Grade

DAILY School Llorente National High School &Section Grade 10 Mabini

Learning
LESSON Teacher Eugenio C. Dialino Jr. Area MAPEH (Health)
PLAN Teaching
Dates Quarter
& Time May 2, 2023 4
Week No. 6 D 2 Duration
ay 1

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if
needed, additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using
I. OBJECTIVES 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 guide.
The learner….

A. Content ● Demonstrates understanding of the concepts in planning a health

Standards career.
The learner….
B. Performance ● Prepares an appropriate plan of action in pursuing a health career.
Standards
MELCs:
● prepares an appropriate action plan in pursing health career.
C. Learning
Competency/i ● Discuss the components and steps in making a personal health career
s
Write the LC Code for each. (H10PC-Iva-b-1)

At the end of the lesson, the students are expected to:

1.
D. Learning
Objectives
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week
or two.
II. CONTENT/TOPIC
QUARTER 4: ORIGINAL PERFORMANCE WITH THE USE OF MEDIA
Topic: Roles in a Stage Production

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that
there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide None
pages
2. Learner’s
Materials pages Horizon Music and Arts Appreciation for young Filipinos 312-313
3. Textbook pages None
4. Additional
Materials
from
Learning
Resource
(LR)
Portal
B. Other Learning
None
Resources
These steps should be 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
IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusion
about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.rr
A. Reviewing “What’s In the Picture”
A
previous lesson or Direction: Identify the different pictures whether a Theater
W
presenting the
new lesson.
A group or NOT in 3 seconds each.
R
E
ELICIT (The activities in this section
will evoke or draw out prior concepts of N
or experiences from the students)
 E
S
S

Key Answers:
1. NOT
2. THEATER GROUP
3. THEATRE GROUP
4. NOT

B. Establishing a Charade!
purpose for Direction: The teacher will group the class into 3. Each group will
the lesson.
be given 2 strips of paper containing the personnel in a stage
ENGAGE (The activities in this production. Each group will choose a leader to act in front of the
section will stimulate their thinking and role of the picked personnel. Group members will guess the role
help them
access and connect prior knowledge as a portrayed by the leader. The group with the shortest time wins the
jumpstart to the present lesson.)
game.

Suggested Items:
1. Producer
2. Director
3. Playwright
4. Set designer
5. Costume designer
6. Choreographer

C. Presenting The teacher will present the new topic and introduces the learning
examples/instanc
es of the new objectives:
lesson.
1. identify the roles in a stage production;
2. assume the role in a production through role playing; and
3. value the significance of each role in a stage production.
D. Discussing the new “Mystery Box”
AC
concepts and Direction: With the same groupings, each group will pick a number
TIV
practicing new ITY and answer the items in 5 seconds. The team will have to decide
skills #1. whether to keep the box or give the box to the other team. The
points inside the box can be good or bad.
EXPLORE (In this section, students
will be given time to think, plan,
investigate, and organize collected
information; or the performance of the
planned/prepared activities from the
student’s manual with data gathering and

Key to Corrections:
1. Producer 5. Lighting Designer
2. Director 6. Costume Designer
3. Playwright 7. Choreographer
4. Set Designer
E. Discussing the Process Questions:
new concepts and 1. Have you experienced theater production?
practicing
new skills #2.
2. What was your role?
3. If you were to be part of theater play, what would you choose,
an actor/performer or member in a production staff?
F. DISCUSSION: The teacher will discuss the role in a stage
ANA
LYSIproduction through a PowerPoint presentation.
Developin
S Roles in a Stage Production:
g mastery
(Leads to 1. Producer – the person who takes the play from a mere concept
formative to an actual finished presentation
assessment 3). 2. Director – the overall artistic coordinator of the entire
production
EXPLAIN (In this section, students will
be involved in an analysis of their
3. Playwright – for a script intended for stage performance, the
exploration. Their understanding is writer of the script is more specifically called a playwright.
clarified and modified because of
reflective activities)/Analysis of the
4. Set designer – the concept of creation of the physical stage
gathered data and results and be able to set-up is the task of set designer.
answer the Guide Questions leading to
the focus concept or topic of the day. 5. Lighting designer – creates the mood of each scene in a play.
6. Costume designer – owed the actors and actresses look to be
believable in their roles.
7. Choreographer – rehearses the actors until they are able to
perform the dance skillfully.
G. Making
A Improvise: Imagine that the whole class is chosen to produce a
generalization
B runway fashion show. Each member will plan and create a
and abstraction
S production team. Ask the students to group themselves according
about the lesson. T
R to their choice of production staff. Ask the students to give their
ELABORATE (This section will brief idea on their chosen role. Let them write their output on a
give students the opportunity to A
expand and solidify / concretize their C piece of paper.
understanding T
of the concept and / or apply it to real I
– world situation)
O
N
H. Finding practical
A
application of
P
concepts and P
Process Questions:
skills in daily LI 1. Why did you choose such a role in a production team?
living. C 2. Do you think the role you have chosen is important in
A producing a production? Why or why not?
TI 3. How do you think this role reflect on your own personality?
O
N
I. MATCHING TYPE:
A
S Direction: Match Column A with Column B.
Evaluatin S
g E
learning. S COLUMN A COLUMN B
S
EVALUATION (This section will M
provide for concept check test items and 1. The person who takes the a. Director
answer key which are aligned to the E
learning objectives - content and N
play from mere concept to b. Producer
performance standards and T actual presentation. c. Playwright
address misconceptions – if any)
2. The one who writes the d. Set designer
script of the production. e. Lighting
3. Rehearses the actors to designer
perform skillfully. f. Costume
4. The overall artistic designer
coordinator of the entire g. Choreographer
production.
5. The actors and actresses
look believable in their
roles.
Key to Corrections:
1. B 2. C 3. G 4. A 5. F
J. Additional
A Polished your output from the chosen role earlier so that by next
activities for
application
S meeting you can use it during your performance task.
S
or I
remediation. G
N
EXTEND (This sections give situation M
that explains the topic in a new context,
or integrate it to another discipline / E
societal concern) N
T

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
VI. REFLECTION the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
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 lesson
work? No. of learner who
caught up with the lesson
D. No. of learner 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
material did I use/discover.