Annex1B to DepEd Order No. 42, s.

2016

Daily Lesson Log SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH TEACHER MORENO REFEL BACO 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 characteristic features of instrumental Romantic music.
B. Performance Standard The learner sings and performs themes of selected instrumental pieces.
The learner…
 Narrates the life and works of romantic composers after video and movie showing
(MU9RO-III-a-h-1)

 Relates Romantic period music to its historical and cultural background

(MU9RO-IIIa-2)

 Explains the performance practice (setting, composition, role of composers/performers,

C. Learning Competencies/ and audience) during the Romantic period
Objectives (MU9RO-IIIb-h3)

 Listens perceptively to selected Romantic period music

(MU9RO-IIIb-h4)

 Describes musical elements of given Romantic period pieces

(MU9RO-IIIb-h5)

 Sings themes or melodic fragments of given Romantic period pieces

(MU9RO-IIIe-h6)

A. Historical and Cultural Background of the Romantic Period

II. CONTENTS B. Program Music and Composers:
 Peter Ilyich Tchaikovsky
 Camille Saint-Saens.
Annex1B to DepEd Order No. 42, s. 2016
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 95 pp. 96 pp. 96-104 pp. 96-104
2. Learner’s Mateials pages pp. 69 pp.71 pp.72-81 pp.72-81
Bautista, Jocelyn V. Et al (2006). MAPEH for a better you. G. Araneta Ave. Cor.
Ma. Clara St. Quezon City. 31, 37 – 53.
3. Textbook pages
Sacdalan, Guinevere I. Et al (1999) Edukasyong pangkatawan, kalusugan at musika IV. 226.

http://www.kaublepianostudio.com/history/romantic.html
http://www.newworldencyclopedia.org/entry/Program_music
http://www.classicfm.com/discover/periods/romantic/romantic-piano-music-where-start/
4. Additional Materials from
http://musiced.about.com/od/medievalto20thcentury/a/Music-Forms-And-Composers.htm
Learning Resources (LR)
https://www.youtube.com/watch?v=g2Kky5BC9Uk https://www.youtube.com/watch?
portal
v=5QzFKonakYE https://www.youtube.com/watch?v=EmQBFLJAIcY

B. Other Learning
Resources
IV. PROCEDURES
The teacher will post The teacher will ask The teacher will play a The teacher will play
pictures of Franz Haydn, the students about romantic song, while the examples of the
Wolfgang Amadeus how cultural, students make drawings program music and
Mozart, and Ludwig van economic, social and draw based their feelings. students will analyze
Beethoven. political aspects were (10min) its musical elements.
A. Reviewing Previous greatly affected by (10 min)
Lesson or Presenting The 1. Compare the life progress in science
New Lesson and music of mechanics such as
Haydn, Mozart photography,
and Beethoven steamboats,
2. In what ways are telephone, telegraph,
they the same? etc?
(15min) (5min)
The teacher will ask the Picture parade of different
B. Establishing A Purpose For students the following composers in program
The Lesson questions: music.
1. How do you
Annex1B to DepEd Order No. 42, s. 2016
express your The teacher will ask the
inner feelings? students to describe the
2. What do you feel pictures.
when these (5 min)
emotions are not
expressed?
(10 min)
The teacher will show The teacher will play
the picture of “The examples of program
Peaceable Kingdom” by music like symphonie
Edward Hicks (1846) Fantastique.
The students will listen
and analyze the music.
C. Present Ing Examples/
Instances of The New
1. What can you say
Lesson
about the music?
1. What emotions 2. What musical
are being elements did you
portrayed in the observe?
picture? (10 min)
(10 min)
The teacher will discuss The teacher will discuss
the historical and cultural the program music,
background of romantic different composers and
period through a their compositions under
PowerPoint presentation. the program music. The
The teacher will play a teacher will also explain
D. Discussing New
short film that shows the the different forms of
Concepts And Practicing
history and culture of the program music.
New Skills #1
western countries during (15 min)
the romantic period that
can be related to the
history of the Philippines
during 1820-1900.
(15min)
E. Discussing New Concepts Listening Activity:
And Practicing New Skills
Annex1B to DepEd Order No. 42, s. 2016
#2 The teacher will play a
music video of Romeo
and Juliet and describe
the musical elements
(5 minutes)
Group Activity: Listen to the musical
pieces Romeo and Juliet
The teacher will play a and Wedding March
video clip about the 1. Describe each
works of Romantic piece in your own
composers. Ask point of view
students to relate it to 2. Compare the
F. Developing Mastery
historical and cultural musicality of these
(Leads To Formative
background of the two compositons
Assessment 3)
romanctic period 3. How do they
(15min) differ? What are
their similarities?
4. Which do you
prefer to listen to
intently/ Why?
(20 min)
Group Activity: Group Activity:

Since the common Each group will

purpose of romantic recieve a task card
period is the free which contains the
expression of man’s activity that they
feelings about himself, need to perform
G. Finding Practical
about humanity and
Applications Of Concepts
about the world in Group A – Listen to
And Skills In Daily Living
which he lives, the song Romeo and
students will make a Juliet and sing it.
short role play related Group B – Sing the
to these. song Ave Maria.
Group C – Describe
1. What did you the musical elements
feel while of Romeo and Juliet
Annex1B to DepEd Order No. 42, s. 2016
doing the role song and Ave Maria.
play? Group D – Explain
(25 min) the performance
practice of the two
songs
(20 min)

The romanctic How does the

period’s basic quality structure of a
is emotional program music of the
subjectivity. Its Romantic composers
cultural movement create its order and
H. Making Generalizations stressed emotion, clarity to describe
And Abstractions About imagination and the elements?
The Lesson individualism that
pave the way to the (20min)
expression of one’s
personal feelings
through emotions.
(5min)
Use Rubrics based on Use the rubrics
I. Evaluating Learning the group based on the group
presentation (letter F) activity
Teacher will show Listen to another
another video clip composition of
about the life and program music and
works of romantic everybody will sing.
composers in relation (10 minutes)
J. Additional Activities For to historical and
Application or cultural background of
Remediation romantic period. The
students will analyze
it.
(10 minutes)
Annex1B to DepEd Order No. 42, s. 2016

Ask the students to The students will search Study the Piano
study the program and study about the life music and
music and composers and works of Romantic composers.
K. Assignment
of the Romantic period composers: Peter
period. Ilyich Tchaikovsky
and Camille Saint-Saens.
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
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?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph

Checked by: Noted by:

RAULNILO S. MANATAD GILBERTO B. QUILBIO JR.
Master Teacher I MAPEH Department Head
Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson Log SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH
TEACHER MORENO REFEL BACO LEARNING AREA MUSIC

TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
The learner demonstrates understanding of characteristic features of instrumental Romantic music.
A. Content Standard
B. Performance Standard The learner sings and performs themes of selected instrumental pieces.
The learner…

 Explains the performance practice (setting, composition, role of composers/performers,

and audience) during the Romantic period
(MU9RO-IIIb-h3)

 Listens perceptively to selected Romantic period music

C. Learning Competencies/ (MU9RO-IIIb-h4)
Objectives
 Describes musical elements of given Romantic period
pieces (MU9RO-IIIb-h5)

 The learner sings themes or melodic fragments of given Romantic period pieces
(MU9RO-IIIe-h6)
 Explores other arts and media that portray Romantic period elements
 Improvises appropriate accompaniment to given short and simple Romantic period pieces

A. Piano Music and Composers:

II.CONTENTS  Frederic Chopin
 Franz Liszt
B. Program Music and Piano Music
Annex1B to DepEd Order No. 42, s. 2016
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 95 pp. 96 pp. 96-104 pp. 96-104
2. Learner’s Mateials pages pp. 69 pp.71 pp.72-81 pp.72-81
Bautista, Jocelyn V. Et al (2006). MAPEH for a better you. G. Araneta Ave. Cor.
Ma. Clara St. Quezon City. 31, 37 – 53.
3. Textbook pages
Sacdalan, Guinevere I. Et al (1999) Edukasyong pangkatawan, kalusugan at musika IV. 226.

http://www.kaublepianostudio.com/history/romantic.html
4. Additional Materials
http://www.newworldencyclopedia.org/entry/Program_music
from Learning
http://www.classicfm.com/discover/periods/romantic/romantic-piano-music-where-start/
Resources (LR) portal
http://musiced.about.com/od/medievalto20thcentury/a/Music-Forms-And-Composers.html
B. Other Learning
Resources
IV.PROCEDURES
The teacher will ask the The teacher will play The teacher will ask Listening activity:
students what kind of different music. The the following (Group Activity)
music elements are used students will recall and questions: Listen to the
within the music listen to different piano 1. Have you romantic music using
program. music of the Romantic experienced other media.
(10min) music. playing different
musical Illustrate your
Piano Music instruments? feelings or emotions
1.https://www.youtube.c What are these after listening to
A. Reviewing Previous om/watch?v=VRIS5ABtQ instruments? these compositions.
Lesson or Presenting The bM 2. What other Draw your illustration
New Lesson 2.https://www.youtube.c instruments do in a manila paper
om/watch?v=Ce8p0VcTb you know? and post on the
uA (5 min) board (15 min)

Processing:
What are the differences
and similarities of the
program and piano
music?
(15 min)
Annex1B to DepEd Order No. 42, s. 2016
Picture parade of The teacher will ask
different composers in the students if they
piano music. have experienced
singing without any
Who can describe the
pictures? accompaniment of
B. Establishing A Purpose For instruments. What
The Lesson (5 min)
they can say about it?

(5 mins)

The teacher will play an Teacher will show a

example of piano music video clip about the
like Little “Butterfly” different arts and
Etude media used by
The students will listen different musicians
and analyze the music. during the romantic
period
3. What can you say
C. Presenting Examples/
about the music? 1. What arts and
Instances of The New
media were
Lesson
used by the
4. What musical romantic
elements did you
observe? composers
(10 min) during the
Romantic
period?
(15 mins)
The teacher will discuss The teacher will discuss
piano music, different other arts and media
D. Discussing New Concepts
composers and their that portray romanctic
And Practicing New Skills
compositions under the music and give
#1
program music. The examples of
teacher will also explain appropriate improvises
Annex1B to DepEd Order No. 42, s. 2016
the different forms of accompaniment.
piano music. (25 min)
(15 min)

Listening Activity: Teacher will play a

romantic music using
The teacher will play the improvised
E. Discussing New Concepts And music “Prelude” and accompaniment.
Practicing New Skills #2 describe the musical Students will listen and
elements. give their reactions
(5 min) afterwards.
(10 min)
Listen to the musical Group Activity:
piece “An Excerpt from a
Love Dream by Franz The teacher will play
Liszt and Prelude by different romantic
Frederic Chopin music.The students
5. Describe each will create a song
piece in your own inspired in romantic
point of view music with
6. Compare the accompaniment of
musicality of improvise materials
F. Developing Mastery these two available inside the
(Leads To Formative compositons classroom.
Assessment 3) 7. How do they
differ? How are 1. What did you feel
they similar? in creating a song
8. Which do you using
prefer to listen to accompaniment
intently/ Why? of improvised
(20 min) materials?
2. What musical
piece is designed
for developing
technical skills?
Annex1B to DepEd Order No. 42, s. 2016
(15 min)

Group Activity: The teacher will ask

the students to
Each group will recieve a answer the question:
task card which contains
activities that they need What values have
to perform you acquired that you
can use daily based
Group A – Listen to the on the learnings from
song No Other Love and our topics?
sing it. (10min)

Group B – Sing the song

G. Finding Practical Applications
To Love Again.
Of Concepts And Skills In Daily
Living
Group C – Describe the
musical elements of No
Other Love and To Love
Again

Group D – Explain the

performance practice of
the two songs.
(20 minutes)

Frederic Chopin was a Give different

music composer for techniques in playing
piano and Franz Joseph any instrument
Liszt was an innovator in especially improvised
H. Making Generalizations And
his piano and orchestral materials.
Abstractions About The Lesson
works. (5 min)

How does the structure

of a piano music of the
Annex1B to DepEd Order No. 42, s. 2016
Romantic composers
create its order and
clarity to describe the
elements?
(20min)

Use rubric for the group The students will

activity in letter G. present their
composed song with
accompaniment of
the improvised
I. Evaluating Learning instruments.

(Please see attached

rubrics)
(10 min)

Listen to another
composition of piano
J. Additional Activities For
music and everybody will
Application Or Remediation
sing.

Study the other arts and Give a little

media that portray background of the
romantic period following composers:
elements. a. Schubert
b. Guiseppe
Verdi
K. Assignment

c. Giacorno
Puccii
d. Richard
Wagner
V.REMARKS
VI.REFLECTION
Annex1B to DepEd Order No. 42, s. 2016
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?
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 materials used, kindly submit feedback to bld.tld@deped.gov.ph

Checked by: Noted by:

RAULNILO S. MANATAD GILBERTO B. QUILBIO JR.
Master Teacher I MAPEH Department Head
Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson Log SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH
TEACHER MORENO REFEL BACO LEARNING AREA ARTS

TEACHING DATE AND WEEK 1 QUARTER 4TH QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
A. Content Standards The learner...
 Understands the role of theatrical elements (sound, music, gesture movement and costume) in the creation of
Western Classical plays and opera which influenced by history and culture
 Performs theatre as a synthesis of arts
B. Performance Standards The learner...
 Creates appropriate theatre play/opera costume and accessories and improves appropriate sound, music, gesture,
movements and costume for a chosen theatrical composition
 Takes part in a performance of a selected piece from Western Classical plays and opera
The learner...
C. LEARNING COMPETENCIES/  Identifies selected theatrical forms from the different art
OBJECTIVES periods (A9EL-Iva-1)
 Researches on the history of the theatrical forms and their evolution
(A9EL-IVb-2)
 Identifies the elements and principles of arts as manifested in Western Classical plays and
opera (A9EL-IVc-3)
 Defines what makes some selected Western plays and opera visually unique
(A9PL-IVc-1)
 Shows the influences of Western Classical plays or opera on Philippine theatrical performances interms of form
and content of story
(A9PR-IVh-6)

II. CONTENTS  Greek Theater

 Roman Theater
 Medieval Theater
 Annex1B to DepEd Order No. 42, s. 2016
 Renaissance Theater
 Baroque Theater
 Neoclassical Theater
 Romantic Theater
 Famous Filipino Playwrights
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages pp 310-314 pp 314-318 pp 319-323 pp 338-341
2. Learner’s Material Pages pp 264-267 pp 267-271 pp 272-276 pp 291-294
Agapay, N.,C.,(2006) Music, arts, P.E. and health, making us fully equipped in the 21st Century.
3. Textbook Pages LightQuest Publications, Inc. National Highway, Paciano, Calamba City. 127-133

4. Additional Materials From

Learning Resource (Lr) Portal

https://www.youtub https://en.wikipedia.org/wiki/Me https://www.youtube.com/watch

e.com/watch?v=WW dieval_theatre ?v=nrQuZ0a65EU
wklCca0yQ
B. OTHER LEARNING https://en.wikipedia.org/wiki/Re https://en.wikipedia.org/wiki/Cat
REFERENCES naissance_theatre egory:Filipino_dramatists_and_pl
aywrights

https://youtu.be/MVzyUHvmTa4

IV. PROCEDURES
A. Reviewing Previous Lesson Learners will give Learners will define the Using pictures, ask the Video presentation of the
or Presenting New Lessons the definition of following: students to identify if the world’s famous Theater play
Classicism, Skene- images show connection
Neoclassicism and Parodos- between Medieval Theater https://www.youtube.com/watch
Romanticism. Chariot- and Renaissance Theater ?v=nrQuZ0a65EU
(5mins) (5mins)
Launch the new After watching the video, ask
topic “WESTERN three students to choose his/her
CLASSICAL favorite Theater play from the
PLAYS/OPERA” video presentation and allow
Annex1B to DepEd Order No. 42, s. 2016
Learners will answer him/her to explain why.
the question “What
springs to mind Learners will answer the question
when you hear the “What’s the best thing you’ve
world Theater?” ever seen at the theater? “
(5mins) (10mins)

B. Establishing A Purpose For

The Lesson Teacher will show POP UP MINDS BOX OF SURPRISES Listening activity
“Evolution of What pops up to your mind Provide a box with the “Ikaw Lamang” words and
Theater” using a when you hear the name or the following materials music by; Robert W. Villafuerte
time line graph word...? -curtain -flash light https://youtu.be/MVzyUHvmTa4
from Greek to JUGGLERS -pulley -toy soldier
Romantic Period and PUPPETEERS -mask The teacher will relate the music
pictures as ADAM AND EVE -orchestra(picture) to the next activity.
representation of PANTOMIME PLAY MAPEH WHEEL of
Theatrical forms. SHAKESPEARE Students will FORTUNE
Let the students BALLET relate the following to
classify the images (10mins) Theater. (15mins)
into their respective (10mins)
periods.

Ask the students

how they were able
to classify the
images to their
respective periods.
(10mins)
C. Presenting Examples /
Instances Of The New Lesson The teacher will ask The teacher will relate the words Teacher will enumerate popular
the students to and names of the following to Filipino plays and opera.
identify where the the Medieval and Renaissance
pictures should Theater
Annex1B to DepEd Order No. 42, s. 2016
belong.
D. Discussing New Concepts
And Practicing New Skills The teacher will The teacher will determine the The teacher will differentiate Teacher will present a short
describe the Greek uniqueness of Medieval Theater Baroque Theate from biography of the following Filipino
Theater, its history and Renaissance Theater. Neoclassical Theater and theater artists using pictures.
and its the three (20mins) Romantic Theater.  Francisco Balagtas y de la
main elements. (20mins) Cruz
(20mins)  Severino R. Reyes
 Dr. Ricardo G. Abad
 Salvador F. Bernal
(20mins)

E. Continuation Of Discussing The teacher will Using pictures as clues, Teacher will show a video
New Concepts And Practicing show a video Students will recall the presentation of the
New Skills presentation of the discussion by restating the Evolution of Theater and
eruption of mouth relation of the picture to the use it to deepen student
Vesuvius and will topic understanding about the
discuss and relate (5mins) topic.
the video to the .
story of the https://www.youtube.com/w
Romantic Theater. atch?v=_iShdvdBqk4
https://www.youtub (5mins)
e.com/watch?v=WW
wklCca0yQ
(10mins)
F. Developing Mastery Students will Students will compare and
(Leads To Formative differentiate Greek contrast Medieval Theater and Students will list down influences
Assessment 3) Theater from Renaissance Theater using the of Western Classical opera on
Romantic Theater table below Philippine theatrical performance.
using rap (include (15mins)
the difference in the Theater Themes Stage Performers

composition)

(5mins) (10mins)
G. Finding Practical Student’s HUGOT Students will relate the Medieval Students will compare the Students will relate the following
 Annex1B to DepEd Order No. 42, s. 2016
Applications Of The Concepts And TIME Theater and Renaissance theatre Evolution of Western Classical Western art to Philippine setting.
Skills In Daily Living “If you will be a part to our Philippine Sarswela. Opera to the evolution of (5 minutes)
of the Greek Theater (5mins) Filipino Stage acts
what will it be and (5mins)
why?”
(5mins)
H. Making Generalizations And Students will recall the lesson of Learners will share their
Abstractions About The Lesson the day, explaining how ideas about the Evolution of
Medieval theater develops into Western Classical Theater
Renaissance theater. from Greek to Romantic
(5mins) Plays/Opera.
(10mins)
I. Evaluating Learning Enumerate the Score the Medieval and Give the meaning of the Students will name at least two
following: Renaissance table following: Filipino Playwrights.
1-3 Types of Greek 1. decorum (5mins)
Drama 2.melos
2-5 Usual themes 3.dran
for Roman Theater 4.libretto
(5mins) 5.opera
(5mins)

J. Additional Activities For Provide a picture of Write what you know about Name 5 words you
Application And Remediation Epidaurus and let 1.Medieval Theater remember about Baroque
the students label 2. Renaissance Theater Neoclassic and Romantic
the parts of theater. Theater
K. Assignment Ask the students to read/
research synopsis about
Oedipus Rex or
Romeo And Juliet.
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%
Annex1B to DepEd Order No. 42, s. 2016
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

Checked by: Noted by:

RAULNILO S. MANATAD GILBERTO B. QUILBIO JR.
Master Teacher I MAPEH Department Head
 Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson Log SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH
TEACHER MORENO REFEL BACO LEARNING AREA ARTS

TEACHING DATE AND Week 2 QUARTER 4TH Quarter

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY

I.OBJECTIVES
A. Content Standards The learner...
 Understands the role of theatrical elements (sound, music, gesture movement and costume) in the creation of Western
Classical plays and opera which influenced by history and culture
 Theatre and performance as a synthesis of arts

B. Performance Standards The learner...

 Creates appropriate theatre play/opera costume and accessories and improves appropriate sound, music, gesture,
movements and costume for a chosen theatrical composition
 Takes part in a performance of a selected piece from Western Classical plays and opera

The learner...
C. LEARNING  Improvises accompanying sound and rhythm needed for the effective delivery of a selected piece from Western
COMPETENCIES/ Classical play and opera
OBJECTIVES (A9PR-IVef-3)
 Choreographs the movement and gestures needed for the effective delivery of a selected piece from Western
Classical play and opera
(A9PR-IV-f-3
 Designs the visual elements and components of selected Western Classical theater play and
opera (A9PR-IVc-1)
 Performs in a group a selected piece from Western Classical play and
opera (A9PR-IVg-5)
II.CONTENT
Different Western Different Western Different Western Different Western
 Annex1B to DepEd Order No. 42, s. 2016
Classical Plays and Opera Classical Plays and Classical Plays and Classical Plays and Opera
Opera Opera
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pp 324-336 pp 324-336 pp 324-336 pp 324-336
pages
2. Learner’s Material pp 277-290 pp 277-290 pp 277-290 pp 277-290
pages
Agapay, N.,C.,(2006) Music, arts, P.E. and health, making us fully equipped in the 21st Century.
3. Textbook pages LightQuest Publications, Inc. National Highway, Paciano, Calamba City. 127-133.
4. Additional Materials
from Learning
Resource (LR) portal
http://www.pbs.org/wnet/broadway/essays/elements-of-the-musical/
https://www.youtube.com/watch?v=C2ODfuMMyss https://www.youtube.com/watch?
v=dUuex722DY4 https://www.youtube.com/watch?v=mLkcXT1YOJA
B. OTHER LEARNING
https://www.youtube.com/watch?v=DyrW97ZS9Kc
REFERENCES
https://en.wikipedia.org/wiki/Costume_design https://www.youtube.com/watch?
v=hYAph4qI4sg

IV.PROCEDURES
A. Reviewing Previous The teacher will recall the The teacher will ask the The teacher and the learner The teacher will explain the
Lesson or Presenting components of an opera students to pass their will evaluate the success of rubrics or the criteria to be used
New Lessons 1. Libreto composition of improvised the planned culminating in judging the Musical
2. Score accompaniment to their activity by completing the Play/Opera Criteria
3. Reciative group leaders. Check list below (✓) 1. Appropriateness of
4. Aria gesture and
Ask the students about their ASPECTS STRONG NEEDS TO movements 30%
The teacher will begin the overall opinion of their IMPROVE 2. Make up/masks,
Singers
lesson by grouping the class musical play. costume and props,
Dancers
into two for the most awaited (5mins) music. (the use of styles
Music
part of the module THE and techniques of
Choreography
PERFORMANCE Western Musical and
(5mins) Props/ Popular Theater) 30%
costume
3. Culturally-based 20%
(5mins) 4. Creativity (the use of
Annex1B to DepEd Order No. 42, s. 2016
theater elements and
principles) 20%
TOTAL: 100%
(5mins)

5. Establishing A Purpose Students will watch a video Students will do the The teacher will give the
For The Lesson presentation of an example of BALLET exercise. performers a breathing exercise.
a theatrical Opera. Students will state reasons why a
After the activity the singer should know how to
https://www.youtube.com/wa students will be answering breathe correctly.
tch?v=C2ODfuMMyss the following question (5mins)
Students will play 1. What is your overall
FAMILY FEUD impression about
From viewing, the group of ballet?
students will cite the 2. How does ballet
important components differ to other form
needed to produce an opera. of dances like
(10mins) hiphop and jazz
(10mins)
6. Presenting Examples / The Teacher will lead the The teacher will motivate
Instances Of The New class into a short dance the class to create beautiful
Lesson tutorial demonstrating costumes and visually
proper execution of steps in appealing props using a
Ballet dance video presentation
https://www.youtube.com/ https://www.youtube.com/w
watch?v=dUuex722DY4 atch?v=hYAph4qI4sg
(5mins) (10mins)
7. Discussing New Teacher will remind the Using a video clip, the The teacher will remind the
Concepts And students about the teacher will discuss the students about the history,
Practicing New Skills significance of music in an importance of dance in a importance and wise use of
Opera. theater play. Props and costume in a
(5mins) theatrical presentation.
https://www.youtube.com/
watch?v=mLkcXT1YOJA https://en.wikipedia.org/wiki
https://www.youtube.com/ /Theatrical_property
Annex1B to DepEd Order No. 42, s. 2016
watch?v=DyrW97ZS9Kc (10mins)
(10mins)
8. Continuation Of Teacher will explain the
Discussing New duties and responsibilities of
Concepts And the following
Practicing New Skills 9. Director
10. Stage manager
11. Production team
12. Technical team
13. Actors and actresses
http://www.pbs.org/wnet/bro
adway/essays/elements-of-
the-musical/
(15mins)

14. Developing Mastery Students will start improvising Using the submitted Using recyclable reusable The students will perform
(Leads To Formative accompanying sound to be musical story line and and available materials the their chosen play on stage.
Assessment 3) used in the culminating chosen accompanied students will design the (35mins)
activity. music, the students will visual elements and
(15mins) choreograph movements component of a theatrical
needed for the effective play.
delivery of the story to be (20mins)
used in the culminating
activity.
(20mins)
15. Finding Practical Ask the students to give the Enumerate problems Ask the students about their The teacher will open the floor
Applications Of The reasons why they chose encountered during the overall opinion, reaction, for clarification, insights and
Concepts And Skills In music to be part of their activity. suggestion and comments recommendations.
Daily Living musical presentation. (5mins) about of the musical play of (5mins)
(5mins) their group.
(10mins)
16. Making Generalizations Let the student answer the Let the learners suggest
And Abstractions About following: ways for the actor to
The Lesson perform and use
1. What is the importance of movements or steps in his
music in an Opera? portrayal of character in the
2. How are the singers able story.
 Annex1B to DepEd Order No. 42, s. 2016
to relay message of the (5mins)
music?
(5mins)
17. Evaluating Learning Name 5 members of a Learners are to be Learners are to be evaluated Teacher will score the
theater or Musical evaluated using the rubric using the rubric in page 295 performance using the presented
play/opera. (5mins) in page 295 of A journey of A journey Through rubrics.
Through Western Music Western Music and Arts.
and
Arts
18. Additional Activities For The learner will design a
Application And mask using recyclable
Remediation materials.
19. Assignment Students will plan for the Students will Continue
culminating activity, they are practicing the choreography
expected to do in preparation for the
1. Brainstorming culminating activity
2. Sharing of ideas
3. Casting Students will bring materials
4. Listing of the for the props and costume
members of making tomorrow.
production team
and Technical team

Continue composing and

choosing improvised
accompaniment for the
culminating activity.
V. REMARKS

VI. REFLECTION .
A. No. of Learners Who
Earned 80% In The
Evaluation
Annex1B to DepEd Order No. 42, s. 2016
B. No. of Learners Who
Require Additional For
Remediation Who
Scored Below 80%
Annex1B to DepEd Order No. 42, s. 2016
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

Checked by: Noted by:

RAULNILO S. MANATAD GILBERTO B. QUILBIO JR.
Master Teacher I MAPEH Department Head
Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9
Log in

MAPEH
TEACHER MORENO REFEL BACO LEARNING AREA PE

TEACHING DATE AND (1ST WEEK) QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of lifestyle and weight management to promote community fitness.
The learner . . .
B. Performance Standards  Maintains an active lifestyle to influence the physical activity participation of the community
 Practices healthy eating habits that support an active lifestyle
The Learner...
 Undertakes physical activity and Physical Fitness Assessment
( PE9PF-IIIa-h-23)
C. Learning Competencies/  Assesses eating habits based on the Philippine Food Pyramid/ My food plate
Objectives (PE9PF-IIIa-39)
Write The Lc Code For Each  Determines risk factors related to lifestyle diseases (Obesity, Diabetes, Heart
diseases) (PE9PF- IIIa-40)
 Distinguishes facts from myths and misinformation associated with eating habits
(PE9PF- IIIb-29)
II. CONTENT Festival Dances
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages Pp-100-106
2. Learner’s Materials Pages Pp. 135-142
3. Textbook Pages
4. Additional Materials From
Learning Resources (Lr)
Portal
B. OTHER LEARNING https://www.youtube.com
RESOURCES /watch?v=rkpgF2M5jHQ
Annex1B to DepEd Order No. 42, s. 2016

https://m.youtube.com/w
atch?v=0pt9K_Mb9Yo

IV. PROCEDURES
Group Activity Ask the students to state The teacher will ask the The students will make a warm up
Picture Puzzle: the food which they last students what are the exercise before the activity.
ate. practices in good eating Always remind the students about
The teacher will ask each habits. the possible injuries that might
group to pick 1 envelope What food did you eat? (5 min) occur when doing physical activity
containing cut-out Was it healthy? and situation:
pictures associated to 1. Not having proper warm-up
A. Reviewing Previous Lesson
festival dance. How does it affect your exercise
or Presenting The New
body’s health? 2. Not executing the
Lesson
Each group will form the proper movements
picture and identify/name Why is it important to eat 3. Not observing safety measure at
the picture, and give a healthy? Does it have a all times
short description. connection if dancing will (10 min)
be done as an activity
(15 min) (5 min)

Ask the students to state The teacher will ask students

the food which they ate about their BMI and
last. Nutritional status.

What food did you eat? Is Let them analyze their

it healthy? nutritional status and reflect
it in their daily activities.
B. Establishing A Purpose For
How it affect your body’s
The Lesson
health? What will happen on the
person if his/her status is
The teacher will present under weight? Overweight?
the different words/ Obese?
foods.
Let the students classify The teacher will ask the
the words/foods which health condition of the
Annex1B to DepEd Order No. 42, s. 2016
group they belong. students before performing
the dance.
(Food Pyramid)
(15 minutes) ( 10 minutes)
The teacher will discuss The teacher will present a
the Table 1: Calorie video of 5 Basic
Counter Table, Table 2: fundamentals.
Calories Consumed per https://www.youtube.com/w
15 minutes, Table 3: atch?v=rkpgF2M5jHQ
Calorie content of
nutrients, Table 4:
C. Presenting Examples/
Physical Activity Table Ask the students to
Instances Of The New
through Power point execute the 5 Fundamental
Lesson
Presentation to be lead position of arm and feet
by the teacher
What can you say about
(25 min) when you are doing the 5
fundamental positions?
(15 min)

Teacher will present a The teacher will present a

video clip about eating video of Festival dance
habits among teenager. (buhayani)

Students give their The teacher will ask the

reflection/ insight about students the following
the video clip. questions:
D. Discussing New
Concepts And Practicing The teacher will ask the 1. What are the basic skills
New Skills #1 students if they have a needed in dancing?
good eating habits. 2. What dance formation did
you see in the video?
Site and examples that 3. How are the dance
showing good eating steps being executed?
habits. 4. How essential is music
(15 min) in dancing?
Annex1B to DepEd Order No. 42, s. 2016
https://www.youtube.com https://m.youtube.com/watc
/watch?v=FvZIUKG67pI h?v=0pt9K_Mb9Yo

The teacher will discuss the

Basic skill needed in
dancing, Dance Formation,
Essential of music in the
dance through power point
presentation.

(30 min)
The teacher will discuss The teacher will divide the class
computing One’s Total into 6 six groups consisting of 8-10
Energy Requirement members.
(TER). Ask them to practice the 5
fundamental movements.
The teacher will give (20 min)
E. Discussing New Concepts
board work activity to
And Practicing New Skills
achieve mastery on how
#2
to find One’s Total Energy
Requirement.

(10 min)
The learners will make the The students will execute the five
computation of their fundamentals movement. Prior to
individual total energy the activity, the teacher will ask
requirements (TER) the students to have a copy of
F. Developing Mastery see LM- p. 140 their individual Heart Rate Log
(Leads To Formative that can be used in the whole
Assessment 3) The students will make a grading quarter for all the physical
list of a Meal Plan for a activity that we do.
week. Observe the weight (see ANNEX A)
management if needed. (30 min)
Annex1B to DepEd Order No. 42, s. 2016
The students will be
asked to make their
Personal Festival Dancing
Program (FITT) based for
the result of then FITT
computations.
See p. 142 for template
(20 min)
The teacher will ask the The teacher will ask the
students about the students the following
importance of eating questions:
habits and physical
activity in connection of 1. What is the purpose of knowing
weight management in the 5 fundamental position before
G. Finding Practical
our lifestyle/ daily living. dancing?
Applications Of Concepts
2. How dancing affect our daily
And Skills In Daily Living
Let the students sum up living/lifestyle?
their answer. (5 min)

Teacher should write on

the board the responses.
(10 min)
The teacher will . The teacher will ask the students to
emphasize to the make insights/reflections with
students the value of the emphasis on the essential
training guidelines understanding of the lesson.
including the FITT
principles in dance by (5 min)
H. Making Generalizations answering the open-
And Abstractions About ended statement:
The Lesson
1. I learned that
.
2. I realized that

_.
3. A am
Annex1B to DepEd Order No. 42, s. 2016
happy
because
Annex1B to DepEd Order No. 42, s. 2016
.

(20 min)
The teacher will give a The execution of fundamental
Quiz/ Problem Solving: movements will of students will be
See TEST IV. assessed using a scoring
I. Evaluating Learning
COMPUTATION numbers guide/rubrics.
1 and 2 LM-p. 156 (ANNEX B)
(10 min)
The student will review
the Five Fundamental
J. Additional Activities For
Positions.
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
Annex1B to DepEd Order No. 42, s. 2016
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?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph

Checked by: Noted by:

RAULNILO S. MANATAD GILBERTO B. QUILBIO JR.
Master Teacher I MAPEH Department Head
Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson Log SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH TEACHER MORENO REFEL BACO LEARNING AREA PE

TEACHING DATE AND (2ND WEEK) QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates understanding of lifestyle and weight management to promote community
A. Content Standards
fitness
The learner . . .
B. Performance Standards  Maintains an active lifestyle to influence the physical activity participation of the community
 Practices healthy eating habits that support an active lifestyle
The learner...
 Describes the nature and background of the
dance (PE9RD-IIIb-1)
C. Learning Competencies/
 Execute the skills involved in
Objectives
dance (PERd-IIIb-h-4)
 Performs appropriate first aid for injuries and emergency situations in physical activities and
dance settings (cramps, Sprain, Heat exhaustion)
(PE9PF-IIIb-h-28)
II. CONTENT Social (Community dance, mixer) Festival and Ballroom Dances
III. LEARNING RESOURCES
A. REFERENCES
1.Teacher’s Guide pages Pp. 91-98
2.Learner’s Mateials pages pp. 124-130
3.Textbook pages
4.Additional Materials from
Learning Resources (LR)
portal
B. OTHER LEARNING
RESOURCE
IV. PROCEDURES
Annex1B to DepEd Order No. 42, s. 2016
The teacher will give a The teacher will ask the The teacher will ask
recap on lifestyle students about the the students to give
diseases. different examples of examples of locomotor
(5 min) festival dances in the and non locomotor
Philippines and their brief movements, basic
A. Reviewing Previous description. steps and arm
Lesson or Presenting The (10 min) movement.
New Lesson
The students will have
warm up exercises
before the group
activity.
(10 min)
Divide the class in to 6
groups consisting of 8-10
members. In 10 minutes,
they will do this activity:
Ask the students to
1. Enumerate festivals
that they are familiar
with.
2. Make a short
description about
each the festival
B. Establishing A Purpose For 3. Classify whether
The Lesson they are religious or
non-religious
festivals
4. Give at least 3
positive effects of
festival dancing or
participation/
involvement in
festival dances to
yourself, family,
community.
Annex1B to DepEd Order No. 42, s. 2016
The students will present
their work in front of the
class.
(15 min)
The teacher will post a
matching type activity
and let the students
C. Presenting Examples/
identify the place of
Instances of The New
Origin of the different
Lesson
festivals in the country.
See LM P. 124
(5 min)
The teacher will discuss
the nature and
background of some
D. Discussing New Concepts
famous festivals in the
And Practicing New Skills
Philippines through a
#1
PowerPoint
presentation.
(25 min)
The teacher will discuss
how dancing contributes
to the improvement of
cardio-vascular
endurance by
determining the Target
Heart Rate (THR) range.
E. Discussing New Concepts The students will get
And Practicing New Skills thier own computation
#2 of Predicted Maximum
Heart Rate (PMHR)
Lowest Traget Heart
Rate (LTHR) and Highest
Target Heart Rate
(HTHR)

(10 min)
Annex1B to DepEd Order No. 42, s. 2016

The teacher will

demonstrate the
locomotor and non
locomotor movements,
basic steps, and arm
movements.

The teacher will divide

the class in to four
F.Developing Mastery
groups consisting of 10-
(Leads To Formative
12 members.
Assessment 3)
They will have their
group activity where
they will be recalling the
basic movements that
can be used in folk
dance (festival dance )
See LM.pp. 127-130
(50 min)

Students will combine

the different
movements to make a
creative dance
G. Finding Practical
pattern/steps
Applications Of Concepts
( 16counts for each
And Skills In Daily Living
movement) and
execute it in the class
(Practice)

Their performance
Annex1B to DepEd Order No. 42, s. 2016
should have a music
accompaniment.

(40 min)
The teacher will ask
the students why we
need to consider
reviewing of
locomotor, non
locomotor, basic steps
H. Making Generalizations
and arm movement
And Abstractions About
before the festival
The Lesson
dance.

What is the importance

of engaging in this kind
of physical activity?
(10 min)
Student performance
will be assessed using
scoring guide/rubrics.

I. Evaluating Learning Variety of movements-

10
Creativity- 10
Cooperation- 5
Total- 25 points
Bring any music that can Ask the students to
be used in festival dance. research other
J. Additional Activities For
examples of festival
Application Or Remediation
dances. Bring it to
class the next
meeting.
V. REMARKS
VI. REFLECTION
Annex1B to DepEd Order No. 42, s. 2016
A. No. of Learners Who
Earned 80% In The
Evaluation.
Annex1B to DepEd Order No. 42, s. 2016
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?
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 materials used, kindly submit feedback to bld.tld@deped.gov.ph

Checked by: Noted by:

RAULNILO S. MANATAD GILBERTO B. QUILBIO JR.
Master Teacher I MAPEH Department Head
Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson Log SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH TEACHER MORENO REFEL BACO LEARNING AREA P.E

TEACHING DATE AND 3RD WEEK QUARTER 3RD QUARTER

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates understanding of lifestyle and weight management to promote community
A. Content Standard
fitness.
The learner . . .
B. Performance Standards  Maintains an active lifestyle to influence the physical activity participation of the community
 Practices healthy eating habits that support an active lifestyle
The learners...
 Monitors periodically one’s periodically one’s progress towards the fitness
goals (PE9RD-IIIb-h-4)
 Involves oneself in community service through dance activities in the
C. Learning Competencies/
community (PE9PF-IIIg-h-41)
Objectives
 Performs appropriate first aid for injuries and emergency situations in physical activity
and dance settings (Cramp, sprain, heat exhaustion)
(PE(PF-IIIb-h-30)
 Recognizes the needs of others in real life and meaningful
ways (PE9PF-IIIa-h-42)

II. CONTENT A. Social (Community dance, mixer) Festival

B. Ballroom Dances (DANCE PRESENTATION- FESTIVAL DANCE ROUTINE)
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages Pp.11-114
2. Learner’s Mateials pages pp. 148-153
3. Textbook pages
Annex1B to DepEd Order No. 42, s. 2016
4. Additional Materials from
Learning Resources (LR)
portal
B. OTHER LEARNING
RESOURCE
IV. PROCEDURES
The teacher will ask the The teacher will ask The teacher will discuss
students to recite and the students to recite the Rubrics in their
execute locomotor, non- and execute festival dance
locomotor, basic steps locomotor, non- performance.
A. Reviewing Previous Lesson and arm movements that locomotor, basic steps
or Presenting The New they have learned from and arm movements The students will have
Lesson the previous lessons. that they have learned their warm-up exercise
(5 min) from the previous before the practice.
lessons.
(5 min)

The teacher will ask the

students what fitness
development can people
get in participating in
B. Establishing A Purpose For festival dance in the
The Lesson community like the
buhayani festival dance?

(5 min)

The teacher will discuss

the GRASPS for students
to able to know the
festival dance routine of
C. Presenting Examples/
all grade 9 level and the
Instances of The New
preparation for it. See
Lesson
TG. P11-114
Each section will select
one festival that
represent their sections.
Annex1B to DepEd Order No. 42, s. 2016
(10 min)

The teacher together The teacher will

with the students will discuss the Rubrics in
assign first the their festival dance
respective committees performance.

The teacher will present (See Attachment)

the possible festival that (5 min)
might used by the
D. Discussing New Concepts
students in their
And Practicing New Skills
performance
#1
1. Maskara Festival
2. Panagbenga Festival
3. Buhayani Festival
4. Ati-atihan Festival
5. Sinulog Festival
6. Bangus Festival
(10 min)

Let the students to use Let the students to

MAPEH time in practicing use MAPEH time in
their dance presentation. practicing their dance
presentation.
Before the Practice
start make sure that Before the Practice
the students will have start make sure that
E. Discussing New Concepts their warm-up exercises the students will have
And Practicing New Skills (Wellness Dance) for their warm-up
#2 them to prevent injuries exercises (Wellness
that may happen during Dance) for them to
practice. prevent injuries that
may happen during
Every Physical Activity practice.
(Practice) that might
happen students should Every Physical Activity
record their Heart Log (Practice) that might
Annex1B to DepEd Order No. 42, s. 2016
for them to have self- happen students
assess and report the should record their
heart rate before and Heart Log for them to
after they perform. have self-assess and
report the heart rate
Always remind the before and after they
students about the perform.
possible injuries that
might occur when doing Always remind the
physical activity and students about the
situation: possible injuries that
1. Not having proper might occur when
warm-up exercise doing physical activity
2. Not executing the and situation:
proper 1. Not having
movements proper warm-up
3. Not observing exercise
safety measure at 2. Not executing
all times the proper
(5 min) movements
3. Not observing
safety measure
at all times
(5 min)

The teacher will The teacher will

F. Developing Mastery
monitoring the practice monitoring the
(Leads To Formative
properly. (25 min) practice properly.
Assessment 3)
(45 min)
G. Finding Practical Dance Presentation in
Applications Of Concepts the community.
And Skills In Daily Living
The students will make
H. Making Generalizations
a reflection about the
And Abstractions About
festival dance
The Lesson
Annex1B to DepEd Order No. 42, s. 2016
I’ve
learned .

I’ve realized
.

I am happy because
.

The teacher will

evaluate their
I. Evaluating Learning performance based
from the rubrics:
(see Attachment)
The students shall
J. Additional Activities For prepare Festival Dance
Application or Remediation Journal and submit
their HR LOG.

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?
Annex1B to DepEd Order No. 42, s. 2016
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?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph

Checked by: Noted by:

RAULNILO S. MANATAD GILBERTO B. QUILBIO JR.
Master Teacher I MAPEH Department Head
Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson Log SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH TEACHER MORENO REFEL BACO 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 first aid principles and procedures.
B. Performance Standard The learner performs first aid procedures with accuracy.
C. Learning Competencies/ The learner...
Objectives  Discusses basic information about first aid (Principles, Roles, Responsibilities and Characteristics of a good aider)
(H9IS-IIIa-36)
 Demonstrates the conduct of primary and secondary survey of the victim (CAB)
(H9IS-IIIb-37)
 Assesses emergency situation for unintentional
injuries (H9IS-IIIb-38)
 Discusses the function of dressing and
bandages (H9IS-IIIc-d-39)
 Explains the principles of wound dressing
(H9IS-IIIc-d-40)
 Demonstrates appropriate bandaging techniques for unintentional injuries
(H9IS-IIIc-d-41)

A. First Aid Basics

 Principles
 Roles
II. CONTENTS
 Responsibilities
 Characteristics of a good aider
B. First Aid Guidelines and Procedures Survey the scene
 Do primary survey of the victim (check for vital signs, assess CAB (Circulation, Airway, Breathing)
Annex1B to DepEd Order No. 42, s. 2016

 Do secondary survey of the victim (head-to-toe survey)

C. Use of Dressing and Bandages (alternatives include clean cloth or, handkerchief)
 Principles of Wound Dressing (careful handling, large enough to cover the wound, should fit snugly and
not cut off circulation)
 Bandaging Techniques (for the head; forehead; ear, cheek and jaw; burned hand; sprained ankle;
and dislocated arm
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages Pages 324-329 Pages 330-341 Pages 342-349

 Darilag, A. Et.al EASE Health Education II Module 4 Lesson 1

Enjoy life with P.E and health II. (2012). 1-7 2, 214-215, 216-223.
3. Textbook pages
 Abejo M.P.,et.al.Edukasyong pangkatawan, kalusugan at musika I.
DepED. 1994. pp.197-198

4. Additional Materials from

Learning Resource (LR)
portal
Print: Non-print:
 Getchell,Pippin,  Retrieved from  Getchell,Pippin, Varnes.
Varnes. Perspectives  “Philippine Red Cross Basic First Aid Training Perspectives on Health:First Aid
on Health:First Aid Exercise” https://www.youtube.com/watch? and Manual Review (pp.680-
and Manual Review v=4bO_FLl4F 1Q 681).Toronto, Ontario
(pp.680-
681).Toronto,  Getchell,Pippin, Varnes. Perspectives on Online Sources:
B. OTHER LEARNING
Ontario Health:First Aid and Manual Review (pp.680- Retrieved from:
REFERENCES
681).Toronto, Ontario https://www.teachervision.com/tv/pri
Online Sources: ntables/tv00053_s1-2.pdf
 http://webcache.goo Poison help.com
gleusercontent.com/s Proper wound care: How to
earch?q=cache:http:/ minimize a scar
/www.thefirstaidzone https://www.youtube.com/watch?v=
.co.uk/first-aid-facts msw820Uwd0s
Annex1B to DepEd Order No. 42, s. 2016
 HAIYAN - Philippine How To Do A Simple Dressing
Red Cross in https://www.youtube.com/watch?v=h
Actionhttps://www.yo 2Dw-8ry5TA
utube.com/watch?v= How to apply a basic Bandage:
zEH6Gl3iJjc https://www.youtube.com/watch?v=F
sgb4FFYxY4
IV.PROCEDURES

A. Reviewing Previous  The teacher will For Review Activity: The students will
Lesson or Presenting New conduct a pre-test answer the activity 4:
Lessons through; Paper-and -pencil Test “What will you
The students will answer do?”
“Fact or Bluff” the questions individually, (5 min)
1. What is first aid?
2. Why it first
(See Activity 1 3rd Qtr. aids important?
attachment) 3. Give 2 characteristics of
(5 min) a good first aider.

Criteria for checking:

2 points if the students
answer correctly.
1- point – clearly and
specific
(10 min)

B. Establishing A Purpose For The teacher will present The teacher will give the The teacher will ask
The Lesson a video clip of the situation below, and let the some representatives
Typhoon Yolanda. Then students decide what they to demonstrate on
ask to student to answer will do next if they are in how to put bandage
the following questions; the situation/ scenario. in an injured person
1. What do you feel and dressing for the
after watching the Situation: A man found wounds.
video? unconscious after his (5 min)
2. Who are the people motorcycle hits the truck.
helped the victims? (5 min)
3. What kind of help
Annex1B to DepEd Order No. 42, s. 2016
they rendered?
4. What do you think
will happen if there
are no one who
assisted them?
(10 min)
C. Presenting Examples / The teacher will present The teacher will present the The student will
Instances of The New Lesson this question: flow chart on LM page 331, watch a video clip,
to check if their answer on then answer the
How important the the first activity is correct. questions afterwards;
presence of the first (10 min)
aider? 1. Why it is
(5min) important to
apply
proper first
aid in a
wound?
2. If you are
going to have
this, what
will be the
first thing
you will do?

(6 min)
D. Discussing New Concepts And The teacher will discuss The teacher will discuss the The teacher will
Practicing New Skills # 1 the Nature and Limitation Vital Signs and difference of discuss the difference
of First Aid including the signs and symptoms using between the dressing
following sub-topics; Venn Diagram and bandages.
Principles, Roles, ( Refer on LM page 333) Supporting
Responsibilities and videos will be
Characteristics The teacher will ask the used to present
students watch the video, the lesson
Refer to LM page 325 “Philippine Red Cross Basic
(For additional First Aid Training Exercise” Worksheet will be
information, See provided.
Annex1B to DepEd Order No. 42, s. 2016
attachment no.3) Processing questions: (Refer to Activity 5)
Annex1B to DepEd Order No. 42, s. 2016
(10 min) 1. How the Red Cross
intervene in the (20 min)
different sitautions? Note:
2. What intervention But if the video is not
gives you learning? available refer to LM
(10 min) for specific and
detailed content. Also
some materials are
provided

E. Discussing New Concepts And The teacher will use the The teacher may use
Practicing New Skills # 2 Interactive Strategies other video clips if
wherein: he/she is not familiar
1. Discuss the Primary in the first aid
and Secondary standard. (Links are
Survey on LM page available in the
333, through the use references)
of images. The teacher will ask
2. Teacher- Student the following
Collaboration questions after
3. The teacher will ask viewing;
some students to 1. What are the two
demonstrate the phases of
procedures. Bandages?
2. How it differs
Critiquing or feed backing from each other?
will be done (15 min)
simultaneously.
(10 min)
F. Developing Mastery (Leads To The teacher will ask the The teacher will ask the The students will ask
Formative Assessment 3) students to do the students to arrange the to do the page 348,
following activities: following steps in assessing Activity 16.
emergency victim. The
(Refer to the scenario will be: (10 min)
activity 2 for the
instructions) After an earthquake
incident, you see your
Annex1B to DepEd Order No. 42, s. 2016

(Multiple
Annex1B to DepEd Order No. 42, s. 2016
Intelligences) classmate lying down and
Bodily-Kinesthetic: Act unconscious and you are
the characteristics of a the only one sees her.
Good First Aider (10 min)
Linguistic- Present the
Principles of First Aid
through in a poetic
manner
Visual-Spatial:
Describe the roles of the
first aider through the
use of symbolism

Processing questions:
1. After you watch
the group
presentation,
what is the
importance of
basic knowledge
about first aid
basics?
2. How you work as
a group?
(15 min)
G. Finding Practical Applications The teacher will go back Triad Activity: The group of
of The Concepts And Skills In again to the statements The students will students will
Daily Living of facts and bluff make their be presenting
activity, then ask the emergency action a
students to identify in plan. They are free demonstration
which aspects of first aid to choose the of the
is exemplified. Use the scenario: following;
following choices: Group 1:
1. Role Scenario A: Techniques in
2. Objectives accidentally fell on bandaging
3. Characteristics the ground but still Group 2:
4. Principles conscious How to
Annex1B to DepEd Order No. 42, s. 2016
(5min) manage
Scenario B: A girl wounds
can’t breathe after Group 3:
she eat sea foods. Phases of
Bandaging
(10 min) students will
Group 4:
Bandaging in
a puncture in
foot
Group 5:
Putting first in
an open
wound

Criteria:
5-performed
the activity in
one try
correctly
5-creative and
clear
presentation
H. Making Generalizations The learners will The teacher will be The teacher
And Abstractions About complete the thought of posting a picture, will ask the
The Lesson the following open-ended then students will students what
statements: give their feedback/ they learned
a. First Aid is realization about the about the
. image. lesson?
b. The absence of he students
First Aid can lead (Refer to Activity 4) re free for
to . iving of
c. You are a first (10 min) eedback. It
aider if hould be
. Positive-
(5 min) Negative-
Positive
Annex1B to DepEd Order No. 42, s. 2016

(10 min for

preparation
and planning,
10 mins for
presentation,
10 for
feedbacks)
I. Evaluating Learning The students will answer Dyad Activity: The teacher
the activity 3. The student will do will ask the
they Do Think-Pair- students to do
( Refer to Activity 3 Share about the activity on LM
attachment) following page 349
keywords; (10 in)
(5 min) 1. Signs and
Symptoms
2. Vital Signs
3. Primary Survey
4. Secondary
Survey
(15 min)
Annex1B to DepEd Order No. 42, s. 2016
J. Additional Activities For For Advanced For Advanced For Advance
Application And Learners/ Section: Learners or Learners:
Remediation Group of 5, they will Section: Make a
research on the common Do page LM 341 demonstration
accidents encountered by on how to
their schoolmates in For Students’ with manage
different aspects, learning needs wounds and
A. Home follow-up; suppose you
B. Classroom Answer the question are going to
on LM page 340. teach the
For Students who are grade 7.
in need of follow-up: (15 min)
The students will answer For
the activity 3, additional Students
activity. with
learning
(Refer to Activity 3 needs:
Annex1B to DepEd Order No. 42, s. 2016
attachment) Answer
activity 6 “
Help me to
Put Bandage”
V.REMARKS
VI.REFLECTION
H. No. of Learners Who
Earned 80% In The
Evaluation
I. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
J. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
K. No. of Learners Who
Continue To Require
Remediation
L. Which of My Strategies
Worked Well? Why Did
These Work?
M. What Difficulties Did I
Encounter Which My
Principal or Supervisor
Helped Me Solved?
N. 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

Checked by: Noted by:

RAULNILO S. MANATAD GILBERTO B. QUILBIO JR.
Master Teacher I MAPEH Department Head
Annex1B to DepEd Order No. 42, s. 2016

Daily Lesson Log SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9
in

MAPEH TEACHER MORENO REFEL BACO 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 first aid principles and procedures.
B. Performance Standard The learner performs first aid procedures with accuracy.
C. Learning Competencies/ The learner...
Objectives  Demonstrates proper techniques in carrying and transporting the victim of unintentional
injuries (H9IS-IIIe.f-42)
 Demonstrates proper first aid procedures for common unintentional injuries
 Prepares for the performance task based on the performance standards.

Evaluate the learner’s knowledge and skills through summative test and performance task

A. Transporting the Victim

(drag and carry techniques)
 One-person carry ankle drag, pack strap carry, blanket pull)
 Two-person carry (two handed seat, fourhanded seat, chair carry )
 Three man carry
B. First Aid For Common Unintentional Injuries And Medical Emergencies
 Musculoskeletal injuries (sprain, strain, fracture, dislocation)
II. CONTENTS  Bleeding
 Burn (superficial, partial and full-thickness)
 Heat emergencies (heat exhaustion, heat stroke)
 Bleeding
 Poisoning
 Choking
 Drowning
 Heart attack
 Electrocution
Annex1B to DepEd Order No. 42, s. 2016
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
3. Learner’s Material pages Page 350-355 Pages 356-357
Darilag, A. (2012). EASE Health Education II Module 6. Enjoy life with P.E and health II..223-231, 233- 238.
4. Textbook pages
5. Additional Materials from
Learning Resource (LR)
portal

Getchell &Pippin et. al. (2006) Perspectives on Health:First Aid and Manual Review Toronto, Ontario. 680-681.
Online Sources:
B. OTHER LEARNING Epic Stretcher fail compilation (THE BEST):https://www.youtube.com/watch?v=wocCYL2MczA “Bridesmaids (5/10)
REFERENCES Movie CLIP - Food Poisoning (2011) HD”
https://www.youtube.com/watch?v=PP9l4LP0WPI

IV. PROCEDURES
A. Reviewing Previous The students will answer the The students will answer the
Lesson Or Presenting formative assessment based 5-10 question quiz based on
New Lessons on the lesson 3. the previous lesson.
(5 min) (5 min)

B. Establishing A Purpose The students will watch the The students will go with their
For The Lesson video, multi- intelligences group,
“Epic Stretcher fail compilation Then they will perform the
(THE BEST)” (5 min) activity 23 on LM page 356.
(15 ins)

C. Presenting Examples / The students will answer the The teacher will process the
Instances Of The New following questions after activity 23 presentation.
Lesson viewing the video,
1. What the happened to Processing Questions:
the
Annex1B to DepEd Order No. 42, s. 2016
victims? 1. How do you find the
2. What is the major activity?
problem of each 2. What are the things
scenario? you consider in order
(5mins) to accomplished your
activity?
(10mins)

D. Discussing New The teacher will discuss the The teacher will discuss the
Concepts And different kinds of transport on First Aid for Common
Practicing New Skills # LM page 351-354. Teacher may Unintentional Injuries LM
1 use different strategies for page 357- 362.
discussion. Pictures may be use.
(5min) The teacher will discuss
as well demonstrate the
different intervention.

E. Discussing New The teacher will discuss the

Concepts And Two-man and Three or More- This is more effective if a
Practicing New Skills # man Transport, and ask some video or class interaction
2 students to help the teacher in will be applied.
demonstration. (20 min)
(Safety Precaution should be
observed)
(5 min)

F. Developing Mastery The students will answer the Students will do activity on
(Leads To activity on page 351- 352, nos. page 363 activity 25.(Refer
Formative 1-5, they can refer to their LM. to the activity) (15 min)
Assessment 3) (5 min)
G. Finding Practical The students will do the By pair, the students will
Applications Of The activity: “Carry me with Care” write how to apply first
Concepts And Skills In Each group will create their aid in the given situation,
Daily Living video illustrating the using flow chart. A short
video will be given.
Annex1B to DepEd Order No. 42, s. 2016
different ways of transport.
(See attachment no.10 for (10 min)
details)
(15 min)

H. Making Generalizations Proper transport in a Unintentional injuries

And Abstractions About The victim may help to cannot be avoided. It
Lesson prevent further injury. A happens at any time, at
first aider should go any place to anybody.
proper training. We must therefore
(5min) practice safety and
awareness at all times.
(5 min)
I. Evaluating Learning The students will choose from The student will answer
the different transport then they the following questions:
will explain, why they choose 1. What are the
this. different kinds of
unintentional
injuries? Give 3
Criteria: examples. ( 3pts)
3 points-correctness 2- 2. Why it is
clearly stated important to know
1- Completeness of thought how to handle
injuries?
( 2 points content, 1
(5 min) point realistic and
specific, 1 clear
thought)
3. Give one scenario of
an unintentional injury
then write the steps
who will do.
(3 points-correctness of
the procedures, 2-exact
and realistic)
( 15 mins)
 Annex1B to DepEd Order No. 42, s. 2016
J. Additional Activities For For Advance Learners: The Plan for your performance
Application And Remediation students will do activity 21 on task and practice for the
page 355 presentation during your
For students with learning vacant time.
needs;
Do activity 22 on LM page 355
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?
*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to bld.tld@deped.gov.ph
Checked by: Noted by:
RAULNILO S. MANATAD GILBERTO B. QUILBIO JR.
Annex1B to DepEd Order No. 42, s. 2016
Master Teacher I MAPEH Department Head
Annex1B to DepEd Order No. 42, s. 2016
Annex1B to DepEd Order No. 42, s. 2016