Grade
DAILY School L LlorenNational High School &Section 10
Learning
LESSON Teacher Teacher Eugene Files Area MAPEH (PE)
PLAN Teaching
Dates Quarter
& Time 1
Week No. 2-8 D 2 Duration
ay 1 hour
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
The learner demonstrates understanding of lifestyle and weight management to
A. Content promote societal fitness.
Standards
The learner maintains an active lifestyle to influence the physical activity
B. Performance
participation of the community and society practices healthy eating habits that
Standards
support an active lifestyle.
MELC:
C. Learning
Competency/is ● Engages in moderate to vigorous physical activities for at least 60 minutes
Write the LC Code for each.
a day in and out of school (PE10PF-Ib-h-45)
At the end of the lesson, the learners are expected to:
D. Learning 1. Describe the Badminton, Table tennis and tenn as active recreation;
Objectives 2. Execute the skills in Basketball, table tennis and tennis; and
3. Value the importance of engaging sports in attaining own fitness.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or
two.
II. CONTENT/TOPIC
● BADMINTON, TENNIS AND TABLE TENNIS
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is
a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide N/A
pages
2. Learner’s
Materials pages 29-31
3. Textbook pages N/A
4. Additional
Materials
from
Learning N/A
Resource
(LR)
Portal
B. Other Learning
N/A
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with
IV. PROCEDURES multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusion about what they learned in
relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.rr
A. Reviewing
A Which is Which?
previous lesson or
W Instruction:
presenting the A
new lesson. ● The teacher will show flashcard or on screen two different sports at a
R
E time (1 at the right another 1 at the left) Ex. Basketball, Volleyball.
ELICIT (The activities in this section
will evoke or draw out prior concepts of N ● The students will choose only one as the sport they preferred for by
or experiences from the students) E
S turning their head either to the Right or Left.
S
● The teacher will call student why they choose such sport.
Suggested Sports option:
a. Basketball – Baseball
b. Volleyball – Softball
c. Billiards – Taekwondo
d. Gymnastics – Wushu
e. Athletics – Swimming
f. Table tennis – Football
g. Tennis – Archery
h. Badminton - Dancesport
Process Questions:
1. Did you remember the sports you have chosen?
2. Why did you choose that sport?
3. What do you think are the benefits of these sports towards you?
B. Establishing a Present to the class the pictures of the Badminton, Table tennis and Tennis.
purpose for
the lesson.
ENGAGE (The activities in this
section will stimulate their thinking and
help them
access and connect prior knowledge as a
jumpstart to the present lesson.)
Process Questions:
1. Which of these sports are you most familiar?
2. Have you played any of this game? Support your answer.
3. How ca you ensure safety from playing such sports?
C. Presenting The teacher will introduce the new lesson “BASKETBALL, TABLE TENNIS,
examples/instanc TENNIS” with the following objectives:
e s of the new 1. Describe the Basketball, Table tennis and tennis as active
lesson. recreation;
2. Execute the skills in Basketball, table tennis and tennis; and
3. Value the importance of engaging sports in attaining own fitness.
D. Discussing the new Where I Belong?
AC
concepts and
TIVDirection: Group the following skills to the sport they belong to. Do this in 5
practicing new ITYminutes.
skills #1.
SMASH SERVE DRIVE
EXPLORE (In this section, students LOB SHOOTING REBOUNDING
will be given time to think, plan, DRIBBLING CLEAR DROP
investigate, and organize collected BLOCK PUSH
information; or the performance of the
planned/prepared activities from the FOREHAND/BACKHAND GRIPS FOOTWORK
student’s manual with data gathering and STANCE FLICKS FOREHAND/BACKHAND VOLLEY
BADMINTON TENNIS TABLE TENNIS
E. Discussing the new concepts DISCUSSION:
and The teacher will discuss briefly
practicing new skills #2. about the Badminton, Table tennis
and tennis through a PowerPoint
presentation.
F. Developing mastery Discuss the following
ANALYSIS
(Leads to formative terms/skills:
assessment 3).
BADMINTON TENNIS
EXPLAIN (In this section, students will be involved in
an analysis of their exploration. Their understanding is SMASH DRIVE
clarified and modified because of reflective SERVE SMASH
activities)/Analysis of the gathered data and results and LOB SERVE
be able to
answer the Guide Questions leading to the focus CLEAR FOREHAND
concept or topic of the day.
DRIVE BACKHAND
FOOTWORK
STANCE
G. Making DEMONSTRATION:
ABSTRACTION
generalization and Instruction:
abstraction about the
lesson. ● Group the class into 3.
Assigned them in
ELABORATE (This section will give students the
opportunity to expand and solidify / concretize their Badminton, tennis and table
understanding tennis.
of the concept and / or apply it to real – world
situation) ● Based from the definition of
the different skills in
Badminton, tennis and table
tennis. Let them
demonstrate the skills in 16
counts each in synchronize.
● Each correct execution is
equivalent to 5 points. The
group the greatest number
of points wins the game.
H. Finding practical application MIC DROP!
APPLICATION
of concepts and skills in Ask them the question:
daily living. 1. Which sport strike you the
most? Would you like to
recommend this sport to your
friend, family or community?
Justify your answer.
(The teacher will select student
with the most beautiful answer
and will give a reward)
I. Evaluating learning. What’s the Move, That’s the
ASSESSMENT
Word!
EVALUATION (This section will provide for concept Guess the following action and
check test items and answer key which are aligned to
the learning objectives - content and choose the sport in which they
performance standards and address belong to:
misconceptions – if any)
Key to Correction:
1. Smashemon
2. Drive
3. Lob
4. Push
5. Block
6. Volley
7. Drop
8. Service
9. Grip
10. Flick
J. Additional activities for
ASSIGNMENT
application or Make a fitness program to any
remediation.
of these sports you want more
EXTEND (This sections give situation that explains the to develop. Be guided on the
topic in a new context, FITT principle in designing your
or integrate it to another discipline / societal concern)
fitness program.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
question.
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 lesson work? No. of
learner who
caught up with the lesson
D. No. of learner 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 material did I
use/discover.
