Grade
DAILY School Lia &Section 10
Learning
LESSON Teacher Teacher Eugene Files Area MAPEH (PE)
PLAN Teaching
Dates Quarter
& Time 2
Week No. 5 D 1 Duration
ay 1 hour
I. OBJECTIVES
A. Content The learner demonstrates understanding of lifestyle and weight management to
Standards promote societal fitness
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
MELCS:
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-IIc-h-45)
At the end of the lesson, the learners are expected to:
D. Learning Knowledge: Identify the different dance forms;
Objectives Skills: Explain the characteristics of each dance forms; and
Attitude: Express the benefits of engaging dances in attaining one’s 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
DANCE FORMS
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 None
pages
2. Learner’s
Materials pages PE & HEALTH pages 51-104
3. Textbook pages None
4. Additional
Materials
from
Learning CO_Q2_Physical Education10_Module2
Resource
(LR)
Portal
B. Other Learning
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 Arrange Me!
A
previous lesson or Directions: Identify the words that are described in each
W
presenting the A statement from your previous lesson. Arrange the letters to
new lesson. R get the right answer that matches to the colors where clues
E
ELICIT (The activities in this section are written on the next column.
will evoke or draw out prior concepts of N
or experiences from the students) E 1. RISKB GNWLAKI - walking continuously at a fast speed
S 2. WLKINGA - considered as moderate exercise which
S humans always do every day but can improve physical
health when done regularly
3. SIHN PIAN - a problem or pain for new walkers
4. UIRNNGN - a simple cardio-exercise that can burn
calories and build strength
5. YLISEFTLE - a way which an individual lives
6. NITISTNDONE - an inflammation of the tendon
7. SBAE RNU - short run at a normal pace not too long or
too short
8. MOPTE NRU - easy start and then time trial lactate
threshold, then a cool down
9. NLOG NRU - long slow run within 1-2 hours
10. AKINGWL RAMGROP - a plan to commit in walking
exercise starting from moderate to vigorous
B. Establishing a Guess That Dance! CO 1 (PPST
purpose for 1.1.2)
the lesson. Direction: Guess the following dances to show on screen.
The movement serves as a clue. The teacher
ENGAGE (The activities in this integrated
section will stimulate their thinking and
help them other
access and connect prior knowledge as a
jumpstart to the present lesson.) learning
areas like
ICT through
video clips to
captivate
students in
the present
lesson.
Process Questions:
1. Were you able to guess all the dances?
2. Based on the activity that we had, can you guess
what our topic is for today?
C. Presenting Today, we will tackle all about Dance Forms. As such
examples/instanc everyone of you are expected to do the following objectives:
es of the new 1. Identify the different dance forms;
lesson. 2. Explain the characteristics of each dance forms; and
3. Express the benefits of engaging dances in attaining
one’s fitness.
D. Discussing the new “I Love to Dance Activity” COI 9
AC
concepts and (PPST 5.3.2)
TIV ● The teacher will post 5 different dances on the board.
practicing new ITY At this point,
skills #1. the teacher
● The teacher will ask the students of their choice of
will provide
EXPLORE (In this section, students dance (from the dances being posted) and fall in
will be given time to think, plan, positive
behind the dance posted on the board.
investigate, and organize collected comments to
information; or the performance of the ● This will serve now as their groupings. the learner.
planned/prepared activities from the
student’s manual with data gathering and
Group 1 – Zumba (constructive
Group 2 – Hip-hop feedback)
Group 3 – Street Dance Then,
Group 4 – Cheer dance reinforced by
Group 5 – Contemporary Dance giving the
learner
● Based on their group dance chosen, each group positive
shall draw a concept map regarding their idea of the comments.
dance. Focus only on the origin of the dance,
characteristics and basic steps (if necessary).
● Each group will be given 5 minutes for this activity
and another 5 minutes for presentation of output.
E. Discussing the The teacher will COI 7 (PPST 3.2.2)
new concepts and discuss briefly the The teacher will have an
practicing concepts of Dance interactive discussion
new skills #2. Forms: where the classroom has
1. Zumba student voice and choices
2. Hip-hop through Question and
3. Street Dance Answer discussion.
4. Cheer Dance
5. Contemporary
Dance
F. The Magic Box! COI 3 (PPST 1.5.2)
ANALYSIS
The teacher will show a The teacher will require the
Developin box to the class students to develop thinking
g mastery containing strips of skills through the activity
(Leads to
paper with the benefits given to them. Students will
formative
of the dance are think of benefits of dances to
assessment 3).
written. The teacher one’s fitness.
EXPLAIN (In this section, students will call the students
will be involved in an analysis of their randomly to pick one
exploration. Their understanding is from the box and show
clarified and modified because of
reflective activities)/Analysis of the it to the class. He/she
gathered data and results and be able shall supply statements
to
answer the Guide Questions leading to (focusing on the
the focus concept or topic of the day. benefits) regarding to
the item he/she has
chosen.
Inside the box:
1. Helps lose weight
2. Strengthen bones
3. Improve blood
circulation and
stamina
4. Improve flexibility,
balance ad posture
5. Sharpen brain
memory
6. Cost efficient
7. Grow social circle
G. Making Alive, Alert, Awake and COI 1 & 2
ABSTRACTION
generalization Enthusiastic! (PPST 1.1.2; PPST 1.4.2)
and abstraction The teacher integrates
about the lesson. ● Go again with
music in this activity and to
your groups.
ELABORATE (This section will test student’s literacy and
give students the opportunity to ● As singing the numeracy the students will
expand and solidify / concretize their
understanding alert, awake, be doing the activity in
of the concept and / or apply it to real alive, group.
– world situation)
enthusiastic,
make dance
steps/movement
s of your dance
to the beat of the
song. At the end
of the song,
enthusiastic will
become blank
(______) the
teacher will say
the dance forms
and the group
that have been
mentioned will
continue singing
and dancing.
After the
performance,
they will say the
characteristics of
their dance.
Lyrics:
“I’m alive, alert,
awake, enthusiastic,
I’m alive alert,
awake, enthusiastic,
I’m alive, alert,
awake,
Alive, alert, awake,
I’m alive, alert,
awake,
________________
(Do this until all
dance forms have
mentioned on the
last part)
H. Finding practical Process Questions: COI 3 (PPST 1.5.2)
APPLICATION
application of 1. Did you enjoy Students will test its thinking
concepts and our activity? skills through the activity
skills in daily 2. Did you feel the given.
living. benefits of
engaging
physical activity
today? How?
3. Can you
recommend
dances to your
friends, family
and community?
I. Directions: Identify COI 2 (PPST 1.4.2)
ASSESSMENT
whether the following
Evaluatin items are TRUE or The teacher will test the
g FALSE. Write True if the literacy skills of the learners
learning. statement is correct and through the assessment
False if not. given.
EVALUATION (This section will
provide for concept check test items 1. Zumba was
and answer key which are aligned to founded in USA.
the learning objectives - content and
performance standards and
2. Dance is a form of
address misconceptions – if any) exercise only.
3. Dancing is form of
moderate
exercise.
4. Dancing can
make you gain
friends.
5. Hip-hop dance
originated in
Bronx.
6. Applying correct
dancing
techniques can
help you avoid
physical injuries.
7. Dancing is
expensive that’s
why people don’t
like it.
8. Cheerleading can
only be done
when you’re
cheering a team.
9. Dancing can only
be done in the
morning.
10. Contemporary
dance was a
borrowed style
only in ballet.
J. Additional Watch from YouTube COI 8 (PPST 3.5.2)
ASSIGNMENT
activities for the different The teacher will embrace
application performances of the diversity of learners
or
remediation.
dance forms discussed. through reflecting on the
List down on your notes different dance forms
EXTEND (This sections give situation the basic steps involved studied.
that explains the topic in a new context, in each dance and
or integrate it to another discipline /
societal concern) reflect on how it is
transpired in its culture.
a. Zumba
b. Hip-hop
c. Street Dance
d. Cheer Dance
e. Contemporary
Dance
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 done to help the
VI. REFLECTION 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.
