Republic of the Philippines

Department of Education
NCR Quarter: 2nd QUARTER
CORONADOS’ SCHOOL OF QUEZON CITY, INC.
#28 Ambuklao St. NPC Village Pasong Tamo QC

SEMI-DETAILED LESSON LOG IN Teacher: MR. CHRISTIAN PAUL T. YUSI

MUSIC 9 Date:

I. OBJECTIVES
The learner demonstrates understanding of characteristic features of Classical period music
1. Content Standards
The learner sings and performs themes of symphonies and other instrumental forms
2. Performance Standards
The learner relates Classical music to its historical and cultural background (MU9CL-IIa-f-2)

3. Learning Competencies

4. Integration of Values  Appreciation the importance of music in one’s daily life

II. CONTENT MUSIC OF THE CLASSICAL PERIOD (1750- 1820)

Historical and cultural background
III. LEARNING RESOURCES
A. References
1. TG pages Power Up with MAPEH 9
2. LM pages
3. Textbook pages Orlando P. Abon/Hercules P. Callanta
Marla T. Mallari/ Marie Eloisa D. Ulanday/ Melanie Cecile S. Juliano/ Gilber C. Yang

B. Other Learning Resources / Materials Power point Presentation, MS Teams, educational videos from the Internet.

https://www.youtube.com/watch?v=vNZbvb8X0DQ https://www.youtube.com/watch?v=1vDxlnJVvW8
IV. PROCEDURES
A. Review The teacher will play a video clip about dark ages or middle ages.
What have you noticed from the video clip?
https://www.youtube.co m/watch?v=6EAMqKUimr 8&t=155s

B. Purpose of the lesson The teacher will recall the previous lesson by asking the following questions to the students:
 Who are the composers from the Baroque Era?
 What are the characteristics of Baroque music?
 How can you show your appreciation to the music of Baroque Era?
The teacher will ask the students to arrange the rambled letters to form words about the classical period.
C. Presenting examples/  SYMPHONY – SMPHYNOY
instances of the lesson  SONATA – ATNSOA
 CLASSICAL
 OPERA – SICSALAIL ERAOP
 BEETHOVEN – HONEETBVE
 MOZART – TARZOM

D. Discussing new concepts and The teacher will discuss the historical and cultural background of Classical Period on page 36 LM through power point presentation.
practicing new skills #1

E. Discussing new concepts

and practicing new skills #2
Group Activity:
F. Developing mastery
(Leads to Formative Assessment 3)
The teacher will ask the students to create a short poem about the historical and cultural background of Classical Period.

G. Finding practical applications of

concepts and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating learning The chant created by the students will be graded by using rubrics
 J. Additional activities for application or The teacher will ask the students to describe the following pictures that
remediation represent Classical period.

V. REMARKS PL:
VI. REFLECTION

Republic of the Philippines

Department of Education
NCR Quarter: 2nd QUARTER
CORONADOS’ SCHOOL OF QUEZON CITY, INC.
#28 Ambuklao St. NPC Village Pasong Tamo QC

Teacher: MR. CHRISTIAN PAUL T. YUSI

 SEMI-DETAILED LESSON LOG IN Date:
ART 9

I. OBJECTIVES
The learners...
1. Content Standards
 demonstrate an understanding of art elements and processes by synthesizing and applying prior knowledge and skills
demonstrate understanding that the arts are integral to the development of organizations, spiritual belief, historical events, scientific
discoveries, natural dissasters/ accurances, and other external phenomenon
2. Performance Standards The learners...
 perform/ participate completely in a presentation of a creative impression (verbal/ nonverbal) of a particular artistic period
recognize the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and principles of art)
The learners...
 use artworks to derive the traditions/history of an art period
3. Learning Competencies
(A9PL-Ih-3)
 compare the characteristics of artworks produced in the different art periods (A9PL-Ih-4)
II. CONTENT III. Medieval Art
6. Byzantine 7. Romanesque 8. Gothic
III. LEARNING RESOURCES
A. References
1. TG pages Power Up with MAPEH 9
2. LM pages
3. Textbook pages Orlando P. Abon/Hercules P. Callanta
Marla T. Mallari/ Marie Eloisa D. Ulanday/ Melanie Cecile S. Juliano/ Gilber C. Yang

B. Other Learning Resources / Materials https://www.youtube.com/watch?v=UpGsouOnxOU

IV. PROCEDURES
A. Review Students will recall the previous topic by answering the following questions.

 What is the difference between mosaic and painting?

 What is the greatest contribution of Coliseum in Roman history?

 B. Purpose of the lesson The teacher will play a short video about Byzantine and Romanesque art https://www.youtube.com/ watch?v=UpGsouOnxOU

The teacher will ask the following questions

1. What is the video all about?

2. What could be the implication of arts in the history of Western culture?

C. Presenting examples/ The teacher will show pictures of painting, sculpture and architecture of Byzantine, Romanesque and Gothic Period.
instances of the lesson The teacher will ask the students about how the pictures differ to each other using student’s prior knowledge of the elements of arts.

D. Discussing new concepts and The teacher will discuss the following
practicing new skills #1 1. Byzantine
 Paintings
 Sculpture (acrostic signs)
 Architecture
2. Romanesque
 Paintings (Mozarabic)
 Sculpture (tymapnum)
 Architecture
3. Gothic
 Paintings (mille fleur)
 Sculpture
The teacher will discuss
E. Discussing new concepts Gothic Architecture using a short video presentation.
and practicing new skills #2
ACTIVITY TIME:
F. Developing mastery
Analyzing Primary Source
(Leads to Formative Assessment 3)
The teacher will group the students into 5 and provide different pictures of pre historic arts. Members of the group will answer the following
questions individually. Their leader will collect best answers and chose a representative to discuss.

1. Describe the picture

2. What do you think is the message of the artifact ?
3. Is this artifact significant? Why? Or why not?

G. Finding practical applications of DRAW YOUR ANSWER

concepts and skills in daily living
The students will answer this question by drawing his or her idea on the board.
 What are the implication of Ancient art in the modern Society ?

H. Making generalizations and abstractions The teacher will ask the following questions:
about the lesson
1. What are the characteristics and elements of arts that make the following archaeological discoveries effective artwork?

2. What are the noticeable influences of Ancient art to the modern world?

I. Evaluating learning The teacher will collect the students’ individual papers in the activity
Analyzing Primary source.
The teacher will score their answers using this rubrics

Focus and details 5pts Word choice 3pts Grammar 2pts

J. Additional activities for application or Do attached worksheet
remediation CAVE ART IS...

V. REMARKS process.
VI. REFLECTION
 Republic of the Philippines
Department of Education
NCR Quarter: 2nd QUARTER
CORONADOS’ SCHOOL OF QUEZON CITY, INC.
#28 Ambuklao St. NPC Village Pasong Tamo QC

SEMI-DETAILED LESSON LOG IN Teacher: MR. CHRISTIAN PAUL T. YUSI

PHYSICAL EDUCATION 9 Date:

I. OBJECTIVES
The Learner demonstrates understanding of lifestyle and weight management to promote community fitness.
1. Content Standards
The learner…
2. Performance Standards  maintains an active lifestyle to influence the physical activity participation of the community
 practices healthy eating habits that support an active lifestyle
The learner…
 Undertake physical activity and physical fitness assessments. (PE9PF-IIa-h-23)
3. Learning Competencies  Assess eating habits based on the Philippine Food Pyramid/ My Food Plate. (PE9PF-IIa- 39)

II. CONTENT Philippine Food Pyramid Physical Activity

III. LEARNING RESOURCES

A. References
1. TG pages Power Up with MAPEH 9
2. LM pages
3. Textbook pages Orlando P. Abon/Hercules P. Callanta
Marla T. Mallari/ Marie Eloisa D. Ulanday/ Melanie Cecile S. Juliano/ Gilber C. Yang

B. Other Learning Resources / Materials Power point Presentation, MS Teams, educational videos from the Internet.
http://youtube.com/watc h?v=YimuIdEZSNY
https://www.youtube.co m/watch?v=W02vuMr3o Rc

IV. PROCEDURES
A. Review The students will answer the Social Dancing Participation

B. Purpose of the lesson SWAY WITH THE MUSIC

The teacher will ask the students to find a partner (Boy to Girl)
 The teacher will played a video clip (Dancing) Let the student copy the dance steps.

https://www.youtube.co m/watch?v=W02vuMr3o Rc
 How do you feel while dancing ? and after dancing?
 Do you comfortable with your partner?
 What can you say about the dance? Do you like it ?
why do you say so?
The student will answer the ACTIVITY : SALUNDIWA
C. Presenting examples/
Processing question:
instances of the lesson
 What are the
social dances?ballroom dances? Dance mixer? Dance sport?
How are they different from each other? Related to each other?
D. Discussing new concepts and The teacher will discuss the following through powerpoint presentation.
practicing new skills #1
*Philippine Food Pyramid
*Calories Needed by Teenagers
*Modifying eating habits
The teacher will present a video clip about myths, facts, and misinformation about eating habits.
E. Discussing new concepts
and practicing new skills #2 http://youtube.com/watc h?v=YimuIdEZSNY
The students will do ACTIVITY 2: MY MEAL AND MEAL HABIT LOG
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of The students will do the ACTIVITY 4: Watch Your Weight
concepts and skills in daily living
H. Making generalizations and abstractions The students will share their answer the questions:
about the lesson
1. What types of food do you eat that are close to the recommendations in the Filipino Food Guide?
2. Do you think you need to change your meal options? Your eating habits? Why or why not ?
I. Evaluating learning The teacher will evaluate the learners’ activity 4 through rubrics.

J. Additional activities for application or The students will make a poster of the 10 kumainments in oslo paper individually.
remediation
K. Assignment Remind the students to wear their prescribe PE Uniform for the next PE
class.
V. REMARKS PL:
VI. REFLECTION
 Republic of the Philippines
Department of Education
NCR Quarter: 2nd QUARTER
CORONADOS’ SCHOOL OF QUEZON CITY, INC.
#28 Ambuklao St. NPC Village Pasong Tamo QC

SEMI-DETAILED LESSON LOG IN Teacher: MR. CHRISTIAN PAUL T. YUSI

HEALTH 9 Date:

I. OBJECTIVES
The learner demonstrates understanding of the dangers of substance use and abuse on the individual, family and community
1. Content Standards
The learner shares responsibility with community members through participation in collective action to prevent and control substance use and
2. Performance Standards abuse
The learner…
 describes the drug scenario in the Philippines
3. Learning Competencies (H9S-IIa-14)

 explains the concept of substance use, misuse, abuse and dependence,(H9S-IIa-15)

3. Integration of Values

II. CONTENT A. Drug Scenario in the Philippines

B. Factors that influence substance use and abuse

III. LEARNING RESOURCES
A. References
1. TG pages Power Up with MAPEH 9
2. LM pages
3. Textbook pages Orlando P. Abon/Hercules P. Callanta
Marla T. Mallari/ Marie Eloisa D. Ulanday/ Melanie Cecile S. Juliano/ Gilber C. Yang
Online Sources:
B. Other Learning Resources / Materials
 “The Philippines' war
on drugs”
 (https://www.youtube.com/ watch?v=jcG1VVcAqJ4)

 https://classroom.kid shealth.org/classroo m/3to5/problems/dru gs/drugs.pdf

“Napakasakit Kuya Eddie” By Roel Cortez

IV. PROCEDURES
A. Review The teacher will ask the students to describe the drug scenario in the Philippines:
Guide Questions:

 What can you say about the drug issues in our country >
 Are you agree on how our government fight the drug use?
Why it so?
B. Purpose of the lesson The teacher will look for some headlines in the newspapers or electronic news, watch news on the television or listen to radio news program
about the drug-related crimes in the Philippines. The teacher will give it to the class.

C. Presenting examples/
instances of the lesson
D. Discussing new concepts and The teacher will discuss the implication of drugs to the Philippines. The teacher will search about the demographics of the drug users in the
practicing new skills #1 Philippines.

The teacher will explain the concept of substance use, misuse, abuse and dependence.
E. Discussing new concepts
and practicing new skills #2
Group Activity:
F. Developing mastery
The teacher will ask the students to do activity 3, “ Key Drug Concepts” on page 322
(Leads to Formative Assessment 3)

G. Finding practical applications of

concepts and skills in daily living
H. Making generalizations and abstractions The teacher will ask the student to draw or write thier reaction regarding drug issues and concepts in Philippines.
about the lesson
I. Evaluating learning The teacher will ask the students to answer the given short quiz.
Write TRUE if the statement is correct and FALSE if not.
 An experimental use of probihited drugs is not punishable by law.
 Drug abuse is the use of a substance for non-medicinal purposes.
 Operations conducted by
different law enforcing agencies like DENR and NBI helped to destroy secret laboratories and warehouses.

J. Additional activities for application or For students needs follow up:

 remediation
Write a short letter address to the Office of the President about thier comment in the drugs issues in our country.

 For Advanced Students:

Formulate 10 questions they will ask if they are able to talk to a drug pusher or user.
V. REMARKS PL:
VI. REFLECTION