School CONCEPCION Grade Level GRADE -8

Mapeh 8 INTEGRATED SCHOOL

DAILY LESSON LOG Teacher Jeffrey Salvatierra Learning Area HEALTH
Teaching Date FEB 20, 2020, Quarter FOURTH
Forgiving 12:20-1:20 Determine 1:20-2:20 Decisive 4:40-5:40 Honest 5:40-6:40

WEEK 9
I. Objective 1. Discuss cigarettes and alcohol as gateway drugs
2. Analyze the implications of cigarette smoking and drinking
alcohol
3. Develop advocacy materials against cigarette and alcohol use.

A.Content Standards The learner demonstrates understanding of factors that influence

cigarette and alcohol use and strategies for prevention and control
B. Performance Standards The learner demonstrates personal responsibility in the prevention of
cigarette and alcohol use throug the promotion of a healthy lifestyle
C.Learning Competencies The learner discussesgateway drugs (H8S-IVa-27)

II.Content Gateway Drugs

1. Cigarettes
2. Alcohol
III.Learning Resources
A.References
1.Teacher’s Guide Pages TG page 6 – 7 and 9 - 10
2.Learner’s Materials Pages LM page 356 – 357 and359
3.Textbook Pages  EASE Health
Education III
Module 7 Lesson 1
pp.3-5
 Mga Nakalululong
at Mapanganib na
Droga. Unang
Bahagi. A&E. NFE
Accreditation and
Equivalency
Learning Material.
DepED. 2001.
pp.18-19
4. Additional Materials from Learning
Resources (LR) Portal
B.Other Learning Resources
IV.Procedures
A.Review Previous Lessons Ask students to answer the Self-Inventory (Cigarettes) and Self-
Inventory (Alcohol)
Keep a record on
students who smokes
cigarettes and drinks
alcohol.
B.Establishing purpose for the Lesson Show a video on the link https://www.youtube.co
m/watch?v=XW7J98Ql5b Ask few students (volunteers) to share
their insights about the video in class.
C. Presenting examples /instances of Show pictures of students who smokes cigarette and drinks
the new lessons alcohol and the students will give their reaction.
Guide Questions:
1. Based on the pictures, what are the effects of
smoking and drinking alcohol on them?
2. What are their reasons on using cigarettes and alcoholic beverages?
3.What do you think are the reasons why students
engage in these kinds of activities?
Discussing new concepts and Discuss gateway drugs (cigarette and alcohol).
practicing new skills #1. Discuss how this gateway drugs could lead to the
use of more dangerous drugs such as marijuana
and shabu.

E. Discussing new concepts & Practice Activity attached on the 3-Steps on how to
practicing new skills #2 ”Say No” on smoking and drinking alcohol.
F. Developing Mastery (Leads to Ask students to make a Advocay Materials Preventing
Formative Assessments 3 the Usage of Cigarette and Alcoholic Beverages.

Evaluate their Advocacy Materials

attached.
G. Finding Practical Applications of Ask students to List down at least ways on how to prevent smoking and
concepts and skills in daily living drinking alcohol that could lead to the use of more harmful
substances.
How can influence your fellow students to avoid taking alcohol and
cigarettes.
H. Making Generalizations & Analyze the implications of cigarette smoking and alcohol use on the
Abstractions about the lessons following: self, family, environment, community, and country.
In your activity
sheet/notebook answer
the following:
 Could anyone be
harmed if I do it?
How?
 Could it get into
trouble?
 Would it make
one feel bad if I
do it?
I. Evaluating Learning QUIZ
1. What are the strategies or ways to prevent and control the use of
tobacco products like cigarettes and Alcoholic Beverages like beer?
2. If your classmate offered you cigarette/alcoholic beverages at hidden
corner of the school, what would you say? What would you do?
3. What if your friend started to smoke/alcoholic beverages? How
would you make him/ her quit before it is too late?

J. Additional activities for application

or remediation
k. Assignment

V. Remarks
VI. Reflection

A.No.of learners who earned 80% in

the evaluation
B. No.of learners who requires
additional acts for remediation who
scored below 80%
C. Did the remedial lessons work?
No.of learners who caught up with
the lessons
D. No.of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
 Weight Choreography and Execution and Characterization and
Artistic Presentation Mastery of Steps Behavior During
40% 30% Performance
30%

Group Instruction
A. Out of the dance steps learned, create dance-step combination
B. Choose 2 or 3 dance formation and position.

C. Each group was given 20mins to finish their dance routine

 OUTSTANDING: Performs SKILLFUL: Demonstrates SOPHISTICATED:
steps with high level of precise and skillful Demonstrates sophisticated
mastery while creating execution of the steps characterization and
5
several formations in the with high level of appropriate behavior
dance floor confidence towards the dance and
DYNAMIC: Performs steps COMPETENT: groupmates
EXPRESSIVE: Demonstrates
with mastery while creating Demonstrates the steps an atypical level of
sufficient formations in the competently and with characterization and
4
dance floor confidence appropriate behavior
towards the dance and
CREATIVE: Performs steps PRACTITIONER: groupmates
REALISTIC: Demonstrates
with mastery but with Demonstrates general generally acceptable
limited yet growing ability level of coordination and characterization and proper
3 to execute them while competence in the behavior towards the dance
creating formations in the execution of steps with and groupmates
dance floor limited but growing
FAIR: Performs steps with APPRENTICE:
confidence IMPROVING: Displays
general mastery but could Demonstrates limited inconsistent
hardly adapt to varying coordination and characterization and
2
formations in the dance competence in the demonstrates generally
floor execution of steps with acceptable behavior
low level of confidence towards the dance and
STATIC: Performs steps with NOVICE: Has very low or MECHANICAL:
groupmates Has little or
low or no mastery and is not no coordination in no characterization and
capable of creating demonstrating steps; has behaves inappropriately
1
formations in the dance very low level or no towards the dance and
floor confidence at all groupmates

WEEK 2
I. Objectives a. Identify the physical activities that aid in the development of
different physical fitness components
b. Demonstrate understanding of physical fitness
c. Undertake physical activity and physical fitness assessments.

A.Content Standards The learner demonstrates understanding of guidelines principles in

exercise program design to achieve personal fitness.
B.Performance Standards The learner designs an individualized exercise program to achieve
personal fitness.
C.Learning Competencies The learner demonstrate an understanding of basic personal fitness
plan which bill be assessed using the criteria; completeness of the
plan, relevance to your personal fitness needs

II.Content Physical Fitness

III.Learning Resources
A.References Module in Physical Education and Health 8
1.Teacher’s Guide Pages

2.Learner’s Materials Pages

3.Textbook Pages
PP.9-28
4. Additional Materials from Learning
Resources (LR) Portal
B.Other Learning Resources

IV.Procedures

A.Review Previous Lessons Recall the different misconception about the physical participation

B.Establishing purpose for the Lesson The learner demonstrates basic understanding of the physical fitness
test in order to determine their level of fitness and identify their
strengths and weaknesses for their exercise programs.
C. Presenting examples /instances of This module will guide you learners to create an exercise program
the new lessons that is designed specifically for them which is a great way to stay
physically and mentally fit.
Discussing new concepts and The learner demonstrate proficiency in computing his/her own body
practicing new skills #1. mass index

E. Discussing new concepts &

practicing new skills #2
F. Developing Mastery (Leads to
Formative Assessments 3

G. Finding Practical Applications of In this activity, the learners will undergo series of physical fitness
concepts and skills in daily living tests in order to determine their level of fitness and identify their
strengths and weaknesses.

H. Making Generalizations &

Abstractions about the lessons The activity aims to activate the prior knowledge of the learners on
physical fitness components.

I. Evaluating Learning Processing questions

1. How would you describe a physically fit and unfit person
2. Why is it important to be physically fit
3. What do you think should be done to become a physical fit
person?

J. Additional activities for application

or remediation

V.Remarks

VI. Reflection
A.No.of learners who earned 80% in
the evaluation
B. No.of learners who requires
additional acts for remediation who
scored below 80%
C. Did the remedial lessons work?
No.of learners who caught up with
the lessons
D. No.of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
What innovations or localized
materials did I used/discover which I
wish to share with other teachers?