DAILY

LESSON PLAN
IN PE 8
(4th Quarter)
 DAILY LESSON PLAN DEVELOPMENT TEAM

Division: MASBATE Division EPS:

Grade level: Grade 8 Subject Area: P.E. (4th Quarter)

Team Member Role in the DLP Development

Maria Cielo V. Vales Layout Artist

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 TABLE OF CONTENTS
Grade 8 – PHYSICAL EDUCATION
(4th Quarter)

Week No Learning Competency Page

Week 1 Monitors periodically one’s progress towards the
fitness goals PE8PF-IIId-h-28 1
Week 2 Performs appropriate first aid for injuries and
emergency situations in dance (cramps, sprain, heat
exhaustion, dehydration) PE8PF-IVd-30 6
Week 3 analyze the effect of exercise and physical activity
participation on fitness; PE8PF-IVd-h-31
assume responsibility for achieving fitness.
PE8PF-IVh-35 12
Week 4 Undertakes physical activity and physical fitness
assessments (PE8PF-IIIa-h-23) 16
Week 5 Reviews goals based on assessment results
PE8PF-IVa-34 21
Week 6 addresses barriers (low level of fitness, lack of skill and
time) to exercise PE8PF-IVb-33 25
Week 7-8 1.Identify folk dances with Asian Influence;
2.Describes the nature and background of the dance;
3.Relate the importance of the dance to the lives of the
people. 29
Week 9 1.Identify the basic skills of folk dancing;
2.Execute the skills involved in the dance.
3.Appreciate the health benefits of dancing. 34
Week 10 Exerts best effort to achieve positive feeling about self
and others PE8PF-IVd-h-38 38

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iii
 Detailed Lesson Plan in MAPEH
Grade 8
Quarter 4

I. OBJECTIVES
 Demonstrate understanding of guidelines and principles
A. Content Standards in exercise program design to achieve fitness.

 Modifies a physical activity program for the

B. Performance
family/school peer to achieve fitness.
Standards
C. Learning
Monitors periodically one’s progress towards the fitness goals
Competencies /
PE8PF-IIId-h-28
Objectives
II. CONTENT Students Fitness Goal Progress
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide
pages
2. Learner’s Material
pages
 Based On Basic Education Curriculum (BEC) MAPEH
By: Marshal D. Defensor, Salve A. Favila,
Glinore B. Santiago, Aquilino Eduardo P. Santos,
Lordinio A. Vergara. Pages 214-247
3. Textbook pages
 Enjoy Life with PE and Health Textbook (Second Year)
By: Agripino G. Darilag, Lordinio A. Vergara,
Zenaida M. de Leon
4. Additional  TV/Laptop- Power Point Presentation
Materials from  Flash Cards
Learning Resource  PFT Profile Sheet
(LR) portal
https://www.youtube.com/watch? v=bHFYOwYnpcY
5. Other Learning
https://www.youtube.com/watch?
Resources
v=VjrrLXb_tM4
IV. PROCEDURES
What is PFT? What is PFT?
Answer: Physical Fitness Test Answer: Physical Fitness Test
What are health-related What are health-related
A. Reviewing physical fitness components? physical fitness components?
previous lesson or Answer: * Cardiovascular Answer: * Cardiovascular
presenting the Fitness Fitness
new lesson
 Muscular Strength  Muscular Strength
 Muscular Endurance  Muscular Endurance
Flexibility Flexibility
Activity#1: FLASH BACK Activity#1: FLASH BACK
B. Establishing a
purpose for the  The teacher will show  The teacher will show
lesson flash cards to the class. flash cards to the class.
Written on Written on the
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 the flash cards are
health-related and skill-
related words.
 The student will identify 
the words on the flash
cards whether its health-
related or skill-related.
 Call some volunteer 
learners to choose a
word and explain his/her
chosen word to the
class.
 Written on the chalk
board are numbered
health related-fitness
components.
 Call some volunteer
learners to go to the
board and answer by
drawing the line to
connect the fitness
components and the
testing skills used to
measure these
strengths and
C. Presenting
weaknesses.
examples /
1. Arm strength
instances of the
a. partial curl ups
new lesson
2. Abdominal Strength
b. I kilometer run/walk
3. Cardio respiratory
Endurance
c. shuttle run
4. Leg Power
d. standing long jump
5. Agility
e. sit and reach
6. Flexibility of the
f. right angle push ups
Hamstring muscles
Video Presentation:
 Show a video clip about
Physical Fitness Test
D. Discussing new and the exercises used
concepts and in every fitness
practicing new component.
skills #1  After the video
presentation, let the
learners discuss to the
class their observations.
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flash cards are health-
related and skill-related
words.
The student will identify the
words on the flash cards
whether its health-related
or skill-related.
Call some volunteer
learners to choose a word
and explain his/her chosen
word to the class.
 Written on the chalk board
are numbered health
related-fitness
components.
 Call some volunteer
learners to go to the board
and answer by drawing
the line to connect the
fitness components and
the testing skills used to
measure these strengths
and weaknesses.
1. Arm strength
a. partial curl ups
2. Abdominal Strength
b. I kilometer run/walk
3. Cardio respiratory
Endurance
4. c. shuttle run
5. Leg Power
d. standing long jump
6. Agility
e. sit and reach
7. Flexibility of the
f. right angle push ups
Hamstring muscles
Video Presentation:
 Show a video clip about
Physical Fitness Test and
the exercises used in
every fitness component.
 After the video
presentation, let the
learners discuss to the
class their observations.
 Suggested link:
https://www.youtube.com/watc
h?
v=bHFYOwYnpcY
https://www.youtube.com/watc
h?
v=VjrrLXb_tM4
 The teacher will
discuss the importance
of PFT or the Physical
Fitness Test and the
importance of knowing
health related fitness
E. Discussing new profile and its results.
concepts and  How can a health-
practicing new related fitness profile
skills #2 help in choosing the
learners physical
activities?
 What is the importance
of safety in performing
the different fitness
test?
Activity# 2: PFT
1. Let the learners bring
their PFT profile sheet
and they will be divided
into 8 groups with 5
members each to perform
the fitness test assign to
them. (They are required
to wear their PE uniforms
or any sports suits)
2. The whole class will
perform first the stretching
F. Developing exercises and 3 minutes’
mastery (Leads to step. After the stretching
Formative exercises, each group will
Assessment 3) go to the respective
assigned fitness test.
 Group 1 – sit and
reach
 Group 2 – juggling
 Group 3 – hexagon
agility test
 Group 4 – standing
long jump
 Group 5 – Push up
 Group 6 – trunk lift
 Group 7 – ruler drop
test
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Suggested link:
https://www.youtube.com/watc
h?
v=bHFYOwYnpcY
https://www.youtube.com/watc
h?
v=VjrrLXb_tM4
 The teacher will
discuss the importance
of PFT or the Physical
Fitness Test and the
importance of knowing
health related fitness
profile and its results.
 How can a health-
related fitness profile
help in choosing the
learners physical
activities?
 What is the importance
of safety in performing
the different fitness
test?
Activity# 2: PFT
1. Let the learners bring
their PFT profile sheet
and they will be divided
into 8 groups with 5
members each to
perform the fitness test
assign to them. (They
are required to wear
their PE uniforms or any
sports suits)
2. The whole class will
perform first the
stretching exercises and
3 minutes’ step. After the
stretching exercises,
each group will go to the
respective assigned
fitness test.
 Group 1 – sit and
reach
 Group 2 – juggling
 Group 3 – hexagon
agility test
 Group 4 – standing
long jump
 Group 5 – Push up
 Group 6 – trunk lift
  Group 8 – stork  Group 7 – ruler drop
balance test test
After the activity, the learners  Group 8 – stork
will write the result of their balance test
fitness test. After the activity, the learners
will write the result of their
fitness test.

G. Finding practical
applications of
concepts and
skills in daily living
(Application/Valui
ng)
H. Making
generalizations
and abstractions
about the lesson
(Generalization)
ASK:
1. How can you improve in
the health-related fitness
areas in which you did
poorly?
(Answer: Always exercise
and practice every day.)
2. What kind of physical
activities do you do when
you are at home?
(Answer: Doing house chores)
Summarize the lesson by
asking the students:
 How can you use your PFT
profile to determine which
activities might help you
improve where you need it
and which activities will be
the ones you can most
easily learn?
Answer the following question
with TRUE if the statement is
correct and FALSE if the
statement is incorrect.
ASK:
1. How can you improve in
the health-related fitness
areas in which you did
poorly?
(Answer: Always exercise
and practice every day.)
2. What kind of physical
activities do you do when
you are at home?
(Answer: Doing house chores)
Summarize the lesson by
asking the students:
 How can you use your PFT
profile to determine which
activities might help you
improve where you need it
and which activities will be
the ones you can most
easily learn?
Answer the following question
with TRUE if the statement is
correct and FALSE if the
statement is incorrect.

1. PFT stands for Physical 1. PFT stands for Physical

Fitness Test.
2. Doing household chores
and walking from your
house to the school is a
I. Evaluating good practice of daily
learning physical exercise.
3. It is better to monitor my
daily activities to
achieve a healthy
lifestyle.
4. It is better to do a
physical activity alone
than to do it with the
family.
5. Physical activities are
for healthy people only.
Fitness Test.
2. Doing household chores
and walking from your
house to the school is a
good practice of daily
physical exercise.
3. It is better to monitor my
daily activities to achieve
a healthy lifestyle.
4. It is better to do a
physical activity alone
than to do it with the
family.
5. Physical activities are for
healthy people only.

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 J. Additional
activities
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
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
teaching
strategies work
well? Why did this
work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovations
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Other Sources Used:

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 Detailed Lesson Plan in MAPEH
Grade 8
Quarter 4

I. OBJECTIVES
A. Content  The learner demonstrates understanding of guidelines and
Standards principles in exercise program design to achieve fitness
B. Performance  The learner modifies a physical activity program for the
Standards family/school peers to achieve fitness
C. Learning Performs appropriate first aid for injuries and emergency
Competencies / situations in dance (cramps, sprain, heat exhaustion,
Objectives dehydration) PE8PF-IVd-30
Unit 4: Training Guidelines, FITT Principles
II. CONTENT (Endurance, Muscle and Bone-strengthening Activities)
 First Aid for Injuries and Emergency Situations in Dance
III. LEARNING
RESOURCES
Reference
5. Teacher’s
Guide pages
6. Learner’s  LM Physical Education & Health 9 pages 356-364
Material  Enjoy Life with P.E and HEALTH II. Darilag, Agripino G. et Al.
pages 2012 pages 212-232
7. Textbook
pages
 First Aid materials such as ice pack, bandage scissors,
8. Additional
rubber/medical gloves, gauze and bandage
Materials
 TV/Laptop- Power Point Presentation and Video
from Learning
Presentation
Resource
(LR) portal  Images of injuries and emergency situations in dance
Treatment for injuries Hand Outs
5. Other
Learning https://cdn.ymaws.com>firstaidfordancers
Resources
IV.
AVERAGE ADVANCE
PROCEDURES
The teacher asks the following The teacher asks the following
questions: questions:
 What are the common  What are the common
injuries and emergency injuries and emergency
situations in dance? situations in dance?
A. Reviewing  What are the proper ways  What are the proper ways to
previous to prevent injuries and prevent injuries and
lesson or emergency situations in emergency situations in
presenting dance? dance?
the new  What are the factors that  What are the factors that
lesson contribute to the contribute to the occurrence
occurrence of the injury? of the injury?
 How do you respond to a  How do you respond to a
person who is suffering person who is suffering
injuries and emergency injuries and emergency
situations in dance? situations in dance
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 WARMING UP AND COOLING
DOWN
 Inform the student the
reason why it is important to
do warm up and cool down.
 Ask the student to go out of
the room (or inside the
room, if possible) to do the
following warm up (perform
the warm up exercises for
5mins only)
 Knees Up Jogging
B. Establishing
 Heels to Bottom Jogging
a purpose for
 Sideways Slide
the lesson
 Stretches – hold stretches
between 10-30 seconds/
repeat 3x
 Explain the importance of
the following points:
 POSTURE
 Avoiding injury
 If you are not comfortable,
STOP
(After the warm up, go back to
the classroom)
WARMING UP AND COOLING
DOWN
 Inform the student the
reason why it is important
to warm up and cool down.
 Ask the student to go out of
the room (or inside the
room, if possible) to do the
following warm up
exercises (perform the
warm up for 5mins only)
 Knees Up Jogging
 Heels to Bottom Jogging
 Sideways Slide
 Stretches – hold stretches
between 10-30 seconds/
repeat 3x
 Explain the importance of
the following points:
 POSTURE
 Avoiding injury
 If you are not comfortable,
STOP
(After the warm up, go back to
the classroom)

Activity #1: Activity #1:

 Show pictures  Show pictures

Through power point Through power point

presentation, presentation,
Let the student identify Let the student identify
the common sport related the common sport related
injuries injuries

1. 1.

C. Presenting
examples /
instances of
the new
lesson

2.
2.

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 3. 3.

4. 4.

 Video Clip Presentation:  Video Clip Presentation:

The teacher will show a The teacher will show a
video about first aid for video about first aid for
injuries and emergency injuries and emergency
situations in dance situations in dance

Suggested Suggested
https://www.youtube.com/watch?v= https://www.youtube.com/watch?v=
8jLLw9QHpZ0 8jLLw9QHpZ0

Discussion Web: After
the video clip, let the Discussion Web: After the
student form 5 groups, let video clip, let the student form 5
them discuss the groups, let them discuss the
importance of First Aid importance of First Aid within the
within the group. group. Each student will share
Each student will share his/her his/her thoughts.
thoughts.
Lesson Discussion: Lesson Discussion:
The teacher will discuss the The teacher will discuss the
following concepts: following concepts:
D. Discussing 1. Common Injury 1. Common Injury
new Encountered by Dancers Encountered by Dancers
concepts and  Sprains  Sprains
practicing  Cramps  Cramps
new skills #1  Heat Exhaustion  Heat Exhaustion
 Dehydration  Dehydration

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 1. RICER Method (Rest, Ice,
Compression, Elevation,
Referral)
2. No HARM Protocol (Heat,
Alcohol, Re-injury,
Massage)
The materials are available in the
Learner’s Materials Physical
Education & Health 9 pages 356-
364 and
Enjoy Life with P.E and HEALTH II.
Darilag, Agripino G. et Al. 2012
pages 212-232)
Suggested link:
https://cdn.ymaws.com>firstaidforda
ncers
2. RICER Method (Rest,
Ice, Compression,
Elevation, Referral)
3. No HARM Protocol
(Heat, Alcohol, Re-injury,
Massage)
The materials are available in the
Learner’s Materials Physical
Education & Health 9 pages 356-
364 and
Enjoy Life with P.E and HEALTH II.
Darilag, Agripino G. et Al. 2012
pages 212-232)
Suggested link:
https://cdn.ymaws.com>firstaidforda
ncers

Activity #2: Demonstrate First Activity #2: Demonstrate First

Aid Technique to a given Aid Technique to a given
situation situation
Materials needed: Improvised Materials needed: Improvised
first aid kit first aid kit
Situation: Situation:
1. Liza injured her knee 1. Liza injured her knee
during a dance during dance festival.
presentation. 2. While you were in the
E. Discussing
2. While you were in the school field, you saw a
new
school field, you saw a group of dancers
concepts and
group of dancers practicing in the middle of
practicing
practicing in the middle of the heat of the sun and
new skills #2
the heat of the sun and one of them seems
one of them seems uncomfortable, what are
uncomfortable, what are you going to do to help
you going to do to help the dancer?
the dancer?
(Call at least 4 students to
(Call at least 4 students to demonstrate first aid
demonstrate first aid technique to a given
technique to a given situation)
situation)
F. Developing
mastery
(Leads to
Formative
Assessment
3)
G. Finding ASK: ASK:
practical 1. What is the importance of 3. What is the importance of
applications knowing first aid? knowing first aid?
of concepts 2. How can you apply first aid 4. How can you apply first aid
and skills in in your home, school and in your home, school and
daily living community? community?

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 (Application/
Valuing)
Summarize the discussion by
H. Making asking the students the following
generalizatio questions:
ns and 1. What are the common
abstractions injuries encountered by
about the dancers?
lesson 2. How do you respond to a
(Generalizati person who is suffering
on) injuries and emergency
situations in dance?
Activity #3: CERTIFIED FIRST
AIDER!!!
Mechanics of the game:
1. The class will be divided
into four groups and will
play “Certified First
Aider!!!”
2. Each group will be given
a chance to go over each
station that contains
injury sign board.
3. The group shall assign a
different victim and a first
aider and perform the
first aid procedure.
4. Each group must apply
the first aid procedures
and principles for them to
proceed to the next
station.
I. Evaluating 5. The shortest time to
learning finish the challenge will
be declared winner
Good luck!!!
HOTS QUESTIONS:
1. Did you enjoy the activity?
2. What important thing did you
learn in the game?
3. What are the common
injuries and emergency
situation in dance that may
happen in your school?
4. Why is it important to give
correct first aid?
The presentation will be rated
based on the following rubrics:
 Attach Physical Activity The presentation will be rated
Rubrics based on the following rubrics:
(Note: Rubrics copied from the
internet)
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Summarize the discussion by
asking the students the following
questions:
1. What are the common
injuries encountered by
dancers?
How do you respond to a person
who is suffering injuries and
emergency situations in dance?
Activity #3: CERTIFIED FIRST
AIDER!!!
Mechanics of the game:
1. The class will be divided
into four groups and will
play “Certified First
Aider!!!”
2. Each group will be given
a chance to go over each
station that contains
injury sign board.
3. The group shall assign a
different victim and a first
aider and perform the
first aid procedure.
4. Each group must apply
the first aid procedures
and principles for them to
proceed to the next
station.
5. The shortest time to
finish the challenge will
be declared winner
Good luck!!!
HOTS QUESTIONS:
1. Did you enjoy the
activity?
2. What important thing did
you learn in the game?
3. What are the common
injuries and emergency
situation in dance that
may happen in your
school?
4. Why is it important to
give correct first aid?
 Attach Physical Activity
Rubrics
 (Note: Rubrics copied from the
internet)
J. Additional
activities
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
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
teaching
strategies work
well? Why did
this work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovations or
localized
materials did I
use/discover
which I wish to
share with other
teachers?

Other Sources Used:

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11
 Detailed Lesson Plan in MAPEH
Grade 8
Quarter 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of guidelines and
principles in exercise program design to achieve fitness.
B. Performance The learner modifies a physical activity program for the
Standards family/school peers to achieve fitness.
C. Learning At the end of the lesson, the learners should be able to
Competencies / a. analyze the effect of exercise and physical activity
Objectives participation on fitness; PE8PF-IVd-h-31
assume responsibility for achieving fitness.
PE8PF-IVh-35
II. CONTENT Effect of Exercise and Physical Activity Participation on
Fitness
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide N/A
pages
2. Learner’s Material N/A
pages
3. Textbook pages
4. Additional Materials https://youtu.be/CKISFlnmDcY
from Learning
Resource (LR) portal
5. Other Learning Projector, Laptop
Resources
IV. PROCEDURES
Activity 1: Re-CAP
In this activity, the teacher will hand over a cap with paper
strips. Each paper strip has a question about the previous
lesson written in it. The cap will be passed around the class
A. Reviewing previous
with music accompaniment. To whoever the cap will be
lesson or presenting
handed as the music stops, he/she will get one strip of paper,
the new lesson
read the question then answer it. The process of the activity
will continue until all the questions from the paper strips are
answered.

Activity 2: Let Us Exercise!

In this activity, the class will have an exercise/ physical

activity through dancing. The teacher will play a dance music
B. Establishing a of his/her choice. He/she will lead the class with the
purpose for the choreography of the dance. Note: the choreography of the
lesson dance must include some exercise and physical activity
routines like running, jogging, swimming routines, weight
lifting, stretching, etc.

After the activity, the teacher will ask the following:

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12
 1. What are some exercise/physical activities included
in the dance?
2. Are these activities important in improving fitness?
Why?
What are the benefits of these physical activities in our body?
Activity 3: Show and Tell

In this activity, the teacher will show a video explaining the

benefits of exercise/physical activity participation on fitness.

https://youtu.be/CKISFlnmDcY
C. Presenting examples The teacher will guide the class with the following questions
/ instances of the as they watch the video clip.
new lesson 1. What are some physical activities to improve
fitness?
2. What are the benefits of these activities to the body?
3. Which of these activities are you doing in your daily
living?
4. How do these activities affect you and your daily
living?
D. Discussing new The teacher will discuss the following concepts:
concepts and
practicing new skills 1. Exercises and Physical Activities to Improve Fitness
#1 2. Effects of Exercise and Physical Activity
Participation on the Components of Fitness
E. Discussing new a. Cardiovascular Strength
concepts and b. Muscular Endurance/Strength
practicing new skills c. Flexibility
#2 d. Body Movement and Coordination
3. Responsibilities to Achieve Fitness
Activity 5: We Can Do That!
The teacher will group the class into four. Each group will
show the effects of exercise and physical activity
participation on fitness through the following:
Group 1: Dance
Group 2: Poster Making
Group 3: Song
Group 4: Dramatization
Rubrics for Scoring
F. Developing mastery Criteria 5 4 3 2
(Leads to Formative Process Members Members Members Members do
Skills always occasionally shows little not
Assessment 3) demonstrate demonstrate demonstration demonstrate
targeted targeted of targeted targeted
process skills. process process skills. process
skills. skills.
Originality Work Work were Work No original
demonstrates mostly demonstrated ideas were
a high degree original. a low degree expressed.
of creativity of originality.
and
originality.
Creativity Work Work were Work Creativity is
demonstrates mostly demonstrated not shown.
a high degree creative. a low degree
of creativity. of creativity.

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 Activity 4: It’s so Essay!

The teacher will let the students write an essay about their
insights and how they are going to apply the concepts they
learned about the effects of exercise and physical activity
participation on fitness in their daily life and the responsibilities
they should take to achieve it.

Rubrics for Scoring

Performanc 5 4 3 2
e Areas
Content Details 2-3 details 4-5 details No details
show lack focus lack focus shows
focus, are and are and are focus and
G. Finding practical clear, not clear not clear are clear
applications of appropriat and and and
concepts and e, and appropriat appropriat appropriate
concrete. e. e. .
skills in daily living
(Application/Valui Organizatio Essay is Essay Central Ideas were
n logically somewhat point and unorganize
ng) organized digresses flow of d; no
and well- from the essay is particular
structured central lost; lacks flow was
displaying idea; ideas organizatio followed.
a do not n and
beginning, logically continuity.
a body follow
and a each
conclusion other.
.
Relevance Details in 2-3 details 4-5 details No details
the essay are not lack is relevant
are relevant to relevance to the topic
relevant to the topic to the topic given.
the topic given. given.
given.

H. Making Ask:
generalizations
and abstractions 1. What are the effects of exercise and physical
about the lesson activity participation on fitness?
(Generalization) What are the responsibilities one should take to achieve fitness?
Activity 5: Quiz

Do the following on your paper.

I. Evaluating
1. What are the effects of exercise and physical activity
learning
participation on the following components of fitness?
a. Cardiovascular Strength
b. Muscular Endurance and Strength
c. Flexibility

Region V/Daily Lesson Plan/2019-2020

14
 2. What are your goals to achieve fitness?
3. What are the responsibilities you should take to achieve
your goals about fitness?
Answer nos. 2 and 3 by completing the table below.
Goals Responsibilities

J. Additional
activities
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
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
teaching
strategies work
well? Why did this
work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovations
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Other Sources Used:

Region V/Daily Lesson Plan/2019-2020

15
 Detailed Lesson Plan in MAPEH
Grade 8
Quarter 4

I. OBJECTIVES
Demonstrates understanding of guidelines and principles
A. Content Standards
in exercise program design to achieve fitness.
B. Performance Modifies a physical activity program for the family/school peers
Standards to achieve fitness.
C. Learning
Undertakes physical activity and physical fitness
Competencies /
assessments (PE8PF-IIIa-h-23)
Objectives
II. CONTENT (Regional and national dances with Asian influence)
III. LEARNING Physical Education and Health 7
RESOURCES
Reference
1. Teacher’s Guide Physical Education and Health 7(ps. 7-12)
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning
Resources
IV. PROCEDURES AVERAGE ADVANCE
A. Reviewing previous Act it out! Students are Act it out! Students are
lesson or grouped into three. Each grouped into three. Each group
presenting the new group shall be given a shall be given a word for them
lesson word for them to relay to to relay to their groupmates by
their groupmates by acting it out. Only one minute is
acting it out. Only one allotted to the group to guess
minute is allotted to the the word being acted out. The
group to guess the word group that has the highest
being acted out. The number of guesses will be
group that has the declared as the winner.
highest number of Words:
guesses guess will be CARDIOVASCULAR
declared as the winner. ENDURANCE
Words: MUSCULAR STRENGTH
CARDIOVASCULAR FLEXIBILITY
ENDURANCE BALANCE
MUSCULAR COORDINATION
STRENGTH REACTION TIME
FLEXIBILITY
BALANCE
COORDINATION
REACTION TIME

Region V/Daily Lesson Plan/2019-2020

16
 B. Establishing a
purpose for the Teacher instructs Teacher instructs the
lesson the students to prepare students to prepare their
their physical fitness physical fitness score card
score card (See ANNEX (See ANNEX A). After such,
A). After such, teacher teacher groups the class into
groups the class into six six (6) teams. Teacher
(6) teams. Teacher prepares six stations in the
prepares six stations in classroom where the tests will
the classroom where the be conducted. Teacher assigns
tests will be conducted. one student per station to
Teacher assigns one administer the test (orient the
student per station to students assigned in each
administer the test station on how the test will be
(orient the students administered prior to the
assigned in each station conduct of the test.)
on how the test will be
administered prior to the Include only the tests
conduct of the test.) which are under the
aforementioned component.
Include only the (these tests are those that are
tests which are under the related to components involved
aforementioned in dancing)
component. (these tests
are those that are related Cardiovascular endurance-
to components involved 3-minute step test
in dancing) Muscular strength- curl-ups
Flexibility- zipper test
Cardiovascular Balance- Stork balance
endurance- 3-minute Coordination- juggling
step test Reaction time- stick drop test
Muscular strength- curl-
ups
Flexibility- zipper test
Balance- Stork balance
Coordination- juggling
Reaction time- stick drop
test

C. Presenting Teacher shows the Teacher shows the proper

examples / proper execution of the execution of the tests for the
instances of the new tests for the students to students to follow. In case the
lesson follow. In case the teacher cannot execute the
teacher cannot execute tests anymore, he/she may
the tests anymore, resort to video presentation
he/she may resort to showing the proper execution
video presentation of each test. (For video
showing the proper presentation see
execution of each test. https://www.youtube.com/watc
(For video presentation h?v=3ShEV8B1--k&t=643s).
see
https://www.youtube.co Encourage the advance
m/watch?v=3ShEV8B1-- learner to share their
k&t=643s). knowledge on the physical

Region V/Daily Lesson Plan/2019-2020

17

D. Discussing new
concepts and
practicing new skills
#1
E. Discussing new
concepts and
practicing new skills
#2
Region V/Daily Lesson Plan/2019-2020
fitness tests and let them
Encourage the advance demonstrate in front of the
learner to share their class.
knowledge on the
physical fitness tests
and let them
demonstrate in front of
the class.
“TRAIN STATION” “TRAIN STATION”
All the groups will go to All the groups will go to their
their corresponding corresponding station, group 1
station, group 1 for the for the station 1, group 2 for the
station 1, group 2 for the station 2, group 3 for the station
station 2, group 3 for the 3 and so on. All the groups will
station 3 and so on. All stop in their assigned station,
the groups will stop in look for the proper execution
their assigned station, and listen to instructions. After
look for the proper finishing their first station, they
execution and listen to will proceed to the next until
instructions. After they finish all the stations.
finishing their first
station, they will proceed
to the next until they
finish all the stations.
Teacher lets the Teacher lets the students
students read the read the physical fitness and its
physical fitness and its components. (See Annex B).
components. (See After such teacher asks the
Annex B). After such following questions to ensure
teacher asks the students comprehension about
following questions to the selection read:
ensure students 1. For you what is physical
comprehension about fitness?
the selection read: 2. How can you say that a
1. For you what is person is physically fit?
physical fitness? 3. What are the two
a. components of physical
b. fitness?
c. 4. How would you differentiate
2. How can you say that the two?
a person is physically fit?
a. Ans.:
b. 1. It is the body’s ability to
c. function effectively and
3. What are the two efficiently without undue fatigue
components of physical in work, leisure activities, to
fitness? meet emergency situations and
to resist diseases from
sedentary lifestyles.
4. How would you 2. If one can perform daily
differentiate the two? tasks, enjoy leisure, and meet
emergency situations without
Ans.: undue fatigue.
18
 1. It is the body’s ability to 3. Health-related fitness and
function effectively and skill-related fitness
efficiently without undue components.
fatigue in work, leisure 4. Health-related fitness are
activities, to meet prescribed to improve
emergency situations individual’s health while skill-
and to resist diseases related fitness is important for
from sedentary lifestyles. success in skills in skillful
2. If one can perform activities and athletic events
daily tasks, enjoy leisure,
and meet emergency
situations without undue
fatigue.
3. Health-related fitness
and skill-related fitness
components.
4. Health-related fitness
are prescribed to
improve individual’s
health while skill-related
fitness is important for
success in skills in skillful
activities and athletic
events

F. Developing mastery Teacher shows the Teacher shows the proper

(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills
in daily living
(Application/Valuing)
proper execution of the
tests that were not
executed properly during
the actual conduct of the
test. Teacher also asks
the students which test
would they find easy and
difficult, so that the
teacher can give tips on
how facilitate the
execution of the test.
Teacher lets the
students identify the
components that they
are weak at and they will
plan on how to improve
these. Eg… Speed- 20-
meter sprint every day.
Cardiovascular
endurance- 20-30
minutes jogging every
day. After such, students
will have a sharing of
answers in the class.
execution of the tests that were
not executed properly during
the actual conduct of the test.
Teacher also asks the students
which test would they find easy
and difficult, so that the teacher
can give tips on how facilitate
the execution of the test.
Teacher lets the students
identify the components thats
they are weak at and they will
plan on how to improve these.
Eg… Speed- 20-meter sprint
every day. Cardiovascular
endurance- 20-30 minutes
jogging every day. After such,
students will have a sharing of
answers in the class.

Region V/Daily Lesson Plan/2019-2020

19
 Why is it important to Why is it important to know
know our level of fitness our level of fitness before
before engaging in any engaging in any activity like
activity like dancing? dancing?

Answer: Answer:
It is important so you will It is important so you will be
H. Making
be aware of how hard to aware of how hard to push
generalizations and
push yourself and when yourself and when to stop
abstractions about
to stop pushing yourself pushing yourself when
the lesson
when performing performing activities. If you
(Generalization)
activities. If you don’t don’t push yourself enough,
push yourself enough, you may not get the results you
you may not get the want. Yet, if you push yourself
results you want. Yet, if too hard, you may injure
you push yourself too yourself.
hard, you may injure
yourself.
Teacher presents the Teacher presents the
I. Evaluating learning interpretation of the test interpretation of the test results
results each group. of each group.
J. Additional activities
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
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 teaching
strategies work well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did
I use/discover which I
wish to share with
other teachers?
Other Sources Used:

Region V/Daily Lesson Plan/2019-2020

20
 Detailed Lesson Plan in MAPEH
Grade 8
Quarter 4

I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of guidelines and
principles in exercise program design to achieve fitness.
B. Performance Standards The learners modify physical activity program for the family/
school peers to achieve fitness.
C. Learning Competencies
Reviews goals based on assessment results / PE8PF-IVa-
/ Objectives
34
II. CONTENT Regional and National Dances with Asian Influences
III. LEARNING PHYSICAL EDUCATION AND HEALTH LEARNER’S
RESOURCES MODULE UNIT IV
Reference
1. Teacher’s Guide Learner’s Modules: (PE & Health) OHSP PE 1 Q1-
pages MODULE 1
2. Learner’s Material Teachers Guide
pages
3. Textbook pages www.kalilayan.com www.folkdance.tk
4. Additional Materials Internet Connection
from Learning
Resource (LR) portal

5. Other Learning
Resources
IV. PROCEDURES AVERAGE ADVANCE
A. Reviewing previous Examine the following Examine the following
lesson or pictures and answer the pictures and answer the
presenting the new accompanying questions. accompanying questions.
lesson

1.
1. What concept can be
What concept can be derived from the given
derived from the given pictures? Explain.
pictures? Explain. 2. If you are to think of Asian
2. If you are to think of countries that closely
Asian countries that related to the given
closely related to the pictures, what countries
given pictures, what could that be? Justify your
countries could that be? answer.
Justify your answer. 3. Are these dances
3. Are these dances influenced by other
influenced by other countries? Prove your
countries? Prove your point.
point.
Region V/Daily Lesson Plan/2019-2020
21
 4. Just by simply looking at 4. Just by simply looking at
their costumes and their costumes and props,
props, can you give the can you give the place of
place of origin of these origin of these dances?
dances? What are your What are your proofs to say
proofs to say so? so?
5. Can you give a story line 5. Can you give a story line for
for each of these dances each of these dances just
just by looking at their by looking at their poses,
poses, costumes, and costumes, and props?
props? 6. Is there a need of proper
6. Is there a need of proper expression in folk dancing?
expression in folk Does it speak of
dancing? Does it speak of something?
something? 7. Can you name of Philippine
7. Can you name of folk dances that have Asian
Philippine folk dances Influence? Can you
that have Asian demonstrate examples of
Influence? Can you foreign folk steps? What
demonstrate examples of are their step patterns?
foreign folk steps? What
are their step patterns?
B. Establishing a 8. What are the implements 8. What are the implements
purpose for the that are commonly used that are commonly used in
lesson in folk dances with Asian folk dances with Asian
influences? What are influences? What are they
they for? for?
9. Can you explain the 9. Can you explain the effects
effects of accumulation of accumulation in the
in the country based on country based on the kind
the kind of dances we of dances we have?
have?

C. Presenting examples
/ instances of the
new lesson

In your activity notebook, In your activity notebook, copy

copy the table as shown and the table as shown and fill it with
fill it with necessary necessary information.
information.
Name of Literal Place of Da by Literal
Dance meaning
Influenced
Name of Place of Dance Influenced
Origin nc what Asian
of the e Country? Dance meaning Origin Classific by what
Name of Cl of the ation Asian
Dance as Name of Country?
D. Discussing new sifi
cat
Dance
concepts and ion Sua-Ku- 1. 2. Social China,
Sua-Ku- 1. 2. So China, Malaysia
Sua Dance Malaysia,
practicing new
Indonesia
Sua cia Indonesia
l 3. With the Lingayen , 4. 5.
Da
skills #1 nc use of Pangasinan
e sticks
3. With the Lingayen , 4. 5.
use of Pangasinan Sakuting 6. Abra Social 7.
sticks Dance
Sakuting 6. Abra So 7. Tiklos A group Leyte Recreati 8.
cia
l of onal
Da peasants /Social
nc
e Dance
Pangalay Wedding Malaysia,
Tiklos A group of Leyte Re 8. 9. 10. Indonesia,
peasants cre Dance
ati

Region V/Daily Lesson Plan/2019-2020

22
 on Thailand
al Burma
/S Cambodia
oci
al
Da
nc
e
Answer Keys:
1.My Pomelo tree
Pangalay We
9. 10. ,
Malaysia, Indonesia
ddi Thailand, Burma,
ng
Cambodia
Da
nce 2.Tausug , Mindanao
3.Binislakan
Answer Keys: 4.Social Dance
1.My Pomelo tree 5.Chinesse
2.Tausug , Mindanao 6.All male dance performance
3.Binislakan 7.China and Spain
4.Social Dance 8.Sabah
5.Chinesse 9.Fingernail
6.All male dance 10. Tausug People of Sulu
performance
7.China and Spain
8.Sabah
9.Fingernail
10. Tausug People of Sulu
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (Leads
to Formative
Assessment 3)
G. Finding practical Fill-in-the-Gap Fill-in-the-Gap
applications of 1. In this activity, I have 5. In this activity, I have learned
concepts and learned to realize that to realize that
skills in daily ______________________. ______________________.
living 2. I can create rhythmic 6. I can create rhythmic patterns
(Application/Val patterns by by _____________________,
uing) _____________________, and using any
and using any ___________________________
_____________________. ___.
3. To be able to make 7. To be able to make rhythm
rhythm complete the complete the principles of accent,
principles of accent, intensity intensity ___________ and
___________ and ______ ______ should be observed.
should be observed. 8. I can make my life more
4. I can make my life more colorful and meaningful by being
colorful and meaningful by ______________ in the same
being __________ in the manner as it can be applied to
same manner as it can be music.
applied to music. For me, rhythm is just as
For me, rhythm is just as important as ______________
important as ____________ because without it,
because without it, ________________.
________________.

H. Making
generalizations
and

Region V/Daily Lesson Plan/2019-2020

23
 abstractions
about the
lesson
(Generalization)
I. Evaluating
learning
J. Additional
activities
V. REMARKS
VI. REFLECTION

A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
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
teaching
strategies work
well? Why did
this work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovations or
localized
materials did I
use/discover
which I wish to
share with other
teachers?

Other Sources Used:

Region V/Daily Lesson Plan/2019-2020

24
 Detailed Lesson Plan in MAPEH
Grade 8
Quarter 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of guidelines
and principles in exercise program design to achieve
fitness.
B. Performance The learners modify physical activity program for the
Standards family/ school peers to achieve fitness.
C. Learning
Reviews goals based on assessment results / PE8PF-
Competencies /
IVa-34
Objectives
II. CONTENT Regional and National Dances with Asian Influences
III. LEARNING PHYSICAL EDUCATION AND HEALTH LEARNER’S
RESOURCES MODULE UNIT IV
Reference
1. Teacher’s Guide Learner’s Modules: (PE & Health) OHSP PE 1 Q1-
pages MODULE 1
2. Learner’s Material Teachers Guide
pages
3. Textbook pages www.kalilayan.com www.folkdance.tk
4. Additional Materials Internet Connection
from Learning
Resource (LR)
portal
5. Other Learning
Resources
IV. PROCEDURES AVERAGE ADVANCE
A. Reviewing Examine the following Examine the following
previous lesson pictures and answer the pictures and answer the
or presenting the accompanying questions. accompanying questions.
new lesson
1. What concept can be
derived from the given
pictures? Explain.
2. If you are to think of
Asian countries that
closely related to the
given pictures, what
countries could that be?
Justify your answer.
3. Are these dances
influenced by other
1. What concept can be countries? Prove your
derived from the given point.
pictures? Explain.
8. If you are to think of 4. Just by simply looking at
Asian countries that their costumes and
closely related to the props, can you give the
given pictures, what place of origin of these
countries could that be? dances? What are your
Region V/Daily Lesson Plan/2019-2020
25
 Justify your answer. proofs to say so?
9. Are these dances 5. Can you give a story line
influenced by other for each of these dances
countries? Prove your just by looking at their
point. poses, costumes, and
10. Just by simply looking props?
at their costumes and 6. Is there a need of proper
props, can you give the expression in folk
place of origin of these dancing? Does it speak
dances? What are your of something?
proofs to say so? 7. Can you name of
11. Can you give a story Philippine folk dances
line for each of these that have Asian
dances just by looking at Influence? Can you
their poses, costumes, demonstrate examples
and props? of foreign folk steps?
12. Is there a need of What are their step
proper expression in folk patterns?
dancing? Does it speak
of something?
13. Can you name of
Philippine folk dances
that have Asian
Influence? Can you
demonstrate examples
of foreign folk steps?
What are their step
patterns?
B. Establishing a 8. What are the 8. What are the
purpose for the implements that are implements that are
lesson commonly used in folk commonly used in folk
dances with Asian dances with Asian
influences? What are influences? What are
they for? they for?
9. Can you explain the 9. Can you explain the
effects of accumulation effects of accumulation
in the country based on in the country based on
the kind of dances we the kind of dances we
have? have?

C. Presenting
examples /
instances of the
new lesson

In your activity In your activity notebook, copy the

notebook, copy the table table as shown and fill it with
as shown and fill it with necessary information.
D. Discussing new
necessary information.
concepts and Name of
Dance
Literal
meaning
Place of Da Nameby
Influenced
of Literal Place of Dance Influenced
Origin nc what Asian
meaning
practicing new of the
Name of
e
Dance
Country?
of the
Origin Classific by what
Cl ation Asian
skills #1 Dance as
sifi
Name of Country?

cat
Dance
ion Sua-Ku- 1. 2. Social China,
Sua-Ku- 1. 2. So China,
SuaMalaysia Dance Malaysia,
Indonesia
Sua cia Indonesia
l

Region V/Daily Lesson Plan/2019-2020

26
 Da 3. With the Lingayen , 4. 5.
nc
e use of Pangasinan
3. With the Lingayen , 4. 5. sticks
use of Pangasinan
sticks
Sakuting 6. Abra Social 7.
Sakuting 6. Abra So 7. Dance
cia Tiklos A group Leyte Recreati 8.
l
Da of onal
nc peasants /Social
e
Tiklos A group of Leyte Re 8.
Dance
Pangalay Wedding Malaysia,
peasants cre 9. 10. Indonesia,
ati Dance Thailand
on
al Burma
Cambodia
/S
oci
al
Da
nc Answer Keys:
e
Pangalay
9. 10. We
ddi
1.My ,Pomelo tree
Malaysia, Indonesia
Thailand, Burma,
ng
Da
nce
2.Tausug , Mindanao
Cambodia

3.Binislakan
Answer Keys: 4.Social Dance
1.My Pomelo tree 5.Chinesse
2.Tausug , Mindanao 6.All male dance performance
3.Binislakan 7.China and Spain
4.Social Dance 8.Sabah
5.Chinesse 9.Fingernail
6.All male dance 10. Tausug People of Sulu
performance
7.China and Spain
8.Sabah
9.Fingernail
10. Tausug People of
Sulu
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (Leads to
Formative
Assessment 3)
G. Finding practical Fill-in-the-Gap
Fill-in-the-Gap
applications of 9. In this activity, I have
13. In this activity, I have learned to
concepts and learned to realize that
realize that
skills in daily living ___________________.
______________________.
(Application/Valui 10. I can create rhythmic
14. I can create rhythmic patterns by
ng) patterns by
_____________________, and
___________________,
using any
and using any
_____________________________
___________________.
_.
11. To be able to make
15. To be able to make rhythm
rhythm complete the
complete the principles of accent,
principles of accent,
intensity ___________ and ______
intensity ___________
should be observed.
and ______ should be
16. I can make my life more colorful
observed.
and meaningful by being
12. I can make my life
______________ in the same
more colorful and
manner as it can be applied to
meaningful by being
music.
______________ in the

Region V/Daily Lesson Plan/2019-2020

27
 same manner as it can For me, rhythm is just as important
be applied to music. as ______________ because
For me, rhythm is just as without it, ________________.
important as
______________
because without it,
________________.

H. Making
generalizations
and abstractions
about the lesson
(Generalization)
I. Evaluating
learning
J. Additional
activities
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
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
teaching
strategies work
well? Why did this
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovations
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
Region V/Daily Lesson Plan/2019-2020
28
 Detailed Lesson Plan in MAPEH
Grade 8
Quarter 4

I. OBJECTIVES
The learner demonstrates understanding of guidelines
A. Content Standards and principles in exercise program design to achieve
fitness.
B. Performance The learner modifies a physical activity program for the
Standards family/school peers to achieve fitness.
addresses barriers (low level of fitness, lack of skill and
C. Learning
Competencies / time) to exercise
Objectives
PE8PF-IVb-33
VII. CONTENT
VIII. LEARNING
RESOURCES Identifying personal and environmental barriers to physical
activity
Reference
1. Teacher’s Guide
pages
‘Overcoming Barriers to Physical Activity, ‘Physical
2. Learner’s Material
Activity for Everyone
pages
<www.cdc.gov/nccdphp/dnpa/physical/life/overcome.htm>
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning
Resources
IV. PROCEDURES Average Advance
A. Reviewing previous The teacher will The teacher will
lesson or presenting conduct a short conduct a short
the new lesson review regarding the review regarding
previous topic. the previous topic.
B. Establishing a Activity 1: General Warm – Activity 1: General Warm – up
purpose for the up Do a 10 minute slow jog
lesson Do a 10 minute slow jog Dynamic Warm up
Dynamic Warm up a. Butt Kick
 Butt Kick b. High knees
 High knees c. Side shuffle (Left
 Side shuffle (Left foot leading)
foot leading) d. Side shuffle (Right
 Side shuffle (Right foot leading)
foot leading) e. Jumping Jacks
 Jumping Jacks The teacher will give the
The teacher will give the following questions to the
following questions to the learners:
learners:  Do you engage in
physical activities?
Possible answers:
Region V/Daily Lesson Plan/2019-2020
29
  Do you engage in
physical activities?
Possible answers:
 Yes, because we
can get benefits from
being active
 Why not?
Posible answers:
 Because we are too
tired with the the
activities we had the
whole day.
-Why do you think
other people don’t
engage in physical
activity?
C. Presenting Activity 2:
examples / The teacher will give strips
instances of the new of papers to students
lesson containing the barriers to
physical activity and they
are going to identify it
whether it’s personal barrier
or environmental barrier.
PERSONAL ENVIRONMENTAL
(phrases written in strips of (phrases written in strips of
papers) papers)
- Insufficient time
- Unavailability
- of
Facilities/Equipment
- Lack of self-
motivation
- Accessibility of
walking paths,
recreation facilities
- Unavailability
- of transportation
- Fear of being injured
Lack of Energy
D. Discussing new The teacher will discuss the
concepts and common personal and
practicing new skills environmental barriers and
#1 share some ways how to
overcome it.
 Lack of time
 Social Influence
Region V/Daily Lesson Plan/2019-2020
30
 Yes, because we
can get benefits
from being active
 Why not?
Posible answers:
 Because we are too
tired with the the
activities we had the
whole day.
- Why do you think
other people don’t
engage in physical
activity?
Activity 2:
The teacher will give strips
of papers to students
containing the barriers to
physical activity and they
are going to identify it
whether it’s personal barrier
or environmental barrier.
PERSONAL ENVIRONMENTAL
- Insufficient time
- Unavailability
- of
Facilities/Equipment
- Lack of self-
motivation
- Accessibility of
walking paths,
recreation facilities
- Unavailability
- of transportation
- Fear of being
injured
- Lack of Energy
The teacher will call
random students to give
their thoughts regarding the
reasons why people are
hesitant to engage in
physical activities:
 Lack of time
  Lack of Energy
 Lack of willpower
 Fear of injury
 Lack of skill
 Lack of resources
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery Activity 3: Barriers to
(Leads to Formative Physical Activity
Assessment 3) Objective: Know all the
barriers why people don’t
engage in physical activity.
1. On an attached page is
a survey why young
people don’t participate
in regular physical
activity. Read each
statement and put a
check mark on column
that expresses your
own feeling.
2. Enter the circled
number in the spaces
provided, putting
together the number for
statement 1 on line 1,
statement 2 on line line
2, and so on
3. Add the three scores on
each line. Your barriers
to physical activity fall
into one or more of
seven categories: lack
of time, social influence,
lack of energy, lack of
willpower, fear of injury,
lack of skill and lack of
resources.
4. A score of 5 or above in
any category shows that
this is an important
barrier for you to
overcome.
(See Annex A)
Note: Change Activity
(Group activity based from
the result during the PFT)
G. Finding practical Have the students
applications of brainstorm realistic ways of
concepts and skills overcoming barriers to
Region V/Daily Lesson Plan/2019-2020
31
 Social Influence
 Lack of Energy
 Lack of willpower
 Fear of injury
 Lack of skill
 Lack of resources
Activity 3: Barriers to
Physical Activity
Objective: Know all the
barriers why people don’t
engage in physical activity.
1. On an attached page is
a survey why young
people don’t participate
in regular exercises.
Read each statement
and put a check mark
on column that
expresses your own
feeling.
2. Enter the circled
number in the spaces
provided, putting
together the number for
statement 1 on line 1,
statement 2 on line line
2, and so on
3. Add the three scores
on each line. Your
barriers to physical
activity fall into one or
more of seven
categories: lack of time,
social influence, lack of
energy, lack of
willpower, fear of injury,
lack of skill and lack of
resources.
4. A score of 5 or above in
any category shows
that this is an important
barrier for you to
overcome.
(See Annex A)
Have the students
brainstorm realistic ways of
overcoming barriers to
 in daily living physical activity. This could physical activity. This could
(Application/Valuing) be done by assigning certain be done by assigning
barriers to small group of certain barriers to small
students. group of students.

As a follow-up, have
students make a journal
entry responding to the
question:
What strategies have
worked best for you in
overcoming your own
barriers to become more
physically active?
H. Making Teacher asks: Teacher asks:
generalizations and 1. What are the 1. What are the
abstractions about differences between differences between
the lesson personal and personal and
(Generalization) environmental environmental
barriers? barriers?
2. What strategies 2. What strategies
worked best in worked best in
overcoming your overcoming your
own barriers to own barriers to
becoming more becoming more
physically active? physically active?
(Learners will share their (Learners will share their
thoughts based from what thoughts based from what
they have grasped from the they have grasped from the
discussion and activities.) discussion and activities.)

I. Evaluating learning Identify at least 5 physical Give one solution to each

barriers that are barriers below in order for
undermining your ability to you to overcome.
make regular physical
activity a part of your life and 1. Lack of time
give one solution how to 2. Social Influence
overcome in each barriers. 3. Lack of Energy
4. Lack of willpower
5. Fear of injury
6. Lack of skill
7. Lack of resources

J. Additional activities
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
Region V/Daily Lesson Plan/2019-2020
32
 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
teaching strategies
work well? Why did
this work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovations or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Other Sources Used:

Region V/Daily Lesson Plan/2019-2020

33
 Detailed Lesson Plan in MAPEH
Grade 8
Quarter 4

I. OBJECTIVES
A. Content Standards The learner . . .
demonstrates understanding of guidelines and
principles in exercise program design to achieve
fitness
B. Performance Standards The learner . . .
Modifies a physical activity program for the
family/school peers to achieve fitness
C. Learning Competencies Exerts best effort to achieve positive feeling about
/ Objectives self and others PE8PF-IVd-h-38
II. CONTENT FOLK DANCING
III. LEARNING
RESOURCES
Reference PE and HEALTH 8
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
5. Other Learning http://belladivadance.com/expressing-your-
Resources feelings-through-dance/

IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose Answer it orally or write your answer on your
for the lesson activity notebook and be ready to share it in the
class.

Activity: Open-ended statements.

C. Presenting examples /
instances of the new
lesson
Region V/Daily Lesson Plan/2019-2020
1. I learned that __________________________
2. Folk dances costumes tell about the
___________________
3. I feel I am _________________ in performing
folk dances
4. Folk dances are beneficial to one’s health
because __________________________.
After the group activity teacher will discuss about
how to express feelings through dance.
Teaching Chart:
Link:
http://belladivadance.com/expressing-your-feelings-
through-dance/
34
 EXPRESSING YOUR FEELINGS THROUGH
DANCE
Dance has been present in human culture and
history for centuries. In its origins, it was meant to
be used as a way of communication for ceremonial
rites and celebrations, mostly. Nowadays, dance is
not only available in theaters and shows, but also
can be found in media, schools, and even in a flash
mob at the mall. Dance is not limited to people who
want to become professionals; anyone can learn to
dance any of the many rhythms, variations and at
any moment of our lives. Through dance, dancers
can express feelings and emotions, conveying a
message to the audience. Today, we share with you
how dancing can be used as a way of expression
and how people react to this manifestation.
CHOREOGRAPHING OUR FEELINGS
According to choreographer, Diana F. Green,
dance uses the body as an instrument. In her book,
choreographing from Within, body language can be
exaggerated and abstracted in dance to project an
infinite number of feelings, subtle moods, and
emotions. Many choreographers, especially those
rebelling against what they thought was the overly
dramatic early modern movement, have ignored
this side of choreography and embraced only the
abstract craft of movement. Green emphasizes how
important it is to recognize both sides of the
spectrum and enjoy, as an audience or performer,
both abstract and literal emotion based
choreographic shows.

Choreography uses the human form, and an art

form that is connected to the human form will tell a
human story regardless of whether you intend to
create a story. Audiences naturally read emotion
and feeling when watching someone move on the
stage. Many experimental studies have been
performed to find the core elements of movements
that communicate different emotions. Some have
included brain scan studies that show the different
areas of the brain that light up when people watch
expressions of emotions. One of those studies was
conducted in Edinburgh, in 2010, by Peter Lovatt.

RECOGNIZING EMOTION FROM THE MOVING

BODY
Dance psychologist, Peter Lovatt, of the University
of Hertfordshire, conducted an experiment to
determine how people convey feelings through
dance and how these were perceived by the
audience. Through an exercise called “think-aloud-

Region V/Daily Lesson Plan/2019-2020

35

D. Discussing new
concepts and
practicing new skills #1
E. Discussing new
concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living
(Application/Valuing)
H. Making generalizations
and abstractions about
the lesson
(Generalization)
Region V/Daily Lesson Plan/2019-2020
protocol”, people were asked to watch lots of
different dance pieces, in a wide range of dance
styles (e.g. contemporary, Indian Classical, ballet,
and hip hop) and instructed them to say out-loud
what they were thinking as they watched the pieces.
They found out that even when people watched
dance pieces that were not choreographed to
explicitly express emotions people still tried to make
sense of the pieces and would often say things like,
“Oh yes, he obviously loves her, but she doesn’t
want to be near him so she’s rejecting his
advances”, or similar interpretations.
He continued his analysis by making an experiment
with choreographers and dancers where they would
each perform a specific feeling and then document
what the audience perceived. He concluded that it
was certain that we can recognize emotions when
they are expressed through the moving body and
dance.
Dancing is one of the most liberating and open
ways to express feelings. Communication is not
limited to words only, as movement is an important
factor in expressing ourselves.
In your activity notebook, copy the numbered
statements and put check mark ( / ) on the space
before each number that best describes your
performance.
___1. I enjoyed executing the dance steps
___2. I danced gracefully.
___3. I followed the instruction given by the
teacher
___4. I cooperated well with the group.
___5. I performed the basic movements correctly.
Activity: Creative documentary
Make a creative documentary about any dance
performed by your classmates. You may consider
doing a portfolio, a narrative or a visual presentation
of the experience, insights and benefits they gained
while doing the activity.
36
 I. Evaluating learning Write your answer to this questions in your activity
notebook.

1. Have you ever thought of expressing your

feelings through dance? Explain.
2. Do you find dancing an effective way of
expressing oneself? Justify.

J. Additional activities
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
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 teaching
strategies work well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did I
use/discover which I
wish to share with other
teachers?

Other Sources Used:

Region V/Daily Lesson Plan/2019-2020

37
 Detailed Lesson Plan in MAPEH
Grade 8
Quarter 4

I. OBJECTIVES
A. Content Standards Demonstrates understanding of guidelines and
principles in exercise program design to achieve fitness

B. Performance Standards Modifies a physical activity program for the family,

school peers to achieve fitness
C. Learning Competencies /
Objectives 1. Identify folk dances with Asian Influence;
2. Describes the nature and background of the dance;
3. Relate the importance of the dance to the lives of the
people.
II. CONTENT
Philippine Folk Dances with Asian Influence
(Binislakan, Sua-Ku-Sua, Pangalay, Sakuting)
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pages Learners materials
2. Learner’s Material pages
3. Textbook pages 149
4. Additional Materials from
Learning Resource (LR)
portal
5. Other Learning Audio-Visual Aids, Music Video
Resources
IV. PROCEDURES AVERAGE LEARNERS ADVANCED LEARNERS
A. Reviewing previous A. The teacher introduces A. The teacher introduces
lesson or presenting the lesson about the lesson about
the new lesson “Philippine Folk Dances “Philippine Folk Dances
with Asian Influence” with Asian Influence”
B. Ask the learners if they B .Ask the learners if they
can name examples of can name and describes
folk dances especially examples of folk dances.
those with Asian
influence.
B. Establishing a purpose B. Show pictures or a video B. Show pictures or a video
for the lesson clips of the different folk clips of the different folk
dances and have the dances and have the
learners answer the learners answer the
accompanying question accompanying questions
below: below:
1. What general concept can 1. What general concept can
be derived from the given be derived from the given
pictures? Explain. pictures?
Explain.
2. If you were to think of Asian
countries that would closely
relate to the given pictures,
what countries would that
be? Justify your answer.

Region V/Daily Lesson Plan/2019-2020

38
 C. Presenting examples /
instances of the new
lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
(Application/Valuing)
H. Making generalizations
and abstractions about
the lesson
(Generalization)
I. Evaluating learning
J. Additional activities
V. REMARKS
VI. REFLECTION
Region V/Daily Lesson Plan/2019-2020
ACTIVITY 1: PUZZLE TIME
A. Divide the class into four
groups.
B. Each group will be given
jumbled letters of
Binislakan,Sua-ku-
Sua,Sakuting and Pangalay
dance.
C.Have them arrange the
proper placement of the
letters.
D. Have the group identify
the given word.
ACTIVITY 2:
FILLED ME OUT
A. With the same groupings,
the teacher will prepare a
video clip for the activity and
have the group discuss and
explain clearly their output in
front of the class.
B. Explain the criteria for the
group activity.
(Video and Teacher -Assisted
Values Education
Integration
What are the importance of
the dance to the lives of the
people?
Call at least two learners by
group to share their ideas
and experiences in dancing.
1.What are the dance with
Asian Influence?
5 items quiz will be given
Research Activity
1.What are the basic skills of
Folk dancing?
Out of ______learners
_____of them earned 80% in
the evaluation.
39
ACTIVITY 1: PUZZLE TIME
A. Divide the class into four
groups.
B. Each group will be given
jumbled letters of Binislakan,
Sua-ku-Sua, Sakuting and
Pangalay dance.
C. Have them arrange the
proper placement of the
letters.
D. Have the group identify
the given words and let them
describe the natures and
background of the dance.
ACTIVITY 2:
FILLED ME OUT
A. With the same groupings,
the teacher will prepare a
video clip for the activity and
have the group discuss and
explain their output in front of
the class in a creative way.
B. Explain the criteria for the
group activity.
(Video - Assisted)
Values Education
Integration
Do you think dance gives
significant value to our life?
life? How? Prove your point
Call at least two learners by
group to share their ideas
and experiences in dancing.
1.What are the dance with
Asian Influence?
2.Give the meaning of the
Philippine Folk Dance with
Asian Influence.
10 items quiz will be given
Research Activity
1.What are the basic skills of
Folk dancing?
2.Practice your dance step at
home.
Out of ______learners
_____of them earned 80% in
the evaluation.
 A. No. of learners who ______learners require ______learners require
earned 80% in the additional activities for additional activities for
evaluation remediation who score below remediation who score below
80% 80%
B. No. of learners who Yes, they did/No they did not. Yes, they did/No they did not.
require additional ______learners have caught ______learners have caught
activities for remediation up with the lesson. up with the lesson.
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 teaching
strategies work well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did I
use/discover which I
wish to share with other
teachers?

Other Sources Used:

Region V/Daily Lesson Plan/2019-2020

40
 Detailed Lesson Plan in MAPEH
Grade 8
Quarter 4

I. OBJECTIVES
A. Content Standards Demonstrates understanding of guidelines and principles in
exercise program design to achieve fitness

B. Performance Standards Modifies a physical activity program for the family, school
peers to achieve fitness
C. Learning Competencies /
Objectives 1.Identify the basic skills of folk dancing;
2.Execute the skills involved in the dance.
3.Appreciate the health benefits of dancing.
II. CONTENT
Philippine Folk Dances with Asian Influence
(Binislakan,Sua-Ku-Sua,Pangalay,Sakuting)
III. LEARNING
RESOURCES
Reference Learners materials
1. Teacher’s Guide pages
2. Learner’s Material pages 149
3. Textbook pages
4. Additional Materials from Audio-Visual Aids, Music Video
Learning Resource (LR)
portal
5. Other Learning
Resources
IV. PROCEDURES AVERAGE LEARNERS ADVANCED LEARNERS
A. Reviewing previous A. Present a music video of A. Present a music video of
lesson or presenting the the different folk dances the different folk dances
new lesson B. Have the learner identify B. Have the learner identify
the folk dances that are the folk dances that are
played on the video played on the video
C. Ask the learner, what are C. Ask the learner, what are
those folk dances with those folk dances with
Asian influences Asian influences and let
them describe it.
B. Establishing a purpose Math Integration Math Integration
for the lesson A. The teacher present a A. The teacher present a
table of the basic step of table of the basic step of
folk dancing. folk dancing.
B. Have the learner analyze B. Through their prior
the table and guide them knowledge, have the
the following legends in learner analyze the table
the interpretation and and let them follow the
execution of the particular legends in the
dance step. interpretation and
execution of the particular
dance step,
C. Presenting examples / ACTIVITY 1:” TELL ME” ACTIVITY 1:” TELL ME”
instances of the new A. Divide the class into four A. Divide the class into four
lesson groups. groups.
B. Each group will be given B. Each group will be given
basic steps, arm basic steps, arm
Region V/Daily Lesson Plan/2019-2020
41

D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
(Application/Valuing)
H. Making generalizations
and abstractions about
the lesson
(Generalization)
Region V/Daily Lesson Plan/2019-2020
movements that are used
in Binislakan, Sua-ku-
Sua,Sakuting and
Pangalay.
C. Have them identify what is
being defined.
ACTIVITY 2:
“DANCE WITH ME”
A. With the same group the
learner will be given
practical application of the
basic steps, arm and body
movements used in
Binislakan,Sua-ku-Sua,
Sakuting and Pangalay
B. Out of the dance steps
they learned, let them
create dance-step
combination.
C. Explain to them the
following rubric used to
evaluate their
performance.
( Video and Teacher Assisted)
A. PRACTICE SKILL
A. Divide the class into four
groups. Assign the group
their dance with Asian
influence.
B. The teacher present a
music video of in
Binislakan, Sua-ku-Sua,
Sakuting and Panglay
C. Let the group execute the
dance following the video.
D. Explain to them the rubric
used to evaluate their
performance.
Health Integration
What health benefits we can
get through dancing?
Call at least two learners by
group to share their ideas
and experiences in dancing.
1.What did you feel while
dancing?
Evaluate learners
performance through the
rubrics given
42
movements that are used
in Binislakan,Sua-ku-
Sua,Sakuting and
Pangalay.
C. Have them identify and
execute what is being
defined
ACTIVITY 2:
“DANCE WITH ME”
A. With the same group the
learner will be given
practical application of the
basic steps, arm and
body movements used in
Binislakan,Sua-ku-Sua,
Sakuting and Pangalay
B. Out of the dance steps
they learned, let them
create dance-step
combination.
C. Explain to them the
following rubric used to
evaluate their
performance
(Video Assisted)
A. PRACTICE SKILL
A. Divide the class into four
groups. Assign the group
their dance with Asian
influence.
B. The teacher present a
music video of in
Binislakan,Sua-ku-Sua,
Sakuting and Pangalay
C. Let the group execute the
dance following the video
or have them interpret the
dance literature of the
dance assigned to them.
D. Explain to them the rubric
used to evaluate their
performance.
Health Integration
Why is it that dance is
important to our body?
Explain.
Call at least two learners by
group to share their ideas
and experiences in dancing.
1.Have you ever thought of
expressing your feelings
through the dance you
performed? Explain.
Evaluate learners
performance through the
rubrics given
 I. Evaluating learning Record through video your Record through video your
dance performance by group. dance performance by group
J. Additional activities with proper costumes and
props of the dance being
assigned.
V. REMARKS
VI. REFLECTION
A. No. of learners who Out of ______learners Out of ______learners
earned 80% in the _____of them earned 80% _____of them earned 80%
evaluation in the evaluation. in the evaluation.
B. No. of learners who ______learners require ______learners require
require additional additional activities for additional activities for
activities for remediation remediation who score remediation who score
below 80% below 80%
C. Did the remedial lessons Yes, they did/No they did Yes, they did/No they did
work? No. of learners not. ______learners have not. ______learners have
who have caught up caught up with the lesson. caught up with the lesson.
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did I
use/discover which I
wish to share with other
teachers?

Other Sources Used:

Region V/Daily Lesson Plan/2019-2020

43