Grades 1 to 12 DAILY LESSON LOG
School Teacher Teaching Dates and Time
Week 1
Grade Level
HOPE 3 Group WEEK 1-5
Week 2
Week 3
12
Learning Area
HOPE 3
Quarter
3rd & 4th
Week 4
Week 5
I. OBJECTIVES
A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each
The learner demonstrates understanding of dance in optimizing one’s health; as requisite for PA performance, and as a career opportunity. The learner leads dance events with proficiency and confidence confidence resulting in independent independent pursuit and in influencing others positively
PEH12FH-Ia-19 Discusses the nature of the different dances PEH11FH-Ia-t-8 Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in – and out – of school. PEH11FH-IIa-t-12 Demonstrates proper etiquette and safety in the use of facilities and equipment.
PEH11FH-Ib-c-2 Explains how to optimize the energy systems for safe and improved performance
PEH11FH-Ib-c-2 Explains how to optimize the energy systems for safe and improved performance
PEH11FH-IIa-t-8 Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school
PEH11FH-IIa-t-8 Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school
PEH11FH-IIa-t-12 Demonstrates proper etiquette and safety in
PEH11FH-IIa-t-12 Demonstrates proper etiquette and safety in
PEH11FH-IId-3 Relates health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance PEH11FH-IIa-t-8 Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school
PEH11FH-II-e4 Differentiates types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or sports events) PEH11FH-IIa-t-8 Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school
the use of facilities and equipment
the use of facilities and equipment
PEH11FH-IIa-t-12 Demonstrates proper etiquette and safety in the use of facilities and equipment PEH11FH-IId-t-14 Recognizes the value of optimizing one’s health through participation in physical activity assessments
II. CONTENT
Introduction of Healthoptimizing P.E. (H.O.P.E. 3) DANCE ELEMENTS OF DANCE Discusses the nature of the different dances (Traditional (Folk & Ethnic); Modern and Contemporary; Festival Dance; Ballroom (Recreational and Competitive); Hiphop/street Dance, Cheer dance)
Modern and Contemporary Dance INTRODUCTION OF TINIKILING DANCE How to optimize the energy systems for safe and improved performance
PRESENTATION OF TINIKLING DANCE How to optimize the energy systems for safe and improved performance
Relates health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance
PEH11FH-IIa-t-12 Demonstrates proper etiquette and safety in the use of facilities and equipment PEH11FH-IId-t-14 Recognizes the value of optimizing one’s health through participation in physical activity assessments
Modern and Contemporary Types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or dance events)
III. LEARNING RESOURCES
A. References 1. Teacher’s Guide pages
HOPE 3
HOPE 3
HOPE 3
HOPE 3
HOPE 3
2. Learner’s Materials pages 3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources
Carlos, M.C. et al. PHYSICAL EDUCATION 2 RHYTHMIC ACTIVITIES Curriculum Guide
Carlos, M.C. et al. PHYSICAL EDUCATION 2 RHYTHMIC ACTIVITIES Curriculum Guide
Carlos, M.C. et al. PHYSICAL EDUCATION 2 RHYTHMIC ACTIVITIES Curriculum Guide
Carlos, M.C. et al. PHYSICAL EDUCATION 2 RHYTHMIC ACTIVITIES Curriculum Guide
Carlos, M.C. et al. PHYSICAL EDUCATION 2 RHYTHMIC ACTIVITIES Curriculum Guide
Internet research of Video Lesson or pictures ( Note: Please specify the URL of the website/s and acknowledge the author/s)
Internet research of Video Lesson or pictures ( Note: Please specify the URL of the website/s and acknowledge the author/s)
Internet research of Video Lesson or pictures ( Note: Please specify the URL of the website/s and acknowledge the author/s)
Internet research of Video Lesson or pictures ( Note: Please specify the URL of the website/s and acknowledge the author/s)
Internet research of Video Lesson or pictures ( Note: Please specify the URL of the website/s and acknowledge the author/s)
Activity 1: Let Me Act Mechanics: Divide the class into four groups. Choose two representatives from each group. The teacher will ask each
Activity 1: Dance A Pic! Mechanics: Divide the class into four groups. The teacher will flash a picture on the board. Each group will create/or replay one (1) basic dance step pattern based on the picture with in 2minutes. Group Presentation.
Activity 1: Step In, Step Out! Mechanics: Divide the class into four groups. Each will wait for the signal of the teacher. Each member will try to step in or step out on hi comembers foot. (Step Ineach member will step on the toe of his comembers) (Step-Out – each member can
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
group “What are the physical activities you have engaged when you were a kid?” The first representative will answer the question and write as many answers as he can. The second representative will act all the answers in one minute.
Activity 1: Play & Stop Pick & Dance
Activity 1 : I-play MO, Sasabayan KO!
The teacher will prepare a strips written the modern songs that is known because of its dance step to be put inside the box and this box will be pass around the class as a music is playing when the music stop the one who holds
Mechanics: The teacher will play a 3-minute video then, the students will mirror the entire contemporary/modern dance steps shown on the video.
The most correct number of guessed will win.
B. Establishing a purpose for the lesson
Guided question/s: Based on the activity can you identify and classify the different locomotor and non locomotor movements used in the activity?
(Note: The teacher is expected to deliver the process questions and leaner/s reponses to deepen learning based on the activity/or motivation)
trick/or fake a step in to his co-members).
Guided question/s: Which among the group showed similar dance step pattern based on the activity ( Activity3: Tik Tap Toe) that we had last meeting. (Expected response of the learners :repetition of movements) (Note: The teacher is expected to deliver the process questions and leaner/s reponses to deepen learning based on the activity/or motivation)
Guided question/s: What skill is related to the activity is being executed in the activity?What do you think is the connection of our activity today from our previous lesson?
(Note: The teacher is expected to deliver the process questions and leaner/s reponses to deepen learning based on the activity/or motivation)
the box will be going to pick a strip of paper and he will be going to do the dance step of that song. Guide Question/s: Base from our activity, what do you think is our topic for today?
(Note: The teacher is expected to deliver the process questions and leaner/s reponses to deepen learning based on the activity/or motivation)
Guide Question/s: . How do you feel right after the activity? . What do you think are the reasons why do you feel that way? . Do you think eating habits have a great impact on what you are feeling right now? (Note: The teacher is expected to deliver the process questions and leaner/s reponses to deepen learning based on the activity/or motivation)
C. Presenting examples/instances of the new lesson
Activity 2. RHYTHMIC EXERT-CISE
Activity 2. STATION AT STAKE
Activity 2: Show It All!
Mechanics:
Mechanics:
Mechanics:
Each group will create 5 locomotor and non-locomotor movements combination accompanied of 2/4 Time Signature. The teacher will choose the music. Use a garter as an equipment in doing your combination movements.
Each group will read and interpret each station of “Tinikling” Dance within 20 minutes. (5 minutes each station) Station 1: Figure I; Station 2: Figure II; Station 3: Figure III; Station 4: Figure IV;
Each group will show on their performance the importance of rhythm, counting and posture during their general practice in dancing “Tinikling”.
(The teacher will give 15 minutes to recall the Figure I to IV of “Tinikling” Dance using a Bamboo Poles)
D. Discussing new concepts and practicing new skills #1
Guided Question: What kind of dance do you think is most likely similar to your performance? Can you give the different examples of dances in Region 3? Based on your answers what are the classifictions of dances?
Guided Question: What are the difficulties the group had encountered during the activity? (Expected response of the learners :proper etiquette, social skills, emotional skills) What is the essence of
Guided Question: How to improve your health through physical performance using repeated actions or movement What are the proper etiquettes and safety in using bamboo poles in Tinikling Dance?
Activity 2: Move On Move On! Mechanics: The group will be divided into 4 groups each group will be going to create a 2 minute dance presentation in 5 minutes showing the daily household chores. (Let the students perform the basic steps in modern/contemporary from the Activity 1.)
Activity 2: E-MODE Mechanics: Divide the class into 4 groups. Each group will simulate “How do you eat when you are…” Group 1: preparing for a battle? Group 2: broken hearted? Group 3: with close friends? Group 4: watching T.V (Contemporary Dance Competition)?
Guide Question: Based on the activity, How do you classify the presented concepts? When do you eat? How do you eat? (Each group is expected to participate in class discussion)
optimizing your energy in improving your performance? E. Discussing new concepts and practicing new skills #2 F.
Developing mastery (leads to Formative Assessment 3)
Guided Question: What is the essence of optimizing your energy in improving your performance?
Activity 3: TIK TAP TOE VIDEO PRESENTATION Mechanics: Each group will view the video and immitate the movement of Tinikling using garter as modification of bamboo
ACTIVITY 3. COMBINE IT ALL! (Figure I to IV) Mechanics: Each group will combine all Figures from the different stations to perform the Tinikling Dance using a Garter as an alternative of bamboo poles accompany by 2/4 Time Signature Music.
ACTIVITY 2: TINIKLING CHALLENGE! Mechanics: Each group, all together, will execute the different figures of tinikling dance using the bamboo poles depending on the duration of time alloted by the teacher. There will be a set of levels in a given time.
(The teacher will present the rubrics before the presentation)
(The teacher will present the rubrics prior to the presentation)
Activity 3: BACK TO BASICS! Mechanics: a. Each group will be given assigned concept to focus on. Group 1: fueling for performance Group 2: emotional eating, Group 3: social eating, Group 4: eating while watching tv or dance events b. With the assigned concept, each group will come up with 2-3 minute Contemporary Dance Drama presentation.
Present it to the class. The Group 1 will present their presentation then the Group 2 will guess its concept. Then proceed to presentation of Group 2, and then Group 3 will be the one to guess and so on.
c.
G. Finding practical applications of concepts and skills in daily living
Guided Question/s: What are the essence of improving one’s health through physical performance using repeated actions or movement?
Guided Question/s: What do you think is the sense of improving your health in everyday life? Do we use the different energy system in our daily physical movements/ activities? Name some PA. How can we optimize these energy systems?
H. Making generalizations and abstractions about the lesson
The students will write their reflections about understaning the nature of diffferent dances through dancing in their PA Journal.
The students will write their reflections about benefits of understaning your energy through dancing in their PA Journal.
Guided Question/s: What is the difference of performing “Tinikling” Dance using garter and bamboo poles?
Present it to the class.
Guided Question/s: 1. How do you feel after dancing? 2. What is the importance of dancing in managing stress?
Guide Question/s: Why do we eat? Can it affect/ influence our physical performance? How?
The students will write their reflections about understaning on how to relates health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance in your daily life?
The students will write their reflections about understaning the affects of eating (fueling for performance, emotional eating, social eating, eating while watching tv or dance events) in dancing and in our everyday life?
What do you think is the sense of improving your health in everyday life? Do you think you can use dancing to your daily life? The students will write their reflections about ways on optimizing your energy through dancing in their PA Journal.
I.
Evaluating learning
The Activity 3: TIK TAP TOE will be graded according to following criteria: 4 pts-participation 4 pts – gracefullness 4pts-proper etiqutte/safety 4 pts- proper uniform
ACTIVITY 3. COMBINE IT ALL! (Figure I to IV) will be graded according to following criteria: 4 pts-participation 4 pts – gracefullness 4 pts-proper etiqutte/safety 4 pts- proper uniform
ACTIVITY 2: TINIKLING CHALLENGE! will be graded according to following criteria: 4 pts-participation 4 pts – gracefullness 4 pts-proper etiqutte/safety 4 pts- proper uniform
ACTIVITY 3: CREATE AND DO IT! will be graded according to following criteria: 4 pts-participation 4 pts – gracefullness 4 pts-proper etiqutte/safety 4 pts- proper uniform
ACTIVITY 3 will be 4 3 2 1 Displays the assigned concept (type of eating) Shows contempora ry/modern dance steps Demonstrat es proper eating habits before engaging in physical activity Expresses value of optimizing one’s health graded according to
following criteria:
J.
Additional activities for application or remediation
Ask the students to fill-up PARQ Form honestly.
Ask the students to make a scrapbook that details ways on how they can op timize their energy systems whether in dancing or daily life experiences.
Ask the students to make a documentation of their eating habit by taking selfies every time they eat and upload it in an album on FB account which is pre- created by teacher for this given content.
Activity 4: Concept Mapping: Mechanics: Each group will do this activity.
100
100
The importance of eating prior engaging ourselves to dance moves.
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
100
100
100
D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
