects (A7PL-IIIh-1)

Elements and Principles of Arts Agusan Del Sur and Zamboanga Peninsula
Elements of Art Lanao Folk Arts (Attire, fabrics, tapestries,
Line, Shape, Form, Value, Color, Texture (Attire, fabrics, tapestries, crafts, accessories, body
II. CONTENT and Space crafts, accessories, body ornamentation,
ornamentation, architectures architectures sculptures
Principles of Art sculptures (gods/rituals) and (gods/rituals) and everyday
Rhythm, Movement, Balance, Emphasis, everyday objects) objects)
Harmony, Unity, Variety and Proportion
III. LEARNING RESOURCES
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013). Our world of MAPEH. Vibal group, Inc.,
Gregorio Araneta Ave., Quezon City, 178-183.

Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013) MAPEH on the Go 7.
Sunshine Interlinks Publishing House, Inc., 3/F Maine City Tower, 236 Tomas Morato Ave., Brgy.
A. REFERENCES South Triangle Quezon City, 151-191

Limjoco, M.F.; Lapuz, D. M.; Jeniebre, J.L.; et. Al. (2013) Journey towards MAPEH.
KLEAFS Publishing. Block 609, Lot 1 Phase 6, Metrogate, Meycauyan ILoma de Gato, Marilao,
Bulacan, 110-117

1. Teacher’s Guide pages

2. Learner’s Material pages
16
 3. Textbook pages
4. Additional Materials from OHSP Arts Module Q1

Learning Resource (LR)

portal
http://www.slideshare.net/lhoralight/k-to-12-grade-7-learning-modules-in-arts
B. OTHER LEARNING
https://www.youtube.com/watch?v=TMK7GRGh_nQ
REFERENCES
https://www.youtube.com/watch?v=FjxB9sWxO3Q&spfreload=10
IV. PROCEDURES
A. Reviewing Previous Lesson Teacher will ask the Ask the learners to name the The learners will The learners will
or Presenting New students about their different elements and identify different enumerate sample
Lessons perception of Mindanao. principles of arts present in motifs of Mindanao artworks from
(5 min) Mindanao artworks. folk arts from the Agusan and Lanao.
(5 min) given pictures. (5 min)
(5 min)

17
B. Establishing A Purpose For Short video presentation The learners will Activity: Fact or Bluff
The Lesson of Mindanaon people, form pieces of
culture, and tradition. puzzles to identify The teacher will give
https://www.youtube.co different artifacts different trivias which
m/watch?v=TMK7GRGh_ from Agusan Del the students will
nQ Sur and Lanao. identify as FACT or
https://www.youtube.co (5 min) BLUFF.
m/watch?v=FjxB9sWxO3 (Group Activity) Ex:
Q&spfreload=10 Kaamulan comes from
the Binukid word
(please see attached CD) “AMUL”. Fact

The teacher will ask the There are five main

following questions: tribes in Central
Mindanao. Bluff
What did you observe (5 min)
about the people, culture
and tradition in
Mindanao?
(20 min)

(Small Group
Discussion/Reporting)
C. Presenting Examples / The students will identify Students will determine the mood, idea, or

Instances Of The New different significant message emanating from selected

Lesson artworks from the video artifacts/objects.
presentation. (10 min)
(5 min)
(See attached worksheet)
(Big Group Discussion)
D. Discussing New Concepts Discussion of the The teacher will The teacher will
And Practicing New Skills elements and principles discuss the features discuss the features
#1 of arts present in the of Agusan, Lanao of Zamboanga
artworks of Mindanao. and their folk arts. Peninsula and their
(5 min) (10 min) folk arts. (10 min)

18
E. Discussing New Concepts The teacher will discuss
And Practicing New Skills motifs and the
#2 characteristics of
Mindanao folk arts.
(10 min)

F. Developing Mastery Learners will determine Learners will employ different Create your Draw a design of the
(Leads To Formative different motifs and art elements and principles in pattern of Bukidnon embroidery.
Assessment 3) designs based on the making their own drawing. Okkir/Okkil. (30 (30 min)
given examples. (15 (Sarimanok) min)
min) (35 min)

G. Finding Practical The teacher will ask the

Applications Of The following questions:
Concepts And Skills In
Daily Living What values did you exercise
in doing the activity?

How can you apply these

values in your day to day
life?

(Small Group Sharing

followed by a Big Group
Sharing)
(15 min)

H. Making Generalizations And The teacher will ask the

Abstractions About question:
The Lesson How do element and
principles work in an
artwork? (5 min)

I. Evaluating Learning Outputs will be graded Learners’ work will be Learners’ work will Learners’ work will be
based on a set of criteria. graded based on a set of be graded based on graded based on a set
criteria. a set of criteria. of criteria.

19
 J. Additional Activities For Read and understand Tell the story of
Application And different motifs, artifacts of Agusan Tara and its
Remediation the different provinces in significance to
Mindanao. Agusan.

V. REMARKS

VI. REFLECTION

A. No. of Learners Who

Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With the Lesson.
D. No. of Learners Who
Continue To Require
Remediation
E. Which of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I

Encounter Which My
Principal or Supervisor Helped
Me Solved?
G. What Innovation Or Localized
Materials Did I
Use / Discover Which I Wish
20
To Share With Other
Teachers?

Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 7
in

MAPEH TEACHER CHRISTIAN MARION A. OBO LEARNING AREA ARTS

21
 TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

A. Content Standards The learner…

• The salient features of the arts of Mindanao by showing the relationship of the elements of art and
processes among culturally diverse communities in the country
• The Philippines as having a rich artistic and cultural tradition from precolonial to present times

B. Performance Standard Creates artworks showing the characteristic elements of the arts of Mindanao
C. Learning Competencies/ The learner… The learner…
Objectives • Identifies characteristics of arts and crafts • Traces the external (foreign) and internal
in specific areas in Mindanao (e.g., (indigenous) influences that are reflected in
maritime vessel [balanghay] from Butuan, the design of an artwork and in the making
vinta from Zamboanga; Maranao’s malong, of a craft or artefact.
brasswares, okir, panolong, torogan, and (A7PL-IIIh-4)
sarimanok; Yakan’s fabric and face makeup • Creates crafts that can be locally
and body ornamentation; T’boli’s tinalak assembled with local materials, guided by
and accessories; Tawi-tawi’s Pangalay local traditional techniques (e.g., habi, lilip,
dance, etc. (A7EL-IIIa-2) etc)
• Reflects on and derive the mood, idea, or (A7PR-IIIc-e-1)
message emanating from selected artifacts • Derives elements from traditions/history of
and art objects. a community for one’s artwork.
(A7PL-IIIh-1) (A7PR-IIIf-2)
• Incorporates the design, form, and spirit of
artifacts and objects from Mindanao to
one’s creation.
(A7PL-IIIh-3)
• Appreciates the artifacts and art objects in
terms of its utilization and their distinct use

22
 of art elements and principles (A7PL-IIIh2)

Zamboanga and Davao folk arts The development of Mindanao’s artwork

II. CONTENT (Attire, fabrics, tapestries, crafts, accessories, Concept
body ornamentation, architectures sculptures Content / labels
(gods/rituals) and everyday objects) Physical layout
III. LEARNING RESOURCES
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).
Our world of MAPEH. Vibal group, Inc.,
Gregorio Araneta Ave., Quezon City, pp. 178-183.

Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013) MAPEH on the Go 7.
Sunshine Interlinks Publishing House, Inc.,
3/F Maine City Tower, 236 Tomas Morato Ave.,
A. REFERENCES Brgy. South Triangle Quezon City, pp. 151-191

Limjoco, M.F.; Lapuz, D. M.; Jeniebre, J.L.; et. Al. (2013) Journey towards MAPEH.
KLEAFS Publishing.
Block 609, Lot 1 Phase 6, Metrogate, Meycauyan II
Loma de Gato, Marilao, Bulacan, pp.110-117

1. Teacher’s Guide pages

2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from OHSP Arts Module Q1
Learning Resource (LR)
portal
B. http://www.slideshare.net/lhoralight/k-to-12-grade-7-learning-modules-in-arts
OTHER LEARNING
REFERENCES

IV. PROCEDURES
23
A. Reviewing Previous What are the main LOOP A WORD PICKOmon The students will name
Lesson or Presenting New artifacts of Lanao different artefacts which
Lessons and Agusan? (5 The students will look Students will describe the have been influenced by
min) for words that are characteristics of a particular internal and eternal factors.
connected to folk arts artwork drawn inside a (5 min)
of Zamboanga from a POKEBAll.
word pool. (5 min)
(5 min)
(A small box will do but don’t
(See Attached Word forget to design it like a
Pool) Pokeball)

B. Establishing A Purpose For The teacher will ask PIC HUNT Read the internal and external Looking Back…Moving
The Lesson the students the factors that made an impact in Forward
following questions: The students will try the development of Mindanao
to name different artworks. The students will identify
What comes to your images that they will (10 min) the evolution and
mind when you hear find under their seats. development of folk arts of
the word Ex: Malong, Mats, (See separate sheet) Mindanao through a short
Zamboanga? Padang-padang video clip. (10 min)
(5 min) Festival https://www.youtube.com/
(5 min) watch?v=5ObQqGCPuv4
(Big Group
Discussion)
C. Presenting Examples / Mix and Match The teacher will ask The teacher will ask the The teacher will discuss
Instances of The New The students will try the question: students to identify different Mindanao’s arts and crafts
Lesson to identify different factors that influenced the to Philippine culture,
works of What are the different culture and tradition of traditions, and history,
Zamboanga artifacts of Davao and Mindanao. particularly with Islamic
posted on the Maguindanao? (5 (5 min) influences and indigenous
board. (5 min) min) (Lumad) practices. (15
min)

24
 D. Discussing New Concepts Teacher will discuss The teacher will The teacher will discuss the The teacher will discuss the
And Practicing New Skills the different folk discuss different folk external and internal relationship of the
#1 arts of Zamboanga arts/artifacts from influences that are reflected in development of crafts in
Davao and the design of Mindanao. Mindanao and its implication
(20 min) Maguindanao. (10 min) to our country. (15 min)
(10 min)
E. Developing Mastery Students will be Students will create Students will design crafts
(Leads To Formative asked to incorporate decorative that can be locally assembled
Assessment 3) the design, form, baskets/flowers using with local materials, guided by
and spirit of artefacts available materials. local traditional techniques
and objects in (30 min) (e.g., habi, lilip, etc). (30
creating their own min)
design of tinalak
cloth.
(30 min)
F. Finding Practical
Applications Of The
Concepts And Skills In
Daily Living
G. Making Generalizations And What are the The students will discuss the
Abstractions About commonalities and value of Mindanaos artwork
The Lesson differences of the to Philippine culture,
different provinces tradition and history
in terms of motifs through a short essay.
and crafts? (5 min) (10 min)
(Big Group
Discussion)

H. Evaluating Learning Outputs will be Outputs will be Outputs will be assessed using Outputs will be assessed
assessed using a assessed using a scoring guide. using a scoring guide.
scoring guide. a scoring guide.
I. Additional Activities For
Application And
Remediation
V. REMARKS

25
VI. REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up With
The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to
bld.tld@deped.gov.pH

26
 Daily Lesson Log SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 7
in

MAPEH TEACHER CHRISTIAN MARION A. OBO LEARNING AREA ARTS

TEACHING DATE AND WEEK 3 QUARTER 3RD QUARTER

TIME
MONDAY TUESDAY
I. OBJECTIVES
A. Content Standards The learner…
• The salient features of the arts of Mindanao by showing the relationship of the elements of art and processes
among culturally diverse communities in the country
• Art elements and processes by synthesizing and applying prior knowledge and skills
B. Performance Standard The learner creates artworks showing the characteristic elements of the arts of Mindanao.
C. Learning Competencies/ The learner…  The learner will mount exhibit using completed
Objectives • Shows the relationship of the development of Mindanao inspired arts and crafts in an
crafts in specific areas of the country, according organized manner. (A7PR-IIIg-5)
to functionality, traditional specialized expertise,
and availability of resources (e.g., pottery,
weaving, jewelry, and basketry)
(A7PR-IIIf-3)

• Shows the relationship of Mindanao’s arts and

crafts to Philippine culture, traditions, and
history, particularly with Islamic influences and
indigenous (Lumad) practices
(A7PR-IIIh-4)

II. CONTENT
The Development of Mindanao’s Artwork
• Concept

27
 • Content / labels
• Physical layout

III. LEARNING RESOURCES

28
 Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).
Our world of MAPEH. Vibal group, Inc.,
Gregorio Araneta Ave., Quezon City, pp. 178-183.

Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013) MAPEH on the Go 7.
Sunshine Interlinks Publishing House, Inc.,
3/F Maine City Tower, 236 Tomas Morato Ave.,
A. REFERENCES Brgy. South Triangle Quezon City, pp. 151-191

Limjoco, M.F.; Lapuz, D. M.; Jeniebre, J.L.; et. Al. (2013)

Journey towards MAPEH. KLEAFS Publishing.
Block 609, Lot 1 Phase 6, Metrogate, Meycauyan II
Loma de Gato, Marilao, Bulacan, pp.110-117

1. Teacher’s Guide pages

2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from OHSP Arts Module Q1
Learning Resource (LR)
portal
B. OTHER LEARNING http://www.slideshare.net/lhoralight/k-to-12-grade-7-learning-modules-in-arts
REFERENCES

IV. PROCEDURES
A. Reviewing Previous Lesson The students will share their ideas on the evolution and What is the significance of Mindanao folk arts to our culture,
Or Presenting New development of Mindanao Folk Arts (Big Group tradition and history?
Lessons Sharing). (5 min)
(5 min)

B. Establishing A Purpose For (Pinoy Henyo) Students will play a short game called
The Lesson Pinoy Henyo.
Category: Handicrafts (10
min)

29
 C. Presenting Examples / The teacher will post different folk arts of Mindanao
Instances Of The New which had undergone stages of development.
Lesson

D. Discussing New Concepts Teacher will discuss the development and significance
And Practicing New Skills of the different crafts of Mindanao to our culture,
#1 tradition and history. (15 min)

E. Discussing New Concepts

And Practicing New Skills
#2
F. Developing Mastery Students will create their own small basket per Students will set-up a mini-exhibit per group.
(Leads To Formative group using available materials. ( 30 min) (35 min)
Assessment 3)
Each group will have the chance to go around and look at
the other exhibits prepared by the different groups.
G. Finding Practical What are the values of Minadanaon people which helped
Applications Of The them develop their own culture and tradition that we can
Concepts And Skills In adopt and observe in order to grow as an individual?
Daily Living (10 min)
H. Making Generalizations And Ask the students the following questions:
Abstractions About
The Lesson 1. How important are artifacts of Mindanao in the
development of our culture and tradition?

2. In what ways can we contribute to the preservation

and promotion of their folk arts? (10 min)

I. Evaluating Learning Outputs will be assessed using a scoring guide. Outputs will be assessed using a scoring guide.
J. Additional Activities For Create a slogan in a short bond paper that would encourage
Application And other students to appreciate and value the folk arts of
Remediation Mindanao.

V. REMARKS

30
VI. REFLECTION

A. No. of Learners Who

Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up With
The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation

E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

31
 Daily Lesson Log SCHOOL CASTOR ALVIAR NHS GRADE LEVEL 7
in

MAPEH TEACHER LUZ D. GIBAS LEARNING AREA PE

TEACHING DATE AND Week 1 QUARTER 3rd Quarter

TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

The learner demonstrates understanding of guidelines and principles in exercise program design to
A. Content Standard
achieve personal fitness.
B. Performance Standard The learner modifies the individualized exercise program to achieve personal fitness.
The learner...
• Undertakes physical activity and physical fitness assessments (PE7PF-IIIah-23)
• Reviews goals based on assessment results
(PE7PF-IIIa34)
C. Learning Competencies/ • Addresses barriers (low level of fitness, lack of skill and time) to exercise (PE7PF-IIIb33)
Objectives • The learner describes the nature and background of the dance (PE7RD-IVc- 1)
• The learner executes the skills involved in the dance
(PE7RDIIId-h-4)

II. CONTENT
Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening

32
 activities, Folk (Subli)/ indigenous, ethnic, traditional/ festival dance
III. LEARNING RESOURCES

A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Mateials pages pp.1-6 pp. 6-7

33
 Muyot,F.R.;Garcia,M.D.; Baarde,M.G.; et.Al.(2013). MAPEH on the GO 7. Sunshine Interlinks
Pub.House.Inc. 3rd flr. Maine City Tower, 236 Tomas Morato Ave. Brgy. South Traiangle,
Quezon City. 282 – 287

3. Textbook pages Copiaco,H.P.; Lugue, V.P.; Ramirez, V.E.; et Al. (2013). Our world of MAPEH. Vibal group Inc.,
Gregorio Araneta Ave., Quezon City, pp. 299 – 307.

Aquino,F.A.(1952) Fundamental dance steps and music, Manila, Philippines. 1-3.

4. Additional Materials from OHSP PE 1 Q4 module 1

Learning Resources (LR)
portal
https://www.youtube.com/watch?v=VpGmi...
B. OTHER LEARNING http://www.slideshare.net/mimiboots16/phil -folk-danceppt?next_slideshow=2
RESOURCES http://raizhelle18.tripod.com/thesis/lesson2.html

IV. PROCEDURES
A. Reviewing previous lesson Let the students recall The teacher will ask Teacher – led review on Teacher – led review
or presenting the new the level of performances the students to recall the classifications of folk on the fundamental
lesson they got from the pretest. and make a list of steps dance through pictures. (5 dance positions of
Ask whether they were in folk dance that they min) the arms and feet
able to maintain or have performed when through pictures.
enhance their fitness they were in (5 min)
from the pre-test . elementary through
(5 min) boardwork.

The teacher will ask

volunteer students to
identify and
demonstrate the steps
within the class.
(5 min)

34
B. Establishing a purpose for The teacher will play a Group Activity - The students will
the lesson music video about the Picture Puzzle: answer the puzzle
Nestle Wellness Dance LOOP A WORD.
2016 that promotes The teacher will ask (5min)
physical fitness and each group to pick 1
wellness. envelope containing (See Annex C.)
The teacher will ask the cut-out pictures
students to follow the associated to Folk The teacher will ask
dance moves. Dance. volunteer students
https:// to do the activity.
www.youtube.co Each group will form
m/watch?v=VpGmi... (5 the picture and The teacher will pick
min) identify/ name the words from the
picture. The group puzzle and
which finishes the first demonstrate the
and with the correct steps and the
answer wins the students will follow.
game. (Follow the Leader)
(5 min) (5 min)

35
 (See Annex )

Based on the music Based on the activity, the teacher will ask the The teacher will ask
video, the teacher will students/ groups to describe the picture they the students:
ask the students the formed. 1. What are
following questions: (5min) the different
1. What are the steps that
different dance you
moves performed?
presented in the 2. Can you
C. Presenting music video? identify
examples/ Instances 2. What benefits each step?
of the new lesson can be derived
from dancing/
dancercise?
3. What is the goal
of the video in
promoting
wellness and
fitness?

36
 The teacher will The teacher will discuss The teacher will
discuss the FITT the Major discuss and
principles through a Classifications of Philippine Folk Dance demonstrate the
PowerPoint according to Cultural fundamental
presentation. Origin dance steps in
(10 min) (see PowerPoint folk dance that
presentation) can be performed
both in 2/4 and ¾
D. Discussing new
http://www.slideshare. time music. (20
concepts and
net/mimiboots16/philfolkdanceppt?next_slidesh min)
practicing new skills
#1 ow=2

The teacher will ask the following questions:

• What do
costumes,
props, and
accessories of
local and
indigenous
tell about the
dances?
• Are costumes
an important
aspect of
cultural
performances
and dances?
Why?
• How can
dance help
37
 you achieve
the desired
level of
fitness?
(35 min)

The teacher will discuss

on:
• Different dance
formation and
Position.
• Fundamental
E. Discussing new concepts positions of
and practicing new skills arms/hand and
#2 feet.

Demonstrate the
fundamental position of
arms/hand and feet and
the combination of hands
and feet with the

accompaniment of music
with 4/4 measure. Counting
one, two, three, and four to
a measure.
(25 min)

38
 Divide the class into Note: The teacher will
groups. Each group Perform warm up exercise divide the class into
should provide specific and cool down exercise 5 groups with 8
examples of FITT before and after executing members.
principles associated to the figures to avoid dance
dance (folk). related injuries. Each group will pick
(5 min) (5 min) 2 basic dance steps
F. Developing mastery written on the task
(Leads to Formative Group Activity: card and perform it.
Assessment 3) ( 5 min)
Each group will practice
and perform the (see Annex E)
Fundamental Dance
Positions of the arms and
feet.
(15 min)

Group Activity: The teacher will ask the The teacher will
following questions: asked the students
After they created how do these dance
specific examples of FITT • What did you feel activity help you
principles associated to while performing achieve the desired
dance, each will explain the basic steps of level of fitness?
G. Finding practical and execute their work. folk dance? (5 min)
applications of concepts (10 min) • What could be the
and skills in daily living
hindrances of
having a good level
of fitness?
• What are the
significant benefits
of folk dance in

physical fitness? (5
min)

39
 The teacher will ask to The teacher will ask
the learners why are the the learners the
fundamental arm and feet following questions:
positions important in folk • Why is it
dance? (5 min) important to
know the
H. Making fundamental
generalizations and dance step in
abstractions about the folk dance?
lesson • What physical
fitness
components are
being developed
in folk dance?
(5min)

Group Activity: Group

The teacher will provide Activity/Performa
a table of physical Each group will nce
activities to undertake demonstrate the five basic
the FITT principle to positions of the arms and The teacher will
address the barrier of feet. Students may refer present the rubrics.
exercises. again to page 302 –
(5min) 303(Our World Of MAPEH Each group will use
7) for the correct different dance
I. Evaluating learning descriptions of the five steps in 2/4 and ¾
basic positions. Each time music. Each
partner will decide who will group will create a
be the doer and the simple dance
observer. combination of the
dance steps. Make
(30 min) four combinations
with 16 measures
(see attached Annex in each figure. Use
(rubrics) the different

40
 formations and
dance positions in
the combination.
Students may select
folk dance music to
accompany the
combination. ( see
Annex F rubrics )

Note:
This can be done at
home. Students may
take video of their
performance.

The teacher will ask

learners/group to create/
modify an exercise
J. Additional activities for
program to be used
application or
during their warm – up
remediation
and cool down exercise
to achieve personal
fitness.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.

B. No. of learners who require

additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
41
 work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

42
 Daily Lesson Log SCHOOL CASTOR ALVIAR NHS GRADE LEVEL 7
in

MAPEH TEACHER LUZ D. GIBAS LEARNING AREA PE

TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OJECTIVES
The learner demonstrates understanding of guidelines and principles in exercise program design to
A. Content Standard achieve personal fitness.
B. Performance Standard The learner modifies the individualized exercise program to achieve personal fitness.
The learner…
• Undertakes physical activity and physical fitness assessments (PE7PF-IIIah-
23)
• The learner describes the nature and background of the dance. (PE7RD-IIId-
1)
• The learner executes the skills involved in the dance (PE7RDIIId-h-4)
• Monitors periodically one’s progress towards the fitness goals (PE7PF-IIIdh-
C. Learning Competencies/ 28)
Objectives
• Performs appropriate first aid for dance-related injuries (e.g. cramps, sprain,
heat exhaustion) (PE7PF-IIId30)
• Assumes responsibility for achieving personal fitness (PE7PF-IIIdh-31)
• Keeps the importance of winning and losing in perspective (PE7PF-IIIdh-32)

II. CONTENT Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities, Folk (Subli)/ indigenous, ethnic, traditional/ festival dance
III. LEARNING RESOURCES

43
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Mateials pages Copiaco,H.P.; Lugue, V.P.; Ramirez, V.E.; et Al. (2013). Our World of MAPEH, Vibal group Inc.,

44
 Gregorio Araneta Ave., Quezon City. 310 – 311.

Copiaco,H.P.; Lugue, V.P.; Ramirez, V.E.; et Al. (2013). Our world of MAPEH, Vibal group Inc., Gregorio
Araneta Ave., Quezon City. 311 – 314.

Muyot,F.R.;Garcia,M.D.; Baarde,M.G.; et.Al.(2013) MAPEH on the GO 7, Sunshine Interlinks

3. Textbook pages Pub.House.Inc. 3rd flr. Maine City Tower, 236 Tomas Morato Ave. Brgy. South Traiangle,
Quezon City. 299 – 306.

Limjoco,M.M.;Lapuz, D.M.;Jenieber,J.L.;et Al.(2013) Journey towards MAPEH 7, Kleafs Publishing, Block

609, Lot 1 Phase 6, Metrogate, Meycauayan II, Loma de Gato, Marilao, Bulacan. 397- 402.
4. Additional Materials from
Learning Resources (LR)
portal
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
Group Activity: Group Activity: The teacher will review The teacher will review
The teacher will ask each Teacher will give on the common arm the FITT principle and
group to execute the situations about dance movements and basic ask the learners if they
fundamental dance steps related injuries. Each steps of Subli through were able to maintain
through task card. group will perform first acting. or enhance their fitness
A. Reviewing previous lesson or (5 min) aid for injuries ( cramps, (5 min) through practicing and
presenting the new lesson sprain) (5 min) executing the dance.
Ask the learners to
review their goal based
on the fitness plan.
(10 min)

Group Activity: TEXT

TWIST
B. Establishing a purpose for the
lesson Each group will be given
an envelope containing
the scrambled words. The
45
 first group to finish will
win.

(5 min)

Based on the activity, the

teacher will ask the
following questions:
• What are the
different words
that you
C. Presenting examples/
discovered?
Instances of the new lesson
• Are you familiar
with the dances?

(5 min)

The teacher will discuss:

• The nature and
background of the
dance(Subli) through
PowerPoint
presentation
• Demonstrate the
common arm
D. Discussing new concepts and movements, basic
practicing new skills #1 steps of the dance
and proper periodic
progress towards the
fitness goals through
dance.
(25 min)

The Teacher will discuss

46
the discussion of the
dance related injuries
through power point
presentation)

(20 min)

47
 Group Activity:
Dance Figures (Subli)

Each group will pick their

Task Card through draw
lots and assign who will
be their leaders (pair).

The leader of the group

will facilitate, check, and
monitor the execution of
the task.

(see Annex )
E. Discussing new concepts and
Note:
practicing new skills #2
Perform warm up
exercise and cool down
exercise before and after
executing the figures to
avoid dance related
injuries.
(5min)

The teacher will give the

learner time to practice
the task guided with
their fitness plan and
goal.
(25 min)

48
 Note:
Perform warm up
exercise and cool down
exercise before and after
executing the figures to
avoid dance related
injuries.
(5min)
F. Developing mastery
The teacher will ask
(Leads to Formative
learner leaders of each
Assessment 3)
group to teach/lead
other groups their figure
through circuit rotation.
The teacher will monitor
the execution of the
figures.
(35 min)

(see annex)
Based on their
individual fitness plan,
ask the learners to
assess whether they
achieved their goal or
not.

G. Finding practical If the learners’ goal was

applications of concepts and not achieved, identify
skills in daily living the barriers that
hindered in achieving
the goal.
(5 min)

Ask the learners the

following questions:

49
 • How can we
achieve the
desired level of
fitness through
dancing?

• What are the

possible ways to
achieve the
desired level of
fitness?
(5 min)

Complete the following

statements:

• Subli is a kind of
_________.
dance.
• It has ______.
figures.
H. Making generalizations • Considered to be
and abstractions about a favorite of the
the lesson people of the
barrios of the
municipality of
_________.
• Subli is a dance
and a portion of a
devotion
performed in

50
 honor of the
_________.

(5 min)

The teacher will

present/ provide the
rubrics.
(see attached rubrics
Annex )
I. Evaluating learning
As a group, perform the
dance (Subli) with
dance formation and
props.
(25 min)

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.

B. No. of learners who require

additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
51
E. Which of my teaching
strategies worked well?
Why did these work?
H. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
I. What innovation or localized
materials did I
use/discover which I wish
to share with other
teachers?

52
 Daily Lesson Log SCHOOL CALAMBA NATIONAL HIGHSCHOOL – ANNEX GRADE LEVEL 7
in

MAPEH TEACHER MELODIA DE GUZMAN LEARNING AREA HEALTH

TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of mental health as a dimension of holistic health for a healthy life.
B. Performance Standard The learner consistently demonstrates skills that promote mental health.

C. Learning Competencies/ The learner explains the factors that affect the The learner… The learner…
Objectives promotion of good mental health. • Explains that • Identifies the
(H7PH-IIIa-b-28) stress is common
normal and stressors that
inevitable affect
(H7PH-IIIa-b-29) adolescents
• Differentiates (H7PH-IIIc-32)
eustress from • Identifies
distress physical
(H7PH-IIIa-b-30) responses of the
• Identifies body to stress
situations (H7PH-IIIc-33)
that cause
feelings of
anxiety or
stress
(H7PH-IIIa-b-31)

II. CONTENT

53
Mental Health (An Introduction) Understanding stress Common areas of
1. Eustress stressor that affects
2. Distress adolescents (peer,
family, school and
community)

54
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
Understanding Stress . A&E. NFE Accreditation and Equivalency Learning Material. DepED.2001, p 8-21
2. Learner’s Material pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. OTHER LEARNING Getchell & Pippin et al., Perspectives on HEALTH pg. 104 - 123
REFERENCES
IV. PROCEDURES
A. Reviewing Previous Lesson The learners will provide The teacher will ask What is mental What are the
Or Presenting insights about the following the students what is health? stressors?
New Lessons terms: Physical health, mental mental health. What are the factors What are the possible
health, emotional health, social affecting mental causes of stress? (5
health and spiritual health. (5 health? (5 min) min)
min)
B. Establishing A Purpose For The teacher will show some The teacher will play The teacher will show
The Lesson pictures for the learners to a video entitled: “New pictures for the
extract signs of having a good boy.” learners to identity
mental health https://www.youtube the stressors that
(10 min) .com/watch?v=Fdeio affect adolescents.
VndUhs What comes to
The learners will your mind when
analyze the message you saw the
of the video pictures? (10 min)
(10 min)

55
C. Presenting Examples / The learners will watch a video Video clip: Causes of Teen stress
Instances Of The New clip to extract factors that affect stress in teenagers https://www.youtube
Lesson the promotion of good mental and real life solution .com/watch?v=fynfK
health. https://www.youtube QilSgk
(15 min) .com/results?search_ Analyze the video:
query=causes+of+str What have you
ess+in+teenagers+a noticed from the

nd+real+life+solutio video?
ns (5 min)

(5 min)
D. Discussing New Concepts Discussion on the factors that Discuss the difference Discussion on the
And Practicing New Skills affect the promotion of good between eustress and common stressors
#1 mental health distress. (7 min) that affect
(15 min) adolescents (10
min)
E. Discussing New Concepts Discussion on the
Learners will view a
And Practicing New Skills Discussion on the physical responses of
documentary about factors
#2 identifying situations the body to stress
affecting good mental
that cause feelings of (10 min)
health
anxiety or stress. (8
(10 min)
min)
F. Developing Mastery Give some examples Cite an example of Do you want to know
(Leads To Formative of indication of good stress that can your own stress level?
Assessment 3) mental health. (10 encourage the See attachment: (5
min) learner to study well min)
and face the life’s
challenges. (5 min)

56
G. Finding Practical The learners will The learners will The learners will
Applications Of The perform a skit answer the identify different
Concepts And Skills In depicting factors of selfassessment. activities that they
Daily Living good mental health (see attachment) can practice in order
and will provide to fight stress.
insights about the The teacher will use
performance the processing guide • What is your
The teacher will use question to bring out stress level?
the following guide the learners insight
question to elicit the about the assessment • Are you
learners insight about • What is the happy with
the skit result of your the result of
 How do you assessment? the
feel about the • What are the assessment?
skit that you causes of (5 min)

presented? your stress?

 Were you able to  Share your
bring out the answer to your
essence of seatmate for
having the comparing your
good mental strength and
health? If yes, weaknesses.
what went (10 min)
well? If not,
what did not
go well?
(20 min)

57
H. Making Generalizations The teacher will say: The learners will The learner will
And Abstractions About “Good mental health is summarize the lesson summarize the lesson
The Lesson more than just the about understanding about the common
absence of mental the stress, eustress areas of stressor that
illness. It can be seen and distress using the affect adolescents.
as a state of mental following openended
health that allows one statements. Healthy ways of
to flourish and fully • Stress can reducing stress
enjoy life.” lead to
________ • Solve the
The learners will • I feel stress problem
summarize the lesson when _______ • Ask help from
about the factors (5 min) family
that affect good members and
mental health using trusted
the any of the friends
following: • Relax
• I discovered • Exercise
that_____. • Eat a
• I learned that wellbalanced
______. diet
(5 min) (5 min)

I. Evaluating Learning The learners will 5 item test Essay test

express their insights (5 min)

answering the Make a list of some
following guide situation or thing that
questions. causes them stress.
Cite some personal (5 min)
experience that shows
factors affect good
mental health.
(10 min)

58
 J. Additional Activities For The learners will prepare a skit 5 item test
Application And depicting factors of good mental
Remediation health and will provide insights
about the performance
(5 min)

V. REMARKS

VI. REFLECTION

A. No. Of Learners Who

Earned 80% In The
Evaluation
B. No. Of Learners Who Require
Additional For
Remediation Who
Scored Below 80%
C. Did The Remedial Lessons
Work? No. Of
Learners Who Have
Caught Up With
The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?

F. What Difficulties Did I

Encounter Which My
Principal Or Supervisor
Helped Me Solved?

59
G. What Innovation Or Localized
Materials Did
I Use / Discover Which I Wish
To Share With Other
Teachers?

60
 Daily Lesson Log SCHOOL CALAMBA NATIONAL HIGHSCHOOL – ANNEX GRADE LEVEL 7
in

MAPEH TEACHER MELODIA DE GUZMAN LEARNING AREA HEALTH

TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

TIME
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of mental health as a dimension of holistic health for a healthy
life.

B. Performance Standard The learner consistently demonstrates skills that promote mental health.

C. Learning Competencies/ The learner… • Explains the • Recognizes

Objectives • Identifies people who can provide support in importance of triggers and
stressful situations grieving (H7PH- warning signs of
(H7PH-IIIc-34) III-e- common mental
• Differentiates healthful from un healthful 37) disorders
strategies in coping with stress • Demonstrate (H7PH-IIIf-h-39)
(H7PHIII-e-35) coping skills in • Discusses the
• Demonstrates various stress management managing loss types, sign,
techniques that one can use every day in and grief symptoms, and
dealing with stress (H7PH-IIId-e- (H7PH-III-e38) prevention,
36) treatment and
professional care
in managing
common mental
health disorders
(H7PH-IIIf-h-40)

II. CONTENT

61
 Coping with Stress Coping with Dying Types and Management
and Death of Common Mental
Disorders

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages Understanding Stress. A&E. NFE Accreditation and Equivalency Learning Material. DepED. 2001. Pp.22

Talavera-Gonzales, Carolina; Dizon-Poquiz, et.al MAPEH in action 7 pp.295-298

3. Textbook pages
MAPEH for a Better You IV pp 305-311
4. Additional Materials
from Learning
Resource (LR)
portal
Online sources:
B. OTHER LEARNING “Stress management strategies – ways to unwind”
REFERENCES Source: https://www.youtube.com/watch?v=0fL-pn80s-c
http??www.learnnc.org/lp/pages/6990?style
IV. PROCEDURES

62
A. Reviewing Previous Lesson The teacher will ask The teacher discuss briefly The teacher will ask
Or Presenting New representatives who will the 5 stages of the learner to recall
Lessons portray the given situation; adjustment to death by their experiences in
• Scenario 1: A person Elizabeth Kubler-Ross managing the loss
who failed the exam Processing questions: and grief (5
lost his scholarship. • What are the five min)
• Scenario 2: Your stages of
mother was diagnosed adjustments?
to have stage 4 cancer. • Among the stages,
• Scenario 3: You won what is your current
the contest. stage? ( See to it the
teacher define the
Processing Questions: difficult words given
• How can you compare or should be posted
the different so that students will
be reminded)

scenarios? (10 min)

 Is there any difference
on the facial
expression or looks of
the person in scenario
1 and 2 to Scenario 3?
(10 min)

63
B. Establishing A Purpose For The students will watch the The teacher will play the The teacher will
The Lesson video clip; music of Eric Clapton’s present a video
“Stress management “Tears in Heaven” about the “Tips in
strategies – ways to unwind” maintaining a healthy
Source: Processing questions: mind”
https://www.youtube.com/wa • What is the message https://www.youtub
tch?v=0fL-pn80s-c of the song? e.com/watch?v=Yw
• How can you relate it KrOA_SfS4
Processing questions: in your life? Processing
• What are the strategies • What line struck you Questions:
presented in the video most? ( No
clip? explanation requires) • What are the
• How do you find the (10 min) information did
strategies? Is this will you get from the
be helpful? Explain. (10 video?
min) • Describe the
video in one
word.
(15 min)

C. Presenting Examples / The teacher will ask this The teacher will post The students will
Instances Of The New question: the word, “ Grieving” describe a
Lesson Then, ask them to write person with
Can you identify the people words associated to this “mental disorder”
that provide support in word. ( 10 min) (5 min)
stressful situations?

If the students will not able to

give answers, the teacher will
provide images of the

professional support.
(5 min)

64
D. Discussing New Concepts Discussions on healthful from The teacher will present a Discussion on
And Practicing New Skills un healthful strategies in story about grieving, recognizing triggers
#1 coping with stress which tells about the loss and warning signs of
of someone you love the common mental
coping with stress through most, giving them disorders, types,
(5 min) emphasis on the signs, symptoms
importance of grieving in and prevention,
life.” treatment and
(5 min) professional care in
managing common
mental health
disorder (15 min)

E. Discussing New Concepts The teacher will present a The students will
And Practicing New Skills video about the science watch a video clip to
#2 of grieving. (5min) extract the types of
management of
common mental
The teacher will present the disorders Processing
people who can provide questions:
support in stressful situations. Someone Else’s
The presentation will be Heart (Original song
through video presentation. about mental illness)
You are not alone-A mental https://www.youtub
awareness film e.com/watch?v=BjFI
https://www.youtube.com/wa lxPs-Ys
tch?v=GVYSzdNhGc4
FAMEkids: Types of
( 5min)
mental illness
and the numbers
of people it affects
https://www.youtu
be.com/watch?v=

65
 TMXrGJzYjFA

What do you feel

while listening to the
story?
(15 min)

F. Developing Mastery The learner will identify the The students will answer The learner will give
(Leads To Formative people who can provide the assessment to be examples of common
Assessment 3) support in stressful situations. given by the teacher. mental disorders and
(5 min) The teacher will get the their brief description.
input or content from the (10 min)
discussed topic ( concept
1 and 2)
Items should be limit only
for 5 items, TRUE OR
FALSE only. (5 min)

G. Finding Practical The learners will write Dyad Activity: Given a scenario to be
Applications Of The situations of healthful and The students will get their prepared by the
Concepts And Skills unhealthy strategies in coping partner and do the peer teacher, ask each
H. In Daily Living stress, using the table below. sharing. Then they will be group to role play
Problem Healthy Unhealthy asked to complete the their assigned task
following sentences that will demonstrate
relating to topic. the triggers and
warning signs of
( see attachment for the common mental
procedures) disorders and how to
(10 min) manage it.
(10 min)
(30 min)
I. Making Generalizations And Ask the learners to recall the The teacher summarizing The teacher will
Abstractions About people who we can lean on by focusing on the summarize the lesson
The Lesson when you are in midst of importance of grieving and by focussing on the
stress. Write their names in coping skills in common mental
66
 your notebook. managing the loss and grief disorders , warning
signs prevention and
(5 min) (5 min) treatment (10 min)

J. Evaluating Learning The students will answer 10 item test

individually the Activity: (10 min)
“ How to Cope with
Stress”
(5 min)
K. Additional Activities For The learners will
Application And prepare a role play on
Remediation mental disorders:
types, signs
symptoms and
prevention, treatment
and professional care
(5 min)

V. REMARKS

VI. REFLECTION

A. No. Of Learners Who

Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who
Scored Below 80%
C. Did The Remedial
Lessons Work? No. Of
Learners Who Have
Caught Up With The
Lesson.
67
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?

68