Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
1 Physical Education VII 1 60
Learning Competency/ies: Code:
Undertakes physical activity and physical fitness assessments.
(Taken from the Curriculum Guide) PE7PF-Ia-h-23

Key Concepts / Understandings to Assessing physical activity and physical fitness allows the learners to understand how to achieve the
be Developed desirable level of fitness.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering Define physical activity and physical fitness and its components.
The fact or
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying Execute the different physical fitness test.

Skills
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability,
coming from one's
knowledge, practice, aptitude,
etc., to do something Creating

Attitude Valuing Appreciate the importance of having physical fitness activities.

Values Receiving Phenomena Follow proper procedures in performing physical fitness activities.

2. Content Exersice Program: Training Guidelines, FITT Principles

3. Learning Resources Learner's Material for P.E. and Health 7

4. Procedures
4.1 Introductory Activity
Activity 1: Physical Activity Readiness Questionnaire
Let the students answer the questions to assess the readiness of the students in participating physical
activities. Student are given two minutes to answer and three minutes to process their answers with the
help of the teacher.

5 minutes

Source: Canadian Society foe Exercise Physiology. (2002). Physical Activity Readiness Questionnaire-PAR-
Q. Retrieved from www.csep.ca/forms

4.2 Activity Activity 2: Warm-up Exercises

10 minutes The students will do the warm-up exercise through watching a video.
After having the warm-up stretching exercise the teacher will ask the students.
* What can you say about the activity?
* Why do people do some physical activity?Group the students into three. Each group will make a concept
map and share their ideas about the proper procedure and the importance of knowing the procedure in
having physical activity. They will be given ten minutes to prepare and discuss with their group.
4.3 Analysis Guide Questions:
* What is the proper procedures in performing physical activity?
Possible
Answer:

* What are the importance of knowing the proper procedure in having physical activity?
10 minutes

4.4 Abstraction The teacher will ask the students to check if the students has the idea about their activity. They will be given
ten minutes to process and clarify questions.
Guide Questions:
* What are the different physical fitness components?
Possible Answers: Skill Related Fitness (Agility, Balance, Power, Coordination, Reaction Time, Speed)
Health Related Fitness ( Cardiovascular Endurance, Muscular Strength, Muscular
Endurance, Flexibility, Body Compmposition )
10 minutes * What activities that can test the different physical fitness components?
Possible Answers: Push-ups, Curl-Ups, Standing Long Jump, Zipper Test, Height and Weight, Hexagon
Agility Test, One Leg Stand, Juggling, Stick Drop Test, 50-Meter Sprint,
Discuss the safety measures in conducting the physical fitness test.

4.5 Application The students will perform the health related physical fitness test in order to determine the level of fitness
and identify strength and weaknesses for them to develop their own exercise program . The students will
record the result of their test.
15 minutes (Note: See attachment for their score card)

4.6 Assessment The teacher will assess students learning through asking questions in five
minutes finish the activity.
Ask the processing questions:
* What is the result of the fitness test reveal about your present fitness level?
* Which tests did you score satisfactorily? Poorly? What should you do about
it?
* Which of the two levels of activity intensity did your heart rate during the
Anlysis of Learners' Products conduct of the Fitness Test fall?
5 minutes
* How important is taking your THR when participating in a certain physical
activity?

4.7 Assignment Preparing for the new Bring extra T-shirt for the continuation of the Skill Related physical fitness
2 minutes lesson/Follow-up test.
4.8 Concluding Activity
"You don't have to be great to start, you have to start to be great."
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional
activities for remediation. D.  No. of learners who continue to require remediation.
E.   Which of my learning 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?

Prepared by:
Name: Liezel M. Cañete School: Juan Pamplona National High School
Position/
Designation: Teacher 1 Division: Cebu Province
Contact
Number: 09321754915 Email address: canete.liezel@yahoo.com

attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
Learning Area:
DLP No.: Grade Level: Quarter: Duration:
3 Physical Education VII 1 60
Learning Competency/ies: Code:
Sets goals based on the assessment results.
(Taken from the Curriculum Guide) PE7PF-Ia-24
Key Concepts / Understandings to
be Developed Goals based on the assessment results.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Identify the best skills to develop based on the result of physical fitness tests.
condition of knowing
something with familiarity Understanding
Skills
gained through
The Applying
ability and capacity acquired
through deliberate,
systematic, and sustained Analyzing
effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability,
coming from one's Creating Set specific goals on components that need to be improved.
knowledge, practice, aptitude,

Attitude Organization Identify the importance of knowing the things you want to improve.

Values Receiving Phenomena Develop skills of becoming more disciplined and responsible individual.

2. Content Exercise Program

3. Learning Resources Learner's Material for P.E. and Health 7, chart, notebook, pen

4. Procedures
4.1 Introductory Activity

Activity 1: Warm-Up Exercise

Let the students get their Target Heart Rate in one minute and do the warm-up exercise in four minutes.
Static Stretching Exercises Dynamic Stretching Exercises
Neck Stretches Jogging
Shoulder Curls High Knees
5 minutes Arm Stretches Butt Kicks
Trunk Stretches Side Shuffles
Toe Touch Back Pedals
Lunges Cariocas
Squats Jumping Jacks
 Activity 2: Where Do I Belong?
4.2 Activity Instruct students to get their activity notebook and check which activity they perform best based on the
result of their fitness test. The students will stay according to which activity they were performing well. Ea
group are given three minutes to gather and two minutes to plan what kind of sports is best for them to
develop based on the test results. They will stay on their assigned area.
5 minutes

The students will share their output based on the guide questions listed below. Each group is given two
4.3 Analysis
minutes to share their thoughts.
* What physical fitness tests did you perform best?
* What kind of sports is best for you to develop based on the result?
10 minutes * How will you develop your skills in playing those sports?

4.4 Abstraction

Activity 3: Individual Activity

The students are given two minutes to think and reflect. Ask some volunteers to share their ideas about
acheiving a healthy lifestyle.
Guide Questions:
* How will you know if you were able to acheive a healthy lifestyle?
Students will listen to some inputs of the teacher.
A SMART Guide to Goal Setting
Short-term goal - should be developed with a finite amount of time in mind.
10 minutes Long-term goal - is something you want to do further in the future.
- requires time and planning.
Goals should be:
S(specific) - Write down what you want to achieve
M (Measurable) - Write down amounts,times, days, and other measurable factors
A (Achievable) - Your goal should be realistic
R (Relevant) - Your goals should be important to you
T (Trackable) - Recording your rogress helps you see what you have achieved

4.5 Application Activity 4: Ready Set Goals

Students will work individually but must stay in the group in preparation for the group sharing activity. Bas
on the results of their fitness test the students will choose at least three components that they consider a
their weakness. They will follow the chart shown below by filling in all the necessary information needed.
Students will write their answers on the activity notebook. They will share their work with their groupmate
 Activity 4: Ready Set Goals
Students will work individually but must stay in the group in preparation for the group sharing activity. Bas
on the results of their fitness test the students will choose at least three components that they consider a
their weakness. They will follow the chart shown below by filling in all the necessary information needed.
Students will write their answers on the activity notebook. They will share their work with their groupmate

15 minutes

4.6 Assessment
In ten minutes the students will answer and sharing their ideas about the
question below.
Anlysis of Learners' Products
10 minutes * What is now your goals in order for you to be a good performer or a good
athlete someday?
4.7 Assignment Reinforcing / strengthening
What is training guidelines and FITT principles?
2 minutes the day’s lesson
4.8 Concluding Activity
"Ask yourself what you're doing today is getting you closer to where you want to be tomorrow."
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional
activities for remediation. D.  No. of learners who continue to require remediation.
E.   Which of my learning 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?

Prepared by:
Name: Liezel M. Cañete School: Juan Pamplona National High School
Position/
Designation: Teacher 1 Division: Cebu Province
Contact
09321754915 Email address: canete.liezel@yahoo.com
Number:
 Date:

Code:
PE7PF-Ia-24

al fitness tests.

ove.

ndividual.

m-up exercise in four minutes.

etching Exercises
 y perform best based on the
y they were performing well. Each
d of sports is best for them to

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factors

eved

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mponents that they consider as
necessary information needed.
heir work with their groupmates.
sharing their ideas about the

be a good performer or a good

les?

ant to be tomorrow."

nal High School

com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
Learning Area:
DLP No.: Grade Level: Quarter: Duration:
4 Physical Education VII 1 60
Learning Competency/ies: Code:
Identifies training guidelines and FITT principles.
(Taken from the Curriculum Guide) PE7PF-Ib-25
Training principles are rules to follow which describe how the body responds to the physiological stress o
Key Concepts / Understandings to
be Developed physical activity. These principles provide the conceptual foundation for safe and effective physical progra
design.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering
The fact or
condition of knowing
something with familiarity Understanding
gained through Discuss the FITT principle as they relate to cardiovascular endurance.
experience or association
Skills Applying
The
ability and capacity acquired Analyzing
through deliberate, Analyze the different principles of fitness training.
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability,
coming from one's Creating
knowledge, practice, aptitude,
etc., to do something

Attitude Organization Appreciate the value in understanding the principles of fitness training.

Values Receiving Phenomena Develop sense of responsibility in understanding the principles of their fitness.

2. Content Exercise Program: Training Guidelines, FITT Principles

3. Learning Resources Physical Education and Health Learner's Material 7, Notebook and Ball Pen, Metacards

4. Procedures
4.1 Introductory Activity

Activity 1: Warm-Up Exercise

Let the students get their Target Heart Rate in one minute and do the warm-up exercise in four minutes.
Static Stretching Exercises Dynamic Stretching Exercises
Neck Stretches Jogging
Shoulder Curls High Knees
Arm Stretches Butt Kicks
Trunk Stretches Side Shuffles
Toe Touch Back Pedals
Lunges Cariocas
Squats Jumping Jacks
 Activity 1: Warm-Up Exercise
Let the students get their Target Heart Rate in one minute and do the warm-up exercise in four minutes.
Static Stretching Exercises Dynamic Stretching Exercises
Neck Stretches Jogging
Shoulder Curls High Knees
5 minutes Arm Stretches Butt Kicks
Trunk Stretches Side Shuffles
Toe Touch Back Pedals
Lunges Cariocas
Squats Jumping Jacks

Activity 2: Video Presentation

4.2 Activity The teacher will let the student watch a video about the meaning of training guidelines and FITT principle
the components and it's examples. They will be grouped into three each group are required to share wha
they have understand on the video. Group one is assigned to give the meaning, two for the components,
three for the different examples.
5 minutes

Let the students choose a partner and discuss the question below:
4.3 Analysis *What is the importance of setting your own goals based on the assessment results using the training
guidelines and FITT principles.
10 minutes
4.4 Abstraction Discuss the FITT principle in doing exercises and physical activities to improve fitness.F stands for
frequency, I for intensity, T for time and T for type.

10 minutes

4.5 Application

Activity 4: Group Presentation

The students will be grouped into four choose a leader. Each group will be given a metacards that contai
information of their topic to present.
Group 1 (SIngers) - Frequency
Group 2 (Actors) - Intensity
Group 3 (Actresses) - Time
Group 4 (Reporter)- Type

(Note: See attachment for the informations of their topic.)

 Activity 4: Group Presentation
The students will be grouped into four choose a leader. Each group will be given a metacards that contai
information of their topic to present.
Group 1 (SIngers) - Frequency
Group 2 (Actors) - Intensity
15 minutes
Group 3 (Actresses) - Time
Group 4 (Reporter)- Type

(Note: See attachment for the informations of their topic.)

4.6 Assessment
In ten minutes the teacher will ask and process the answers of the studen
Anlysis of Learners' Products * What is now your goals in order for you to be a good performer or a good
10 minutes
athlete someday?

4.7 Assignment Reinforcing / strengthening The teacher will ,let the students prepare for the next lesson.
2 minutes the day’s lesson What is the meaning of the exercise program?
4.8 Concluding Activity
"Make progress not excuses"
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning 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?

Prepared by:
Name: Liezel M. Cañete School: Juan Pamplona National High School
Position/
Designation: Teacher 1 Division: Cebu Province
Contact
09321754915 Email address: canete.liezel@yahoo.com
Number:
 Date:

Code:
PE7PF-Ib-25
ds to the physiological stress of
fe and effective physical program

urance.

training.

s of their fitness.

and Ball Pen, Metacards

m-up exercise in four minutes.

etching Exercises
g guidelines and FITT principles,
roup are required to share what
aning, two for the components,

ent results using the training

rove fitness.F stands for

given a metacards that contains

ess the answers of the students .
be a good performer or a good

r the next lesson.

m?

tional High School

o.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
Learning Area:
DLP No.: Grade Level: Quarter: Duration:
4 Physical Education VII 1 60
Learning Competency/ies: Recognize barriers (low level of fitness, lack of skill and time) to Code:
(Taken from the Curriculum Guide) exercise. PE7PF-Ib-26

Key Concepts / Understandings to

be Developed Barriers to exercise.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Recognize the barriers to physically active exercise.
condition of knowing
something with familiarity Understanding
gained through
Skills Applying
The
ability and capacity acquired Analyzing
through deliberate, Differentiate the physically active and none active individual.
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability,
coming from one's Creating
knowledge, practice, aptitude,
etc., to do something Plan out physical activities that will enhance physical fitness
Attitude Organization

Values Receiving Phenomena Self determination to perform physical exercises

2. Content Barriers to Exercise

3. Learning Resources Physical Education and Health Learner's Material 7, Notebook and Ball Pen, Stop Watch

4. Procedures
4.1 Introductory Activity

Let the students do the daily routine.

* Prayer
* Obtain Resting Heart Rate
* Have a warm-up exercise
~ Slow Jog
5 minutes
~ Lunge
~ High Knees
~ Side Shuffle (left foot leading)
~ Side Shuffle (right foot leading)
 Let the students answer the Barriers to Being Active Survey. This will be the procedure in doing the activi
1. Read the statement and put a check mark on the column that expresses their feeling.
4.2 Activity 2. Enterd the circled number in the spaces provided, putting together the number for statement 1 on line
statement 2 on line 2, and so on
3. Add three scores on aech line. Your barriers to physical activity fall into one more of seven categories:
lack of time, social influences, lack of skill, and lack of resources.
4. A score of 5 or above in any category shows that this is an important barriers to overcome.
(Note: Please see attachment for the survey form and the scoring.)
5 minutes

Process the answer of students by asking some volunteers to give their ideas.
4.3 Analysis 1. Based on your answers on physical activity barriers survey, choose the top five scores ranking them fr
highest to least. Ask yourself why they are barriers. List down several ways you might begin to overcome
10 minutes each one.
4.4 Abstraction

5 minutes

4.5 Application
List down at least five activities you think you will enjoy participating. Explain why and list down the bene
20 minutes you will get from the activity.

4.6 Assessment
Keep a diary of your daily routine activities starting from your morning ritu
the time you get from bed, classes you attend, activities, breakfast, lunch,
Anlysis of Learners' Products
10 minutes dinner, and study time and so on. Looking at your daily pattern, how can y
allot time for physical activity?

4.7 Assignment
Each group will inetrview a teacher about physical fitness.Here are some o
Reinforcing / strengthening the guide questions.1.How would you describe a physically fit and unfit
the day’s lesson person?2.Rate yourself from 1-10,1 is the lowest and 10 is the
highest.Explain your answer.
 Each group will inetrview a teacher about physical fitness.Here are some o
Reinforcing / strengthening the guide questions.1.How would you describe a physically fit and unfit
2 minutes the day’s lesson person?2.Rate yourself from 1-10,1 is the lowest and 10 is the
highest.Explain your answer.
4.8 Concluding Activity
"Fitness is not being better than someone else…. It's about being better than you used to be."
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning 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?

Prepared by:
Name: Liezel M. Cañete School: Juan Pamplona National High School
Position/
Designation: Teacher 1 Division: Cebu Province
Contact
09321754915 Email address: canete.liezel@yahoo.com
Number:
 Date:

Code:
PE7PF-Ib-26

and Ball Pen, Stop Watch

he procedure in doing the activity.
s their feeling.
number for statement 1 on line 1,

one more of seven categories:

rriers to overcome.

eas.
top five scores ranking them from
s you might begin to overcome

ain why and list down the benefits

starting from your morning rituals,

nd, activities, breakfast, lunch,
at your daily pattern, how can you

hysical fitness.Here are some of

ribe a physically fit and unfit
owest and 10 is the
an you used to be."

tional High School

o.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
5 Physical Education VII 1 60
Learning Competency/ies: Code:
Prepares an exercise program.
(Taken from the Curriculum Guide) PE7PF-Ic-27
Key Concepts / Understandings Exercise program is a planned activity dealing a range of physical exercises and the amount of time each
to be Developed exercise or a design to achieve personal fitness.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through Understanding Explain the benefits of exercise program.
experience or association

Skills Applying
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability,
coming from one's
knowledge, practice, aptitude, Creating Create their own exercise program relating to the skills to develop based on the result of the
etc., to do something
physical fitness test.

Attitude Receiving Phenomena Give the importance of making your own exercise program to your personal fitness.

Values Valuing Value oneself through improving physical fitness

2. Content Exercise Program: Training Guidelines, FITT Principles

3. Learning Resources Manila paper, pentel pen, Physical Education and Health Learner's Material 7

4. Procedures
4.1 Introductory Activity
Let the students do the routine:
* Prayer
5 minutes * General warm-up - Slow jog
* Dynamic warm-up - Lunge, high knees, carioca
4.2 Activity Activity 1: Fit or Fab
The students will answer the following statements related to physical fitness.
 Activity 1: Fit or Fab
The students will answer the following statements related to physical fitness.

5 minutes

4.3 Analysis
Group the students into four. Each group will invite a teacher for interview. Students may use the guide
questions listed below.
1. How would you describe a physically fit and unfiit pperson?
5 minutes 2. Why is iit important to bee physically fit?
3. Rate yourself fropm 1-10, are you physicaly fit individual? Explain your answer.
4. What do you think should be done to become a physically fit person?

4.4 Abstraction Activity 2: A Moment of Silence…

Let the students open their book on page 14-15, tell the students to read and understand about the point
we need to keep in mind when making an exercise program and so with the benefits of exercise
program.They are given three minutes to read and to think then call some volunteers to share their ideas
about the question listed below finish in seven minutes.
* What is exercise program?
Possible Answers:

*What are the points to keep in mind in making a design your exercise program?
Possible Answers:

* What are the benefits in having an exercise program for your personal fitness?
Possible Answers:
10 minutes
4.5 Application Activity 3: My Plan! My Goal!
To help students attain their fitness goals, the teacher will let the students create their own exercise
program relating to the skills develop based on the result of the fitness assessment and physical fitness
test. Students will be group according to their body mass index and recreation they should think for the b
exercise that suites their level of fitness.
The students must provide exercises that will develop their flexibility, cardiovascular endurance and
muscular strength/endurance. Sample table is shown below.

25 minutes

4.6 Assessment
Ask some voluteers to share their ideas about the question.
Analysis of Learners' * What do you think are the importance of knowing the points to keep in m
5 minutes Products in making your own exrcise program and the health benefits of exercise
program?

4.7 Assignment The teacher will let the students search the nature and background of the
Preparing for the new lesson
2 minutes sports that suites their fitness.
4.8 Concluding Activity
"You can't put on a limit on anything. The more you dream, the further you get."
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning 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?

Prepared by:
Name: Liezel M. Cañete School: Juan Pamplona National High School
Position/
Designation: Teacher 1 Division: Cebu Province
Contact Email address:
Number: 09321754915 canete.liezel@yahoo.com
 Date:

Code:
PE7PF-Ic-27
es and the amount of time each

elop based on the result of the

your personal fitness.

ner's Material 7

ss.
 Students may use the guide

answer.

and understand about the points

he benefits of exercise
volunteers to share their ideas

gram?

ness?
 create their own exercise
sessment and physical fitness
ation they should think for the best

ovascular endurance and

out the question.

nowing the points to keep in mind
e health benefits of exercise

nature and background of the

get."

nal High School

com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
6 Physical Education VII 1 60
Learning Competency/ies: Code:
Describes the nature and background of the sport.
(Taken from the Curriculum Guide) PE7GS-Id-5

Key Concepts / Understandings

to be Developed Nature and background of the sport.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through Understanding Explain the nature and background of athletics.
experience or association

Skills Applying Execute specific skills in performing the sports.

The Analyzing
ability and capacity acquired
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability,
coming from one's
knowledge, practice, aptitude, Creating
etc., to do something

Attitude Receiving Phenomena Give the importance of knowing the nature and background before performing or playing you
favorite sports.

Values Valuing Develop the knowledge or the background before playing sports

2. Content Nature and Background of Sports:Athletics

3. Learning Resources Physical Education and Health Learner's Module 7

4. Procedures
4.1 Introductory Activity

Activity 1: Warm-Up Stretching Exercise

The teacher will let the student stay with their groups. In two minutes they will form 5 columns. Let the
students get their Target Heart Rate in one minute and do the warm-up exercise in four minutes.
Static Stretching Exercises Dynamic Stretching Exercises
Neck Stretches Jogging
Shoulder Curls High Knees
Arm Stretches Butt Kicks
Trunk Stretches Side Shuffles
Toe Touch Back Pedals
Lunges Cariocas
Squats Jumping Jacks
 Activity 1: Warm-Up Stretching Exercise
The teacher will let the student stay with their groups. In two minutes they will form 5 columns. Let the
students get their Target Heart Rate in one minute and do the warm-up exercise in four minutes.
Static Stretching Exercises Dynamic Stretching Exercises
Neck Stretches Jogging
Shoulder Curls High Knees
7 minutes
Arm Stretches Butt Kicks
Trunk Stretches Side Shuffles
Toe Touch Back Pedals
Lunges Cariocas
Squats Jumping Jacks

4.2 Activity
Activity 3: Pinoy Hinyo
Each group will choose one representative to guess what kind of sports is being asked with the help of
his/her groupmates. After identifying the name of sports they will classify what kind of sports it belong.
Name of Sports to Guess:
* Badminton * Chess * Rhythmic Sportive Gymnastics
5 minutes * Tennis * Arnis * Swimming
* Taekwondo * Table Tennis * Running
* Karate

4.3 Analysis
The teacher will let each group choose a specific sports to share. Using the metacards containing the
background and nature of the running, badminton, and arnis sports the group will share about the
information on the metacards.They will share using the guide questions listed below. They will be given
three minutes to prepare and gather information from their groupmates and three minutes to share their
15 minutes output to the class.
* Which of those sports are you familiar with?
* Discuss the nature and background of that sports.
* What are the basic skills in playing that sport?

4.4 Abstraction
The teacher will let the students share their thoughts about the questions listed below. The answers mus
be processed and clarify in ten minutes finish the activity.
10 minutes
* What can you say about the different sports you have shared a while ago?
* What are the different classifications of sports?
4.5 Application
The teacher will let the students execute the basic skills in the sports they've shared. They will be given t
minutes to practice. They will be given points with the given criteria.
Proper Execution ----------- 10 points
15 minutes Confidence ----------- 5 points
Cooperation ----------- 5 points
A total of 20 points

4.6 Assessment
Anlysis of Learners' Products How does sports helps you in developing your personal fitness?
5 minutes
4.7 Assignment
Enriching the day's lesson Master the skills in playing your favorite sport.
3 minutes
4.8 Concluding Activity
"Stop waiting things to happen go out and make things happen."
2 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning 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?

Prepared by:
Name: Liezel M. Cañete School: Juan Pamplona National High School
Position/
Designation: Teacher 1 Division: Cebu Province
Contact
09321754915 Email address: canete.liezel@yahoo.com
Number:
 Date:

Code:
PE7GS-Id-5

efore performing or playing your

ts

will form 5 columns. Let the

ercise in four minutes.
etching Exercises
 being asked with the help of
what kind of sports it belong.

c Sportive Gymnastics
g

e metacards containing the

oup will share about the
ted below. They will be given
d three minutes to share their

isted below. The answers must

o?

ve shared. They will be given two

our personal fitness?

ort.
nal High School

com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
7 Physical Education VII 1 60
Learning Competency/ies: Code:
Executes the skills involved in the sport.
(Taken from the Curriculum Guide) PE7GS-Id-h-5
Key Concepts / Understandings
to be Developed Skills involved in sport to improve personal fitness.
Adapted Cognitive Process
Domain
Knowledge Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
The fact or Remembering
condition of knowing
something with familiarity Understanding
gained through Discuss the skills involved in your choosen sport.

Skills Applying Execute specific skills in performing the sports.

The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability,
coming from one's
knowledge, practice, aptitude, Creating
etc., to do something

Attitude Receiving Phenomena Give the importance of knowing the skills in playing a particular sports in improving personal
fitness

Values Valuing Give patience in executing the skills.

2. Content Nature and Background of Sports

Flashcards, Speaker, USB, Learner's Material for P.E. and Health,

http://www.livestrong.com/article/484287-basic-skills-in-running-events/
3. Learning Resources https://www.google.com.ph/search?q=basic+skills+in+playing+badminton&hl=en-
PH&gbv=2&oq=basic+skills+in+playing+badminton&gs_l=heirloom-
serp.3.0.0j0i7i30j0i8i30l2.6474.8892.0.16926.10.9.0.0.0.1.780.1529.6-
2.2.0....0...1.1.34.heirloom-serp..9.1.780.KIpR71nnQw0

4. Procedures
4.1 Introductory Activity

Activity 1: Warm-Up Stretching Exercise

The teacher will let the student stay with their groups. In two minutes they will form five columns. Let the
students get their Target Heart Rate in one minute and do the warm-up exercise in four minutes.
Static Stretching Exercises Dynamic Stretching Exercises
Neck Stretches Jogging
Shoulder Curls High Knees
Arm Stretches Butt Kicks
Trunk Stretches Side Shuffles
Toe Touch Back Pedals
Lunges Cariocas
Squats Jumping Jacks
 Activity 1: Warm-Up Stretching Exercise
The teacher will let the student stay with their groups. In two minutes they will form five columns. Let the
students get their Target Heart Rate in one minute and do the warm-up exercise in four minutes.
Static Stretching Exercises Dynamic Stretching Exercises
Neck Stretches Jogging
Shoulder Curls High Knees
7 minutes
Arm Stretches Butt Kicks
Trunk Stretches Side Shuffles
Toe Touch Back Pedals
Lunges Cariocas
Squats Jumping Jacks

4.2 Activity
Activity 3: IT'S US!
The teacher will let students stay with their group and they will play the game "it's us". This will be the
mechanics of the game. When the teacher raise a flashcard containing the different skills in playing a
particular sport who ever is the assigned group that sport will make an action. The group will get a points
they can identify and make an action correctly based on the flashcard. The group who got the highest sco
will be consider as the winner.
The following lists are the basic skills written on the flashcard:
5 minutes
* Running (Endurance, Pacing, Sprinting, Recovery)
* Badminton (Basic Gripping Technique,Basic Footwork, Basic Badminton Strokes, Badminton Serve, Ba
Stance, Defensive High Clear/lob, Drop Shots,Smashing)
* Arnis (Grip, Stance and Salutations, Striking and Blocking Techniques)

4.3 Analysis
Based on the activity the teacher will let the group share the different basic skills in playing their sport.
Everybody are requested to also execute the basic skills while having the sharing.
Guide Questions:
15 minutes
* What are the basic skills in playing your choosen sport?
* How to execute that basic skill?

4.4 Abstraction
The teacher will let the students share their thoughts about the questions listed below. The answers mus
be processed and clarify in ten minute finish the activity.
10 minutes
* What are the importance of identifying and familiarizing the skills befor playing a particular sport?
* How does it help in achieving your fitness goals?
4.5 Application
Activity 3: Pick Me!
The teacher will prepare a rolled papers containing the different basic skills in playing a particular sports.
Each group must choose one representative to pick a rolled paper. What ever is written on the rolled pap
that the group will picked will be presentd to the class.They will be given five minutes to practice with the
15 minutes group on how are they going to share it to the class.
Processing Questions:
* What is the feeling upon performing the basic skills in playing another sport?
* Do want to experience playing another sports? Why? Why not?

4.6 Assessment
Anlysis of Learners' Products How does sports helps you in developing your personal fitness?
5 minutes
4.7 Assignment What are the fallacies and misconceptions about the physical activity
Preparing for the new lesson
3 minutes participation?
4.8 Concluding Activity
"Stop waiting things to happen go out and make things happen."
2 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning 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?

Prepared by:
Name: Liezel M. Cañete School: Juan Pamplona National High School
Position/
Designation: Teacher 1 Division: Cebu Province
Contact
09321754915 Email address: canete.liezel@yahoo.com
Number:
 Date:
July 21,2018
Code:
PE7GS-Id-h-5

r sports in improving personal

alth,
g-events/
+badminton&hl=en-
loom-
.1529.6-

will form five columns. Let the

ercise in four minutes.
etching Exercises
me "it's us". This will be the
e different skills in playing a
ion. The group will get a points if
e group who got the highest score

Strokes, Badminton Serve, Basic

c skills in playing their sport.

sharing.

isted below. The answers must

aying a particular sport?

s in playing a particular sports.

ever is written on the rolled paper
ve minutes to practice with their

ort?

our personal fitness?

about the physical activity

nal High School

com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
8 Physical Education VII 1 60
Learning Competency/ies: Distinguishes from fallacies and misconceptions about the physical Code:
(Taken from the Curriculum Guide) activity participation. PE7PF-Id-29

Key Concepts / Understandings

to be Developed Fallacies and misconceptions about the physical activity participation.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering
condition of knowing
something with familiarity Understanding
gained through Explain the different fallacies and misconceptions about the physical activity.

Skills Applying
The
ability and capacity acquired Analyzing Differentiate the truth and fallacies about the physical activity.
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability,
coming from one's
knowledge, practice, aptitude, Creating
etc., to do something

Attitude Receiving Phenomena Give the importance of knowing the fallacies and misconceptions about the physical activity.

Values Valuing Identifying the truth.

2. Content Nature and Background of Sports

3. Learning Resources Manila paper, pentel pen, Metacards, Speaker, USB, Learner's Material for P.E. and Health,
http://www.completethecircuit.com/common-exercise-myths-and-fallacies/
4. Procedures
4.1 Introductory Activity

Activity 1: Warm-Up Stretching Exercise

The teacher will let the student stay with their groups. In two minutes they will form 5 columns. Let the
students get their Target Heart Rate in one minute and do the warm-up exercise in four minutes.
Static Stretching Exercises Dynamic Stretching Exercises
Neck Stretches Jogging
Shoulder Curls High Knees
Arm Stretches Butt Kicks
Trunk Stretches Side Shuffles
Toe Touch Back Pedals
Lunges Cariocas
Squats Jumping Jacks
 Activity 1: Warm-Up Stretching Exercise
The teacher will let the student stay with their groups. In two minutes they will form 5 columns. Let the
students get their Target Heart Rate in one minute and do the warm-up exercise in four minutes.
Static Stretching Exercises Dynamic Stretching Exercises
Neck Stretches Jogging
Shoulder Curls High Knees
7 minutes
Arm Stretches Butt Kicks
Trunk Stretches Side Shuffles
Toe Touch Back Pedals
Lunges Cariocas
Squats Jumping Jacks

4.2 Activity Activity 2: Video Clip Presentation

The teacher will show a video clip showing the different fallacies and misconceptions about physical
activity. They will be divided into six groups. After watching the video the group are expected to share the
fallacies and misconceptions about physical activity. They will be given three minutes to watch a vedio an
5 minutes
two minutes to share the things they've learn on the video.

4.3 Analysis
The teacher will let the students share their ideas to the whole class each group were given three minute
to share and another three in processing their ideas. They will share through the guide questions listed
below.
Guide Questions:
* What can you say about the video?
* What are the different fallacies and misconceptions about physical activity?
Possible Answers:
10 minutes 1. If you're a woman, lifting weight will make you bulky like a man.
2. If you isolate a specific muscle, you will reduce fat in that specific area.
3. A 2-3 hour workout will burn more fat than shorter workouts.
4. No pain, no gain. Pain is a good indicator of a good workout.
5. Eating carbohydrates will make you fat.
6. Sweating will help you lose weight.
* What are their functions in achieving our fitness?

4.4 Abstraction

The teacher will let the each group explain their thoughts about the different fallacies and misconceptions
physical activity. They are given two minutes to share with the group and 1 minute to share in the class.T
answers must be processed and clarify in two minute. Each group has corresponding topic.
Group 1 - If you're a woman, lifting weight will make you bulky like a man.
Group 2 - If you isolate a specific muscle, you will reduce fat in that specific area.
15 minutes
Group 3 - A 2-3 hour workout will burn more fat than shorter workouts.
Group 4 - No pain, no gain. Pain is a good indicator of a good workout.
Group 5 - Eating carbohydrates will make you fat.
Group 6 - Sweating will help you lose weight.

4.5 Application
The teacher will ask this to the students by calling some volunteers to sha
Analysis of Learners' In five minutes finish the activity.
Products * What is the importance of knowing the fallacies and misconceptions abo
physical activity?
 The teacher will ask this to the students by calling some volunteers to sha
Analysis of Learners' In five minutes finish the activity.
15 minutes Products * What is the importance of knowing the fallacies and misconceptions abo
physical activity?

4.6 Assessment Their output will serve as their assessment. They will be given five minute
Anlysis of Learners' Products
5 minutes process the answers of each group
4.7 Assignment
The teacher will let the students answer this questions.
* What are the common injuries that we might encounter while engaging to
Preparing for the new lesson
3 minutes any sports?
* How to give first aid those injuries?

4.8 Concluding Activity

"You can't put the limit on anything. The more you dream, the further you get."
2 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional
activities for remediation. D.  No. of learners who continue to require remediation.
E.   Which of my learning 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?

Prepared by:
Name: Liezel M. Cañete School: Juan Pamplona National High School
Position/
Designation: Teacher 1 Division: Cebu Province
Contact
09321754915 Email address: canete.liezel@yahoo.com
Number:
 Date:

Code:
PE7PF-Id-29

hysical activity.

ons about the physical activity.

s Material for P.E. and Health,

nd-fallacies/

will form 5 columns. Let the

ercise in four minutes.
etching Exercises
conceptions about physical
roup are expected to share the
ee minutes to watch a vedio and

group were given three minutes

ugh the guide questions listed

y?

nt fallacies and misconceptions in

1 minute to share in the class.The
responding topic.
.
fic area.

calling some volunteers to share.

acies and misconceptions about

 They will be given five minutes to

s questions.
ght encounter while engaging to

get."

nal High School

com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment
Reinforcing / strengthening the
day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
9 Physical Education VII 1 60
Learning Competency/ies: Performs appropriate first aid for sports-related injuries (e.g. Code:
(Taken from the Curriculum Guide) cramps, sprain, and heat exhaustion) PE7PF-Id-30
Key Concepts / Understandings
to be Developed Appropriate first aid for sports-related injuries.
Adapted Cognitive Process
Domain
Knowledge Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
The fact or Remembering Identify the common injuries that may happen in playing sports
condition of knowing
something with familiarity Understanding
gained through

Skills Applying Demonstrate proper first aid in techniques to specific injuries.

The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability,
coming from one's
knowledge, practice, aptitude, Creating
etc., to do something

Attitude Receiving Phenomena Develop skills and confidence to help in a first aid crisis.

Values Valuing Act with care to other people.

2. Content Treating Sports Injuries

3. Learning Resources Manila paper, pentel pen, First Aid Kit, Speaker, USB, Learner's Material for P.E. and Health 7
Bandage, Ice Pack
4. Procedures
4.1 Introductory Activity

Activity 1: Doing the Daily Routine

* Obtain the resting heart rate
* Warm-up exercise
~ Slow Jog
7 minutes ~ Lunge
~ High Knees
~ Side Shuffle (left foot leading)
~ Side Shuffle (right foot leading)

4.2 Activity
Activity 2: Fix Me I'm Broken
The teacher will group the students into three. Each group will choose a leader. Each student will choose
partner within their group. For both partner they will label themselves as A and B, A being the victim or
injured official and B being the first aider. Each group will form two lines first line for the victims and secon
line for the first aider. As the teacher blows the whistle, all As shall pretend to be injured, its Student As
discretion what injury he/she would portray. The next whistle signals the Bsto employ the appropriate firs
aid techniques to their partners who are pretingding to be injured. The last whistle signals As and Bs to
stop. Students will explain their work by pair the teacher will call some volunteers to explain.
 Activity 2: Fix Me I'm Broken
The teacher will group the students into three. Each group will choose a leader. Each student will choose
partner within their group. For both partner they will label themselves as A and B, A being the victim or
injured official and B being the first aider. Each group will form two lines first line for the victims and secon
10 minutes line for the first aider. As the teacher blows the whistle, all As shall pretend to be injured, its Student As
discretion what injury he/she would portray. The next whistle signals the Bsto employ the appropriate firs
aid techniques to their partners who are pretingding to be injured. The last whistle signals As and Bs to
stop. Students will explain their work by pair the teacher will call some volunteers to explain.

4.3 Analysis

1.What can you say about the activity?How did you feel when you perform the first aid?What do you thin
10 minutes the importance of first aid in assisting an injured person.

4.4 Abstraction Treating Sports Injuries

* Muscle Sprain - an abnormal stretching or tearing of a ligament that supports a joint.
* Muscle Cramps - is a sudden contraction of muscle that may feel extremely painful.
* Heat Exhaustion - a condition usually develops gradually, and caused by loss of salt and water from the
body through excessive sweating. Its more common in persons who are accostomed to exercising in a h
10 minutes humid environment.
Discuss and demonstrate the proper procedure in giving first aid in treating sports injuries.

4.5 Application The students will execute the proper procedure in giving first aid if their is injury while playing. They will b
given points with the given rubrics.
Group 1 - Marcus was a devoted swimmer, one morning during practice his calf muscle tighten up and it
was painful.
Group 2 - Mar is playing basketball with his classmates. Suddenly his ankle sprained as she shoot the ba
Group 3 - Jhaz is a long distance runner and during her training she suddenly passed out because of too
much exposure under the sun.

15 minutes

4.6 Assessment
Let the students answer the given questions.
* How does sports helps you in developing your personal fitness?
Anlysis of Learners' Products
* Why do we need to know the proper way or procedure in giving first aid
case injury may occur?
 Let the students answer the given questions.
* How does sports helps you in developing your personal fitness?
Anlysis of Learners' Products
5 minutes * Why do we need to know the proper way or procedure in giving first aid
case injury may occur?

4.7 Assignment Let the students bring the following materials next meeting.
Preparing for the new lesson * Notebook
3 minutes
* Ball Pen
4.8 Concluding Activity
"Stop waiting things to happen go out and make things happen."
2 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning 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?

Prepared by:
Name: Liezel M. Cañete School: Juan Pamplona National High School
Position/
Designation: Teacher 1 Division: Cebu Province
Contact
09321754915 Email address: canete.liezel@yahoo.com
Number:
 Date:

Code:
PE7PF-Id-30

s Material for P.E. and Health 7,

ader. Each student will choose a

and B, A being the victim or
st line for the victims and second
to be injured, its Student As
sto employ the appropriate first
whistle signals As and Bs to
unteers to explain.
m the first aid?What do you think is

ports a joint.
ely painful.
loss of salt and water from the
ccostomed to exercising in a hot

g sports injuries.

injury while playing. They will be

s calf muscle tighten up and it

e sprained as she shoot the ball.

enly passed out because of too

s.
your personal fitness?
or procedure in giving first aid in
ls next meeting.

nal High School

com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
10 Physical Education VII 1 60
Learning Competency/ies: Code:
Monitors periodically one's progress towards the fitness goal.
(Taken from the Curriculum Guide) PE7PF-Id-h-28

Key Concepts / Understandings

to be Developed Progress towards the fitness goal.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Identify the level of intensity in executing the prepared activities.
condition of knowing
something with familiarity Understanding
gained through

Skills Applying
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex Measure the progress towards the fitness goals.
activities or the ability,
coming from one's
knowledge, practice, aptitude, Creating
etc., to do something

Attitude Receiving Phenomena Give the importance of identifying the progress of one's fitness goals

Values Valuing Self improvement

2. Content Levels of Intensity

3. Learning Resources Activity Notebook, pen, Speaker, USB, Learner's Material for P.E. and Health, Stop Watch,
Notebook, Ball Pen
4. Procedures
4.1 Introductory Activity

Activity 1: Doing the Daily Routine

* Obtain the resting heart rate
* Warm-up exercise
~ Slow Jog
7 minutes ~ Lunge
~ High Knees
~ Side Shuffle (left foot leading)
~ Side Shuffle (right foot leading)

4.2 Activity

Activity 2: Pair Think Share

 Activity 2: Pair Think Share
10 minutes

4.3 Analysis

The teacher will ask the stiudents and call some volunteers to share.Finish the activity in te
10 minutes minutes.Why is it necessary for us to monitor our fitness goals?

4.4 Abstraction
The teacher will give three minutes to think then call some volunteers to share their ideas about the
question listed below finish in seven minutes.
10 minutes
* What are the benefits of monitoring your progress towards your fitness goals?

4.5 Application
Activity 3: My Plan! My Goal!
The teacher will let the students perform their prepared exercise program on the previous meeting and
15 minutes
monitor the result of their test.

4.6 Assessment
The teacher will let the students get the differece of the privious results of
Anlysis of Learners' Products their performance and in the present one. Tell the students to compare the
5 minutes
result in their physical activity on the previous and in the present.

4.7 Assignment How to achieve the fitness goal of an individual?

Preparing for the new lesson
3 minutes
4.8 Concluding Activity
"Stop waiting things to happen go out and make things happen."
2 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning 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?

Prepared by:
Name: Liezel M. Cañete School: Juan Pamplona National High School
Position/
Designation: Teacher 1 Division: Cebu Province
Contact Email address:
Number: 09321754915 canete.liezel@yahoo.com
 Date:
July 7, 2017
Code:
PE7PF-Id-h-28

s.

goals

P.E. and Health, Stop Watch,

hare.Finish the activity in ten
fitness goals?

hare their ideas about the

oals?

on the previous meeting and

erece of the privious results of

ell the students to compare the
us and in the present.

dual?

nal High School

com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
11 Physical Education VII 1 60
Learning Competency/ies: Code:
Assumes responsibility for achieving personal fitness.
(Taken from the Curriculum Guide) PE7PF-Id-h-31
Key Concepts / Understandings
to be Developed Responsibility for achieving personal fitness.
Adapted Cognitive Process
Domain
Knowledge Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
The fact or Remembering
condition of knowing
something with familiarity Understanding
gained through Discuss ways on achieving personal fitness.

Skills Applying
The
ability and capacity acquired Analyzing Organize some activities for achieving personal fitness.
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability,
coming from one's
knowledge, practice, aptitude, Creating
etc., to do something

Attitude Receiving Phenomena Identify the importance of assuming responsibilities for achieving personal fitness.

Values Valuing Develop one's character.

2. Content Personal Fitness

3. Learning Resources Manila paper, pentel pen, Speaker, USB, Learner's Material for P.E. and Health
http://www.shapefit.com/health/7-steps-achieving-fitness-goals.html
4. Procedures
4.1 Introductory Activity

Activity 1: Warm-Up Stretching Exercise

The teacher will let the student stay with their groups. In two minutes they will form five columns. Let the
students get their Target Heart Rate in one minute and do the warm-up exercise in four minutes.
Static Stretching Exercises Dynamic Stretching Exercises
Neck Stretches Jogging
Shoulder Curls High Knees
7 minutes
Arm Stretches Butt Kicks
Trunk Stretches Side Shuffles
Toe Touch Back Pedals
Lunges Cariocas
Squats Jumping Jacks

4.2 Activity Activity 2: Video Clip Presentation

The teacher will show a video clip showing some ways on acheiving fitness. They will be divided into fou
groups. After watching the vedio the group are expected to discuss some ways on achieving their person
fitness. They will be given three minutes to watch a vedio and two minutes to share the things they've lea
on the video.
 Activity 2: Video Clip Presentation
The teacher will show a video clip showing some ways on acheiving fitness. They will be divided into fou
groups. After watching the vedio the group are expected to discuss some ways on achieving their person
fitness. They will be given three minutes to watch a vedio and two minutes to share the things they've lea
5 minutes
on the video.

4.3 Analysis
The teacher will let the students share their ideas to the whole class each group were given three minute
to share and another three in processing their ideas. They will share through the guide questions listed
below.
Guide Questions:
* What can you say about the video?
15 minutes
* What are some way on achieving personal fitness?
Possible Answers: Plan Goals, Benchmark Progress, Plan Your Training, Examine Your Diet, Drink a Lot
Water, Convenience Over Inconvenience, Sleep
* What are their functions in achieving our fitness?

4.4 Abstraction

The teacher will let the students share their thoughts about the questions listed below. The answers mus
10 minutes
be processed and clarify in ten minute finish the activity.
* What is the importance of assuming responsibilities for achieving personal fitness?
4.5 Application The teacher will let the students organize some activities for achieving fitness using the steps or ways on
15 minutes achieving personal fitness.
4.6 Assessment
The teacher will ask this to the students by calling some volunteers to sha
Analysis of Learners' In five minutes finish the activity.
5 minutes Products * What are the importance of knowing your responsibility in achieving your
personal fitness?

4.7 Assignment
Preparing for the new lesson What are the importance of winning and losing the perspective?
3 minutes
4.8 Concluding Activity
"Just play. Have fun. Enjoy the game"
2 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional
activities for remediation. D.  No. of learners who continue to require remediation.
E.   Which of my learning 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?

Prepared by:
Name: Liezel M. Cañete School: Juan Pamplona National High School
Position/
Designation: Teacher 1 Division: Cebu Province
Contact
09321754915 Email address: canete.liezel@yahoo.com
Number:
 Date:
August 3, 2017
Code:
PE7PF-Id-h-31

ng personal fitness.

r P.E. and Health

.html

will form five columns. Let the

ercise in four minutes.
etching Exercises

ss. They will be divided into four

ways on achieving their personal
to share the things they've learn
 group were given three minutes
ugh the guide questions listed

Examine Your Diet, Drink a Lot Of

isted below. The answers must

al fitness?
ess using the steps or ways on

calling some volunteers to share.

responsibility in achieving your

ing the perspective?

nal High School

com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
12 Physical Education VII 1 60
Learning Competency/ies: Code:
Keeps the importance of winning and losing in perspective.
(Taken from the Curriculum Guide) PE7PF-Id-h-32

Key Concepts / Understandings

to be Developed Winning and losing helps individual grow.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity Understanding
gained through Explain the views in winning and losing.
experience or association
Skills Applying Illustrate the importance of winning and losing.
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability,
coming from one's
knowledge, practice, aptitude, Creating
etc., to do something

Attitude Receiving Phenomena Give the importance of winning and losing in perspective.

Values Valuing Develop the spirit of sportsmanship

2. Content Winning and Losing

3. Learning Resources Manila paper, pentel pen, Metacards, Speaker, USB, Learner's Material for P.E. and Health

4. Procedures
4.1 Introductory Activity

Activity 1: Warm-Up Stretching Exercise

The teacher will let the student stay with their groups. In two minutes they will form 5 columns. Let the
students get their Target Heart Rate in one minute and do the warm-up exercise in four minutes.
Static Stretching Exercises Dynamic Stretching Exercises
Neck Stretches Jogging
Shoulder Curls High Knees
Arm Stretches Butt Kicks
Trunk Stretches Side Shuffles
Toe Touch Back Pedals
Lunges Cariocas
Squats Jumping Jacks
 Activity 1: Warm-Up Stretching Exercise
The teacher will let the student stay with their groups. In two minutes they will form 5 columns. Let the
students get their Target Heart Rate in one minute and do the warm-up exercise in four minutes.
Static Stretching Exercises Dynamic Stretching Exercises
Neck Stretches Jogging
Shoulder Curls High Knees
7 minutes
Arm Stretches Butt Kicks
Trunk Stretches Side Shuffles
Toe Touch Back Pedals
Lunges Cariocas
Squats Jumping Jacks

4.2 Activity
Activity 2: Game Nah!
The teacher will let the students play in ten minutes. This will be the mechanics of the game.
* Let the students form one column in each group. Let the group accomplish and peform properly all the
activities prepared by the teacher. Whoever is the group will finish first will get the points.
The following are the activities to be chosen.
10 minutes * Sack Race
* Pass the Ball
* Dribbling the Ball
* Badminton Pass
* The Striking and Blocking Techniques

4.3 Analysis

The teacher will let each group discuss the questions listed below. They will be given three minutes to
prepare and gather information from their groupmates and three minutes to share their output to the clas
* What can you say about the activity?
* Did you win the game? Why? Why not?
10 minutes
* If you win the game, What did you do for you to achieve the game? What have you learn upon winning
game?
* If you lose the game, How did you accept it? What have you learn upon losing the game?

4.4 Abstraction
The teacher will let the students share their thoughts about the questions listed below. The answers mus
be processed and clarify in ten minute finish the activity.
10 minutes
* Is it necessary for you to always win in everything you do or make? Why? Why not?
* What are the importance of winning and losing the game?
4.5 Application
The teacher will let the students illustrate through roleplay in losing and winning a game. They will be giv
two minutes to prepare. They will be given points with the given criteria.
Content ----------- 10 points
15 minutes Creativity ----------- 5 points
Cooperation ----------- 5 points
A total of 20 points

4.6 Assessment
Anlysis of Learners' Products The students output will serve as their assessment.
5 minutes
4.7 Assignment
Preparing for the new lesson Prepare for a summative test next meeting
 Preparing for the new lesson Prepare for a summative test next meeting
3 minutes
4.8 Concluding Activity
"Just be patient. Let the game come to you. Don't be rush. Be quick but don't hurry."
2 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning 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?

Prepared by:
Name: Liezel M. Cañete School: Juan Pamplona National High School
Position/
Designation: Teacher 1 Division: Cebu Province
Contact
09321754915 Email address: canete.liezel@yahoo.com
Number:
 Date:
August 4, 2017
Code:
PE7PF-Id-h-32

s Material for P.E. and Health

will form 5 columns. Let the

ercise in four minutes.
etching Exercises
anics of the game.
sh and peform properly all the
get the points.

ill be given three minutes to

o share their output to the class.

t have you learn upon winning the

osing the game?

isted below. The answers must

? Why not?

nning a game. They will be given

ssment.
on't hurry."

nal High School

com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests