Dll Gr8 Edited-converted

Daily Lesson Log in

SCHOOL

DOLORES MACASAET NATIONAL HIGH SCHOOL

MAPEH

TEACHER

PONCE LITO C. MONTECILLO

TEACHING DATE AND TIME

LEARNING AREA

WEEK 1

MONDAY I. OBJECTIVES A. Content Standard

GRADE LEVEL

TUESDAY

WEDNESDAY

MUSIC

QUARTER

3RD QUARTER

THURSDAY

FRIDAY

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

8

Music of South Asia India  Geographical  Historical  Cultural Background

Music of Middle EastIsrael  Geographical  Historical  Cultural background

1

III. LEARNING RESOURCES A. REFERENCES 1. Teacher’s Guide pages 2. Learner’s Material pages

3. Textbook pages

pp. 110-111 pp. 110-112,

pp. 110-111, pp. 110-112, ,

p. 121

p. 121

pp. 128-129

pp.,128-129

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 www.youtube.com./watch?v=GvWkHsfXFGQ

4. Additional Materials from Learning Resource (LR) portal B. OTHER LEARNING REFERENCES IV. PROCEDURES A. Reviewing Previous Lesson Or Presenting New Lessons

www.carnaticsangeetham.com www.youtube.co//watchv=KAJYXm067ns https://m.youtube.com/watch?feature=youtu.be&v=sWSKtoURGAg.com

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

The teacher will ask question: Who can relate the music of Israel to its geography and culture? ( 5 min)

2

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 Let the students guess the song and the event where it is used. (10 min)

C. Presenting Examples / Instances Of The New Lesson

The teacher will post pictures of particular events then he/she play music of India. Let the students guess in what event is the music used by picking pictures posted by the teacher. Ask students to analyze the music according to pitch, rhythm, expression and style. (15min)

D. Discussing New Concepts

The teacher will play

video?( 5 min) 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) The teacher will post pictures of particular events then he/she will play music videos of Israel. Let the students guess in what event is the music used by picking pictures posted by the teacher. The teacher will then ask the students to analyze the music according to pitch, rhythm, expression and style. (15 min) The teacher will 3

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)

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)

( See attached CD) E. Discussing New Concepts And Practicing New Skills #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)

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)

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

The teacher will play a music video with 4

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)

H. Making Generalizations And Abstractions About The Lesson

I. Evaluating Learning

The teacher will ask the following questions: 

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 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

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) The teacher will ask 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) The teacher will play five varieties of music of Israel then let the students write down the particular events such as wedding, 5

J. Additional Activities For Application And Remediation

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)

The teacher will play different kinds of music of India then the students will analyze the musical elements of the selected songs.

The teacher will play different kinds of music of Israel then the students will analyze the musical elements of the selected songs. ( 5 min)

( 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 6

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?

7

Daily Lesson Log in

MAPEH

MONDAY

TUESDAY

WEDNESDAY

SCHOOL

KAPAYAPAAN NATIONAL HIGH SCHOOL

TEACHER

CAMILLE A. BUGAYONG

TEACHING DATE AND TIME

THURSDAY

GRADE LEVEL LEARNING AREA

WEEK 2

QUARTER

8

FRIDAY

MUSIC 3RD QUARTER

I. OBJECTIVES A. Content Standard B. Performance Standard

C.

Learning Competencies/ Objectives

II. CONTENTS

III. LEARNING RESOURCES A. REFERENCES 1. Teacher’s Guide pages

The learner demonstrates an understanding of common and distinct musical characteristics of South Asia and the Middle East. The learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression and style. The learner…  explores ways of producing sounds on a variety of sources that would simulate instruments being studied (MU8WS-IIIch-5)  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) 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

pp.112-114

pp.112-114

pp. 119-122

pp.119-122 8

2. Learner’s Materials pages

pp. 113-117 pp. 113-117 pp. 128-129 pp.128-129 *EdukasyongPangkatawan, Kalusugan at Musika III. Adriano, Celia T. Et al, 1999. pp.296-297

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., 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

A. Reviewing Previous Lesson or Presenting The New Lesson

B. Establishing A Purpose For The Lesson

The teacher will ask learners to use a venn diagram to differentiate and contrast the musical elements of the music of India and Israel. ( 10 min) 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).

The teacher will ask learners to give the classification of musical instruments in India. ( 10 min)

The teacher will ask learners to relate the instruments of India to Philippine musical instruments.

The teacher will ask learners to give the classification of musical instruments in Israel. ( 10 min)

Name it : The teacher will show 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, 9

(10 min)

C. Presenting Examples/ Instances Of The New Lesson

membranophones, and chordophones) (10 min) The teacher will play the vocal music of Israel. Let the learners identify the classification of the musical instruments used. (15 min) Teacher will discuss vocal music and musical instruments of Israel through a PowerPoint presentation. (20 minutes)

The teacher will play carnatic,hindustani, and talathenmusic. Let the learners identify the classification of 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.

D. Discussing New Concepts And Practicing New Skills #1

E. Developing Mastery (Leads To Formative Assessment 3)

( 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 and folk music of India.Let the learners identify the classification of the instruments. (15 min)

The teacher will play vocal music in Israel. Let the learners identify the classification of the instruments. ( 15 min) 10

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.”  Each group will be given 10 minutes to practice. (20 min) (See attachment of Tala) (See attached rubrics)

G. Making Generalizations And Abstractions About The Lesson

H. Evaluating Learning

Practical Work Approach (PWA) The teacher will divide the class into five groups.  Each group will be assigned to perform using their improvised string instruments to accompany the ZumGaliGali music.  Each group will be given 10 minutes to practice. (20 min) (See attached rubrics)

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 following questions:  How can musical instruments change one music?  Why do people in Israel use musical instruments in their music? (10 min)

The teacher will play a ritual and folk music of India. Let the students

The teacher will play ritual and folk music of Israel.Let the students 11

identify what classification of instruments is used in the music. (5 min) I. Additional Activities For Application Or Remediation

J. Assignment

Ask learners to bring improvised percussion instruments. (Bring it tomorrow.)

identify what classification of instruments is used in the music. ( 5 min) Ask learners to bring improvised string instruments. (Bring it tomorrow.)

How will you compare the musical instruments of 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% 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 Encounter Which My Principal Or Supervisor Can Help Me Solve? 12

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

13

Daily Lesson Log in

MAPEH

SCHOOL

KAPAYAPAAN NATIONAL HIGH SCHOOL

TEACHER

ELVIRA M. RENTOY

TEACHING DATE AND TIME

GRADE LEVEL LEARNING AREA

WEEK 1

MONDAY

QUARTER

TUESDAY

WEDNESDAY

8 ARTS 3rd Quarter

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)

14

and internal (indigenous) influences that are reflected in the design of an artwork and in the making of a craft 

II. CONTENTS III. LEARNING RESOURCES A. REFERENCES 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR)portal B. OTHER LEARNING RESOURCES

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)

ARTS OF SOUTH, WEST, AND CENTRAL ASIA

ARTS OF SOUTH ASIA (INDIA)

RANGOLI AND DIWALI MOBILE

PAKISTANI, UZBEKISTAN, KAZAKHSTAN, TAJIKISTAN

pp. 273-278 pp. 304-314 MAPEH for A Better You OHSP Arts Module Q2 pp.13

pp.274-277 pp.304-307

pp. 279-281 pp.304-307

pp. 282-283 pp. 309-311

http://www.slideshare.net/teacherjo19/south-central-west-asian-arts?qid=a0e232e8-e82c-4624-81cea18064932e21&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 15

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)

B. Establishing A Purpose For The Lesson

MINUTE TO WIN IT

POP-UP MINDS

PICTURE PUZZLE

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 learners to think of a word/s that you may associate with INDIA. (5 min)

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

C. Presenting Examples/Instances Of The New Lesson

Ask the students: Were you able to match the pictures correctly? How? (7 min) The learners will watch a video presentation showing different arts and crafts in South, West, and Central Asia. The teacher will ask the learners:  Describe the different art works in South, West, and Central Asia  Cite the similarities and differences among the art works

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)

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) 16

(8 min) D. Discussing New Concepts 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 teacher will discuss the procedures on how to make a Rangoli and Diwali Mobile. (refer to LM pp. 315316)

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)

The students will watch a video presentation showing different designs of rangoli https://www.youtube.co m/watch?v=LRidecgLnqc (8 min)

E. Discussing New Concepts And Practicing New Skills # 2

The learners will read the text regarding DiwaliFestival of Lights (LM pp. 306) afterwards, ask the students to watch a video presentation about DiwaliFestival 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. 17

(10 min) F. Developing Mastery (Leads To Formative Assessment 3)

G. Finding Practical Application Of Concepts And Skills In Daily Living

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 the learners to give examples of crafts, architectures, sculptures and everyday objects that have the similar style in our country.

EXPRESS YOURSELF:

(5 min)

H. Making Generalizations And Abstractions About The Lesson

Unique lines, forms, shapes, colors, motifs and designs are manifested in the art of India, Central Asia, and West Asia. (5 min)

Ask learners to create an art work incorporating design form. ACTIVITY 1: Rangoli Art

ACTIVITY 2: DIWALI MOBILE (25 min)

 What Philippine celebration is similar to India’s?  What practices in the Philippines are similar to India’s Festivals of Light? (5 min) What are the major contributions of India to the field of arts? Cite the Characteristics of each artwork. (5min)

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: What makes the arts of South Asia– India

unique? (4 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) Ask the learners to design their own version of Pinoy jeep. (5 min)

The teacher will ask the following questions:  What are the characteristics of Pakistan Arts?  Compare Pinoy jeep with 18

I. Evaluating Learning

J. Assignment

Identify the principles of art used in each artwork. (see attached worksheet) (5 min)

Quiz 1-5 (5min)

Ask the learners to bring art materials to be used in art activity for the next day. (Rangoli and Diwali Mobile)

Pakistani truck art in terms of color, design, The performance of the forms and shapes. learners will be evaluated (5 min) based on rubrics. (See Quiz 1-5 attached rubrics) (5 min) Note: Apply different design patterns: - Repeated - Radial pattern 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 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? No. Of Learners Who Have Caught Up With The Lesson D. No. of Learners Who Continue To Require Remediation 19

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?

20

Daily Lesson Log in

SCHOOL

BUNGGO NATIONAL HIGH SCHOOL

MAPEH

TEACHER

ELVIRA M. RENTOY

TEACHING DATE AND TIME MONDAY

I. OBJECTIVES A. Content Standards

B. Performance Standards

C. Learning Competency/Objectives

GRADE LEVEL LEARNING AREA

WEEK 2

QUARTER

TUESDAY

WEDNESDAY

THURSDAY

8 ARTS 3RD QUARTER

FRIDAY

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 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 The learner The learner… The learner…  will be able to create arts and crafts that can be  will be able to  will be able to show locally assembled with local materials, guided identify the relationship of by local traditional techniques. characteristics of arts the development of (A8PR-IIIc-e-1) and crafts in West crafts in specific  will be able to incorporate the design, form, Asia countries in South and spirit of South, West, and Central Asian Asia, West Asia, and  will be able to reflect artifacts and objects to one’s creation (A8PLon and derive the Central Asia, IIIh-3) according to mood, idea or  will be able to appreciate the artifacts and art message from functionality, objects in terms of their utilization and their traditional selected artifacts and distinct use of art elements and principles specialized art objects (A8PL-IIIh-2) expertise, and (A8PL-IIIh-1) availability of  will be able to derive resources elements from  will be able to traditions/history of a mount an exhibit community for one’s artwork (A8PR-IIIf-2) using completed 21

South-West-Central Asian-inspired crafts in an organized manner II. CONTENTS III. LEARNING RESOURCES A. REFERENCES 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR)portal B. OTHER LEARNING RESOURCES IV. PROCEDURES A. Reviewing Previous Lesson or Presenting The New Lesson

ARTS AND CRAFTS OF WEST ASIA TURKMENISTAN AND KYRGYSTAN

ARTS AND CRAFTS OF WEST ASIA TURKMENISTAN AND KYRGYSTAN

SOUTH, CENTRAL, AND WEST ASIAN ARTS

pp. 284-286 pp. 312-315

pp. 295 pp. 322-323

pp.274-286 pp.304-314

https://www.youtube.com/watch?v=-yTZlDJDjmM https://www.youtube.com/watch?v=ABeAQTBNqzw 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 South, West, and Central 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 handmade 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) 22

B. Establishing A Purpose For The Lesson

C. Presenting Examples/Instances of The New Lesson

D. Discussing New Concepts And Practicing New Skills # 1

E. Discussing New Concepts And Practicing New Skills #

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)

GUESSING GAME Show a box with 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) 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)

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)

Based on the video, ask the students:  Describe each border design.  Identify motifs and designs used in each artwork? (5 min) Discuss the procedures on how to create border design (10 min)

The teacher will discuss the relationship of the development of crafts in 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 23

2

F. Developing Mastery (Leads To Formative Assessment 3)

pot. https://www.youtube.c om/ watch?v=0mEPaL0LGq o (10 min) The teacher will divide the class in to four groups and ask students to fill in the table below.

The teacher will ask the Learners to make an Venn diagram to identify the commonalities and differences of both countries (10 min)

COUNTRY

WELL-KNOWN ARTWORK

FUNCTIONS

INDIA PAKISTAN

TURKMENISTAN

KYRGYSTAN UZBEKISTAN

G. Finding Practical Application Of Concepts And Skills In Daily Living

Cite various crafts in the Philippines which are similar to arts in West Asia. (5 min)

H. Making Generalizations And Abstractions About The Lesson

The teachers will ask Learners to give characteristics of West

The Learners will do the activity 6: Border Design it. (30 min)

(7 min) The teacher will ask the Learners to do activity 5 (Clay pot designing) creatively and clearly see the pattern of South, Central, and West Asian Culture. (refer to page 321-322) (40 min)

Ask the Learners:  What values should you

With the same group, ask the Learners to create an art exhibit using their own artworks focusing on South, Central and West Asian Arts. Note: The students will make a short description for each artwork The teacher will assign one representative per group to explain their art exhibit. (25 min) What did you learn about South, West, and Central Asian Arts? 24

Asian arts. (5 min) 

I. Evaluating Learning

Quiz 1-5 (see attachment) (5 min)

possess in order to create quality outputs? How West Asian arts relate to yourself and in the community?

(5 min) The performance of the students will be evaluated by the use of rubrics.

What did you feel while doing the activities? (5 min)

Learners’ art exhibit will be evaluated by the use of rubrics.

J. Assignment

II.

REMARKS

III. 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? No. of Learners Who Have Caught Up With The Lesson D. No. of Learners Who Continue To Require Remediation E. Which Of My Teaching Strategies Worked Well? Why Did These Work? F. What Difficulties Did I 25

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?

26

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

I.OBJECTIVES DAILY LESSON LOG IN

MAPEH A. CONTENT STANDARD B. PERFORMANCE STANDARD C. LEARNING COMPETENCIES/ OBJECTIVES

SCHOOL

KAPAYAPAAN NATIONAL HIGH SCHOOL

TEACHER

CELESTE S. PERIA

GRADE LEVEL

8

LEARNING AREA

PE

TEACHING DATE AND WEEK 1 QUARTER TIME The learner demonstrates understanding of guidelines and principles in exercise program design to achieve fitness. The learner modifies a physical activity program for the family/school peers to achieve fitness. 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).

3RD QUARTER

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) III. LEARNING RESOURCES 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 27

Research Services (SPTCRS) Publications. 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages

5 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.

4. Additional Materials from Learning Resources (LR) portal B. Other Learning Resources IV. PROCEDURES A. Reviewing Previous Lesson Or Presenting The New Lesson

OHSP PE 1 Q1 module 1

OHSP PE 1 Q1 module 1

EASE PE-module 5

OHSP PE 1 Q1 module 1

Recall:Milo Champ Moves https://www.youtube.co m/watch?v=rrHtPJ2QDu w (5 min)

Recall:Milo Champ Moves https://www.youtub e.com/watch?v=rrHt PJ2QDuw

https://www.youtube.com/watch?v=rrHtPJ2QDuw http://www.volleywood.net/ The teacher will ask the 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 https://www.youtube.c om/watch?v=rrHtPJ2Q duw (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 28

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 29

53BKhYC97tsd5rlFM %253Bhttp%25253 A%25252F%25252F www.mesh-wirenetting.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 30

B. Establishing A Purpose For The Lesson

The teacher will present a music video of Milo Champ Moves and ask the students to follow the dance moves.

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-annedaquis-philippinevolleyball-s-mariasharapova&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 teacher will ask a volunteer student from each group to say something about the picture that their group 31

C. Presenting Examples/ Instances Of The New Lesson

(Milo Champ Moves)

has formed.

https://www.youtube.co m/watch?v=rrHtPJ2QDu w (5 min)

The teacher will guide the students’ responses leading to the presentation of the new lesson. (5 min) The teacher will discuss the history of volleyball through a PowerPoint presentation. (10 min)

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)

(please see annex D)

32

D. Discussing New Concepts And Practicing New Skills #1

The teacher will discuss 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 What particular body part is used in volleyball forearm pass? Group C What particular body part is used running? Group D What physical fitness component is being developed in doing volleyball serve and forearm pass?

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 following questions: https://www.youtube.co 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)

Group E What physical fitness 33

component is being developed in volleyball serve and forearm pass? The teacher will, monitor, check and synthesize the group work. (please annex Arubrics 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)

E. Discussing New Concepts And Practicing New Skills #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 34

discussion. The teacher will present the rubrics on the group so that the class is guided on their task. (pls see annex E) Group Group Group Group Group

A- Ball B- Net C-Post D-Court E- Antenna

(25 min.) The teacher will ask the Learners after their group presentation.  What is the importance of knowing the facilities and equipment? 

F. Developing Mastery (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)

Aside from the facilities and equipment, what else do you need to know about volleyball? The teacher will ask the Learners to watch the volleyball rules and regulations and ask the students to list down important 35

matters on their notebook. https://www.youtube. com/watch?v=9g7nYQ v-kPM (5 min) G. Finding Practical Applications Of Concepts And Skills In Daily Living

H. Making Generalizations And Abstractions About The Lesson

The teacher will ask the Learners to go to their respective groups and organize an activity that is associated to volleyball following the FITT principles. 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.  It is composed of

 I learned that  I realized that  A am happy because

The teacher will ask the Learners: what are the benefits that we can derive from playing the volleyball?

. . .

players.  The facilities and equipment of the game are .  The volleyball players that I have known are . 36

I. Evaluating Learning

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

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)

Ask the Learners to fill Ask the Learners to up the table about the draw a doodle about physical activities of the nature and their family members background of the and share it to the game and it will be class on the next presented to the class meeting. the next meeting. (see annex C) Note: Time allotment may vary depends on the situation and capability of the students.

37

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?

38

Daily Lesson Log in

SCHOOL

KAPAYAPAAN NATIONAL HIGH SCHOOL

MAPEH

TEACHER

CELESTE S. PERIA

TEACHING DATE AND TIME MONDAY I.OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies/ Objectives

GRADE LEVEL

8

LEARNING AREA

PE

WEEK 2

TUESDAY

QUARTER

WEDNESDAY

THURSDAY

3RD QUARTER

FRIDAY

The learner demonstrates understanding of guidelines and principles in exercise program design to achieve fitness. The learner modifies a physical activity program for the family/school peers to achieve fitness. The learners… The learner…  Executes the skills involve in the sport  Reviews goals based on assessment (PE8GS-IIId-h-4). results. (PE8PF-IIIa-34).  Monitors periodically one’s progress towards the fitness and goals.  Addresses barriers (low level of fitness, (PE8PF-III-h-28). lack of skills and time) to exercise.  Displays tolerance and acceptance of (PEPF-IIIb-33.) individuals with varying skills and abilities. (PE8PF-IIId-h-37).

II. CONTENTS

III. LEARNING RESOURCES A. References

Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening activities (Volleyball) 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. 39

1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resources (LR) portal B. Other Learning Resources II. PROCEDURES A. Reviewing Previous Lesson Or Presenting The New Lesson

B. Establishing A Purpose For The Lesson

OHSP PE 1 Q1 module 1 https://www.youtube.com/watch?v=rrHtPJ2QDuw https://www.youtube.com/watch?v=yVmZGjRUN5k Recall: Milo Champ Moves https://www.youtube.co m/watch?v=rrHtPJ2QDu w (5 min)

The teacher will present a video about the basic skills in volleyball and let the students list down the important things about the skills in their notebook. https://www.youtube.co

Recall: Milo Champ Moves https://www.youtube.co m/watch?v=rrHtPJ2QDu w (5 min)

Recall: Milo Champ Moves https://www.youtube.c om/watch?v=rrHtPJ2Q Duw (5 min)

The teacher will ask the 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)

Recall: Milo Champ Moves https://www.youtube. com/watch?v=rrHtPJ2 QDuw (5 min)

40

m/watch?v=yVmZGjRUN 5k (10min)

C. Presenting Examples/ Instances Of The New Lesson

The teacher will discuss the basic skills in volleyball. (10 min)

D. Discussing New Concepts And Practicing New Skills #1

The teacher will ask Learners volunteers to demonstrate the basic skills of volleyball and check if the skills are properly executed.  Service  passing  setting  attacking/spiking  blocking

The teacher will review the FITT principle through PowerPoint presentation (5 min) The teacher will ask 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 Concepts And Practicing New Skills #2

The teacher will divide the class into 5 groups and orient them on the proper flow of circuit rotation. (see annex A) 41

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) F. Developing Mastery (Leads To Formative Assessment 3)

The teacher will discuss the sports-related injuries through a PowerPoint presentation. (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.

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)

The teacher will assign a student leader in each station to facilitate, 42

check and monitor the execution of the basic skills. (30 min) G. Finding Practical Applications Of Concepts And Skills In Daily Living

The teacher will ask the 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)

H. Making Generalizations And Abstractions About The Lesson

The Learners will be asked to complete the following statements:   

I learned that . I realized that . I am happy because .

The Learners will be asked to complete the following statements: 

I can achieve my fitness goal by .  I am happy because . (5min) 43

The teacher will synthesize the Learners’ responses. (5 min) I. Evaluating Learning

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 E. Which of my teaching

Practical Test: Learners will be asked The teacher will make to make a fitness plan use of the rubrics to following FITT evaluate the student principles. The output performance. will be assessed using (see annex) rubrics (see annex) (50 min) Learners can take Learners will be asked photos/videos of to make their family persons playing fitness plan and be volleyball with family presented to the class members or school next meeting. mates and be presented to class on the next meeting. Note: Time allotment may vary depends on the situation and capability of the Learners.

44

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?

45

Daily Lesson Log in

MAPEH

SCHOOL

MABATO NATIONAL HIGH SCHOOL – ANNEX

TEACHER

JULIUS T. RIEGO

TEACHING DATE AND TIME MONDAY I.OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies/ Objectives

II. CONTENTS

WEEK 1

GRADE LEVEL

8

LEARNING AREA

PE

QUARTER

TUESDAY

WEDNESDAY

THURSDAY

3RD QUARTER

FRIDAY

The learner demonstrates understanding of principles in the prevention and control of communicable diseases for the attainment of individual wellness. The learner consistently demonstrates personal responsibility and healthful practices in the prevention and control of communicable diseases. The learner… The learner discusses The learner analyzes the  The learner discusses the signs, the stages of infection leading causes of morbidity symptoms, and effects of common (H8DD-IIIa-15) and mortality in the communicable diseases Philippines (H8DD-IIIb-c-17)  The learner corrects misconceptions, myths, and beliefs about common communicable diseases (H8DD-IIIb-c-18)  The learner enumerates steps in the prevention and control of common communicable diseases ( H8DD-IIIb-c-19) Most common communicable diseases and its prevention and control  Acute Respiratory Infections Top 10 leading causes of  Pneumonia morbidity and mortality in Stages of Infection  Bronchitis the Philippines  Influenza  Tuberculosis (TB)  Dengue 46

  III. LEARNING RESOURCES A. REFERENCES 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. OTHER LEARNING REFERENCES

Sexually Transmitted Infections (STIs) HIV and AIDS

TG Q3 page 6 – 8. 48 – 50 LM pages 152 – 156, 193 – 194, 338 – 340, 338 - 340 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.

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

A. Reviewing Previous Lesson or Presenting New Lessons

Answer the PreAssessment 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 morbidity and mortality in 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)

47

your answers?  Do you experience your answers in real life?

B. Establishing A Purpose For The Lesson

C. Presenting Examples / Instances Of The New Lesson

causes. (5 mins)

Group Activity. Show learners a set of pictures. Ask the learners to make inferences on the said pictures. (See attachment) (Activity 2) (5 mins)

The teacher will show statistical chart that illustrates the top 10 deadliest diseases in the Philippines. (5 min)

Processing Question:

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?

What could have been the cause of the following diseases?

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

(See Attachment)

Ask the learners the following questions: 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

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)

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. 48

you felt? (10 min)

you say so? (10 min)

D. Discussing New Concepts And Practicing New Skills #1

The teacher will discuss the Stages of Infection. (10 min)

(See attached Lecture)

E. Discussing New Concepts And Practicing New Skills #2

Teacher – led discussion on the cause and prevention of the leading cause of morbidity and mortality in the Philippines. (10 min)

Read the story of Christine Joy. See Attachment. Guide Questions:  What did her

Guide Questions:  Why did you choose these diseases as communicable?  What are the characteristics of these diseases? (20 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) The teacher will present answers similar to the activity done by the learners. 49



mother do to prevent her from getting diseases? Do you have similar experiences? Share to the class.

Group Activity:

F. Developing Mastery (Leads To Formative Assessment 3)

The teacher will ask the 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)

The teacher will ask 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? 50



How the disease spread?  How did the community address the infectious disease? (20 min) Group Activity: G. Finding Practical Applications Of The Concepts And Skills In Daily Living

H. Making Generalizations And Abstractions About The Lesson

I. Evaluating Learning

The teacher will ask the learners to make their “Oath” on taking care of their health. Ask 5 students to share their “Oath”. 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) Evaluate the learners’ performance on the stages of infection and recovery by using the Rubrics attached (5 min) (See Attachment)

Ask learners to give their own guidelines on how to prevent these diseases. (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)

Quiz List down the Top 10 Leading Cause of Morbidity and Mortality in the Philippines and write what causes these diseases. (5 min)

Ask learners to develop their own guidelines that they can do religiously to prevent communicable disease. (15 min) Draw reflections from the learners on their realizations/insights regarding the lesson. The significance of preventing communicable diseases on one’s life should be emphasized. (5 min) Given the description identify what disease is being described. (5 min)

51

J. Additional Activities For Application And Remediation

Research on a video about the current communicable diseases.

Ask the students to watch video on the link: https://www.youtube.com/ watch?v=Dno8Vy1xskc

The teacher will divide the class into five (5) groups for a poster making activityfocusing on how we communicable disease prevention.

V. REMARKS VI. REFLECTION A. No. of Learners Who Earned 80% In The Evaluation B. No. of Learners Who Require Additional For Remediation Who Scored Below 80% C. Did The Remedial Lessons Work? No. of Learners Who Have Caught Up With The Lesson. D. No. of Learners Who Continue To Require Remediation E. Which of My Strategies Worked Well? Why Did These Work? F. What Difficulties Did I Encounter Which My Principal Or Supervisor Helped Me Solved? G. What Innovation Or Localized Materials Did I Use / Discover Which I Wish To Share With Other Teachers? 52

53

Daily Lesson Log in

MAPEH

SCHOOL

MABATO NATIONAL HIGH SCHOOL – ANNEX

TEACHER

JULIUS T. RIEGO

TEACHING DATE AND TIME

MONDAY I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies/ Objectives

TUESDAY

8

LEARNING AREA

PE

QUARTER

WEDNESDAY

THURSDAY

3RD QUARTER

FRIDAY

The learner demonstrates understanding of principles in the prevention and control of communicable diseases for the attainment of individual wellness. The learner consistently demonstrates personal responsibility and healthful practices in the prevention and control of communicable diseases. The learner analyzes the The learner The learner promotes The learner identifies nature of emerging and demonstrates selfprograms and policies to agencies responsible for re-emerging diseases monitoring skills to prevent and control communicable disease (H8DD-IIId-e-20) prevent communicable communicable diseases prevention and control diseases (H8DD-IIIf-h-22) (H8DD-IIIf-h-23) (H8DD-IIIf-h-21)



II. CONTENTS

WEEK 2

GRADE LEVEL

 

 

Emerging and reemerging diseases Leptospirosis Severe Acute Respiratory Syndrome (SARS) Chikungunya Meningococcemi

Development of personal life skills to prevent and control communicable diseases

Programs and policies on communicable disease prevention and control

Agencies responsible for communicable disease prevention and control

54

   III. LEARNING RESOURCES A. REFERENCES 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal

B. OTHER LEARNING REFERENCES

a Foot and Mouth Disease Avian influenza AH1N1 Influenza

TG Q3 20 – 21 LM page 32 – 36 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.

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 Group Activity:

A. Reviewing Previous Lesson or Presenting New Lessons

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 following questions:  What was the video about?

Review the previous lesson on the programs and guidelines of the government on communicable diseases. (5 min)

 Are you familiar 55

 AH1N1 Influenza (5 min)

B. Establishing A Purpose For The Lesson

C. Presenting Examples / Instances of The New Lesson

with TB-DOTS? Do you know someone who underwent this program?

 Did he/she recover from TB? (5 min) The teacher will let the The teacher will post a The teacher will show a learners view of the News Headline about video clip on the Picturesof persons with emerging diseases. link:https://www.youtub communicable diseases Ask the learners the e.com/watch?v=xA6xn4 like: following questions: WJPFQ  Tubercolosis  What was the  AIDS/HIV news all about? and will ask the  Sexually  Are you familiar students to give insights Transmitted with the said Diseases/STD’s on the message of the disease? Why or video they watched.  Influenza why not? (10 i (10 min) n and he/she will draw ) insights from the class. (10 min) The teacher will ask The teacher will ask The teacher will ask learners the following learners the following learners the following questions: questions: questions:  What emerging  Do you know  Do you think the diseases have how to do selfgovernment you/family monitoring when cares about their member you do not feel situation? If yes, experienced? well? on what way did  How did you cure  What do you do the government these diseases? when you do not address this  After getting feel well? issue? infected, what did (10 min)  Can you give you feel? policies/guideline

The teacher will ask learners to identify the meaning and duties/responsibility of the following acronym:  DepEd  PNP  BFP  DILG (5 min)

The teacher will show a 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 56

(5 min)

D. Discussing New Concepts And Practicing New Skills #1

E. Discussing New Concepts And Practicing New Skills #2

The teacher will discuss the cause and prevention of emerging and reemerging diseases.  Leptospirosis  Severe Acute Respiratory Syndrome (SARS)  Chikungunya  Meningococcemia  Foot and Mouth Disease  Avian influenza  AH1N1 Influenza (10 min) Group Activity: The teacher will divide 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

s that our government implements on these issues? Is it helpful? Why did you say so? (10 min)

Teacher – led discussion on prevention and control of communicable disease. (10 min)

Given the following communicable diseases:  Flu  Chickenpox The teacher will ask the students to cite personal ways on how can you prevent the spread of these diseases. (5 min)

The teacher will discuss on programs and policies to prevent and control communicable diseases. (15 min)

man in handling his disease? (15 min)

Teacher – led discussion on how the agencies prevent and control diseases. (10 min)

The teacher will ask learners to cite instances/examples how these agencies fight against communicable diseases. (5 min)

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evaluatestudents’ performance based on the Rubrics attached. (see attachment)

F. Developing Mastery (Leads To Formative Assessment 3)

G. Finding Practical Applications Of The Concepts And Skills In Daily Living

(10min) 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 students will cite ways on how to prevent these emerging and reemerging diseases. (5 min)

The learners will prepare a group role playing on how prevent communicable diseases through selfmonitoring skills. Evaluate the role playing by using the Rubrics attached. (5 min) (See Attachment)

Based on the learners’ understanding, list down personal life skills to prevent and control communicable diseases. (5 min)

The teacher will show a video clip presentation https://www.youtube.co m/watch?v=yU02etSuN FU

The teacher will show a video clip presentation https://www.youtube.c om/watch?v=yU02etSu NFU

After watching the video, the learners will give their reaction/opinion about the issues on AIDS/HIV. (5 min)

After watching the video the learners will list down the agencies responsible and their action on the issue on the video. (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. 58

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?



H. Making Generalizations And Abstractions About The Lesson

The teacher will lead learners to the generalizations of the lesson through answering fill-in-theblank 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 communicable disease should be emphasized. (5 min)

Make an emphasis on how the government through different agencies help in preventing and controlling communicable diseases.

Do you think, this can happen in real life situation? (5 min) The teacher will ask 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 The teacher will ask to better than cure. give their feedback Prevention should start about the importance of from our home. Make the Law/Policy. 4S a regular habit and participate in cleaning (5 min) activities initiated in our community. 59

I. Evaluating Learning

The teacher will ask the learners to identify the emerging disease based on the given symptoms. (5 min) (See Attachment)

J. Additional Activities For Application And Remediation

Slogan Making: Quiz: (5 mins) (See Attachment)

The teacher will write reminders or preventive measures on the spreading of diseases on the bulletin board in of the class.

The teacher will ask learners to make a slogan on control and prevention of diseases. (5 min)

Kalinisan at kalusugan. Makiisasakalinisanngati ngkomunidad, angkalusugan ay responisibiladngbawatis a.” (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)

The teacher will ask the learners to have a research on local and international agencies responsible for communicable disease prevention and control.

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 60

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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