Dll Sample Mapeh 2.docx

School:

Grade Level/Section

Grade 8- Narra

Name of Teacher:

Learning Area

MAPEH

Quarter

First

Teaching Date I.

OBJECTIVES

August 1-5, 2016

Monday

A. Content Standards

The learner demonstrates understanding of human sexuality.

B. Performance Standards

The learner appropriately manages sexuality-related issues through responsible and informed decisions.

Tuesday

Wednesday

Thursday

The learner demonstrates understanding of human sexuality.

The learner demonstrates understanding of human sexuality.

The learner demonstrates understanding of human sexuality.

The learner appropriately manages sexuality-related issues through responsible and informed decisions.

The learner appropriately manages sexuality-related issues through responsible and informed decisions.

The learner appropriately manages sexuality-related issues through responsible and informed decisions.

Friday

C. Learning Competencies /Objectives

*Define the following terms: -sex -gender _sexuality -gender role -gender equality

*Explain the importance and dimensions of human sexuality- physical, mental, social, emotional and ethical dimension.

Analyze the factors that affect one’s attitudes and practices related to sexuality- family, culture, peers and media.

*Assess personal health attitudes that may influence sexual behavior. *Relate the importance of sexuality to family health.

.

Code II. CONTENT Gender and Human Sexuality

Gender and Human Sexuality

Gender and Human Sexuality

Gender and Human Sexuality

A. Topic

B. Duration

1 hour

III. LEARNING RESOURCES A. References Teacher’s Guide in Health 8 pp.207-209 Teacher’s Guide Learner’s Material Learner’s Module in Health Learning Resource pp. 207-209 Portal

1 hour

1 hour

1 hour

Teacher’s Guide in Health 8 pp.203-206

Teacher’s Guide in Health 8 pp.218-219

Teacher’s Guide in Health 8 pp.215-216

Learner’s Module in Health pp.203-206

Learner’s Module in Health pp.216-218

Learner’s Module in Health pp.219-221

Activity materials, Visual materials,

Print out article, activity materials

Activity materials, Visual materials, Multimedia, print out figures

http..

B. Other Learning Resources

Activity materials, Visual materials,

IV. PROCEDURES

1. Introduction

Communicating learning objective/s.

Communicating learning objective/s.

Communicating learning objective/s.

Communicating learning objective/s.

Unlocking of words and symbols.

Let each group arrange the jumbled words about the different dimensions of human sexuality based on the given meaning.

Read and reflect on the article entitled “Love in Action”

Perform the activity on p.221 After this activity, what observations can you make about your values?

2. Motivation

3. Instruction

4. Enrichment

5. Finding Practical Applications to Daily Living

Small group discussion about Role Playing Activity on p. 216 the different dimensions of human sexuality-physical, Pls. see mechanics on the mental, social, emotional and same page. ethical dimension. Analyze the skit based on the Group consolidation of ideas following guide questions. and presentation. Self Reflection- Let each Let students cite other student describe situations in which family, Perform activity 5, 6 and 7 on himself/herself base on the peers, culture and media has p.209 different dimensions of human a great influence in one’s sexuality. through a diagram or sexual attitudes and any graphic representation. behaviors. Let students perform the activities: Puzzle-puzzle on p.207 Leveling off on p.208

In what place you could usually see these words and symbols?

Perform the activity “How Well Do I Know Myself?”

Think, Pair and Share Make a diagram showing healthy attitudes that can influence sexual behavior to your self, family and peers.

Why is it important to have a Why is it important to choose Connect lesson to current clear outlook of ourselves? the kind of friends you should issues like bullying and go with? sexual harassment.

6. Generalization and Abstraction

7. Evaluation

Let students define in their own understanding the different terms and symbols. Let them give the importance of knowing these terms and symbols.

What are the dimensions of What are the factors that What are the personal human sexuality? Cite some affects sexual attitudes and health attitudes that ways/activities that will help behaviors? promotes healthy sexuality? develop these different Why healthy sexuality dimensions. promotes healthy family relationship?

Paper and pencil test 10 items

Paper and pencil test 10 items

Paper and pencil test 10 items

Paper and pencil test 10 items

On a half size cartolina, write quotations, sayings or slogans that reveals your likes, passions, and aspects of your personality.

Make a stand. Do you believe that virginity is important for both boys and girls? Why?

Choose a movie or teleserye show which you believe has gender role labels in it and you must deconstruct or analyze.

V. AGREEMENT

Follow-up Activity

VI.REFLECTION A. No. of learners who earned 80% on the formative assessment 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.

Let the students answer activity 13 0n p.214

Department of Education Region VI – Western Visayas . School:

.

Grade Level/Section

Grade 8- Narra

Name of Teacher:

.

Learning Area

MAPEH 8

Teaching Date

November 7-11, 2016

Quarter

Third

VII. OBJECTIVES

Monday

Tuesday

Wednesday

Thursday

Friday

D. Content Standards

Demonstrate understanding of salient features of music from Music of Central Asia, South Asia and West Asia by correlating musical elements and processes to our native forms

E. Performance Standards

Perform examples of Central Asia, South Asia and West Asia music, alone and with others, in appropriate tone pitch, rhythm, expression and style.

F. Learning Competencies /Objectives

VIII.

Code CONTENT

Listen to vocal/instrumental music from Central Asia(India),and South Asia- (Pakistan) alone and/or with others.

Listen to vocal/instrumental music from West Asia- Israel alone and with others.

MU8WS-IIIa-h-2

MU8WS-IIIa-h-2

Explains how music of Central, South Asian and the Middle East country relate to its geography and culture;

MU8WSIIIa-g-1

*Independent Cooperative Learning *Weekly Test

Music of Central Asia and South Asia

C. Topic D. Duration

Music of West Asia

2 hours

1 hour

Music of Central Asia, South Asia and West Asia 1 hour

IX. LEARNING RESOURCES A. References Teacher’s Guide in Music 8 pp.109-118 Teacher’s Guide Learner’s Material Learning Resource Portal

B. Other Learning Resources

X.

Teacher’s Guide in Music 8 pp.119-121

Teacher’s Guide in Music 8 pp.122-128

Learner’s Module in Music pp. 119-121

Learner’s Module in Music pp. 122-128

http..

http..

Multi-media/ Video clips/,pictures of musical instruments

Activity materials, Visual materials, Multimedia

Communicating learning objective/s.

Communicating learning objective/s.

Learner’s Module in Music pp. 109-118

http.. www.carnaticsangeetham.com www.wildfilmindia.com

multi-media/Video clips/,pictures of musical instruments

PROCEDURES

8. Introduction

Communicating learning objective/s. Let the students answer Pre-Assessment on p.108

Test Notebook in Music 8

Giving a short background about the culture of Israel.

Let students perform the following activities: A. Listen/watch perspectively to the vocal music of India and Pakistan through the multi-media B. Note important details about vocal and instrumental music of India and Pakistan. C. Perform activities on pp.116-117

Let students perform the following activities: A. Listen/watch perspectively to the vocal music of Israel through the multi-media B. Note important details about vocal and instrumental music of Israel.

*Let the students perform activities on pp. 125-127

Group activity Let each group share their insights and learnings about the vocal music from India or Pakistan.

Group activity Let each group share their insights and learning about the vocal music from Israel.

Group Activity Role play the importance of music to the lives of the Indian, Pakistani and Israeli.

What have you observed the way Indians/Pakistani perform their music? the way they play their musical instruments?

What have you observed the way Israeli perform their music? the way they play their musical instruments?

Spot the similarities of Central, South and West Asia to Philippine music.

Let the students identify and describe vocal and instrumental music of India and Pakistan.

Let the students identify and describe vocal and instrumental music of Israel.

9. Motivation

10. Instruction

11. Enrichment

12. Finding Practical Applications to Daily Living 13. Generalization and Abstraction

14. Evaluation

How music of Central,South And West Asia plays an important role to the life of their people?

Giving a short background of each country’s culture.

Paper and pencil test 15 items

Paper and pencil test 10 items

*Let them discuss it with their groupmates. *Group reporting about their insights and learning.

Relate Central, South and West Asia to their place and and culture.

Paper and pencil test 10 items

XI.AGREEMENT Follow-up Activity XII.

Make a scrapbook of the different musical instruments of India and Pakistan.

Make a scrapbook of the different musical instruments of Israel.

REFLECTION

E. No. of learners who earned 80% on the formative assessment F. No. of learners who require additional activities for remediation. G. Did the remedial lessons work? No. of learners who have caught up with the lesson. H. No. of learners who continue to require remediation.

Prepared by:

.

Department of Education Region VI – Western Visayas

Review the different elements of music.

. School:

.

Grade Level/Section

Grade 8- Narra

Name of Teacher:

.

Learning Area

MAPEH 8

Teaching Date

November 14-18, 2016

Quarter

Third

XIII.

OBJECTIVES

G. Content Standards

H. Performance Standards I.

Learning Competencies /Objectives

Monday

Tuesday

Wednesday

Thursday

Demonstrates understanding of the salient features of the arts of Central, South and West Asia by correlating the art elements and processes among culturally diverse community in the region.

Creates an artwork showing the characteristics elements of the arts of Central, South and West Asia. . Analyze art elements (color, line, shape, etc.) and principles (texture, proportion, emphasis, harmony etc.) in the production of arts and crafts.

Describe the unique lines, forms, shapes and colors found in their folk arts

Identify contributions made by the named countries in the field of arts like architecture, painting, and folk arts

A8EL-IIIa-2 A8EL-IIIb-1

Code

XIV.

CONTENT

Friday

A8PL-IIIh-2

*Independent Cooperative Learning *Weekly Test

E. Topic

Arts of Central, South and West Asia

Arts of Central, South and West Asia

1 hour

1 hour

F. Duration

XV.LEARNING RESOURCES A. References Teacher’s Guide in Arts 8 pp.246-250 Teacher’s Guide Learner’s Material Learner’s Module in Arts 8 Learning Resource pp. 246-250 Portal

B. Other Learning Resources

Teacher’s Guide in Arts 8 pp.250-255

Arts of Central, South and West Asia 2 hours

Teacher’s Guide in Arts 8 pp.256-265 Learner’s Module in Arts 8 pp. 256-265

Learner’s Module in Arts 8 pp. 250-255

http..

http..

*multi-media,/,pictures of objects showing different elements of arts *Art materials

*multi-media, pictures of objects showing different art forms of Central, South and West Asia.

http..

*multi-media, pictures of objects showing different art forms of Central, South and West Asia.

XVI. PROCEDURES

15. Introduction

Communicating learning objective/s. Let the students perform PreAssessment Activity on p.247

Communicating learning objective/s. Sharing of pictures to the class.

Communicating learning objective/s. Group game Let each group make a guess of the name of art forms found in Central, South and West Asia and the place where it is originated.

Test Notebook in Music 8

Let the class classify the art forms as folk arts, architecture, painting ,etc. 16. Motivation

17. Instruction

18. Enrichment

19. Finding Practical Applications to Daily Living 20. Generalization and Abstraction

21. Evaluation

XVII.

Let the students perform PreAssessment Activity on p.248 and answer guide questions on the same page.

*Group Reporting Let each group describe their output and identify the different elements of arts present on their artwork. Individual Activity Let each student painting or drawing showing different elements and principles of arts. Cite examples of daily activities where different elements and principle of arts can be applied or used.

Let them say something about the pictures they have gathered/collected.

*Group activity Assign 1-2 picture of art forms of Central, South and West Asia. Let each group describe the unique lines, forms, shapes and colors found in it. Individual Activity Draw/paint one art form from either Central, South & West Asia.

Group reporting of the different art forms found in regions assigned to them. Group 1-Art forms of Central Asia Group 2-Art forms of South Asia Group 3- Art forms of West Asia *Additional information from the teacher if needed..

Group activity Picture collage of the different art forms.

Give your impressions on how these people use the elements of arts in their artwork.

Classify if the different art forms are functional or for aesthetic purposes only.

What are the different elements and principles of arts? Describe each and give examples.

What lines, forms, shapes and colors were commonly used in their art forms?

Let each student create a table or graphic presentation showing the region where the different art forms are found.

Paper and pencil test 10 items

Paper and pencil test 10 items

Paper and pencil test 10 items

AGREEMENT

Follow-up Activity

collect pictures of different art forms of Central, South & West Asia.

collect pictures of different art forms of Central, South & West Asia.

Bring the ff. materials - 1/8 illustration board, glitters and glue next meeting on art.

XVIII. REFLECTION I. No. of learners who earned 80% on the formative assessment J. No. of learners who require additional activities for remediation. K. Did the remedial lessons work? No. of learners who have caught up with the lesson. L. No. of learners who continue to require remediation.

Prepared by:

.

Department of Education

Region VI – Western Visayas . . School:

.

Grade Level/Section

Grade 8- Narra

Name of Teacher:

.

Learning Area

MAPEH 8

Teaching Date

November 21-25, 2016

Quarter

Third

XIX.

OBJECTIVES

J. Content Standards

K. Performance Standards

L. Learning Competencies /Objectives

Code

XX.CONTENT

Monday

Tuesday

Wednesday

Thursday

Friday

Demonstrates understanding of the benefits that the family can derive from participating in indoor recreational activities.

Takes part in indoor recreational activities that promote lifelong fitness and wellness in the family

Discuss the nature/background of indoor recreational activities like scrabble.

Practices proper and acceptable behavior (e.g. fairness, respect for authority) when playing scrabble.

Execute basic skills and tactics in playing scrabble

Apply knowledge of rules and regulations in playing scrabble.

*Independent Cooperative Learning *Weekly Test

G. Topic H. Duration

Indoor Recreational Activities (Scrabble)

Indoor Recreational Activities (Scrabble)

Indoor Recreational Activities (Scrabble)

Indoor Recreational Activities (Scrabble)

1 hour

1 hour

1 hour

1 hour

XXI. LEARNING RESOURCES A. References Teacher’s Guide in PE 8 pp.119-125 Teacher’s Guide Learner’s Material Learner’s Module in PE 8 pp. Learning Resource 119-125 Portal

B. Other Learning Resources

XXII.

scrabble board visual aids

Teacher’s Guide in PE 8 pp.126-128

Teacher’s Guide in PE 8 pp.129-131

Teacher’s Guide in PE 8 pp. 133-137

Learner’s Module in PE 8 pp. 126-128

Learner’s Module in PE 8 pp.129-131

Learner’s Module in PE 8 pp133-137.

*video clips on how to play scrabble Scrabble equipment

Scrabble equipment

Scrabble equipment

Communicating learning objective/s. What are the objectives of the game scrabble?

Communicating learning objective/s. How do you play scrabble?

Communicating learning objective/s. What rules should be followed in playing scrabble?

PROCEDURES

1.Introduction

Communicating learning objective/s. Let the students perform PreAssessment Activity on p.119

Test Notebook in PE 8

22. Motivation

23. Instruction

24. Enrichment

25. Finding Practical Applications to Daily Living

Let the students answer guide questions on the same page.

Small Group Discussion with guide questions on pp.122

Group sharing of ideas based on their small group discussion about the nature and background of scrabble.

What benefits can be derive from playing scrabble?

What particular rules of the game will enhance your knowledge/skills about the game scrabble?

What basic skills/tactics do you need to develop/master in order to be successful in playing scrabble? Are there any health and fitness benefits we can get out of playing scrabble? Enumerate at least 5 of them. Group Activity Scrabble Mini Tournament

Let the learners’ fill up the data below regarding how the game scrabble enhances bonding with their family. Let the learners copy the format in their activity notebook. Process the activity.

Do you think that your knowledge on the rules and regulation of the game is an edge for you to win? Why?

Let the learners’ identify the common scrabble terms that they have learned before.

Introduce to the learners the basic skills in playing scrabble and how each skill is properly executed through a video aided instructional materials.

Let students identify the mechanics in playing scrabble.

What skills should be used/developed in playing scrabble?

Are there any health and fitness benefits we can get out of playing scrabble? Enumerate at least 5 of them.

• Form a group that has players and game officials. Rotation will be made so that all groups are able to play and officiate as arbiter/recorder.• In this activity the learners need to re-assess and apply what they have learned about the basic rules of the game scrabble.

Ask them to complete the corresponding scrabble letters placed on the scrabble board. Encourage the learners’ to INTEGRATE/USE TERMS related to social issues such as environmental aspect, drug education, peace education, and consumer education

26. Generalization and Abstraction

27. Evaluation

Pick and Share! Objectives of the game No.of players Rules of the game Scoring system Equipment Playing time

Group Activity Ask the learners to assign an observer & a recorder while the other members of the group will play. While playing, the observers / recorders will record their observations on skills / tactics used/applied by the players.

Paper and pencil test 15 items

Paper and pencil test 5 items

At the end of the game, tell the players, observers / Make a short narrative on recorders to share their how to play scrabble. experiences in the game.

Performance Assessment base on rubrics.

Performance Assessment base on rubrics.

What are the rules to follow in playing scrabble?

Make an improvise scrabble equipment.

XXIII. AGREEMENT Follow-up Activity XXIV. REFLECTION M. No. of learners who earned 80% on the formative assessment N. No. of learners who require additional activities for remediation. O. Did the remedial lessons work? No. of learners who have caught up with the lesson. P. No. of learners who continue to require remediation.

Bring scrabble board.

What values will be develop in playing scrabble.

Prepared by:

.

Department of Education Region VI – Western Visayas . Name of Teacher: Subject:

. Earth and Life Science

Grade:

11

Semester:

First

XXV. OBJECTIVES M. Content Standards

The learners demonstrate an understanding of formation of the universe and the solar system

N. Performance Standards

Make a model of the solar system.  Knowledge

O. Learning Competencies/ Objectives



Compare the different hypotheses explaining the origin of the Solar System; and Identify the large scale properties of the solar system;

Skills

Discuss the Origin of the Solar System

Attitude

Value the structure of the Solar System as God’s gift.

Code

S11ES-Ia-2

XXVI. CONTENT I.

Topic

J. Duration

Origin of the Solar System, Theories about the Formation of the Solar System 4 hours

XXVII. LEARNING RESOURCES

A. References

Teacher’s Guide Learner’s Material Textbook  Learning Resource Portal

B. Other Learning Resources



http://science.nasa.gov/astrophysics/focusareas/what-powered-the-bigbang https://www.youtube.com/watch?v=RPVvgJodd /O47list=PlrhG2ntyHAZuPW5HumeQ

Activity materials, Visual materials, Multimedia, print out figures

XXVIII. PROCEDURES 28. Introduction

Communicating learning objectives

29. Motivation

Prelection Lecture  Overview of the solar system  Large Scale Features of the Solar System  Small scale features of the solar system  Element Abundance on Earth, Meteorites, and Universe  Origin of the system  Rival Theories

30. Instruction

Activity ( Let’s Volt In) 

(Short Research Assignment) Is the Solar System unique or rare? What is the possibilityof funding a similar system within the Milky Way Galaxy? What about an Earth like planet?

32. Evaluation



Pen and Paper assignment

33. Finding Practical Applications to Daily Living



What will happen to the Solar system if there is no Sun?

31. Enrichment

34. Generalization and Abstraction

 

Compare the different hypotheses explaining the origin of the Solar System What are the large scale properties of the solar system?

XXIX. AGREEMENT Follow-up Activity

1. Make a miniature model of the Solar System.

XXX. REFLECTION Q. No. of learners who earned 80% on the formative assessment

Grade 11 – A Grade 11 – B

Grade 11 – C

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

Grade 11 – A

S. Did the remedial lessons work? No. of learners who have caught up with the lesson.

Grade 11 – A

T. No. of learners who continue to require

Grade 11 – B Grade 11 – C

Grade 11 – B Grade 11 – C Grade 11 – A Grade 11 – B Grade 11 – C

Prepared by: .

Checked by: .