DLL MAPEH7_3rd quarter.pdf

1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content standard The learner demonstrates understanding of the musical characteristics of representative music from
Mindanao.
B. Performance standard The learner performs music of Mindanao with appropriate expression and style.
C. Learning competencies/
Objectives
The learner identifies the musical characteristics of
representative music selections from Mindanao
after listening.
(MU7MN-IIIa-g-1)
The learner analyses the musical elements of
some Mindanao vocal and instrumental music.
(MU7MN-IIIa-g-2)
II. CONTENTS
The Vocal Music of Mindanao
A. Islamic Music - Vocal Music
 Chants
 Lullaby
B. Instrumental Ensemble
 Kulintang ensemble
 Bamboo ensemble
 Solo instrument
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material
pages
p. 10 p. 11
3. Textbook pages
Gonzales,C.,& Lacia G. et al.(ed.20 ) MAPEH in action- 7
4. Additional Materials Videos, audios, pictures and maps
Daily Lesson Log
in
MAPEH
SCHOOL CAMP VICENTE LIM NHS GRADE LEVEL 7
TEACHER ELAINE GENERAL LEARNING AREA MUSIC
TEACHING DATE AND
TIME
WEEK 1 QUARTER 3RD
QUARTER

2
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting New
Lessons
Listening Activity of
Mindanao Music
 What can you
say about the
music?
 What did you
feel while
listening to
the music?
Play the game:
"Guess the
Instruments”
Let the learners
listen to the
recorded or actual
sound of
instruments. Ask
the students to
name the particular
instrument that will
be played.
The learners may
answer by writing
the name of the
instrument on the
board. The first
one who guesses it
correctly gets a
point. The student
who earns the
most number of
points wins the
game.
Analyze and identify
sound, then, write the
what kind of
instrument have been
played?
B. Establishing A Purpose For
The Lesson
Play a guessing game
about the different songs
sung on different
occasions and seasons in
the Philippines. Make the
students realize that each
Have a picture
parade. Present
pictures showing
different
instrumental
ensemble from

3
nation has its own set of
seasonal and vocal
music. Relate the
activity with the diversity
of the vocal music of
Mindanao.
Mindanao, learners
analyze the musical
elements if it is
string, drums and
wind instruments.
C. Presenting Examples /
Instances of the New
Lesson
The teacher will ask the
students: What is the
vocal music of Mindanao?
The teacher will let
the students watch
a video
presentation about
the example of
instrumental
ensemble, and
afterwards will ask
the following
question:
What can you say
about the video
clip?
D. Discussing New Concepts
and Practicing New Skills
# 1
Discussion of the
elements and principles
of arts present in the
artworks of Mindanao.
(5 min)
The teacher will
discuss the
features of Agusan,
Lanao and their
folk arts
(10 min)
The teacher will
discuss the features of
Zamboanga Peninsula
and their folk arts
(10 min)
E. Discussing New Concepts
and Practicing New Skills
# 2
Discuss the different
forms and characteristics
of vocal music in
Mindanao.
Play an example of
instrumental
ensemble in
Mindanao and let
the students
analyse its tone
color through
listening.
(5 min)

4
F. Developing Mastery
(Leads To Formative
Assessment 3)
Listening Activity
1. What are the
distinctive
characteristics of the
Indigenous music of
Mindanao?
Group Activity
Ask the students to
analyse and group/
classify the musical
instruments of
Mindanao.
G. Finding Practical
Applications of the
Concepts And Skills In
Daily Living
Group Activity:
Write your own story of how
Mindanao music came to be.
After the group
presentation, process
the response by
discussing the
importance of music
to their daily living.
H. Making Generalizations
and Abstractions About
the Lesson
students about the musical
characteristics of music from
Mindanao, and how it is
relevant to this region.
Ask the students what
are the musical
elements of Mindanao
vocal and instrumental
music?
I. Evaluating Learning Play Islamic music
1-5 Identify and Enumerate
the musical characteristics
Analyze and identify
the sound being
played and write what
kind of instrumental
ensemble.
J. Additional Activities for
Application and
Remediation
Listening to other examples
of vocal music from
Mindanao and identify their
characteristics
Let the learners find
out about other
musical instruments of
Mindanao that were
not mentioned in the
lesson. Have them
enumerate the
instruments.

5
K. Assignment Have the students read the
next lesson in Advance
Topic: Mindanao vocal and
Instrumental ensemble
Give at least 5 existing
cultures from
Mindanao
V. REMARKS
VI.REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. of Learners
Who Have Caught Up
With The Lesson.
D. No. of Learners Who
Continue To Require
Remediation
E. Which of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

6
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the musical characteristics of representative music from
Mindanao.
B. Performance Standard The learner performs music of Mindanao with appropriate expression and style.
C. Learning Competencies/
Objectives
The learner explains the distinguishing
characteristics of representative music selections
of Mindanao in relation to its culture and
geography
(MU7MN-IIIa-g-3)
The learners…
 Explores ways of producing sounds on a
variety of sources that is similar to the
instruments being studied
(MU7MN-IIIb-h-4)
 Improvises simple rhythmic/melodic
accompaniments to selected music from
Mindanao
(MU7LV-IIIc-h-5)
 Performs instruments/improvised
instruments from Mindanao, alone and/or
with others.
 (MU7LV-IIIc-h-6)
 The leaner sings a song and creates
appropriate movement or gestures to
accompany the music from Mindanao
(MU7LV-IIIc-h-7-8)
 Provides accompaniment to selected music
of Mindanao
(MU7LV-IIIc-h-9)
Daily Lesson Log
in
MAPEH
SCHOOL Camp Vicente Lim NHS GRADE LEVEL 7
TEACHER ELAINE GENERAL LEARNING AREA Music
TEACHING DATE AND
TIME
Week 2 QUARTER 3rd
Quarter

7
 The learner evaluates music selections and
music performances applying knowledge of
music elements and styles
(MU7LV-IIIc-h-10)
.
II. CONTENT
A. Non-Islamic
 Christian
 Lumad (Folk song of Zamboanga, Butuan
and Tausug)
B. Instrumental Ensemble
A. REFERENCES
2. Learner’s Material pages
Padro,Alicia N. et al,(1998.) Musika at sining. 2 – 3.
Adriano,C..,T.et al, (1999.) Edukasyong pangkatawan, kalusugan at musika III. 253-254
3. Textbook pages
Journey towards MAPEH-7 -pp.47-50, 57
MAPEH on the go 7. Sunshine Interlinks Pub House Ic. 3rd
fl Maine City Tower, QuezonCity.41-42/48
4. Additional Materials
from Learning Resource
(LR) portal
Videos, audios, pictures and maps
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
Lesson Or Presenting New
Lessons
Video clip presentation
about Non-Islamic music
from Mindanao
(5 min)
Have the students recall the
characteristics of music in
Mindanao in relation to its
culture and geography
(5 min)
The teacher will ask
the students how
music affects
culture and
geography?
(5 min)
Play an instrumental
ensemble from
Mindanao.
(5 min)
B. Establishing A Purpose
For The Lesson
After the video
presentation, process the
responses by discussing
Have a group
singing. Play or
sing an example of

8
their observations about
the video
(5 min)
the Mindanao song
entitled "Sua-sua"
or "Tangungo"
What did you feel
while singing the
song?
(15 min)
Instances Of The New
Lesson
Let the students watch a
video about a Christian
song and a Folk song
showing the culture and
geography of Mindanao
and afterwards ask them
the following question:
What can you say about
the music?
(10 min)
Show pictures of
different
instruments like
kulintang, solo
instrument a
bamboo ensemble.
Ask the students to
characterize and
describe each one.
(15 min)
And Practicing New Skills
# 1
Discussion about the
Non-Islamic music
(Christian and Lumad),
The teacher will explain
the characteristics of
each song and how
music related to their
culture and geography.
(25 min)
The teacher will
play an
instrumental music
from Mindanao.
Let the students
answer the
following:
 How do you
describe the
way of
producing
sounds in
the
Mindanao
music?
 What
The teacher will
Zamboanga Peninsula
and their folk arts
(10 min)

9
instruments
can you
aurally
recognize
from the
music?
(10 min)
# 2
Discuss the different
forms of vocal music in
Mindanao as well as its
characteristics.
Play an example of
instrumental
ensemble in
Mindanao and let
the students
analyze its tone
color through
listening.
(Leads To Formative
Assessment 3)
Let the students listen
other Non-Islamic music
from Mindanao and
discuss the characteristic
of the songs in relation to
their culture and
geography.
(15 min)
Simultaneous
Group Activity:
Group A - will identify
some indigenous
materials from the
environment that
produce sounds
similar to the
instruments of
Mindanao
Group B - sing a song
from Mindanao
Group C - create
appropriate
movements
(20 min)
Applications Of The
Play a sample of Christian
music and folk song from
After the presentation,
process the learning

10
Daily Living
Zamboanga, Butuan and
Tausug. Let the students
explain, how music is related
to the culture and geography
of Mindanao?
(30 min)
of the students:
 What did you feel
while performing
your task?
 Do you think that
kind of music can
affect the life of
everyone? How?
(15 min)
And Abstractions About
The Lesson
How did Lumad and
Christians music affect the
culture and geography of
Mindanao?
How an ensemble can
perform a piece of
music well.
(5 min)
I. Evaluating Learning 1 – 5 Short quiz
(5 min)
Use the rubrics in the
group presentation.
J. Additional Activities For
Application And
Remediation
Let the students find out
about the past and present
music of Mindanao
Make a music video
on the indigenous
music of Mindanao.
You can include your
own chants or
improvised melody in
your music video.
K. Assignment The students find out other
examples of folksongs from
Mindanao.
What do you know
about Philippine
Festivals?
Cite the origin and
cultural background of

11
selected Philippine
Festivals.
V. REMARKS
VI.REFLECTION
Earned 80% In The
Evaluation
Below 80%
Work? No. Of Learners
Who Have Caught Up
With The Lesson.
Continue To Require
Remediation
These Work?
Encounter Which My
Principal or Supervisor
Helped Me Solved?
G. What Innovation Or
Teachers?

12
I. OBJECTIVES
A. Content Standards The learner…
 Art elements and processes by synthesizing and applying prior knowledge and skills
 The salient features of the arts of Mindanao by showing the relationship of the elements of art
and processes among culturally diverse communities in the country
 The Philippines as having rich artistic and cultural tradition from pre-colonial to present times
B. Performance Standards The learner…
 Create artworks showing the characteristic elements of the arts of Mindanao
 Exhibit completed artworks for appreciation and critiquing
Objectives
The learner…
 Analyses elements and principles of art in
the production one’s arts and crafts
inspired by the arts of Mindanao
(A7EL-IIIb-1)
 Identifies characteristics of arts and crafts
in specific areas in Mindanao (e.g.,
maritime vessel [balanghay] from Butuan,
vinta from Zamboanga; Maranao’s malong,
brasswares, okir, panolong, torogan, and
sarimanok; Yakan’s fabric and face makeup
and body ornamentation; T’boli’s tinalak
and accessories; Tawi-tawi’s Pangalay
dance, etc.
(A7EL-IIIa-2)
 Creates crafts that can be locally
assembled with local materials, guided by
local traditional techniques (e.g., habi, lilip,
etc).
(A7PL-IIIe-1)
 Traces the external (foreign) and internal
(indigenious) influences that are relflected
in the design of artwork and in the making
of a craft or artefact
(A7PL-IIIh-4)
 Drives elements from traditions/history of
a community for one’s work
(A7PL-IIIf-2)
Daily Lesson Log
in
MAPEH
SCHOOL KAPAYAPAAN NATIONAL HIGH SCHOOL GRADE LEVEL 7
TEACHER CHRISTIAN MARION A. OBO LEARNING AREA Arts
TEACHING DATE AND
TIME
Week 1 QUARTER 3rd
Quarter

13
 Incorporates the design, form, and spirit of
artifacts and objects from Mindanao to
one’s creation
(A7PL-IIIh-3)
 Appreciates the artifacts and art objects in
terms of its utilization and their distinct use
of art elements and principles
(A7PR-IIIc-e-1)
 Reflects on and derives the mood, idea, or
message emanating from selected artifacts
and art objects
(A7PL-IIIh-1)
II. CONTENT
Elements and Principles of Arts
Elements of Art
Line, Shape, Form, Value, Color, Texture
and Space
Principles of Art
Rhythm, Movement, Balance, Emphasis,
Harmony, Unity, Variety and Proportion
Agusan Del Sur and
Lanao Folk Arts
(Attire, fabrics, tapestries,
crafts, accessories, body
ornamentation, architectures
sculptures (gods/rituals) and
everyday objects)
Zamboanga Peninsula
(Attire, fabrics, tapestries,
crafts, accessories, body
ornamentation,
architectures sculptures
(gods/rituals) and everyday
objects)
A. REFERENCES
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013). Our world of MAPEH. Vibal group, Inc.,
Gregorio Araneta Ave., Quezon City, 178-183.
Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013) MAPEH on the Go 7.
Sunshine Interlinks Publishing House, Inc., 3/F Maine City Tower, 236 Tomas Morato Ave., Brgy.
South Triangle Quezon City, 151-191
Limjoco, M.F.; Lapuz, D. M.; Jeniebre, J.L.; et. Al. (2013)Journey towards MAPEH.
KLEAFS Publishing. Block 609, Lot 1 Phase 6, Metrogate, Meycauyan ILoma de Gato, Marilao,
Bulacan, 110-117
3. Textbook pages
4. Additional Materials from OHSP Arts Module Q1

14
Learning Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
http://www.slideshare.net/lhoralight/k-to-12-grade-7-learning-modules-in-arts
https://www.youtube.com/watch?v=TMK7GRGh_nQ
https://www.youtube.com/watch?v=FjxB9sWxO3Q&spfreload=10
IV. PROCEDURES
Lessons
Teacher will ask the
students about their
perception of Mindanao.
(5 min)
Ask the learners to name the
different elements and
principles of arts present in
Mindanao artworks.
(5 min)
The learners will
identify different
motifs of Mindanao
folk arts from the
given pictures.
(5 min)
The learners will
enumerate sample
artworks from Agusan
and Lanao.
(5 min)
B. Establishing A Purpose
For The Lesson
Short video presentation
of Mindanaon people,
culture, and tradition.
https://www.youtube.co
m/watch?v=TMK7GRGh_
nQ
m/watch?v=FjxB9sWxO3
Q&spfreload=10
(please see attached CD)
following questions:
What did you observe
about the people, culture
and tradition in
Mindanao?
(20 min)
(Small Group
Discussion/Reporting)
The learners will
form pieces of
puzzles to identify
different artifacts
from Agusan Del
Sur and Lanao.
(5 min)
(Group Activity)
Activity: Fact or Bluff
The teacher will give
different trivias which
the students will
identify as FACT or
BLUFF.
Ex:
Kaamulan comes from
the Binukid word
“AMUL”. Fact
There are five main
tribes in Central
Mindanao. Bluff
(5 min)
C. Presenting Examples / The students will identify Students will determine the mood, idea, or

15
Lesson
different significant
artworks from the video
presentation.
(5 min)
(Big Group Discussion)
message emanating from selected
artifacts/objects.
(10 min)
(See attached worksheet)
# 1
Discussion of the
elements and principles
of arts present in the
artworks of Mindanao.
(5 min)
The teacher will
discuss the features
of Agusan, Lanao
and their folk arts.
(10 min)
The teacher will
Zamboanga Peninsula
and their folk arts.
(10 min)
# 2
The teacher will discuss
motifs and the
characteristics of
Mindanao folk arts.
(10 min)
(Leads To Formative
Assessment 3)
Learners will determine
different motifs and
designs based on the
given examples.
(15 min)
Learners will employ
different art elements and
principles in making their
own drawing.
(Sarimanok)
(35 min)
Create your pattern
of Okkir/Okkil.
(30 min)
Draw a design of the
Bukidnon embroidery.
(30 min)
Applications Of The
Daily Living
What values did you exercise
in doing the activity?
How can you apply these
values in your day to day
life?
(Small Group Sharing
followed by a Big Group
Sharing)
(15 min)

16
The Lesson
question:
How do element and
principles work in an
artwork?
(5 min)
I. Evaluating Learning Outputs will be graded
based on a set of criteria.
Learners’ work will be
graded based on a set of
criteria.
Learners’ work will
be graded based on
a set of criteria.
Learners’ work will be
graded based on a set
of criteria.
Application And
Remediation
Read and understand
different motifs, artifacts of
the different provinces in
Mindanao.
Tell the story of
Agusan Tara and its
significance to
Agusan.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
Below 80%
Who Have Caught Up
With the Lesson.
Continue To Require
Remediation
These Work?

17
Encounter Which My
Principal or Supervisor
Helped Me Solved?
Teachers?

18
Daily Lesson Log
in
MAPEH
TEACHER CHRISTIAN MARION A. OBO LEARNING AREA ARTS
TEACHING DATE AND
TIME
WEEK 2 QUARTER 3RD
QUARTER
I. OBJECTIVES
 The salient features of the arts of Mindanao by showing the relationship of the elements of art
and processes among culturally diverse communities in the country
 The Philippines as having a rich artistic and cultural tradition from precolonial to present times
B. Performance Standard Creates artworks showing the characteristic elements of the arts of Mindanao
Objectives
The learner…
 Identifies characteristics of arts and crafts
in specific areas in Mindanao (e.g.,
maritime vessel [balanghay] from Butuan,
vinta from Zamboanga; Maranao’s malong,
brasswares, okir, panolong, torogan, and
sarimanok; Yakan’s fabric and face makeup
and body ornamentation; T’boli’s tinalak
and accessories; Tawi-tawi’s Pangalay
dance, etc.
(A7EL-IIIa-2)
 Reflects on and derive the mood, idea, or
message emanating from selected artifacts
and art objects.
(A7PL-IIIh-1)
 Incorporates the design, form, and spirit of
artifacts and objects from Mindanao to
one’s creation.
(A7PL-IIIh-3)
 Appreciates the artifacts and art objects in
terms of its utilization and their distinct use
The learner…
 Traces the external (foreign) and internal
(indigenous) influences that are reflected
in the design of an artwork and in the
making of a craft or artefact.
(A7PL-IIIh-4)
 Creates crafts that can be locally
assembled with local materials, guided by
local traditional techniques (e.g., habi, lilip,
etc)
(A7PR-IIIc-e-1)
 Derives elements from traditions/history of
a community for one’s artwork.
(A7PR-IIIf-2)

19
of art elements and principles (A7PL-IIIh-
2)
II. CONTENT
Zamboanga and Davao folk arts
(Attire, fabrics, tapestries, crafts, accessories,
body ornamentation, architectures sculptures
(gods/rituals) and everyday objects)
The development of Mindanao’s artwork
Concept
Content / labels
Physical layout
A. REFERENCES
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).
Our world of MAPEH. Vibal group, Inc.,
Gregorio Araneta Ave., Quezon City, pp. 178-183.
Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013)MAPEH on the Go 7.
Sunshine Interlinks Publishing House, Inc.,
3/F Maine City Tower, 236 Tomas Morato Ave.,
Brgy. South Triangle Quezon City, pp. 151-191
Limjoco, M.F.; Lapuz, D. M.; Jeniebre, J.L.; et. Al. (2013) Journey towards MAPEH.
KLEAFS Publishing.
Block 609, Lot 1 Phase 6, Metrogate, Meycauyan II
Loma de Gato, Marilao, Bulacan, pp.110-117
3. Textbook pages
4. Additional Materials from
portal
OHSP Arts Module Q1
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES

20
Lessons
What are the main
artifacts of Lanao
and Agusan?
(5 min)
LOOP A WORD
The students will look
for words that are
connected to folk arts
of Zamboanga from a
word pool.
(5 min)
(See Attached Word
Pool)
PICKOmon
Students will describe the
characteristics of a particular
artwork drawn inside a
POKEBAll.
(5 min)
(A small box will do but don’t
forget to design it like a
Pokeball)
The students will name
different artefacts which
have been influenced by
internal and eternal factors.
(5 min)
The Lesson
the students the
What comes to your
mind when you hear
the word
Zamboanga?
(5 min)
(Big Group
Discussion)
PIC HUNT
The students will try
to name different
images that they will
find under their seats.
Ex: Malong, Mats,
Padang-padang
Festival
(5 min)
Read the internal and external
factors that made an impact in
the development of Mindanao
artworks.
(10 min)
(See separate sheet)
Looking Back…Moving
Forward
The students will identify
the evolution and
development of folk arts of
Mindanao through a short
video clip. (10 min)
https://www.youtube.com/
watch?v=5ObQqGCPuv4
Instances of The New
Lesson
Mix and Match
The students will try
to identify different
works of
Zamboanga posted
on the board.
(5 min)
the question:
What are the different
artifacts of Davao and
Maguindanao?
(5 min)
students to identify different
factors that influenced the
culture and tradition of
Mindanao.
(5 min)
Mindanao’s arts and crafts
to Philippine culture,
traditions, and history,
particularly with Islamic
influences and indigenous
(Lumad) practices.
(15 min)

21
# 1
Teacher will discuss
the different folk
arts of Zamboanga
(20 min)
The teacher will
discuss different folk
arts/artifacts from
Davao and
Maguindanao.
(10 min)
The teacher will discuss the
external and internal
influences that are reflected in
the design of Mindanao.
(10 min)
The teacher will discuss the
relationship of the
development of crafts in
Mindanao and its
implication to our country.
(15 min)
E. Developing Mastery
(Leads To Formative
Assessment 3)
Students will be
asked to incorporate
the design, form,
and spirit of
artefacts and objects
in creating their own
design of tinalak
cloth.
(30 min)
Students will create
decorative
baskets/flowers using
available materials.
(30 min)
Students will design crafts that
can be locally assembled with
local materials, guided by local
traditional techniques (e.g.,
habi, lilip, etc).
(30 min)
F. Finding Practical
Applications Of The
Daily Living
G. Making Generalizations
The Lesson
What are the
commonalities and
differences of the
different provinces in
terms of motifs and
crafts?
(5 min)
(Big Group
Discussion)
The students will discuss
the value of Mindanaos
artwork to Philippine
culture, tradition and history
through a short essay.
(10 min)
H. Evaluating Learning Outputs will be
assessed using a
scoring guide.
Outputs will be
assessed using a
scoring guide.
Outputs will be assessed using
a scoring guide.
Outputs will be assessed
using a scoring guide.
I. Additional Activities For
Application And
Remediation
V. REMARKS
VI. REFLECTION

22
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Below 80%
Who Have Caught Up
With The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
These Work?
Encounter Which My
Helped Me Solved?
Teachers?
*For improvement, enhancement and / or clarification of any DEPED material used, kindly submit feedback to bld.tld@deped.gov.pH

23
Daily Lesson Log
in
MAPEH
TEACHER CHRISTIAN MARION A. OBO LEARNING AREA ARTS
TEACHING DATE AND
TIME
WEEK 3 QUARTER 3RD
QUARTER
MONDAY TUESDAY
I. OBJECTIVES
 The salient features of the arts of Mindanao by showing the relationship of the elements of art and processes
among culturally diverse communities in the country
 Art elements and processes by synthesizing and applying prior knowledge and skills
B. Performance Standard The learner creates artworks showing the characteristic elements of the arts of Mindanao.
Objectives
The learner…
 Shows the relationship of the development of
crafts in specific areas of the country, according
to functionality, traditional specialized expertise,
and availability of resources (e.g., pottery,
weaving, jewelry, and basketry)
(A7PR-IIIf-3)
 Shows the relationship of Mindanao’s arts and
crafts to Philippine culture, traditions, and
history, particularly with Islamic influences and
indigenous (Lumad) practices
(A7PR-IIIh-4)
 The learner will mount exhibit using completed
Mindanao inspired arts and crafts in an organized
manner.
(A7PR-IIIg-5)
II. CONTENT
The Development of Mindanao’s Artwork
 Concept
 Content / labels
 Physical layout

24
A. REFERENCES
Copiaco, H.P.; Lugue, V. P.; Ramirez, V. E.; et. Al. (2013).
Our world of MAPEH. Vibal group, Inc.,
Gregorio Araneta Ave., Quezon City, pp. 178-183.
Muyot, F. R.; Garcia, M. D.; Baarde, MC. G.; et. Al. (2013)MAPEH on the Go 7.
Sunshine Interlinks Publishing House, Inc.,
3/F Maine City Tower, 236 Tomas Morato Ave.,
Brgy. South Triangle Quezon City, pp. 151-191
Limjoco, M.F.; Lapuz, D. M.; Jeniebre, J.L.; et. Al. (2013)
Journey towards MAPEH. KLEAFS Publishing.
Block 609, Lot 1 Phase 6, Metrogate, Meycauyan II
Loma de Gato, Marilao, Bulacan, pp.110-117
3. Textbook pages
portal
OHSP Arts Module Q1
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
Lessons
The students will share their ideas on the evolution and
development of Mindanao Folk Arts (Big Group
Sharing).
(5 min)
What is the significance of Mindanao folk arts to our culture,
tradition and history?
(5 min)
The Lesson
(Pinoy Henyo) Students will play a short game called
Pinoy Henyo.
Category: Handicrafts
(10 min)
Lesson
The teacher will post different folk arts of Mindanao
which had undergone stages of development.

25
# 1
Teacher will discuss the development and significance
of the different crafts of Mindanao to our culture,
tradition and history.
(15 min)
# 2
(Leads To Formative
Assessment 3)
Students will create their own small basket per group
using available materials.
( 30 min)
Students will set-up a mini-exhibit per group.
(35 min)
Each group will have the chance to go around and look at
the other exhibits prepared by the different groups.
Applications Of The
Daily Living
What are the values of Minadanaon people which helped
them develop their own culture and tradition that we can
adopt and observe in order to grow as an individual?
(10 min)
The Lesson
Ask the students the following questions:
1. How important are artifacts of Mindanao in the
development of our culture and tradition?
2. In what ways can we contribute to the preservation
and promotion of their folk arts?
(10 min)
I. Evaluating Learning Outputs will be assessed using a scoring guide. Outputs will be assessed using a scoring guide.
Application And
Remediation
Create a slogan in a short bond paper that would encourage
other students to appreciate and value the folk arts of
Mindanao.
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation

26
Below 80%
Who Have Caught Up
With The Lesson.
Continue To Require
Remediation
These Work?
Encounter Which My
Helped Me Solved?
Teachers?

27
Daily Lesson Log
in
MAPEH
SCHOOL CASTOR ALVIAR NHS GRADE LEVEL 7
TEACHER LUZ D. GIBAS LEARNING AREA PE
TEACHING DATE AND
TIME
Week 1 QUARTER 3rd
Quarter
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of guidelines and principles in exercise program design to
achieve personal fitness.
B. Performance Standard The learner modifies the individualized exercise program to achieve personal fitness.
Objectives
The learner...
 Undertakes physical activity and physical fitness assessments
(PE7PF-IIIah-23)
 Reviews goals based on assessment results
(PE7PF-IIIa34)
 Addresses barriers (low level of fitness, lack of skill and time) to exercise
(PE7PF-IIIb33)
 The learner describes the nature and background of the dance
(PE7RD-IVc- 1)
 The learner executes the skills involved in the dance
(PE7RDIIId-h-4)
II. CONTENT Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities, Folk (Subli)/ indigenous, ethnic, traditional/ festival dance
A. REFERENCES
2. Learner’s Mateials pages pp.1-6 pp. 6-7

28
3. Textbook pages
Muyot,F.R.;Garcia,M.D.; Baarde,M.G.; et.Al.(2013). MAPEH on the GO 7. Sunshine Interlinks
Pub.House.Inc. 3rd flr. Maine City Tower, 236 Tomas Morato Ave. Brgy. South Traiangle,
Quezon City. 282 – 287
Copiaco,H.P.; Lugue, V.P.; Ramirez, V.E.; et Al. (2013). Our world of MAPEH. Vibal group Inc.,
Gregorio Araneta Ave., Quezon City, pp. 299 – 307.
Aquino,F.A.(1952) Fundamental dance steps and music, Manila, Philippines. 1-3.
Learning Resources (LR)
portal
OHSP PE 1 Q4 module 1
B. OTHER LEARNING
RESOURCES
https://www.youtube.com/watch?v=VpGmi...
http://www.slideshare.net/mimiboots16/phil-folk-danceppt?next_slideshow=2
http://raizhelle18.tripod.com/thesis/lesson2.html
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Let the students recall
the level of performances
they got from the pre-
test. Ask whether they
were able to maintain or
enhance their fitness
from the pre-test .
(5 min)
the students to recall
and make a list of
steps in folk dance that
they have performed
when they were in
elementary through
boardwork.
volunteer students to
identify and
demonstrate the steps
within the class.
(5 min)
Teacher – led review on
the classifications of folk
dance through pictures.
(5 min)
Teacher – led review
on the fundamental
dance positions of
the arms and feet
through pictures.
(5 min)

29
B. Establishing a purpose for
the lesson
The teacher will play a
music video about the
Nestle Wellness Dance
2016 that promotes
physical fitness and
wellness.
students to follow the
dance moves.
m/watch?v=VpGmi...
(5 min)
Group Activity -
Picture Puzzle:
each group to pick 1
envelope containing
cut-out pictures
associated to Folk
Dance.
Each group will form
the picture and
identify/ name the
picture. The group
which finishes the first
and with the correct
answer wins the game.
(5 min)
(See Annex )
The students will
answer the puzzle
LOOP A WORD.
(5min)
(See Annex C.)
volunteer students
to do the activity.
The teacher will pick
words from the
puzzle and
demonstrate the
steps and the
students will follow.
(Follow the Leader)
(5 min)

30
C. Presenting examples/
Instances of the new
lesson
Based on the music
video, the teacher will
ask the students the
1. What are the
different dance
moves presented
in the music video?
2. What benefits can
be derived from
dancing/
dancercise?
3. What is the goal of
the video in
promoting
wellness and
fitness?
Based on the activity,
the teacher will ask the
students/ groups to
describe the picture
they formed.
(5min)
the students:
1. What are the
different
steps that
you
performed?
2. Can you
identify each
step?
D. Discussing new concepts
and practicing new skills
#1
the FITT principles
through a PowerPoint
presentation.
(10 min)
the Major
Classifications of
Philippine Folk Dance
according to Cultural
Origin
(see PowerPoint
presentation)
http://www.slideshare.
net/mimiboots16/phil-
folk-
danceppt?next_slidesh
ow=2
the following
questions:
The teacher will
discuss and
demonstrate the
fundamental dance
steps in folk dance
that can be
performed both in
2/4 and ¾ time
music.
(20 min)

31
 What do
costumes,
props, and
accessories of
local and
indigenous tell
about the
dances?
 Are costumes
an important
aspect of
cultural
performances
and dances?
Why?
 How can dance
help you
achieve the
desired level of
fitness?
(35 min)
E. Discussing new concepts
and practicing new skills
#2
on:
 Different dance
formation and
Position.
 Fundamental
positions of
arms/hand and
feet.
Demonstrate the
fundamental position of
arms/hand and feet and
the combination of hands
and feet with the

32
accompaniment of music
with 4/4 measure.
Counting one, two, three,
and four to a measure.
(25 min)
F. Developing mastery
(Leads to Formative
Assessment 3)
Divide the class into
groups. Each group
should provide specific
examples of FITT
principles associated to
dance (folk).
(5 min)
Note:
Perform warm up exercise
and cool down exercise
before and after executing
the figures to avoid dance
related injuries.
(5 min)
Group Activity:
Each group will practice
and perform the
Fundamental Dance
Positions of the arms and
feet.
(15 min)
The teacher will
divide the class into
5 groups with 8
members.
Each group will pick
2 basic dance steps
written on the task
card and perform it.
( 5 min)
(see Annex E)
G. Finding practical
applications of concepts
and skills in daily living
Group Activity:
After they created
specific examples of FITT
principles associated to
dance, each will explain
and execute their work.
(10 min)
 What did you feel
while performing
the basic steps of
folk dance?
 What could be the
hindrances of
having a good level
of fitness?
 What are the
significant benefits
of folk dance in
The teacher will
asked the students
how do these dance
activity help you
achieve the desired
level of fitness?
(5 min)

33
physical fitness?
(5 min)
H. Making generalizations
and abstractions about
the lesson
The teacher will ask to the
learners why are the
fundamental arm and feet
positions important in folk
dance?
(5 min)
the learners the
 Why is it
important to
know the
fundamental
dance step in
folk dance?
 What physical
fitness
components are
being developed
in folk dance?
(5min)
I. Evaluating learning
The teacher will provide
a table of physical
activities to undertake
the FITT principle to
address the barrier of
exercises.
(5min)
Group Activity:
Each group will
demonstrate the five basic
positions of the arms and
feet. Students may refer
again to page 302 –
303(Our World Of MAPEH
7) for the correct
descriptions of the five
basic positions. Each
partner will decide who will
be the doer and the
observer.
(30 min)
(see attached Annex
(rubrics)
Group
Activity/Performa
nce
The teacher will
present the rubrics.
Each group will use
different dance
steps in 2/4 and ¾
time music. Each
group will create a
simple dance
combination of the
dance steps. Make
four combinations
with 16 measures in
each figure.
Use the different

34
formations and
dance positions in
the combination.
Students may select
folk dance music to
accompany the
combination.
( see Annex F
rubrics )
Note:
This can be done at
home. Students may
take video of their
performance.
J. Additional activities for
application or
remediation
learners/group to create/
modify an exercise
program to be used
during their warm – up
and cool down exercise
to achieve personal
fitness.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work?

35
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

36
Daily Lesson Log
in
MAPEH
SCHOOL CASTOR ALVIAR NHS GRADE LEVEL 7
TEACHER LUZ D. GIBAS LEARNING AREA PE
TEACHING DATE AND
TIME
WEEK 2 QUARTER 3RD
QUARTER
I. OJECTIVES
A. Content Standard
The learner demonstrates understanding of guidelines and principles in exercise program design to
achieve personal fitness.
B. Performance Standard The learner modifies the individualized exercise program to achieve personal fitness.
Objectives
The learner…
 Undertakes physical activity and physical fitness assessments
(PE7PF-IIIah-23)
 The learner describes the nature and background of the dance.
(PE7RD-IIId- 1)
 The learner executes the skills involved in the dance
(PE7RDIIId-h-4)
 Monitors periodically one’s progress towards the fitness goals
(PE7PF-IIIdh-28)
 Performs appropriate first aid for dance-related injuries (e.g. cramps, sprain, heat exhaustion)
(PE7PF-IIId30)
 Assumes responsibility for achieving personal fitness
(PE7PF-IIIdh-31)
 Keeps the importance of winning and losing in perspective
(PE7PF-IIIdh-32)
II. CONTENT Exercise programs: Training Guidelines , FITT Principles Endurance, Muscle-bone-strengthening
activities, Folk (Subli)/ indigenous, ethnic, traditional/ festival dance
A. REFERENCES
2. Learner’s Mateials pages Copiaco,H.P.; Lugue, V.P.; Ramirez, V.E.; et Al. (2013). Our World of MAPEH, Vibal group Inc.,

37
Gregorio Araneta Ave., Quezon City. 310 – 311.
3. Textbook pages
Copiaco,H.P.; Lugue, V.P.; Ramirez, V.E.; et Al. (2013). Our world of MAPEH, Vibal group Inc., Gregorio
Araneta Ave., Quezon City. 311 – 314.
Muyot,F.R.;Garcia,M.D.; Baarde,M.G.; et.Al.(2013)MAPEH on the GO 7, Sunshine Interlinks
Pub.House.Inc. 3rd flr. Maine City Tower, 236 Tomas Morato Ave. Brgy. South Traiangle,
Quezon City. 299 – 306.
Limjoco,M.M.;Lapuz, D.M.;Jenieber,J.L.;et Al.(2013) Journey towards MAPEH 7, Kleafs Publishing, Block
609, Lot 1 Phase 6, Metrogate, Meycauayan II, Loma de Gato, Marilao, Bulacan. 397- 402.
Learning Resources (LR)
portal
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Group Activity:
The teacher will ask each
group to execute the
fundamental dance steps
through task card.
(5 min)
Group Activity:
Teacher will give
situations about dance
related injuries. Each
group will perform first
aid for injuries ( cramps,
sprain)
(5 min)
The teacher will review
on the common arm
movements and basic
steps of Subli through
acting.
(5 min)
The teacher will review
the FITT principle and
ask the learners if they
were able to maintain
or enhance their fitness
through practicing and
executing the dance.
Ask the learners to
review their goal based
on the fitness plan.
(10 min)
B. Establishing a purpose for the
lesson
Group Activity: TEXT
TWIST
Each group will be given
an envelope containing
the scrambled words.
The first group to finish
will win.

38
(5 min)
C. Presenting examples/
Instances of the new lesson
Based on the activity, the
teacher will ask the
 What are the
different words
that you
discovered?
 Are you familiar
with the dances?
(5 min)
D. Discussing new concepts and
practicing new skills #1
The teacher will discuss:
 The nature and
background of the
dance(Subli) through
PowerPoint
presentation
 Demonstrate the
common arm
movements, basic
steps of the dance
and proper periodic
progress towards the
fitness goals through
dance.
(25 min)
The Teacher will discuss
the discussion of the
dance related injuries
through power point
presentation)

39
(20 min)
E. Discussing new concepts and
practicing new skills #2
Group Activity:
Dance Figures (Subli)
Each group will pick
their Task Card through
draw lots and assign
who will be their leaders
(pair).
The leader of the group
will facilitate, check, and
monitor the execution of
the task.
(see Annex )
Note:
Perform warm up
exercise and cool down
exercise before and
after executing the
figures to avoid dance
related injuries.
(5min)
The teacher will give the
learner time to practice
the task guided with
their fitness plan and
goal.
(25 min)

40
F. Developing mastery
(Leads to Formative
Assessment 3)
Note:
Perform warm up
exercise and cool down
exercise before and
after executing the
figures to avoid dance
related injuries.
(5min)
learner leaders of each
group to teach/lead
other groups their figure
through circuit rotation.
The teacher will monitor
the execution of the
figures.
(35 min)
(see annex)
G. Finding practical
applications of concepts and
skills in daily living
Based on their
individual fitness plan,
ask the learners to
assess whether they
achieved their goal or
not.
If the learners’ goal
was not achieved,
identify the barriers
that hindered in
achieving the goal.
(5 min)
Ask the learners the

41
 How can we
achieve the
desired level of
fitness through
dancing?
 What are the
possible ways to
achieve the
desired level of
fitness?
(5 min)
H. Making generalizations
and abstractions about the
lesson
Complete the following
statements:
 Subli is a kind of
_________.
dance.
 It has ______.
figures.
 Considered to be
a favorite of the
people of the
barrios of the
municipality of
_________.
 Subli is a dance
and a portion of a
devotion
performed in
honor of the
_________.

42
(5 min)
I. Evaluating learning
The teacher will
present/ provide the
rubrics.
(see attached rubrics
Annex )
As a group, perform
the dance (Subli) with
dance formation and
props.
(25 min)
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?

43
H. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
I. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

44
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of mental health as a dimension of holistic health for a healthy life.
B. Performance Standard The learner consistently demonstrates skills that promote mental health.
Objectives
The learner explains the factors that affect the
promotion of good mental health.
(H7PH-IIIa-b-28)
The learner…
 Explains that
stress is normal
and inevitable
(H7PH-IIIa-b-29)
 Differentiates
eustress from
distress
(H7PH-IIIa-b-30)
 Identifies
situations that
cause feelings
of anxiety or
stress
(H7PH-IIIa-b-31)
The learner…
 Identifies the
common stressors
that affect
adolescents
(H7PH-IIIc-32)
 Identifies
physical
responses of the
body to stress
(H7PH-IIIc-33)
II. CONTENT
Mental Health (An Introduction) Understanding stress
1. Eustress
2. Distress
Common areas of
stressor that affects
adolescents (peer,
family, school and
community)
Daily Lesson Log
in
MAPEH
SCHOOL CALAMBA NATIONAL HIGHSCHOOL – ANNEX GRADE LEVEL 7
TEACHER MELODIA DE GUZMAN LEARNING AREA HEALTH
TEACHING DATE AND
TIME
WEEK 1 QUARTER 3RD
QUARTER

45
A. REFERENCES
Understanding Stress . A&E. NFE Accreditation and Equivalency Learning Material. DepED.2001, p 8-21
3. Textbook pages
portal
B. OTHER LEARNING
REFERENCES
Getchell & Pippin et al., Perspectives on HEALTH pg. 104 - 123
IV. PROCEDURES
Lesson Or Presenting
New Lessons
The learners will provide insights
about the following terms:
Physical health, mental health,
emotional health, social health
and spiritual health.
(5 min)
the students what is
mental health.
What is mental
health?
What are the factors
affecting mental
health?
(5 min)
What are the
stressors?
What are the possible
causes of stress?
(5 min)
The Lesson
The teacher will show some
pictures for the learners to
extract signs of having a good
mental health
(10 min)
The teacher will play
a video entitled:
“New boy.”
https://www.youtube
.com/watch?v=Fdeio
VndUhs
The learners will
analyze the message
of the video
(10 min)
The teacher will show
pictures for the
learners to identity
the stressors that
affect adolescents.
What comes to your
mind when you saw
the pictures?
(10 min)
Lesson
The learners will watch a
video clip to extract factors that
affect the promotion of good
mental health.
(15 min)
Video clip: Causes of
stress in teenagers
and real life solution
https://www.youtube
.com/results?search_
query=causes+of+str
ess+in+teenagers+a
Teen stress
https://www.youtube
.com/watch?v=fynfK
QilSgk
Analyze the video:
What have you
noticed from the

46
nd+real+life+solutio
ns
(5 min)
video?
(5 min)
# 1
Discussion on the factors that
affect the promotion of good
mental health
(15 min)
Discuss the
difference between
eustress and distress.
(7 min)
Discussion on the
common stressors
that affect
adolescents
(10 min)
# 2
Learners will view a
documentary about factors
affecting good mental health
(10 min)
Discussion on the
identifying situations
that cause feelings of
anxiety or stress.
(8 min)
Discussion on the
physical responses of
the body to stress
(10 min)
(Leads To Formative
Assessment 3)
Give some examples
of indication of good
mental health.
(10 min)
Cite an example of
stress that can
encourage the
learner to study well
and face the life’s
challenges.
(5 min)
Do you want to know
your own stress
level?
See attachment:
(5 min)
Applications Of The
Daily Living
The learners will
perform a skit
depicting factors of
good mental health
and will provide
insights about the
performance
The teacher will use
the following guide
question to elicit the
learners insight about
the skit
 How do you
feel about the
skit that you
The learners will
answer the self-
assessment.
(see attachment)
The teacher will use
the processing guide
question to bring out
the learners insight
about the assessment
 What is the
result of your
assessment?
 What are the
causes of
The learners will
identify different
activities that they
can practice in order
to fight stress.
 What is your
stress level?
 Are you
happy with
the result of
the
assessment?
(5 min)

47
presented?
 Were you able
to bring out
the essence of
having the
good mental
health? If yes,
what went
well? If not,
what did not
go well?
(20 min)
your stress?
 Share your
answer to
your seatmate
for comparing
your strength
and
weaknesses.
(10 min)
The Lesson
The teacher will say:
“Good mental health is
more than just the
absence of mental
illness. It can be seen
as a state of mental
health that allows one
to flourish and fully
enjoy life.”
The learners will
summarize the lesson
about the factors that
affect good mental
health using the any
of the following:
 I discovered
that_____.
 I learned that
______.
(5 min)
The learners will
about understanding
the stress, eustress
and distress using
the following open-
ended statements.
 Stress can
lead to
________
 I feel stress
when
_______
(5 min)
The learner will
about the common
areas of stressor that
affect adolescents.
Healthy ways of
reducing stress
 Solve the
problem
 Ask help from
family
members and
trusted
friends
 Relax
 Exercise
 Eat a well-
balanced diet
(5 min)
I. Evaluating Learning The learners will 5 item test Essay test

48
express their insights
answering the
following guide
questions.
Cite some personal
experience that shows
factors affect good
mental health.
(10 min)
(5 min)
Make a list of some
situation or thing that
causes them stress.
(5 min)
Application And
Remediation
The learners will prepare a skit
depicting factors of good mental
health and will provide insights
about the performance
(5 min)
5 item test
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
Remediation Who
Scored Below 80%
C. Did The Remedial
Lessons Work? No. Of
Learners Who Have
Caught Up With The
Lesson.
Continue To Require
Remediation

49
These Work?
Encounter Which My
Helped Me Solved?
Localized Materials Did
I Use / Discover Which
I Wish To Share With
Other Teachers?

50
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of mental health as a dimension of holistic health for a healthy life.
B. Performance Standard The learner consistently demonstrates skills that promote mental health.
Objectives
The learner…
 Identifies people who can provide support in
stressful situations
(H7PH-IIIc-34)
 Differentiates healthful from un healthful
strategies in coping with stress
(H7PHIII-e-35)
 Demonstrates various stress management
techniques that one can use every day in
dealing with stress
(H7PH-IIId-e-36)
 Explains the
importance of
grieving
(H7PH-III-e-
37)
 Demonstrate
coping skills
in managing
loss and grief
(H7PH-III-e-
38)
 Recognizes
triggers and
warning signs of
common mental
disorders
(H7PH-IIIf-h-39)
 Discusses the
types, sign,
symptoms, and
prevention,
treatment and
professional care
in managing
common mental
health disorders
(H7PH-IIIf-h-40)
II. CONTENT
Daily Lesson Log
in
MAPEH
SCHOOL CALAMBA NATIONAL HIGHSCHOOL – ANNEX GRADE LEVEL 7
TEACHER MELODIA DE GUZMAN LEARNING AREA HEALTH
TEACHING DATE AND
TIME
WEEK 2 QUARTER 3RD
QUARTER

51
Coping with Stress Coping with Dying
and Death
Types and Management
of Common Mental
Disorders
A. REFERENCES
2. Learner’s Material
pages
Understanding Stress. A&E. NFE Accreditation and Equivalency Learning Material. DepED. 2001. Pp.22
3. Textbook pages
Talavera-Gonzales, Carolina; Dizon-Poquiz, et.al MAPEH in action 7 pp.295-298
MAPEH for a Better You IV pp 305-311
4. Additional Materials
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
Online sources:
“Stress management strategies – ways to unwind”
Source: https://www.youtube.com/watch?v=0fL-pn80s-c
http??www.learnnc.org/lp/pages/6990?style
IV. PROCEDURES
Lessons
representatives who will
portray the given situation;
 Scenario 1: A person
who failed the exam
lost his scholarship.
 Scenario 2: Your
mother was diagnosed
to have stage 4
cancer.
 Scenario 3: You won
the contest.
Processing Questions:
 How can you compare
the different
The teacher discuss
briefly the 5 stages of
adjustment to death by
Elizabeth Kubler-Ross
Processing questions:
 What are the five
stages of
adjustments?
 Among the stages,
what is your
current stage?
( See to it the teacher
define the difficult words
given or should be posted
so that students will be
reminded)
the learner to recall
their experiences in
managing the loss
and grief
(5 min)

52
scenarios?
 Is there any difference
on the facial
expression or looks of
the person in scenario
1 and 2 to Scenario 3?
(10 min)
(10 min)
The Lesson
The students will watch the
video clip;
“Stress management
strategies – ways to unwind”
Source:
https://www.youtube.com/wa
tch?v=0fL-pn80s-c
 What are the
strategies presented
in the video clip?
 How do you find the
strategies? Is this will
be helpful? Explain.
(10 min)
The teacher will play the
music of Eric Clapton’s
“Tears in Heaven”
 What is the message
of the song?
 How can you relate it
in your life?
 What line struck you
most? ( No
explanation requires)
(10 min)
The teacher will
present a video
about the “Tips in
maintaining a
healthy mind”
https://www.youtub
e.com/watch?v=Yw
KrOA_SfS4
Processing
Questions:
 What are the
information did
you get from the
video?
 Describe the
video in one
word.
(15 min)
Lesson
The teacher will ask this
question:
Can you identify the people
that provide support in
stressful situations?
If the students will not able to
give answers, the teacher will
provide images of the
The teacher will post the
word, “ Grieving”
Then, ask them to write
words associated to this
word.
( 10 min)
The students will
describe a person
with “mental
disorder”
(5 min)

53
professional support.
(5 min)
# 1
Discussions on healthful from
un healthful strategies in
coping with stress
coping with stress through
(5 min)
The teacher will present a
story about grieving,
which tells about the loss
of someone you love the
most, giving them
emphasis on the
importance of grieving in
life.”
(5 min)
Discussion on
recognizing triggers
and warning signs of
common mental
disorders, types,
signs, symptoms
and prevention,
treatment and
professional care in
managing common
mental health
disorder
(15 min)
# 2
The teacher will present the
people who can provide
support in stressful situations.
The presentation will be
through video presentation.
You are not alone-A mental
awareness film
https://www.youtube.com/wa
tch?v=GVYSzdNhGc4
( 5min)
The teacher will present a
video about the science of
grieving.
(5min)
The students will
watch a video clip to
extract the types of
management of
common mental
disorders
Processing
questions:
Someone Else’s
Heart (Original song
about mental illness)
https://www.youtub
e.com/watch?v=BjFI
lxPs-Ys
FAMEkids: Types
of mental illness
and the numbers
of people it affects
https://www.youtu
be.com/watch?v=

54
TMXrGJzYjFA
What do you feel
while listening to the
story?
(15 min)
(Leads To Formative
Assessment 3)
The learner will identify the
people who can provide
support in stressful situations.
(5 min)
The students will answer
the assessment to be
given by the teacher.
The teacher will get the
input or content from the
discussed topic ( concept
1 and 2)
Items should be limit only
for 5 items, TRUE OR
FALSE only.
(5 min)
The learner will give
examples of common
mental disorders and
their brief description.
(10 min)
Applications Of The
Concepts And Skills
H. In Daily Living
The learners will write
situations of healthful and
unhealthy strategies in coping
stress, using the table below.
(10 min)
Problem Healthy Unhealthy
Dyad Activity:
The students will get their
partner and do the peer
sharing. Then they will be
asked to complete the
following sentences
relating to topic.
( see attachment for the
procedures)
(10 min)
Given a scenario to be
prepared by the
teacher, ask each
group to role play
their assigned task
that will demonstrate
the triggers and
warning signs of
common mental
disorders and how to
manage it.
(30 min)
I. Making Generalizations
The Lesson
Ask the learners to recall the
people who we can lean on
when you are in midst of
stress. Write their names in
The teacher summarizing
by focusing on the
importance of grieving
and coping skills in
The teacher will
by focussing on the
common mental

55
your notebook.
(5 min)
managing the loss and
grief
(5 min)
disorders , warning
signs prevention and
treatment
(10 min)
J. Evaluating Learning The students will answer
individually the Activity:
“ How to Cope with
Stress”
(5 min)
10 item test
(10 min)
K. Additional Activities For
Application And
Remediation
The learners will
prepare a role play
on mental disorders:
types, signs
symptoms and
prevention,
treatment and
professional care
(5 min)
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
Remediation Who
Scored Below 80%
C. Did The Remedial
Lessons Work? No. Of
Learners Who Have
Caught Up With The
Lesson.
Continue To Require
Remediation

56
E. Which Of My
Strategies Worked
Well? Why Did These
Work?
Encounter Which My
Helped Me Solved?
Localized Materials Did
I Use / Discover Which
I Wish To Share With
Other Teachers?

DLL MAPEH7_3rd quarter.pdf

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DLL MAPEH7_3rd quarter.pdf