Teacher Gerlie B.

Ledesma Grade Level 9

MAPEH Teaching Dates September 23- 27, 2019 Learning Area MAPEH/P.E.
Daily Teaching Time 2:00 – 3:00 pm Quarter Second
Lesson Log Session 1 Session 2 Session 3 Session 4
I. Learning Targets/
Specific Objectives
A. Content Standards The learners demonstrates understanding of lifestyle and weight management to promote community fitness

The learner. . . maintains an active lifestyle to influence the physical activity participation of the community
B. Performance Standards
Practices healthy eating habits that support an active lifestyle
The learners shall:
undertakes physical activity and physical fitness assessments
C. Learning Competencies/ Objectives (L.C. Code)
PE9PF-IIa-h-23

1. Discuss the nature and

1. Discuss the nature and 1. Discuss the nature and 1. Discuss the nature and
background of social dances and
background of social dances and dance background of social dances and dance background of social dances and
dance mixers.
mixers. mixers. dance mixers.
2. Explain the implication of
2. Explain the implication of 2. Explain the implication of 2. Explain the implication of
social dances and dance mixers to
social dances and dance mixers to social dances and dance mixers to social dances and dance mixers to
one’s fitness and well-being.
Specific (Daily) Objective/s one’s fitness and well-being. one’s fitness and well-being. one’s fitness and well-being.
3. Perform with mastery the
3. Perform with mastery the basic 3. Perform with mastery the basic 3. Perform with mastery the
basic steps and combinations in
steps and combinations in waltz. steps and combinations in waltz. basic steps and combinations in waltz.
waltz.
4. Show the value of social 4. Show the value of social dance 4. Show the value of social
4. Show the value of social
dance and dance mixers in improving and dance mixers in improving fitness dance and dance mixers in improving
dance and dance mixers in improving
fitness and wellness and wellness fitness and wellness
fitness and wellness
“Social Dances and Dance “Social Dances and Dance “Social Dances and Dance “Social Dances and Dance
Mixers Part I” Mixers Part I” Mixers Part I” Mixers Part I”
II. Learning Content
Waltz and Waltz Mixers Waltz and Waltz Mixers Waltz and Waltz Mixers Waltz and Waltz Mixers

III. Learning Resources

A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages
3. Textbook Pp.
4. Additional Materials from LR portal

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B. Other Learning Resources

IV. PROCEDURE

A. Reviewing previous Elicit: Ask the students about the concept Ask the students about the concept of Ask the students about the concept of Ask the students about the concept of
lesson or presenting (The activities in this section will evoke or

the new lesson

draw out prior concepts or prior experiences
from the students)
of dance/dances dance/dances dance/dances dance/dances

B. Establishing a 1. Let the Learners accomplish 1. Let the Learners accomplish 1. Let the Learners accomplish 1. Let the Learners accomplish
purpose for the the following before proceeding to the following before proceeding to the the following before proceeding to the the following before proceeding to the
Engage:
lesson (The activities in this section will stimulate the activity proper: activity proper: activity proper: activity proper:
their thinking and help them access and
C. Presenting connect prior knowledge as a jumpstart to 2. Warm-up: Dynamic 2. Warm-up: Dynamic Stretching 2. Warm-up: Dynamic Stretching 2. Warm-up: Dynamic
examples/ instances
the present lesson.)
Stretching Exercises Exercises Exercises Stretching Exercises
of the new lesson 3. HR Log: Activity Notebook 3. HR Log: Activity Notebook 3. HR Log: Activity Notebook 3. HR Log: Activity Notebook
c. Processing Activity: Paper c. Processing Activity: Paper c. Processing Activity: Paper Cha-Cha- c. Processing Activity: Paper
Cha-Cha-Cha Cha-Cha-Cha Cha Cha-Cha-Cha
1. Let learners form a circle 1. Let learners form a circle 1. Let learners form a circle around the 1. Let learners form a circle
around the hall. around the hall. hall. around the hall.
2. Play a cha-cha-cha music. 2. Play a cha-cha-cha music. 2. Play a cha-cha-cha music. While the 2. Play a cha-cha-cha music.
While the music play, let learners While the music play, let learners music play, let learners perform While the music play, let learners
perform altogether the basic weight perform altogether the basic weight altogether the basic weight transfer perform altogether the basic weight
D. Discussing new transfer and chasse backward and transfer and chasse backward and and chasse backward and forward of transfer and chasse backward and
concepts & practicing Explore: forward of cha-cha-cha, while forward of cha-cha-cha, while passing cha-cha-cha, while passing around a forward of cha-cha-cha, while passing
(In this section, students will be given time
new skills #1 to think, plan, investigate, and organize passing around a crumpled paper. around a crumpled paper. crumpled paper. around a crumpled paper.
collected information; or the performance of
the planned/prepared activities from the 3. Stop the music and ask the 3. Stop the music and ask the 3. Stop the music and ask the one 3. Stop the music and ask the
students’ manual with data gathering with
Guide Questions)
one holding the crumpled paper a one holding the crumpled paper a holding the crumpled paper a question one holding the crumpled paper a
question related to the topic. After the question related to the topic. After the related to the topic. After the answer is question related to the topic. After the
answer is given, play the music again answer is given, play the music again given, play the music again answer is given, play the music again
and pass the crumpled paper until and pass the crumpled paper until and pass the crumpled paper until and pass the crumpled paper until
majority of the class have majority of the class have experienced majority of the class have experienced majority of the class have experienced
experienced answering questions. answering questions. answering questions. answering questions.
E. Discussing new
concepts & practicing
new skills #2
Explain: d. Let’s do the waltz d. Let’s do the waltz d. Let’s do the waltz d. Let’s do the waltz
(In this section, students will be involved in
an analysis of their exploration. Their 1. Let males choose their 1. Let males choose their 1. Let males choose their 1. Let males choose their
understanding is clarified and modified
because of reflective activities)/Analysis of partners partners partners partners
F. Developing mastery the gathered data and results and be able to
answer the Guide Questions leading to the
2. Ask them to form three 2. Ask them to form three 2. Ask them to form three 2. Ask them to form three
focus concept or topic for the day.) columns by partner. Females stay at columns by partner. Females stay at columns by partner. Females stay at columns by partner. Females stay at
right side of males. right side of males. right side of males. right side of males.
3. Play the music of waltz. Let 3. Play the music of waltz. Let 3. Play the music of waltz. Let 3. Play the music of waltz. Let
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 learners clap the rhythm of the dance learners clap the rhythm of the dance learners clap the rhythm of the dance learners clap the rhythm of the dance
(1,2,3) slowly. (1,2,3) slowly. (1,2,3) slowly. (1,2,3) slowly.
4. Allow the learners to 4. Allow the learners to continue 4. Allow the learners to continue 4. Allow the learners to continue
continue doing the steps until doing the steps until mastery is doing the steps until mastery is doing the steps until mastery is
mastery is achieved. achieved. achieved. achieved.
5. In closed ballroom position, 5. In closed ballroom position, let 5. In closed ballroom position, let 5. In closed ballroom position,
let them have it with partner. them have it with partner. them have it with partner. let them have it with partner.
6. Position them in a square 6. Position them in a square 6. Position them in a square 6. Position them in a square
formation for a waltz mixer formation for a waltz mixer formation for a waltz mixer formation for a waltz mixer
7. Let the learners assess their 7. Let the learners assess their 7. Let the learners assess their 7. Let the learners assess their
performance in the given activity. performance in the given activity. performance in the given activity. performance in the given activity.
8. Let the learners explain 8. Let the learners explain 8. Let the learners explain 8. Let the learners explain
Implications of the said activity to Implications of the said activity to one’s Implications of the said activity to one’s Implications of the said activity to
one’s fitness and well-being. fitness and well-being fitness and well-being one’s fitness and well-being
d. Let’s do the waltz . Let’s do the waltz . Let’s do the waltz . Let’s do the waltz
1. Let males choose their 1. Let males choose their 1. Let males choose their 1. Let males choose their
partners partners partners partners
2. Ask them to form three 2. Ask them to form three 2. Ask them to form three 2. Ask them to form three
columns by partner. Females stay at columns by partner. Females stay at columns by partner. Females stay at columns by partner. Females stay at
right side of males. right side of males. right side of males. right side of males.
3. Play the music of waltz. Let 3. Play the music of waltz. Let 3. Play the music of waltz. Let 3. Play the music of waltz. Let
learners clap the rhythm of the dance learners clap the rhythm of the dance learners clap the rhythm of the dance learners clap the rhythm of the dance
(1,2,3) slowly. (1,2,3) slowly. (1,2,3) slowly. (1,2,3) slowly.
G. Finding practical
4. Allow the learners to 4. Allow the learners to continue 4. Allow the learners to continue 4. Allow the learners to continue
applications of
concepts and skills in
continue doing the steps until doing the steps until mastery is doing the steps until mastery is doing the steps until mastery is
daily living mastery is achieved. achieved. achieved. achieved.
Elaborate: 5. In closed ballroom position, 5. In closed ballroom position, let 5. In closed ballroom position, let 5. In closed ballroom position,
(This section will give students the let them have it with partner. them have it with partner. them have it with partner. let them have it with partner.
opportunity to expand and solidify/concretize
their understanding of the concept and/or 6. Position them in a square 6. Position them in a square 6. Position them in a square 6. Position them in a square
apply it to a real-world situation)
formation for a waltz mixer formation for a waltz mixer formation for a waltz mixer formation for a waltz mixer
7. Let the learners assess their 7. Let the learners assess their 7. Let the learners assess their 7. Let the learners assess their
performance in the given activity. performance in the given activity. performance in the given activity. performance in the given activity.
8. Let the learners explain 8. Let the learners explain 8. Let the learners explain 8. Let the learners explain
Implications of the said activity to Implications of the said activity to one’s Implications of the said activity to one’s Implications of the said activity to
one’s fitness and well-being. fitness and well-being. fitness and well-being. one’s fitness and well-being.
Social dances are dances Social dances are dances intended to Social dances are dances intended to Social dances are dances intended
H. Making intendedto get to know other get to know other people in get to know other people in to get to know other people in
generalizations and people in attendance to attendance to certain social attendance to certain social attendance to certain social
abstraction certain social function. They function. They are also called function. They are also called function. They are also called
are also called ballroom ballroom dances ballroom dances ballroom dances
dances
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 Evaluation: 1. Paper-Pencil Test 1. Paper-Pencil Test 1. Paper-Pencil Test 1. Paper-Pencil Test
(This section will provide opportunities for
I. Evaluating Learning concept check test items and answer key
which are aligned to the learning objectives
– content and performance standards and
address misconceptions- if any)
Extend: Assignment (Performance task): Assignment (Performance task): Assignment (Performance task): Assignment (Performance task):
(This section gives situation that explains
J. Additional activities the topic in a new context, or integrate it to Community Outreach Program Community Outreach Program Community Outreach Program Community Outreach Program
for application and another discipline/societal concern)
Organizing a ballroom aero Organizing a ballroom aero Organizing a ballroom Organizing a ballroom aero
remediation marathon to be participated by marathon to be participated by all Aero marathon to be participated marathon to be participated by all
all interested students. interested students. by all interested students. interested students.
V. REMARKS
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

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

F. What difficulties did I encounter which my principal or supervisor can help

me solve?

G. What innovation or localized materials did I use/discover which I wish to

share with other teachers?

Prepared by: Gerlie B. Ledesma Checked by: Rex K. Ignacio

MAPEH 9 Teacher Principal

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h
Teacher Gerlie B. Ledesma Grade Level 9
MAPEH Teaching Dates October 7 - 11, 2019 Learning Area MAPEH/MUSIC
Daily Teaching Time 2:00 – 3:00 pm Quarter Second
Lesson Log Session 1 Session 2 Session 3 Session 4
I. Learning Targets/
Specific Objectives
A. Content Standards The learners demonstrates understanding of characteristic features of Classical period music

B. Performance Standards The learner sings and performs themes of symphonies and other instrumental forms

Relates Classical music to its historical and cultural background

MU9CL – IIa- f – 2
C. Learning Competencies/ Objectives (L.C. Code)
Explains the performance practice (setting, composition, role of composers/performers, and audience) during Classical period
MU9CL – IIa f - 3
Specific (Daily) Objective/s

MUSIC OF THE CLASSICAL PERIOD (1750 – 1820) Sonata, sonata allegro form, concerto, symphony, Composers: Franz Josef
II. Learning Content
Haydn, Wolfgang Amadeus Mozart, and Ludwig van Beethoven
III. Learning Resources
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages
3. Textbook Pp.
4. Additional Materials from LR portal

B. Other Learning Resources

IV. PROCEDURE

A. Reviewing previous Elicit: Let the learners listen to the music of Let the learners listen to the music of Let the learners listen to the music of Let the learners listen to the music of
lesson or presenting (The activities in this section will evoke or

the new lesson

draw out prior concepts or prior experiences
from the students)
the Classical period the Classical period the Classical period the Classical period

B. Establishing a Engage: More sample music of the Classical More sample music of the Classical More sample music of the Classical More sample music of the Classical
(The activities in this section will stimulate
purpose for the their thinking and help them access and period period period period
lesson connect prior knowledge as a jumpstart to
the present lesson.)

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C. Presenting
examples/ instances
of the new lesson
D. Discussing new
concepts & practicing Explore: Describe the music of Ludwig van Describe the music of Ludwig van Describe the music of Ludwig van Describe the music of Ludwig van
(In this section, students will be given time
new skills #1 to think, plan, investigate, and organize Beethoven Beethoven Beethoven Beethoven
collected information; or the performance of
E. Discussing new the planned/prepared activities from the Let the learner perform some of the Let the learner perform some of the Let the learner perform some of the Let the learner perform some of the
students’ manual with data gathering with
concepts & practicing Guide Questions) music from the Classical period music from the Classical period music from the Classical period music from the Classical period
new skills #2
Explain:
(In this section, students will be involved in
an analysis of their exploration. Their Give the learners time to master the Give the learners time to master the Give the learners time to master the Give the learners time to master the
F. Developing mastery understanding is clarified and modified
performance performance performance
because of reflective activities)/Analysis of
the gathered data and results and be able to
performance
answer the Guide Questions leading to the
focus concept or topic for the day.)

G. Finding practical
applications of Allow the learners to relate the role of Allow the learners to relate the role of Allow the learners to relate the role of Allow the learners to relate the role of
concepts and skills in Elaborate: Classical music to a person’s life Classical music to a person’s life Classical music to a person’s life Classical music to a person’s life
(This section will give students the
daily living opportunity to expand and solidify/concretize
their understanding of the concept and/or
H. Making apply it to a real-world situation) Let the learners formulate Let the learners formulate Let the learners formulate Let the learners formulate
generalizations and generalizations generalizations generalizations generalizations
abstraction
Evaluation: Paper-Pencil Test / Graded Paper-Pencil Test / Graded Paper-Pencil Test / Graded Paper-Pencil Test / Graded
(This section will provide opportunities for
I. Evaluating Learning concept check test items and answer key Performances/ Customized Rubric Performances/ Customized Rubric Performances/ Customized Rubric Performances/ Customized Rubric
which are aligned to the learning objectives
– content and performance standards and System System System System
address misconceptions- if any)

J. Additional activities Extend:

(This section gives situation that explains
for application and the topic in a new context, or integrate it to Graded Performances Graded Performances Graded Performances Graded Performances
remediation another discipline/societal concern)

V. REMARKS
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

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

F. What difficulties did I encounter which my principal or supervisor can help

me solve?

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

Prepared by: Gerlie B. Ledesma Checked by: Rex K. Ignacio

MAPEH 9 Teacher Principal

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