Mapeh

Daily Lesson Log SCHOOL CANUMAY WEST NATIONAL HIGH SCHOOL GRADE LEVEL 9
in
MAPEH TEACHER JACQUELINE T. ANTIPORDA LEARNING AREA MUSIC
TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

TIME
MONDAY TUESDAY WEDNESDAY THURSDAY
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 relates Romantic The learner explains the The learner… The learner…
period music to its historical performance practice (setting,  Listens perceptively to selected  Sings themes or melodic
and cultural background composition, role of Romantic period music fragments of given Romantic period
(MU9RO-IIIa-2) composers/performers, and (MU9RO-IIIb-h4) pieces
 Describes musical elements of (MU9RO-IIIe-h6)
audience) during the
given Romantic period pieces  Listens perceptively to selected
Romantic period (MU9RO-IIIb-
(MU9RO-IIIb-h5) Romantic period music
h3)
 Narrates the life and works of (MU9RO-IIIb-h4)
romantic composers after video and  Explains the performance practice
movie showing (setting, composition, role of
C. Learning Competencies/ Objectives (MU9RO-III-a-h-1) composers/performers, and audience)
during the Romantic period
(MU9RO-IIIb-h3)
II. CONTENTS A. Historical and Cultural Background of the Romantic Period

B. Program Music and Composers:
 Peter Ilyich Tchaikovsky
 Camille Saint-Saens.
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.
3. Textbook pages Ma. Clara St. Quezon City. 31, 37 – 53.
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-s
4. Additional Materials from Learning

Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
The teacher will post pictures The teacher will ask the The teacher will play a romantic The teacher will play examples of the
of Franz Haydn, Wolfgang students about how cultural, song, while the students make program music and students will
Amadeus Mozart, and Ludwig economic, social and political drawings draw based their feelings. analyze its musical elements.
van Beethoven. aspects were greatly affected (10min) (10 min)
 Compare the life and music by progress in science
of Haydn, Mozart and mechanics such as
A. Reviewing Previous Lesson or
Beethoven photography, steamboats,
Presenting The New Lesson
 In what ways are they the telephone, telegraph, etc?
same? (5min)
(15min)
B. Establishing A Purpose For The The teacher will ask the Picture parade of different composers
Lesson students the following in program music.
questions: The teacher will ask the students to
 How do you express your describe the pictures.
inner feelings? (5 min)
 What do you feel when
these emotions are not
expressed?
(10 min)
The teacher will show the The teacher will play examples of
picture of “The Peaceable program music like symphonie
Kingdom” by Edward Hicks Fantastique.
(1846) The students will listen and analyze
 What emotions are being the music.
portrayed in the picture?  What can you say about the
C. PresentIng Examples/ Instances (10 min) music?
of The New Lesson  What musical elements did you
observe?
(10 min)
The teacher will discuss the The teacher will discuss the program
historical and cultural music, different composers and their
background of romantic period compositions under the program
through a PowerPoint music. The teacher will also explain
presentation. The teacher will the different forms of program music.
play a short film that shows the (15 min)
D. Discussing New Concepts And history and culture of the
Practicing New Skills #1 western countries during the
romantic period that can be
related to the history of the
Philippines during 1820-1900.
(15min)
E. Discussing New Concepts And Listening Activity:
Practicing New Skills #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

The teacher will play a video and Juliet and Wedding March
clip about the works of  Describe each piece in your own
Romantic composers. Ask point of view
students to relate it to  Compare the musicality of these
historical and cultural two compositons
F. Developing Mastery (Leads To background of the romanctic  How do they differ? What are
Formative Assessment 3) period (15min) their similarities?
 Which do you prefer to listen to
intently/ Why? (20 min)
Group Activity: Group Activity:

Since the common purpose of Each group will recieve a task card
romantic period is the free which contains the activity that they
expression of man’s need to perform
feelings about himself, about Group A – Listen to the song Romeo
humanity and about the world and Juliet and sing it. Group B – Sing
in which he lives, students will the song Ave Maria.
make a short role play related Group C – Describe the musical
G. Finding Practical Applications Of
to these. elements of Romeo and Juliet song
Concepts And Skills In Daily Living
What did you feel while doing and Ave Maria.
the role play? (25 min) Group D – Explain the performance
practice of the two songs
(20 min)
The romanctic period’s basic How does the structure of a program

quality is emotional music of the Romantic composers
subjectivity. Its cultural create its order and clarity to
movement stressed emotion, describe the elements?
imagination and individualism (20min)
H. Making Generalizations And that pave the way to the
Abstractions About The Lesson expression of one’s personal
feelings through emotions.
(5min)
Use Rubrics based on the Use the rubrics based on the group
I. Evaluating Learning group presentation activity
(letter F)
Teacher will show another Listen to another composition of
video clip about the life and program music and everybody will
works of romantic composers sing.
in relation to historical and (10 minutes)
cultural background of
romantic period. The students
J. Additional Activities For will analyze it. (10 minutes)
Application or Remediation
K. Assignment Ask the students to study the The students will search and study Study the Piano music and
program music and composers about the life and works of Romantic composers.
of the Romantic period. period composers:
Peter 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?
Daily Lesson Log SCHOOL CANUMAY WEST NATTIONAL HIGH SCHOOL GRADE LEVEL 9
in
TEACHER ENETERESO, HYACINTH LEARNING AREA MUSIC
MAPEH
TEACHING DATE AND WEEK 2 QUARTER 3RD QUARTER
TIME
MONDAY TUESDAY WEDNESDAY THURSDAY
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… The learner xplains the performance The learner sings themes or The learner explores other arts
 Describes musical elements of practice (setting, composition, role melodic fragments of given and media that portray Romantic
given Romantic period pieces of composers/performers, and Romantic period pieces period elements Improvises
(MU9RO-IIIb-h5) audience) during the Romantic (MU9RO-IIIe-h6) appropriate accompaniment to
 Listens perceptively to period given short and simple Romantic
C. Learning Competencies/ selected Romantic period music (MU9RO-IIIb-h3) period pieces
Objectives (MU9RO-IIIb-h4) (MU9RO-IIIe-h3)
A. Piano Music and Composers:

II.CONTENTS  Frederic Chopin
 Franz Liszt
Program Music and Piano Music
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
3. Textbook pages Bautista, Jocelyn V. Et al (2006). MAPEH for a better you. G. Araneta Ave. Cor.
Ma. Clara St. Quezon City. 31, 37 – 53.
Sacdalan, Guinevere I. Et al (1999)Edukasyong pangkatawan, kalusugan at musika IV. 226.
4. Additional Materials from http://www.kaublepianostudio.com/history/romantic.html http://www.newworldencyclopedia.org/entry/Program_musichttp://www.classicfm.com/discover/periods/romantic/romantic-piano-music-where-start/ h

Learning Resources (LR) portal
B. Other Learning Resources
IV.PROCEDURES
The teacher will ask the The teacher will play different music. The
Thestudents
teacherwill recall
will askand
thelisten to different pianoListening
following music of the Romantic
activity: music.Piano
(Group Music https://www.youtube.co m/watch?v=V
Activity)
students what kind of music questions: Listen to the romantic music using
elements are used within the  Have you experienced playing other media.
music program. different musical instruments? What are Illustrate your feelings or emotions
(10min) these instruments? after listening to these
 What other instruments do you compositions. Draw your
know? illustration in a manila paper and
(5 min) post on the board (15 min)

Picture parade of different The teacher will ask the students if they
composers in piano music. have experienced singingwithout any
B. Establishing A Purpose For The
Who can describe the accompaniment of instruments.
Lesson
pictures? (5 min) What they can say about it? (5 mins)
The teacher will play an Teacher will show a video clip about the
example of piano music like different arts and media used by
Little “Butterfly” Etude different musicians during the romantic
The students will listen and period.
analyze the music. What arts and media were used by the
 What can you say about romantic composers during the Romantic
the music? period?
C. Presenting Examples/ Instances  What musical elements did (15 min)
of The New Lesson you observe?
(10 min)
The teacher will discuss piano The teacher will discuss other arts and
music, different composers and media that portray romanctic music and
their compositions under the give examples of appropriate improvises
program music. The teacher accompaniment. (25 min)
will also explain the different
D. Discussing New Concepts And forms of piano music.
Practicing New Skills #1 (15 min)
E. Discussing New Concepts And Listening Activity: Teacher will play a romantic music using
Practicing New Skills #2 The teacher will play the improvised
accompaniment. Students will
music “Prelude” and describe listen and give their reactions

the musical elements. afterwards.
(5 min) (10 min)
Listen to the musical piece “An Group Activity:

Excerpt from a Love Dream by The teacher will play different
Franz Liszt and Prelude by romantic music.The students will
Frederic Chopin create a song inspired in romantic
 Describe each piece in your music with accompaniment of
own point of view improvise materials available
 Compare the musicality of inside the classroom.
these two compositons  What did you feel in creating a
 How do they differ? How song using accompaniment of
F. Developing Mastery (Leads To are they similar? improvised materials?
Formative Assessment 3)  Which do you prefer to  What musical piece is
listen to intently/ Why? designed for developing technical
(20 min) skills?
(15 min)
Group Activity: The teacher will ask the students

Each group will recieve a task to answer the question:
card which contains activities What values have you acquired
that they need to perform that you can use daily based on
Group A – Listen to the song the learnings from our topics?
G. Finding Practical Applications Of No Other Love and sing it. (10min)
Concepts And Skills In Daily Living Group B – Sing the
songTo Love Again.

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 music Give different techniques in

composer for piano and Franz playing any instrument especially
Joseph Liszt was an innovator improvised materials.
in his piano and orchestral (5 min)
works.
How does the structure of a
piano music of the Romantic
H. Making Generalizations And
composers create its order and
Abstractions About The Lesson
clarity to describe the
elements?
(20min)
Use rubric for the group The students will present their
activity in letter G. composed song with
accompaniment of the improvised
instruments.
I. Evaluating Learning
(Please see attached rubrics)
(10 min)
Listen to another composition

of piano music and everybody
J. Additional Activities For Application Or
will sing.
Remediation
Study the other arts and media Give a little background of the
that portray romantic period following composers:
elements.  Schubert
 Guiseppe Verdi
K. Assignment
 Giacorno Puccii Richard
Wagner
V.REMARKS
VI.REFLECTION
A. No. of Learners Who Earned
80% In The
Evaluation.
Additional Activities For Remediation
Who Scored Below 80%
D. No. of Learners Who

Continue To Require Remediation
E. Which of My Teaching
Strategies Worked Well? Why Did
These Work?
Which My
Principal Or Supervisor Can Help
Me Solve?
Materials Did I Use/Discover Which
I
Wish To Share With Other
Teachers?
Daily Lesson Log SCHOOL
in
TEACHER
MAPEH
TEACHING DATE AND
TIME
MONDAY
I. OBJECTIVES
A. Content Standards The learner…
 Art elements and processes by synthesizing and applying prior know
 The arts as integral to the development of organizations, spiritual
disasters/occurrences, and other external phenomena
B. Performance Standards The learner …
 Performs/ participates completely in the presentation of a crea
periods
 Recognize the difference and uniqueness of the at styles of the diffe
C. Learning Competencies/ The learner…

Objectives  Analyzes art elements and principles in the production of work follow
(A9EL-IIIb1)
 Identifies distinct characteristics of arts during the Neoclassic and R
 Identifies representative artist from Neoclassic and Romantic period
 Reflects on and derive the mood, idea, or message from selected ar
Determines the use or function of artworks by evaluating their utilization
(A9PL-IIIh-2)
II. CONTENTS
Neoclassic Neoclassic
(Painting) (Sculpture)
 David • David
 Ingres • Ingres
 Goya • Goya

A. REFERENCES
1. Teacher’s Guide Pages pp. 265- 267 pp. 268- 269
2. Learner’s Material Pages pp.225- 227 pp. 228- 229
3. Textbook Pages Agapay, N.,C.,(2006) Music, Arts, P.E. and Health, Making Us Fully Eq
147)National Highway, Paciano, Calamba City.
Arnau, L., B., & Pastor, E., V., HAMP, Grade 10, Health, Arts, Music, P
San Antonio Village, Makati City, Philippines.
4. Additional Materials From Learning
Resource (Lr) Portal
https://youtu.be/jR3 x6wKFjiY www.visual-arts-

https://youtu.be/IWS9KJ-ZVb0https://en.wikipedia.or
cork.com/history-of- art/neoclassical-
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous Lesson or Teacher will present a Students will enumerate the
Presenting New Lessons short background/ history characteristics of the Neoclassical
of the Neoclassical period. painting.
(5 min) (5 min)
The students will be The students will enumerate the

divided into small groups sculptures of the Neoclassical period
and do and give its
identifying the characteristics.
characteristics of
Neoclassical painting
based on the different
principles of arts
using the presented
video.
(5 min)
(5 min)
B. Establishing A Purpose For The The teacher will give a short introduction
Video Clips
ofpresentation,
the topic about
an overview
the Neoclassical
ofNeoclassical
pa
Lesson
the 18th century. (10

min)
C. Presenting Examples / Instances The teacher will discuss The teacher will discuss the Neo-classical sculptors ht
Of The New Lesson the distinct characteristics
of paintings and artists of
Neoclassical period.
(10 min)
D. Discussing New Concepts And “Paint me a Picture” “SHOW ME”
Practicing New Skills Ask the students to make The students will name the
a tableau based on the artworks/sculptors flashed by the
paintings of the teacher based on the discussion.
Neoclassical art discussed ( The teacher will provide different
by the teacher. pictures of sculptures)
(10 min) (10 min)
E. Continuation Of Discussing New Ask the student to relate Let the students compare their Neo-
Concepts And Practicing New Skills any Neoclassical art to the classical sculpture to Philippine
present scenario in the sculpture by giving examples.
Philippine Example:
setting Christ by Thorvadsen Religious
As a student what is the images from Paete Laguna

significance of 5 minutes
Neoclassical art in the
development of Philippine
art especially in painting?
(5 min)
F. Developing Mastery (Leads To Students will give their Students will answer the question:
Formative Assessment 3) insights on how the How do the Neo-classical artists
artists of the convey their ideas in their artworks?
Neoclassical period (5 min)
convey ideas and
concepts of their
artworks.
(5 min)
G. Finding Practical Applications Of Paper and Pen test Paper and Pen test
The Concepts And Skills In Daily Living Painter who was regarded Enumerate five (5) characteristics of
as one of Neoclassical Sculpture
the great exemplars of Possible Answers:
academic art and
one of the finest Old  Portrayal of History
masters of his era.  Formal composition
Answer:Jean- Auguste-  Shows the peak of emotion
Dominique Ingres  religious
This painting showing the  mythological (5 min)
three brothers whom
appear willing to sacrifice
their lives for good of
Rome. Answer: Oath of
the Horatii
He is referred to as the
Father of Danish painting
Answer: Christoffer
Wilhelm Eckersberg
It is David’s masterpiece
shows the portrayal of a
revolutionary martyr.
Answer:The Death of
Marat Who is the French
Neoclassic painter focused
his subject of paintings
more on history?
Answer: Jacques-
Louis David.
(5 min)
H. Making Generalizations And Group work Using clay or any available material in
Abstractions About The Lesson Each group will make of the area, the students will create their
their own painting similar own artwork based on the Neoclassical
to sculpture.
Neoclassical art.
I. Evaluating Learning Reading materials about Students will bring recycled materials to
the Neoclassical sculpture be used in the next topic
 Used boxes with different sizes
 Plastic bottles of soft drinks or tubes
 Masking tape or any adhesive tape
 scissors
J. Additional Activities For Teacher will present a Students will enumerate the
Application And Remediation short background/ history characteristics of the Neoclassical
of the Neoclassical period painting.
(5 min) (5 min)
K. Assignment The students will be The students will enumerate the

divided into small groups sculptures of the Neoclassical period
and do identifying the and give its characteristics
characteristics of
Neoclassical painting
based on the different
principles of arts
Using the presented video
MAJADA IN NATIONAL HIGH SCHOOL GRADE LEVEL
DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA
WEEK 1 QUARTER
TUESDAY WEDNESDAY THURSDAY
processes by synthesizing and applying prior knowledge and skills

ral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural
, and other external phenomena
pates completely in the presentation of a creative impression (verbal/non-verbal) from the Neoclassic and Romantic
ference and uniqueness of the at styles of the different periods (techniques, process, elements, and principles of art)
ents and principles in the production of work following a specific art style from the Neoclassic and Romantic periods
characteristics of arts during the Neoclassic and Romantic periods (A9EL-IIIa-2)

ntative artist from Neoclassic and Romantic periods (A9EL-IIIa-3)
erive the mood, idea, or message from selected artworks (A9PL-IIIh-1)
r function of artworks by evaluating their utilization and combination of art elements and principles
Neoclassic Neoclassic Romantic

(Sculpture) (Architecture) (Painting)
• David • David • Goya
• Ingres • Ingres • Delacroix
• Goya • Goya • Gericault
pp. 268- 269 pp. 270- 273 pp. 274- 278

pp. 228- 229 pp. 230- 233 pp. 234- 238
Music, Arts, P.E. and Health, Making Us Fully Equipped in the 21st Century. LightQuest Publications, Inc.(pp.146-
y, Paciano, Calamba City.
r, E., V., HAMP, Grade 10, Health, Arts, Music, P.E., The Bookmark, Inc., (pp 172- 176).,264 Pablo Ocampo Sr. Avenue,
Makati City, Philippines.
https://youtu.be/IWS9KJ-ZVb0https://en.wikipedia.org/wiki/Ne
https://youtu.be/gRD04VApd0whttps://en.wikipedia.org/wiki/Neoclassical_architecture
oclassicism https://youtu.be/agK-qvtb6Mcwww.conservapedia.co
Students will enumerate the Ask students to recall the Neo- “Picture Presentation”
characteristics of the Neoclassical classical sculptures by giving Students will name the sample pictures
painting. examples. of Neoclassical architecture using
(5 min) (5 min) powerpoint presentation of the teacher.
The students will enumerate the Activity “4 pics 1 word”

sculptures of the Neoclassical period “Buildings Blocks” The teacher will prepare the different
and give its The students will create an example pictures related to the
characteristics. of building using
recycled boxes and tubes. Students Romantic arts.
will describe the their output based Students will answer the 4 pics 1 word
on: activity.
 Shape The teacher ask the students about their
 Color experience on the activity.
 Size (5 min)
 Texture (10 min)
(5 min)
Video Clips presentation, an overview ofNeoclassical
The sculpture
teacherwhich will be presented
will introduce by theThe
a short teacherhttps://youtu.be/IWS9KJ-ZVb0Neoclassicism
teacher will give an introduction on
background of Neoclassical the Romantic period
architecture. Romanticism was an artistic style
Neoclassical architecture is an popular in the early 19th century. It
architectural style produced by the emphasized the need for art to express
neoclassical movement that began emotion, irrational feelings, and
in the mid-18th century. In its imagination
purest form, it is a style principally "Romanticism is precisely situated
derived from the architecture of neither in choice of subject nor in exact
classical antiquity, the Vitruvian truth, but in a way of feeling."
principles, and the work of the Charles Baudelaire
Italian architect Andrea Palladio. (5 min)
(5 min)
The teacher will discuss the Neo-classical sculptors

Explain
https://youtu.be/IWS9KJ-ZVb0(10
the context of the Neoclassicalmin)
architecture
The teacher
and cite
willexampleshttps://youtu.be/gRD04VA
discuss the famous painters of the R
“SHOW ME” Students will reconstruct the Ask the students to identify the artist
The students will name the building based on the identified and his artwork of the Romantic period
artworks/sculptors flashed by the characteristics of neo classical Example:
teacher based on the discussion. architecture. Artwork -Liberty leading Artist
( The teacher will provide different (the students will be graded using –Delacroix
pictures of sculptures) the score card or rubrics) (5 min)
(10 min) (15 min)
Let the students compare their Neo- Let the students give examples of Ask the student to identify the artist and
classical sculpture to Philippine buildings that have the influences paintings of the Romantic period
sculpture by giving examples. of the architectural style of  The raft of the medusa by
Example: Neoclassicism in our country T. Gericault
Christ by Thorvadsen Religious Possible answers:  Liberty Leading the
images from Paete Laguna  Pangasinan Municipal Hall People by E. Delacroix

5 minutes  Baguio City Hall  The Third of May by F. Goya
 Manila Post Office  Saturn Devouring His Son by F. Goya
 Manila city hall  The Burial of Sardine by
 De la Salle University F. Goya
 National Museum  Charging Chasseur by. T. Gericault
 Malacanang palace  Insane Woman by T.
 El Hogar Filipino Building Gericault
(5 min) (5 min)
Students will answer the question: Students will answer the following Students will share their ideas or themes
How do the Neo-classical artists questions: portrayed by the artist of the Romantic
convey their ideas in their artworks?  As a student how can you help period in their artworks.
(5 min) in the preservation of Neoclassical How will you express your ideas related
Architecture in the Philippines? to the development of Romantic
 What is the significance of painting?
Neoclassical architecture to (5 min)
Philippine art?
(5 min)
Paper and Pen test Paper and Pen test Paper and Pen Test Explain briefly
Enumerate five (5) characteristics of  What are the three  What Can you say about the
Neoclassical Sculpture (3) types of Neoclassical Romantic period
Possible Answers: architecture? particularly their
Answer:
 Portrayal of History  Temple Style paintings? (5 min)
 Formal composition  Palladian Style
 Shows the peak of emotion  Classical Block style
 religious  Who are the two famous
 mythological (5 min) architects of Neoclassical style
Answer:
 Henri Labrouste
 Charles Garnier
Using clay or any available material in The students will draw of their own Using the technology/multi- media,
the area, the students will create their design or structure of building using student will make a research regarding
own artwork based on the Neoclassical the concept of the Neoclassical on the Romantic painting focuses on the
sculpture. architecture. artworks, artists and characteristics
Students will bring recycled materials to Students will bring one of any Make a reflection on the Romantic
be used in the next topic Romantic paintings to be presented painting by completing the statements
 Used boxes with different sizes in the class I’ve learned that . I realized that
 Plastic bottles of soft drinks or tubes >
 Masking tape or any adhesive tape
 scissors
Students will enumerate the Ask students to recall the Neo- “Picture Presentation” Students will
characteristics of the Neoclassical classical sculptures by giving name the sample pictures of Neoclassical
painting. examples. architecture using powerpoint
(5 min) (5 min) presentation of the teacher.
The students will enumerate the Activity “4 pics 1 word”

sculptures of the Neoclassical period “Buildings Blocks” The teacher will prepare the different
and give its characteristics The students will create an example pictures related to the Romantic arts
of building using recycled boxes Students will answer the 4 pics 1 word
and tubes. Students will describe activity.
the their output based on: The teacher ask the students about their
 Shape experience on the
 Color activity.
 Size
 Texture
9
ARTS
3RD QUARTER
THURSDAY
eries, natural
m the Neoclassic and Romantic
nts, and principles of art)
sic and Romantic periods
inciples
c
g)
Goya
Delacroix
Gericault
pp. 274- 278

pp. 234- 238
Publications, Inc.(pp.146-
.,264 Pablo Ocampo Sr. Avenue,

utu.be/agK-qvtb6Mcwww.conservapedia.com/Romant ic_paintings
e Presentation”
s will name the sample pictures
assical architecture using
oint presentation of the teacher.
1 word”
cher will prepare the different
related to the
c arts.
s will answer the 4 pics 1 word
cher ask the students about their

ce on the activity.
cher will give an introduction on
antic period
cism was an artistic style
in the early 19th century. It
zed the need for art to express
, irrational feelings, and
ion
ticism is precisely situated
in choice of subject nor in exact
ut in a way of feeling."
s Baudelaire
er will discuss the famous painters of the Romantic period and also the characteristics of each artworks.Film viewing/ video clip https://youtu.be/agK-qvtb
students to identify the artist
artwork of the Romantic period
e:
k -Liberty leading Artist
oix
student to identify the artist and

s of the Romantic period
raft of the medusa by
ault
rty Leading the
by E. Delacroix
Third of May by F. Goya
rn Devouring His Son by F. Goya
Burial of Sardine by
ging Chasseur by. T. Gericault

ne Woman by T.
t
s will share their ideas or themes
d by the artist of the Romantic
n their artworks.
you express your ideas related
evelopment of Romantic
?
and Pen Test Explain briefly

t Can you say about the
c period
rly their
ntings? (5 min)
e technology/multi- media,
will make a research regarding
omantic painting focuses on the
s, artists and characteristics
reflection on the Romantic
by completing the statements
ned that . I realized that
>
e Presentation” Students will

e sample pictures of Neoclassical
ture using powerpoint
ation of the teacher.
1 word”
cher will prepare the different
related to the Romantic arts
s will answer the 4 pics 1 word
cher ask the students about their

ce on the
(5 min)
V. REMARKS
VI. REFLECTION
A. No. of Learners Who Earned 80%
In The Evaluation
Additional For Remediation Who
Scored
Below 80%
No. of Learners Who
Have Caught Up With The Lesson.

E. Which of My Strategies Worked

Well? Why Did These Work?

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?
(5 min) (10 min)
(5 min)
in
TEACHER
MAPEH
TEACHING DATE AND
TIME
MONDAY
I.OBJECTIVES
A. Content Standards The learner…
 Art elements and processes by synthesizing and applying prior knowledge
 The arts as integral to the development of organizations, spiritual belief,
other external phenomena.
B. Performance Standards The learner …
 Perform/ participate completely in the presentation of a creative impressi
 Recognize the difference and uniqueness of the at styles of the different
C. Learning The learners….

Competencies/ Objectives  Use artworks to derive the traditions/history of the Neoclassic and
Romantic periods
(A9PL-IIIh-3)
 Create artworks guided by techniques and styles of the Neoclassic and
Romantic periods
(A9PR-IIIc-e-1)
Romantic (Sculpture)
 Rude
II.CONTENT
 Barye
A. REFERENCES
1. Teacher’s Guide pages pp.279-280
2. Learner’s Material pages pp.239-240
3. Textbook pages Agapay, N.,C.,(2006) Music, arts, P.E. and health, making us fully equipped
LightQuest Publications, Inc. National Highway, Paciano, Calamba City. 127-1
4. Additional Materials from
Learning
Resource (LR) portal
https://youtu.be/grb9YuL_ZP kwww.slideshare.net/chandelfi no/romantic-period-43605178
B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous Lesson What are the famous painting of the
or Presenting New Lessons Romantic painting?
Give the characteristics of Romantic
painting
(5 min)
B. Establishing A Purpose For The teacher will show the pictures of

The Lesson sculptors of the Romantic period.
The students will try give
impressions about the
artists/sculptors of the
Romantic period.
(10 min)
C. Presenting Examples The teacher will introduce the
/ Instances Of The New Lesson Romantic sculptors using
powerpoint presentation.
The students will observe, then
they will give their comments
and impressions on the artworks.
(10 min)
D. Discussing New Concepts The teacher will discuss the

And Practicing New Skills artists of the period as well as the
artworks
Artists
 Francois Rude
 Antoine-Louis Barye Artwork

 Departure of the Volunteer
 Jeanne d’ARC
 Hercules Sitting on a Bull
 Theseus slaying the minotaur
(15 min)
E. Continuation Of Discussing Ask the students to enumerate the
New Concepts And Practicing characteristics of the artworks based
New Skills on the discussion
(5 min)
F. Developing Mastery (Leads Ask the student to compare

To Formative Assessment 3) Romantic sculpture to Philippine
sculpture.
How these artworks contribute for
the development of a country?
5 minutes
G. Finding Practical The students will give their

Applications Of The Concepts insights on how the artists of the
And Skills In Daily Living Neoclassical period convey ideas
and concepts of
their artworks.
(10 min)
H. Making
Generalizations And
I. Evaluating Learning Using bath soap, the students will
make a simple sculpture of their
own.
J. Additional Activities For What are the famous painting of the

Application And Remediation Romantic painting?
Give the characteristics of Romantic
painting
(5 min)
K. Assignment The teacher will show the pictures of

sculptors of the Romantic period.
The students will try give
impressions about the
DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA
WEEK 2 QUARTER
esses by synthesizing and applying prior knowledge and skills

the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/occurrences, and
.
ompletely in the presentation of a creative impression (verbal/non-verbal) from the Neoclassic and Romantic periods
ce and uniqueness of the at styles of the different periods (techniques, process, elements, and principles of art)
The learners….
the traditions/history of the Neoclassic and  Evaluate works of art in terms of artistic concepts and ideas using
criteria from the Neoclassic and Romantic periods
(A9PR-IIIf-4)
d by techniques and styles of the Neoclassic and  Show the influences of Neoclassic and Romantic periods on the
Philippine art forms
(A9PR-IIIf-4)
Gothic Revival Architecture Neo- classicism and Romanticism in Neo- classicism and Romanticism in the
(Neogothic) the Philippines Philippines
pp. 281- 282 pp. 283- 289 pp. 283- 289
p.240 pp. 241- 246 pp. 241- 246
c, arts, P.E. and health, making us fully equipped in the 21st Century.
c. National Highway, Paciano, Calamba City. 127-133.
https://youtu.be/UP5Tt3E1k 7s https://youtu.be/5Jc05vcN3
http://www.slideshare.net/chandelfino/neo-classicism-and-
uo https://en.wikipedia.org/wik i/Category:Gothic_Revival_a
romanticism-in-the-philippineshttp://r
rchitecture_in_the_
Students will answer the question, Students will enumerate the Ask the students to enumerate the
What can you say about Roman different Gothic Revival famous Filipino Artists of
sculpture, give their Architecture Churches in the Neoclassicism and Romanticism.
characteristics? Philippines. (5 min)
(3 min) (5 min)
“PICTURE PUZZLE” The teacher will introduce the topic

The students will arrange cut-outs by giving brief history of the
pictures to form structure of Neoclassicism and Romanticism in
sample building. They will be given the Philippines.
two minutes to finish their Neo-classicism and
work.
Each group will have a Romanticism can be seen through

representative to share their various major artworks such as
experience on the activity. paintings, sculptures and
(10 min) architectural structures.
(10 min)
The teacher will introduce the topic about Romantic
Name thearchitecture.Using
Picture the powerpoint presentation, the teacher will present the different arc
The teacher will provide pictures of
the following:
 Spolarium
 Bonifacio Monumen
 Siyam na diwata ng sining
 Manila post office
 Planting rice by F. Amorsolo
The students will give their
observations on the pictures
flashed by the teacher.
What do you think are the basis of
the artists to create this kind of
artwork?
(20 min)
The teacher will discuss the Using the powerpoint Discussion on the Article on the internet
characteristics of the architectural presentation,the teacher will by R.G. Chan & associates on the
design of the Romantic period as discuss the different artists and Neoclassical and Romantic Architecture
well as the famous architects their artworks during the American colonization in the
during the period.  Fernando Amorsolo Philippines.
 Guillermo Tolentino
 Charles Barry  Juan Luna Pictures slideshow of some buildings
 James Renwick  Napoleon Isabelo Veloso built during that time
(8 min) Abueva (20 min)
Ask the students to give the
characteristics of the Philippine
artist during the period
(25 min)
 Drawing Activity Students Identifying Artworks
will draw a building based on the The students will name the pictures and
Romantic architectural design the artists flashed by the teacher
The students will be graded using  Oblation
a rubric  Bonifacio Monument
(See attached rubrics)  Spolarium
(18 min)  Manila post office
 Planting Rice
(10 min)
Students will give some example of What are the role of arts in our daily
buildings that have the influences living?
of the architectural style of Gothic As a student how will you able to
Revival here in the Philippines. contribute in the preservation of the
Philippine arts?
Possible answers: How does the art piece convey the idea
 San Sebastian Church , of the period?
Manila What are the visible Neoclassic or
 Saint Augustine Romantic characteristics of the
Metropolitan
Cathedral artwork?
 Puerto Princesa Cathedral (10 min)
 Saint Thomas Aquainas
Parish Church of Santo
Tomas , Batangas
 Saint Vincent Ferrer Church
in Calape,
Bohol
(3 min)
What can you say about the Gothic Enumerate 5 artworks during the Neo-
Revival Architecture? classicism and Romanticism in the
(3 min) Philippines
(5 min)
Make a reflection on the Neoclassicism
and Romanticism in the Philippines
completing the statements
I’ve learned that
I realized that
Students will answer the question, Students will enumerate the Ask the students to enumerate the
What can you say about Roman different Gothic Revival famous Filipino Artists of Neoclassicism
sculpture, give their Architecture Churches in the and Romanticism.
characteristics? Philippines (5 min)
(5 min) (5 min)
“PICTURE PUZZLE” The teacher will introduce the topic

The students will arrange cut-outs by giving brief history of the
pictures to form Neoclassicism and Romanticism in
structure of sample building. They the
will be given Philippines
9
ARTS
3RD QUARTER
THURSDAY
atural disasters/occurrences, and
sic and Romantic periods

and principles of art)
tic concepts and ideas using

periods
Romantic periods on the
ssicism and Romanticism in the

es
pp. 283- 289
pp. 241- 246

-and- romanticism-in-the-philippineshttp://rgchan.com/articles/acao2.html http://rgchan.com/articles/acao3.html http://rgchan.com/articles/acao4.html
he students to enumerate the

us Filipino Artists of
lassicism and Romanticism.
min)
on on the Article on the internet
Chan & associates on the
sical and Romantic Architecture
he American colonization in the
es.
slideshow of some buildings

ing that time
)
ying Artworks
dents will name the pictures and
ts flashed by the teacher
ation
facio Monument
arium
ila post office
ting Rice
)
e the role of arts in our daily
dent how will you able to

te in the preservation of the
e arts?
es the art piece convey the idea

eriod?
e the visible Neoclassic or
c characteristics of the
?
)
ate 5 artworks during the Neo-

m and Romanticism in the
es
reflection on the Neoclassicism
manticism in the Philippines
ing the statements
ned that
d that
students to enumerate the

Filipino Artists of Neoclassicism
manticism.
artists/sculptors of the Romantic
period
(10 min)
V.REMARKS
VI.REFLECTION
A. No. of Learners Who
Earned 80% In The Evaluation

Additional For Remediation Who
Scored Below 80%
C. Did The Remedial Lessons

Work? No. Of Learners Who Have
Caught Up With The Lesson.

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
two minutes to finish their work Neo-classicism and Romanticism
Each group will have a can be seen through various major
representative to share their artworks such as paintings,
experience on the activity sculptures and architectural
(10 min) structures.
(10 min)
Localized Materials Did I Use /
Discover Which I Wish To
Share With
Other Teachers?
Daily Lesson SCHOOL
Log in
TEACHER
MAPEH
TEACHING DATE AND
TIME
MONDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of lifestyle and weight manageme
B. Performance Standards The learner . . .

 Maintains an active lifestyle to influence the physical activity participati
 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/
Objectives
II. CONTENT
Festival Dances
A. REFERENCES
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
CALAMBA BAYSIDE NHS GRADE LEVEL
MARINEZZA V. SALES LEARNING AREA
(1ST WEEK) QUARTER
ates understanding of lifestyle and weight management to promote community fitness.
e lifestyle to influence the physical activity participation of the community

eating habits that support an active lifestyle
es physical activity and Physical Fitness The learner…

 Assess eating habits based on the Philippine Food Pyramid/ My food plate
(PE9PF-IIIa-39)
 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)
Pp-100-106
Pp. 135-142
9
PE
3RD QUARTER
THURSDAY
ne Food Pyramid/ My food plate
diseases (Obesity, Diabetes,
ormation associated with eating

4. Additional Materials From Learning
Resources (Lr) Portal
https://www.youtube.com/watch?v=rkpgF2M5jHQ
B. OTHER LEARNING RESOURCES https://m.youtube.com/w atch?v=0pt9K_Mb9Yo
IV. PROCEDURES
Group Activity Picture
Puzzle:
The teacher will ask each group
to pick 1 envelope containing
cut-out pictures associated to
festival dance.
Each group will form the picture
A. Reviewing Previous Lesson or and identify/name the picture,
Presenting The New Lesson and give a short description.
(15 min)
Ask the students to state the

food which they ate
last.
B. Establishing A Purpose For The What food did you eat? Is it
Lesson healthy?
How it affect your body’s

health?
The teacher will present the
different words/ foods.
Let the students classify the
words/foods which group they
belong.
(Food Pyramid) (15 minutes)
The teacher will discuss the
Table 1: Calorie Counter Table,
Table 2: Calories Consumed per
15 minutes, Table 3: Calorie
content of nutrients, Table 4:
Physical Activity Table through
Power point Presentation to be
lead by the teacher
C. Presenting Examples/ Instances Of
The New Lesson
(25 min)
Teacher will present a video clip

about eating habits among
teenager.
D. Discussing New Concepts And Students give their reflection/
Practicing New Skills #1 insight about the video clip.
The teacher will ask the

students if they have a good
eating habits.
Site and examples that showing
good eating habits.
(15 min)
https://www.youtube.com/watch?v=FvZIUKG67pI
The teacher will discuss
computing One’s Total Energy
Requirement (TER).
The teacher will give board
work activity to achieve
E. Discussing New Concepts And masteryon how to find One’s
Practicing New Skills #2 Total Energy Requirement.
(10 min)
F. Developing Mastery (Leads To

Formative
Assessment 3)

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%

Work?

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?
https:www.youtube.com/watch?v=Fv2IUKG67pI
Ask the students to state the The teacher will ask the students The students will make a warm up exercise
food which they last ate. what are the practices in good before the activity.
What food did you eat? Was it eating habits. Always remind the students about the
healthy? (5 min) possible injuries that might occur when
How does it affect your body’s doing physical activity and situation:
health?  Not having proper warm-up exercise
Why is it important to eat  Not executing the proper movements
healthy? Does it have a  Not observing safety measure at all
connection if dancing will be times
done as an activity (10 min)
(5 min)
The teacher will ask students about

their BMI and
Nutritional status.
Let them analyze their
nutritional status and reflect it in
their daily activities.
What will happen on the
person if his/her status is under

weight? Overweight? Obese?
The teacher will ask the health
condition of the students before
performing the dance.
( 10 min)
The teacher will present a video of 5 Basic fundamentals. https://www.youtube.com/w atch?v=rkpg
What can you say about when you

are doing the 5 fundamental
positions? (15 min)
The teacher will present a video of

Festival dance (buhayani)
The teacher will ask the students

the following questions:
 What are the basic skills needed

in dancing?
 What dance formation did
you see in the video?
 How are the dance steps being
executed?
 How essential is music in
dancing?
https://m.youtube.com/watc 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 divide the class into 6 six
groups consisting of 8-10 members.
Ask them to practice the 5 fundamental
movements. (20 min)
The learners will make the The students will execute the five
computation of their individual fundamentals movement. Prior to the
total energy requirements (TER) activity, the teacher will ask the students
see LM- p. 140 to have a copy of
their individual Heart Rate Log that
The students will make a list of a can be used in the whole grading quarter
Meal Plan for a week. Observe for all the physical activity that we do.
the weight management if (see ANNEX A)
needed. (30 min)
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 students The teacher will ask the students the
about the importance of eating following questions:
habits and physical activity in 1. What is the purpose of knowing the 5
connection of weight fundamental position before dancing?
management in our lifestyle/ 2. How dancing affect our daily
daily living. living/lifestyle?
Let the students sum up their (5 min)
answer.
Teacher should write on the

board the responses. (10 min)
The teacher will emphasize to . The teacher will ask the students to make
the students the value of the insights/reflections with emphasis on the
training guidelines including the essential understanding of the lesson.
FITT principles in dance by (5 min)
answering the open- ended
statement:
 I learned that
.
 I realized that
.
 A am happy
because .
(20 min)
The teacher will give a Quiz/ The execution of fundamental movements

Problem Solving: See TEST IV. will of students will be assessed using a
COMPUTATION numbers 1 and 2 scoring guide/rubrics.
LM-p. 156 (ANNEX B)
(10 min)
The student will review the Five

Fundamental Positions.
tch?v=Fv2IUKG67pI
The students will make a warm up exercise

before the activity.
Always remind the students about the
possible injuries that might occur when
doing physical activity and situation:
 Not having proper warm-up exercise
 Not executing the proper movements
 Not observing safety measure at all
times
(10 min)
The teacher will divide the class into 6 six
groups consisting of 8-10 members.
Ask them to practice the 5 fundamental
movements. (20 min)
The students will execute the five

fundamentals movement. Prior to the
activity, the teacher will ask the students
to have a copy of
their individual Heart Rate Log that
can be used in the whole grading quarter
for all the physical activity that we do.
(see ANNEX A)
(30 min)
The teacher will ask the students the

following questions:
1. What is the purpose of knowing the 5
fundamental position before dancing?
2. How dancing affect our daily
living/lifestyle?
(5 min)
The teacher will ask the students to make
insights/reflections with emphasis on the
essential understanding of the lesson.
(5 min)
The execution of fundamental movements

will of students will be assessed using a
scoring guide/rubrics.
(ANNEX B)
in
MAPEH TEACHER
TEACHING DATE AND

TIME
MONDAY TUESDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of lifestyle and weight managem

 Maintains an active lifestyle to influence the physical activity participat
C. Learning Competencies/ The learner...

Objectives  Describes the nature and background of the dance (PE9RD-IIIb-1)
 Execute the skills involved in dance (PERd-IIIb-h-4)
 Performs appropriate first aid for injuries and emergency situations in
Sprain, Heat exhaustion)
(PE9PF-IIIb-h-28)
II. CONTENT Social (Community dance, mixer) Festival and Ballroom Dances
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
The teacher will give a recap The teacher will ask the
on lifestyle diseases. students about the different
(5 min) examples of festival dances in
the Philippines and their brief
description.
(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
Enumerate festivals that they
are familiar with.
 Make a short description
about each the festival
B. Establishing A Purpose For The  Classify whether they are
Lesson religious or non-religious
festivals
 Give at least 3 positive
effects of
festival dancing or
participation/ involvement in
festival dances to yourself,
family, community.
The students will present their
work in front of the class.
(15 min)
C. Presenting Examples/ Instances of The teacher will post a

The New Lesson matching type activity and let
the students identify the place
of Origin of the different
festivals in the country.
See LM P. 124
(5 min)
D. Discussing New Concepts And The teacher will discuss the
Practicing New Skills #1 nature and background of
some famous festivals in the
Philippines through a
PowerPoint presentation.
(25 min)
The teacher will discuss how

dancing contributes to the
improvement of cardio-
vascular endurance by
E. Discussing New Concepts And
determining the Target Heart
Practicing New Skills #2
Rate (THR) range. The
students will get
thier own computation of
Predicted Maximum Heart Rate

(PMHR) Lowest Traget Heart
Rate (LTHR) and Highest
Target Heart Rate (HTHR)
(10 min)
The teacher will demonstrate

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

J. Additional Activities For Application Bring any music that can be

Or Remediation used in festival dance.
V. REMARKS
VI. REFLECTION
A. No. of Learners Who Earned 80%
In The Evaluation.
D. No. of Learners Who Continue To

Require Remediation
E. Which of My Teaching Strategies

Worked Well? Why Did These Work?

Which My Principal or Supervisor
Can Help Me Solve?

Materials Did I Use/Discover Which I
Wish To Share With Other Teachers?
CALAMBA BAYSIDE NHS GRADE LEVEL 9
MARINEZZA V. SALES LEARNING AREA PE
(2ND WEEK) QUARTER 3RD QUARTER
ates understanding of lifestyle and weight management to promote community fitness
e lifestyle to influence the physical activity participation of the community

eating habits that support an active lifestyle
ure and background of the dance (PE9RD-IIIb-1)

nvolved in dance (PERd-IIIb-h-4)
ate first aid for injuries and emergency situations in physical activities and dance settings (cramps,
on)
munity dance, mixer) Festival and Ballroom Dances

The teacher will ask the The teacher will ask the
students about the different students to give examplesof
examples of festival dances in locomotor and non locomotor
the Philippines and their brief movements, basic steps and
description. arm movement.
(10 min) The students will have warm
up exercises before the
group activity.
(10 min)
The teacher will demonstrate
the locomotor and non
locomotor movements, basic
steps, and arm movements.
The teacher will divide the
class in to four groups
consisting of 10- 12 members.
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
pattern/steps
( 16counts for each
movement) and
execute it in the class

(Practice)
Their performance should
have a music
accompaniment.
(40 min)

students why we need to
consider reviewing of
locomotor, non locomotor,
basic steps and arm
movement before the festival
dance.
What is the importanceof
engaging in this kind of
physical activity?
(10 min)
Student performance will be

assessed using scoring
guide/rubrics.
Variety of movements- 10
Creativity- 10
Cooperation- 5
Total- 25 points
Bring any music that can be Ask the students to research

used in festival dance. other examples of festival
dances. Bring it to
class the next meeting.
9
PE
3RD QUARTER
FRIDAY
Daily Lesson Log SCHOOL CALAMBA BAYSIDE NHS
in
MAPEH TEACHER MARINEZZA V. SALES
TEACHING DATE AND 3RD WEEK

TIME
MONDAY TUESDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of lifestyle and weight managem

 Maintains an active lifestyle to influence the physical activity participat
The learners...
 Monitors periodically one’s periodically one’s progress towards the fitn
 Involves oneself in community service through dance activities in the c
 Performs appropriate first aid for injuries and emergency situations in
C. Learning Competencies/ Objectives sprain, heat exhaustion)
(PE(PF-IIIb-h-30)
 Recognizes the needs of others in real life and meaningful ways (PE9P
II. CONTENT A. Social (Community dance, mixer) Festival

B. Ballroom Dances (DANCE PRESENTATION- FESTIVAL DANCE ROU
A. REFERENCES
1. Teacher’s Guide pages Pp.11-114
2. Learner’s Mateials pages pp. 148-153
3. Textbook pages
4. Additional Materials from Learning

Resources (LR) portal
B. OTHER LEARNING RESOURCE
IV. PROCEDURES
The teacher will ask the The teacher will ask the
students to recite and execute students to recite and
locomotor, non- locomotor, execute locomotor, non-
basic steps and arm locomotor, basic steps and
movements that they have arm movements that they
learned from the previous have learned from the
lessons. previous lessons.
(5 min) (5 min)

students what fitness
development can people get in
participating in festival dance in
B. Establishing A Purpose For The the community like the
Lesson buhayani festival dance?
(5 min)
C. Presenting Examples/ Instances The teacher will discuss the

of The New Lesson GRASPS for students to able to
know the festival dance routine
of
all grade 9 level and the
preparation for it. See
TG. P11-114
Each section will select one
festival that represent their
sections. (10 min)
The teacher together with the The teacher will discuss the
students will assign first the Rubrics in their festival
respective committees dance performance.
The teacher will present the (See Attachment) (5 min)

possible festival that might
used by the students in their
performance.
D. Discussing New Concepts And  Maskara Festival

Practicing New Skills #1  Panagbenga Festival
 Buhayani Festival
 Ati-atihan Festival
 Sinulog Festival
 Bangus Festival
(10 min)
E. Discussing New Concepts And Let the students to use MAPEH Let the students to use
Practicing New Skills #2 time in practicing their dance MAPEH time in practicing
presentation. their dance presentation.
Before the Practice start make Before the Practice
sure that the
students will have their warm- start make sure that the
up exercises (Wellness Dance) students will have their
for them to prevent injuries warm-up exercises
that may happen during (Wellness Dance) for them
practice. to prevent injuries that may
Every Physical Activity happen during practice.
(Practice) that might happen Every Physical Activity
students should record their (Practice) that might
Heart Log for them to have happen students should
self- assess and report the record their Heart Log for
heart rate before and after them to have self-assess
they perform. and report the heart rate
Always remind the students before and after they
about the possible injuries that perform.
might occur when doing Always remind the students
physical activity and situation: about the possible injuries
1.Not having proper warm-up that might occur when
exercise doing physical activity and
2. Not executing the proper situation:
movements 1.Not having proper warm-
3. Not observing safety up exercise
measure at all times 2. Not executing the proper
(5 min) movements
3. Not observing safety
measure at all times
(5 min)
E NHS GRADE LEVEL 9
LES LEARNING AREA PE
QUARTER 3RD QUARTER
WEDNESDAY THURSDAY FRIDAY
e and weight management to promote community fitness.
hysical activity participation of the community

active lifestyle
rogress towards the fitness goals (PE9RD-IIIb-h-4)

dance activities in the community (PE9PF-IIIg-h-41)
emergency situations in physical activity and dance settings (Cramp,
meaningful ways (PE9PF-IIIa-h-42)
- FESTIVAL DANCE ROUTINE)

Rubrics in their festival dance
performance.
The students will have their
warm-up exercise before the
practice.
F. Developing Mastery The teacher will monitoring the The teacher will monitoring
(Leads To Formative Assessment 3) practice properly. (25 min) the practice properly.
(45 min)


J. Additional Activities For

Application or Remediation
V. REMARKS
VI. REFLECTION
A. No. Of Learners Who Earned
80% In The
Evaluation.
B. No. Of Learners Who Require


Work?
D. No. Of Learners Who Continue

To Require Remediation
E. Which Of My Teaching Strategies
Worked Well? Why Did These Work?

Which My Principal Or Supervisor
Can Help Me Solve?

Materials Did I Use/Discover Which I
Dance Presentation in the
community.
The students will make a

reflection about the festival
dance
I’ve
learned .
I’ve realized
.
I am happy because
.
The teacher will evaluate

their performance based
from the rubrics: (see
Attachment)
The students shall prepare

Festival Dance
Journal and submit their HR
LOG.
in
MAPEH TEACHER
TEACHING DATE AND

TIME
MONDAY
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of first aid principles and proced
B. Performance Standard The learner performs first aid procedures with accuracy.
C. Learning Competencies/ The learner discusses basic
Objectives information about first aid
(Principles, Roles,
Responsibilities and
Characteristics of a good aider)
(H9IS-IIIa-36)
II. CONTENTS FIRST AID BASICS

 Principles
 Roles
 Responsibilities
Characteristi cs of a good
aider
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages Pages 324-329
 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.
 Abejo M.P.,et.al.Edukasyong pangkatawan, kalusugan at musika I.
1. Textbook pages DepED. 1994. pp.197-198
2. Additional Materials from

Learning Resource (LR) portal
B. OTHER LEARNING Print:

REFERENCES Getchell,Pippin, Varnes.
Perspectives on
Health:First Aid and

Manual Review (pp.680-
681).Toronto, Ontario
Online Sources: http://webcache.goo gleusercontent.com/s earch?q=cache:http://www
IV.PROCEDURES
A. Reviewing Previous Lesson or  The teacher will conduct a

Presenting New Lessons pre-test through;
“Fact or Bluff”
(See Activity 1 3rd Qtr.
attachment)
(5 min)
B. Establishing A Purpose For The The teacher will present a
Lesson video clip of the Typhoon
Yolanda. Then ask to student
to answer the following
questions;
 What do you feel after
watching the video?
 Who are the people helped
the victims?
 What kind of help they
rendered?
 What do you think will
happen if there are no one who
assisted them?
(10 min)
C. Presenting Examples / Instances of The teacher will present this

The New Lesson question:
How important the
presence of the first
aider?
(5min)
Practicing New Skills # 1 Nature and Limitation of First
Aid including the following sub-
topics;
Principles, Roles,
Responsibilities and
Characteristics
Refer to LM page 325 (For
additional information, See
attachment no.3)
(10 min)
E. Discussing New Concepts And

Practicing New Skills # 2
F. Developing Mastery (Leads To The teacher will ask the
Formative Assessment 3) learners to do the following
activities:
(Refer to the activity 2
for the instructions)
(Multiple Intelligences)
Bodily-Kinesthetic: Act the
characteristics of a Good First
Aider 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:
 After you watch the group
presentation, what is the
importance of basic knowledge
about first aid
basics?
 How you work as a group?
(15 min)
G. Finding Practical Applications of The The teacher will go back again
Concepts And Skills In Daily Living to the statements of facts and
bluff activity, then ask the
students to identify in which
aspects of first aid is
exemplified. Use the following
choices:
 Role
 Objectives
 Characteristics
 Principles (5min)
H. Making Generalizations And The learners will complete the
Abstractions About The Lesson thought of the following open-
ended statements:
 First Aid is
.
 The absence of First Aid
can lead to .
 You are a first aider if
. (5 min)
I. Evaluating Learning The learners will answer the

activity 3.
( Refer to Activity 3
attachment)
(5 min)
J. Additional Activities For For Advanced

Application And Remediation Learners/ Section: Group of
5, they will research on the
common accidents encountered
by their schoolmates in
different aspects,
A. Home
B. Classroom
For Students who are in
need of follow-up: The
learners will answer the activity
3, additional activity.
(Refer to Activity 3 attachment)
V.REMARKS
VI.REFLECTION

Additional For
Remediation Who Scored Below
80%
No. Of Learners Who Have Caught
Up
With The Lesson.
D. No. of Learners Who Continue
To Require
Remediation
Well? Why Did
MA.CECILIA E. PANALIGAN LEARNING AREA
WEEK 1 QUARTER
ates understanding of first aid principles and procedures.

first aid procedures with accuracy.
The learner... The learner...
 Demonstrates the conduct of primary and secondary  Discusses the function
survey of the victim (CAB) of dressing and bandages
(H9IS-IIIb-37) (H9IS-IIIc-d-39)
 Assesses emergency situation for unintentional injuries  The learner explains
(H9IS-IIIb-38) the principles of wound
dressing H9IS-IIIc-d-40
 The learner
demonstrates appropriate
bandaging techniques for
unintentional injuries
(H9IS-IIIc-d-41)
First Aid Guidelines and Procedures Survey the scene Use of Dressing and
Bandages
 Do primary survey of the victim (check for vital signs, (alternatives include
assess CAB (Circulation, Airway, Breathing) clean cloth or,
 Do secondary survey of the victim (head-to- toe handkerchief) Principles
survey) 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
Pages 330-341 Pages 342-349

SE Health Education II Module 4 Lesson 1
nd health II. (2012). 1-7 2, 214-215, 216-223.
Edukasyong pangkatawan, kalusugan at musika I.
-198
Non-print: Getchell,Pippin, Varnes. Perspectives on

 Retrieved from: “Philippine Red Cross Basic First Aid Health:First Aid and Manual
Training Exercise”
https://www.youtube.com/watch?v=4bO_FLl4F1 Q Review (pp.680-681).Toronto, Ontario

 Getchell,Pippin, Varnes. Perspectives on Health:First Aid Online Sources:Retrieved from: https://www.teachervision.com
and Manual Review (pp.680- 681).Toronto, Ontario
For Review Activity: The students will answer

Paper-and -pencil Test The the activity 4: “What will
students will answer the questions you do?”
individually, (5 min)
 What is first aid?
 Why it first aids important?
 Give 2 characteristics of a
good first aider.
Criteria for checking: 2 points if

the students answer correctly.
1- point – clearly and specific
(10 min)
The teacher will give the situation The teacher will ask
below, and let the students decide some representatives to
what they will do next if they are demonstrate on how to
in the situation/ scenario. put bandage in an
Situation: A man found injured person and
unconscious after his motorcycle dressing for the wounds.
hits the truck. (5 min) (5 min)
The teacher will present the flow The learners will watch a
chart on LM page 331, to check if video clip, then answer
their answer on the first activity is the questions afterwards;
correct. (10 min)  Why it is important
to apply proper first aid
in a wound?
 If you are going to
have this, what will be
the first thing you will
do?
(6 min)
The teacher will discuss the Vital The teacher will discuss
Signs and difference of signs and the difference between
symptoms using Venn Diagram the dressing and
( Refer on LM page 333) bandages.
The teacher will ask the students Supporting videos will be
watch the video, “Philippine Red used to present the
Cross Basic First Aid Training lesson
Exercise” Worksheet will be
Processing questions: provided.
 How the Red Cross intervene (Refer to Activity 5)
in the different sitautions? (20 min)
 What intervention gives you Note:
learning? But if the video is not
(10 min) available refer to LM for
specific and detailed
content. Also some
materials are provided
The teacher will use the The teacher may use

Interactive Strategies wherein: other video clips if
 Discuss the Primary and he/she is not familiar in
Secondary Survey on LM page the first aid standard.
333, through the use of images. (Links are available in
 Teacher- Student Collaboration the references)
 The teacher will ask The teacher will ask the
following questions after
viewing;
some students to demonstrate the  What are the two

procedures. phases of Bandages?
Critiquing or feed backing will be  How it differs from
done simultaneously. each other?
(10 min) (15 min)
The teacher will ask the learners The students will ask to
to arrange the following steps in do the page 348, Activity
assessing emergency victim. The 16.
scenario will be: (10 min)
After an earthquake incident, you
see your classmate lying down
and unconscious and you are the
only one sees her. (10 min)
Triad Activity: The group of
The learners will make their learners will be
emergency action plan. presenting a
They are free to choose the demonstration of
scenario: the following;
Scenario A: accidentally Group 1:
fell on the ground but still Techniques in
conscious bandaging Group
Scenario B: A girl can’t 2: How to
breathe after she eat sea manage wounds
foods. Group 3: Phases
(10 min) of Bandaging
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
The teacher will be posting The teacher will
a picture, then students will ask the learners
give their feedback/ what they learned
realization about the image. about the lesson?
(Refer to Activity 4) (10 he students re
min) free for iving of
eedback. It hould
be
Positive- Negative-
Positive
(10 min for
preparation and
planning, 10 mins
for presentation,
10 for feedbacks)
Dyad Activity: The The teacher will

learners will do they Do ask the students
Think-Pair- Share about to do activity on
the following keywords; LM page 349
 Signs and Symptoms (10 in)
 Vital Signs
 Primary Survey
 Secondary Survey
(15 min)
For Advanced For Advance

Learners or Section: Learners: Make a
Do page LM 341 demonstration on
For Students’ with how to manage
learning needs follow- wounds and
up; suppose you are
Answer the question on LM going to teach the
page 340. grade 7.
(15 min) For learners
with learning
needs: Answer
activity 6 “ Help
me to
Put Bandage”
9
HEALTH
3RD QUARTER
FRIDAY
es 342-349
Varnes. Perspectives on
and Manual
-681).Toronto, Ontario
rieved from: https://www.teachervision.com/tv/pr intables/tv00053_s1-2.pdfPoison help.comProper wound care: How to minimize a scar https://www.you
The group of
learners will be
presenting a
demonstration of
the following;
Group 1:
Techniques in
bandaging Group
2: How to
manage wounds
Group 3: Phases
of Bandaging
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
The teacher will
ask the learners
what they learned
about the lesson?
he students re
free for iving of
eedback. It hould
be
Positive- Negative-
Positive
(10 min for
preparation and
planning, 10 mins
for presentation,
10 for feedbacks)
The teacher will

ask the students
to do activity on
LM page 349
(10 in)
For Advance
Learners: Make a
demonstration on
how to manage
wounds and
suppose you are
going to teach the
grade 7.
For learners
with learning
needs: Answer
activity 6 “ Help
me to
Put Bandage”
These Work?
Which My
Principal or Supervisor Helped Me
Solved?
Materials Did I Use / Discover Which
I Wish To Share With Other
Teachers?
in
MAPEH TEACHER
TEACHING DATE AND

TIME
MONDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of first aid principles and proced
B. Performance Standard The learner performs first aid procedures with accuracy.
C. Learning Competencies/ The leaner demonstrates
Objectives proper techniques in carrying
and transporting the victim of
unintentional injuries. (H9IS-
IIIe.f-42)
Transporting the Victim (drag

and carry techniques)
 One-person carry ankle
drag, pack strap carry,
blanket pull)
 Two-person carry (two
II. CONTENTS handed seat, fourhanded seat,
chair carry )
 Three man carry

A. REFERENCES
1. Teacher’s Guide pages
 Learner’s Material pages Page 350-355
 Textbook pages Darilag, A. (2012). EASE Health Education II Module 6.Enjoy life with P.E
 Additional Materials from

Learning Resource (LR) portal
Getchell &Pippin et. al. (2006) Perspectives on Health:First Aid and Manual Review Toro
B. OTHER LEARNING REFERENCES
IV. PROCEDURES
A. Reviewing Previous Lesson Or The students will answer the
Presenting New Lessons formative assessment based on
the lesson 3.
(5min)
B. Establishing A Purpose For The The students will watch the

Lesson video,
“Epic Stretcher fail
compilation (THE BEST)” (5
min)
C. Presenting Examples / Instances The students will answer the

Of The New Lesson following questions after
viewing the video,
 What the happened to the
victims?
 What is the major

problem of each scenario?
(5mins)

Practicing New Skills # 1 different kinds of transport
on LM page 351-354.
Teacher may use different
strategies for discussion.
Pictures may be use.
(5min)
E. Discussing New Concepts And The teacher will discuss the
Practicing New Skills # 2 Two-man and Three or More-
man Transport, and ask some
students to help the teacher in
demonstration.
(Safety Precaution should be
observed)
(5 min)
F. Developing Mastery (Leads To The students will answer the

Formative Assessment 3) activity on page 351- 352, nos.
1-5, they can refer to their LM.
(5 min)
G. Finding Practical Applications Of The students will do the

The Concepts And Skills In Daily activity: “Carry me with Care”
Living Each group will create
their video illustrating the
different ways of
transport.
(See attachment no.10 for
details)
(15 min)
H. Making Generalizations And Proper transport in a victim
Abstractions About The Lesson may help to prevent further
injury. A first aider should go
proper training.
(5min)
I. Evaluating Learning The students will choose from
the different transport then
they will explain, why they
choose this.
Criteria:
3 points-correctness 2-clearly
stated
1- Completeness of thought
(5 min)
J. Additional Activities For For Advance Learners: The

Application And Remediation students will do activity 21 on
page 355
For students with learning
needs;
Do activity 22 on LM page 355
V. REMARKS
VI. REFLECTION

Additional For
Remediation Who Scored Below
80%
No. Of Learners
Who Have Caught Up With The
Lesson.
D. No. of Learners Who Continue
To Require
Remediation
Well? Why Did
These Work?
Which My Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or Localized NA

Materials Did I Use / Discover Which
I
MA.CECILIA E. PANALIGAN LEARNING AREA
WEEK 2 QUARTER
ates understanding of first aid principles and procedures.

first aid procedures with accuracy.
The learner... Evaluate the learner’s
 Demonstrates proper first aid procedures for common knowledge and skills
unintentional injuries through summative test and
 Prepares for the performance task based on the performance task
performance standards.
First aid for common unintentional injuries and medical PERFOMANCE TASK
emergencies
 musculoskeletal injuries (sprain, strain, fracture,
dislocation) 2.
 bleeding 3.
 burn (superficial, partial and full-thickness) 4. 5.
 heat emergencies (heat exhaustion, heat stroke)
 bleeding
 poisoning
 choking
 drowning
 heart attack
 electrocution
Pages 356-357
ASE Health Education II Module 6.Enjoy life with P.E and health II..223-231, 233- 238.
2006) Perspectives on Health:First Aid and Manual Review Toronto, Ontario. 680-681.Online Sources:Epic Stretcher fail compilation (THE BEST):https:
The students will answer the

5-10 question quiz based on
the previous lesson.
(5 min)
The students will go with their

multi- intelligences group,
Then they will perform the
activity 23 on LM page 356.
(15 ins)
The teacher will process the

activity 23 presentation.
Processing Questions:
 How do you find the
activity?
 What are the things you
consider in order to
accomplished your activity?
(10mins)

First Aid for Common
Unintentional Injuries LM page
357- 362.
The teacher will discuss as
well demonstrate the different
intervention.
This is more effective if a
video or class interaction will
be applied.
(20 min)
well demonstrate the different
intervention.
This is more effective if a
video or class interaction will
be applied.
(20 min)
Students will do activity on

page 363 activity 25.
(Refer to the activity) (15
min)
By pair, the students will write

how to apply first aid in the
given situation, using flow
chart. A short video will be
given.
(10 min)
Unintentional injuries cannot

be avoided. It happens at any
time, at any place to
anybody. We must therefore
practice safety and
awareness at all times. (5
min)
The student will answer the
following questions:
 What are the different
kinds of unintentional
injuries? Give 3 examples.
( 3pts)
 Why it is important to
know how to handle injuries?
( 2 points content, 1 point
realistic
and specific, 1 clear thought)
 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)
Plan for your performance

task and practice for the
presentation during your
vacant time.
NA
9
HEALTH
3RD QUARTER
FRIDAY

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

MAPEH TEACHER JACQUELINE T. ANTIPORDA LEARNING AREA MUSIC

TEACHING DATE AND WEEK 1 QUARTER 3RD QUARTER

II. CONTENTS A. Historical and Cultural Background of the Romantic Period

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-s

4. Additional Materials from Learning

B. Other Learning Resources

Group Activity: Listen to the musical pieces Romeo

Group Activity: Group Activity:

The romanctic period’s basic How does the structure of a program

A. Piano Music and Composers:

4. Additional Materials from http://www.kaublepianostudio.com/history/romantic.html http://www.newworldencyclopedia.org/entry/Program_musichttp://www.classicfm.com/discover/periods/romantic/romantic-piano-music-where-start/ h

B. Other Learning Resources

A. Reviewing Previous Lesson or

pictures? (5 min) What they can say about it? (5 mins)

music “Prelude” and describe listen and give their reactions

Listen to the musical piece “An Group Activity:

Group Activity: The teacher will ask the students

songTo Love Again.

Frederic Chopin was a music Give different techniques in

Listen to another composition

C. Did The Remedial Lessons Work?

D. No. of Learners Who

C. Learning Competencies/ The learner…

III. LEARNING RESOURCES

https://youtu.be/jR3 x6wKFjiY www.visual-arts-

The students will be The students will enumerate the

the 18th century. (10

As a student what is the images from Paete Laguna

K. Assignment The students will be The students will enumerate the

DIXSON GUMAPAC/ JAYSON MALINAO LEARNING AREA

TUESDAY WEDNESDAY THURSDAY

processes by synthesizing and applying prior knowledge and skills

characteristics of arts during the Neoclassic and Romantic periods (A9EL-IIIa-2)

Neoclassic Neoclassic Romantic

pp. 268- 269 pp. 270- 273 pp. 274- 278

The students will enumerate the Activity “4 pics 1 word”

The teacher will discuss the Neo-classical sculptors

images from Paete Laguna  Pangasinan Municipal Hall People by E. Delacroix

The students will enumerate the Activity “4 pics 1 word”

m the Neoclassic and Romantic

nts, and principles of art)

sic and Romantic periods

pp. 274- 278

.,264 Pablo Ocampo Sr. Avenue,

cher ask the students about their

student to identify the artist and

ging Chasseur by. T. Gericault

and Pen Test Explain briefly

e Presentation” Students will

cher ask the students about their

D. No. of Learners Who

E. Which of My Strategies Worked

F. What Difficulties Did I Encounter

G. What Innovation or Localized

C. Learning The learners….

2. Learner’s Material pages pp.239-240

B. Establishing A Purpose For The teacher will show the pictures of

D. Discussing New Concepts The teacher will discuss the