Grades 8 School OLONGAPO CITY NATIONAL HIGH SCHOOL Grade Level STE 8-4

DAILY LESSON LOG Teacher CHERIE N. NEDRUDA Learning Area MAPEH

Teaching Dates and Time FEB.17 ,2021, 9:30-10:30 AM Quarter 2

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC INDICATORS TO BE
OBSERVED DURING THE CLASSROOM
OBSERVATION
A. Content Standards The learner demonstrates understanding of guidelines and principles
in exercise program design to achieve fitness.
B. Performance Standards The learner modifies physical activity program for the family/school
peers to achieve fitness.
C. Learning Competencies/ Objectives KRA 3, OBJ. # 7
Write the LC code for each. Knowledge: Discuss the basic skills in basketball. -Plans, manages and implements developmentally
(Identify the basic skills in basketball) sequenced teaching and learning processes to meet
curriculum requirements through various contexts.
MOV--- Knowledge, skill and attitude or KSA is
Skill: Executes the skills involved in the sport. applied in lesson planning objectives in order to
(PE8GS-lld-h-4) meet curriculum requirements based on the
Curriculum Guide/CG. Parts of the DLP are based
Attitude: Develops self-esteem, self-reliance, and self-discipline. on the PPST Modules.

II. CONTENT/TOPIC TEAM SPORTS: Basketball

II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages P.E and Health CG for Grade 8
2. Learner’s Materials pages PE 8 Worksheet Qtr2 Week2-4
3. Textbook pages P.E and Health Learner’s Material pages 40
4. Additional Materials from Learning http:/quizziz.com
Resource (LR) portal Interactive Goggle Classroom

B. Other Learning Resources Goggle Meet Platform for Online Modular Learning KRA 3, OBJ. # 9
Goggle SLIDES for power point presentation and laptop -Selects, develops, organizes and uses appropriate
Quizziz.com teaching and learning resources, including ICT, to
address learning goals.
A Video clip – Understanding Sexuality MOV---word game are presented clearly through
https://www.youtube.com/watch?v=k47AiatNvoM picture presentation.
Printed materials/worksheet for modular MOV--- Printed materials are given for the
Laptop students to see and read clearly.

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new *Preparation
lesson  Checking of Attendance using Goggle Meet Extension KRA 1, OBJ. # 1
*Review: -Applies knowledge of content within and across
Let’s have a short review. What was our previous discussion all curriculum teaching areas.
about? MOV--- Integration of History to motivate students
 The learners will answer the question. to actively engage in the lesson proper.
That’s right! Last meetings we discussed about the nature and KRA 1, OBJ. # 2
background of basketball. -Uses a range of teaching strategies that enhance
learner achievement in literacy and numeracy.
So, what are the different equipment in basketball?
MOV---Each group is given 2 minutes to reveal the
Do you know or can you still remember its description, sizes different equipment used and another minute to
and dimension of each apparatus? describe it.
• The learners will answer the question.

Okay, I’m glad that you learned a lot from our last discussion.
Now, let’s proceed to our new lesson for today.
B. Establishing a purpose for the
lesson/Motivation/Motive Questions *Before we start with our lesson, KRA 1, OBJ. # 1
Let’s have an activity entitled “THE WHO?” -Applies knowledge of content within and across
curriculum teaching areas.
This time we will use Kahoot /quizziz.com MOV--- Contextualization, Localization of player
from NBA to PBA then, like Willie Miller who
Identify the pictures and just simply guess who they are. was once a student of OCNHS and once a player in
Philippine Basketball Association (PBA).
KRA 2, OBJ. # 4
- Manages classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments.
MOV---The activity presented will engage learners
in a meaningful activity. Students are challenge to
think creatively.

KRA 4, OBJ. 10
Designs, selects, organizes and uses diagnostic,
*After answering the different questions. *After guessing the formative and summative assessment strategies
pictures, discussion will immediately follow and will connect to consistent with curriculum requirements.
the lesson. MOV—Diagnostic questions are raised to learners
to diagnose if they have background information
Asking for diagnostic questions: about the topic of the day.
1. What can you say about the personalities in the pictures?
2. What makes them famous in their field?
3. Do you think they have that skills that make them famous?

Okay, I’m glad that you enjoy answering it. Now, let’s proceed to
our topic.
C. Presenting examples/instances of the new lesson (Integration of HOTS and Across subject areas like Expressing KRA 1, OBJ. 2
ideas using descriptive words) -Uses a range of teaching strategies that enhance
learner achievement in literacy and numeracy
*Presenting the informational text through slides. skills.
MOV---Literacy in giving and understanding the
Discuss the basic skills in basketball. meaning of words is shown during the Unlocking
of Difficulties.
*Unlocking of Difficulties:
--What are the basic skills in basketball? KRA 3, OBJ. 9
 Types of shooting -Selects, develops, organizes and uses appropriate
 Types of dribbling teaching and learning resources, including ICT, to
 Kinds of passing address learning goals.
MOV---All pictures & videos downloaded from the
-- How it is properly executed? internet is a useful method to show the actual
images of the content being tackled.

To deepen our understanding about Basketball Game which we

consider the universal game, today we will learn about the different
basic skills.
D. Discussing new concepts and practicing new skills To further understand the concept and skills the teacher will show KRA 1, OBJ. # 3
#1 the different skills in Basketball through a video clip. -Applies a range of teaching strategies to develop
critical and creative thinking, as well as other
The students will then execute and practice the different basic skills. higher-order thinking skills.
*Class will be divided into two groups and will play a game MOV---The concept of students working
name “Charade”. in groups also promotes a setting where
collaboration and cooperation are valued and
produce better results, teaching the students
valuable life-long skills that are important in the
professional workplace. ... Students develop
communication and teamwork skills.

E. Discussing new concepts and practicing new skills (Integration of positive & non-violent discipline and Differentiated
#2 Activity)
KRA 2, OBJ. # 5
*Differentiated Activity in two groups with 14 and 15 members. -Manages learner behaviour constructively by
House Rules/Standards/Guidelines: applying positive and non-violent discipline to
(Follow the mnemonic/memory device.) ensure learning-focused environment.
G- Give thoughtful feedback MOV---To minimize and prevent misbehaviour,
R- Respect others & their thoughts house rules/ standards/guidelines are set before
O- On task all the time doing the activity.
U- Use soft voices MOV---Learners are given positive feedback after
P- Participate actively each group sharing.
S- Stay with your group
KRA 2, OBJ. # 6
Rubrics in Participation/Group Activities: -Uses differentiated, developmentally appropriate
POINTS INDICATORS learning experiences to address learners’ gender,
5 -Shows eagerness and cooperation to do the task, needs, strengths, interests and experiences.
participate actively, do great help to the group MOV---The learners are given differentiated
4 -Shows eagerness and cooperation to do the activities according to their strengths and interests.
task, good followers only MOV---By applying differentiated activities with
3 -Participated but late, with teacher’s supervision rubrics, learners are ensured of their active
2 -Activity was done but does not show eagerness participation.
to participate or cooperate
1 -No interest in participating the activities

Special Reminders to students before doing the activity:

1. Be polite by listening attentively with each other during
group activity.
2. Group planning and sharing is 5 minutes only while group
presentation is 2 minutes or less.

Group 1- They will choose music and create a dance exercise using
the different skills in Basketball.
Group 2- They can create a simple song with regards to different
skills in basketball.

F. Developing mastery (leads to Formative Assessment (Integration of Contextualization, Localization) KRA 1, OBJ. # 1
3) -Applies knowledge of content within and across
Group Presentation curriculum teaching areas.
(Learners are given utmost recognition in the task they presented.) MOV--- Contextualization, localization and gender
fair are properly observed in the manner of
grouping, and in the choice of instructional
materials.
G. Finding practical applications of concepts and skills (Integration of HOTS, Predicting Outcomes & Identifying Cause KRA 1, OBJ. # 3
in daily living & Effect relationship) -Applies a range of teaching strategies to develop
critical and creative thinking, as well as higher-
Ask: order thinking skills.
1. Why do we need to study the basic skills in basketball? MOV---The questions presented challenge the
2. What did you learn while doing the activity? students to think critically.

H. Making generalizations and abstractions about the Ask: KRA 4, OBJ. 10

lesson 1. Why is it important to know the basic skills in basketball? Designs, selects, organizes and uses diagnostic,
2. Did you properly execute the different skills? formative and summative assessment strategies
3. Did you follow the given house rules when performing the consistent with curriculum requirements.
task given to you? MOV—Formative questions are raised to learners
to diagnose how far they have learned or if the
objectives of the lesson are carried.
I. Evaluating learning Evaluation: Identifying the following basic skills. KRA 4, OBJ. 10
-Designs, selects, organizes and uses diagnostic,
*Check goggle classroom for the test or on your module. formative and summative assessment strategies
Read the following statement carefully. Choose the BEST consistent with curriculum requirements.
answer. Shade the circle of your answer. MOV---The use of formative assessment consistent
with curriculum requirements is followed in order
to interpret the result of the learners’ progress.

KRA 4, OBJ. 11
Monitors and evaluates learners’ progress and
Monitoring and recording of scores achievement using learners’ attainment data.
How many got 5?__, 4?__, 3?__, 2?__, 1?__ MOV—Results of evaluation are monitored and
Out of 29 students, ___ got 80% of the test. reflected on the Learners’ Data in order to support
Out of 29 students, __ got below 80% of the test. and assess learners’ progress and achievement.

J. Additional activities for application or remediation Assignment:

Direction: Execute the basic skills of Basketball; Shooting,
Dribbling, Passing, Rebounding and Running. Wear your complete
PE uniform (T-shirt, Jogging Pants, Shoes) and picture yourself
while doing the activity and send it to GOGGLE CLASSWORK.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught up with the
lesson
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

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

PREPARED BY: Checked/Observed by: Observed by:

CHERIE N. NEDRUDA ADORACION CANTILLO OLIVIA G. CANNU,ED.D MAYCO J. MENDOZA

-MAPEH TEACHER- MT I –Mentor SSHT VI-MAPEH SSHT VI-MAPEH
Grades 8 School OLONGAPO CITY NATIONAL HIGH SCHOOL Grade Level 8 ( STE 8-1/BEP8-4)
DAILY LESSON LOG Teacher CHERIE N. NEDRUDA Learning Area MAPEH
Teaching Dates and Time July 25,2019 1:15-2:18 PM Quarter 1

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC INDICATORS TO BE
OBSERVED DURING THE CLASSROOM
OBSERVATION
D. Content Standards The learner demonstrates understanding of human sexuality and
managing sexuality related issues for a healthy life.
E. Performance Standards The learner appropriately manages sexuality-related issues through
responsible and informed decisions.
F. Learning Competencies/ Objectives Knowledge: Applies decision-making skills in managing sexuality- KRA 3, OBJ. # 7
Write the LC code for each. related issues. (H8FH-Ih-23) -Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
Skill: Using a decision making process that provides a consistent curriculum requirements through various contexts.
set of steps leading to a decision outcome while avoiding MOV--- Knowledge, skill and attitude or KSA is
common decision traps and thinking errors; applied in lesson planning objectives in order to
meet curriculum requirements based on the
Attitude: Appreciates and understand the importance of decision- Curriculum Guide/CG. Parts of the DLP are based
making. on the PPST Modules.
II. CONTENT/TOPIC Decision Making Skills
II. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages P.E and Health CG for Grade 8 page 50
2. Learner’s Materials pages
3. Textbook pages P.E and Health Learner’s Material pages 211
4. Additional Materials from Learning www.encourageplay.com
Resource (LR) portal www.quickrubric.com
D. Other Learning Resources visual aid, printed materials, speaker, laptop and lcd projector KRA 3, OBJ. # 9
-Selects, develops, organizes and uses appropriate
teaching and learning resources, including ICT, to
address learning goals.
MOV---word game are presented clearly through
picture presentation.
MOV--- Printed materials are given on clear
sheets for the students to see and read clearly.
IV. PROCEDURES
K. Reviewing previous lesson or presenting the new *Review:
lesson Let’s have a short review. What was our previous discussion all
about?
 The learners will answer the question.
That’s right! Last meeting we discussed about the using life
skills to improve one’s health.

So what are the tools in dealing problems?

• The learners will answer the question.

Okay, I’m glad that you learned a lot from our last discussion.
Now, let’s proceed to our new lesson for today.
L. Establishing a purpose for the
lesson/Motivation/Motive Questions *Before we start with our lesson, KRA 2, OBJ. # 4
- Manages classroom structure to engage
Let’s have an activity. The title is “WOULD YOU RATHER? learners, individually or in groups, in
Once I call your name, you just have to pick/read the word, meaningful exploration, discovery and
read and answer it quickly. Okay? hands-on activities within a range of
physical learning environments.
*After answering the different questions. MOV---The activity presented will engage learners
in a meaningful activity. Students are challenge to
think creatively.
KRA 4, OBJ. 10
Asking for diagnostic questions: Designs, selects, organizes and uses diagnostic,
1. What can you say about the game? formative and summative assessment strategies
2. How do you answer each questions? consistent with curriculum requirements.
3. Do you think you answer it right? MOV—Diagnostic questions are raised to learners
to diagnose if they have background information
about the topic of the day.
M. Presenting examples/instances of the new lesson (Integration of HOTS and Across subject areas like Expressing
ideas using descriptive words)
*Presenting the informational text through power point
presentation.
KRA 1, OBJ. 2
Discuss the meaning of decision and its types of decisions. -Uses a range of teaching strategies that enhance
learner achievement in literacy and numeracy
*Unlocking of Difficulties: skills.
--What is decision? MOV---Literacy and numeracy in giving and
a. How do you make decision? understanding the meaning of words is shown
b. How many times you think it over? during the Unlocking of Difficulties.
--What are the types of decisions?
(Picture Presentation)
*Show a story board picture on Types of Decision.
KRA 1, OBJ. # 1
-Applies knowledge of content within and across
curriculum teaching areas.
MOV--- Contextualization, localization, gender fair
and integrations across learning areas like Values
Education and within learning area like predicting
outcomes are observable.

The student will analyse the picture in relation to the topic in health.

What do you think is our lesson today base on the picture and our
activity?

The learners will answer the question.

Yes, very good.

To learn an important life skills which will help manages

sexuality- related issues through responsible and informed
decisions , today we will learn about how to make good decision.
N. Discussing new concepts and practicing new skills To further understand the concept and skills the teacher will discuss
#1 the Decision making process..
The teacher will show example through story board on decision
making process.

KRA 1, OBJ. # 1
-Applies knowledge of content within and across
curriculum teaching areas.
MOV--- Contextualization, localization of certain
problem or consequences they just make them
decide.
The students will have a brainstorming on their decisions they made
recently. MOV---Values is being integrated by reflecting on
the result of their decision.
The teacher will ask on the outcome or result on what they have
done.?

The students will study on the negative and positive choices.

The students will analyze on making positive decisions.

O. Discussing new concepts and practicing new skills (Integration of positive & non-violent discipline and Differentiated
#2 Activity)
KRA 2, OBJ. # 5
*Differentiated Activity in two groups with 13 to 15 members, -Manages learner behaviour constructively by
each group will have a leader. applying positive and non-violent discipline to
House Rules/Standards/Guidelines: ensure learning-focused environment.
(Follow the mnemonic/memory device.) MOV---To minimize and prevent misbehaviour,
G- Give thoughtful feedback house rules/ standards/guidelines are set before
R- Respect others & their thoughts doing the activity.
O- On task all the time MOV---Learners are given positive feedback after
U- Use soft voices each group sharing.
P- Participate actively
S- Stay with your group KRA 2, OBJ. # 6
-Uses differentiated, developmentally appropriate
Rubrics in Participation/Group Activities: learning experiences to address learners’ gender,
POINTS INDICATORS needs, strengths, interests and experiences.
5 -Shows eagerness and cooperation to do the task, MOV---The learners are given differentiated
participate actively, do great help to the group activities according to their strengths and interests.
MOV---By applying differentiated activities with
4 -Shows eagerness and cooperation to do the rubrics, learners are ensured of their active
task, good followers only participation.
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
2 -No interest in participating the activities

Special Reminders to learners before doing the activity:

3. Be polite by listening attentively with each other during
group activity.
4. Group planning and sharing is 10 minutes only while group
presentation is 2 minutes or less.

Group 1- (Negative group) give scenario on the outcome of negative

decision.

Group 2- (Positive group) making or redirecting the main character

to make a better decision.
P. Developing mastery (leads to Formative Assessment (Integration of Contextualization, Localization) KRA 1, OBJ. # 1
3) -Applies knowledge of content within and across
Group Presentation on the given scenario. curriculum teaching areas.
(Learners are given utmost recognition in the task they are MOV--- Contextualization, localization and gender
presented.) fair are properly observed in the manner of
grouping, and in the choice of instructional
materials.
Q. Finding practical applications of concepts and skills (Integration of HOTS, Predicting Outcomes & Identifying Cause KRA 1, OBJ. # 3
in daily living & Effect relationship) -Applies a range of teaching strategies to develop
critical and creative thinking, as well as higher-
Ask: order thinking skills.
3. Why do we need to learn these decision making skills? MOV---The questions presented challenge the
4. What did you learn while doing the activity? students to think critically.

R. Making generalizations and abstractions about the Ask: KRA 4, OBJ. 10

lesson 4. What is decision? Designs, selects, organizes and uses diagnostic,
5. What are the types of decisions?   formative and summative assessment strategies
6. Did you follow the given house rules when performing the consistent with curriculum requirements.
task given to you? MOV—Formative questions are raised to learners
7. Did you show politeness by listening attentively with your to diagnose how far they have learned or if the
partner and your teacher during the individual activity, pair objectives of the lesson are carried.
share activity and group activity?
S. Evaluating learning Evaluation: STORYBOARD ON DECISION MAKING KRA 4, OBJ. 10
Continue the storyboard to show negative consequences and -Designs, selects, organizes and uses diagnostic,
positive decision making. formative and summative assessment strategies
(refer to power point presentation) consistent with curriculum requirements.
Direction: MOV---The use of formative assessment consistent
Analyze the peer pressure decisions and depict the the negative & with curriculum requirements is followed in order
positive consequences by providing a brief explanation on each to interpret the result of the learners’ progress.
cells.
Rubric to use: KRA 4, OBJ. 11
Monitors and evaluates learners’ progress and
achievement using learners’ attainment data.
MOV—Results of evaluation are monitored and
reflected on the Learners’ Data in order to support
and assess learners’ progress and achievement.

Monitoring and recording of scores:

How many got 25?__, 19?__, 13?__,
Out of 32 students, ___ got 80% of the test.
Out of 32 students, __ got below 80% of the test.
T. Additional activities for application or remediation Assignment:
Direction: Read and reflect on the article “Love in Action” on page
215 of your P.E & HEALTH book.
V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in the evaluation

I. No. of learners who require additional activities for remediation

J. Did the remedial lessons work? No. of learners who have caught up with the
lesson
K. No. of learners who continue to require remediation

L. Which of my teaching strategies worked well? Why did these work?

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

PREPARED BY: Checked/Observed by: Observed by:

CHERIE N. NEDRUDA ANDREE SILVIDO OLIVIA G. CANNU, ED.D MAYCO J. MENDOZA
-MAPEH TEACHER- MT I –Mentor SSHT VI-MAPEH SSHT VI-MAPEH
Grades 8 School OLONGAPO CITY NATIONAL HIGH SCHOOL Grade Level 8(STE-1/BEP8-15)
DAILY LESSON LOG Teacher CHERIE N. NEDRUDA Learning Area MAPEH
Teaching Dates and Time October 10, 2019, 1:15- 2:15PM Quarter 2

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC INDICATORS TO BE
OBSERVED DURING THE CLASSROOM
OBSERVATION
A. Content Standards The learner demonstrates the salient features of the arts of East Asia
by showing the relationship of the elements of arts & processes
among culturally diverse communities in the region.
B. Performance Standards Create artworks showing the characteristics elements of the arts of
East Asia.
C. Learning Competencies/ Objectives Knowledge: Identify the art and crafts found in China, Japan and KRA 3, OBJ. # 7
Write the LC code for each. Korea like painting and paper art. -Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
Skills: Analyze art elements and principles in the production of art curriculum requirements through various contexts.
in China, Japan and Korea. MOV--- Knowledge, skill and attitude or KSA is
applied in lesson planning objectives in order to
Attitude: Reflect on and derive the mood, idea or message as shown meet curriculum requirements based on the
by the visual image in the arts and craft of Japan, China and Korea. Curriculum Guide/CG. Parts of the DLP are based
on the PPST Modules.
II. CONTENT/TOPIC EAST ASIAN ARTS
II. LEARNING RESOURCES
A.References
1. Teacher’s Guide pages MUSIC & ARTS CG for Grade 8 page
2. Learner’s Materials pages
3. Textbook pages MUSIC & ARTS Learner’s Material pages 230
4. Additional Materials from Learning
Resource (LR) portal
B.Other Learning Resources visual aid, printed materials, laptop and lcd projector KRA 3, OBJ. # 9
-Selects, develops, organizes and uses appropriate
teaching and learning resources, including ICT, to
address learning goals.
MOV---word game are presented clearly through
picture presentation.
MOV--- Printed materials are given on clear
sheets for the students to see and read clearly.
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new *Review:
lesson Let’s have a short review. What was our previous lesson, can you
still remember the arts of Southeast Asia?
 The learners will answer the question.
Okay, I’m glad that you learned a lot from our last discussion.
Now, let’s proceed to our new lesson for today.
B. Establishing a purpose for the
lesson/Motivation/Motive Questions *Before we start with our lesson, KRA 2, OBJ. # 4
- Manages classroom structure to engage
Let’s have an activity. The title is “POST AND TELL” learners, individually or in groups, in
Once I call your name, you just have to pick/read the picture, meaningful exploration, discovery and
post and tell something about it. Okay? hands-on activities within a range of
physical learning environments.
*After answering the different questions. MOV---The activity presented will engage learners
in a meaningful activity. Students are challenge to
think creatively.
KRA 4, OBJ. 10
Asking for diagnostic questions: Designs, selects, organizes and uses diagnostic,
1. What can you say about the game? formative and summative assessment strategies
2. How do you answer each questions? consistent with curriculum requirements.
3. Do you think you answer it right? MOV—Diagnostic questions are raised to learners
to diagnose if they have background information
about the topic of the day.
C. Presenting examples/instances of the new (Integration of HOTS and Across subject areas like Expressing
lesson ideas using descriptive words)
*Presenting the informational text through power point KRA 1, OBJ. 2
presentation. -Uses a range of teaching strategies that enhance
MAP reading on the countries in East Asia learner achievement in literacy and numeracy
*How many countries belong to East Asia? skills.
*Unlocking of Difficulties: MOV---Literacy and numeracy in giving and
--What is Painting? understanding the meaning of words is shown
a. How do you paint? during the Unlocking of Difficulties.
b. How many times you think it over?
c. What do you prefer to use in painting?
--What are the types of paintings?
(Picture Presentation) KRA 1, OBJ. # 1
-Applies knowledge of content within and across
The student will analyze the picture in relation to the topic in East curriculum teaching areas.
Asian arts. MOV--- Contextualization, localization, gender fair
and integrations across learning areas like Values
What do you think is our lesson today base on the picture and our Education and within learning area like predicting
activity? outcomes are observable.

The learners will answer the question.

Yes, very good.

To learn the different subject of paintings, let’s try to learn more

about the East Asian arts.
D. Discussing new concepts and practicing To further understand the East Asian paintings. The teacher will KRA 1, OBJ. # 1
new skills #1 discuss on the history of early paintings. -Applies knowledge of content within and across
curriculum teaching areas.
The teacher will show example of different paintings. MOV--- Contextualization, localization of certain
problem or consequences they just make them
What are objects or items that are usually put into paintings which decide.
are called subject, themes, or motifs?
MOV---Values is being integrated by reflecting on
The teacher will ask on the different subject of China, Japan and the result of their decision.
Korea’s painting?

The students will analyze on painting subjects or themes.

E. Discussing new concepts and practicing new (Integration of positive & non-violent discipline and Differentiated
skills #2 Activity)
KRA 2, OBJ. # 5
*Differentiated Activity in two groups with 13 to 15 members, -Manages learner behaviour constructively by
each group will have a leader. applying positive and non-violent discipline to
House Rules/Standards/Guidelines: ensure learning-focused environment.
(Follow the mnemonic/memory device.) MOV---To minimize and prevent misbehaviour,
G- Give thoughtful feedback house rules/ standards/guidelines are set before
R- Respect others & their thoughts doing the activity.
O- On task all the time MOV---Learners are given positive feedback after
U- Use soft voices each group sharing.
P- Participate actively
S- Stay with your group KRA 2, OBJ. # 6
-Uses differentiated, developmentally appropriate
Rubrics in Participation/Group Activities: learning experiences to address learners’ gender,
POINTS INDICATORS needs, strengths, interests and experiences.
5 -Shows eagerness and cooperation to do the task, MOV---The learners are given differentiated
participate actively, do great help to the group activities according to their strengths and interests.
MOV---By applying differentiated activities with
4 -Shows eagerness and cooperation to do the rubrics, learners are ensured of their active
task, good followers only participation.
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities

Special Reminders to learners before doing the activity:

1.Be polite by listening attentively with each other during group
activity.
2.Group planning and sharing is 10 minutes only while group
presentation is 2 minutes or less.

Group 1- SIMILARITIES on China, Japan & Korea’ paintings

Group 2- DIFFERENCES on China, Japan & Korea
F. Developing mastery (leads to Formative (Integration of Contextualization, Localization) KRA 1, OBJ. # 1
Assessment 3) -Applies knowledge of content within and across
Group Presentation on the assigned topic… curriculum teaching areas.
(Learners are given utmost recognition in the task they are MOV--- Contextualization, localization and gender
presented.) fair is properly observed in the manner of
grouping, and in the choice of instructional
materials.
G. Finding practical applications of concepts and (Integration of HOTS, Predicting Outcomes & Identifying Cause KRA 1, OBJ. # 3
skills in daily living & Effect relationship) -Applies a range of teaching strategies to develop
critical and creative thinking, as well as higher-
Ask: order thinking skills.
1.Why do we need to know the East Asian paintings? MOV---The questions presented challenge the
2.Do Philippines have the same paintings? students to think critically.
3.What did you learn while doing the activity?
H. Making generalizations and abstractions about Ask: KRA 4, OBJ. 10
the lesson 3.What is painting? Designs, selects, organizes and uses diagnostic,
4.What is the different subject in painting?   formative and summative assessment strategies
5.Did you follow the given house rules when performing the consistent with curriculum requirements.
task given to you? MOV—Formative questions are raised to learners
6.Did you show politeness by listening attentively with your to diagnose how far they have learned or if the
partner and your teacher during the individual activity, pair objectives of the lesson are carried.
share activity and group activity?
I. Evaluating learning Evaluation: COFFEE PAINTING KRA 4, OBJ. 10
Direction: Follow the procedure in coffee painting on page 275 -Designs, selects, organizes and uses diagnostic,
formative and summative assessment strategies
Rubric to use: refer to page 278 consistent with curriculum requirements.
MOV---The use of formative assessment consistent
with curriculum requirements is followed in order
to interpret the result of the learners’ progress.

KRA 4, OBJ. 11
Monitors and evaluates learners’ progress and
achievement using learners’ attainment data.
MOV—Results of evaluation are monitored and
reflected on the Learners’ Data in order to support
Monitoring and recording of scores:
and assess learners’ progress and achievement.
How many got 25?, 19?__, 13?__,
Out of 32 students, ___ got 80% of the test.
Out of 32 students, __ got below 80% of the test.
J. Additional activities for application or Assignment:
remediation Direction: Read and reflect on the article “Love in Action” on page
215 of your P.E & HEALTH book.
V. REMARKS
VI. REFLECTION
O. No. of learners who earned 80% in the evaluation

P. No. of learners who require additional activities for remediation

Q. Did the remedial lessons work? No. of learners who have caught up with the
lesson
R. No. of learners who continue to require remediation

S. Which of my teaching strategies worked well? Why did these work?

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

PREPARED BY: Checked/Observed by: Observed by:

CHERIE N. NEDRUDA ANDREE SILVIDO OLIVIA G. CANNU,ED.D MAYCO J. MENDOZA

-MAPEH TEACHER- MT I –Mentor SSHT VI-MAPEH SSHT VI-MAPEH