Daily Lesson Log-Mapeh '18-'19

School SOMINOT NATIONAL HIGH SCHOOL Grade Level GRADE 9
DAILY LESSON LOG Teacher JOVELYN S. ESTANERO Learning Area MAPEH (Music)
Teaching Dates and JuNE 04-07, 2018 Quarter 1
Time Jasmine
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of characteristic features of the Medieval,Renaissance and Baroque period music.
B. Performance Standards The learner performs selected songs from Medieval,Renaissance and Baroque period music likely chants and madrigals.
C. Learning Competencies 1. Listens perceptively to selected vocal and instrumental music of Medieval,Renaissance and Baroque period music.(MU9MRB-Ia-h-1)
2. Explains the performance practice (setting,composition,role of composers/performers & audience) during Medieval,Renaissance and Baroque period
music.(MU9MRB-Ia-h-2)
3.Relates Medieval,Renaissance and Baroque music to its historical & cultural background through dramatization.(MU9MRB-Ic-f-3)
4.Sings Medieval chant troubadour song,madrigal,chorale & selections from oratorio with correct pitch,rhythm,expression & style.( MU9MRB-Ib-h-4)
II. CONTENT (subject matter) 1.Listening perceptively to selected vocal and instrumental music of Medieval,Renaissance and Baroque period music.(MU9MRB-Ia-h-1)
2. Explaining the performance practice (setting,composition,role of composers/performers & audience) during Medieval,Renaissance and Baroque period
music.(MU9MRB-Ia-h-2)
3.Relating Medieval,Renaissance and Baroque music to its historical & cultural background through dramatization.(MU9MRB-Ic-f-3)
4.Singing Medieval chant troubadour song,madrigal,chorale & selections from oratorio with correct pitch,rhythm,expression & style.( MU9MRB-Ib-h-4)
III. LEARNING RESOURCES
A. References
1. Teacher’s guide 7-37 7-37 7-37 7-37
2. Learner’s Module 6-32 6-32 6-32 6-32
4. Textbook Music & Arts 9 Music & Arts 9 Music & Arts 9 Music & Arts 9
5. Additional Materials
IV. PROCEDURES
A. Reviewing previous The teacher asks the learner to
lesson or presenting the enumerate,composers,historical
new lesson (What to know) & contributions to the world of
music.
B. Establishing a purpose
for the lesson (What to know) The teacher teaches the
learners about the
characteristics of music
During Medieval,Renaissance
and Baroque periods.
C. Presenting examples/ To identify examples of
instances of the new chants in
lesson (What to know) Medieval,Renaissance and
Baroque periods.
D. Discussing new concepts and The teacher will introduce
practicing new skills to the students the different
(What to process) songs in
Medieval,Renaissance and
Baroque periods.
E. Discussing new concepts and The teacher will play the

practicing new skills chosen chants in each
(What to process ) periods by group with
correct pitch,rhythm &
style.
Rubrics will be provided by
the teacher in order to rate
student’s performance.
F. Developing mastery Let the students identify

((What to know) different charectieristics of
songs in each periods
through group
dramatization.
G. Finding practical Let the students determine
applications of concepts the significance of song’s
and skills in daily living (What to characteristics by periods.
know)
H. Making Generalizations The teacher will let them to
and abstractions (What to relate the kind of songs in
perform) Western Music History &
compared it to Philippines
genre of music.
I. Evaluating Learning ( Written The teacher will give
test/formative test) variation of activities by
giving rubrics.
J. Additional activities for application There will be individual &
or remediation group presentations.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% of the
formative assessment
B. No. of students who require additional
activities to remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal can help me solve
G. What innovation or localized material did I
use which I wish to share with other teacher?
Prepared by: Checked by:
JOVELYN S. ESTAÑERO SOFIA S. VAILOCES ________________

Subject Teacher Principal Date

Teaching Dates and June 11-14, 2018 Quarter 1
Time Jasmine

I.OBJECTIVES
A. Content Standards The learners demonstrate art elements and processes by synthesizing and applying prior knowledge and skills.
B. Performance Standards The learner perform / participate competently in a presentation of a creative impression (verbal/nonverbal) of a particular artistic period.
C. Learning Competencies 1. Analyze art elements and principles in the production of work following the style of a western and classical art
(A9EL-Ib-1)
2. Identify distinct characteristics of arts during the different art periods
(A9EL-Ia-2)
3. Identify representative artists from various art periods
(A9EL-Ia-3)
II. CONTENT (subject matter) WESTERN AND CLASSICAL ART TRADITIONS

I. Ancient Art
A. Prehistoric Art

A. References
1. Teacher’s guide 67 HOLIDAY 67
2. Learner’s Module 138-145 138-145
4. Textbook Music & Arts 9 Music & Arts 9
IV. PROCEDURES
A. Reviewing previous The teacher asks the learner to Some students will be called to HOMEROOM MEETING
lesson or presenting the describe the arts of old days. give overview of the previous
new lesson (What to know) lesson.
B. Establishing a purpose The teacher teaches the The teacher asks students
for the lesson (What to know) learners about the ideas on how paintings are
characteristics of ancient art made.
In the Western & Classical
period
C. Presenting examples/ To identify different
instances of the new examples of arts. The teacher shows different
lesson (What to know) paintings.
D. Discussing new concepts and The teacher will introduce The teacher presents the different
practicing new skills to the students the different paintings from various periods.
(What to process) arts and its kinds.
E. Discussing new concepts and The teacher show pictures The teacher will introduce to
practicing new skills using the book. the students the different arts
(What to process ) Rubrics will be provided by in various periods.
F. Developing mastery Let the students identify The students will paint one art
((What to know) different characteristics of according to the era discussed.
arts done by the different
groups through reporting.
G. Finding practical Let the students ask The students will identify
applications of concepts questions to the reporters. different arts and paintings in
and skills in daily living (What to each periods .
know)
H. Making Generalizations The teacher will let them to Let the students determine the
and abstractions (What to choose one art made by the significance of paintings by
perform) Western painters. periods.
I. Evaluating Learning ( Written The teacher will give The teacher will give variation
test/formative test) variation of activities by of activities by giving rubrics.
giving rubrics.
J. Additional activities for application There will be individual & There will be individual activity.
or remediation group presentations.
V. REMARKS
VI. REFLECTION
remediation


DAILY LESSON LOG Teacher JOVELYN S. ESTANERO Learning Area MAPEH (Physical Education)
Time Jasmine

I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of lifestyle and weight management to promote community fitness.
B. Performance Standards The learner maintains an active lifestyle to influence the physical activity participation of the community.
C. Learning Competencies 1. Undertakes physical activity and physical fitness assessments
(PE9PF-Ia-h-23 )
2..Assesses eating habits based on the Philippine Food Pyramid/My Food Plate PE9PF-Ia-39
3. Determines risk factors(obesity, physical inactivity, poor nutrition, smoking) for major non-communicable diseases
lifestyle-related(e.g. diabetes, heart disease, stroke, cancer) PE9PF-Ia-40
4. Officiates pratice and competitive games PE9GS-Ib-h-5
II. CONTENT (subject matter) Lifestyle and Weight Management (physical activity and eating habits)

A. References
1. Teacher’s guide 51 51 51
2. Learner’s Module 5-30 5-30 5-30
4. Textbook Physical Education & Health Physical Education & Physical Education & Health 9
9 Health 9
IV. PROCEDURES
A. Reviewing previous The teacher will conduct warm Group students according to Review BMI ICL
lesson or presenting the –up exercises & fitness BMI
new lesson (What to know) assessments.
B. Establishing a purpose They will be grouped into They will do activity 2 about Ask them as to why BMI needs
for the lesson (What to know) five to do the above weight management. to be determined in relevance
exercises. to physical activity.
C. Presenting examples/ The teacher will discuss few Let them define correct Choose group to answer the
instances of the new inputs. nutrition & how to question and let others make
lesson (What to know) determine calorie needs. reactions.
D. Discussing new concepts and The learners will be asked to Answer question by group; The teacher will present the
practicing new skills do some role plays showing How to manage energy calorie needs based on sex,age
(What to process) first aid procedures. balance? and activity level of
adolescents.
E. Discussing new concepts and The teacher will introduce The teacher will follow up The teacher will discuss the
practicing new skills concepts on significance of discussions to students calorie needs and its effects to
(What to process ) physical exercise. different inputs. humans.
Rubrics will be provided by
F. Developing mastery Let the students do some They will do activity 3: Make assessments on body’s
((What to know) activity by group. Human Basketball game. health by group using
observations.
G. Finding practical Make reactions by group Present answer by group. Answer questions of the
applications of concepts through reporting. teacher.
and skills in daily living (What to
know)
H. Making Generalizations Evaluate works of students Ask questions to students Make self-evaluation of owns
and abstractions (What to by calling every group by health.
perform) reporting.
I. Evaluating Learning ( Written The teacher will conduct warm Group students according to Review BMI
test/formative test) –up exercises & fitness BMI
assessments.
J. Additional activities for application They will be grouped into They will do activity 2 about Ask them as to why BMI needs
or remediation five to do the above weight management. to be determined in relevance
exercises. to physical activity.
V. REMARKS The teacher will discuss few Choose group to answer the
inputs. Let them define correct question and let others make
nutrition & how to reactions.
determine calorie needs.
VI. REFLECTION
remediation

DAILY LESSON LOG Teacher JOVELYN S. ESTANERO Learning Area MAPEH (Health)
Time Jasmine

I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of the principles in protecting the environment for community wellness .
C. Learning Competencies 1. Defines community and environmental health.

H9CE-Ia-8
2. Describes a healthy community.
H9CE-Ia-9
3. Explains how a healthy environment positively impact the health of people and communities (less disease, less health care cost, etc.)
H9CE-Ib-d-10
II. CONTENT (subject matter) A. Concept of community and environmental health
1. Characteristics of a Healthy Community
2. Nature and Health Effects of Environmental Issues (improper waste disposal, pollution, illegal mining, soil erosion, cyanide fishing,
pesticide drift, deforestation, oil spill, coral reef degradation, climate change)

A. References
1. Teacher’s guide 55 55 55 ICL
2. Learner’s Module 3-15 3-15 3-15
9 Health 9
IV. PROCEDURES
A. Reviewing previous The teacher will conduct pre- Call some students to do the Review the past lesson ICL
lesson or presenting the test recap
new lesson (What to know)
B. Establishing a purpose The teacher will check the Reaction of the group Ask them as to why good health
for the lesson (What to know) activity by exchanging has a relevance to physical
papers of their classmates activity.
C. Presenting examples/ The teacher will discuss few Let themenumerate Choose group to answer the
instances of the new inputs about the health of agencies related to health. question and let others make
lesson (What to know) community reactions.
D. Discussing new concepts and The learners will answer the Answer question by group; The teacher will present the
practicing new skills questions of the teacher. How to manage good different perennial problems
(What to process) health? about health.
E. Discussing new concepts and Let them enumerate the The teacher will follow up The teacher will discuss the
practicing new skills kind of diseases of the discussions to students good health needs and its
(What to process ) community & how are these different inputs. effects to humans.
be prevented.
F. Developing mastery Let the students do some They will do some self- Make assessments on body’s
((What to know) activity by group. evaluation health by group using
observations.
G. Finding practical Make reactions by group Present answer by group. Answer questions of the
applications of concepts through reporting. teacher.
know)
H. Making Generalizations Evaluate works of students Ask questions to students Make self-evaluation of owns
and abstractions (What to by calling every group by health.
perform) reporting.
I. Evaluating Learning ( Written The teacher will evaluate their Group students and will Review BMI
test/formative test) work through the criteria survey diseases that occur in
presented the community
J. Additional activities for application Oral recitations Give assignment Visit Health Center and get
or remediation statistics of different diseases in
the community
V. REMARKS
VI. REFLECTION
remediation

Teaching Dates and July 02-04, 2018 Quarter 1
Time Jasmine

I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of the principles in protecting the environment for community wellness .
Describes musical elements of given Medieval, Renaissance and Baroque music.(MU9MRB -Ib-f-5 )
C. Learning Competencies
1.
2. Explores other arts and media that portray Medieval, Renaissance and Baroque elements.(MU9MRB -Ib-f-6)
3. Improvises appropriate accompaniment to given short and simple Classical pieces.(MU9CL-IIe-7)
II. CONTENT (subject matter)

A. References
1. Teacher’s guide 49 49 49 ICL
2. Learner’s Module 12-19 12-19 12-19
4. Textbook Music & Arts 9 Music & Arts 9 Music & Arts 9
IV. PROCEDURES
A. Reviewing previous Let the students Call some students to do the Review the past lesson ICL
lesson or presenting the enumerate the recap
new lesson (What to know) characterics of music in
each periods by group.
B. Establishing a purpose The teacher will call The teacher will give Reaction from the group
for the lesson (What to know) representative in each group by comments on student’s
reporting. different answers Reaction
of the group
C. Presenting examples/ The teacher will give Answer scrambled words Teacher’s input
instances of the new additional inputs from
lesson (What to know) group’s report.
D. Discussing new concepts and The teacher will present The teacher will make The teacher’s discussion on
practicing new skills pictures of composers and follow up discussions to topic
(What to process) let them identify them. students different inputs
E. Discussing new concepts and The students will explain the Teacher’s input Play video (“Hallelujah”)
practicing new skills contributions of composers
(What to process ) by group reporting
F. Developing mastery The teacher give inputs to Play video (Bach’s Toccata Student’s reactions on the kind
((What to know) student’s work. and Fugue in D minor) of music played.
G. Finding practical Play video (“Fire, Fire, My Call one student to give Make slogan by group.
applications of concepts Heart”) overview of the topic.
know)
H. Making Generalizations Ask students about their Make reactions individually. Oral
and abstractions (What to impression on the music.
perform)
I. Evaluating Learning ( Written Oral recitations Quiz Write a choral song sung at
test/formative test) churches in a short bond paper
as assignment.
J. Additional activities for application There will be group Make picture compilation of Make assessments on groups
or remediation presentations. different composers different answers.
V. REMARKS
VI. REFLECTION
remediation

DAILY LESSON LOG Teacher JOVELYN S. ESTANERO Learning Area MAPEH (Arts)
Time Jasmine

I.OBJECTIVES
A. Content Standards The learner…
1. art elements and processes by synthesizing and applying prior knowledge and skills
2. the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/
occurrences, and other external phenomena.
B. Performance Standards The learner..
1. perform / participate competently in a presentation of a creative impression (verbal/nonverbal) of a particular artistic period
2. recognize the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and principles of art)
C. Learning Competencies 1.Analyze art elements and principles in the production of work following the style of a western and classical art
(A9EL-Ib-1 )
2.Identify distinct characteristics of arts during the different art periods
(A9EL-Ia-2 )
3.Identify representative artists from various art periods
(A9EL-Ia-3)
II. CONTENT (subject matter) A.Classical Art
1. Egyptian Art
2. Greek Art
3 Roman Art
B. Medieval Art
1. Byzantine
2.. Romanesque
3. Gothic
A. References
1. Teacher’s guide 67 67 67 67
2. Learner’s Module 138-145 138-145 138-145 138-145
4. Textbook Music & Arts 9 Music & Arts 9 Music & Arts 9 Music & Arts 9 ICL
IV. PROCEDURES
A. Reviewing previous The teacher asks students Summary of the past lesson ICL
lesson or presenting the ideas on how paintings Recapitulation from the
new lesson (What to know) are made. class
B. Establishing a purpose Teacher’s follow-up Teacher’s questions about the
for the lesson (What to know) The teacher shows different discussion paints of before and of today
paintings.
C. Presenting examples/ The teacher presents the

instances of the new different paintings from various Shows different pictures of
lesson (What to know) periods. paints by periods
D. Discussing new concepts and The teacher will introduce Student’s reaction from the Present slide shows of different
practicing new skills to the students the different different examples paintings
(What to process) arts in various periods.
E. Discussing new concepts and The students will paint one Discussion of the topic Reportings of the group
practicing new skills art according to the era
(What to process ) discussed.
F. Developing mastery The students will identify Reporting of every group Teacher’s input
((What to know) different arts and paintings
in each periods .
G. Finding practical Let the students determine Questions from the class Reaction of the class from the
applications of concepts the significance of paintings teacher’s discussion
and skills in daily living (What to by periods.
know)
H. Making Generalizations The teacher will let the Teacher’s summary of the Oral questioning
and abstractions (What to students compare the kind topic
perform) of painting happened
centuries ago and the
present .
I. Evaluating Learning ( Written The teacher will give Quiz Present sample painting
test/formative test) variation of activities by
giving rubrics.
J. Additional activities for application There will be individual Assignment Explain the concept of painting
or remediation activity.
V. REMARKS
VI. REFLECTION
remediation
Checked by:
SOFIA S. VAILOCES ________________
Principal Date

Time Jasmine

I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of lifestyle and weight management to promote community fitness .
B. Performance Standards The learner maintains an active lifestyle to influence the physical activity participation of the community and practices healthy eating habits that support
an active lifestyle .

(PE9PF-Ia-h-23 )
2. Assesses eating habits based on the Philippine Food Pyramid/My Food Plate (PE9PF-Ia-39 )
3. Determines risk factors(obesity, physical inactivity, poor nutrition, smoking) for major non-communicable diseases lifestyle-related(e.g.
diabetes, heart disease, stroke, cancer) (PE9PF-Ia-40 )

A. References
2. Learner’s Module 20-25 20-25 20-25
9 Health 9
IV. PROCEDURES
A. Reviewing previous The teacher asks the benefits Call student to recap the Review of the past lesson ICL
lesson or presenting the of good health. past lesson
B. Establishing a purpose Reaction of the group Teacher’s questioning to the
for the lesson (What to know) Let them share experiences class
on feelings of bad health.
C. Presenting examples/ Ask about food that are Show video for students Let them give examples of
instances of the new healthy. to follow different foods that caused bad
lesson (What to know) health
D. Discussing new concepts and The teacher will let them Different questions be given Teacher’s input
practicing new skills open books for reference of to students
(What to process) the discussion.
E. Discussing new concepts and Answer the question; Students varied answers Student’s varied discussions of
practicing new skills 1.How good health affects topics being assigned
(What to process ) sports activity?
F. Developing mastery Make different reactions Teacher’s input Group presentation
((What to know) from question asked
G. Finding practical Teacher’s input Presentation of teacher’s Teacher’s additional discussions

applications of concepts additional inputs
know)
H. Making Generalizations Students overview through Give summary of the topic Instruct students to list down
and abstractions (What to giving of summary different communicable
perform) deseases in the community as
caused by bad food practices
I. Evaluating Learning ( Written Oral recitations Oral recitations Group reporting
test/formative test)
J. Additional activities for application Select one exercise and do Collect different nutritious Conduct survey
or remediation by group foods and paste in the short
bond paper.
V. REMARKS
VI. REFLECTION
remediation
Checked by:
Principal Date

Teacher JOVELYN S. ESTANERO Learning Area MAPEH (Health)
Teaching Dates and Time July 23-26, 2017 Quarter 1
Jasmine

I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of the principles in protecting the environment for community wellness.
B. Performance Standards The learner consistently demonstrates healthful practices to protect the environment for community wellness
C. Learning Competencies 1. Defines community and environmental health
(H9CE-Ia-8 )
2. Describes a healthy community
(H9CE-Ia-9 )
3. Explains how a healthy environment positively impact the health of people and communities (less disease, less health
care cost, etc.)
(H9CE-Ib-d-10 )
4.Discusses the nature of environmental issues
(H9CE-Ib-d-11 )
II. CONTENT (subject matter) 1.Nature and Health Effects of Environmental Issues (improper waste disposal, pollution, illegal mining, soil erosion, cyanide fishing,
pesticide drift, deforestation, oil spill, coral reef degradation, climate change)

A. References
1. Teacher’s guide
2. Learner’s Module 234-245 234-245 234-245 234-245
4. Textbook Physical Education & Health Physical Education & Physical Education & Health 9 Physical Education &
9 Health 9 Health 9
IV. PROCEDURES
A. Reviewing previous Let the students Call students to recap the Review health problems. Share understanding by
lesson or presenting the enumerate kinds of lesson. giving overview based
new lesson (What to know) diseases by group. on preview lessons
B. Establishing a purpose The teacher will let students do They will do activity 10 Ask them as to why there’s a Describe good
for the lesson (What to know) activity no.2 “Word Removal” about health problems. need on community health community health
awareness
C. Presenting examples/ The teacher will discuss few Choose group to answer the Group work;
instances of the new inputs. Let them read their answers question and let others make Do reactions on health
lesson (What to know) by group. reactions. problems by essay
writing.
D. Discussing new concepts and The learners will do activity Make essay essay about The teacher will present activity The teacher will discuss
practicing new skills no.4 “Priority Express” health. 20 “Memory lane” few inputs
(What to process)
E. Discussing new concepts and The teacher will introduce The teacher will follow up The teacher will some inputs By group;
practicing new skills concepts on significance of discussions to students Let them enumerate
(What to process ) healthy community. different inputs. government programs
about health.
F. Developing mastery Let the students do some They will answer questions Make assessments on groups Make checklist of health
((What to know) activity by group. given by the teacher. different answers. problems.
G. Finding practical Make reactions by group Present answer by group. Answer questions of the They will know how to
applications of concepts through reporting. teacher. maintain good health
and skills in daily living (What to practices.
know)
H. Making Generalizations Evaluate works of students Ask questions to students Make slogan by group. They will agree about
and abstractions (What to by calling every group by the making of action
perform) reporting. plan.
I. Evaluating Learning ( Written The teacher will give The teacher will present Make an interview with Make action plan by
test/formative test) variation of activities by scores by group through the persons by group who group.
giving rubrics. rubrics. experienced health problems
J. Additional activities for application There will be individual & Reportings Sing Anak ng Pasig Teacher’s comments on
or remediation group presentations. different works
V. REMARKS
VI. REFLECTION
remediation
Checked by:

Teacher JOVELYN S. ESTANERO Learning Area MAPEH (Music)
Teaching Dates and Time July 30-31-August 01-02, 2018 Quarter 1
Jasmine

I.OBJECTIVES
B. Performance Standards The learner consistently demonstrates healthful practices to protect the environment for community wellness
C. Learning Competencies MUSIC
1. Create and or perform songs in Gregorian and troubadour styles
(MU9MRB-Ib-h-8 )
Play simple melodies of a chorale and provide accompaniment
(MU9MRB-Ib-h-9)
II. CONTENT (subject matter) A.Different Famous Composers in Every Periods
A. References
2. Learner’s Module 12-19 12-19 12-19 School-based Nutrition
Culmination Program
4. Textbook Music & Arts 9 Music & Arts 9 Music & Arts 9
IV. PROCEDURES
A. Reviewing previous Let the students Municipal-Based Nutrition Call students to recap the Review the lesson by
lesson or presenting the enumerate the Program lesson. calling student to
new lesson (What to know) characterics of music in narrate the previous
topic.
each periods by group.
B. Establishing a purpose The teacher will call The teacher will give comments Ask them as to why
for the lesson (What to know) representative in each group by on student’s different answers. there’s a need to know
reporting. the different
composers.
C. Presenting examples/ The teacher will give Answer scrambled words Choose group to answer
instances of the new additional inputs from the question.
lesson (What to know) group’s report.
D. Discussing new concepts and The teacher will present Let them read their answers by The teacher will give
practicing new skills pictures of composers and group. this question by group;
(What to process) let them identify them. 1. What is the kind of
music before and
today?
2.What is their
difference?
E. Discussing new concepts and The students will explain the The teacher will make follow up Make assessments on
practicing new skills contributions of composers discussions to students groups different
(What to process ) by group reporting different inputs. answers.
F. Developing mastery The teacher give inputs to Teacher’s input The teacher’s discussion
((What to know) student’s work. on topic
G. Finding practical Play video (“Fire, Fire, My Play video (Bach’s Toccata Play video
applications of concepts Heart”) and Fugue in D minor) (“Hallelujah”)
know)
H. Making Generalizations Ask students about their Call one student to give Student’s reactions on
and abstractions (What to impression on the music. overview of the topic. the kind of music
perform) played.
I. Evaluating Learning ( Written Oral recitations Make reactions individually. Make slogan by group.
J. Additional activities for application There will be group Make picture compilation of Write a choral song
or remediation presentations. different composers sung at churches in a
short bond paper as
assignment.
V. REMARKS
VI. REFLECTION
remediation
Checked by:
Principal Date
Teaching Dates and August 6-9, 2018 Quarter 1
Time Jasmine

I.OBJECTIVES
2. the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/
occurrences, and other external phenomena.
B. Performance Standards The learner..
1. perform / participate competently in a presentation of a creative impression (verbal/nonverbal) of a particular artistic period
2. recognize the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and principles of art)
C. Learning Competencies 1. Use artworks to derive the traditions/history of an art period
(A9PL-Ih-3)
2. Compare the characteristics of artworks produced in the different art periods
(A9PL-Ih-4)
II. CONTENT (subject matter) Principles of Art
1. Painting and/ or Drawing
2. Sculpture and Assemblage
3. Mounting an exhibit
4. Concept
5. Content / Labels
6. Physical layout
A. References
2. Learner’s Module 138-145 138-145 138-145 138-145
4. Textbook Music & Arts 9 Music & Arts 9 Music & Arts 9 Music & Arts 9 ICL
IV. PROCEDURES
A. Reviewing previous The teacher asks students Review First Periodical First Periodical
lesson or presenting the ideas on how paintings The students will be asked Examination Examination
new lesson (What to know) are made. by the teacher to do the
recap
B. Establishing a purpose How certain paintings are
for the lesson (What to know) The teacher shows different made?
paintings.
C. Presenting examples/ The teacher presents the

instances of the new different paintings from various Present different examples
lesson (What to know) periods. of paintings
D. Discussing new concepts and The teacher will introduce The teacher will discuss the
practicing new skills to the students the different different kinds of paintings
(What to process) arts in various periods. based on examples
E. Discussing new concepts and The students will paint one The teacher will ask some
practicing new skills art according to the era questions to the class
(What to process ) discussed.
F. Developing mastery The students will identify Think of a concept on how
((What to know) different arts and paintings to best paint a subject
in each periods .
G. Finding practical Let the students determine Share the concepts being
applications of concepts the significance of paintings think
and skills in daily living (What to by periods.
know)
H. Making Generalizations The teacher will let the Make some suggestions like
and abstractions (What to students compare the kind browse on the internet
perform) of painting happened
centuries ago and the
present .
I. Evaluating Learning ( Written The teacher will give Select a painter being
test/formative test) variation of activities by known and enumerate
giving rubrics. his/her contributions
J. Additional activities for application There will be individual Draw a nature and paint
or remediation activity.
V. REMARKS
VI. REFLECTION
remediation
Checked by:
Principal Date
Teaching Dates and August 13-16-10, 2017 Quarter 2nd
Time Jasmine

I.OBJECTIVES
B. Performance Standards The learner maintains an active lifestyle to influence the physical activity participation of the community and practices healthy eating habits
that support an active lifestyle.
C. Learning Competencies 1.Distinguishes facts from myths and misinformation associated with eating habits
(PE9PF-Ia-29 )
2. Monitors periodically one’s progress towards the fitness goals
(PE9PF-Ib-h-28)
3.Performs appropriate first aid for injuries and emergency situations in physical activity and sports settings (e.g. cramps, sprain, heat
exhaustion)
(PE9PF-Ib-30 )
II. CONTENT (subject matter) Lifestyle and Weight Management (physical activity and eating habits)

A. References 20-25 20-25 20-25
1. Teacher’s guide 5-30 20-25 20-25
2. Learner’s Module 20-25 20-25 20-25
4. Textbook Physical Education & Health 20-25 20-25
9
5. Additional Materials Use of laptops or any other visual aids
IV. PROCEDURES
A. Reviewing previous The student will give the The teacher asks the benefits Call student to recap the past ICL
lesson or presenting the of good health. lesson
past lesson
B. Establishing a purpose Additional summary from Input of the teacher
for the lesson (What to know) the class Let them share experiences
on feelings of bad health.
C. Presenting examples/ Name different food likes Ask about food that are Show video for students to
instances of the new and how these affect work healthy. follow
lesson (What to know)
D. Discussing new concepts and Teacher’s discussion The teacher will let them Different questions be given to
practicing new skills open books for reference of students
(What to process) the discussion.
E. Discussing new concepts and Let them enumerate the Answer the question; Students varied answers
practicing new skills correct foods to intake for 1.How good health affects
(What to process ) sport-minded persons sports activity?
F. Developing mastery Activity by group Make different reactions Teacher’s input
((What to know) from question asked
G. Finding practical Teacher’s additional Teacher’s input Presentation of teacher’s
applications of concepts discussion additional inputs
know)
H. Making Generalizations The students different Students overview through Give summary of the topic
and abstractions (What to presentation giving of summary
perform)
I. Evaluating Learning ( Written Quiz Oral recitations Oral recitations
J. Additional activities for application Collect pictures of different Select one exercise and do Collect different nutritious
or remediation Filipino athletes by group foods and paste in the short
bond paper.
V. REMARKS
VI. REFLECTION
remediation
Checked by:
Principal Date
Time Jasmine

I.OBJECTIVES
B. Performance Standards The learner consistently demonstrates healthful practices to protect the environment for community wellness.
C. Learning Competencies 1. Analyzes the effects of environmental issues on people’s health
(H9CE-Ib-d-12 )
2. Suggests ways to prevent and manage environmental health issues
(H9CE-Ie-f-13 )
II. CONTENT (subject matter) A.. Prevention and Management of Environmental Health Issues
1. Personal responsibility
2. Social consciousness
3. Environmental policies and laws
B. Collective Action for the Environment

A. References
1. Teacher’s guide 12-20 12-20 12-20 12-20
2. Learner’s Module 234-247 234-247 234-247 234-247
4. Textbook Physical Education & Health Physical Education & Physical Education & Health 9 Physical Education &
9 Health 9 Health 9
IV. PROCEDURES
A. Reviewing previous The students will give Ninoy Aquino Day Eidl-Adha Let them enumerate the
lesson or presenting the examples on perennial effects of
new lesson (What to know) health problems. environmental
problems.
B. Establishing a purpose Group activity: The teacher will present
for the lesson (What to know) 1.The students will identify the new topic.
different waste and
categorized according to
kinds of refuse materials.
C. Presenting examples/ Let them identify some Group activity:
instances of the new samples of refuse materials. 1.How are those laws
lesson (What to know) help mitigate
environmental
problems?
D. Discussing new concepts and Teacher’s input Student’s presentation
practicing new skills of different answers.
(What to process)
E. Discussing new concepts and Instruct them to read the Teacher’s inputs
practicing new skills book page 236-237 silently.
(What to process )
F. Developing mastery Questioning by the teacher Oral questioning
((What to know)
G. Finding practical Student’s recitation Additional inputs of

applications of concepts students
know)
H. Making Generalizations Student’s overview of the Let the students do a
and abstractions (What to topic minute self-reflection.
perform)
I. Evaluating Learning ( Written They will answer page 237 Teacher’s instruction on
test/formative test) activity 12 catch & match how to make an action
research.
J. Additional activities for application Make a poem about good Make an action
or remediation health research as instructed
by the teacher through
groupings.
V. REMARKS
VI. REFLECTION
remediation
Checked by:
Principal Date

Time Jasmine
I.OBJECTIVES
A. Content Standards The learner . . .
demonstrates understanding of lifestyle and weight management to promote community fitness
B. Performance Standards The learner

maintains an active lifestyle to influence the physical activity participation of community
the practices healthy eating habits that support an active
lifestyle
C. Learning Competencies 1.Undertakes physical activity and physical fitness assessments
PE9PF-IIa-h-23
2.Assesses eating habits based on the Philippine Food Pyramid/My Food Plate
PE9PF-IIa-39
3.Determines risk factors related to lifestyle diseases (obesity, diabetes, heart disease)
PE9PF-IIa-40
II. CONTENT (subject matter) A.Social (community dance, mixers, festival)
and Ballroom dances
(Cha-cha, rock and roll)

A. References
1. Teacher’s/curriculum guide 52-53 52-53 52-53
2. Learner’s Module
4. Textbook Physical Education & Physical Education & Health 9 Physical Education &
Health 9 Health 9
IV. PROCEDURES
A. Reviewing previous National Heroes Day Call student to do the Relate to the class the past Let them enumerate the
lesson or presenting the lesson effects of dances.
recap
B. Establishing a purpose Enumerate the kind of Additional inputs from the The teacher will present
for the lesson (What to know) dances enjoyed by people teacher the new topic.
today and yesterday’s time
C. Presenting examples/ Show some examples Reaction from the class Group activity:
instances of the new 1.How are those dances
lesson (What to know) help people to develop
socialization?
D. Discussing new concepts and How important is dance? Give another example Student’s presentation
practicing new skills of different answers.
(What to process)
E. Discussing new concepts and What benefits dance can How dances make people Teacher’s inputs
practicing new skills give towards people? physically fit?
(What to process )
F. Developing mastery Explain inputs Discuss the kinds of dances Oral questioning
((What to know)
G. Finding practical Show some videos Additional inputs of

applications of concepts students
and skills in daily living (What to Additional input
know)
H. Making Generalizations Do some basic steps Reaction from the group Let the students do a
and abstractions (What to minute self-reflection.
perform)
I. Evaluating Learning ( Written Group activity Input from the teacher Teacher’s instruction on
test/formative test) how to make an action
research.
J. Additional activities for application Execute by group Quiz Make a plans for the
or remediation incoming CLASSROOM
MAPEH FESTIVAL as
instructed by the
teacher through
groupings.
V. REMARKS
VI. REFLECTION
remediation
Checked by:
Principal Date

DAILY LESSON LOG Teacher JOVELYN S. ESTANERO Learning Area MAPEH (PHYSICAL EDUCATION)
Teaching Dates and September 4-7,2017 Quarter 2
Time Jasmine

(BUWAN NG WIKA
CULMINATION)
I.OBJECTIVES
demonstrates understanding of lifestyle and weight management to promote community fitness.
B. Performance Standards The learner…
1.maintains an active lifestyle to influence the physical activity participation of the community
2.practices healthy eating habits that support an active lifestyle
C. Learning Competencies 1.. Assesses eating habits based on the Philippine Food Pyramid/My Food Plate
PE9PF-IIa-39
2. Determines risk factors related to lifestyle diseases (obesity, diabetes, heart disease)
PE9PF-IIa-40
3. Distinguishes facts from myths and misinformation associated with eating habits
PE9PF-IIb-29
II. CONTENT (subject matter) 1.Social (community dance, mixers, festival)
and Ballroom dances
A. References
2. Learner’s Module 67-70 67-70 67-70 67-70
4. Textbook Physical Education & Physical Education & Physical Education & Health Physical Education &
Health Health Health
IV. PROCEDURES
A. Reviewing previous Call student to recap the Let the class give the Give summary of the previous
lesson or presenting the past lesson topic
summary
B. Establishing a purpose Teacher’s comment on Additional input from the Student’s reactions of the
for the lesson (What to know) varied answers of students classmate summary
C. Presenting examples/ Group work: Give the correct food intake Answer the question:
instances of the new 1.What are social dances? 1.How should you behave
lesson (What to know) 2.How are they differ from and perform in a certain
each other? social dancing?
2.What are the right foods to
eat in order to maintain and
improve an ideal body
weight?
D. Discussing new concepts and Presentation of varied Justify the food pyramid Students varied answers
practicing new skills answers through reports examples
(What to process)
E. Discussing new concepts and Teacher’s reactions on Student’s varied answers Teacher’s input
practicing new skills works of students and
(What to process ) additional inputs
F. Developing mastery Show video Discussion of the reporter Do activity “Watch your
((What to know) weight”
G. Finding practical Teacher’s input Reaction from the group Write their varied answers
applications of concepts
know)
H. Making Generalizations Student’s summary of the Oral questioning Give rubrics
and abstractions (What to topic
perform)
I. Evaluating Learning ( Written Paper and pencil test Reaction from the class Present varied social dances
J. Additional activities for application Make a plan of what social Quiz Give assignment
or remediation dance to be performed the
next meeting
V. REMARKS
VI. REFLECTION
remediation
Checked by:
Principal Date
Teaching Dates and September 10-13, 2018 Quarter 2
Time Jasmine

I.OBJECTIVES
B. Performance Standards The learner consistently demonstrates healthful practices to protect the environment for community wellness.
C. Learning Competencies 1. Analyzes the effects of environmental issues on people’s health
(H9CE-Ib-d-12 )
2. Suggests ways to prevent and manage environmental health issues
(H9CE-Ie-f-13 )
3. Participates in implementing an environmental project such as building and maintaining a school garden or conducting a war on
waste campaign (depends on feasibility)
(H9CE-Ig-h-14)
4. Discusses basic information about first aid (principles, roles, responsibilities, and characteristics of a good aider)
(H9IS-IIa-36 )
II. CONTENT (subject matter) A.. Prevention and Management of Environmental Health Issues
1. Personal responsibility
2. Social consciousness
3. Environmental policies and laws
B. Collective Action for the Environment

A. References
1. Teacher’s guide 12-20 12-20 12-20
2. Learner’s Module 234-247 234-247 234-247
4. Textbook Physical Education & Health Physical Education & Health 9 Physical Education &
9 Health 9
IV. PROCEDURES
A. Reviewing previous The students will give HOLIDAY Call student to recap the past Let them enumerate the
lesson or presenting the examples on perennial lesson effects of
new lesson (What to know) health problems. environmental
problems.
B. Establishing a purpose Group activity: Student’s additional reactions The teacher will present
for the lesson (What to know) 1.The students will identify the new topic.
different waste and
categorized according to
kinds of refuse materials.
C. Presenting examples/ Let them identify some Call them to give the effects Group activity:
instances of the new samples of refuse materials. of environmental problems 1.How are those laws
lesson (What to know) help mitigate
environmental
problems?
D. Discussing new concepts and Teacher’s input Different questions be given to Student’s presentation
practicing new skills students of different answers.
(What to process)
E. Discussing new concepts and Instruct them to read the Students varied answers Teacher’s inputs
practicing new skills book page 236-237 silently.
(What to process )
F. Developing mastery Questioning by the teacher Teacher’s input Oral questioning

((What to know)
G. Finding practical Student’s recitation Presentation of teacher’s Additional inputs of

applications of concepts additional inputs students
know)
H. Making Generalizations Student’s overview of the Let them give the different laws Let the students do a
and abstractions (What to topic about environments and its minute self-reflection.
perform) control
I. Evaluating Learning ( Written They will answer page 237 Oral recitations Teacher’s instruction on
test/formative test) activity 12 catch & match how to make an action
research.
J. Additional activities for application Research the song “Anak ng Collect different pictures of Make an action
or remediation Pasig” waste and paste in the short research as instructed
bond paper. by the teacher through
groupings.
V. REMARKS
VI. REFLECTION
remediation
Checked by:
Principal Date
Time Jasmine

I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of characteristic features of Classical period music
B. Performance Standards The learner sings and performs themes of symphonies and other instrumental forms
C. Learning Competencies 1.Explains the performance practice (setting, composition, role of composers/performers, and audience) during Classical period;
(MU9CL-IIa-f-3 )
2. Listens perceptively to selected Classical period music;
(MU9CL-IIb-g-4 )
3. Describes musical elements of given Classical period pieces;
MU9CL-IIb-g-5
II. CONTENT (subject matter) CLASSICAL PERIOD (1750-1820)
a) Historical and cultural background;
b) Sonata, sonata allegro form, concerto, symphony;
c) Composers: Franz Josef Haydn, Wolfgang Amadeus Mozart, and Ludwig van Beethoven.
A. References
1. Teacher’s guide 50 50
2. Learner’s Module 38-40 38-40
4. Textbook Music & Arts 9 Music & Arts 9
IV. PROCEDURES
A. Reviewing previous Holiday Let student do the review Call student to recap the past Let them enumerate the
lesson or presenting the lesson different composers in
new lesson (What to know) the classical period
B. Establishing a purpose Reaction of the class Student’s additional reactions The teacher will present
for the lesson (What to know) the new topic.
C. Presenting examples/ Enumerate the composers Call them to answer the Group activity:
instances of the new and their contributions activity in the book 1.What is the history
lesson (What to know) behind the kind of
music’s in the classical
period?
D. Discussing new concepts and Let them compare the music Different questions be given to Student’s presentation
practicing new skills of today and before students of different answers.
(What to process)
E. Discussing new concepts and Student’s varied responses Students varied answers Teacher’s inputs
practicing new skills
(What to process )
F. Developing mastery Teacher’s additional input Teacher’s input Oral questioning
((What to know)
G. Finding practical Group activity Let them give the different Additional inputs of
applications of concepts composers & their students
and skills in daily living (What to contributions
know)
H. Making Generalizations Oral questionings Someone will give the overview Let the students do a
perform)
I. Evaluating Learning ( Written Student’s different answers Oral recitations Teacher’s audio
test/formative test) presentation
J. Additional activities for Let them select one Collect different By group:
application or remediation song and do the composers and paste in Name the title of
Visayan version the short bond paper. song played.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% of the formative
assessment
B. No. of students who require
additional activities to
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
can help me solve
G. What innovation or
localized material did I use
which I wish to share with
other teacher?
Checked by:
Principal Date
Time Jasmine

I.OBJECTIVES
1. performs/ participate competently in a presentation of a creative impression (verbal/nonverbal) of a particular artistic period
C. Learning Competencies 1.Analyze art elements and principles in the production of work following a specific art style
A9EL-IIb-1
2.Identify distinct characteristics of arts during the Renaissance and Baroque periods
A9EL-IIa-2
3.Identify representative artists from Renaissance and Baroque periods
A9EL-IIa-3
II. CONTENT (subject matter) ARTS OF THE RENAISSANCE AND BAROQUE PERIOD
I. Renaissance Art
1. Michelangelo
2. Leonardo Da Vinci
3. Raphael
4. Donatello

A. References
2. Learner’s Module 67-80 67-80 67-80 67-80
4. Textbook Music & Arts 9 Music & Arts 9 Music & Arts 9 Music & Arts 9
IV. PROCEDURES
A. Reviewing previous Recap of the past lesson Let student do the review Call student to recap the past Let them enumerate the
lesson or presenting the lesson different composers in
new lesson (What to know) the classical period
B. Establishing a purpose Reaction from the teacher Reaction of the class Student’s additional reactions The teacher will present
for the lesson (What to know) the new topic.
C. Presenting examples/ Call students for some Enumerate the artists and Call them to answer the Let them give own
instances of the new reactions their contributions activity in the book insights about those
lesson (What to know) painters
D. Discussing new concepts and Students varied answers out Let them compare the Different questions be given to Student’s presentation
practicing new skills of different reactions paintings of today and students of different answers.
(What to process) before
E. Discussing new concepts and Show some pictures of arts Student’s varied responses Students varied answers Teacher’s inputs
(What to process )
F. Developing mastery Teacher’s input Teacher’s additional input Teacher’s input Oral questioning
((What to know)
G. Finding practical Reaction from the group Group activity Let them give the identify the Additional inputs of
applications of concepts different painters in this era students
know)
H. Making Generalizations Recitation Oral questionings Someone will give the overview Let the students do a
perform)
I. Evaluating Learning ( Written Ask them about the Student’s different answers Oral recitations Teacher’s audio
test/formative test) different pictures presented presentation
J. Additional activities for Choose one art & draw Let them draw their Select one painter & draw By group:
application or remediation churches and how it his art Name the painter as
affects their lives different pictures
are presented
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% of the formative
assessment
additional activities to
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
can help me solve
G. What innovation or
localized material did I use
which I wish to share with
other teacher?
Checked by:
Principal Date

Teaching Dates and October 01-04,2018 Quarter 2
Time Jasmine
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of first aid principles and procedures
B. Performance Standards The learner performs first aid procedures with accuracy
C. Learning Competencies 1. Discusses basic information about first aid (principles, roles, responsibilities, and characteristics of a good aider)
H9IS-IIa-36
2.Demonstrates the conduct of primary and secondary survey of the victim (CAB)
H9IS-IIb-37
3. Assesses emergency situation for unintentional injuries
H9IS-IIb-38
4. Discusses the function of dressing and bandages
H9IS-IIc.d-39
II. CONTENT (subject matter) 1. First Aid Basics

2. First Aid Guidelines and Procedures
Survey the scene
A.Do primary survey of the victim (check for vital signs, assess CAB (Circulation, Airway, Breathing)

A. References
2. Learner’s Module 324-328 324-328 324-328
4. Textbook Physical Education & Physical Education & Health
Health
IV. PROCEDURES
A. Reviewing previous Call student to recap the Give summary of the Somebody will do the recap
lesson or presenting the past lesson previous topic
B. Establishing a purpose Teacher’s comment on Student’s reactions of the Teacher’s additional discussion
for the lesson (What to know) varied answers of students summary
*What to do in case of
emergencies especially
accident?
C. Presenting examples/ Do activity 1:”Emergency!” Do activity 3:”Figures of Interpret Figure 6:”First aider
instances of the new speech” on the go”
D. Discussing new concepts and Presentation of varied Students varied answers Different answers of students
practicing new skills answers through reports
(What to process)
E. Discussing new concepts and Teacher’s discussion Teacher’s input Teacher’s discussion
(What to process )
F. Developing mastery Do the activity 2:”Organize Do activity 4:”Is he a good Ask ideas from the class:
((What to know) your thought” first aider?” *How to be a good aider”
G. Finding practical Teacher’s input State their varied answers Different reactions from the
applications of concepts class
know)
H. Making Generalizations Student’s summary of the Teacher’s additional inputs Summary of the topic
and abstractions (What to topic
perform)
I. Evaluating Learning ( Written Paper and pencil test Questions be given Hots questions be asked
J. Additional activities for application Choose a situation and Complete the unfinished Cut news about different
or remediation present in a role play sentences as assignment incidents and paste in a bond
paper.
V. REMARKS
VI. REFLECTION
remediation
Checked by:
Principal Date

Teaching Dates and October 08-11 ,2018 Quarter 2
Time Jasmine & Orchids
I.OBJECTIVES
C. Learning Competencies 1. Assesses eating habits based on the Philippine Food Pyramid/My Food Plate
PE9PF-IIIa-39
PE9PF-IIIa-40
3. Involves oneself in community service through sports officiating and physical activity programs
PE9PF-Ie-h-41
PE9PF-IIIb-29
II. CONTENT (subject matter) Social (community dance, mixers, festival)
and Ballroom dances
A. References
1. Teacher’s guide 54-55 54-55 54-55 54-55
4. Textbook 120-
IV. PROCEDURES
A. Reviewing previous Call student to Someone will One will be called to Give summary of the
lesson or presenting the give the answer the question of previous topic
give the
new lesson (What to know) recapitulation of the teacher
the last topic summary
B. Establishing a purpose What are the Answer match Reaction of the Teacher’s reactions of the
for the lesson (What to know) importances of up activity classmate summary
having exercises? Page 123
C. Presenting examples/ Different Student’s Do the activity Give examples of different
instances of the new responses from different assigned by the the movements involved in
lesson (What to know) the group answers teacher to do different dance festivals
D. Discussing new concepts and Do the warm up Group work: Student’s activity Students varied answers
practicing new skills exercises. Reportings
(What to process) Ask them how
they feel?
E. Discussing new concepts and Teacher’s Student’s How do you find the Teacher’s input
practicing new skills reactions from various activity done earlier?
(What to process ) the different discussion
answers
F. Developing mastery Why is there a Follow-up Demonstrate all the Do the activity 4: Honest
((What to know) need to know the discussion of locomotor and non- Quiz Bee
different festivals teacher locomotors movement
in the country?
G. Finding practical Answer the Oral recitations Presentation by group Different reactions from
applications of concepts festival dancing the class
and skills in daily living (What to checklist
know)
H. Making Generalizations By group: Assigned activity Teacher’s comments on Summary of the topic
and abstractions (What to Do the activity by group to do the activity performed
perform) IV:Draing of on the next day
initial
understanding
I. Evaluating Learning ( Written Hots questions Student’s Get the PMR by group Hots questions be asked
test/formative test) be asked to preparation of
students the activity
J. Additional activities for application Pictures of Answer the Read in advance page Assignment:
or remediation different festival essay question 133 for the activity on Proper calorie intake
dances on page 126 the next day
V. REMARKS
VI. REFLECTION
remediation
Checked by:
Principal Date

Time Jasmine
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of characteristic features of Classical period music.
B. Performance Standards The learner sings and performs themes of symphonies and other instrumental forms .
C. Learning Competencies
1.Analyzes sonata allegro form; MU9CL-IIe-h-6

2.Sings themes or melodic fragments of given Classical period pieces;
MU9CL-IIb-h-7
3. Explores other arts and media that portrays Classical elements;
MU9CL-IIb-h-8
II. CONTENT (subject matter) a) Historical and cultural background;

b) Sonata, sonata allegro form, concerto, symphony;

A. References
4. Textbook 39-51 39-51 39-51
IV. PROCEDURES
A. Reviewing previous Give summary of Somebody will Call student to recap
lesson or presenting the the previous do the recap the past lesson
new lesson (What to know) topic
B. Establishing a purpose Student’s Teacher’s Teacher’s comment on
for the lesson (What to know) reactions of the additional varied answers of
summary discussion students
C. Presenting examples/ Identify different Enumerate the Ask questions on the

instances of the new composers in different vocal kind of music classical
lesson (What to know) Classical period and period had.
instrumental
musics
D. Discussing new concepts and Students varied Different Presentation of varied
practicing new skills answers answers of answers
(What to process) students
E. Discussing new concepts and Teacher’s input Teacher’s Teacher’s discussion
practicing new skills discussion
(What to process )
F. Developing mastery By group: Ask ideas from Answer this:”What is
((What to know) 1.Describe each the class: concerto?”
composers What is the
quality of music
classical period
had which music
of today don’t
have?”
G. Finding practical State their varied Different Teacher’s input
applications of concepts answers reactions from
and skills in daily living (What to the class
know)
H. Making Generalizations Teacher’s Summary of the Student’s summary of
and abstractions (What to additional inputs topic the topic
perform)
I. Evaluating Learning ( Written Questions be Hots questions Oral questionings
test/formative test) given be asked
J. Additional activities for application Paper test Draw notes of Paper and pencil test
or remediation Sonata
V. REMARKS
VI. REFLECTION
remediation
Checked by:
Principal Date
Time Jasmine
I.OBJECTIVES
A. Content Standards The learner knows the art elements and processes by synthesizing and applying prior knowledge and skills .
B. Performance Standards The learner creates artworks showing the characteristic elements of the arts of South, West, and Central Asia .
C. Learning Competencies 1.Analyze elements and principles of art in the production of arts and crafts inspired by the cultures of South Asia, West Asia, and Central Asia
A8EL-IIIb-1
2. Identify distinct characteristics of arts during the Neoclassic and Romantic periods
A9EL-IIIa-2
3. Identify representative artists from the Neoclassic and Romantic periods
A9EL-IIIa-3
II. CONTENT (subject matter) ARTS OF SOUTH, WEST AND CENTRAL ASIA

A. References
1. Teacher’s guide 63
4. Textbook 111-115
IV. PROCEDURES
A. Reviewing previous Call student to do Review of past Give summary of the
lesson or presenting the the recap previous topic
lesson
B. Establishing a purpose Classmate’s Reaction of the Teacher’s reactions of
for the lesson (What to know) interaction from group the summary
the answer
C. Presenting examples/ Teacher’s input Teacher’s Give examples of
instances of the new comments different arts
D. Discussing new concepts and Teacher’s Presentation of Students varied
practicing new skills questioning the answer answers
(What to process)
E. Discussing new concepts and Teacher’s input Teacher’s Teacher’s input
practicing new skills reaction
(What to process )
F. Developing mastery Present some Enumerate the Different activities
((What to know) works of artists artists in the presented by the
period teacher
G. Finding practical Reaction from Give the Different reactions
applications of concepts the class contributions from the class
know)
H. Making Generalizations Reflection of the How are these Summary of the topic
and abstractions (What to class artists managed
perform) their arts?
I. Evaluating Learning ( Written Test Varied answer of Hots questions be
test/formative test) the class asked
J. Additional activities for application Pick one artist Draw one art of Draw a fine art from
or remediation and explain the artist the book
V. REMARKS
VI. REFLECTION
remediation
Checked by:
Principal Date
Teaching Dates and November 05-08,2017 Quarter 3
Time Jasmine
I.OBJECTIVES
PE9PF-IIIa-h-23
2. Assesses eating habits based on the Philippine Food Pyramid/My Food Plate
PE9PF-IIIa-39
PE9PF-IIIa-40
PE9PF-IIIb-29
II. CONTENT (subject matter) Social (community dance, mixers, festival)
and Ballroom dances
A. References
1. Teacher’s guide 54-55 54-55 54-55 54-55
4. Textbook 120-
IV. PROCEDURES
A. Reviewing previous Call student to Someone will One will be called to Give summary of the
lesson or presenting the give the answer the question of previous topic
give the
new lesson (What to know) recapitulation of the teacher
B. Establishing a purpose What are the Answer match Reaction of the Teacher’s reactions of the
for the lesson (What to know) importances of up activity classmate summary
having exercises? Page 123
C. Presenting examples/ Different Student’s Do the activity Give examples of different
instances of the new responses from different assigned by the the movements involved in
lesson (What to know) the group answers teacher to do different dance festivals
D. Discussing new concepts and Do the warm up Group work: Student’s activity Students varied answers
practicing new skills exercises. Reportings
(What to process) Ask them how
they feel?
E. Discussing new concepts and Teacher’s Student’s How do you find the Teacher’s input
practicing new skills reactions from various activity done earlier?
answers
F. Developing mastery Why is there a Follow-up Demonstrate all the Do the activity 4: Honest
((What to know) need to know the discussion of locomotor and non- Quiz Bee
different festivals teacher locomotors movement
in the country?
G. Finding practical Answer the Oral recitations Presentation by group Different reactions from
applications of concepts festival dancing the class
and skills in daily living (What to checklist
know)
H. Making Generalizations By group: Assigned activity Teacher’s comments on Summary of the topic
and abstractions (What to Do the activity by group to do the activity performed
perform) IV:Draing of on the next day
initial
understanding
I. Evaluating Learning ( Written Hots questions Student’s Get the PMR by group Hots questions be asked
test/formative test) be asked to preparation of
students the activity
J. Additional activities for application Pictures of Answer the Read in advance page Assignment:
or remediation different festival essay question 133 for the activity on Proper calorie intake
dances on page 126 the next day
V. REMARKS
VI. REFLECTION
remediation
Prepared by : Checked by:
JOVELYN S. ESTANERO SOFIA S. VAILOCES ________________

Teaching Dates and November 12-15 ,2017 Quarter 3
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of the dangers of substance use and abuse on the individual, family and community.
B. Performance Standards The learner shares responsibility with community members through participation in collective action to prevent and control
substance use and abuse.
C. Learning Competencies 1. Describes the drug scenario in the Philippines
H9S-IIIa-14
2. Explains the concept of substance use, misuse, abuse and dependence
H9S-IIIa-15
3. Discusses risk and protective factors in substance use, and abuse
H9S-IIIb-16
4. Analyzes situations for the use and non-use of psychoactive substances
H9S-IIIb-17
II. CONTENT (subject matter) A. Drug Scenario in the Philippines

B. Factors that influence substance use and abuse

A. References
4. Textbook 280-290 280-290 280-290
IV. PROCEDURES
A. Reviewing previous Call student to Someone will One will do the recap Recap from the class
lesson or presenting the give the give the
new lesson (What to know) recapitulation of
summary
the last topic
B. Establishing a purpose What are the Teacher’s Varied responses of Varied reaction from the
for the lesson (What to know) importances of comment of the students class
knowing the summary given
usages of drugs?
C. Presenting examples/ Different 1.Enumerate the Do the role play Teacher’s additional input
instances of the new responses from kinds of drugs.
lesson (What to know) the group 2.How are these
became abused?
D. Discussing new concepts and Do the activity Group work: Teacher’s comments on Instruct students to
practicing new skills 10: You be the Reportings the activity performed narrate common
(What to process) judge of it! observations of drugs in
the community
E. Discussing new concepts and Teacher’s Student’s Answer activity Different reactions of the
practicing new skills reactions from various 14:Body risking classmates
answers
F. Developing mastery Follow-up Comment of Discuss classification of Give varied effects of

((What to know) discussion of the student’s varied drug abuse by group drugs
teacher responses
G. Finding practical Answer the Oral recitations Oral recitations Enumerate ways on drug
applications of concepts questions of the war of students
and skills in daily living (What to teacher
know)
H. Making Generalizations Self-reflection Group work: Student’s varied Student’s answer about
and abstractions (What to Make a role play answers different questions of the
perform) teacher
I. Evaluating Learning ( Written Hots questions Student’s Self-evaluation as to Role play by group
test/formative test) be asked to preparation of how they will avoid
students the activity drug abuses
J. Additional activities for application Make an editorial Write an Do the activity 16: The Make an individual plan
or remediation writing about argumentative drug concept map just to divert attention
drugs essay from getting involve in
drugs
V. REMARKS
VI. REFLECTION
remediation
Checked by:
Principal Date


I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of characteristic features of instrumental Romantic music.
B. Performance Standards The learner sings and performs themes of selected instrumental pieces .
C. Learning Competencies 1. Narrates the life and works of romantic composers after video and movie showing
MU9RO-IIIa-h-1
2. Relates Romantic period music to its historical and cultural background
MU9RO-IIIa-2
3. Explains the performance practice (setting, composition, role of composers/performers, and audience) during the Romantic
period
MU9RO-IIIb-h-3
4. Listens perceptively to selected Romantic period music
MU9RO-IIIb-h-4
II. CONTENT (subject matter) INSTRUMENTAL MUSIC OF THE ROMANTIC PERIOD (1820-1900)
a) Historical and cultural background
A. References
4. Textbook 71-77 71-77
IV. PROCEDURES
A. Reviewing previous Someone will Holiday One will do the recap Recap of the past
lesson or presenting the give the summary lesson
B. Establishing a purpose Answer pre- Varied responses of Ask questions to select
for the lesson (What to know) assessment on students sstudents
page 70
C. Presenting examples/ Show pictures of The assigned reporter The reporter will start
instances of the new different will discuss the topic discussion
lesson (What to know) musicians
D. Discussing new concepts and Discuss the Teacher’s comments to Teacher & student’s
practicing new skills contributions of student’s discussion reaction
(What to process) each composers
E. Discussing new concepts and Identify different What happened to the Why music exist in
practicing new skills music at this kind of music in this different periods?
(What to process ) period era?
F. Developing mastery Group activity: Discuss answers Varied answers from the
((What to know) Name the group
composer Checked by:
G. Finding practical How important is Oral recitations If you will be a
applications of concepts knowing the composer,what will you
SOFIA S.
and skills in daily living (What to styles & genre of compose & why?
know) each composers? VAILOCES
H. Making Generalizations Presentation of Student’s varied Determine the different
and abstractions (What to varied answers answers significances of music ________________
perform)
I. Evaluating Learning ( Written Assigned reporter Compare music of Compose your own song Principal
test/formative test) classical,medieval and
romantic periods
J. Additional activities for application Oral questionings Make a graphic Sing in front of the class Date
or remediation organizer about the the composed song
music of romantic
period
V. REMARKS
VI. REFLECTION
remediation
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of characteristic features of instrumental Romantic music.
B. Performance Standards The learner sings and performs themes of selected instrumental pieces .
MU9RO-IIIa-h-1
MU9RO-IIIa-2
3. Explains the performance practice (setting, composition, role of composers/performers, and audience) during the Romantic
period
MU9RO-IIIb-h-3
4. Listens perceptively to selected Romantic period music
MU9RO-IIIb-h-4
II. CONTENT (subject matter) INSTRUMENTAL MUSIC OF THE ROMANTIC PERIOD (1820-1900)
a) Historical and cultural background
A. References
4. Textbook 71-77 71-77
IV. PROCEDURES
A. Reviewing previous Someone will Holiday One will do the recap Recap of the past
lesson or presenting the give the summary lesson
B. Establishing a purpose Answer pre- Varied responses of Ask questions to select
for the lesson (What to know) assessment on students sstudents
page 70
C. Presenting examples/ Show pictures of The assigned reporter The reporter will start
instances of the new different will discuss the topic discussion
lesson (What to know) musicians
D. Discussing new concepts and Discuss the Teacher’s comments to Teacher & student’s
practicing new skills contributions of student’s discussion reaction
(What to process) each composers
E. Discussing new concepts and Identify different What happened to the Why music exist in
practicing new skills music at this kind of music in this different periods?
(What to process ) period era?
F. Developing mastery Group activity: Discuss answers Varied answers from the
((What to know) Name the group
composer
G. Finding practical How important is Oral recitations If you will be a
applications of concepts knowing the composer,what will you
and skills in daily living (What to styles & genre of compose & why?
know) each composers?
H. Making Generalizations Presentation of Student’s varied Determine the different
and abstractions (What to varied answers answers significances of music
perform)
I. Evaluating Learning ( Written Assigned reporter Compare music of Compose your own song
test/formative test) classical,medieval and
romantic periods
J. Additional activities for application Oral questionings Make a graphic Sing in front of the class
or remediation organizer about the the composed song
music of romantic
period
V. REMARKS
VI. REFLECTION
remediation
G. What innovation or localized material did I Checked by:

Principal Date

DAILY LESSON LOG Teacher JOVELYN S. ESTANERO Learning Area MAPEH ( Arts )
Teaching Dates and December 03-06 ,2018 Quarter 3
Time Jasmine
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding on how theatrical elements (sound, music, gesture, movement, and costume) affect the
creation and communication of meaning in Western Classical plays and opera as influenced by history and culture.
B. Performance Standards The learner creates appropriate theater play/opera costume and accessories and improvise appropriate sound, music, gesture,
movements, and costume for a chosen theatrical composition
C. Learning Competencies 1. Identify the elements and principles of arts as manifested in Western Classical plays and opera
A9EL-IVc-3
2. Evaluate works of art in terms of artistic concepts and ideas using criteria from the Neoclassic and Romantic periods
A9PR-IIIf-4
3. Show the influences of Neoclassic and Romantic periods on Philippine art forms
A9PR-IIIf-4
4. Mount exhibit using completed artworks with Neoclassic and Romantic periods characteristics
A9PR-III-g -7
II. CONTENT (subject matter) WESTERN CLASSICAL PLAYS AND OPERAS

Greek:
Oedipus Rex, Medea
Renaissance:
Shakespeare Plays
Romantic:
Carmen
I. Elements of Art as Applied to Western Classical Theater and Opera:
1. Sound & Music
2. Gesture, Movement and Dance
3. Costume, Mask, Make-up, and Accessories Spectacle

A. References
2. Learner’s Module 224-246 224-246 224-246 224-246
4. Textbook
IV. PROCEDURES
A. Reviewing previous Recall the past Review the Review past lesson Call student to do the
lesson or presenting the lesson past lesson recap
B. Establishing a purpose Ask questions to Ask student with Teacher’s comment Classmate’s reaction
for the lesson (What to know) students some questions
C. Presenting examples/ Different answers Show different Additional reaction Give some examples
instances of the new from the group instruments
D. Discussing new concepts and Call the different Ask them about Some clarifications Ask student’s reaction
practicing new skills reporters the instruments from the students from the example
(What to process) presented
E. Discussing new concepts and Discussion of the Reaction from Student’s activity Reporter’s discussion
practicing new skills reporters the class
(What to process )
F. Developing mastery Reactions from Do activity as Teacher’s supervision Teacher’s questions to the
((What to know) the classmates instructed on activity reporter
G. Finding practical Identify different Present output Presentation of work Choose one art to draw
applications of concepts kinds of arts
know)
H. Making Generalizations Show answers by Comment of the Comment on Make an explanation to
and abstractions (What to group teacher from presentation the drawn art
perform) student’s activity
I. Evaluating Learning ( Written Oral recitation Assigned Oral recitation Present the activity to the
test/formative test) reporter class
J. Additional activities for application Do individual Do the Giving assignment Choose one painter &
or remediation activity assignment write the contribution
V. REMARKS
VI. REFLECTION
remediation
Prepared by:
JOVELYN S. ESTAŃERO SOFIA S. VAILOCES ________________


Teaching Dates and December 10-11,2018 Quarter 3
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of lifestyle and weight management to promote societal fitness
B. Performance Standards The learner maintains an active lifestyle to influence the physical activity participation of the community and society
C. Learning Competencies 1 . Describes the nature and background of the dance

PE9RD-IIIb-1
2. Executes the skills involved in the dance
PE9RD-IIIb-h-4
II. CONTENT (subject matter) Other Dance Forms (Street dance)

A. References
4. Textbook
IV. PROCEDURES
A. Reviewing previous Review of past Call student to NCAE NCAE CHRISTMAS PARTY
lesson or presenting the lesson do the recap
B. Establishing a purpose Teacher’s Reactions from
for the lesson (What to know) comments the students
C. Presenting examples/ Present some Teacher’s
instances of the new examples questioning
D. Discussing new concepts and Teacher’s Student’s varied
practicing new skills questioning answers
(What to process)
E. Discussing new concepts and Show video Student’s activity
(What to process )
F. Developing mastery Reaction from Group
((What to know) the class presentation
G. Finding practical Student’s activity Reaction of

applications of concepts teacher
know)
H. Making Generalizations Oral questioning Another
and abstractions (What to presentation
perform)
I. Evaluating Learning ( Written Test Present output
J. Additional activities for application Assignment Test

or remediation
V. REMARKS
VI. REFLECTION
remediation

Teaching Dates and Jasmine 02-03,2019 Quarter 3
Time Jasmine
(Homeroom Meeting)
I.OBJECTIVES
C. Learning Competencies 1.Describes the nature and background of the dance

PE9RD-IIIb-1
2. Executes the skills involved in the dance
PE9RD-IIIb-h-4
II. CONTENT (subject matter) Other Dance Forms(Hip-hop, Street dance, Cheer dance, Contemporary dance)

A. References
4. Textbook
IV. PROCEDURES
A. Reviewing previous Review of the past Recall of the previous
lesson or presenting the lesson lesson
B. Establishing a purpose Students varied Reaction of the class
for the lesson (What to know) answers
C. Presenting examples/ Show different kinds Teacher’s input
instances of the new of social dances
D. Discussing new concepts and Ask their opinions on Teacher’s varied questions
practicing new skills the example presented
(What to process)
E. Discussing new concepts and Select pair of student Teacher’s additional
practicing new skills to execute the dance discussion
(What to process ) known
F. Developing mastery What was developed in Show videos

((What to know) the demonstration will
be told by the student
G. Finding practical Another kind of dance Class demonstration by
applications of concepts presented by the group
know)
H. Making Generalizations What skills were Class overview or the task
and abstractions (What to developed by the
perform) student as asked by the
teacher
I. Evaluating Learning ( Written Quiz Oral recitations
J. Additional activities for application Giving of assignment Research new dance from
or remediation the youtube
V. REMARKS
VI. REFLECTION
remediation

Teaching Dates and January 07-09,2019 Quarter 3
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of the dangers of substance use and abuse on the individual, family and community.
B. Performance Standards The learner shares responsibility with community members through participation in collective action to prevent and control
substance use and abuse.
C. Learning Competencies 1. Applies decision-making and resistance skills to prevent substance use and abuse
H9S-IIIg-h-24
2. Suggests healthy alternatives to substance use and abuse
H9S-IIIg-h-25
II. CONTENT (subject matter) A. Drug Scenario in the Philippines

B. Factors that influence substance use and abuse

A. References
4. Textbook 280-290 280-290 280-290
IV. PROCEDURES
A. Reviewing previous Call student to Someone will One will do the recap Qualci 2 Science Quest
lesson or presenting the give the Program
give the
new lesson (What to know) recapitulation of
B. Establishing a purpose What are the Teacher’s Varied responses of
for the lesson (What to know) importances of comment of the students
knowing the summary given
usages of drugs?
C. Presenting examples/ Different 1.Enumerate the Do the role play
instances of the new responses from kinds of drugs.
lesson (What to know) the group 2.How are these
became abused?
D. Discussing new concepts and Do the activity Group work: Teacher’s comments on
practicing new skills 10: You be the Reportings the activity performed
(What to process) judge of it!
E. Discussing new concepts and Teacher’s Student’s Answer activity

practicing new skills reactions from various 14:Body risking
answers
F. Developing mastery Follow-up Comment of Discuss classification of
((What to know) discussion of the student’s varied drug abuse by group
teacher responses
G. Finding practical Answer the Oral recitations Oral recitations
applications of concepts questions of the
know)
H. Making Generalizations Self-reflection Group work: Student’s varied
and abstractions (What to Make a role play answers
perform)
I. Evaluating Learning ( Written Hots questions Student’s Self-evaluation as to
test/formative test) be asked to preparation of how they will avoid
students the activity drug abuses
J. Additional activities for application Make an editorial Write an Do the activity 16: The
or remediation writing about argumentative drug concept map
drugs essay
V. REMARKS
VI. REFLECTION
remediation

Teaching Dates and January 07,2019 Quarter 3
Time Jasmine
MONDAY
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of characteristic features of Classical period music.
B. Performance Standards The learner sings and performs themes of symphonies and other.
MU9RO-IIIa-h-1
MU9RO-IIIa-2
II. CONTENT (subject matter) MUSIC OF THE ROMANTIC PERIOD 1820-1910

A. References
1. Teacher’s guide 50
4. Textbook 75-90
IV. PROCEDURES
A. Reviewing previous -Call student to enumerate composers of classical period.
lesson or presenting the -Play music/video in classical times and ask reaction of some students
B. Establishing a purpose -Show some pictures of composers
for the lesson (What to know) -Play another video presentation
C. Presenting examples/ -Identify different composers through pictures presented
instances of the new
D. Discussing new concepts and Discussion of the topic
practicing new skills By group:
(What to process) Why is there a need to know composers?
E. Developing mastery GROUP ACTIVITY:
((What to know) MUSICAL CONCEPT RAPPING
Divide the class into 3. Each group will report the assigned topic and present the report in RAP style.The group can use
instrumental music as accompaniment for RAP music.
F. Finding practical Reflection:

applications of concepts How music influence one’s life?
know)
G. Making Generalizations -In our locality, evaluate the kind of theme songs do we have and how it affects the lives of people.
and abstractions (What to -Let student do the overview by stating his/her understanding on the topic presented.
perform)
H. Evaluating Learning ( Written Quiz
I. Additional activities for application Assignment

or remediation
V. REMARKS
VI. REFLECTION
remediation


DAILY LESSON LOG Teacher JOVELYN S. ESTANERO Learning Area MAPEH ( Music )
Teaching Dates and January 14-17,2019 Quarter 4
Time Jasmine
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of characteristic features of vocal music of the Romantic period
B. Performance Standards The learner sings and performs themes of selected songs
C. Learning Competencies 1. Listens perceptively to selected art songs and excerpts of opera
MU9OP-IVa-g-2
2. Sings themes or melodic fragments of given selected songs
MU9OP-IVb-h-3
3. Explores other arts and media that portray Romantic period elements
MU9OP-IVb-h-4
II. CONTENT (subject matter) Vocal Music of the Romantic Period
a) Art song
b) Opera
c) Composers: Franz Schubert, Guiseppe Verdi, Giacomo Puccini, and Richard Wagner
A. References
2. Learner’s Module 51-52 51-52 51-52 51-52
4. Textbook 71-78 71-78 71-78 71-78
IV. PROCEDURES
A. Reviewing previous Recall the past Review l the Call student to do the Recap from the class
B. Establishing a purpose Ask questions Ask student Classmate’s reaction Teacher’s reaction
for the lesson (What to know) to students with some
questions
C. Presenting examples/ Different Show different Give some
instances of the new answers from instruments examples
lesson (What to know) the group
D. Discussing new concepts and Call the Ask them Ask student’s Call reporter to discuss
practicing new skills different about the reaction from the
(What to process) reporters instruments example
presented
E. Discussing new concepts and Discussion of the Reaction from Reporter’s discussion Reaction from the group
(What to process )
F. Developing mastery Reactions from Do activity as Teacher’s questions to Teacher’s questioning
((What to know) the classmates instructed the reporter
G. Finding practical Give varied Present output Encourage student’s Group activity
applications of concepts activities oral participation
know)
H. Making Generalizations Show answers by Comment of the Make a written Presentation of activity
and abstractions (What to group teacher from reaction to the topic
I. Evaluating Learning ( Written Oral recitation Assigned Write different Teacher’s comments
test/formative test) reporter composers contribution
in Romantic Period
J. Additional activities for application Do individual Answer activity Paint the music’s Compose song using some
or remediation activity in page 81 message in a short instrument
bondpaper
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% of
the formative assessment
additional activities to remediation
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 Prepared by:
E. Which of my teaching strategies Checked by:
worked well? Why did these work?
F. What difficulties did I encounter JOVELYN S. ESTAŃERO
which my principal can help me solve
G. What innovation or localized SOFIA S. VAILOCES
material did I use which I wish to
share with other teacher? ________________
Subject Teacher
Principal Date
DAILY LESSON LOG Teacher JOVELYN S. ESTANERO Learning Area MAPEH ( Physical Education )
Teaching Dates and January 28-30 ,2018 Quarter 4
Time Jasmine
I.OBJECTIVES
demonstrates understanding of lifestyle and weight management to promote community fitness
B. Performance Standards The learner . . .
maintains an active lifestyle to influence the physical activity participation of the community
practices healthy eating habits that support an active lifestyle
C. Learning Competencies 1. Discusses the nature and background of indoor and outdoor recreational activities
PE9GS-IVa-6
2. Participates in active recreation
PE9GS-IVa-7
3. Advocates community efforts to increase participation in physical activities and improve nutrition practices
PE9PF-IVb-h-43

A. References
4. Textbook
IV. PROCEDURES
A. Reviewing previous MAPEH FESTIVAL PRACTICE SPORTS FEST SPORTS FEST
lesson or presenting the
B. Establishing a purpose
for the lesson (What to know)
C. Presenting examples/
instances of the new
D. Discussing new concepts and
(What to process)
E. Discussing new concepts and
(What to process )
F. Developing mastery
((What to know)
G. Finding practical
applications of concepts
know)
H. Making Generalizations
and abstractions (What to
perform)
I. Evaluating Learning ( Written
J. Additional activities for application

or remediation
V. REMARKS
VI. REFLECTION
remediation
Prepared by:


DAILY LESSON LOG Teacher JOVELYN S. ESTANERO Learning Area MAPEH ( Arts )
Teaching Dates and January 21-24 ,2018 Quarter 4
Time Jasmine
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding on how theatrical elements (sound, music, gesture, movement, and costume) affect the
creation and communication of meaning in Western Classical plays and opera as influenced by history and culture.
B. Performance Standards The learner creates appropriate theater play/opera costume and accessories and improvise appropriate sound, music, gesture,
movements, and costume for a chosen theatrical composition
C. Learning Competencies 1. Identify selected theatrical forms from different art periods
A9EL-IVa-1
2. Research on the history of the theatrical forms and their evolution
A9EL-IVb-2
3. Identify the elements and principles of arts as manifested in Western Classical plays and opera
A9EL-IVc-3
4. Define what makes selected western classical plays and operas unique through visual representation
A9PL-IVc-4
II. CONTENT (subject matter) WESTERN CLASSICAL PLAYS AND OPERAS

Greek:
Oedipus Rex, Medea
Renaissance:
Shakespeare Plays
Romantic:
Carmen
I. Elements of Art as Applied to Western Classical Theater and Opera:
1. Sound & Music
2. Gesture, Movement and Dance
3. Costume, Mask, Make-up, and Accessories Spectacle

A. References
2. Learner’s Module 224-246 224-246 224-246 224-246
4. Textbook
IV. PROCEDURES
A. Reviewing previous Recall the past Review the Call student to do the Recap from the students
B. Establishing a purpose Ask questions to Ask student with Classmate’s reaction Teachers additional input
C. Presenting examples/ Different answers Show different Give some examples Reaction from the group
D. Discussing new concepts and Call the different Ask them about Ask student’s reaction Additional input
practicing new skills reporters the instruments from the example
E. Discussing new concepts and Discussion of the Reaction from Reporter’s discussion Teachers input
(What to process )
F. Developing mastery Reactions from Do activity as Teacher’s questions to Present example

G. Finding practical Identify different Present output Choose one art to draw Show criteria
know)
H. Making Generalizations Show answers by Comment of the Make an explanation to Select one art
and abstractions (What to group teacher from the drawn art
I. Evaluating Learning ( Written Oral recitation Assigned Present the activity to Research
test/formative test) reporter the class
J. Additional activities for application Do individual Do the Choose one painter & Assignment
or remediation activity assignment write the contribution
V. REMARKS
VI. REFLECTION
remediation
Prepared by:


DAILY LESSON LOG Teacher JOVELYN S. ESTANERO Learning Area MAPEH ( Physical Education )
Teaching Dates and February 04-07 ,2019 Quarter 4
Time Jasmine
I.OBJECTIVES
PE9GS-IVa-6
PE9GS-IVb-h-7
PE9PF-IVb-h-43
4. Practices environmental ethics (e.g Leave No Trace) during participation in recreational activities of the community
PE9PF-IVb-h-44
II. CONTENT (subject matter) Other Dance Forms (Street dance)

A. References
2. Learner’s Module 55 55 55
4. Textbook 200-210 200-210 200-210
IV. PROCEDURES
A. Reviewing previous Review the past Recall the past Call student to do the Another group presentation of
lesson or presenting the lesson lesson recap dance steps from video
new lesson (What to know) presented.
B. Establishing a purpose Someone will call Ask student with some Classmate’s reaction
for the lesson (What to know) to present questions
C. Presenting examples/ All students will Show video Give some
instances of the new present examples
D. Discussing new concepts and Critic student’s Ask them about the Ask student’s
practicing new skills presentation video reaction from the
(What to process) example
E. Discussing new concepts and Use different Reaction from the Reporter’s discussion
practicing new skills props to do the class
(What to process ) presentation
F. Developing mastery Monitor class Do activity as Teacher’s questions
((What to know) activity instructed to the reporter
G. Finding practical Let them perform Present output Encourage student’s

applications of concepts by group oral participation
know)
H. Making Generalizations Watch as the Comment of the Make a written
and abstractions (What to students present teacher from student’s reaction to the topic
perform) activity
I. Evaluating Learning ( Written Rate the Assigned reporter Let them watch a
test/formative test) presentation Zumba video &
execute the following
day
J. Additional activities for application Instruct to Practice steps watched Cut pictures showing
or remediation present by pair from the video person’s physical
fitness out from
dancing
V. REMARKS
VI. REFLECTION
remediation

DAILY LESSON LOG Teacher JOVELYN S. ESTANERO Learning Area MAPEH (Health )
Teaching Dates and February 11-14,2019 Quarter 4
Time Jasmine
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of factors that influence cigarette and alcohol use and strategies for prevention and
control
B. Performance Standards The learner demonstrates personal responsibility in the prevention of cigarette and alcohol use through the promotion of a healthy
lifestyle
C. Learning Competencies 1. Discusses gateway drugs
H9S-IVa-27
2. Identifies reasons why people smoke cigarettes
H9S-IVa-28
3. Analyzes the negative health impact of cigarette smoking
H9S-IVb-c-29
4. Describes the harmful short- and long-term effects of cigarette smoking on the different parts of the body
H9S-IVb-c-29
II. CONTENT (subject matter) A. Gateway Drugs
1. Cigarettes
2. Alcohol

A. References
2. Learner’s Module 300-315 300-315 300-315 300-315
4. Textbook
IV. PROCEDURES
A. Reviewing previous Recall the past Review the Ask student to do the Call student to do the
lesson or presenting the lesson past lesson summary of the last recap
B. Establishing a purpose Ask questions to Ask student with Follow-up inputs of Classmate’s reaction
for the lesson (What to know) students some questions teacher
C. Presenting examples/ List down Show different Recall scenes from Show the role play
instances of the new different examples of TV about the high presentation
lesson (What to know) examples of getaway drugs risks behaviors
alcohols & caused by drug abuse
cigarettes
D. Discussing new concepts and Call the different Ask them “How Give benefits of right Ask student’s reaction
practicing new skills reporters of the these kind of taking usage of drugs from the role play
(What to process) group getaway drugs presented
affect
personality of
the persons?”
E. Discussing new concepts and Discussion of the Reaction from Comments of teacher Discussion of the teacher
(What to process )
F. Developing mastery Reactions from Answer Make a diary: Write a Teacher’s questioning to
((What to know) the classmates this:What are letter to yourself class
the effects of
these getaway
drugs?
G. Finding practical Identify different Present output Call student to present Group activity:
applications of concepts effects of these it to the class Write a list of activities to
and skills in daily living (What to alcohol & control drugs
know) cigarettes
H. Making Generalizations Show answers by Comment of the Reaction from the Present the activity to the
and abstractions (What to group teacher from group class
I. Evaluating Learning ( Written Oral reitation Assigned Oral questioning Make an explanation to
test/formative test) reporter the presented answers
J. Additional activities for application Do individual Do the By group: Make a role Write a recommendation
or remediation activity assignment play showing drugs as letter to the mayor in your
burden to the world locality about the ways on
drugs eradication
V. REMARKS
VI. REFLECTION
remediation
Prepared by:

Teaching Dates and February 18-22,2019 Quarter 4
Time Jasmine
(Recollection)
I.OBJECTIVES
MU9OP-IVa-g-2
MU9OP-IVb-h-3
MU9OP-IVb-h-4
4. Creates / improvises appropriate sounds, music, gestures, movements, and costumes for a chosen opera.
MU9OP-IVb-h-5
a) Art song
b) Opera

A. References
2. Learner’s Module 51-52 51-52 51-52
4. Textbook 71-78 71-78 71-78
IV. PROCEDURES
A. Reviewing previous Recall the past Review l the Call student to do the Role play presentation
B. Establishing a purpose Ask questions to Ask student with Classmate’s reaction
C. Presenting examples/ Different answers Show different Give some examples
D. Discussing new concepts and Call the different Ask them about Ask student’s reaction
E. Discussing new concepts and Discussion of the Reaction from Reporter’s discussion
(What to process )
F. Developing mastery Reactions from Do activity as Teacher’s questions to

G. Finding practical Give varied Present output Encourage student’s

know)
H. Making Generalizations Show answers by Comment of the Make a written
I. Evaluating Learning ( Written Oral recitation Assigned Write different
in Romantic Period
J. Additional activities for application Do individual Answer activity Paint the music’s
or remediation activity in page 81 message in a short
bondpaper
V. REMARKS
VI. REFLECTION
remediation
Prepared by:

Teaching Dates and March 04-05,2019 Quarter 4
Time Jasmine
(Recollection)
I.OBJECTIVES
MU9OP-IVa-g-2
MU9OP-IVb-h-3
MU9OP-IVb-h-4
4. Creates / improvises appropriate sounds, music, gestures, movements, and costumes for a chosen opera.
MU9OP-IVb-h-5
a) Art song
b) Opera

A. References
2. Learner’s Module 51-52 51-52 51-52
4. Textbook 71-78 71-78 71-78
IV. PROCEDURES
A. Reviewing previous Recall the past Review l the Call student to do the Role play presentation
B. Establishing a purpose Ask questions to Ask student with Classmate’s reaction
C. Presenting examples/ Different answers Show different Give some examples
D. Discussing new concepts and Call the different Ask them about Ask student’s reaction
E. Discussing new concepts and Discussion of the Reaction from Reporter’s discussion
(What to process )
F. Developing mastery Reactions from Do activity as Teacher’s questions to

G. Finding practical Give varied Present output Encourage student’s

know)
H. Making Generalizations Show answers by Comment of the Make a written
I. Evaluating Learning ( Written Oral recitation Assigned Write different
in Romantic Period
J. Additional activities for application Do individual Answer activity Paint the music’s
or remediation activity in page 81 message in a short
bondpaper
V. REMARKS
VI. REFLECTION
remediation
Prepared by:

Teaching Dates and March 11-15 ,2019 Quarter 4
Time Jasmine
I.OBJECTIVES
1. how theatrical elements (sound, music, gesture, movement, and costume) affect the creation and communication of meaning in
Western Classical plays and opera as influenced by history and culture
2. theater and performance as a synthesis of arts

1. create appropriate theater play/opera costume and accessories and improvise appropriate sound, music, gesture, movements,
and costume for a chosen theatrical composition
2. take part in a performance of a selected piece from Western Classical plays and opera
C. Learning Competencies 1. Design the visual elements and components of the selected Western classical theater play and opera through costumes, props,
etc.
A9PR-IVd-1
2. Analyze the uniqueness of each group’s performance of its selected Western classical theater play and opera
A9PR-IVh-2
3. Show the influences of the selected Western Classical play or opera on Philippine theatrical performance in terms of form and
content of story
A9PR-IVh-6
l
II. CONTENT (subject matter) A.Designing for stage, costume, and props of a selected theatrical play or opera
B. Choreographing movement patterns and figures
C. Recreating a Western classical theater play and opera

A. References
2. Learner’s Module 258-280 258-280 258-280 258-280
4. Textbook
IV. PROCEDURES
A. Reviewing previous Review the Ask student to Call student to do the Group Presentation
lesson or presenting the past lesson do the summary recap
new lesson (What to know) of the last topic
B. Establishing a purpose Ask student with Follow-up inputs Classmate’s reaction
for the lesson (What to know) some questions of teacher
C. Presenting examples/ Show different Recall scenes Teacher’s instruction
instances of the new examples of from TV about for a new activity to
lesson (What to know) designs of the different perform
theater artists playing
in theater
D. Discussing new concepts and Ask them “How Give benefits of Let them decide to
practicing new skills these kind of arts agree what to play on
(What to process) theoretical arts stage
affect personality
of the persons?”
E. Discussing new concepts and Reaction from Comments of Discussion of the
practicing new skills the class teacher teacher
(What to process )
F. Developing mastery Answer this:Give Make a design of Teacher’s questioning

((What to know) examples of a theater or stay to class
theater arts? play
G. Finding practical Present output Call student to Group activity:
applications of concepts present it to the Decide set of actors or
and skills in daily living (What to class actress for a stage play
know) to perfom
H. Making Generalizations Comment of the Reaction from Present the activity to
and abstractions (What to teacher from the group the class
I. Evaluating Learning ( Written Assigned reporter Oral questioning Make an explanation to
test/formative test) the presented answers
J. Additional activities for application Do the By group: Make a script of a stage
or remediation assignment Choose one play
member to
present the
output
V. REMARKS
VI. REFLECTION
remediation
Prepared by:

DAILY LESSON LOG Teacher JOVELYN S. ESTANERO Learning Area MAPEH (Physical Education )
Teaching Dates and March 18-20 ,2019 Quarter 4
Time Jasmine
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of lifestyle and weight management to promote community fitness
B. Performance Standards The learner maintains an active lifestyle to influence the physical activity participation of the community
PE9GS-IVa-6
PE9GS-IVb-h-7
PE9PF-IVb-h-43
4. Practices environmental ethics (e.g Leave No Trace) during participation in recreational activities of the community
PE9PF-IVb-h-44
II. CONTENT (subject matter) Active Recreation

a. Indoor
1.individual and dual sports

2. team sports
3. dances
b. Out door

A. References
2. Learner’s Module 164-180 164-180 164-180 164-180
4. Textbook
IV. PROCEDURES
A. Reviewing previous Recall the past Review the Ask student to do the Call student to do the
lesson or presenting the lesson past lesson summary of the last recap
B. Establishing a purpose Ask questions to Ask student with Follow-up inputs of Classmate’s reaction
for the lesson (What to know) students some questions teacher
C. Presenting examples/ Different answers Show different Ask the importance of Give some examples
instances of the new from the group forms of exercise exercise
D. Discussing new concepts and Call the different Ask them about Give benefits of Ask student’s reaction
practicing new skills reporters the exercise exercise from the example
E. Discussing new concepts and Discussion of the Reaction from Comments of teacher Reporter’s discussion
(What to process )
F. Developing mastery Reactions from Do activity as Explain the sports that Teacher’s questions to the
((What to know) the classmates instructed show exercise reporter
G. Finding practical Identify different Present output Present to the class Choose one exercise to do
know)
H. Making Generalizations Show answers by Comment of the Reaction from the Make an explanation to
and abstractions (What to group teacher from group the exercise chosen
I. Evaluating Learning ( Written Oral recitation Assigned Oral questioning Present the activity to the
test/formative test) reporter class
J. Additional activities for application Do individual Do the Assign new reporter Choose activity showing
or remediation activity assignment fitness & write an
explanation
V. REMARKS
VI. REFLECTION
remediation
Prepared by:


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School SOMINOT NATIONAL HIGH SCHOOL Grade Level GRADE 9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

E. Discussing new concepts and The teacher will play the

F. Developing mastery Let the students identify

Prepared by: Checked by:

JOVELYN S. ESTAÑERO SOFIA S. VAILOCES ________________

School SOMINOT NATIONAL HIGH SCHOOL Grade Level GRADE 9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. CONTENT (subject matter) WESTERN AND CLASSICAL ART TRADITIONS

III. LEARNING RESOURCES

Prepared by: Checked by:

JOVELYN S. ESTAÑERO SOFIA S. VAILOCES ________________

School SOMINOT NATIONAL HIGH SCHOOL Grade Level GRADE 9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

Prepared by: Checked by:

JOVELYN S. ESTAÑERO SOFIA S. VAILOCES ________________

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning Competencies 1. Defines community and environmental health.

III. LEARNING RESOURCES

Prepared by: Checked by:

JOVELYN S. ESTAÑERO SOFIA S. VAILOCES ________________

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

3. Improvises appropriate accompaniment to given short and simple Classical pieces.(MU9CL-IIe-7)

II. CONTENT (subject matter)

III. LEARNING RESOURCES

Prepared by: Checked by:

JOVELYN S. ESTAÑERO SOFIA S. VAILOCES ________________

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Presenting examples/ The teacher presents the

School SOMINOT NATIONAL HIGH SCHOOL Grade Level GRADE 9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning Competencies 1. Undertakes physical activity and physical fitness assessments

II. CONTENT (subject matter)

G. Finding practical Teacher’s input Presentation of teacher’s Teacher’s additional discussions

School SOMINOT NATIONAL HIGH SCHOOL Grade Level GRADE 9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

School SOMINOT NATIONAL HIGH SCHOOL Grade Level GRADE 9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Presenting examples/ The teacher presents the

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Collective Action for the Environment

III. LEARNING RESOURCES

G. Finding practical Student’s recitation Additional inputs of

School SOMINOT NATIONAL HIGH SCHOOL Grade Level GRADE 9

B. Performance Standards The learner

III. LEARNING RESOURCES

G. Finding practical Show some videos Additional inputs of

School SOMINOT NATIONAL HIGH SCHOOL Grade Level GRADE 9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Collective Action for the Environment

III. LEARNING RESOURCES

F. Developing mastery Questioning by the teacher Teacher’s input Oral questioning

G. Finding practical Student’s recitation Presentation of teacher’s Additional inputs of

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

School SOMINOT NATIONAL HIGH SCHOOL Grade Level GRADE 9