Appendix A
Mabini National High School
MAPEH Department
Lesson Plan
| Name of LessonPangalan ng Aralin | Music and Arts: Emerging Popular Music and Arts in Asia and Their Cultural Influences; Physical Education: Striking/Fielding Games; Health: Healthy and Positive Sexuality | |||
|---|---|---|---|---|
| Learning StrandAsignatura | MAPEH 8 | |||
| Term / WeekTermino / Linggo | Term 1 / Week 1 | |||
| Designed for which Grade Level and SectionBaitang/Pangkat | Grade 8 | |||
| Designed by Teacher/sGuro | Juana B. Dela Cruz | |||
| No. of SessionsBilang ng Sesyon | Session 1Unang Sesyon | Session 2Ikalawang Sesyon | Session 3Ikatlong Sesyon | Session 4Ikaapat na Sesyon |
| ReferencesMga Sanggunian(books, websites, toolkits, etc.) | G8 BOW MAPEH 8 - Three-Term; Book an Artist Team. (n.d.). Discover the Origins of Street Art and Mural Painting; Gerocs, J. (2024). What is K-pop?; Japan-guide.com. (n.d.). Manga and Anime; Kellem, B. (2022). History, Cosplay, and Comic-Con; Maayot. (n.d.). Enter the World of C-Pop; Maio, A. (2023). What is Animation; MasterClass. (2021). All About J-Pop Music; Open Textbook Library. (n.d.). Understanding Sex and Gender; Anthropology 4U BLOG. (2019). Characteristics of Gender; Wamsley, L. (2021). A guide to gender identity terms; UNESCO. (n.d.). Comprehensive sexuality education. | |||
| Declaration of AI useDeklarasyon sa Paggamit ng AICite how AI was used in the formulation of the lesson plan. See DO 3, s. 2026 Annex A. | (Example Only) AI was used for activity planning, research support, and reviewing the clarity, accuracy, and alignment of the lesson. The teacher remains responsible for contextualizing, validating, and delivering the final lesson based on learners' needs, language, and classroom realities. | |||
| IntentionsMga LayuninMeaningful learning experiences are anchored in how we frame them. Start by deciding what you want learners to master by the end of the lesson — keep it clear and simple. Understanding your learners' evolving context and designing around it help ensure that your lessons connect with and are relevant to them. | Learners will explore selected Asian popular music forms, especially K-Pop, J-Pop, and C-Pop, and recognize how music, choreography, language, visuals, technology, and youth culture influence contemporary Asian performance. | Learners will explore emerging Asian visual and performance arts such as cosplay, digital manga, animation, street art, and mural painting, then describe how these art forms communicate identity, creativity, community, and cultural influence. | Learners will be introduced to striking/fielding games and will identify basic tactical concepts, safety rules, movement skills, and fitness abilities needed for active participation in games such as baseball, softball, kickball, cricket, or related activities. | Learners will explain the importance of equality, respect, acceptance, and informed choices in building healthy and positive sexuality and in preventing gender-based issues within the school and community. |
| Learning Competency and Curriculum StandardsKasanayang PampagkatutoWrite the competency/ies from the curriculum that we are targeting, and the content or performance standards applicable to the session. | Content Standards: Learners demonstrate understanding of relevant emerging and contemporary concepts, techniques, processes, and/or practices in selected Asian popular music and arts and their cultural influences; participate in striking/fielding games for active and healthy living; and demonstrate understanding of healthy and positive sexuality. Performance Standards: Learners produce integrated creative works using relevant emerging and contemporary concepts, techniques, processes, and/or practices in selected Asian representations of popular cultures; participate in striking/fielding games in promoting personal wellness; and apply values that support respect, equality, acceptance, and responsible decision-making. Learning Competencies: Explore emerging popular performing and visual arts in selected Asian countries; analyze the cultural influences, relationships, and characteristics of selected Asian popular performing and visual arts; perform physical activities by applying principles and concepts of striking/fielding games to solve tactical problems for active living; execute appropriate skills and fitness abilities of chosen striking/fielding games; and explain the importance of values in building a healthy and positive sexuality and preventing gender-based issues. BOW Week 1 Focus: Music and Arts - Emerging Popular Music and Arts in Asia and their Cultural Influences; PE and Health - Striking/Fielding Games and Healthy and Positive Sexuality. | |||
| Learning ObjectivesMga Tiyak na LayuninWrite the smaller knowledge, skills, or tasks from the competency that the learners will work on and be able to show by the end of the sessions. | At the end of Session 1, learners are expected to: (1) identify K-Pop, J-Pop, and C-Pop as emerging Asian popular music forms; (2) describe selected characteristics of these music forms; (3) recognize cultural influences shown through music, dance, visuals, and performance; and (4) share observations using appropriate art vocabulary. | At the end of Session 2, learners are expected to: (1) describe cosplay, digital manga, animation, street art, and mural painting; (2) explain how selected visual arts express identity, creativity, and community messages; (3) compare examples of Asian visual arts; and (4) create or plan a simple visual output that shows appreciation of Asian popular arts. | At the end of Session 3, learners are expected to: (1) identify examples of striking/fielding games; (2) explain basic rules, safety reminders, and tactical ideas such as striking, fielding, running, and space awareness; (3) demonstrate basic movement patterns or modified game tasks; and (4) show fair play, teamwork, and safe participation. | At the end of Session 4, learners are expected to: (1) distinguish sex, gender, gender identity, gender expression, sexual orientation, and sexuality; (2) explain the value of equality, respect, and acceptance; (3) identify actions that help prevent gender-based issues; and (4) make a simple pledge or advocacy statement for a respectful and inclusive community. |
| Learner ContextKonteksto ng Mag-aaralWrite your observations of your learners, and how they have been performing or responding to learning experiences recently. Include strengths, interests, and possible barriers to learning. | (Example Only) Learners generally show strong interest in music videos, animation, games, movement activities, and real-life discussions about identity and respect. Many participate actively when visuals, videos, group work, and performance tasks are used. Some learners may need support in using respectful language, explaining cultural influences, following safety procedures during movement tasks, and discussing sensitive health concepts with maturity and openness. | |||
| Learning ExperienceKaranasan sa PagkatutoA learning experience is like a thoughtfully designed journey. Each activity and interaction builds towards meaningful understanding and growth. Identify activities and interactions to help learners gain knowledge, skills, or understanding in a purposeful way. | The learning experience moves from familiar popular culture to structured understanding, practice, application, and reflection. Learners first connect prior knowledge to Asian music and arts, then analyze examples and create simple outputs. They next apply movement concepts in a safe modified striking/fielding activity, and finally discuss values-based Health concepts through vocabulary work, guided analysis, group planning, formative checks, and reflection. | |||
| Pre-LessonBago ang AralinDescribe how you will help the learners get ready for the lesson. | Short Review / Preliminary Assessment: Ask learners to identify familiar words or examples connected with Asian popular music, such as K-Pop, J-Pop, C-Pop, idol groups, music videos, choreography, visuals, and fandom. Use a quick true-or-false or word-pick activity to check readiness and activate prior ideas about emerging Asian popular performing arts. | Begin with a visual prompt or word pool containing anime, manga, cosplay, animation, street art, mural painting, digital art, and popular characters. Learners choose one term, explain what they know about it, and connect it to visual art, performance, creativity, identity, or culture. The teacher clarifies respectful and appropriate discussion of images and characters. | Use a short movement and game recall activity. Ask learners: What games do you know where one team strikes or kicks an object and the other team fields it? What skills are needed to strike, catch, throw, run, or guard space safely? Let learners identify baseball, softball, kickball, cricket, or similar games from pictures or descriptions. | Conduct a short preliminary check on Health vocabulary. Learners answer or discuss simple prompts about sex, gender, gender identity, gender expression, sexual orientation, equality, respect, and acceptance. Establish class agreements for respectful listening, appropriate language, confidentiality, and non-judgmental participation before discussing healthy and positive sexuality. |
| FlowDaloy ng AralinDescribe the activities that you can implement in 1 or more sessions to meet the learning objectives. Apply the Learning Design Principles. | 1. Present the lesson intention: learners will explore emerging popular music in selected Asian countries and observe how performance elements communicate culture and identity. 2. Facilitate a Pick a Word activity using terms such as K-Pop, J-Pop, C-Pop, choreography, visuals, performance art, and popular art. Ask learners to justify their chosen word. 3. Show or describe selected music-video examples from the DLL, such as Korean, Japanese, and Chinese pop performances. If videos are unavailable, use printed pictures or screenshots. 4. Guide learners using process questions: What music, dance, costume, stage, visual effect, or audience element did you notice? What makes the performance popular or contemporary? What cultural influence can be observed? 5. Unlock key vocabulary: emerging, popular art, performance art, visual art, K-Pop, J-Pop, and C-Pop. 6. Discuss K-Pop, J-Pop, and C-Pop through concise teacher input and examples. Emphasize similarities and differences in style, language, visuals, technology, choreography, and audience reach. 7. Let learners complete a comparison table or oral sharing task about the three music forms. Provide sentence starters and allow pair discussion for learners who need support. 8. Close by asking learners to state one insight about how Asian music can influence youth culture and creative expression. | 1. State the session intention: learners will explore selected Asian visual and performance arts and describe their meanings, purposes, and cultural influences. 2. Review the connection between popular culture and art. Show images or descriptions of cosplay, manga, anime, street art, and mural painting. 3. Discuss cosplay as costume play and performance art. Highlight creative self-expression, role transformation, confidence, and sense of community while reminding learners to respect personal identity and cultural sensitivity. 4. Use Concept Note questions: What can you say about the costume, make-up, hair, props, and character expression? How does cosplay combine visual art and performance? 5. Discuss digital manga and animation. Clarify that manga usually refers to Japanese-style comics or graphic novels, while anime refers to animated works. Use familiar titles only as examples and avoid inappropriate content. 6. Facilitate a short charade, Pictionary, or image-identification activity where learners identify visual clues, characters, art forms, or animated titles. 7. Discuss street art and mural painting as forms that may express messages, identity, social concerns, or community aesthetics. 8. Learners complete a simple creative task such as an acrostic for STREET ART, a mini-character concept, or a sketch plan for a respectful mural message. 9. Process outputs by asking how visual arts can communicate values, culture, creativity, and advocacy. | 1. Present the session intention: learners will learn basic concepts of striking/fielding games and practice safe, inclusive movement tasks. 2. Introduce examples of striking/fielding games from the BOW, such as baseball, cricket, softball, Choctaw stickball, and kickball. Use pictures, short descriptions, or teacher demonstration. 3. Explain the basic game pattern: one team strikes or kicks an object, runs to a safe space or base, while the other team fields, catches, throws, or returns the object to stop scoring. 4. Review safety reminders: maintain spacing, use soft or improvised equipment when needed, avoid throwing at the body, listen for signals, warm up properly, and respect varied physical abilities. 5. Demonstrate basic skills using modified equipment: ready position, underhand throw, catching with two hands, striking or kicking a stationary object, running to a marker, and returning to a safe area. 6. Organize learners into small groups for a modified striking/fielding challenge. Roles may include striker/kicker, fielder, runner, scorer, and safety observer so all learners can participate. 7. Ask tactical questions: Where should fielders stand? When should a runner move? How can a team communicate? How can players show fair play? 8. Cool down and let learners share one skill they performed safely and one game value they practiced, such as teamwork, discipline, respect, or honesty. | 1. Present the lesson intention: learners will understand key Health terms and explain why equality, respect, and acceptance are important in healthy and positive sexuality. 2. Establish discussion norms: use respectful words, listen without teasing, avoid personal disclosures that make others uncomfortable, and focus on learning and safety. 3. Facilitate a Venn diagram or role-sorting activity about traditionally assigned male and female roles. Ask learners which roles may be shared and how stereotypes can affect people. 4. Unlock and discuss vocabulary: equality, respect, acceptance, sex, gender, gender identity, gender expression, sexual orientation, and sexuality. 5. Use the Gender and Sex Interpretation activity to help learners distinguish biological characteristics from social roles and personal identity. 6. Guide learners through a vocabulary challenge or matching activity using key terms. Provide examples carefully and age-appropriately. 7. Discuss values that help prevent gender-based issues: fairness, empathy, consent, non-discrimination, responsible speech, and support for classmates. 8. Conduct a group task where learners propose simple school or class actions that promote acceptance and equality for all genders. 9. End with a reflection or pledge statement on how learners can build a respectful and inclusive classroom community. |
| Learning ResourcesMga Kagamitang PanturoList down the learning resources that will help you reach your objectives. Ensure that they are available and inclusive. Include options and alternatives in case of emergencies. | Word pool or flash cards; printed or projected images of K-Pop, J-Pop, and C-Pop performers; selected teacher-screened music-video clips or screenshots; comparison table; board, projector, speaker, learner notebooks, markers, and activity sheets. | Images of cosplay, manga, anime, animation, street art, and mural painting; activity sheets for concept notes, charade, Pictionary, acrostic poem, or mural plan; oslo paper or bond paper; coloring materials; board or projector; learner notebooks. | Pictures or cards of striking/fielding games; cones, markers, safe open space, soft ball or improvised ball, bat substitute or kicking marker, whistle or clap signal, score sheet, safety checklist, water break access, and role cards for inclusive participation. | Venn diagram worksheet; Health vocabulary cards; gender and sex diagram or teacher-made visual organizer; video links or teacher-prepared summaries on gender equality and SOGIE, if appropriate and school-approved; poster or pledge materials; notebooks and formative quiz sheet. |
| Opportunities for IntegrationOportunidad para sa IntegrasyonWrite down any possibilities to meaningfully anchor learning areas, special topic, or technology. Write N/A if none. | Integration with English through vocabulary development and oral explanation; AP through Asian countries and cultural influence; ICT through responsible use of music videos; Values Education through respect for cultural diversity and appreciation of creative work. | Integration with English and Filipino through description, interpretation, and advocacy statements; AP through Asian popular culture; ICT through digital art and animation; Values Education through respect for identity, creativity, and community expression. | Integration with Science through fitness, movement, body mechanics, and safety; Mathematics through scoring and simple game statistics; Values Education through teamwork, discipline, honesty, fair play, and respect for varied physical abilities. | Integration with Values Education and ESP through equality, respect, acceptance, empathy, and responsible choices; English through respectful communication; AP through human rights and social participation; ICT through critical viewing of digital messages, when used. |
| AssessmentPagtatayaAssessments reveal what learners have gained and what they still need help with. These are helpful in providing you with information to guide your future instruction. | Assessment will check learners' ability to identify and describe Asian popular music and arts, explain cultural influences, participate safely in a modified striking/fielding activity, use key Health vocabulary accurately, and explain how values such as equality, respect, acceptance, teamwork, and fair play support personal and community well-being. | |||
| Formative AssessmentFormative na PagtatayaCreate a task, activity, or questions to evaluate learning and provide feedback. Include ways for learners to ask for guidance or support. Remember to provide appropriate accommodations so all learners can demonstrate their understanding (e.g., varied response formats, small group options, visual or auditory supports). | Task: Asian Pop Music Observation Card Directions: Learners watch or examine a teacher-screened K-Pop, J-Pop, or C-Pop example and complete an observation card identifying the music form, one performance feature, one visual feature, and one possible cultural influence. Learners may answer orally, in writing, or with a partner. Quick Check / 5-Item Formative Quiz Directions: Choose the letter of the correct answer. 1. K-Pop refers to popular music originating from ____. A. Japan B. Korea C. China D. India 2. J-Pop is connected mainly with popular music from ____. A. Thailand B. Vietnam C. Japan D. Korea 3. Which element is commonly observed in many Asian pop performances? A. No visual design B. Silent acting only C. No audience appeal D. Synchronized choreography 4. C-Pop refers to popular music connected with ____ culture. A. Chinese B. Korean C. Japanese D. Filipino only 5. A music video may show cultural influence through music, dance, costume, language, and ____. A. blank spaces B. unrelated numbers C. visuals D. silence only Answer Key: 1-B, 2-C, 3-D, 4-A, 5-C | Task: Visual Art Concept Note Directions: Learners choose one visual or performance art form - cosplay, manga, anime, animation, street art, or mural painting - and create a short concept note or sketch showing its main features and message. Learners may work individually or with a partner and explain their output briefly. Quick Check / 5-Item Formative Quiz Directions: Choose the letter of the correct answer. 1. Cosplay is short for ____. A. color play B. computer play C. costume play D. culture plan 2. Manga usually refers to Japanese-style ____. A. fielding games B. graphic novels or comics C. health rules D. weather reports 3. Anime refers to Japanese-style ____. A. sculpture only B. mural paint only C. sports scoring D. animation 4. Street art and mural painting can be used to communicate ____. A. messages and community ideas B. only private scores C. silence D. unrelated measurements 5. Which value is important when appreciating art from another culture? A. Mockery B. Carelessness C. Indifference D. Respect Answer Key: 1-C, 2-B, 3-D, 4-A, 5-D | Task: Modified Striking/Fielding Challenge Directions: In small groups, learners perform a safe modified striking/fielding task. One learner strikes or kicks a soft ball, fielders retrieve and return it, and runners move to a marker. Learners rotate roles and observe safety, teamwork, fair play, and basic tactical decisions. Quick Check / 5-Item Formative Quiz Directions: Choose the letter of the correct answer. 1. Which is a striking/fielding game? A. Chess B. Swimming C. Sprint start only D. Baseball 2. In striking/fielding games, one team usually strikes or kicks the object while the other team ____. A. ignores it B. fields it C. hides it D. stops playing 3. Which is a safe practice during a modified game? A. Throw at classmates B. Run without looking C. Keep proper spacing D. Ignore signals 4. A tactical question in fielding is ____. A. Where should fielders stand? B. What is my favorite song? C. What color is the wall? D. Who can shout loudest? 5. Which value supports active and healthy participation? A. Cheating B. Blaming C. Excluding others D. Fair play Answer Key: 1-D, 2-B, 3-C, 4-A, 5-D | Task: Respect and Inclusion Pledge Directions: Learners complete a vocabulary check, then write or share a short pledge that promotes equality, respect, acceptance, and prevention of gender-based issues. Learners may create a poster, oral pledge, written statement, or group class agreement. Quick Check / 5-Item Formative Quiz Directions: Write True if the statement is correct and False if it is incorrect. 1. Sex includes biological characteristics such as chromosomes and reproductive organs. 2. Gender identity refers to a person's internal sense of gender. 3. Gender expression is the same as identifying one's sexual orientation. 4. Respect for diversity helps create an inclusive and supportive environment. 5. Equality, respect, and acceptance are not important in healthy sexuality. Answer Key: 1-True, 2-True, 3-False, 4-True, 5-False |
| Ways ForwardMga Susunod na HakbangMeaningful learning can also happen beyond the classroom — for both the learners and the teacher. Pause and reflect on what happened today. | After each session, the teacher may note learners' participation, clarity of explanations, accuracy of vocabulary use, respect during discussion, creativity in outputs, safety during movement activities, and support needed for learners who require more guidance, visual scaffolds, modified tasks, or confidence-building opportunities. | |||
| Extended Learning opportunitiesMga Karagdagang GawainSuggest other learning experiences outside the classroom or class hours that learners may want to access to reinforce what they have learned, to spark their curiosities further, or that may provide them support in their areas of difficulty. | Learners may listen to a teacher-approved Asian pop song or watch a short school-appropriate performance clip at home, then list two performance elements and one cultural influence they observed. | Learners may observe a safe public mural, printed illustration, comic panel, or animation scene and write three sentences describing its message, visual elements, and possible cultural connection. | Learners may practice safe throwing, catching, or kicking skills with a soft object at home or in an open space with adult permission, then reflect on one safety rule and one skill they improved. | Learners may discuss with a trusted adult how respect, equality, and acceptance are practiced at home, in school, or in the community, then write one action they can personally do. |
| ReflectionsMga PagninilayThink about what you need to change for the next session based on what happened today. Is there something the learners are interested in exploring? Are there some things you would like to share with your co-teachers, parents, or school leaders about your classroom experience? What would you like your instructional coach to help you with? | (Example Only) Many learners were interested in Asian pop music and could identify visible performance elements. Some needed help explaining cultural influence beyond naming artists. In the next session, provide sentence starters and a simple comparison table to deepen explanations. | (Example Only) Learners responded well to images and sketching tasks. A few focused only on characters instead of the art form and message. The next activity should include a checklist for features, purpose, cultural connection, and respectful appreciation. | (Example Only) Learners enjoyed the modified striking/fielding activity, but some groups needed reminders about spacing, turn-taking, and safe throws. For the next PE session, assign rotating roles and use a visible safety checklist before gameplay. | (Example Only) Learners were able to explain equality and respect, but some were hesitant during sensitive vocabulary discussions. The next Health lesson should continue using clear definitions, class agreements, anonymous question options, and respectful language modeling. |
| Prepared by: | Checked by: |
|---|---|
| Juana B. Dela CruzTeacher II, MAPEH Department |