DAILY School Christian Samaritan Health Services and Technical School Inc.

Grade Level Grade 12 – STEM, HUMSS

LESSON Tirso Neri Pabayo Street, Divisoria, Cagayan de Oro City 9000 Grade 11- HUMSS, ABM, GAS,
AND TVL
LOG
Teacher Alice C. Rivera Learning Area CONTEMPORARY ARTS, DISS,
PE2,
Teaching Dates and Time Mon-Fri (January 9-20, 2023) Quarter Third Week 5-6
Monday (Afternoon) Tuesday (Morning) Wednesday (Morning) Thursday( Morning) Friday (Morning)
G 12 – STEM G 11 – HUMSS G 11- GAS, TVL, AND ABM G12- HUMSS G11 – HUMSS
CONTEMPORARY ARTS DISCIPLINE IN SOCIAL SOCIETY PHYSICAL EDUCATION 2 CONTEMPORARY ARTS PHYSICAL EDUCATION 2
1. WEEKLY 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
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
OBJECTIVES significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides
The learners shall be able to understand The learners demonstrate an The learner demonstrates understanding The learners shall be able to understand The learner demonstrates understanding
the significant roles of artists from the understanding of the key concepts and of sports in optimizing one’s health as a the significant roles of artists from the of sports in optimizing one’s health as a
A. Content Standard regions. approaches in the social sciences. habit; as requisite for physical activity regions. habit; as requisite for physical activity
assessment performance, and as a career assessment performance, and as a career
opportunity. opportunity.
The learner’s shall be able to create The learners shall be able to interpret The learner leads sports events with The learner’s shall be able to create The learner leads sports events with
avenues to advocate the arts from the personal and social experiences using proficiency and confidence resulting in avenues to advocate the arts from the proficiency and confidence resulting in
different regions. relevant approaches in the Social independent pursuit and in influencing others different regions. independent pursuit and in influencing others
B. Performance Standards
Sciences. Evaluate the strengths and positively. positively.
weaknesses of the approaches.

C. Learning Competencies / The learner: The learners are expected to for the The learner: The learner: The learner:
Objectives 1. Defines contemporary arts in following approaches and ideas: Self-assesses health-related fitness (HRF) 1. Defines contemporary arts in Self-assesses health-related fitness (HRF)
Write the LC code for each the Philippines status, barriers to physical activity the Philippines CAR11/12CAP- status, barriers to physical activity
CAR11/12CAP-Ob-3 1. Symbolic Interactionism assessment participation, and one’s diet Ob-3 assessment participation, and one’s diet
2. Researches on various appraise the meanings that (PEH11FH-IIg-i-6) 2. Researches on various (PEH11FH-IIg-i-6)
contemporary art forms people attach to everyday forms At the end of the lesson, the learners contemporary art forms At the end of the lesson, the learners
CAR11/12CAP-Oc-e-4 of interaction in order to explain should be able to; CAR11/12CAP-Oc-e-4 should be able to;
3. Explains Filipino artist’s roles society behavior. OBJECTIVES: 3. Explains Filipino artist’s roles OBJECTIVES:
and identity their contribution HUMSS_DISS11-IIIh-3 1. identify the different barriers to sports and identity their contribution to 1. identify the different barriers to sports
to contemporary arts 2. Psychoanalysis analyze the activity participation; contemporary arts activity participation;
CAR11/12CAP-Oc-e-5 psychodynamics of the person’s 2. distinguish the difference between CAR11/12CAP-Oc-e-5 2. distinguish the difference between
4. Evaluates contemporary art personality in terms of Id, Ego, personal and environmental barriers; 4. Evaluates contemporary art personal and environmental barriers;
forms based on the elements and Superego and forms based on the elements and
and principles HUMSS_DISS11-IIIi-5 3. recommend ways to overcome the and principles 3. recommend ways to overcome the
CAR11/12CAP-Oc-e-6 different barriers to sports activity CAR11/12CAP-Oc-e-6 different barriers to sports activity
5. Compares forms of arts from participation 5. Compares forms of arts from participation
the different regions the different regions
CAR11/12CAP-Oc-e-7 CAR11/12CAP-Oc-e-7
6. Interprets and relates the 6. Interprets and relates the
significance of arts forms from significance of arts forms from
the regions the regions CAR11/12CAP-Oc-
 CAR11/12CAP-Oc-e-8 e-8
7. Promotes arts from the regions 7. Promotes arts from the regions
CAR11/12CAP-Oc-e-9 CAR11/12CAP-Oc-e-9

Dominant Approaches and Ideas Part 1 Barriers to Sports Activity Participation Significant Contemporary artists from the Barriers to Sports Activity Participation
Significant Contemporary artists from the and Sports Diet and Nutrition Assessment
1. Symbolic Interactionism and Sports Diet and Nutrition Assessment regions Gawad sa Manlilikhang Bayan.
regions Gawad sa Manlilikhang Bayan.
2. Psychoanalysis a. Folk architecture
a. Folk architecture
b. Maritime transport
I. CONTENT b. Maritime transport
c. Weaving
c. Weaving
d. Performing arts
d. Performing arts
e. Textile or Fiber art
e. Textile or Fiber art
f. Poetry
f. Poetry

a. LEARNING N/A N/A N/A N/A N/A

RESOURCES
A. References Reference: Sandagan, Luzviminda D. http://www.slideshare.net/ChenWeiJiang/I- TGs and LMs Health Reference: Sandagan, Luzviminda D. and TGs and LMs Health
and Sayseng, Ayesha H., chaoter-Iintroduction?from- Health Optimizing Physical Education 1 Sayseng, Ayesha H., Health Optimizing Physical Education 1
Contemporary Philippine Art from the _m_app=android Quarters 1 and 2 – Module 2: Contemporary Philippine Art from the Quarters 1 and 2 – Module 2:
Regions, JFSPublishing Services, Set Fitness Goal Regions, JFSPublishing Services, Manila. Set Fitness Goal
Manila. pp. 2–6. MELC Physical Education 1 Core Subject, pp. 2–6. MELC Physical Education 1 Core Subject,
https://www.slideshare.net/markiehmz/ PIVOT BOW R4QUBE, Curriculum Guide PIVOT BOW R4QUBE, Curriculum Guide
lesson-plan-defining-social-sciences-as-
the-study-of-society
1. Teacher’s Guide N/A N/A N/A N/A N/A
pages
2. Learner’s Mat/ Module material Module material Module material Module material Module material
3. Materials pages
4. Textbook pages N/A N/A N/A N/A N/A
Whiteboard marker, laptop, book and Whiteboard marker, laptop and white Materials/Resources Needed: White board Whiteboard marker, laptop and white Materials/Resources Needed: White board
5. Additional Materials white board board marker, Laptop, Printed Worksheets, board marker, Laptop, Printed Worksheets,
from Learning PowerPoint presentation, Video clips PowerPoint presentation, Video clips
Resource (LR) portal Gadgets (laptop, cellphone) Internet Gadgets (laptop, cellphone) Internet

A.
Other Learning You Tube Youtube, laptop and internet connection Youtube, laptop and internet connection
Resources
A.Establishing a purpose for Teacher introduces the lesson for today. A video presentation on People’s At the end of the lesson, the learners Teacher introduces the lesson for today. At the end of the lesson, the learners
the lesson Teacher asks students to connect the perspective on life symbols will be should be able to; Teacher asks students to connect the should be able to;
Motivate them to learn the new previous lesson to the day’s lesson. presented via Power Point Presentation. Self-assesses health-related fitness (HRF) previous lesson to the day’s lesson. Self-assesses health-related fitness (HRF)
lesson. Encourage them to ask 1. How do you feel about the status, barriers to physical activity status, barriers to physical activity
questions about the new topic. presentation? assessment participation, and one’s diet assessment participation, and one’s diet
This will help establish areas 2. What is the video all about? (PEH11FH-IIg-i-6) (PEH11FH-IIg-i-6)
on for learning the new 3. What do you think the video OBJECTIVES: (WEEK 5) OBJECTIVES: (WEEK 5)
lessons. tries to imply? 1. identify the different barriers to sports 1. identify the different barriers to sports
Video: (http://www.youtube.com/watch? activity participation; activity participation;
v=QI 2. distinguish the difference between 2. distinguish the difference between
personal and environmental barriers; personal and environmental barriers;
The learners will be grouped in two (2) and and
 and play a charade game. The first to 3. recommend ways to overcome the 3. recommend ways to overcome the
acquire the higher score shall be the different barriers to sports activity different barriers to sports activity
winning team. The teacher throws these participation participation
questions: PRE-TEST PRE-TEST
1. Did everyone enjoy the game? Directions: Listed below are barriers to Directions: Listed below are barriers to
Why? sports activity participation. Write on sports activity participation. Write on
2. In which part of the game, you space provided if personal or an space provided if personal or an
felt most excited? environmental barrier. environmental barrier.
3. What were your difficulties in the _________1. Lack of self-motivation _________1. Lack of self-motivation
game? _________2. Weather conditions _________2. Weather conditions
4. What made them difficult? _________3. Lack of support from family _________3. Lack of support from family
The following will be the content of and friends and friends
charade game (Philippine Heroes): _________4. Unavailability of _________4. Unavailability of
a. Apolinario Mabini parks/grounds for sports activities parks/grounds for sports activities
b. Gabriela Silang _________5. Fear of injury _________5. Fear of injury
c. Melchora Aquino;
d. Gregorio Del Pilar OBJECTIVES: (WEEK 6) OBJECTIVES: (WEEK 6)
e. Antonio Luna 1. identify and differentiate sports diet; 1. identify and differentiate sports diet;
2. explain the importance of having a good 2. explain the importance of having a good
Short review on the past lesson. Ask the sports diet; and sports diet; and
students: 3. create a meal plan based on the 3. create a meal plan based on the “Sports
1. Who is the proponent of “Sports Nutrition Pyramid”. Nutrition Pyramid”.
Psychoanalysis? PRE-TEST PRE-TEST
2. Define psychoanalysis. Directions: Read and understand the Directions: Read and understand the
sentences carefully. Write TRUE OR sentences carefully. Write TRUE OR
FALSE FALSE
on the space provided. on the space provided.
__________1. Teen athletes have unique __________1. Teen athletes have unique
nutrition needs. nutrition needs.
__________2. Eating to reach your peak __________2. Eating to reach your peak
performance level requires a special diet performance level requires a special diet
or supplements. or supplements.
__________3. Sugary carbohydrates such __________3. Sugary carbohydrates such
as candy bars or sodas are less healthy as candy bars or sodas are less healthy
for athletes. for athletes.
__________4. It is advised that __________4. It is advised that
unsaturated fat is healthier fat needed for unsaturated fat is healthier fat needed for
long-lasting energy of athletes that is long-lasting energy of athletes that is
found in most vegetable oils, some found in most vegetable oils, some
fish, and nuts and seeds. fish, and nuts and seeds.
__________5. Protein provides athletes __________5. Protein provides athletes
with an excellent source of fuel. with an excellent source of fuel.
B.Reviewing yesterday’s Teacher asks a student or two to recap Photo analysis on Marxism. At least A.Prayer Teacher asks a student or two to recap A.Prayer
lesson or Presenting the the previous topic. three images (e.g. Caste System, Social B. Greetings the previous topic. B. Greetings
new lesson Inequality, etc.) will be shown to be Greeting in different dialects Greeting in different dialects
depicted and explained by the learners.
C.Checking of Attendance C.Checking of Attendance
The learners answer the following guide
questions: D.Classroom management D.Classroom management
1. What is the picture shown? E. Class Rules E. Class Rules
2. What does the picture depict?
 The class reviews the concept of REVIEW REVIEW
symbolic interactionism by saying a word The learners are instructed to explain the The learners are instructed to explain the
that describes or characterizes it as an topic last meeting. In the previous lesson, topic last meeting. In the previous lesson,
approach in unerstanding society. At we have learned about ; In our previous we have learned about ; In our previous
least (5) learners will be called as the lesson, we discussed about flexibility. Let lesson, we discussed about flexibility. Let
teacher asks why and expounds learner’s us check if you still recall our discussion. us check if you still recall our discussion.
answer. The teachers presents the Read the sentences and write the correct Read the sentences and write the correct
pictures of various sociologists and answer on space provided. answer on space provided.
proponents of Symbolic Interactionism. ___________1. It is a stretching holding ___________1. It is a stretching holding
The learners categorically identify them into a certain position in 15-30 seconds. into a certain position in 15-30 seconds.
and shortly explain their contributions.
___________2. It is a test to measure the ___________2. It is a test to measure the
shoulder flexibility. shoulder flexibility.
___________3. It is the ability of the ___________3. It is the ability of the
joints and muscles to move through its joints and muscles to move through its
full range of motion. full range of motion.
___________4. It is a stretching holding ___________4. It is a stretching holding
the endpoint briefly, then return to the the endpoint briefly, then return to the
starting point and repeat starting point and repeat
___________5. It is a stretching that ___________5. It is a stretching that
involves moving through a joint's full involves moving through a joint's full
range of motion either slowly or quickly to range of motion either slowly or quickly to
mimic a functional activity. mimic a functional activity.
Teacher presents the works of the Group Activity: Map Construction: CHALLENGE: Teacher presents the works of the CHALLENGE:
Significant Contemporary artists from the Learners will be group into five.Learners Suggested sports activities/skills Significant Contemporary artists from the Suggested sports activities/skills
regions Gawad sa Manlilikhang Bayan will divide and plot the three level of Based on the results of your regions Gawad sa Manlilikhang Bayan Based on the results of your
a. Folk Architecture awareness using the picture of Iceberg. cardiovascular endurance and body a. Folk Architecture cardiovascular endurance and body
b. Maritime Transport Instruct the learners to discuss among composition b. Maritime Transport composition
c. Weaving their group mates regarding the division assessments, list down at least three (3) c. Weaving assessments, list down at least three (3)
d. Carving of Iceberg. Learners will present their sports-related activities for each d. Carving sports-related activities for each
e. Performing arts output in the class. component to improve the results. e. Performing arts component to improve the results.
f. Literature 3-minute step test – Cardiovascular f. Literature 3-minute step test – Cardiovascular
C.Presenting examples/ g. Graphic and plastic arts Endurance g. Graphic and plastic arts Endurance
instances of the new h. Ornament Downloaded by ALICE RIVERA h. Ornament Downloaded by ALICE RIVERA
lesson i. Textile or Fiber art ([email protected]) i. Textile or Fiber art ([email protected])
j. Pottery lOMoARcPSD|15798715 j. Pottery lOMoARcPSD|15798715
1.________________________________ 1.________________________________
2.________________________________ 2.________________________________
3.________________________________ 3.________________________________
BMI and WHR - Body composition BMI and WHR - Body composition
1.________________________________ 1.________________________________
2.________________________________ 2.________________________________
3.________________________________ 3.________________________________

D.Discussing new concepts Teacher connects the visual arts to the Brainstorming and Graphic Organizer. FOCUS AND LEARN: Teacher connects the visual arts to the life FOCUS AND LEARN:
and practicing new skills #1 life of the students. The learners will be grouped into five (5). (The teacher applies the topic across of the students. (The teacher applies the topic across
(Leads to Formative Each group shall be assigned one other learning area, other learning area,
Assessment 1) symbolic interactionist. They will be given Val.Ed, ,History,ARPAN, ART) Val.Ed, ,History,ARPAN, ART)
ten (10) minutes to make a graphic I want you all to focus, listen attentively & I want you all to focus, listen attentively &
organizer on Symbolic Interactionism of analyze the given information for you to analyze the given information for you to
the assigned proponent to the group. They understand clearly our topic. understand clearly our topic.
will be given cartolina/manila paper and CLEAR? CLEAR?
art materials in presenting their work. One Getting involved in sports can be Getting involved in sports can be
or two representatives will explain their attributed to personal and environmental attributed to personal and environmental
output shortly. factors. A person may experience variety factors. A person may experience variety
of challenges along the way. This hinders of challenges along the way. This hinders
Group Activity: Group the students the person to be physically active, hence, the person to be physically active, hence,
according to their shoe’s preference. referred to as barriers. referred to as barriers.
A. Group School Shoes
B. Group Ragged Shoes
Guide Questions:
1. Why did you choose school
shoes? Ragged shoes?
(Responses will be written on the board)
analyzed the answers per group. Discuss
the Psychoanalysis by Sigmund Freud
particularly the Id, Ego, and Superego.

Eating to reach your peak performance Eating to reach your peak performance
level likely doesn't require a special level likely doesn't require a special
diet or supplements. It's all about working diet or supplements. It's all about working
the right foods into your fitness plan in the right foods into your fitness plan in
the right amounts. the right amounts.
Teen athletes have unique nutrition Teen athletes have unique nutrition needs.
needs. Because athletes work out more Because athletes work out more
than their less-active peers, they generally than their less-active peers, they generally
need extra calories to fuel both them need extra calories to fuel both them
sports performance and their growth. sports performance and their growth.
Depending on how active they are, teen Depending on how active they are, teen
athletes may need anywhere from 2,000 athletes may need anywhere from 2,000
to 5,000 total calories per day to meet to 5,000 total calories per day to meet
their energy needs. their energy needs.
E. Discussingnew Teacher presents the Power Point Group Activity: Picture Analysis Teacher presents the Power Point
conceptsandpracticingnew presentation about the Gawad sa 1. Group the students into three presentation about the Gawad sa
skills#2 Manlilikhang Bayan (3) groups. Manlilikhang Bayan
(LeadstoFormative a. Folk Architecture 2. Each group will be assigned to k. Folk Architecture
Assessment2) b. Maritime Transport classify the different pictures l. Maritime Transport
c. Weaving according to Id, Ego, and m. Weaving
d. Carving Superego. n. Carving
e. Performing arts o. Performing arts
f. Literature p. Literature
g. Graphic and plastic arts q. Graphic and plastic arts
h. Ornament r. Ornament
i. Textile or Fiber art s. Textile or Fiber art
j. Pottery t. Pottery
Presents a video about the works of the Presents a video about the works of the
artist to better understand the lesson. artist to better understand the lesson.
F. Developing mastery  Teacher asks the students 1. The teachers throw the following Activity:  Teacher asks the students Activity:
(Leads to Formative about what do they think about questions: How can these 1. How can you be physically active about what do they think about 1. How can you be physically active
Assessment 3) the artist’s work and how does perspective on Symbolic despite of your personal and the artist’s work and how does it despite of your personal and
it make a realization in their Interactionism be applied in daily environmental make a realization in their live? environmental
knowledge and competencies. live? living in the aspect of: a. Culture b. barriers most especially in our situation  Teacher asks students about barriers most especially in our situation
 Teacher asks students about Social Classes; c. Societal Aspect; today with Covid 19 pandemic? would the piece be connected to today with Covid 19 pandemic?
would the piece be connected d. Political aspect. 3. What is the importance of self- the artist? 8. What is the importance of self-
to the artist? 2. Teacher will inject and further assessment of your flexibility to your assessment of your flexibility to your
discuss the concept of the three health? health?
level of awareness as part of the 4. Why having an excellent sports diet 9. Why having an excellent sports diet
psychoanalysis. Discuss the important to an athlete or an active important to an athlete or an active
background of the proponent of person? person?
Psychoanalysis. 5. How can you be physically active 10. How can you be physically active
despite of your personal and despite of your personal and
environmental? environmental?
6. barriers most especially in our 11. barriers most especially in our
situation today with Covid 19 situation today with Covid 19
pandemic? pandemic?
7. What is the importance of self- What is the importance of self-assessment
assessment of your flexibility to your of your flexibility to your health?
health?
G. Finding practical Teacher asks the students on the 1. Define symbolic interactionism Activity 1: Teacher asks the students on the Activity 1:
applications of importance of the GAMABA Awardees in your journal. Inventory of Barriers of Being Active in importance of the GAMABA Awardees Inventory of Barriers of Being Active in
concepts and skills in and how do their contributions help the 2. Give certain situations wherein Sports and how do their contributions help the Sports
country? Id, Ego, and Superego are Directions: Listed below are common country? Directions: Listed below are common
daily living
evident. reasons of individuals for not participating reasons of individuals for not participating
Develop appreciation and in sports activities. Please read each in sports activities. Please read each
valuing for their learning by statement carefully and indicate how likely statement carefully and indicate how likely
bridging the lesson to daily you are to say to each of the following: you are to say to each of the following:
living. This will establish
relevance in the lesson.
 Activity 1: Activity 1:
Meal Plan for Sports Diet and Nutrition Meal Plan for Sports Diet and Nutrition
Directions: Create a meal plan for your Directions: Create a meal plan for your
sports diet and nutrition for one (1) week sports diet and nutrition for one (1) week
based on the “Sports Nutrition Pyramid”. based on the “Sports Nutrition Pyramid”.

H. Making generalizations Do they think the artists deserved the The teacher calls a volunteer learner to Activity: Do they think the artists deserved the Activity:
award? Why or why not? In what ways recap their learning by answering these What did you learn today? (WEEK 5) award? Why or why not? In what ways What did you learn today? (WEEK 5)
 and abstractions aboutthe do you think the artist’s work stand out? questions: Complete the sentences below do you think the artist’s work stand out? Complete the sentences below
lesson 1. Did you enjoy the activities?
2. What is the most significant
Conclude the lesson by asking learning in today’s activity?
children good questions that 3. Given the inputs from everyone,
will help them crystallize their what considerations were
learning so they can declare considered in defining symbolic
the knowledge and interactionism?
demonstrate their skills. 4. Who is the proponent of
Psychoanalysis? Open–ended sentence: Open–ended sentence:
5. What are the three level of What did you learn today? What did you learn today?
awareness? Let’s supply our ideas to this unfinished Let’s supply our ideas to this unfinished
6. What are the three (3) structure statement. statement.
of personality? I understand that ______________. I understand that ______________.
I realize that __________________. I realize that __________________.
1. What have you learned in our lesson? 1. What have you learned in our lesson?
a. Five (5) personal barriers to sports a. Five (5) personal barriers to sports
activity participation activity participation
b. Five (5) environmental barriers to sports b. Five (5) environmental barriers to sports
activity participation activity participation

What did you learn today? (WEEK 6) What did you learn today? (WEEK 6)
Complete the sentences below Complete the sentences below

Open–ended sentence: Open–ended sentence:

What did you learn today? What did you learn today?
Let’s supply our ideas to this unfinished Let’s supply our ideas to this unfinished
statement. statement.
I understand that ______________. I understand that ______________.
I realize that __________________. I realize that __________________.
1. What have you learned on sports diet 1. What have you learned on sports diet
and Nutrition Assessment? and Nutrition Assessment?
I. Evaluating learning Students create a reflection paper about Direction: answer the following: TEST YOUR UNDERSTANDING (WEEK Students create a reflection paper about TEST YOUR UNDERSTANDING (WEEK
the topic discussed. 1. Define symbolic interactionism. 5) the topic discussed. 5)
2. The teacher presents his own Directions: Listed below are barriers to Directions: Listed below are barriers to
scenario in the society which the sports activity participation. Write on sports activity participation. Write on
students identify how symbolic space provided whether it’s a personal or space provided whether it’s a personal or
interactionism approach is used. an environmental barrier. an environmental barrier.
3. Construct/draw your own _________1. No access to gym facilities, _________1. No access to gym facilities,
representation of the level of jogging trails, swimming pools, bike paths, jogging trails, swimming pools, bike paths,
awareness creatively. Briefly etc. etc.
explain on your own words. _________ 2. Lack of skill _________ 2. Lack of skill
_________ 3. Social Influence _________ 3. Social Influence
__________4. Busy schedule as student, __________4. Busy schedule as student,
 exercise is often not a priority exercise is often not a priority
__________5. Fear of being injured or __________5. Fear of being injured or
having been injured race. having been injured race.

TEST YOUR UNDERSTANDING (WEEK TEST YOUR UNDERSTANDING (WEEK

6) 6)
Directions: Read the sentences carefully Directions: Read the sentences carefully
and encircle the correct answer. and encircle the correct answer.
1. It provides athletes with an excellent 1. It provides athletes with an excellent
source of fuel. source of fuel.
A. Caffeine C. Fat A. Caffeine C. Fat
B. Carbohydrates D. Protein B. Carbohydrates D. Protein
2. Fish, lean meats and poultry, eggs, 2. Fish, lean meats and poultry, eggs,
dairy, nuts, soy, and peanut butter are dairy, nuts, soy, and peanut butter are
good source of________________. good source of________________.
A. calcium B. carbohydrates C. fat D. A. calcium B. carbohydrates C. fat D.
protein protein
3. Experts advise athletes to concentrate 3. Experts advise athletes to concentrate
on eating healthier fat, such as the on eating healthier fat, such as the
__________________that is found in __________________that is found in
most vegetable oils, some fish, and nuts most vegetable oils, some fish, and nuts
and seeds. and seeds.
A. fat C. trans-fat A. fat C. trans-fat
B. saturated fat D. unsaturated fat B. saturated fat D. unsaturated fat
4. Low-fiber fruits or vegetables, crackers, 4. Low-fiber fruits or vegetables, crackers,
or low-fat yogurt are food necessary to or low-fat yogurt are food necessary to
eat less than ____________________ eat less than ____________________
before the game before the game
A. 2 hours C. 4 hours A. 2 hours C. 4 hours
B. 3 hours D. 5 hours B. 3 hours D. 5 hours
5. You need to eat lean meat, fish, poultry, 5. You need to eat lean meat, fish, poultry,
and green leafy vegetables to get the and green leafy vegetables to get the
___________you need. ___________you need.
A. Caffeine C. Fat A. Caffeine C. Fat
B. Carbohydrates D. Iron B. Carbohydrates D. Iron
I. Additional activities for ACTIVITY: Answer the following 1. What are the social sciences Activity: ACTIVITY: Answer the following Activity:
application or remediation questions. disciplines? The teacher will ask the learners to write questions. The teacher will ask the learners to write
1. In terms of history, how do you 2. Compare and contrast the in their notebook, journal or portfolio their 1. In terms of history, how do you in their notebook, journal or portfolio their
define the contemporary? various social science discipline personal insights about the lesson. define the contemporary? personal insights about the lesson.
2. Choose an artist from the and their field, main areas of 2. Choose an artist from the
Philippine contemporary and inquiry and methods. Philippine contemporary and
explain his artwork. 3. Watch the animated overview of explain his artwork.
3. Give the different kind of art social science on You Tube. 3. Give the different kind of art
form and explain. Write down the ideas shared in form and explain.
the video.

a. 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?

ALICE C. RIVERA JASPER B. RELLON

EMELYN C. SOMOSO
Teacher Academic Head
School Principal