LESSON EXEMPLAR IN MAPEH
School: SAN ISIDRO NATIONAL HIGH
Grade Level: 8
SCHOOL
Name of Teacher: GERICHO D. MARIANO Learning Area: PE & HEALTH
Quarter, Week, & Session: Quarter
Date and Time: JULY 31, 2025
1, Week 1, Session 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate understanding of healthy and positive sexuality,
A. Content Standards prevention of sexually transmitted infections, and striking/fielding games
in promoting personal wellness for active and healthy living.
The learners participate in striking/fielding games in promoting personal
B. Performance Standards wellness for active and healthy living.
The learners…
1. Explain the importance of values in building a healthy and
positive sexuality and preventing gender-based issues;
C. Learning At the end of the 60-minute class discussion, 85% of the students are
Competencies / expected to:
Objectives a. Identify the basic terms on health and positive sexuality
b. Differentiate the concepts presented in the lesson
c. Create an advocacy social media post promoting healthy and
positive sexuality awareness
D. Content Healthy and Positive Sexuality
Sustainable Development Goals (SDGs):
SDG 5 (Gender Equality): Addressing gender norms, stereotypes, and promoting equal rights
and opportunities.
SDG 5: Promote gender-responsive laws and policies that address GBV and empower women.
SDG 10 (Reduced Inequalities): Ensuring that everyone, regardless of sexual orientation or
E. Integration gender identity, is treated with dignity and respect
ICT Integration
- Kahoot Game
- Video obtained from YouTube
II. LEARNING RESOURCES
Curriculum Guide, Teacher’s Guide, and Learner’s Material (Add other
A. References References)
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Additional Materials
from (LR Portal)
Video Material from YouTube:
B. Other LRs https://www.youtube.com/watch?
v=iMwvdz2Yvl0&ab_channel=UNHumanRights
III. TEACHING AND LEARNING PROCEDURE
Activity 1. “Tap, tap, tap, Champion!” – 5 MINS
Divide the class into five groups. Provide one device each group to
facilitate the playing of the Kahoot Game. In 20 seconds, answer the
questions to be flashed on screen as fast as you can. The fastest group to
answers correctly wins.
A. Activating Prior
Knowledge
Activity 2: "Gender Match-Up: Male vs. Female" – 15 MINS
Let the students use the Venn diagram to illustrate the roles traditionally
associated with males and females.
Direction: Working by groups, using the Venn diagram as shown below,
write the roles played by male and female in the space provided. In the
space where the two circles meet, write the common roles played by
both. Where they don’t join, write their specific roles. Choose the specific
roles from the box below.
B. Establishing Lesson Have the students post their outputs and simply create an overview
Purpose observation of their answers. Then, ask a few of them the following
process questions.
Ask these Process Questions:
a. How did you decide which roles to assign to males and females in
the Venn diagram?
b. Did you encounter any challenges or disagreements when
determining the common roles shared by both genders?
c. Were there any roles that you initially thought would be gender-
specific but later realized could be shared by both genders?
After deciphering the answers from the learners, prompt this question to
them:
“Now, with the activity that we’ve just had, what do you think
would be our lesson for today?”
Provide the learners with the learning outcomes:
At the end of the 60-minute class discussion, 85% of the students are
expected to:
d. Identify the basic terms on health and positive sexuality
e. Differentiate the concepts presented in the lesson
f. Create an advocacy social media post promoting healthy and
positive sexuality awareness
C. Developing and Activity 3. “Guess the Gibberish!” – 20 MINS
Deepening The teacher presents words in gibberish combinations, and the learners
identify the terms to unlock them for the discussion. Use these details as
Understanding your guide in completing the terms.
1. Sex
2. Gender
3. Masculine
4. Feminine
5. Norms
6. SOGIE
7. Heterosexual
8. Bisexual
9. Pansexual
10. Lesbian
11. Gay
12. Transgender
13. Queer
14. Equality
15. Inclusivity
After each term has been answered, present and discuss the
important details in each of the terminologies.
“Activity 4. Watch me Werk, Post Mo Nae Nae!” – 10 MINS
Let the learners watch a video clip from United Nations Human Rights.
After watching the short clip, in a Facebook graphic organizer, write a
Facebook advocacy post promoting awareness and responsibility on
health and positive sexuality. Use at least three hashtags to support your
advocacy post.
Source: https://www.youtube.com/watch?
v=iMwvdz2Yvl0&ab_channel=UNHumanRights
D. Making
Generalization
This is how you will be graded:
Content and Advocacy – 30 pts.
Mechanics and Construction – 15 pts.
Overall Appeal - 5 pts.
TOTAL: 50 points
III. EVALUATING LEARNING: FORMATIVE ASSESSMENT & TEACHER’S
REFLECTION
E. Evaluating Learning
Through a Google form link, answer the following multiple-choice type of
questions. Make sure to respond within 1 hour after the link has been
sent. – 10 MINS
The learners can access the link through this QR Code below.
ASSIGNMENT:
1. Look for one successful person who is a member of the LGBTQIA+
community who continues to bring inspiration to many. Through
outlining, be sure to take note of his early life and how they have
become such an inspiration to many.
2. Also, read the next lesson: Prevention of Gender-Based Issues
F. Teacher’s Remarks
G. Reflection
Prepared by:
GERICHO D. MARIANO
Demonstration Teacher, MAPEH 8
Corroborated by:
Process Observed by:
DR. LORELA A. AGNOTE ROCHELLE G. RABEJE JOANIE LOU B. RAMOS-ALAN
School Principal III, RNAFS MT II, School Head, BHSAC SP I, Del Gallego NHS
Noted:
DR. IMELDA A. NARDO
EPS - MAPEH
