Q3 MAPEH10 DLL.pdf

1
Daily Lesson Log
in
MAPEH
SCHOOL GOOD SHEPHERD’S VISION FOR EXCELLENT
EDUCATION INC.
GRADE LEVEL 10
TEACHER SHAIRA F. OLMIDO LEARNING AREA MUSIC
TEACHING DATE AND
TIME
TTH 7:30 – 9:30 QUARTER 3RD
QUARTER
1ST
DAY 2ND
DAY
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of characteristics features of contemporary music.
B. Performance Standard The learner sings contemporary songs.
C. Learning Competencies/
Objectives
The learner…
 Listens perceptively to excerpt of major
Contemporary works
(MU10CM-IIIa-h-1)
 Describes characteristics of traditional and new
music
(MU10CM-IIIa-h-2)
The learner…
 Lives a brief biography of selected Contemporary
Philippine composer/s
(MU10CM-IIIc-g-3)
Sings selection of contemporary Philippine
 composer/s with appropriate pitch, rthythm, style &
expression
(MU10CM-IIIb-h-4)
II. CONTENT
A. Contemporary Philippine Music B. Traditional Composers:
 Antonio Molia, Felipe P. De Leon Sr.
 Lucio San Pedro
 Raymundo Cipriano “Ryan” Cayabyab.
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
pp. 40-48
2. Learner’s Material
pages
pp. 92 pp. 98-101 pp. 102-104
3. Textbook pages
Copacio, H.P. Lugue, V.R, Ramirez, V.P. et. Al, (2014). Our world of MAPEH, Vibal Publishing Inc.
Gregorio Araneta Ave. Quezon City. 40, 49, 52 -53.

2
4. Additional Materials
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous
Lesson or Presenting New
Lessons
The teacher will play “Ugoy
ng Duyan” as a major
example of Contemporary
work. The teacher will ask:
“Are you familiar with the
song? Do you know the
title of the song? Who
among you enjoys
listening to this kind of
music?
(10min)
See attached song.
FACT OR BLUFF
The student will play
a game inspired by
Celebrity Bluff where
they will classify if
the song played is
contemporary music
or not. They will say
the word FACT if it is
contemporary and
BLUFF if not.
Pair Me Up:
The student will be
grouped. They
will be given names and
pictures of different
traditional composers.
They need to pair the
picture with their correct
names. Do you know any
traditional
composers?Are you
familiar with any of
them?”
(10 min)
Song Tanong:
Theteacher will play
major works of
Molina and
Felipe De Leon. They
will identify the title
of the song as a
review of the past
lesson. “Do you
remember the work
of Molina and Felipe?
Can anyone identify
some of their works?”
(10 min)
B. Establishing A Purpose for
the Lesson
The teacher will play 2
differentkinds of songs,
one fromcontemporary
and from pop music.
The teacher will ask:
What is the difference
Loop A Word:
Thestudents will find
atleastten titles of
compositions
of our featured

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between the songs? Can
you describeeach song?
What makes themdifferent
from one another?
( 10 min)
composers from
traditional Music and
make a visual aid in
presenting them.
After the presentation
the teacher will ask the
following questions:
 Have you already
encountered these
composers?
 When or where did
you hear their songs?
(5 min)
C. Presenting Examples /
Instances of the New
Lesson
The teacher will show a
video of another major
contemporary song and he
will describe it himself
giving emphasis on the
characteristics.
(10 min)
(See Attachment)
The students will identify
some of the major song
compositions found which
they are familiar with.
"Have you encountered
hearing some of those
songs? Where did you
hear those songs?"
(5 min)
The teacher will play
"Sa Ugoy ng duyan"
andwill ask the
students: "What do
you think is the name
of the composer of
this song? You can
find his name from
the board game.”
(5 min)
D. Discussing New Concepts
and Practicing New Skills
# 1
The teacher will discuss
Contemporary Music
including major
contemporary works and
their characteristics using
a PowerPoint presentation.
(20min)
using video presentation
a short biography of
Antonio Molina and
FelipeDe Leon and their
famousworks.
(20 min)
The teacher will
present video clip of a
short biography of
Lucio San Pedro and
Ryan Cayabyab and
their famous works
(20 min)
(See Attachment) (See Attachment) (See Attachment)

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E. Developing Mastery
(Leads To Formative
Assessment 3)
different songs from
contemporary and pop
music. The students will
classify which among
those songs are
contemporary, based on
the characteristic they
have learned.
The teacherwill ask: “How
did you know if the song
being played is
contemporary?
What is your basis for it?
(10 min)
Group Charade
The student will act out
the title of the songs of
the featured composers
andlet the group guess
it.
(15 min)
METACARD
The teacher will post
the names of San
Pedro and Cayabyab
on the board.
He will play their
major works. The
students willclassify
them by posting the
card with the song
title, under the
correct composer.
(10 min)
(See Attachment)
F. Finding Practical The teacher will ask
Applications of The The teacher will ask for the importance of
Concepts And Skills In about the education in
Daily Living significance of some becoming a
contemporary successful person like
characteristic such as the featured
harmony in real life. composers.
"Is itimportant to (5 min)
have harmony in a
family
relationship?Why?”

5
G. Making Generalizations
And Abstractions About
The Lesson
The students will
choose at least three
major contemporary
songs from the
examples and they
will describe the
characteristics of
each song
(15 min)
H. Evaluating Learning Videoke
Challenge:
Group Game: A-
Hum!
Students will sing the
major selected
Contemporary song
usingthe videoke.
The teacher
will select the
“Videoke
King and Queen”
using the
rubric.
After the activity, the
teacher will ask the
students: "How did
you feel
after singing the
contemporary song?”
Did
You enjoy singing it?
The teacher will
providedraw lotsof
major
traditional
compositions.
Each group will pick
one and they have to
hum a simple melody
of the contemporary
song which will be
chosen through draw
lots.
(10 min)
I. Additional Activities For The students will
Application And researchthe at least 2
Remediation major song compositions
of the followingtraditional
composers:

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 Francisco
Buencamino,
 Hilarion Rubio,
Rodolfo
 Cornejo, Antonino
Buenaventura,
 Rosendo Santos
Jr.,
 AlfredoBuenavent
ura.
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

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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?
NA

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Daily Lesson
Log in
MAPEH
EDUCATION INC.
GRADE LEVEL 10
TEACHER SHAIRA F. OLMIDO LEARNING AREA MUSIC
TEACHING DATE AND
TIME
QUARTER
3RD
DAY 4TH
DAY
I.OBJECTIVES
A. Content Standard
The learner demonstrates understanding of characteristics features of contemporary music.
B. Performance Standard The learner sings contemporary songs.
Objectives
The learner gives a brief
biography of selected
Contemporary Philippine
Music (MU10CM-IIIc-g-
3).
The learners…
 Explores ways of
creating sounds on
a variety of sources
(MU10CM-IIId-e-5)
 Improvises simple
vocal/ instrumental
accompaniments to
selected songs
(MU10CM-IIId-e-5)
The learners…
 Improvises simple vocal/ instrumental
accompaniments to selected songs
(MU10CM-IIId-e-5)
 Creates a musical on the life of a selected
contemporary Philippine
composer(MU10CM-IIIg-h-7)
 Evaluates music and music performance
using knowledge of musical elements and
style
(MU10CM-IIIh-8)
II.CONTENT
New Music Composer
Contemporary Music, Traditional Music, New
Music and Song Composers.
A. REFERENCES
1. Teacher’s Guide pages pp. 49-64
2. Learner’s Material pages pp. 113- 125
3. Textbook pages Copacio, H.P. Lugue, V.R, Ramirez, V.P. et. Al, (2014). Our world of MAPEH, Vibal Publishing Inc.

9
Gregorio Araneta Ave. Quezon City. 41, 69 -70.
4. Additional Materials from
Learning Resource (LR)
portal
C. OTHER LEARNING
REFERENCES
https://www.youtube.com/wat
ch?v=6p0BwH59T qw
https://www.youtube.com/wat
ch?v=NwZwgWFDYsI
x.php/Restie_Umali
ki/Sound_effect
https://www.youtube.com/
https://www.youtube.com/watch?v=cwB3Zxh2gSE
IV.PROCEDURES
Lessons
The teacher will review the
different composers from
the past lesson. He will ask
: "Can you name the four
composers discussed and
cite their famous work as
well?”
(5 min)
excerpts of
recordings from CD
of major
contemporary songs
learned. “What can
you say about
the musical
accompaniment of
the songs? What
instruments can you
hear in the songs?
Can you play of those
instruments?
(10 min)
(See attached music)
Pinoy Henyo!
The studentwill play the
game Pinoy Henyo which
focuses onthe different
composers
and their life.
(10 min)
The teacher will ask
updates from each
group
about their
performance.
Each group will give
feedback about their
activity.
(10min)
B. Establishing A Purpose For
The Lesson
The teacher will show
pictures of contemporary
composers then let the
a video clip from the
movie "Pitch Perfect"
The teacher will ask the
students: “Who among
the composersdo you like
The teacher will
review therubricsfor
the evaluation oftheir

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students name each where the lead
character sings with
a cup. "What did the
character use to
accompany her
song? What can you
say
about the sound it
created? Can you
make
sound
accompaniments
using any other
resources?
(10 min)
the best?” performance.
picture. (10 min) ( 10 min)
(10 min)
Instances Of The New
Lesson
The teacher will playa
musicclip of different
composers
(10 min)
The teacher will
show another video
clip of Beat-boxing.
“Can any of you
perform beat-boxing?
(10 min)
The teacher will show an
example of the musical
performed by students
that shows the life of a
composer. "What can
you notice about the
video clip? Do you think
you can perform a simple
musical about one's life
as well?
( 10 min)
(See attached clip) (See Attachment)
And Practicing New Skills
Teacher led discussion
about the life of selected
Teacher-led
discussion
a brief introduction about
The teacher will
monitor the practices
of each group.
(30 min)
# 1 new music and song about the different
a simple musical creation
composers using video clip. ways using a video clip.
The teacher will also to create sounds and He will also recall the
showcase different famous improvise different improvise sound
works of the artists. accompaniments. creation and keynote

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(20 min)
(See attachment)
(20min)
(See attachment)
about the life of the
composers.
(20min)
E. Developing Mastery The student will answer a The students will be The teacher will group
(Leads To Formative work sheet to be provided grouped and they will the students and instruct
Assessment 3) by create a song them to choose a
the teacher about the key number using composer that was
points and their famous materials around discussed in class. They
works. them. will create a short musical
See attached work sheet. (10 min) about the lives of these
(15min) composers. They will
have to video record it
using their phones
(10 min)
F. Finding Practical What values do you
Applications Of The admire fromthe
Concepts And Skills In different composers?
Daily Living Why? How can apply
this in your life?
(5 min)
G. Making Generalizations
The Lesson
Who are the great
musicians of our
country?
How did these people
enhance their talents
and made
a great impact in our
music industry?
(5 min)
H. Evaluating Learning
The teacher will provide
rubric.- See attachment.
The teacher will
provide rubric. - See
attachment.

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I. Additional Activities For
Application And
Remediation
The students will
interview their parents
or olderrelatives about
other new music and
song composers. They
will write a short
description and their
famous work.
V.REMARKS
VI.REFLECTION
Earned 80% In The
Evaluation
Below 80%
Who Have Caught Up
With The Lesson.
Continue To Require
Remediation
These Work?

13
Encounter Which My
Helped Me Solved?
Teachers?
NA

14
Daily Lesson Log
in
MAPEH
EDUCATION INC.
GRADE LEVEL 10
TEACHER SHAIRA F. OLMIDO LEARNING AREA ARTS
TEACHING DATE AND
TIME
QUARTER
1ST
DAY 2ND
DAY
I.OBJECTIVES
A. Content Standards The learner…
 art elements and processes by synthesizing and applying prior knowledge and skills
 new technologies that allow new expressions in the arts
B. Performance Standard The learner creates artworks using available media and natural resources on local topics, issues, and concerns such as
environmental advocacies ecotourism, and economic and livelihood projects.
Objectives
The learner…
 Identifies art elements in the various
media-based arts in the Philippines
(A10EL-IIIb-1)
 Identifies representative artists as well as
distinct characteristics of media-based arts
and design in the Philippines
(A10EL-IIIa-2)
 Realizes that Filipino ingenuity is distinct,
exceptional, and on a par with global
standards
(A10PL-IIIh-1)
The learner…
 Determines the role or function of
artworks by evaluating their utilization and
combination of art elements and principles
(A10PL-IIIh-2)
 Uses artworks to derive the
traditions/history of a community
(10PL-IIIh-3)
II. CONTENT
MEDIA-BASED ARTS AND DESIGN IN THE PHILIPPINES
A. Photography
1. George Tapan
2. John Chua
B. Film
1. Brillante Mendoza
2. Maryo J. de los Reyes
3. Laurice Guillen

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III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages TG pages 144-148 TG pages 148-153
2. Learner’s Material pages LM pages 282-269 LM pages 269-277
3. Textbook pages
Lugue, V., R., Palu-ay, A., P., and Vergara, L., A., et. al. (2006). MAPEH for a better you.
Quezon City. LG&M Corporation
Perez, V., V., Luna, L., N., Tomas, C., E., et. al. (2004) MAPEH-CAT.
Quezon City. Saint Bernadette Publications, Inc
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
Lesson Or Presenting New
Lessons
Ask the learners to recall
their experiences making
and using a pinhole
camera in Quarter 2 and
what they have learned
about the process of
photography through their
experiences.
(5 min)
The teacher will post
different photos and
let the learners name
famous Filipino
photographers and
their artworks.
(5 min)
The teacher will flash
different images and let
the students identify the
themes/message of each
photographs.
(5 min)
the students to name
different film makers
and their crafts who
made an
impact/contribution in
the movie industry.
(5 min)
The Lesson
different pictures from
different photographers.
Photos by George Tapan
rappler.com
Photos by John K. Chua
adphoto.com.ph
greatgreths.wordpress.com
The learners will point out
LIP Synch Game
students to identify the
title of a movie by
reading the lips of their
classmates.
(10 min)

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how these samples of
photographs exemplify:
• artistic aspect
• communication aspect
(10 min)
Lesson
Students will identify
elements and principles of
arts that are present in the
given examples through
the help of the teacher.
(10 min)
The learners will watch a
movie clip of famous
Filipino film makers. They
are expected to describe
the movie in terms of:
• actors
• concept
Tinimbang Ka, Ngunit
Kulang, 1974, Lino
Brocka
https://www.youtube.co
m/watch?v=iUNokeeN8M
U
Tinimbang Ka, Ngunit
Kulang, 1974, Lino
Brocka
m/watch?v=iUNokeeN8M
U
Sister Stella L, 1984, Mike
de Leon;
m/watch?v=PwmPkAs0ck
I
Himala, 1982, Ishmael
Bernal
m/watch?v=wybe_elpHT
A

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Oro, Plata, Mata, 1983,
Peque Gallaga
m/watch?v=wybe_elpHT
A
(10 min)
# 1
the photographs of George
Tajan and John K. Chua in
the Learner’s Material.
• subjects
• style
(10 min)
the evolution of Film
making in the Philippines
including themes,
message, recognize films
of all time, directors and
its impact in our country.
(30 min)
E. Developing Mastery
(Leads To Formative
Assessment 3)
learners to answer the
following questions on
page 268 of the LMs
(25 min)
Group Task:
“Photography-
Images with a
Message”
LM page 268
 The students will
go around the
campus with
their group.
 Using any
available device
in taking
photographs like
DSLR camera,
mobile phone,
android phone,
tablet, take
photos of your
assigned
theme/concept
Group Task: “Film-
Moving Selfies” on
page 276 of the
HORIZONS Grade 10
Learner’s Materials.
 Each group will
choose a catch
tune of about two
minutes in
length.
 Using any of the
available devices
with video
capabilities
(mobile phone
with video
camera, tablet
with video
camera, digital
video camera),
each group will

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 (human, our
school,
landscape,
plants/trees
animals/insects).
create a series of
“video selfies” of
themselves with
the tune as a
background
music.
 Using a video
editing program
(as discussed in
Quarter II),
learners willwork
together in
synchronizing the
video segments
with the beat and
lyrics of their
chosen song.
 Learners will
submit their
outputs to be
used in the
culminating
activity.
(40 min)
 Learners will
select one photo
taken by the
group members
to be submitted
for printing.
The final output will
be collected by the
teacher for the
exhibit activity.
(35 min)
F. Finding Practical
Applications Of The
Concepts And Skills In
Daily Living
What characteristic/s
can be developed in
this can kind of
activity?
How it can help you
as a student?
(5 min)
In what ways we can
contribute to the
improvement of the
movie industry of our
country?
(5 min)
G. Making Generalizations What are the 1 Why is film making
And Abstractions About qualities of a considered a
The Lesson photograph that technology driven art?
makes it a powerful 2.What are the

19
communication tool.
(5 min)
elements and
principles of art that
can be utilized in
creating a film?
3. What are the
values that a person
should possess to
become a great film
maker?
(10min)
H. Evaluating Learning The outputs of each
group shall be
assessed using the
criteria below.
 Technical
Aspect (Lighting
& Color)
(20pts.)
 Visual Impact
(Framing &
Choice of
Viewpoint and
Design
Elements
&Principles)
(15pts.)
 Content(Infor
mation &
Subject
Matter)
(15 pts.)
The outputsof each
group shall be
assessed using the
criteria below.
 Cinematography
(Camera Work,
Placement,
Movement &
Lighting)
(20 pts.)
 Production Design
(Location and
Scenery)
(15 pts.)
 Acting Facial
Expressions &
Gestures)
(15 pts.)

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Application And
Remediation
Preparing for the
Quarter 3 “Exhibit of
Media-Based Arts and
Design
Guide the students in
preparing their
photographs for the
culminating exhibit at
the end of the
quarter by labelling
them with original
titles, their group
members’ names,
date and the device
used.
Preparing for the
Quarter III “Exhibit
on Media-Based Arts
and Design”
Note: This is to be
done simultaneously
for the artworks from
the projects
for animation,
advertising, comics
illustration,andbook
design and
illustration.
Guide the students in
labelling each artwork
with the original title,
group members, date,
and the following
descriptive output of
the:
 manual
components (if
any)
 electronic
devices used
(digital camera,
laptop, tablet,
scanner,
printer, etc.)
 software
programs used
(image capture,
image
manipulation,

21
animation, special
fonts, etc.)
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
Below 80%
Who Have Caught Up
With The Lesson.
Continue To Require
Remediation
These Work?
Encounter Which My
Helped Me Solved?
Teachers?
NA

22
Daily Lesson Log
in
MAPEH
EDUCATION INC.
GRADE LEVEL 10
TEACHER SHAIRA F. OLMIDO LEARNING AREA ARTS
TEACHING DATE AND
TIME
TTH 7:30 – 9:30 QUARTER 3rd
Quarter
3RD
DAY 4TH
DAY
I.OBJECTIVES
A. Content Standards The learner…
• art elements and processes by synthesizing and applying prior knowledge and skills
• new technologies that allow new expressions in the arts
B. Performance Standards The learner …
• create artworks using available media and natural resources on local topics, issues, and concerns such as
environmental advocacies ecotourism, and economic and livelihood projects
Objectives
The learner…
 Creates artworks that can be assembled with
local materials
A10PR-IIIc-e-1
 Describes the characteristics of media-based
arts and design in the Philippines
A10PR-IIIc-e-2
 Applies different media techniques and
processes to communicate ideas, experiences,
and stories (the use of software to
enhance/animate images like Flash, Movie
Maker, Dreamweaver, etc.)
A10PR-IIIc-e-3
 Evaluates works of art in terms of artistic
concepts and ideas using criteria appropriate for
the style or form of media-based arts and
The learner mounts a media-based exhibit of
completed artworks
A10PR-IIIg-5

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design
A10PR-IIIf-4
II. CONTENT
MEDIA-BASED ARTS AND DESIGN IN THE PHILIPPINES
A. Animation
 Animation Council of the Philippines
 Philippine Animation Studio Inc.
B. Print Media
 Advertisements
 Comic books
C. Innovations in Product & Industrial Design
 Kenneth
 Cobonpue,
 Monique Lhuillier,
 Josie Natori,
 Lulu Tan Gan,
 Ditas Sandico-Ong, Rajo Laurel,
 Aze Ong
D. Culminating Activity : Exhibit Of Media-Based Arts
A. REFERENCES
H. Teacher’s Guide pages TG pages 153 -161 TG pages 162-166 TG pages 167-168
I. Learner’s Material pages LM page 278-293 LM pages 293-300 LM pages 301-302
J. Textbook pages
K. Additional Materials from
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
Lessons
Let the students watch video
clips about animation, print
media and comics
Major Animated Films Involving
Filipino Animators.
The teachers will ask
the students to
describe the
characteristics of media
designs in the
Philippines.
Let the students
observe the digital
designs made by the
following:
 Kenneth Coponpue
The teacher will orient
the students about the
event.
The last session for
Quarter III will be

24
( Toy Story, Up, The Incredibles,
Monsters University, Cars,
Planes, Finding Nemo, Brake,
Shrek, Kung Fu Panda )
https://www.youtube.com/watc
h?v=xMKrirZaPNw
h?v=xMKrirZaPNw
Filipino Animated Films
( Urduja, 2008, APT
Entertainment Seventoon and
Imaginary Friends; Dayo:Sa
Mundo ng Elementalia, 2008,
Cutting Edge Productions;
Metanoia, 2010, Ambient Media,
Thaumatrope Animation, Star
Cinema
h?v=R_pC7xS1hfg
h?v=ggBVyjgt2Fc
Sample Comic Books
www.enwikipedia.com
www.comic.vbe.com
www.pfab.deviantart.com
Sample Comic Strips from
Newspapers or Magazines
www.tresecomics.com
www.iantoy.deviantart.com
www.lifestyle.inquire.com
(5 min)
(5 min) brabbu.com
designbyhive.comkenne
thcobonpue.com
casaoutdoorboston.com
 Monique Lhuillier
mindweiss.com
yourstylejourney.com
 Josie Natori
runnursefiles.wordpress
.com
image.com
fashiontreatment.com
 Rajo Laurel
stylebible.com
rajolaurel.com
 Lulu Tan Gan
vitostudios.com
prosperoworld.com
 Dita Sandico Ong
photoembassy.rome
.com
philippineaid.com
(5 min)
devoted in staging “An
Exhibit of Mediabased
Arts and Design”
presenting the
following categories:
 Photography
 Film
 Animation
 Advertising
 Comics
Illustration
 Book Design
and Illustration
 Product /
Industrial /
Fashion Design
(5 min)
The Lesson
The students are expected to
answer the following questions:
The students will group
the images into two
categories.
The students will
select among their
own work created

25
 What have you noticed
about the different video
clips?
 Do you think these
videos are related to the
Philippines? Why or why
not?
 Why is it possible to
create, store and
distribute digital arts in
new amazing ways?
(10 min)
Let the students
describe the images
according to their
categories.
(5 min)
within Quarter III, as
well as source photos,
magazine or calendar
cut-outs, Internet
images, etc. of at least
two to three
representative
artworks each for the
above categories.
(5 min)
Lesson
The teacher will give an
overview of the different media-
based arts:
Activity A No.1 on page 154 of
the HORIZONS Grade 10
Teacher’s Guide.
The teacher will display visual
aids of the foreign animated
films involving Filipino
animators, sample comic books
or comic strips including the
cover designs and inside
illustrations produced by the
Filipino publishers.
Let the students examine the
different subjects, styles,
etc.that these have.
Ask the students if they have
watched any of these films, and
if they had ever imagined that
The teacher will allow
the class to view the
photos and to discuss
their observations.
learners the following:
 How does
technology play
a role in the
concept and
creation of
these designs?
 How do you see
art reflected in
these designs as
well---
particularly
employing
Philippine

26
Filipino artists were among
those tapped to create the
characters and visual
components.
Ask the students to describe the
illustrations on the comic books.
(15 min)
materials and
local crafts?
Have them point-out
the specific details of
every photo.
(5 min)
# 1
Teacher-led discussion on the
characteristics of media-based
arts and design in the
Philippines:
Teacher-led discussion
on the acclaimed
Filipino designers.
(10 min)
 Animation
 Print Media
(15 min)
E. Discussing New Concepts
# 2
Teacher-led discussion on the
Original Filipino media-based
arts and design:
 Comic Books
 Book Design &
Illustration
(15 min)
F. Developing Mastery The teacher will group The teacher will The learners will ask
(Leads To Formative the students into four designate a task for to decorate the room
Assessment 3) groups and work-out each group. in preparation for the
for the following exhibit.

27
activities:
 Animation Group
Task: “A Stop-
Action Cartoon
(see page 281 of
the Learner’s
Material)
 Advertising Group
Project: Presenting
Products/Services
With a Cause
(see page 283 of
the Learner’s
Material)
 Comics Group
Task: Kool Komiks
(see page 289 of
the Learner’s
Material)
 Book Illustration
Group Task:
“Creating A Story
book
(see pages 292-
293 of the
Learner’s Material)
The group will submit
their finished output for
safekeeping until these
outputs will be
presented as part of
the culminating exhibit.
Have the class do the
What-to-Process
activities on page 299-
300 of the
Arts Grade 10 Learner’s
Materials.
“Project Runway”
/Project Interior”
 Fashion-related
Pieces
 Interior Design-
related Pieces
Each finished piece will
be labelled with a
creative name
highlighting its distinct
qualities; and the
names of the group
members. The
Pieces will be turned
over to the students for
safekeeping until they
will be presented as
part of the culminating
exhibit.
(35 min)
(40 min)

28
(45 min)
G. Finding Practical
Applications Of The
Daily Living
After the activity, the
teacher will ask the
 What are the
challenges that
you
encountered
while making
the activity?
What do you think are
the characteristics of a
good visual artist that
can help you to
become a better
person?
(5 min)
 What are your
attitudes that
helped you
overcome the
challenges?
 How can you
practice these
attitudes at
home and at
school?
(10 min)
 Making Generalizations
The Lesson
the following question:
 What is the role of
animations and
other forms of
media based art in
various media
platforms?
 What do you think
of the reputation

29
of the Filipino
artist in the word
of animation?
(5 min)
 Evaluating Learning The output of each
group shall be assessed
using the given criteria.
The output of each
group shall be assessed
using the given criteria.
Let the students invite
the school
administration, other
faculty members, and
their schoolmates to
visit the exhibit. Help
them prepare to
explain the works and
how these present the
characteristics of
different forms of
media-based art and
design.
CRITIQUING THE
EXHIBIT
As a form of self-
evaluation, guide the
students in rating the
culminating exhibit
using the format.
(see page 302 of the
HORIZONS Grade 10
Learner’s Materials.
(35 min)
 Relevance to
the Theme: 15
points
 Relevance to
the Theme: 15
points
 Creativity: 15
points
 Creativity: 15
points
 Teamwork: 10
points
 Teamwork: 10
points
 Time
Management:
10 points
Time Management: 10
points
 Additional Activities For
Application And
Remediation
V. REMARKS
VI. REFLECTION

30
Earned 80% In The
Evaluation
Below 80%
Who Have Caught Up
With The Lesson.
Continue To Require
Remediation
These Work?
Encounter Which My
Helped Me Solved?
Teachers?
NA

31
Daily Lesson
Log in
MAPEH
EDUCATION INC.
GRADE LEVEL 10
TEACHER SHAIRA F. OLMIDO LEARNING AREA PE
TEACHING DATE AND
TIME
QUARTER
1ST
DAY 2ND
DAY
I.OBJECTIVES
A. Content Standard 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
 Practices healthy eating habits and support an active lifestyle
Objectives
The learner assesses physical activities, exercise,
and eating habits.
(PE10PF-IIIa-h-39)
The learner determines risk factors related to
lifestyle diseases (obesity, diabetes, heart disease)
(PE10PF-IIIa-40)
II. CONTENT
Other Dance Forms (Hip-hop, Street Dance, Cheer Dance, Contemporary Dance)
A. REFERENCES
Pages 120-121, 131-138 Pages 121-122
pages
Pages 108, 117-123 Page 11, 109
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
OHSP PE 1 Q1 – module 1 OHSP PE 1 Q1 – module 1

32
B. OTHER LEARNING
REFERENCES
https://www.google.com.ph/search?q=unhealthy+student&biw=1242&bih=585&source=lnms&tbm=isc
h&sa=X&ved=OahyUKEwi https://www.youtube.com/watch?v=dputPMqkESI
http://www.sonyadakarskinclinic.com/product_images/uploaded_images/healthy-eating-habits.jpg
https://www.youtube.com/watch?v=vI7DHH7AgCk http://www.livestrong.com/article/131283-types-
lifestyle-diseases/ http://www.medicalnewstoday.com/info/obesity
PROCEDURES
Lessons
The teacher will solicit
opinion from the learners
about the benefits of
involving oneself to
physical activities,
exercises such as hip-hop,
street dance, cheer dance,
contemporary dance, etc.
(5 min)
(All answers should be
posted on the board using
metastrips.)
the students to
differentiate a
healthy and an
unhealthy person.
(5 min)
The teacher will ask this
question:
What is the importance of
physical activity, exercise
and following healthy
eating habits?
(5 min)
volunteers to discuss
different lifestyle
disorders.
The Lesson
picture of a person with
unhealthy eating habits,
lack of physical activity and
exercise. Let the learners
answer the following
questions:
 What can you say
about the picture?
 What unhealthy
habits/practices are
shown in the picture?
 What will happen if
the person on the
picture becomes
The teacher will read the
story about "Sitio
Katamakawan" and ask
the following questions:
 Describe the lifestyle
of the people in the
community.
 Would you like to live
in this community?
Why or why not?
 Do the people live a
physically active and
healthy lifestyle?

33
involved in physical
activity like hip-hop or
street dancing?
(10 min)
(Please see the link for
the suggested picture)
https://www.google.co
m.ph/search?q=unhea
lthy+student&biw=12
42&bih=585&source=l
nms&tbm=isch&sa=X
&ved=OahyUKEwi
 What are the
possible diseases
that the people of
this community
might get?
 What recreational
physical activities can
you suggest to the
children, teenagers
and adult members
of Sitio
Katamakawan?
(15 min)
Instances of The New
Lesson
pictures of healthy eating
habits, physical activity
and exercise involvement.
learners to answer the
 What can you say
about the pictures?
 What healthy
habits/practices are
shown in the
pictures?
 What will happen if
you involve yourself
in physical activity,
exercise and practice
healthy eating
habits?
(10min) (See
attached pictures for
Students will watch a
video that shows factors
related to lifestyle
diseases. The teacher
will ask the following
questions:
 What are the
factors that cause
lifestyle diseases?
 What physical
activities can you
advice your
family, friends and
people in the
community to
avoid such factors
that cause
lifestyle diseases?
(10 min)
https://www.yout
ube.com/watch?v

34
presentation)
http://www.sonyada
karskinclinic.com/pro
duct_images/uploade
d_images/healthy-
eating-habits.jpg
=vI7DHH7AgCk
# 1
the Filipino Pyramid
Activity Guide (FPAG) to
engage learners among
the healthy physical
activities.
(See attached print-out)
(15 min)
The teacher will
discuss to the class
the Types of Lifestyle
 Diseases:
 Obesity
 Diabetes
 Heart Disease
(15 min)
http://www.livestrong
.com/article/131283-
types-lifestyle-
diseases/
http://www.medicaln
ewstoday.com/info/ob
esity (See attached
print-out of Lifestyle
Diseases)
# 2
The teacher will show the
picture of Eating Plan for
Healthy Living to check
and remind the learners of
their daily nutritional
needs.
(See attached print-out)
(10 min)

35
F. Developing Mastery
(Leads To Formative
Assessment 3)
following processing
questions:
A.F ilipino Pyramid Activity
Guide (FPAG)
 Which of these
activities do you do
for at least
10minutes at a time
for 30 minutes a
day for at least 5
days a week? 2.
Based on the FPAG,
do you consider
yourself as an
active or inactive
person? Why?
 How much time do
you engage in
dancing?
 If you don't like
dancing, which of
these activities in
FPAG will you
choose as your
hobby?
B. Eating Plan for
Healthy Living (EPHL)
 Are you eating the
right amount food
needed by your
body?
 What is the
importance of
eating a balanced
diet to lifelong
learners to read the
article 5 out of 10
Filipinos die of heart
disease. (See attached
article, TG. P 146)
Let the learners do
Activity 11 on p. 131-132
LM.
Instruct the learners to
write a short
speech/message about
their insights, if they are
dance enthusiasts and/or
health advocates on the
importance of
maintaining a healthy
lifestyle.
(15 min)

36
fitness?
G. Finding Practical What Physical The teacher will give
Applications Of The activity, exercises each student 1-2
Concepts And Skills In and eating habits can minutes to speak
Daily Living you suggest to your about their short
friends, family and speech/message
relatives to improve regarding the
or maintain their importance of
physical fitness and maintaining a healthy
healthy lifestyle? lifestyle.
Based on their (45 min)
suggestions the class
will be divided into 3
groups and they will
perform the
suggested physical
activity, exercises or
eating habits through
dramatization)
Note: For physical
activity and exercises
they should follow
the FITT principle.
(45min)
H. Making Generalizations What is the What other or special
and Abstractions About importance of activities should a
The Lesson physical activity, person with lifestyle
exercise and disease must observe
following a healthy in able to attain
eating habits to lifelong fitness?
lifelong fitness?
(10 min)
I. Evaluating Learning The performance of The speech/message

37
the students on the
physical activity,
exercise and eating
habits will be
assessed using
Scoring
Guide/Rubrics. (See
attached assessment
tool)
made by the learners
will be graded using
criteria on p. 132 LM.
(See attached tool)
J. Additional Activities For
Application And
Remediation
Students will be
asked to answer the
 When can you
say that a person
is obese?
 What causes
diabetes?
 How can a
person acquire
heart disease?
Students will be
asked to give the
meaning of the
following:
 Hip Hop Dance
 Street Dance
II. REMARKS
III. REFLECTION
Earned 80% In The
Evaluation
Below 80%

38
Who Have Caught Up
With The Lesson.
Continue To Require
Remediation
These Work?
Encounter Which My
Helped Me Solved?
Teachers?
NA

39
Daily Lesson
Log in
MAPEH
EDUCATION INC.
GRADE LEVEL 10
TEACHING DATE AND
TIME
TTH 7:30 – 9:30 QUARTER 3rd
Quarter
3RD
DAY 4TH
DAY
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.
 The learner practices healthy eating habits and support an active lifestyle.
Objectives
The learner…
 Engages in moderate to vigorous physical
activities for at least 60 minutes a day, in
and out of school
(PE10PF-IIIc-h-45)
 Applies correct techniques to minimize risk
injuries
(PE10PF-IIIc-h-56)
The learner…
 Analyses the effects of media and
technology on fitness and physical
activity
(PE10PF-IIIb-46)
 Critiques (verifiy and validate) media
information on fitness and physical
activity issues
(PE10PF-IIIb-47)
II. CONTENT Other Dance Forms (Hip-hop, Street Dance, Cheer Dance, Contemporary Dance)
A. REFERENCES
Pages 123-130, 146 pp.40-48
pp.40-48
2. Learner’s Material pages Pages 110-116 pp. 98-101pp. 102-104
3. Textbook pages
Lopez, LF.P., Beldia, M.D., Pangan, R.J., et.al. (2003). Physical Education, Health, and Music. REX
Bookstore, Inc., Nicanor Reyes, Sr. St., Sampaloc Manila., 46-47, 51
Bautista, JV., Carlos, JN., Carlos, JE., et.al. (2006). MAPEH For a better YOU IV. LG&M Corp., Gregorio
Araneta Ave., Quezon City. 227-230
Darilag, AG., Vergara, LA., Mateo, GEC. Et.al. (2009). Enjoy life with PE and health IV. SD Publications,

40
Inc., Gregorio Araneta Ave., Quezon City. 173
portal
OHSP PE 1 Q1 – module 1
https://www.youtube.com/watch?v=VV-d0vmtIrs
https://www.youtube.com/watch?v=MyC0D2vaDhk http://oureverydaylife.com/exposing-negative-
effects-technology-kids-14909.html
https://www.youtube.com/watch?v=ym95YMXI5B4 https://www.youtube.com/watch?v=_A8TJQpjKWM
B. OTHER LEARNING
REFERENCES
https://4pack.files.wordpress.com/2010/03/proactol-fat-loss.jpg
http://gc180xtgarciniacambogia.com/wp-content/uploads/2014/01/GC1804.png
http://cdn.singpromos.com/wp-content/uploads/2012/05/AFC-Cho-Beauty-AFC-Tobashi-Slimming-Tea-
AFC-Lipodown-900x1143.jpg http://i.dailymail.co.uk/i/pix/2014/06/05/article-0-1E7ABF3100000578-
251_634x396.jpg
IV. PROCEDURES
Lesson Or Presenting New
Lessons
 What are the
different causes of
obesity, diabetes
and heart disease?
the following
questions:
 What dance
style is
formally
known as
vernacular
dances, refer
to dances that
evolved from
dance
studios?
 What form of
street dance
is performed
impromptu in
large crowds?
 What culture
is created by
students the following
questions:
 What are the
possible effects of
engaging in
physical activities?
What are the
advantages and
disadvantages of
media and technology
in relation to our
physical activities?
(5 min)
 How can you
prevent these
different diseases?
(5 min)
 How important is
applying correct
techniques before
doing vigorous
physical activity?
(5 min)

41
DJ-ing,
rapping,
breakdancing,
and graffiti
art?
(5min)
The Lesson
students to do the Activity
No. 3: 4 PICS, 1 WORD on
LM pp. 110-113. After
unscrambling the letter to
form the correct word,
they have to come up with
a statement that would
relate the pictures to the
formed word.
(See attached tool)
students to answer
Activity 1. Be Happy or
Be Sad on page 108-109
of LM and ask the
 What are the
activities that are
sedentary in
nature? Why do
you say so?
 How do surfing on
the internet and
playing computer
games affect our
physical activity
and fitness?
(10min)
the students to watch
the following videos
of advertisements on
fitness programs:
 Weight Gain
Commercial
https://www.y
outube.com/w
atch?v=ym95
YMXI5B4
(10 min)
 SlimQuick TV
Commercial
'Lose Weight
Faster' Weight
Loss Ads
https://www.y
outube.com/w
atch?v=_A8TJ
QpjKWM
Ask questions about
the videos:
 As a consumer,
which of the

42
advertisements
convinced you to
buy their
products? Why do
you say so?
 Are these videos
reliable or
unreliable? Why?
(The teacher may
also use the searched
advertisement of the
learners.)
(10 min)
Lesson
The teacher will present a
video entitled Step Up All
In Final Dance LMNTRIX
then ask the following
questions:
 What dance form is
shown in the video?
 What is a street
dance?
 What is a hip-hop
dance?
 What particular
movements/steps
strike you? Show
them.
 Can street dance
and hip-hop dance
improve fitness?
How?
video on how media and
technology affect the
physical activity and
fitness of a person. The
students will then be
asked to give their
reactions about the video
presented.
(10 min)
m/watch?v=MyC0D2vaDh
k
printed
advertisements on
fitness programs on
gaining and losing
weight. The following
questions will be
given to the students:
 Which of the
advertisements
convinced you the
most? Why?
 What should a
wise consumer do
before patronizing
fitness-related
products/program
s? (10 min)
https://4pack.files.wo
rdpress.com/2010/03

43
 Can we use street
dance and hip-hop
dance as our
recreation activity?
Why and how?(30
min)
https://www.youtube.com/
watch?v=VV-d0vmtIrs
/proactol-fat-loss.jpg
http://gc180xtgarcini
acambogia.com/wp-
content/uploads/2014
/01/GC1804.png
http://cdn.singpromo
s.com/wp-
content/uploads/2012
/05/AFC-Cho-Beauty-
AFC-Tobashi-
Slimming-Tea-AFC-
Lipodown-
900x1143.jpg
http://i.dailymail.co.u
k/i/pix/2014/06/05/ar
ticle-0-
1E7ABF3100000578-
251_634x396.jpg
# 1
Discussion of the
difference between street
dance and hip hop dance.
The teacher will also
discuss the street and hip-
hop dance styles and its
movements. (See attached
print-out)
(15 min)
about Fitness Awareness.
(See attached tool)
(10 min)
The teacher will
discuss the Appeal
Techniques to Lure
Customers.
(5min)
# 2
The teacher discuss
the following:
 Different
exercises That
May Provide
Total Body
The teacher will
discuss Consumer
Health (Enjoy Life
with PE and Health IV
pp.172-174) See
attached print-out

44
Warm-Up
 General
Principles to
Follow in Order
to Avoid or
Minimize Chances
of Sustaining
Injuries
Guidelines on the
Purchase of Products
and Services
Reliable and
Unreliable Sources of
Information
Objectives of
Consumer Health
(See attached print-
out)
(5 min)
(15 min)
(Leads To Formative
Assessment 3)
Let the learners
group themselves
into 6-8 members.
Allow them to discuss
with their group the
possible injuries that
might occur with the
following situations:
students to make their
own physical fitness plan
for a week. The Teacher
will show an example of
PFP.
The teacher will
divide the class into 5
groups. They will be
asked to dramatize
on how to become a
wise consumer when
buying fitness and
health products.
(15 min)
 Not doing warm-
up and stretching
activities
 Not executing
properly
not observing
safety measures
at all times
 Let the learners
share their
answers to the
class. (10 min)

45
Applications Of The
Daily Living
The teacher will
instruct the learners
to create a simple
dance routine (2-3
minutes) applying the
common styles in
street dance and hip
hop dancing. Allow
them to practice for
15 minutes,
observing utmost
care while doing the
activity to avoid
injuries.
(40 min)
 What are the
possible effects of
overexposure to
media and
technology like
computers,
cellphones and
television?
 How will avoid too
much time in
surfing the net?
 What can you
advice to your
friends or
classmates who
are exposed in
using media and
technology?
(10 min)
the following
questions:
 As a
consumer,
were you
convinced by
the techniques
used in the
advertisement
to buy their
products?
Why or why
not?
 How can you
be assured
that the
advertisement
is reliable or
effective?
(5min)
H. Making Generalizations
The Lesson
What is the
importance of
applying the general
principles to minimize
chances of injuries in
performing the
dances? (5 minutes)
What is the importance if
we will be involved in
physical activities rather
than giving more time in
surfing the net? (5
minutes)
What is the role of
media and technology
in developing our
fitness and health?
I. Evaluating Learning The Simple Dance
Routine made by the
learners will be rated
according to the
following criteria:
True or False.
Exercise is a personal
matter. (TRUE)
 Physical fitness is
The Dramatization
made by the learners
will be evaluated
using Criteria. (See
attached tool).

46
attitude, respect,
initiative and
participation,
dependability,
execution and
observance of safety.
(See attached tool)
one of the aspects
of total health.
 (TRUE)
Surfing the net is
an example of
Active Recreation.
(FALSE)
 Playing video
games promotes
healthy lifestyle.
(FALSE)
 Exercise relieves
nervous tension.
(TRUE)
(5 min)
Application And
Remediation
Ask the students to
gather information on
the effects of media
and technology to
one’s physical activity
and fitness.
Ask the students to
search for an
advertisement on how to
gain/lose weight.
Ask the students to
interview a person
who lost his purpose
in life due to vices
and peers.

47
V. REMARKS
VI. REFLECTION
Earned 80% In The
Evaluation
Below 80%
Who Have Caught Up
With The Lesson.
Continue To Require
Remediation
These Work?
Encounter Which My
Helped Me Solved?
NA
Teachers?

49
Daily Lesson Log
in
MAPEH
EDUCATION INC.
GRADE LEVEL 10
TEACHING DATE AND
TIME
QUARTER
5TH
DAY 6TH
DAY
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
 Practices healthy eating habits and support an active lifestyle
Objectives
 The learners are expected to express a
sense of purpose and belongingness by
participating in physical activity-related
community services and programs
(PE10PF-IIIc-h-48)
 The learners are expected to recognize the
needs of others in real life and in
meaningful ways
(PE10PF-IIIc-h-49)
II. CONTENTS Other Dance Forms (Hip-hop, Street Dance, Cheer
Dance, Contemporary Dance)
A. REFERENCES
1. Teacher’s Guide pages pages 147-152
2. Learner’s Material pages pages 133-137
3. Textbook pages
portal
OHSP PE 1 Q1 – module 1
B. OTHER LEARNING

50
REFERENCES
IV. PROCEDURES
A. Reviewing Previous Lesson
or Presenting New Lessons
Ask learners to recall the
ways on how to become a
wise consumer. (5
minutes)
Let the learners
discuss their ideas of
FITT?
The Lesson
The teacher will read this
statement: It is said
that the youth is the hope
of the nation. But some
teenagers enjoy dancing
while making it as their
source of income and they
end up having poor
academic performance, or
worse they stop schooling.
Is this a sound decision?
students to make a four-
line rap stating their point
of view.
(See attached tool)
(10 min)

51
Lesson
learners the following
questions:
 Can you name
someone who loves
dancing?
 Is s/he performing
well in the
classroom?
 What advice can
you give him/her to
balance dancing
and his study?
 Why is it important
to have a balanced
lifestyle?
(5 min)
printed
advertisements on
fitness programs on
gaining and losing
weight. The following
questions will be
given to the
students:
 Which of the
advertisements
convinced you
the most? Why?
 What should a
wise consumer do
before
patronizing
fitness-related
products/program
s?
https://4pack.files.wo
rdpress.com/2010/03
/proactol-fat-loss.jpg
http://gc180xtgarcini
acambogia.com/wp-
content/uploads/201
4/01/GC1804.png
http://cdn.singpromo
s.com/wp-
content/uploads/201

52
2/05/AFC-Cho-
Beauty-AFC-Tobashi-
Slimming-Tea-AFC-
Lipodown-
900x1143.jpg
http://i.dailymail.co.u
k/i/pix/2014/06/05/ar
ticle-0-
1E7ABF3100000578-
251_634x396.jpg
And Practicing New Skills #
1
Balanced Lifestyle. (See
attached print-out)
(15minutes)
E. Developing Mastery (Leads
To Formative
Assessment 3)
Guided by the FITT
Principle, the
students will create a
Fitness Plan that will
improve and sustain
their fitness. They
will use the format on
page 134 of LM. (20
minutes)
F. Finding Practical
Applications Of The
Learners will make a
Fitness plan for a

53
Concepts And Skills In Daily
Living
person outside the
school who needs
physical fitness
program. The
students must submit
first the fitness dance
program to the
teacher before giving
it to the concerned
person. (20 minutes)
G. Making Generalizations And
Abstractions About The
Lesson
the following
questions:
 What is Lifestyle?
 What is Balanced
Lifestyle?
 What are the
positive effects of
balanced lifestyle
to a person?
 How can we
achieve a
significant
balanced
lifestyle?
(5 min)
H. Evaluating Learning The output of the
student will be
evaluated according
to set of criteria.
Application And
Remediation
Ask the learner to
make a video of the
fitness dance
program together

54
with the person who
also needs
meaningful physical
activity.
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
Helped Me Solved?
Teachers?
NA

55
Daily Lesson Log
in
MAPEH
EDUCATION INC.
GRADE LEVEL 10
TEACHER SHAIRA F OLMIDO LEARNING AREA HEALTH
TEACHING DATE AND
TIME
QUARTER
1ST
DAY 2ND
DAY
I. OBJECTIVES
A. Content Standard The learner demonstrates awareness of global health initiatives.
B. Performance
Standard
The learner demonstrates competence in applying knowledge of global health to local or national context global initiatives.
C. Learning
Competencies/
Objectives
The learner…
 Discusses the significance of global health
initiatives
(H10HC-IIIa-1)
 Describes how global health initiatives positively
impact people’s health in various countries
(H10HC-IIIb-c-2)
The learner analyzes the issues in the
implementation of global health initiatives.
II. CONTENT A. Existing Global Health Initiatives: Millennium
Development Goals
B. Existing Global Health Initiatives: WHO
Framework Convention on Tobacco Control
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide
pages
pp.246-247 pp.247-248
pages
pp.261-265 pp.266-268
3. Textbook
Reference/ pages
4. Additional
Materials from

56
Learning
Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
https://www.youtube.com/watch?v=npGOcqaJkXI&spfreload=10
https://www.youtube.com/watch?v=A5giOGjj5X8
https://www.youtube.com/watch?v=v3p2VLTowAA
https://www.youtube.com/watch?v=CMzoJ1mK0co
https://www.youtube.com/watch?v=jFeQ52SmxIE
https://www.youtube.com/results?search_query=korea%27s+cigarette+tax+has+done+little+to+reduce+n
umber+of+smokers
https://www.youtube.com/results?search_query=implementn+WHO+tools+to+reduce+tobacco+use
IV. PROCEDURES
Lesson Or Presenting
New Lessons
The students will identify words related
to different problems encountered all
over the world using word pool.
( 10min)
Let the students match
the symbols to the
different Millennium
Development Goals?
(see pages 262-264 for
the symbols)
(5 min)
The teacher will solicit knowledge
from the learner about Millennium
Health Goals.
(5 min)
What are the
different
diseases
caused by
tobacco use.
(5 min)
B. Establishing A
Purpose For The
Lesson
The teacher will ask the students if they
encountered these problems already.
What they can say about it? How do
feel about that matter?
(10min)
Let the students form the jumbled
letters into word
BACOCOT - TOBACCO
RALIAAM- MALARIA
RECOLUTBISSO - TUBERCULOSIS
SAID - AIDS
SEIDASES – DISEASES
After they unlock the words the
teacher will ask the students what are
the relationship of these words to the
global health trends and issues.
(10min)
C. Presenting Examples
/ Instances Of The
New Lesson
The teacher introduces present of
different pictures/ videos of “ Global
Health Issues”
 What are the issues illustrated in
the pictures/videos?
 What are the different health
Group Activity:
Ask the learners to read about Global
Health Initiatives. LM p.265-266 and
fill out the conceptual framework.
Let the students identify common
health issues and concern given by

57
issues confronting our world
today?
 Name countries that are affected
by these health issues.
(10 min)
each group.
D. Discussing New
Concepts And
Practicing New Skills
# 1
Using videos, the teacher will discuss
the 8 targets of the Millennium
Development Goals agreed by United
Nations.
Guide question:
Which of the goals give more impact
and influence for better health
program and policies?
The teacher will discuss global health
issues and concern.
Teacher shows video clip on the WHO
Framework convention on Tobacco
Control and discuss some facts about
the videos. Use interactive discussion
(10 minutes)
https://www.youtube.com/watch?v=np
GOcqaJkXI&spfreload=10
https://www.youtube.com/watch?v=v3
p2VLTowAA
https://www.youtube.com/watch?v=C
MzoJ1mK0co
(20 min)
(30 min)
E. Discussing New The teacher
Concepts And will give some
Practicing New Skills provisions and
# 2 facts that help
to reduce the
demand of
tobacco using
videos. Show
some video
clips.
Students will
answer the
guide question,
What are the
different ways

58
of Global
Prevention and
Control of
tobacco.
(15 min)
https://www.y
outube.com/re
sults?search_q
uery=impleme
ntn+WHO+too
ls+to+reduce+
tobacco+use
https://www.y
outube.com/w
atch?v=jFeQ52
SmxIE
https://www.y
outube.com/re
sults?search_q
uery=korea%2
7s+cigarette+t
ax+has+done
+little+to+red
uce+number+
of+smokers
(Leads To Formative
Assessment 3)
Based on the video
presentation last
meeting,
The students will come
up with their
poster/slogan as a sign
of their campaign
towards the development
of millennium goals.
(35 min)
The teacher
will post a
caricature that
shows
campaign/disa
dvantages of
using tobacco.
Students will
give their
opinion and

59
shared to the
class what
they feel
about.
(15 min)
Applications Of The
Concepts And Skills
In Daily Living
If you are a community
health worker, what
health issue/s and
concerns do you think
should be addressed
immediately? Why?
(5 min)
The students
will have a
signature
campaign
against
smoking.
(The teacher
will provide the
activity sheets)
(20 min)
H. Making
Generalizations And
Abstractions About
The Lesson
Let the students share/
discuss their poster/
slogan to the class. The
teacher will summarize
all the answer given by
the students.
(10min)
What do you
think will
happen if we
will not
address the
different global
issues?
Ask the
students how
they can help
develop social
and health
awareness of
the various
global health
problem?
What other
solutions

60
canyou
suggest in
order to solve
such health
problems?
(5 min)
I. Evaluating Learning Fill in the blanks.
Supply the necessary
words to make the
sentence correct.
 Developing
countries
particularly in
1 & 2
suffer extreme
poverty and
hunger.
 3 means
equal
representation of
men and women.
 Emerging and re-
emerging
diseases like
_4 , 5
affect productivity
and growth of
nation.
(5 mins.)
See attachment
J. Additional Activities
For Application And
Remediation
Make a caricature
showing the Millennium
Development Goals.
Make a poster
that discusses
the harmful
effect of
tobacco.
K. Assignments Ask the students to bring
different cut outs of
Ask the students to bring different
coloring materials. (Crayons, oil

61
different diseases. pastel, water color, etc.)
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?
Encounter Which My
Principal Or
Supervisor Helped Me
Solved?
Localized Materials
Did I Use / Discover
Which I Wish To
Share With Other
Teachers?
NA

62
Daily Lesson Log
in
MAPEH
EDUCATION INC.
GRADE LEVEL 10
TEACHER SHAIRA F. OLMIDO LEARNING AREA HEALTH
TEACHING DATE AND
TIME
QUARTER
3RD
DAY 4TH
DAY
I.OBJECTIVES
A. Content Standards The learner demonstrates awareness of global health initiatives.
B. Performance Standards The learner demonstrates competence in applying knowledge of global health to local or national context global
initiatives.
Objectives
The learner analyses the issues in the implementation of
the global health initiatives.
(H10HC-IIIb-c-3)
The learner recommends ways of adopting global health
initiatives to local or national context.
(H10HC-IIId-e-4)
II. CONTENT A. Global Mental Health Action
Plan
B. Global Strategy to reduce the
Harmful Use of Alcohol
C. Global Alliance for Vaccines
and immunizations
A. REFERENCES
1. Teacher’s Guide pages p.247 p.247 p.247
2. Learner’s Material pages p.269 p.268 p.267
3. Textbook pages
 Additional Materials from
portal
B. OTHER LEARNING
REFERENCES
https://www.youtube.com/watch?v=dv_exaj2ofg
https://www.youtube.com/watch?v=fHEfUrBrXI8
https://www.youtube.com/watch?v=s_6QW9sNPEY
https://www.youtube.com/watch?v=WA8o-BmwQ0I
IV. PROCEDURES

63
A. Reviewing Previous Lesson
or Presenting New Lessons
What are the harmful effects
of tobacco?
(5 min)
The teacher will ask the students to
identify the different issues
addressed by Global Mental Health
Action Plan.
(5 min)
students to identify
negative effects of
alcohol.
(5 min)
The teacher will solicit
about the importance
of
vaccination/immunizat
ion.
(5 min)
The Lesson
4 PICS 1 WORD
The students will be asked to
identify the hidden word out
of the given pictures.
1. Global
2. Mental
3. Health
Let the students form the
three words into one.
(10 min)
Group Activity:
The teacher will divide the class
into 5 groups and let the students
list down different kinds of
beverages/drinks that they drink.
(15 min)
Let the students guess
the hidden words out of
the jumbled letters.
Teacher will ask the
students who among
them had undergo
vaccination/immunizatio
n?
(5 min)
Attachment of pictures
Lesson
The students will watch a
short video clip about
Comprehensive Mental
Health Action Plan 2013-2020
using videos from internet.
https://www.youtube.com/w
atch?v=dv_exaj2ofg
Ask the students if they have
already tasted alcoholic drinks.
What do you feel after
tasting/drinking such beverages?
What are the effects of alcohol to
your body? Is it harmful?
Have you heard the
program of our
government regarding
child vaccination and
immunization?
What can you say about
these programs?
Were you able to receive
vaccine from your health
center or private
sector/doctor?
(5 min)
(5 min)
(5 min)
1
The teacher will discuss the
Global Mental Health Action
Plan.
The teacher will discuss and show
the Global strategy to reduce
harmful effects of alcohol toa
person’s body.
The teacher will present
a video presentation
from you tube on the
importance of

64
(20 min) https://www.youtube.com/watch?v
=fHEfUrBrXI8
(10 min)
vaccination/immunizatio
n
m/watch?v=s_6QW9sNP
EY.
m/watch?v=WA8o-
BmwQ0I
(5 min)
2
Discuss different ways on how to
Reduce the Harmful Effects of
Alcohol.
(5 min)
The teacher will identify
and discuss different
vaccines and
immunization usually
used for babies and
children here in the
Philippines. State other
vaccines used for
maternal care and
animal bites.
(25 min)
(Leads To Formative
Assessment 3)
Answer LM p.269 Activity 5
(5 min)
In 5 groups, students will make a
skit/roleplay regarding the harmful
effects of alcohol.
(10 min)
Table Completion
The students will name
different vaccines and its
use.
(10 min)
Based on the previous
lesson, ask the
students to
create/make their own
caricature of the
advantages of
vaccination/immunizat
ion. The teacher will
post a sample output
for the activity.
(35 min)

65
Applications Of The
Daily Living
Let the students make their
own Manifesto.
I ( ) Commit
myself to (plan of action) to
fight and prevent different
abuses related to mental
health/disorder.
(5 min)
As a student, how can you prevent
yourself from being alcohol
dependent?
(5 min)
As a student, how can
you promote the
importance of
vaccination and
immunization in their
community?
How will you
encourage the people
around you to
participate in different
government
advocacies regarding
vaccination and
immunization?
(10 min)
H. Making Generalizations And
Abstractions About The
Lesson
Present different solutions to
global mental health issues
and concern by means of
Picture Frame and ask one
volunteer to explain their
picture.
(5 min)
As a student, how can you
help in developing socially
conscious and healthy
individuals who are aware of
the various global health
threats and concerns?
(5 min)
Summarize the harmful effects of
alcohol. Teacher will call 1 student
per group.
(5 min)
What are the different
kinds of vaccines?
Who can benefit from
these aids?
What benefits can we
get from vaccination/
immunization?
(5 min)
I. Evaluating Learning The evaluation is based on their
performance in the skit/role
playing. Use rubrics for the activity.
Enumerate 5 vaccines
that you know and
their specific
purposes.

66
(5 min)
Application And
Remediation
K. Assignments Ask the students to bring any
vaccine or immunization book or
record.
V. REMARKS
VI. REFLECTION
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
Principal or Supervisor
Helped Me Solved?
Teachers?
NA

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