GRADE 1 to 12 School Anselmo A.

Sandoval Memorial National High School Grade Level GRADE 8

DAILY Teacher Raymond U. Ramos Learning Area MAPEH
LESSON LOG Teaching Dates JULY 1-5, 2019 Quarter FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
MUSIC ARTS HEALTH HEALTH P.E.
8:00-9:00 Davis 8:00-9:00 Schultze (Music) 8:00-9:00 Davis (Arts) 8:00-9:00 Davis 8:00-9:00 Schultze
9:20-10:20 Aristotle 9:20-10:20 Aristotle 9:20-10:20 Schultze 9:20-10:20 Aristotle 9:20-10:20 Aristotle
12:00-1:00 Linnnaeus 12:00-1:00 Linnaeus 12:00-1:00 Linnaeus 12:00-1:00 Linnaeus(PE) 12:00-1:00 Fleming
1:00-2:00 Fleming 1:00-2:00 Schultze 1:00-2:00 Fleming (Arts) 1:00-2:00 Fleming 1:00-2:00 Davis

I. OBJECTIVES
The Learner…. The learner…… The learner…… The learner…. The learner…
Demonstrate understanding Art elements and processes by Art elements and processes by Demonstrate understanding of human Demonstrate understanding of
of common musical synthesizing and applying prior synthesizing and applying prior sexuality to achieve a healthy the benefits that the family can
A. Content Standard personality. derived from health-related
characteristics of the region knowledge and skills knowledge and skills
as well as particular fitness(HRF)
Southeast Asian country
The Learner…. The learner….. The learner….. The learner….. The learner….
Perform Southeast Asian Create artworks showing the Create artworks showing the Appropriately manages sexuality- Plans physical activities for the
B. Performance Standard songs with appropriate pitch, characteristics elements of the characteristics elements of the related issues through responsible and members of the family to attain
rhythm, expression and style. arts of Southeast Asia. arts of Southeast Asia. informed decisions. the desired level of health-
related fitness
C. Learning The learner …. The learner…. The learner…. The learner… The learner…..
Competency/Objectives Listen perceptively to music Analyze elements and principles Analyze elements and principles Discusses sexuality as an important Identifies the physical activity
Write the LC code for each. of Southeastasian; of art in the production of arts of art in the production of arts component of one’s personality habits of the family in terms of
and crafts inspired by the and crafts inspired by the *explains the dimension of human health-related fitness
(MU8SE-Ia-h-2) cultures of Southeast Asia cultures of Southeast Asia sexuality components.
(A8EL-Ib-1) (A8EL-Ib-1) *analyzed the factors that affect one’s
attitudes and practices related to
sexuality
*assesses personal health attitudes
that may influence sexual behavior
*relates the importance of sexuality to
family health
Myanmar Music FABRICS / Fabric Design FABRICS / Fabric Design Gender Physical Fitness test
II.CONTENT Brunei (Indonesia, Malaysia and
Singapore)
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide N/A N/A N/A N/A N/A
pages
2. Learner’s Materials
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3. Textbook pages pp.17-20 pp.177-180 pp.177-180 pp. 208-210 pp.9-22
4. Additional Materials http://www.youtube.com/watch https://www.slideshare.net/elmerlla https://www.slideshare.net/elmerlla http://.yotube.com/watch//gender https://fitness.ygoy.com/2010/05
from Learning ?v=lqDWbNS74Ac mes/east-asian-art-grade-8-k12- mes/east-asian-art-grade-8-k12- /29/health-related-fitness-
Resource (LR)portal arts- arts- activities

B. Other Learning Resources Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
IV.PROCEDURES
A. Reviewing previous lesson Give the different instrument Identify the different country Identify the different country Give the importance of sexuality. Give the meaning of fitness.
or presenting the new of Indonesia and the which used Batik Design. which used Batik Design.
lesson ensemble they used.
The student will watch the Video Clip Video Clip Show a picture of male and female. Energizer: Video Clip
B. Establishing a purpose for culture of Indonesia then give The student will give their own
the lesson their own observation about observation about the picture.
the video.
Slideshow about the culture Show different artwork then give Show different artwork then give Video Clip Show pictures showing people
and music of Indonesia. their differences. their differences. doing different activities.
C. Presenting
Describe the action shown and
examples/instances of the how the person doing it. Give
new lesson the benefits associated with
each activities.
*Discuss the music of Discuss the art of Brunei and the Discuss the art of Brunei and the Discuss the Gender. Discuss and demonstrate the
D. Discussing new concepts Myanmar. Let the student give their own unique design. give their own unique design. Give their own explanation about Physical Fitness Test.
and practicing new skills # give their own idea about the (Guide and Tell) (Guide and Tell) gender.
1 lesson. (Guide and Tell)
(Guide and Tell)
E. Discussing new concepts
and practicing new skills #
2
Give the different instrument Brunei used also a batik design Brunei used also a batik design Execute the different Fitness
of Myanmar and explain how what is the difference of their what is the difference of their Test By Group.
it is used. design to other country. design to other country. ( Collaborative Approach)
F. Developing mastery
(Leads to Formative
Assessment 3)
(Guide and Tell)

G. Finding practical Draw the ensemble of Find Me!!! Find Me!!! The student will create their
Myanmar. Ex. Ex. own exercise using Physical
applications of concepts
Fitness Test
and skills in daily living

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 (Guide and Act)

( Guide and Tell) ( Guide and Tell)

H. Making generalizations The student will give their The student will give their own The student will give their own The student will give their own Give the importance of
and abstractions about the own understanding about the understanding about the lesson. understanding about the lesson. understanding about the lesson. Physical fitness in our daily
lesson lesson. living
I. Evaluating learning 15 item quiz Essay Practical Test
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned DAVIS- 40 out of 48 students ARISTOTLE - 40 out of 48 DAVIS - 40 out of 48 DAVIS - 40 out of 48 ARISTOTLE - 42 out of 48
80% in the evaluation ARISTOTLE-41 out of 48 students SCHULTZE- 40 out of 48 students SCHULTZE- 40 out of 48 students students
students LINNAEUS-40 out of LINNAEUS- 41 out of 48 students LINNAEUS- 40 out of 47 students LINNAEUS- 40 out of 47 students LINNAEUS- 39 out of 48
48 students SCHULTZE- 43 out of 48 students FLEMING- 39 out of 47 students FLEMING- 39 out of 47 students students
FLEMING-39 out of 46 DAVIS-42 out of 48 students ARISTOTLE-42 out of 48 students ARISTOTLE-42 out of 48 students SCHULTZE- 42 out of 48
students FLEMING-38 out of 46 students students
SCHULTZE-40 out of 48 DAVIS-43 out of 48 students
students FLEMING-40 out of 46 students
B. No. of learners who require DAVIS- 8 pupils need
DAVIS- 6 pupils need remediation
additional activities for remediation
ARISTOTLE- 7 pupils need
remediation who scored ARISTOTLE- 7 pupils need
remediation DAVIS- 7 pupils DAVIS- 7 pupils DAVIS- 5 pupils
below 80% remediation
LINNAEUS- 7 pupils need ARISTOTLE- 6 pupils ARISTOTLE- 6 pupils ARISTOTLE- 6 pupils
LINNAEUS- 7 pupils need
remediation LINNAEUS- 7 pupils LINNAEUS- 7 pupils LINNAEUS- 9 pupils
remediation
FLEMING-7 pupils need FLEMING-8 pupils FLEMING-8 pupils FLEMING-6 pupils
FLEMING-7 pupils need
remediation SCHULTZE- 8 pupils SCHULTZE- 8 pupils SCHULTZE- 6 pupils
remediation
SCHULTZE- 5 pupils need
SCHULTZE- 7 pupils need
remediation
remediation
C. Did the remedial lessons DAVIS- Yes 8 out of 8 pupils
DAVIS- Yes 5 out of 5 pupils
work? No. of learners who ARISTOTLE-Yes 7 out of 7
ARISTOTLE-Yes 6 out of 6
have caught up with the pupils DAVIS- Yes 6 out of 6 pupils DAVIS- Yes 7 out of 7 pupils DAVIS- Yes 7 out of 7 pupils
pupils
lesson LINNAEUS-Yes 7 out of 7 ARISTOTLE-Yes 7 out of 7 pupils ARISTOTLE-Yes 6 out of 6 pupils ARISTOTLE-Yes 6 out of 6 pupils
LINNAEUS-Yes 9 out of 9
pupils LINNAEUS-Yes 7 out of 7 pupils LINNAEUS-Yes 7 out of 7 pupils LINNAEUS-Yes 7 out of 7 pupils
pupils
FLEMING-Yes 7 out of 7 FLEMING-Yes 7 out of 7 pupils FLEMING-Yes 8 out of 8 pupils FLEMING-Yes 8 out of 8 pupils
FLEMING-Yes 6 out of 6 pupils
pupils SCHULTZE-Yes 5 out of 5 pupils SCHULTZE-Yes 8 out of 8 pupils SCHULTZE-Yes 8 out of 8 pupils
SCHULTZE-Yes 6 out of 6
SCHULTZE-Yes 7 out of 7
pupils
pupils
None None none None none
D. No. of learners who continue
to require remediation

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E. Which of my teaching Constructivism Approach Direct Constructivism Approach Direct Constructivism Approach Direct Constructivism Approach Direct Constructivism Approach Direct
strategies worked well? Why Instruction Instruction Instruction Instruction Instruction
did these work? The TGA Activity (Tell, Guide The TGA Activity (Tell, Guide and The TGA Activity (Tell, Guide and The TGA Activity (Tell, Guide and Act The TGA Activity (Tell, Guide
and Act Act Act and Act
F. What difficulties did I There was no difficulty I There was no difficulty I There was no difficulty I There was no difficulty I encountered There was no difficulty I
encounter which my principal encountered at this lesson encountered at this lesson encountered at this lesson at this lesson encountered at this lesson
or supervisor can help me
solve?
G. What innovation or localized Watching video presentation Watching video presentation as Watching video presentation as Watching video presentation as part Realistic examples will help
materials did I use/discover as part of discussion of some part of discussion of some part of discussion of some of discussion of some unknown them to be active.
which I wish to share with unknown instruments unknown fabric design. unknown fabric design. fabric design.
other teachers?

Checked:
___________________ __________________
TEOFILO R. GARIBAY GRACE ARGUELLES
Principal IV Head Teacher I

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