Grades 1 to 12 School

Grade Level 12
DAILY LESSON LOG Teacher HOPE 3 Group
Learning Area HOPE 3
Teaching Dates and Time WEEK 1-5
Quarter 3rd & 4th

Week 1 Week 2
Week 3 Week 4 Week 5

I. OBJECTIVES

The learner demonstrates understanding of dance in

optimizing one’s health; as requisite for PA performance, and as a career
A. Content Standards opportunity.
The learner leads dance events with proficiency and
confidence resulting in independent pursuit and in influencing others positively
B. Performance
Standards
C. Learning PEH11FH-Ib-c-2
PEH11FH-Ib-c-2 PEH11FH-IId-3 PEH11FH-II-e4
Competencies/ Explains how
to Explains how to Relates health Differentiates
types of
PEH12FH-Ia-19 Discusses the
Objectives optimize the
energy optimize the energy behaviors (eating eating
(fueling for
nature of the different dances
Write the LC code for systems for
safe and systems for safe and habits, sleep and stress performance,
each improved
performance improved performance management) to emotional
eating,
PEH11FH-Ia-t-8

health risks factors and social eating, eating

Engages in moderate to
PEH11FH-IIa-t-
8 PEH11FH-IIa-t-8 physical activity while watching
tv or
vigorous physical activities
Engages in
moderate to Engages in moderate to assessment sports
events)
(MVPAs) for at least 60 minutes
vigorous
physical vigorous physical performance
most days of the week in a
activities
(MVPAs) for activities (MVPAs) for PEH11FH-IIa-
t-8
variety of settings in – and out –
at least 60
minutes at least 60 minutes PEH11FH-IIa-t-8 Engages in
moderate to
of school.
most days of
the week most days of the week Engages in moderate to vigorous
physical
in a variety
of settings in a variety of settings vigorous physical activities
(MVPAs) for
PEH11FH-IIa-t-12
in- and out-of
school in- and out-of school activities (MVPAs) for at least 60
minutes
Demonstrates proper etiquette

at least 60 minutes most days of the week

and safety in the use of facilities
PEH11FH-IIa-t-
12 PEH11FH-IIa-t-12 most days of the week in a variety of
settings
and equipment.
Demonstrates
proper Demonstrates proper in a variety of settings in- and out-of
school
etiquette and
safety in etiquette and safety in in- and out-of school
 the use of facilities
and the use of facilities and PEH11FH-IIa-t-12
equipment
equipment PEH11FH-IIa-t-12 Demonstrates proper

Demonstrates proper etiquette and safety in

etiquette and safety in the use of facilities and

the use of facilities and equipment

equipment

PEH11FH-IId-t-14

PEH11FH-IId-t-14 Recognizes the value of

Recognizes the value of optimizing one’s health

optimizing one’s health through participation in

through participation in physical activity

physical activity assessments

assessments
Introduction of Health-
II. CONTENT optimizing P.E. (H.O.P.E. 3)

Modern and
DANCE
Modern and

Contemporary Dance

Contemporary
INTRODUCTION OF
ELEMENTS OF DANCE
PRESENTATION OF
TINIKILING DANCE
Relates health

TINIKLING DANCE Types of eating

behaviors (eating
Discusses the nature of the
(fueling for
How to optimize the
habits, sleep and stress
different dances
How to optimize the performance,
energy systems for
safe management) to health

energy systems for emotional eating,

and improved
risks factors and
(Traditional (Folk & Ethnic);
safe and improved social eating, eating
 performance
physical activity
Modern and Contemporary;
performance while watching tv or

assessment
Festival Dance; Ballroom
dance events)

performance
(Recreational and Competitive);
Hiphop/street Dance, Cheer
dance)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide HOPE 3 HOPE 3
HOPE 3 HOPE 3 HOPE 3
pages
 2. Learner’s Materials
pages
3. Textbook pages Carlos, M.C. et al. PHYSICAL Carlos, M.C.
et al. Carlos, M.C. et al. Carlos, M.C. et al. Carlos, M.C. et
al.
EDUCATION 2 RHYTHMIC PHYSICAL
EDUCATION 2 PHYSICAL EDUCATION 2 PHYSICAL EDUCATION 2 PHYSICAL
EDUCATION 2
ACTIVITIES RHYTHMIC
ACTIVITIES RHYTHMIC ACTIVITIES RHYTHMIC ACTIVITIES RHYTHMIC
ACTIVITIES
4. Additional Materials Curriculum Guide Curriculum
Guide Curriculum Guide Curriculum Guide Curriculum
Guide
from Learning
Resource (LR) portal
B. Other Learning Internet research of Video Internet
research of Internet research of Internet research of Internet
research of
Resources Lesson or pictures Video Lesson
or Video Lesson or Video Lesson or Video Lesson or
( Note: Please specify the URL pictures
pictures pictures pictures
of the website/s and ( Note: Please
specify ( Note: Please specify ( Note: Please specify ( Note: Please
specify
acknowledge the author/s) the URL of
the the URL of the the URL of the the URL of
the
website/s
and website/s and website/s and website/s
and
acknowledge
the acknowledge the acknowledge the acknowledge
the
author/s)
author/s) author/s) author/s)

IV. PROCEDURES

A. Reviewing previous Activity 1: Let Me Act Activity 1: Dance

A Pic! Activity 1: Activity 1: Activity 1 :
lesson or presenting Mechanics: Mechanics:
Step In, Step Out! Play & Stop Pick & I-play MO, Sasabayan
the new lesson Divide the class into four Divide the class
into Mechanics: Dance KO!
groups. Choose two four groups. The
Divide the class into
representatives from each teacher will
flash a four groups. Each will The teacher will Mechanics:
group. The teacher will ask each picture on the
board. wait for the signal of prepare a strips written The teacher will
play a
group “What are the physical Each group will
the teacher. Each the modern songs that 3-minute video then,
activities you have engaged create/or replay
one (1) member will try to step is known because of its the students will
mirror
when you were a kid?” The first basic dance step
in or step out on hi co- dance step to be put the entire
representative will answer the pattern based on
the members foot. (Step In- inside the box and this contemporary/modern
question and write as many picture with in
each member will step box will be pass around dance steps shown on
answers as he can. The second 2minutes. Group
on the toe of his co- the class as a music is the video.
representative will act all the Presentation.
members) (Step-Out – playing when the music
answers in one minute.
each member can stop the one who holds
 The most correct number of
trick/or fake a step in the box will be going to
guessed will win. to
his co-members). pick a strip of paper

and he will be going to

do the dance step of

that song.
B. Establishing a Guided question/s: Guided question/s:
Guided question/s: Guide Question/s: Guide Question/s:
purpose for the Based on the activity can you Which among the
What skill is related to 1. How do you feel right
lesson identify and classify the group showed similar
the activity is being Base from our activity, after the activity?
different locomotor and non dance step pattern
executed in the what do you think is 2. What do you think
locomotor movements used in based on the activity
( activity?What do you our topic for today? are the reasons why
the activity? Activity3: Tik Tap Toe)
think is the connection do you feel that
that we had last of
our activity today way?
meeting.
from our previous (Note: The teacher is 3. Do you think eating
(Note: The teacher is expected
lesson? expected to deliver the habits have a great
to deliver the process (Expected response of
process questions and impact on what you
questions and leaner/s the learners :repetition
leaner/s reponses to are feeling right
reponses to deepen learning of movements)
(Note: The teacher is deepen learning based now?
based on the activity/or
expected to deliver the on the activity/or
motivation) (Note: The teacher is
process questions and motivation) (Note: The teacher is
expected to deliver the
leaner/s reponses to expected to deliver the
process questions and
deepen learning based process questions and
leaner/s reponses to on
the activity/or leaner/s reponses to
deepen learning based
motivation) deepen learning based
on the activity/or
on the activity/or
motivation)
motivation)
C. Presenting Activity 2. Activity 2.
Activity 2: Activity 2: Activity 2: E-MODE
examples/instances RHYTHMIC EXERT-CISE STATION AT STAKE
Show It All! Move On Move On! Mechanics:
of the new lesson Mechanics: Mechanics:
Mechanics: Mechanics: Divide the class into 4
Each group will create 5 Each group will read
Each group will show The group will be groups.
locomotor and non-locomotor and interpret each
on their performance divided into 4 groups
movements combination station of
“Tinikling” the importance of each group will be Each group
will
accompanied of 2/4 Time Dance within 20
rhythm, counting and going to create a 2 simulate “How do you
Signature. The teacher will minutes. (5 minutes
posture during their minute dance eat when you are…”
choose the music. Use a garter each station)
Station 1: general practice in presentation in 5
as an equipment in doing your Figure I; Station 2:
dancing “Tinikling”. minutes showing the Group 1: preparing for
combination movements. Figure II; Station
3: daily household chores. a battle?
Figure III; Station
4: Group 2: broken
Figure IV;
(Let the students hearted?

(The teacher will give perform the basic steps Group 3: with close

15 minutes to recall the in friends?

Figure I to IV of modern/contemporary Group 4: watching T.V

“Tinikling” Dance using from the Activity 1.) (Contemporary Dance

a Bamboo Poles) Competition)?

D. Discussing new Guided Question: Guided Question:

Guided Question: Guide Question:
concepts and What kind of dance do you What are the
How to improve your
practicing new skills think is most likely similar to difficulties the
group health through physical Based on the
activity,
#1 your performance? had encountered
performance using How do you classify the
during the activity?
repeated actions or presented concepts?

movement When do you eat?

Can you give the different

What are the proper How do you eat?

examples of dances in Region (Expected response
of
3? the learners :proper
etiquettes and safety in
etiquette, social
skills, using bamboo poles in (Each group is
expected
Based on your answers what
emotional skills)
to participate in class
are the classifictions of dances?
Tinikling Dance?

discussion)
What is the essence
of
 optimizing your energy
in improving your
performance?
E. Discussing new
Guided Question:
concepts and
What is the essence of
practicing new skills
optimizing your energy
#2
in improving your

performance?
F. Developing mastery Activity 3: TIK TAP TOE VIDEO ACTIVITY 3.
ACTIVITY 2: Activity 3:
(leads to Formative PRESENTATION COMBINE IT ALL!
TINIKLING CHALLENGE! BACK TO BASICS! Present it to the class.
Assessment 3) Mechanics: (Figure I to IV)
Mechanics: Mechanics: The Group 1 will
Each group will view the video
a. Each group will present their
Mechanics:
Each group, all
and immitate the movement of
be given presentation then the
Each group will
together, will execute
Tinikling using garter as
assigned Group 2 will guess its
combine all Figures
the different figures of
modification of bamboo
concept to concept. Then proceed
from the different
tinikling dance using

focus on. to presentation of

stations to perform the
the bamboo poles

Group 1: fueling for Group 2, and then

Tinikling Dance using a
depending on the

performance Group 3 will be the one

Garter as an
alternative duration of time alloted

Group 2: emotional to guess and so on.

of bamboo poles
by the teacher. There

eating,
accompany by 2/4 Time
will be a set of levels in

Group 3: social eating,

Signature Music.
a given time.
Group 4: eating while

watching tv or dance
(The teacher will
(The teacher will events
present the rubrics
present the rubrics b. With the
before the
prior to the assigned
presentation)
presentation) concept, each

group will

come up with

2-3 minute

Contemporary

Dance Drama

presentation.
c. Present it to

the class.

G. Finding practical Guided Question/s: Guided Question/s:

Guided Question/s: Guided Question/s: Guide Question/s:
applications of What are the essence of What do you think is
What is the difference 1. How do you feel Why do we eat?
concepts and skills in improving one’s health through the sense of
improving of performing after dancing? Can it affect/
influence
daily living physical performance using your health in
everyday “Tinikling” Dance using 2. What is the our physical
repeated actions or life?
garter and bamboo importance of dancing performance? How?
movement?
poles? in managing stress?
Do we use the
different
energy system in our
What do you think is
daily physical
the sense of improving
movements/
activities? your health in everyday
Name some PA.
life?

How can we optimize

Do you think you can
these energy systems?
use dancing to your

daily life?
H. Making The students will write their The students will
write The students will write The students will write The students will
write
generalizations and reflections about understaning their reflections
about their reflections about their reflections about their reflections
about
abstractions about the nature of diffferent dances benefits of
ways on optimizing understaning on how understaning the
the lesson through dancing in their PA understaning your
your energy through to relates health affects of eating
Journal. energy through
dancing dancing in their PA behaviors (eating (fueling for
in their PA Journal.
Journal. habits, sleep and stress performance,

management) to emotional eating,

health risks factors and social eating, eating

physical activity while watching tv or

assessment dance events) in

performance in your dancing and in our

daily life? everyday life?

I. Evaluating learning The Activity 3: TIK TAP TOE will ACTIVITY 3. COMBINE
ACTIVITY 2: TINIKLING ACTIVITY 3: CREATE ACTIVITY 3 will be
be graded according to IT ALL! (Figure I to
IV) CHALLENGE! will be AND DO IT! will be
following criteria: will be graded
graded according to graded according to 4 3 2 1
according to
following following criteria: following criteria: Displays the
4 pts-participation
criteria:
assigned
4 pts – gracefullness
4 pts-participation 4 pts-participation

concept
4pts-proper etiqutte/safety 4 pts-participation
4 pts – gracefullness 4 pts – gracefullness

(type of
4 pts- proper uniform 4 pts – gracefullness
4 pts-proper 4 pts-proper eating)
4 pts-proper
etiqutte/safety etiqutte/safety Shows
etiqutte/safety
4 pts- proper uniform 4 pts- proper uniform contempora
4 pts- proper uniform
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 Ask the students to

make a scrapbook that details Ask the students to Activity 4:
for application or Ask the students to fill-up PAR- ways on how they
can optimize their energy make a documentation Concept Mapping:
remediation Q Form honestly. systems whether
in dancing or daily life of their eating habit by Mechanics: Each group

experiences. taking selfies every will do this activity.

time they eat and

upload it in an album The importance of

on FB account which is eating prior engaging

pre- created by teacher ourselves to dance

for this given content. moves.

V. REMARKS

VI. REFLECTION

A. No. of learners who 100 100

100 100 100
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 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?