DLL Grade 7

Republic of the Philippines
Department of Education
Region III
Schools Division of Aurora
Ibona National High School
Purok 1, Brgy. Ibona, Dingalan, Aurora
Teacher Christine R. Pronto Grade Level 7
MAPEH DAILY Teaching Dates August 29 – September 02, 2022 Learning Area MUSIC
LESSON LOG Teaching Time 11:00 - 12:00; 1:00 – 2:00 Quarter First
Monday Tuesday Wednesday Thursday Friday
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be
I. OBJECTIVES done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content
Demonstrates understanding of the musical characteristics of representative music from the lowlands of Luzon.
Standards
B. Performance
Performs music of the lowlands with appropriate pitch, rhythm, expression and style.
Standards
Describes the Analyzes the musical Identifies the
C. Learning musical elements of some musical instruments
Competencies/ characteristics of Lowland vocal and and other sound
Objectives representative music instrumental music sources from the
Holiday Subject Orientation
selections from the selections. lowlands of Luzon.
Write the LC code lowlands of Luzon MU7LU-Ia-2 MU7LU-Ib-3
for each after listening.
MU7LU-Ia-1
Facebook: Ibona National High School
Address: Purok 1, Brgy. Ibona, Dingalan, Aurora
Email address: [email protected]
Contact Number: 0931.048.5488
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II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
pp. pp. pp. pp.
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn
well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned

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in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Learners will be Learners will Review: Identify the
A. Reviewing
asked how are they enumerate the musical elements
previous lesson
Holiday Subject Orientation familiar with Folk characteristics of learned from the
or presenting
Music. folk song from previous lesson.
the new lesson
Luzon.
Students will sing Students will sing Pictures of musical
‘Bahay Kubo’. ‘Atin Cu Pung instrument will be
B. Establishing a Singsing’ in Filipino presented to the
purpose for the Holiday Subject Orientation and Kapampangan class. Students will
lesson version. try to identify the
names of each
musical instrument.
From the ‘Bahay Learners will be ask Learners will then be
C. Presenting Kubo’ they sang, ask about the elements asked if they are
examples/inst the students what of music they have playing, want to
Holiday Subject Orientation play, or interested in
ances of the they did observe studied from the
new lesson about the song’s previous grade. playing musical
content. instrument/s.
D. Discussing Holiday Subject Orientation Discussion about Discussion about From the picture
new concepts the origin of folk elements of music. presented, learners
and practicing songs (in general). will identify the
new skills #1 indigenous musical

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instrument from
modern instruments.
Listening another Learners will then Students will identify
folk song ‘Atin Cu sing Leron Leron the names musical
E. Discussing Pung Singsing’, ask Sinta. instruments
new concepts the students where
and practicing do they think is the
new skills #2 origin of the song,
and what does the
song all about.
Learners will identify Learners will be Students will be
some folk music in asked the elements sked to classify the
F. Developing
Luzon and ask them of music they instruments as to:
mastery (leads
Holiday Subject Orientation where does the song observed as they aerophone,
to Formative
came and what does listen Leron Leron chordophone, of
Assessment 3)
the song all about. Sinta. each idiophone, or
membranophone.
G. Finding Holiday Subject Orientation Learners will tell to Students will Students will make
practical the class how will compare the music their own musical
applications of they share what they of Y Mariang instrument using
concepts and learn about folk Malagu, Manang recyclable materials
skills in daily music of Luzon to Biday, Sarung found in their house.
living their siblings. Banggi, and
Sitsiritsit based on

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their origin.
Students will show
their appreciation on
each music.
H. Making Students will Learners will Instruments will be
generalizations enumerate the enumerate the shown to the
and characteristics of elements of music students again, let
abstractions folk music. that are common them identify each
about the among the music of name.
lesson Low Lands of Luzon.
Short quiz: students Group Activity: Through paper and
will identify the Learners will pencil test,
origin of each song perform (sing) their instruments will be
and what does each choice of music from shown again to the
song all about. the lesson students. They will
I. Evaluating
Holiday Subject Orientation 1. Sarung Banggi discussed, and ask identify to what
learning
2. Pamulinawen them to identify the musical instrument
3. O Naraniag a elements of music they do belong.
Bulan that each song
4. Santa Clara contain.
5. Leron Leron Sinta
J. Additional Holiday Subject Orientation Group Activity: Each Group activity: Using
activities for group will perform the musical
application or some selected Folk instrument, they

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made from home,
students will sing
remediation Song with action. their selected folk
music and present it
to the class.
Rubric attached to Rubric attached to
V. REMARKS
DLL. DLL.
VI. REFLECTION
A. No. of learners
7 – Sarenas - 7 – Sarenas - 7 – Sarenas -
who earned
80% in the
7 – Castillo - 7 – Castillo - 7 – Castillo -
evaluation
B. No. of learners
who require 7 – Sarenas - 7 – Sarenas - 7 – Sarenas -
additional Holiday Subject Orientation
activities for 7 – Castillo - 7 – Castillo - 7 – Castillo -
remediation
C. Did the Holiday Subject Orientation 7 – Sarenas - 7 – Sarenas - 7 – Sarenas -
remedial
lessons work? 7 – Castillo - 7 – Castillo - 7 – Castillo -
No. of learners
who have
caught up with

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the lesson
D. No. of learners
7 – Sarenas - 7 – Sarenas - 7 – Sarenas -
who continue
to require
7 – Castillo - 7 – Castillo - 7 – Castillo -
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my Holiday Subject Orientation
principal or
supervisor can
help me solve?
G. What Holiday Subject Orientation
innovation or
localized
materials did I
use/discover
which I wish to
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share with
other teachers?
ICL are utilized to complete the unfinished task of the students.
(Note: Carefully plan your lesson. Give emphasis on contextualization and localization of the topics. Subject Integration in other
learning areas will also observed.)
Prepared by: Checked and Reviewed by:
CHRISTINE R. PRONTO MARVIN I. SINACAY

Teacher I School Head

Region III
MAPEH DAILY Teaching Dates September 04 – September 08, 2022 Learning Area MUSIC
A. Content
Demonstrates understanding of the musical characteristics of representative music from the lowlands of Luzon
Standards
B. Performance
Performs music of the lowlands with appropriate pitch, rhythm, expression and style
Standards
Explores ways of Improvises simple Performs music from Evaluates music and
C. Learning producing sounds on rhythmic/melodic Luzon lowlands with music performances
Competencies/ a variety of sources accompaniments to own with rubrics on
Objectives that is similar to the selected music from ICL accompaniment. musical
instruments being the Lowlands of MU7LU-Ia-h-7 elements and styles.
Write the LC code
studied. Luzon. MU7LU-Ic-h-10
for each
MU7LU-Ib-f-4 MU7LU-Ic-f

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II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
pp. pp. pp. pp.
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources

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Enumerate the Learners will Learners will Learners will share
A. Reviewing
musical instruments enumerate the songs enumerate the songs their experiences in
previous lesson
from Lowlands of from the Lowlands of ICL from the Lowlands of doing
or presenting
Luzon. Luzon. Luzon. accompaniments out
the new lesson
from trash.
Let the learners Students will be Learners will share A video of musical
recognize other asked to perform or their thoughts on performances that
B. Establishing a musical instruments sing a song of their how they value our uses improvise
purpose for the that is similar to the choice from the ICL traditional music. materials will be
lesson instruments used by Lowlands of Luzon. viewed to the class.
the people of
Lowlands of Luzon.
Ask the students From the given A video of traditional From the video
how they can assignment on musical presented, ask the
C. Presenting previous day, ask performance will be learners their
contribute in
examples/insta thoughts on the
the students to bring ICL presented to the
nces of the new maintain the performers.
cleanliness of their out to the class the class.
lesson
Barangay. musical instrument
they created.
D. Discussing Students will share Discussion: how our ICL Ask the learners how As the learners learn
new concepts their thoughts about ancestral make their they feel about to appreciate music
and practicing reusable and own musical performing a musical of Lowlands of

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recyclable materials instruments. performance. Luzon, ask them to
new skills #1 found in their prepare for a song
houses. performance.
Learners will be Learners will discuss Groupings: students Group activity:
asked how can they or make a short will be group into 5. Learners will be
make musical description about Each group will given a song from
instrument using the the musical select any music the Lowlands of
E. Discussing recyclable garbage instrument they from the lesson Luzon. Give them
new concepts found in their created. discussed and using time to prepare and
ICL
and practicing houses. the musical practice for a song
new skills #2 accompaniment they performance.
made, they will
perform their
selected song in the
class.
Ask the students to Groupings: students As each group Group performance
make musical will be group into 5. performs, other of the song assigned
F. Developing
instruments out of Each group will groups will evaluate to each group.
mastery (leads
the recyclable make perform a ICL the songs style and
to Formative
materials. selected music using elements.
Assessment 3)
their instrument
only.
G. Finding Student will share to Students will share ICL Students will share Each group will
practical the class their plan their appreciation on their appreciation in discuss on how will

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on how they will performing folk using indigenous they encourage
applications of
encourage others to music. materials as musical others, especially
concepts and
make a valuable instruments. their generation to
skills in daily
things out from appreciate the song
living.
recycled garbage. from our ancestors.
H. Making Students will Ask students how Ask the learners: Ask the students
generalizations enumerate the did they improvise What have you what values they
and different musical the musical learned about your have learned in
ICL
abstractions instruments on the instruments they performances? performing their
about the Lowlands of Luzon. used. task.
lesson
Students will be Learners will be Learners will be Learners will be
evaluated on the evaluated through evaluated through evaluated through
I. Evaluating musical instrument their performances. their performances. their performances.
ICL
learning they created out from See attached rubric. See attached rubric. See attached rubric
the recyclable
materials.
Make a musical
J. Additional instrument that
activities for resembles any
ICL
application or musical instrument
remediation from the Lowlands of
Luzon.
V. REMARKS
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VI. REFLECTION
A. No. of learners
7 – Sarenas - 7 – Sarenas - 7 – Sarenas - 7– Sarenas -
who earned
ICL
80% in the
7 – Castillo - 7 – Castillo - 7 – Castillo - 7 - Castillo
evaluation
B. No. of learners
who require 7 – Sarenas - 7 – Sarenas - 7 – Sarenas - 7 - Sarenas -
additional ICL
activities for 7 – Castillo - 7 – Castillo - 7 – Castillo - 7 – Castillo -
remediation
C. Did the
remedial
lessons work? 7 – Sarenas - 7 – Sarenas - 7 – Sarenas - 7 – Sarenas -
No. of learners ICL
who have 7 – Castillo - 7 – Castillo - 7 – Castillo - 7 – Castillo -
caught up with
the lesson
D. No. of learners
7 – Sarenas - 7 – Sarenas - 7 – Sarenas - 7 – Sarenas -
who continue
ICL
to require
7 – Castillo - 7 – Castillo 7 – Castillo 7 – Castillo
remediation
E. Which of my
teaching

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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?

Region III


Region III
MAPEH DAILY Teaching Dates September 11– September 15, 2023 Learning Area ARTS
1. Art elements and processes by synthesizing and applying prior knowledge and skills;
A. Content 2. The salient features of the arts of Luzon (highlands and lowlands) by showing the relationship of the elements of
Standards art and processes among culturally diverse communities in the country; and
3. The Philippines as having a rich artistic and cultural tradition from precolonial to present time.
B. Performance 1. Create artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands).
Standards 2. Exhibit completed artworks for appreciation and critiquing.
C. Learning Analyzes elements Identifies ICL Reflects on or derive Appreciates the
Competencies/ and principles of art characteristics of the mood, idea, or artifacts and art
Objectives in the production of arts and crafts in message emanating objects in terms of
one’s arts and crafts specific areas in from selected their uses and their
Write the LC code inspired by the arts Luzon (e.g., papier artifacts and art distinct use of art
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of Luzon (highlands mâché [taka] from objects. elements and
and lowlands). Paete, Ifugao wood A7PL-Ih-1 principles.
A7EL-Ib-1 sculptures [bul’ul], A7PL-Ih-2
Cordillera jewelry
for each and pottery, tattoo,
and Ilocos weaving
and pottery [burnay],
etc.).
A7EL-Ia-2
II. CONTENT Arts and Crafts of Luzon (Lowlands and Highlands)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
pp. pp. pp. pp.
Materials pages
3. Textbook
pages
4. Additional ICL
Materials from
Learning
Region III
Resource (LR)
portal
B. Other Learning
ICL
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn
IV. PROCEDURES assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
Pre test will be given Teacher will show a Learners will be Learners will be
to the class. video of the Arts and given a short quiz given a short quiz
A. Reviewing
Craft of Luzon. from the previous from the previous
previous lesson
https:// ICL lesson. lesson.
or presenting
www.youtube.com/
the new lesson
watch?
v=_nKP1ZMnTQo

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B. Establishing a The teacher will ask In this activity, the ICL The teacher will The teacher will
purpose for the the learner if they learner will identify show a video of some show a video of some
lesson know about color each cartoon famous modern traditional clothing
character whether it in Luzon.
architecture and
is Japanese Anime
or American sculpture in the https://
Cartoons. Philippines. www.youtube.com/
watch?
https:// v=yUE0X4e7iL4
www.youtube.com/
watch?
v=nnDE9hFQZ98
wheel.
Guide questions:
1. Based on
visual https://
appearances, www.youtube.com/
which picture
is closer to
reality,
American
cartoons or
Japanese

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Anime? Why? watch?
2. Which of them v=AzfBDQOQQ50
offers greater
detail of face
structure,
body,
dressing, etc.?
Can you cite
some
differences in
their style?
3. Which uses a
wide range of
color variants
and shades?
Explain
briefly.
C. Presenting Pictures of arts will In this activity, the ICL Learner will Base on the vide
examples/inst be presented to the learner will differentiate the presented, the
ances of the class. the learner will similarities and picture of Old teacher will ask the
new lesson identify the elements differences of the Architectural
learner.
of art they observe. textiles? Building from
Modern 1. What have you
Architectural
observe on the
building.
video being

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presented?
2. How was the

clothing of our
brother and
sister differ from
us?
3. How was the
details of the
fabric or the
fabric were
made?
Don’t you think we

can sell it in a high
price?
D. Discussing With the use of With the use of ICL With the use of With the use of
new concepts multimedia, the multimedia, the multimedia, the multimedia, the
and practicing teacher will lead the teacher will lead the teacher will lead the teacher will lead the
new skills #1 discussion Principles discussion on Arts discussion on The discussion on Arts
of Arts. and Crafts of Luzon Majestic Architecture and Crafts
Attires, Fabrics, and and Sculpture of of Luzon (Highlands
Tapestries Crafts Luzon. and Lowlands)
and Accessories and Attire, Fabrics, and

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Body Ornamentation Tapestries.
With the use of Students will identify With the use of
multimedia, the the characteristics of multimedia, the
E. Discussing
teacher will lead the art crafts according teacher will lead the
new concepts
discussion on the to their principles. ICL discussion on The
and practicing
Elements of Arts. Majestic Architecture
new skills #2
and Sculpture of
Luzon.
F. Developing GROUP ACTIVITY The learner in this ICL GROUP ACTIVITY GROUP ACTIVITY
mastery (leads activity will identify
to Formative the similarities and Teacher will divide
Assessment 3) differences of the the class into two.
In this activity, the textile of Ilocos from
learner will analyze the textile of In this activity, the In this activity, the
the element of arts Cordillera Province, learner will complete will describe the
involve in the arts the textile of the chart below following pictures
Cagayan Valley from based on their
based on the
the textile of designs. (Elements
Mountain Province. pictures of the and Principles of
Churches from Arts). Explain how
Isabela, Nueva Ecija, the elements and
Bataan, and principles of arts
Zambales. reflect the
functionality,
tradition, expertise,

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and crafts of luzon. and availability of
resources.
Analyze each picture

based from how the
principles of arts
were used or
incorporated in the
design.
Guide questions:
1. How did the

Filipino artists
express their
artistic ideas
in textiles?
2. In general,
how can you Guide questions:
describe their
attire, fabrics, 1. What are the
similarities
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and Derive the mood, and
tapestries? idea, message differences of
emanating from the textiles
based on the
elements of
art used/seen
in them?
2. How about
selected artifacts the
and art objects. In similarities
the last column, and
write a reflection on differences on
the mood, idea, and the principles
message you derived of arts used?
from the artifacts
and art objects.
3. Based on their
culture and
history, how
did the
elements
create
distinctive
designs of
textiles?

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G. Finding Learner will answer Learner will answer ICL Base on the two
practical the follwoing the follwoing activities, the learner
applications of question: questions through will answer the
concepts and oral recitation.
following question
skills in daily 1. As a Grade 7
living learner, why is 1. What did you through Oral
it very discover Recitation.
important to about the
consider the different arts Chart 1:
Element and and crafts of
Principle of Luzon? 1. Was it difficult to
Arts when complete the chart?
doing or 2. How unique Why or why not?
making an are the
artwork? characteristic 2. Which
s of attire, architecture/s do
fabrics and you find interesting?
tapestries, For what reasons?
crafts and
accessories 3. Can you compare
and body one of the ancient
ornamentatio
churches to the
n of highlands
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and lowlands modern churches
of Luzon? near your place? Cite
the commonalities
and differences.
3. How
important are 4. What is the
the different importance of
types of attire,
studying the design
fabrics and
tapestries, and characteristics
crafts and of architecture and
accessories sculpture of Luzon
and body in relation to our
ornamentatio culture?
n as part of
our culture?
H. Making
generalizations
and
ICL
abstractions
about the
lesson
I. Evaluating
ICL
learning

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J. Additional
activities for
ICL
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
ICL
80% in the
7 – Castillo - 7 – Castillo - 7 – Castillo - 7 – Castillo -
evaluation
B. No. of learners
who require 7 – Sarenas - 7 – Sarenas - 7 – Sarenas - 7 – Sarenas -
additional ICL
activities for 7 – Castillo - - 7 – Castillo - 7 – Castillo - 7 – Castillo -
remediation
C. Did the
remedial
No. of learners ICL
who have 7 – Castillo - - 7 – Castillo - 7 – Castillo - 7 – Castillo -
caught up with
the lesson

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D. No. of learners
who continue
ICL
to require
7 – Castillo - 7 – Castillo 7 – Castillo 7 – Castillo
remediation
E. Which of my
teaching
strategies
ICL
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my ICL
principal or
supervisor can
help me solve?
G. What ICL
innovation or
localized
materials did I
use/discover
which I wish to
share with

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other teachers?
learning areas will also be observed.)


Region III
MAPEH DAILY Teaching Dates September 18 – September 22, 2023 Learning Area ARTS
A. Content 2. The salient features of the arts of Luzon (highlands and lowlands) by showing the relationship of the elements of
Standards art and processes among culturally diverse communities in the country; and
3. The Philippines as having a rich artistic and cultural tradition from precolonial to present time.
B. Performance 1. Create artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands).
Standards 2. Exhibit completed artworks for appreciation and critiquing.
C. Learning Incorporates the Traces the external ICL Creates crafts that Discusses the
Competencies/ design, form, and (foreign) and internal can be locally elements from
Objectives spirit of the (indigenous) assembled with local traditions/history of
highland/lowland influences reflected materials, guided by a community for
Write the LC code artifact and object in in the design of an local traditional one’s artwork.
for each one’s creation. artwork and in the techniques (e.g., A7PR-If-2
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A7PL-Ih-3 making of a craft or habi, lilip, etc).
artifact. A7PR-Ic-e-1
A7PL-Ih-4
II. CONTENT Arts and Crafts of Luzon (lowlands and Highlands)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
pp. pp. pp. pp.
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other
Learning
Resources

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What are the most Based on students’ From the assignment Two different
common elements of arts’ creation, given to them, artworks will be
art were used in the learners will discuss students will discuss presented to the
A. Reviewing arts of Highlands of how did they the foreign class. One is
previous lesson Luzon? incorporate their influences they traditional and the
ICL
or presenting artworks with the observed. other is a modern
the new lesson arts from the one.
lowlands and/or Students will
highlands Luzon. differentiate the two
pictures/artworks.
B. Establishing a Different churches The learners will ICL Ask the students the Let the students
purpose for the from Lowlands and compare their arts that show/s the notice the differences
lesson Highlands from artworks; its origin, identity of their on the traditional art
Luzon will be design etc. community/municip elements from
presented to the ality. modern arts.
class. Let the
learners observe and
analyze the
differences and
similarities of the

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arts shown.
Discussion of A sample artwork Present artworks Ask the students:

C. Presenting feature, design, and from Bulacan will be that are from Region what are the most
examples/insta materials used in presented to the III, let the students common art
ICL elements are preset
nces of the new building the class. show their
lesson appreciation on the in most of the
churches shown.
arts presented. traditional artworks?
Students will Teacher-student

D. Discussing new observe and describe discussion on
concepts and their Ask the students elements of
ICL
practicing new observation/percepti what materials does traditional artworks.
skills #1 on about the arts their locality
presented. has/have to form an
Learners will art e.g. clay, buri, Students
E. Discussing new pandan, reed, or
compare their comparison on
concepts and even goldmine.
previous arts from ICL traditional and
practicing new
the arts presented to modern artwork.
skills #2
them.
Teacher will discuss In a sheet of paper,
F. Developing
the topic-foreign let the students
mastery (leads
influences on ICL make a lay-out of
to Formative
artworks-to the their design for their
Assessment 3)
class. art activity.

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Students will be Students will then Ask the students:
divided into 5. Each be asked: How will How can we preserve
group will discuss they make use of the traditional
G. Finding their point of view local materials to artworks from our
practical about the foreign earn money. (In an community, and give
applications of influences of the arts artwork form). values to those
ICL
concepts and shown. artworks?
skills in daily Students are
living expected to perceive
the influences of
foreign countries to
Philippine arts.
Learners will identify Ask the students the List down the
H. Making
the foreign importance of elements that are
generalizations
influences on artwork in one’s found in our
and
Philippine arts. ICL community. traditional art, that
abstractions
is also still found in
about the
modern arts and is
lesson
enhanced
Paper and pencil Students will make Evaluation on the
test: Identify at least an artwork made up elements of arts.
I. Evaluating 5 elements of arts of clay or
ICL
learning that showed a buri/pandan that
foreign influence. reflects their
community.

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Homework: choose
an artwork from
J. Additional lowlands and
activities for highlands of Luzon.
ICL
application or Identify the foreign
remediation influences in it and
discuss it in the
class the next day.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
ICL
80% in the
evaluation
B. No. of learners
additional ICL
remediation
C. Did the 7 – Sarenas - 7 – Sarenas - ICL 7 – Sarenas - 7 – Sarenas -
remedial
lessons work? 7 – Castillo - 7 – Castillo - 7 – Castillo - 7 – Castillo --
No. of learners

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

]’

Region III
MAPEH DAILY Teaching Dates September 25 – September 29, 2023 Learning Area ARTS and PE
2. The salient features of the arts of Luzon (highlands and lowlands) by showing the relationship of the elements of
A. Content art and processes among culturally diverse communities in the country; and
Standards 3. The Philippines as having a rich artistic and cultural tradition from precolonial to present time.
4. The learner demonstrate understanding of guidelines and principles in exercise program design to achieve
personal fitness.
1. Create artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands).
B. Performance
2. Exhibit completed artworks for appreciation and critiquing.
Standards
3. The learner designs an individualized exercise program to achieve personal fitness.
C. Learning Shows the Shows the Undertakes physical Sets goals based on
Competencies/ relationship of the relationship of Luzon activity and physical assessment results
ICL
Objectives development of crafts (highlands fitness assessments PE7PF-Ia-24
in specific areas of and lowlands) arts PE7PF-Ia-h-23
Region III
the country, and crafts to
according to Philippine culture,
functionality, traditions, and
traditional history (Islamic
specialized expertise, influences, Spanish
and availability of heritage, and
resources (e.g. American legacies in
Write the LC code
pottery, weaving, education, business,
for each
jewelry, modernization, and
baskets) entertainment, as
A7PR-If-3 well as in indigenous
practices, fiestas,
and religious and
social practices)
A7PR-Ih-4
Arts and Crafts of Luzon (lowlands and Highlands)
II. CONTENT
Exercise programs.
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s pp. pp. ICL pp. pp.

Region III
Materials pages
3. Textbook
ICL
pages
4. Additional
Materials from
Learning ICL
Resource (LR)
portal
B. Other
Learning ICL
Resources
A. Reviewing Short discussion of A short teacher- ICL Review: A short Continuation of
previous lesson the elements of art made film will be review about the physical fitness test
or presenting each student give shown to the class, influences of Islamic at home. (MODULAR
the new lesson emphasis on their let the students influences, Spanish FRIDAY due to
artworks. observe and analyze heritage, and power interruption).
the evolution of arts American legacies in Activities are given
(jewelry and pots) education, business, to be accomplished

Region III
from Cordillera. modernization, and at home.
entertainment, as
well as in indigenous
practices, fiestas,
and religious
and social practices).
Ask the student how Learners will Students will be Discussion about
will they relate exchange their oriented on the setting goals with
traditional to modern knowledge, physical fitness test. purpose.
B. Establishing a
artworks. experiences on
purpose for the ICL
Philippine traditions
lesson
(fiesta, other
religious practices,
etc.)
The teacher will Teacher will Learners will be Setting goals based
present a traditional introduce the topic asked about their on assessment
C. Presenting artwork from by asking the physical health results.
examples/insta Mindoro (Mangyan). students about their conditions.
ICL
nces of the new Teacher will ask knowledge in some
lesson the students how indigenous religious
they are familiar beliefs.
with the art craft.
D. Discussing new Present again the art Group discussion. ICL Physical fitness test Let the students
concepts and craft from Mindoro. Learners will be activities. assess themselves

Region III
Ask the students group into six. Each according to the
what do they think is group will be given results of the
practicing new
its relevance in the an assigned task as physical fitness test
skills #1
everyday living of to Spanish, Muslim, given.
Mangyan people. and American. They
will discuss to the
A modern art craft of group their Physical fitness test How does physical
Mangyan will be knowledge about activities. assessment help
E. Discussing new
presented to the their assigned task, students achieve
concepts and
students. Let them then later on to the ICL their target physical
practicing new
give their own class. goal.
skills #2
perception to the art
work.
Students will Students will be Physical fitness test Students will set
compare the two art divided again into activities. their goal on
F. Developing crafts (traditional four. They will list on physical fitness.
mastery (leads and modern). the board the
ICL
to Formative differences and
Assessment 3) commonality among
the influences of the
countries learned.
G. Finding Why is it important ICL Students will then Students will then
practical that you, as a discuss about the discuss about the
applications of student, give values importance of importance of being
concepts and on the evolution of physical fitness. physically fit

Region III
skills in daily art works? individual.
living
H. Making Make a short How does the Enumerate the Ask: When setting
generalizations summary of your Spaniards, activities/exercises goals for physical
and observation on the American, and done in physical fitness, what are the
ICL
abstractions development of art Muslims influenced fitness test. factors that you
about the work of Highland of Philippine should consider in
lesson Luzon. traditions? setting it?
Learners will be Learners will be Learners will be evaluated through paper
I. Evaluating evaluated through evaluated through and pencil evaluation.
ICL
learning paper and pencil paper and pencil
evaluation. evaluation.
J. Additional
activities for
ICL
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
ICL
80% in the
evaluation

Region III
B. No. of learners
additional ICL
remediation
C. Did the
remedial
No. of learners ICL
caught up with
the lesson
D. No. of learners
who continue
ICL
to require
remediation
E. Which of my
teaching
strategies
ICL
worked well?
Why did these
works?
F. What ICL
difficulties did I
Region III
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
ICL
use/discover
which I wish to
share with
other teachers?


Region III
MAPEH DAILY Teaching Dates October 02 – October 06, 2023 Learning Area PE
A. Content 1. The learner demonstrate understanding of guidelines and principles in exercise program design to achieve
Standards personal fitness.
B. Performance
1. The learner designs an individualized exercise program to achieve personal fitness.
Standards
Prepares an exercise Describes the nature Executes Monitors
C. Learning program and background of the skills periodically
Competencies/ PE7GS-Id-5 the sport. involved in one’s
Objectives PE7GS-Id-5 ICL the sport. progress
PE7GS-Id-h-4 towards the
Write the LC code
fitness goals
for each
PE7PF-Id-h-28
II. CONTENT Exercise programs.

Region III
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
pp. pp. ICL pp. pp.
Materials pages
3. Textbook
ICL
pages
4. Additional
Materials from
Learning ICL
Resource (LR)
portal
B. Other
Learning ICL
Resources
Region III
Enumerate the Students will Review on lesson
A. Reviewing
exercises done in exchange their about athletics.
previous lesson
physical fitness test. knowledge/experienc ICL
or presenting
es in sports
the new lesson
participation.
Students will discuss Ask the learners Aside from athletics,
B. Establishing a the importance of their sports interests ask the learners
purpose for the doing physical and how do they ICL what other sports
lesson health. think it is helpful to they are interested
them. to.
A picture of two Students will then Introduction of

different students be asked how they swimming.
C. Presenting are interested in
will be presented to
examples/insta doing physical
the class. Students ICL
nces of the new
will write their activities such as
lesson
observation about swimming and
it. athletics.
D. Discussing new Learners will discuss Discussion about Swimming history,

concepts and their observation on athletics. Its history equipment, and
ICL
practicing new the pictures and the sports strokes.
skills #1 presented. played in athletics.
E. Discussing new ICL
concepts and

Region III
practicing new
skills #2
Students (through Students will Video of different
F. Developing the teacher’s guide) differentiate the swimming strokes
mastery (leads will make an exercise different sports in will be viewed to the
ICL
to Formative program that they athletics. class, students will
Assessment 3) think best suited to identify the strokes.
them.
G. Finding Students exercise Ask the students: Ask the students:
practical program will be done how does playing how swimming
applications of on their houses athletics contribute contribute to your
ICL
concepts and through parents’ to your physical, as physical, as well as
skills in daily guidance and well as mental mental health?
living monitoring. health?
H. Making Students will Students will Students will retell
generalizations enumerate their enumerate the the history of
and planned exercises. different sports in swimming.
ICL
abstractions athletics and define
about the each.
lesson
I. Evaluating Learners will be Paper and pencil ICL Paper and pencil
learning evaluated after they evaluation. evaluation.
executed their plan. (Swimming history,
equipment, and
Region III
strokes).
J. Additional Exercises to be done
activities for at home.
ICL
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
ICL
80% in the
evaluation
B. No. of learners
additional ICL
remediation
C. Did the 7 – Sarenas - 7 – Sarenas - ICL 7 – Sarenas - 7 – Sarenas -
remedial
lessons work? 7 – Castillo - 7 – Castillo - 7 – Castillo - 7 – Castillo -
No. of learners
who have
caught up with

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


Region III
MAPEH DAILY Teaching Dates October 09 – October 13, 2023 Learning Area HEALTH
A. Content 1. Demonstrates understanding of holistic health and its management of health concerns, the growth and
Standards development of adolescents and how to manage its challenges
B. Performance
1. Appropriately manages concerns and challenges during adolescence to achieve holistic health.
Standards
Explains the Analyzes the Practices health Recognize changes in
dimensions of interplay among the habits to achieve different aspects of
C. Learning holistic health health dimensions in holistic health growth that normally
Competencies/ (physical, mental/ developing holistic H7GD-Ic-15 happen during
Objectives intellectual, health ICL (MODULAR – due to adolescence years
emotional, social, H7GD-Ib-14 power interruption). H7GD-Id-e-16
Write the LC code
and moral-spiritual) Activities are given to H7GD-Id-e-17
for each
H7GD-Ib-13 be accomplished at H7GD-Id-e-18
home).
Region III
II. CONTENT Growth and Development
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
pp. pp. ICL pp. pp.
Materials pages
3. Textbook
ICL
pages
4. Additional
Materials from
Learning ICL
Resource (LR)
portal
B. Other Learning
ICL
Resources

Region III
A. Reviewing Students will define Review: Students Review about the Students will share
previous lesson health based on their will enumerate the interrelation of each their health habits at
ICL
or presenting prior knowledge. dimensions of health dimensions. home.
the new lesson holistic health.
Ask the students: Do Ask the students: Learners will be Students will
B. Establishing a you think you are How do we say that asked about their continue the phrase
purpose for the healthy? How? a person possesses ICL hobby/habit. Pag laki ko, ako ay
lesson holistic health? What they always magiging___________.
enjoy to do, etc.
How can we say that Yes or No. The Two short videos A video showing
a person is a healthy teacher will read that displays a physical growth of a
C. Presenting person? statements about teenager doing child will be viewed
examples/insta being healthy. The household choir and to the students.
ICL
nces of the new student will answer playing/scanning at
lesson Yes if the statement her cellphone will be
is healthy, otherwise presented to the
No. class.
D. Discussing new Discussion about the Additional ICL Debate: Students From the video
concepts and dimensions of discussion on will be grouped into presented, students
practicing new holistic health. holistic health. two. Each group will will write on the
skills #1 Discussion/ depend the video board their
Differentiating the that practices/doing observation on the

Region III
household choirs child’s growth.
and the other whose
habit is browsing Groupings: Students
and playing with will be divided into 6
cellphone. groups. They will
discuss about their
E. Discussing new dimensions of observations on
concepts and health. themselves as they
ICL
practicing new grow into
skills #2 adolescence. Their
output will be
discussed in the
class by their group
representative.
How can we say that Students will be Student will then be
a person possesses divided into five again divided into 5
holistic health? groups. Each group groups. Each group
F. Developing will brainstorm on will be assigned to
mastery (leads how these discuss the mental,
ICL
to Formative dimensions of health physical, emotional,
Assessment 3) are interrelated to social, and spiritual
each other. changes that
The group will happened in an
present their report adolescence.
to the class.
How can we achieve Ask the students:
G. Finding ICL

Region III
practical holistic health? How do you and
applications of your family handle
concepts and the changes that is
skills in daily happening to you as
living an adolescence?
Enumerate the Two (2) students will Give at least one
H. Making different dimensions summarize the example of the
generalizations of holistic health. interrelation of each changes in:
and dimension of health. Physical
ICL
abstractions Mental
about the Social
lesson Spiritual
Emotional
Paper and pencil Students will make a Students will identify
evaluation: poster that shows the words presented
Definition of terms. the relationships of as to Physical,
I. Evaluating
each health ICL Mental, Social,
learning
dimensions. Spiritual, Emotional
Rubrics will be given
for the activity.
J. Additional Homework: Make a ICL Assignment: Make a
activities for slogan that poster that shows
application or encourages an the changes that
remediation individual to have happens in an

Region III
holistic health. adolescence.
Rubrics will be given.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
ICL
80% in the
evaluation
B. No. of learners
additional ICL
remediation
C. Did the
remedial
No. of learners ICL
caught up with
the lesson
D. No. of learners 7 – Sarenas - 7 – Sarenas - ICL 7 – Sarenas - 7 – Sarenas -
who continue to

Region III
require
remediation
E. Which of my
teaching
strategies
ICL
worked well?
Why did these
works?
F. What
difficulties did I
encounter
which my ICL
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
ICL
use/discover
which I wish to
share with
other teachers?

Region III


Region III
B. Performance
Standards
Explains the proper Demonstrates health Avails of health Applies coping skills
C. Learning health appraisal appraisal procedures services in the in dealing with
Competencies/ procedures during adolescence school and health concerns
Objectives H7GD-Ii-j-22 in order to achieve ICL community in order during adolescence
holistic health to appraise one’s H7GD-Ii-j-25
Write the LC code
H7GD-Ii-j-23 health
for each
H7GD-Ii-j-24

Region III
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
pp. pp. ICL pp. pp.
Materials pages
3. Textbook
ICL
pages
4. Additional
Materials from
Learning ICL
Resource (LR)
portal
B. Other
Learning ICL
Resources
Region III
Review: Each student Review: What In doing health Ask the learners:
will give an example aspects are being appraisal test, who How do you feel
of each of the tested in health are entitled to do being an adolescent?
A. Reviewing
following changes in appraisal test? such?
previous lesson
an adolescence. ICL
or presenting
Physical, mental,
the new lesson
psychological,
spiritual, and
emotional changes.
Students will share Ask the students: Students will be Learners will identify
their experiences in Why is it important asked if they the health concern
B. Establishing a attending/consulting that a person should experienced health they are worry most.
purpose for the a physician or a undergo proper ICL appraisal in school.
lesson dentist. health appraisal. If there is, identify
those appraisals
they undergone.
C. Presenting Students will be Pictures showing ICL Students’ sharing A video showing a
examples/insta asked of their samples of health about their teenager having
nces of the new observation about appraisal procedure experiences as they trouble with his
lesson the changes they are will be shown to the ask for health identity will be
experiencing. Ask class. Students will appraisal in school presented to the
them: How do you be asked if or how or health centers in class. Let the
feel about these students analyze the
they are familiar their community.
changes? Have it video.
with the pictures.
come in your mind

Region III
that your experiences
are not normal?
Teachers’ discussion Teachers’ Students will list Ask the students if
on how health discussion, video down/write on the or have they heard
appraisal is being presentation on board any kind of the word “ang tanda-
done. health appraisal health benefit they tanda mo na and ang
D. Discussing new
procedure is being have availed in the bata-bata mo pa”
concepts and
administered. ICL school, or if they which most of the elder
practicing new tell them.
haven’t had yet, ask
skills #1 Discuss how they say
them what health
benefit they know such words.
they can avail from
the school.
E. Discussing new Group discussion ICL Students will list Students will assess
concepts and about health down/write on the their selves about
practicing new appraisal procedure board any kind of the changes they are
skills #2 and how it helps an health benefit they experiencing.
individual. have availed from Ask them to
their community enumerate those
health facilities, or if changes.
they haven’t had yet,
ask them what
health benefit they
know they can avail
from their

Region III
community health
centers.
Ask the students if Ask the learners: Now that the From the class
they have been How does health students are already discussion, ask the
health checked the appraisal procedure aware of the health students what they
way the teacher help in achieving services that can be did do about those
discussed. If they do, holistic health. offered by the school changes.
F. Developing ask and let them and the community
mastery (leads share their health centers, ask
ICL
to Formative experiences. them how they can
Assessment 3) encourage their
parents/family
members to avail
such privileges to
attain your holistic
health target.
G. Finding Ask the students: Ask the students: Make a slogan that How important it is
practical Why is it important Why is there a need promotes health that an adolescent
applications of that a person be for proper health services offered by should be open to
ICL
concepts and health appraised? appraisal procedure the school and the their about the
skills in daily especially in community. changes they
living adolescents? encounter?
H. Making The learners will Enumerate the ICL Students will Learners will share
generalizations enumerate the health procedure in health enumerate the their coping skills in

Region III
appraisal test that a appraisal? health services a dealing with the
and person should school and changes they
abstractions undergo. community may offer encounter as an
about the to attain your adolescent.
lesson holistic health
achievement.
Paper pencil Paper pencil Students will again Poster making with
evaluation will be evaluation. write an assessment the theme:
I. Evaluating given to the class. about the health “Adolescent changes,
ICL
learning services given by the how will it lead me to
school and the be a better person”.
community,
Slogan making on
J. Additional
encouraging others
activities for
ICL to avail health
application or
services from the
remediation
community.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
ICL
80% in the
evaluation

Region III
B. No. of learners
additional ICL
remediation
C. Did the
remedial
No. of learners ICL
caught up with
the lesson
D. No. of learners
who continue
ICL
to require
remediation
E. Which of my
teaching
strategies
ICL
worked well?
Why did these
works?
F. What ICL
difficulties did I
Region III
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
ICL
use/discover
which I wish to
share with
other teachers?


Region III
B. Performance
Standards
Demonstrates health Applies coping skills
C. Learning appraisal procedures in dealing with
Competencies/ during adolescence health concerns
Objectives First Quarterly First Quarterly
in order to achieve during adolescence ICL
Examination Examination
holistic health H7GD-Ii-j-25
Write the LC code
H7GD-Ii-j-23
for each

Region III
III. LEARNING
RESOURCES
K. References
1. Teacher’s
Guide pages
2. Learner’s
pp. pp. ICL
Materials pages
3. Textbook
ICL
pages
4. Additional
Materials from
Learning ICL
Resource (LR)
portal
L. Other
Learning ICL
Resources
Region III
A. Reviewing
Review: What aspects Ask the learners:
previous lesson
are being tested in How do you feel ICL
or presenting
health appraisal test? being an adolescent?
the new lesson
Ask the students:
B. Establishing a Why is it important Learners will identify
purpose for the that a person should the health concern ICL
lesson undergo proper they are worry most.
health appraisal.
Pictures showing A video showing a

samples of health teenager having
C. Presenting appraisal procedure trouble with his
examples/insta will be shown to the identity will be
ICL
nces of the new class. Students will presented to the
lesson be asked if or how class. Let the
they are familiar with students analyze the
the pictures. video.
D. Discussing new Teachers’ discussion, Ask the students if ICL

concepts and video presentation on or have they heard
practicing new health appraisal the word “ang tanda-
skills #1 procedure is being tanda mo na and ang
administered. bata-bata mo pa”
which most of the elder
tell them.

Region III
Discuss how they say
such words.
Students will assess

Group discussion their selves about
E. Discussing new
about health the changes they are
concepts and
appraisal procedure experiencing. ICL
practicing new
and how it helps an Ask them to
skills #2
individual. enumerate those
changes.
Ask the learners: From the class
F. Developing
How does health discussion, ask the
mastery (leads
appraisal procedure students what they ICL
to Formative
help in achieving did do about those
Assessment 3)
holistic health. changes.
G. Finding Ask the students: How important it is
practical Why is there a need that an adolescent
applications of for proper health should be open to
ICL
concepts and appraisal procedure their about the
skills in daily especially in changes they
living adolescents? encounter?
H. Making Enumerate the Learners will share ICL
generalizations procedure in health their coping skills in
and appraisal? dealing with the
abstractions changes they

Region III
about the encounter as an
lesson adolescent.
Poster making with
the theme:
I. Evaluating Paper pencil
“Adolescent changes, ICL
learning evaluation.
how will it lead me to
be a better person”.
J. Additional
activities for
ICL
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
ICL
80% in the
evaluation
B. No. of learners
additional ICL
remediation

Region III
C. Did the
remedial
No. of learners ICL
caught up with
the lesson
D. No. of learners
who continue
ICL
to require
7 – Castillo - 7 – Castillo - 7 – Castillo - 7– Castillo -
remediation
E. Which of my
teaching
strategies
ICL
worked well?
Why did these
works?
F. What
difficulties did I
encounter
which my ICL
principal or
supervisor can
help me solve?

Region III
G. What
innovation or
localized
materials did I
ICL
use/discover
which I wish to
share with
other teachers?


Region III
MAPEH DAILY Teaching Dates October 30 – November 03, 2023 Learning Area Music
LESSON LOG Teaching Time 11:00 - 12:00; 3:00 – 4:00 Quarter Second
A. Content Demonstrates understanding of the musical characteristics of representative music from the highlands of Luzon,
Standards Mindoro, Palawan, and the Visayas.
B. Performance Performs selected vocal and instrumental music of Cordillera, Mindoro, Palawan and the Visayas in appropriate
Standards style.
C. Learning BSK Election Modular Holiday Holiday Modular
Competencies/ Describes the Explains the
Objectives musical distinguishing
characteristics of characteristics of
Write the LC code representative representative music
for each selections of from Cordillera,
Cordillera, Mindoro, Mindoro, Palawan
Palawan and of the and of the Visayas in
Region III
Visayas after relation to its culture
listening. and geography.
MU7LV-IIa-f-1 MU7LV-IIb-f-3
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
pp. pp. Holiday Holiday pp.
Materials pages
3. Textbook
Holiday Holiday
pages
4. Additional
Materials from
Learning Holiday Holiday
Resource (LR)
portal
B. Other Holiday Holiday

Region III
Learning
Resources
A. Reviewing
Modules were Modules were
previous lesson
BSK Election distributed to the Holiday Holiday distributed to the
or presenting
students. students.
the new lesson
B. Establishing a Modules were Modules were
purpose for the BSK Election distributed to the Holiday Holiday distributed to the
lesson students. students.
C. Presenting Modules were Modules were
examples/insta
nces of the new
students. students.
lesson
D. Discussing new
concepts and
practicing new
students. students.
skills #1

Region III
E. Discussing new
concepts and
practicing new
students. students.
skills #2
F. Developing
mastery (leads
to Formative
students. students.
Assessment 3)
G. Finding
practical
applications of
concepts and
students. students.
skills in daily
living
H. Making
generalizations
and
abstractions
students. students.
about the
lesson
I. Evaluating
learning
students. students.

Region III
J. Additional
activities for
application or
students. students.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
Holiday
80% in the
evaluation
B. No. of learners
additional Holiday
remediation
C. Did the
remedial
No. of learners Holiday
caught up with
the lesson

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

Region III
other teachers?


Region III
MAPEH DAILY Teaching Dates November 06 – November 10, 2023 Learning Area MUSIC
LESSON LOG Teaching Time 11:00 - 12:00; 3:00 – 4:00 Quarter Second
A. Content Demonstrates understanding of the musical characteristics of representative music from the highlands of Luzon,
Standards Mindoro, Palawan, and the Visayas.
B. Performance Performs selected vocal and instrumental music of Cordillera, Mindoro, Palawan and the Visayas in appropriate
Standards style.
Identifies the musical Discovers ways of Improvises simple Performs music from
C. Learning instruments and producing sounds on rhythmic/melodic Cordillera, Mindoro,
Competencies/ other sound sources a variety of sources accompaniments to Palawan and of the
Objectives from Cordillera, similar to selected music from Visayas, with
ICL
Mindoro, Palawan instruments being the Cordillera, accompaniment.
Write the LC code and of the Visayas. studied. Mindoro, Palawan MU7LV-IIb-g-6
for each MU7LV-IIa-f-2 MU7LV-IIb-g-4 and of the Visayas.
MU7LV-IIb-g-7

Region III
II. CONTENT Music of Cordillera, Mindoro, Palawan, and the Visayas
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
pp. pp. ICL
Materials pages
3. Textbook
ICL
pages
4. Additional
Materials from
Learning ICL
Resource (LR)
portal
B. Other
Learning ICL
Resources

Region III
A. Reviewing
previous lesson
ICL
or presenting
the new lesson
B. Establishing a
purpose for the ICL
lesson
C. Presenting
examples/insta
ICL
nces of the new
lesson
D. Discussing new
concepts and
ICL
practicing new
skills #1
E. Discussing new
concepts and
ICL
practicing new
skills #2
F. Developing ICL

Region III
mastery (leads
to Formative
Assessment 3)
G. Finding
practical
applications of
ICL
concepts and
skills in daily
living
H. Making
generalizations
and
ICL
abstractions
about the
lesson
I. Evaluating
ICL
learning
J. Additional
activities for
ICL
application or
remediation
V. REMARKS

Region III
VI. REFLECTION
A. No. of learners
7 – Sarenas - 7 – Sarenas - 7 – Sarenas - 7 - Sarenas -
who earned
ICL
80% in the
evaluation
B. No. of learners
additional ICL
remediation
C. Did the
remedial
No. of learners ICL
caught up with
the lesson
D. No. of learners
who continue to
ICL
require
7 – Castillo - 7 – Castillo - 7 – Castillo - 7– Castillo -
remediation
E. Which of my ICL
teaching

Region III
strategies
worked well?
Why did these
works?
F. What
difficulties did I
encounter
which my ICL
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
ICL
use/discover
which I wish to
share with
other teachers?

Region III



DLL Grade 7

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Republic of the Philippines

Teacher Christine R. Pronto Grade Level 7

Facebook: Ibona National High School

Facebook: Ibona National High School

Facebook: Ibona National High School

Facebook: Ibona National High School

Facebook: Ibona National High School

Prepared by: Checked and Reviewed by:

CHRISTINE R. PRONTO MARVIN I. SINACAY

Facebook: Ibona National High School

Teacher Christine R. Pronto Grade Level 7

Facebook: Ibona National High School

Facebook: Ibona National High School

Facebook: Ibona National High School

Facebook: Ibona National High School

Facebook: Ibona National High School

Prepared by: Checked and Reviewed by:

CHRISTINE R. PRONTO MARVIN I. SINACAY

Facebook: Ibona National High School

Teacher Christine R. Pronto Grade Level 7

Facebook: Ibona National High School

Facebook: Ibona National High School

Facebook: Ibona National High School

2. How was the

Don’t you think we

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Analyze each picture

1. How did the

Facebook: Ibona National High School

Facebook: Ibona National High School

Facebook: Ibona National High School

Facebook: Ibona National High School

Prepared by: Checked and Reviewed by:

CHRISTINE R. PRONTO MARVIN I. SINACAY

Facebook: Ibona National High School

Teacher Christine R. Pronto Grade Level 7

Facebook: Ibona National High School

Facebook: Ibona National High School

Discussion of A sample artwork Present artworks Ask the students:

Students will Teacher-student

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Facebook: Ibona National High School

Facebook: Ibona National High School

Prepared by: Checked and Reviewed by:

CHRISTINE R. PRONTO MARVIN I. SINACAY

Facebook: Ibona National High School

Facebook: Ibona National High School

Facebook: Ibona National High School

Facebook: Ibona National High School

Facebook: Ibona National High School

Facebook: Ibona National High School

Prepared by: Checked and Reviewed by:

CHRISTINE R. PRONTO MARVIN I. SINACAY

Facebook: Ibona National High School

Facebook: Ibona National High School

A picture of two Students will then Introduction of

D. Discussing new Learners will discuss Discussion about Swimming history,

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Facebook: Ibona National High School

Prepared by: Checked and Reviewed by:

CHRISTINE R. PRONTO MARVIN I. SINACAY

Facebook: Ibona National High School