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1. 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of human sexuality and managing sexuality related issues for a healthy life
B. Performance Standard The learner appropriately manages sexually-related issues through responsible and informed decisions
C. Learning Competencies/
Objectives
The learners…
 identify basic terms in sexuality (sex, sexuality,
gender, etc.) (H8FH-Ia-16)
 discuss sexuality as an important component of
one’s personality (H8FH-Ia-17)
 explain the dimensions of human sexuality
(H8FH-Ia-18)
The learners…
 analyze the factors that affect one’s
attitudes and practices related to
sexuality and sexual behaviors (H8FH-
Ib-19)
 assess personalhealth attitudes that may
influence sexual behaviour (H8FH-Ic-d-
20)
II. CONTENTS
Gender and Human Sexuality Sexuality Related Issues
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages TM 7 – 10
2. Learner’s Material
pages
LM 8 – 15 LM 16 - 26 LM 35
3. Textbook pages
 Reproductive Health. A&E. NFE Accreditation
and Equivalency Learning Material. DepED.
2001. pp.4-8.
 A Guidance Manual On the Growing
Filipino Adolescent III. DepED. 1995.
pp.94-95.
Daily Lesson Log
in
MAPEH
SCHOOL GRADE LEVEL 8
TEACHER JULIUS T. RIEGO
LEARNING
AREA
HEALTH
TEACHING DATE AND
TIME
WEEK 1 QUARTER ONE

2. 2
 A Guidance Manual On the Growing Filipino
Adolescent III. DepED. 1995. pp.88-93.
 Reproductive Health. A&E. NFE Accreditation
and Equivalency Learning Material.
DepED.2001. pp.4-8.
 A Guidance Manual On the Growing Filipino
Adolescent III. DepED. 1995. pp.88-93.
 A Guidance Manual On the Growing Filipino
Adolescent III. DepED. 1995. pp.88-93.
4. Additional Materials
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
https://www.youtube.com/watch?v=ikGVWEvUzNM
https://www.youtube.com/watch?v=16pmfBNFufA
https://www.youtube.com/watch?v=A8TN6FyfsiM
IV. PROCEDURES
A. Reviewing Previous
Lesson Or Presenting New
Lessons
Ask the students to read
and analyze the poem
entitled “The Wonder of
Me” and ask the
following questions:
 How do you express
yourself?
 How do you see
yourself?
 How much do you
know yourself?
 How much do others
know you?
(See Attachment 1)
(15 min)
The teacher will post
the following words:
 Sex
 Sexuality
 Gender
 Gender role
 Gender Equality
Ask the students how
personal sexuality
affects behavior towards
themselves, the
community and others.
(5 min)
Ask the students to do
the activity entitled
“Male vs Female” and
answer the following
questions.
 What were your
bases in making
such comparisons?
 Try to compare your
answers with your
classmates, which
attitudes/characteris
tics are similar with
your answer? Which
are not?
 How can these affect
personal health?
(See Attachment)
Show a video
entitled “Children
on Gender Role”,
this video will
show how
children
look/stereotype
gender roles of
men and women.
Link:
https://www.yout
ube.com/watch?v
=A8TN6FyfsiM
Ask the following
questions:
 What is your
reaction to the

3. 3
(10 min)
video you
watched?
 Do you think
gender has an
effect on a
person’s
behavior? Why
or why not?
(10 min)
B. Establishing A Purpose
For The Lesson
Show a video clip entitled
“Identity”. This will show
how society affects
someone’s personal
identity through different
factors. Ask the following
questions:
 What was the
message of the short
film?
 What problems did
the lead actress
experience? How did
she handle it?
 If you were in her
shoes, what would
you do?
(15 min)
Show a video entitle
“Understanding Gender
Variant Behavior”. This
will show how the
gender of a person
affects his/her
personality. This also
affects their health
prerogatives as they
relate it to their gender.
Link :
https://www.youtube.co
m/watch?v=16pmfBNFu
fA
Ask the following
questions:
 What was the
message of the
video?
 How did gender
affect the personal
and societal outlook
towards a person?
(15 min)

4. 4
C. Presenting Examples /
Instances Of The New
Lesson
Group Activity. Ask the
students to do the
activity “Puzzle-Puzzle”.
They will fill up each
puzzle piece with their
answers to the following
questions. Afterwards,
they will fix the puzzle.
Questions on each puzzle
piece:
 Piece 1 –what is your
idea of being a man
or a woman?
 Piece 2 – how does
the link of thinking of
a woman differ from
that of a man?
 Piece 3 – how do you
behave as a man or a
woman?
 Piece 4 – how do you
feel about yourself
and others?
 Piece 5 – what are
your guiding
principles about
relationships?
(See Attachment 2)
(15 min)
Analysis. Ask the
students to analyze the
following situations:
 Boys and men are
permitted to stay out
more and up to a
later time than the
girls and women.
 A philandering or
immoral man is
considered as
demonstrating his
manliness or
“pagkalalaki”. A
philandering or
immoral woman is
considered as cheap,
bad, or “masamang
babae”.
 Women are
expected to remain
virginal until they
marry, while it is
generally acceptable
for men to have
sexual experience
before marriage.
 Women are socially
judged and legally
penalized for
adultery and for
having children out
of wedlock.
 Men who stay at
home to do
household chores
instead of having

5. 5
jobs to earn money
for the family are
considered by some
as “under d saya.”
Ask the following
questions:
 Which situation have
you experienced or
have seen? What did
you feel about it?
 Which situations are
real? Which are not?
 Do you think gender
affects ones
behavior?
(20 min)
D. Discussing New Concepts
And Practicing New Skills
# 1
Discussion on Gender
and Human Sexuality
(15 min)
Discuss the factors that
affect one’s attitudes
and practices related to
sexuality and sexual
behaviors.
(15 min)
E. Discussing New Concepts
And Practicing New Skills
# 2
Teacher will lead
discussion on the
dimensions of sexuality.
(10 min)
Discuss how
personal health
attitudes that may
influence sexual
behavior.
(15 min)
F. Developing Mastery
(Leads To Formative
Assessment 3)
Role Play. Ask the
students to group into
five (5). Each group will
perform the assigned
situation
Analysis. Ask the
students to
visualize a
scenario of a
typical classroom
set up. Analyze

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 one who grew up in
a very religious
family (Group 1)
 one who was raised
by authoritative
parents (Group 2)
 one who has been
strongly influenced
by media (Group 3)
 one who has good
friends from the
opposite sex (Group
4)
 one who has been
educated in an
exclusive school
(Group 5)
After the group
presentation, the
teacher will ask the
following questions:
 What are the factors
that shape our
sexual attitudes?
 How do these
factors positively or
negatively affect our
sexual attitudes?
 What can we do to
manimize the
negative effect of
these factors on our
sexual attitudes?
Evaluate the group
presentation by using
and enumerate
the roles being
played by the
male students and
the female
students. Does it
conform to the
norms set by the
society?
Do the following:
 Analyze and
discuss with
your
classmates the
strengths and
weaknesses of
the accepted
roles of men
and women in
the past.
 Which gender
takes on which
role in the
present day?
 How can you
say that a
particular
gender role
conforms to
the standard
of the society?
(20 min)

7. 7
the Rubrics attached
(See Attachment)
(15 mins)
G. Finding Practical
Applications Of The
Concepts And Skills In
Daily Living
Ask the students to
provide examples of
how these factor affect
your sexual attitudes
and behaviors.
 Family
 Culture
 Peers
 Media
(5 min)
List down at least
5 ways on how to
prevent gender
stereotyping in
the school and
society.
(10 min)
H. Making Generalizations
And Abstractions About
The Lesson
Poem Making. Ask the
students to write a
poem about themselves,
to guide them in making
the poem, ask them to
complete the poem
entitled, “I am”, they
will complete each
statement by supplying
it with needed
information.
(See Attachment)
After doing the activity,
ask the following
questions:
 How did you find the
activity?
 What else did you
discover about your
family background?
 How does this
activity help you
Slogan Making. Ask
the students to
make a slogan that
will promote
gender equality
that may result to
the improvement
of one’s attitude
and personality.
Ask the following
questions:
 What could be
the impact of
your message
to you and
your
classmates?

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understand your
personality and
sexuality?
 Write your answer in
your activity
notebook.
(15 min)
I. Evaluating Learning Quiz (See Attachment)
(10 min)
Quiz (See
Attachment)
(5 min)
J. Additional Activities For
Application And
Remediation
We all encounter people
in our lives. Here are
some descriptions of
people. Jot down some
positive ways of dealing
with each type of
personality.
 Show off (people
who would like to be
the center of
attraction whenever
possible).
 Worriers (people
who worry about
everything).
 Gossips (people who
spread rumors and
often exaggerate
information).
 Bullies (people who
use threats, fear,
and cruelty to
control others).
 Whiners (people
who grumble and
complain about
everything).
Analysis. Ask the
students to read
and analyze the
given situation.
Women’s unequal
legal rights
increase their
vulnerability to
violence. In many
countries in the
region, no specific
laws or provisions
exist to penalize
domestic violence,
even though
domestic violence
is a widespread
problem.
Domestic violence
is generally
considered to be
a private matter
outside the state’s
jurisdiction.
Battered women
are told to go

9. 9
home if they
attempt to file a
complaint with
the police. Few
shelters exist to
protect women
who fear for their
lives. Spousal
rape has not been
criminalized;
husbands have an
absolute right to
their wives’ bodies
at all times. Penal
codes in several
countries in the
region also
contain provisions
that authorize the
police and judges
to drop charges
against a rapist if
he agrees to
marry his victim.
Ask the following
questions:
 What was your
reaction about
the article?
 Was the
gender
advantageous
or
disadvantageo
us to the
women? Why
or why not?

10. 10
K. Assignment Make a research on how
sexuality and sexual
behaviors relates to
attitudes and practices.
Make research on
how sexuality
affects family
health.
V. REMARKS
VI.REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
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 Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?