7

Quarter 2
Lesson Exemplar Lesson

for PE and Health 4

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for PE and Health Grade 7
Quarter 2: Lesson 4 (Week 7-8)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer:
• Christian Nicole M. Estrada (Angeles University Foundation)
Validator:
• Marino A. Garcia, PhD (Cebu Normal University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
 LESSON EXEMPLAR

PE and Health / GRADE 7 / QUARTER 2

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of family roles in managing concerns and conflicts and invasion games in
Standards promoting family wellness for active and healthy living.

B. Performance The learners participate in invasion games and other physical activities in promoting family wellness for active and
Standards healthy living.

C. Learning Execute appropriate skills of sports and the required fitness concepts of chosen invasion games in responding to
Competencies tactical problems
and Objectives

C. Content Basketball:
- Sport-specific Skills and Their Fitness Requirements

D. Integration SDG 3 Good Health and Wellbeing and Gender and Development

II. LEARNING RESOURCES

Basketball 101: Fundamentals of Passing - USA Basketball. (2024, April 24). https://www.usab.com/news/2014/01/basketball-
101-fundamentals-of-passing
Coaches Education Platform. (n.d.) Basic dribbling. World Association of Basketball Coaches.
https://wabc.fiba.com/manual/level-1/l1-player/l1-2-offensive-basketball-skills/2-6-dribbling/2-6-1-basic-dribbling/
Coaches Education Platform. (n.d.). Basic Passing. World Association of Basketball Coaches. https://wabc.fiba.com/manual/level-
1/l1-player/l1-2-offensive-basketball-skills/2-5-passing/2-5-1-basic-passing/
Coaches Education Platform. (n.d.). Basic Shooting – Shooting off the dribble. World Association of Basketball Coaches.
https://wabc.fiba.com/manual/level-1/l1-player/l1-2-offensive-basketball-skills/2-7-shooting/2-7-6-basic-shooting-
shooting-off-the-dribble/
Rookie practice plans - NBA.com: Jr. NBA. (2023, April 18). NBA.com: Jr. NBA. https://jr.nba.com/basketball-practice-
plans/rookie/

1
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge The words may be changed
1. Short Review depending on the selected sport
but make sure that the words
“Guess the word” were connected to the past
Instructions: The students will be presented with words that lack letters. When week’s topic.
the student guessed the word, the teacher would ask the students what they
remembered and discuss each. The description for each word
can be given a clue or prompt
1. Dr. _a_es N_is_ith so that the students could
Basketball was invented by _____________ in 1891 in Springfield, Massachusetts, identify the words.
as a way to keep his students active during the winter. It started as a simple
game with a soccer ball and two peach baskets.
2. F__e T_r_w
A free throw is a type of unguarded shot awarded to a player following a foul. It
is taken from the free-throw line and is worth one point. Free throws are crucial
for capitalizing on fouls and making accurate shots.
3. G_l_s _ili_in_s
"Gilas Pilipinas" is the national basketball team of the Philippines. The team
represents the country in international competitions like the FIBA Basketball
World Cup and the Olympics.
4. R_bo_n____
Rebounding is the action of grabbing the basketball after a missed shot. It's
crucial for both offensive and defensive play, as it gives a team a second chance
to score or prevents the opposing team from doing so.
5. M_th_cal Fi_e
The "Mythical Five" is an honor given to the best players in various basketball
leagues in the Philippines. It recognizes the top performers in a season based
on their individual and team contributions.

B. Establishing 1. Lesson Purpose The teacher may select other

Lesson Purpose clips or videos.
The teacher will let the students watch a video that shows how popular
basketball is in the Philippines.
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 The teacher may add more
Philippines vs China | Full Basketball Game | FIBA Basketball World Cup 2023: skills.
https://www.youtube.com/watch?v=w0htwbfiVj8
Final Full Game: Philippines vs Thailand | 5X5 Basketball W | 2019 SEA
Games: https://www.youtube.com/watch?v=NcLTAYj6moo

The teacher may ask the following questions:

● What can you say about the video?
● What can you say about the performance of the Philippine team? Are you
proud of our team?
● What are the common skills used in playing basketball?
● Have you tried playing basketball before?

2. Unlocking Content Area Vocabulary

“Charades”
The teacher will demonstrate the different basic skills in basketball. Then, the
students are asked to identify or name the skills’ demonstrated.
1. Pass
2. Shoot
3. Lay-up
4. Block
5. Dribble

C. Developing and SUB-TOPIC 1: DRIBBLING

Deepening
Understanding 1. Explication

The teacher may ask a thought-provoking questions to the students:

a. Why do you think dribbling is often described as the 'heartbeat' of
basketball?
b. How does dribble impact the flow and strategy of the game?

2. Worked Example

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There are various types of dribbling:
● Left- and Right-Hand Dribble - Push the
ball to the ground, flexing the wrist. Don’t
look at the ball.
https://champshoops.com/wp-
content/uploads/2023/05/Control-and-Passing-Drills-
300x190.jpg

● Crossover Dribble - Use this to change

hands. Keep the dribble below the knee.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fwww
.online-basketball-drills.com%2Fspeed-dribble-
drill&psig=AOvVaw2NxBvsRaMdywplHm8CYD3S&u

Speed Dribble - Bounce the ball directly in

st=1718210095325000&source=images&cd=vfe&opi=899784
● 49&ved=0CBIQjRxqFwoTCOi7mcb904YDFQAAAAAdAAAAA

front of your body. Pushing with the BAJ

right
hand, then the left hand etc. (using natural
running motion).
https://www.online-basketball-drills.com/wp-
content/uploads/2019/12/in-out-with-crossover-basketball-
dribbling-drill.jpg

Guided practice: The teacher will allow the students to practice the dribbling
skill for 10 minutes. The teacher must apply “on the spot checking or
correction” to guide the students in mastering the skill.

Key points in dribbling:

• Spread fingers around the ball – do not have the ball touch the palm of your
hand
• Push the ball with force
• Don’t look at the ball – “see with your fingers”
• Move your hand on the ball. For example, to do a crossover dribble, move the
hand to the side of the ball.

Let the learners discover what fitness concepts that the skill required:
● Agility: Agility is key in dribbling to navigate through defenders. Agility
drills, ladder drills, and cone drills can help learners become more agile.

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 ● Hand-Eye Coordination: Dribbling requires precise control over the ball
while also observing the court. Dribbling drills that focus on hand-eye
coordination can be beneficial.

3. Lesson Activity

“Ball Relay using Dribbling Skill in Basketball”

Mechanics of the game:
● The teacher will divide
the class into 3-4 groups
(equal number of
members) for the ball
relay using dribbling
skill in basketball.
● The teacher may select
any types of relays
(forwards, forwards and
backwards) without the
ball (running, jumping),
or dribbling, with one
ball each or one ball per
team.
● When the signal is given
by the teacher, the first
person or student in line
will start dribbling the
ball and follow the
designated path as instructed by the teacher. Make sure that every
member of the group clearly understands the mechanics of the activity
before you start with the game.
● When the first student returns to the starting line, the next student will
receive the ball and take his/her turn and so on and so forth until
everyone in the group is able to relay the ball.

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 ● When a player losses control of the ball. Instruct them to retrieve the
ball, go back to the spot of the playing area where he/she stopped then
proceed with the game.
● The team who finished the relay first will be declared as the winner of
the game.

DAY 2

SUB-TOPIC 2: PASSING

1. Explication
The teacher may ask this question and let the students explain their answer:
• Have you ever wondered how passing the ball effectively can make a
huge difference in a game and help your team score more goals or
points?

2. Worked Example

There are essentially two types of passes:

• Air Pass - The pass travels between a person without hitting the floor.
• Bounce Passes - A bounce pass is simply one that hits the ground on
the way to the receiver.

Basic Variations:
• Chest Pass - A chest pass is like throwing a ball directly from your chest
to a teammate's chest. It's a strong and accurate way to pass the ball
quickly. To do it, hold the ball close to your chest and push it forward
using both hands.
• Bounce Pass - A bounce pass is when you make the ball bounce on the
ground before your teammate catches it. It's helpful for passing the ball
around defenders or delivering it to someone far away. To do a bounce
pass, aim for the floor, let the ball bounce once, and make sure it
reaches your teammate's waist level.
• Overhead Pass - An overhead pass is a bit like tossing the ball over your
head to a teammate. It's useful for sending the ball to someone far away

6
 or making a high pass over defenders. Hold the ball with both hands,
extend your arms over your head, and release it with a little arc to reach
your teammate.

Guided practice: The teacher will

allow the students to practice the
passing skill for 10 minutes. The
teacher must apply “on the spot
checking or correction” to guide the
students in mastering the skill.

Key points in passing:

● While passing, take a step
forward to add power to your pass.
● When facing defensive
pressure, pivot and transfer the
ball while keeping your knees bent.
This will help you avoid challenges.
● Make sure to work on your
passing skills both while stationary
https://www.slideserve.com/tatum/basketball and while in motion during your
practice sessions.

Let the learners discover what fitness concepts that the skill required by asking
the question:
• What are the possible fitness components being activated in passing the
ball in basketball?

1. Coordination - Passing involves hand-eye coordination and the ability to

time the pass accurately to a moving teammate. This requires good hand-eye
coordination and precise timing.
2. Reaction Time - Quick decision-making and reaction time are crucial for
assessing the situation, identifying the best passing option, and executing the
pass before defenders can react.

7
 3. Speed - Quick passing can catch opponents off guard and create scoring
opportunities. Speed, especially in the legs and hands, is important for fast,
efficient passing.

3. Lesson Activity
Passing Station:
● Set up a course with cones or
markers. The course can be
indoors or outdoors, depending on
the space available. Consider the
safety of the players when
preparing the playing area.
● Create several stations with cones
to designate specific spots for
passes.
● Divide the class into a team or
group of 6 members (3 pairs).
Each team should have its own
basketball. The composition may
vary depending on the number of students in class.
● Assign different passing types to each station. For instance, you can have
stations for chest pass, bounce pass, and overhead pass. You can also
add a station for long-distance passes for more advanced learners.
● Each team stays at the designated point with their basketball. Make sure
that every member of the group clearly understands the mechanics of the
activity before you start with the activity.
● The first pair from each team will kick off the challenge. They must
perform the designated pass at their station for 10 successful consecutive
times. Ensure that each pair performs the task before moving to the next
station.
● This continues until all students on the team have completed each pass
at each station.
● In case the pass is unsuccessful, just pick up the ball, go back to your
position and start the counting again from 1.

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DAY 3

SUB-TOPIC 3: SHOOTING
1. Explication The teacher may ask this
question and let the learner
• Why do you think shooting is often considered the most crucial skill in discuss his/her answer:
basketball, and how can it influence the outcome of a game?

2. Worked Example

Shooting is an aspect of the game that most players are very happy to practice. The teacher may demonstrate
It can be practiced alone or with teammates. each skill while discussing its
• When shooting, the learner starts in a balanced stance with their mechanics and description.
ankles, knees, and hips bent. They should hold the ball in their shooting
hand. If a learner is right-handed, they should hold the ball on the right
side of their body and if they are left-handed, they should hold it on
their left side.
• Their shooting elbow should be bent under the ball and facing the
basket. The learner’s other hand should be lightly supporting the ball
on the side.
• Bend your knees for balance and strength.
• Stand with your feet a bit wider than shoulder-width apart, with your
shooting hand's foot slightly ahead.
• Make sure your feet, knees, hips, shoulders, and head all face the
basket.
• Keep your shooting hand's elbow under the ball and support it with your
other hand on the side.
• Hold the ball on your shooting hand's fingertips with a small gap
between your palm and the ball.
• Extend your legs and shooting hand in one smooth motion.
• Fully extend your hand and elbow up high, releasing the ball mainly
from your index and middle fingers.
• Create backspin by flipping your wrist forward, allowing the ball to land
softly on the rim.

9
 • Remove your opposite hand just before releasing the ball.
• Land on both feet where you jumped from, maintaining balance, and
hold your follow-through until you see if the shot goes in.

Key points in shooting:

● Balance;
● High arc on the shot
● high release point;
● backward rotation (backspin) on the ball
● Power comes from the legs (pushing up)

Guided practice: The teacher will allow the students to practice the shooting
skill for 10 minutes. The teacher must apply “on the spot checking or
correction” to guide the students in mastering the skill.

Let the learners discover what fitness components that the skill required:
● Leg Strength: Strong legs are essential for power and stability when
shooting. Leg exercises like squats and lunges can help improve lower
body strength.
● Hand-Eye Coordination: Shooting a basketball involves precise hand-
eye coordination. Exercises like dribbling, passing, and catching can
help develop this coordination.
● Balance and Stability: Shooting accuracy relies on good balance and
stability. Core exercises like planks, balance drills, and stability
exercises can improve a learner’s ability to stay balanced while shooting.

3. Lesson Activity
Shooting Showdown:
● The activity is set to improve the shooting accuracy and confidence in
making free throws and three-point shots.
● You can create teams or have individual contests.
● For free throws, have a free-throw shooting contest with a set number
of shots for each learner or team.
● For three-pointers, do the same, with a set number of attempts.

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 ● You can set up a point system where each successful free throw or
three-pointer is worth a certain number of points.

D. Making DAY 4 The teacher may think of other

Generalizations questions or present it in a
1. Learners’ Takeaways creative way.
The teacher may ask the following questions:
● How does playing basketball promote physical fitness?
● How will you apply teamwork and communication in playing basketball
in your learning process and class activities?
● Shooting and scoring involve setting goals and developing consistency.
How can the goal-setting and practice habits you learn in basketball be
applied to your personal and academic goals, such as improving your
grades or developing new skills?

2. Reflection on Learning
The teacher will let the learners answer the checklist as a form of their self-
evaluation.

Rate yourself on a scale of 1 to 5, with 1 being the lowest and 5 being the
highest, for each skill. Be honest with your assessment. After which, write
your plan on how to improve your skills

Dribbling:
o 1 - I struggle to control the ball while dribbling.

11
 o 2 - I can dribble but need improvement in control.
o 3 - I can dribble reasonably well.
o 4 - I have good dribbling skills.
o 5 - My dribbling is excellent and precise.
Passing:
o 1 - My passes are often inaccurate and weak.
o 2 - I can make basic passes, but they need improvement.
o 3 - I can make accurate chest and bounce passes.
o 4 - I have good passing skills and can execute different types of
passes.
o 5 - My passing is exceptional, and I can make advanced passes.
Shooting:
o 1 - I struggle to make shots consistently.
o 2 - I can make some shots but need to improve my accuracy.
o 3 - I can make basic shots with reasonable accuracy.
o 4 - I have good shooting skills and can make shots from various
positions.
o 5 - My shooting is excellent, and I rarely miss.

My plan (Write the things that you need to improve):

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment The goal is for the students to

Learning play the actual sport, the
“Basketball Game” teacher may modify the rules
and mechanics.
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 Game Mechanics:
Teams: Divide the class into teams with 5 – 10 members.
Court Setup: Use a standard basketball court with marked boundaries and a
hoop at each end.
Game Duration: Play the game in four quarters, each lasting around 5-7
minutes, depending on the available time.
Scoring: Award 2 points for a regular field goal and 3 points for a shot made
beyond the three-point line. Free throws are worth 1 point each.
Starting Play: Begin the game with a jump ball at center court to determine which
team gets the first possession.
Rules:
• No physical contact (no pushing, shoving, or tackling).
• Dribbling is allowed; players must bounce the ball while moving.
• No double-dribbling (picking up the dribble and starting again).
• Traveling (taking too many steps without dribbling) is not allowed.
• Out-of-bounds results in a turnover.
• Each team has a shot clock (e.g., 24 seconds) to attempt a shot. Failing to
do so results in a turnover.
• Personal fouls and team fouls are counted. After a certain number of team
fouls, free throws are awarded to the opposing team.
Substitutions: Allow substitutions during stoppages in play. Each team can have
a rotation of players.
Timeouts: Each team can call a limited number of timeouts during the game to
discuss strategy.
Overtime: If the game is tied at the end of regulation, play one or more overtime
periods until a winner is determined.
Sportsmanship: Emphasize good sportsmanship, teamwork, and fair play.
Encourage positive behavior and discourage any unsportsmanlike conduct.
Referees: If possible, have adult referees or teachers oversee the game to ensure
rules are followed and safe play is maintained.
Winning: The team with the most points at the end of the game wins.

B. Teacher’s Note observations on The teacher may take note of

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and

13
 strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used engagement and other related
stuff.

learner engagement/ Teachers may also suggest

interaction ways to improve the different
activities explored.

others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/ facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
▪ students the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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