GRADES 1 to 12 School TAGAYTAY CITY NATIONAL HIGH Grade Level Grade 12

DAILY LESSON SCHOOL

LOG Teacher HERBERT A. DIOKNO Learning Area P.E.
Teaching Dates and Time NOVEMBER 4-8, 2019 Quarter Third Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of dance in optimizing one’s health; as requisite for PA performance, and as a career opportunity.

B. Performance Standards The learner leads dance events with proficiency and confidence resulting in independent pursuit and in influencing others positively

C. Learning Competencies/ PE11FH-IId3

Objectives
Write the LC code for each
Relates health behaviors Relates health behaviors Relates health behaviors Relates health behaviors Relates health behaviors
(eating habits, sleep and (eating habits, sleep and (eating habits, sleep and (eating habits, sleep and stress (eating habits, sleep and
stress management) to stress management) to stress management) to management) to health risks stress management) to health
health risks factors and health risks factors and health risks factors and factors and physical activity risks factors and physical
physical activity physical activity physical activity assessment assessment performance activity assessment
assessment performance assessment performance performance performance

II. CONTENT Modern and Modern and Contemporary Modern and Contemporary Modern and Contemporary Modern and Contemporary
Contemporary Dance Dance Dance Dance Dance

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Page 166 Page 167 Page 170 Pages 176 Page 176-178
2. Learner’s Materials pages Pages 226-227 Pages 228-231 Page 232 Pages 240 Page 240-243
3. Textbook pages Carlos, M.C. et al. Carlos, M.C. et al. PHYSICAL Carlos, M.C. et al. PHYSICAL Carlos, M.C. et al. PHYSICAL Carlos, M.C. et al. PHYSICAL
PHYSICAL EDUCATION 2 RHYTHMIC EDUCATION 2 RHYTHMIC EDUCATION 2 RHYTHMIC EDUCATION 2 RHYTHMIC
EDUCATION 2
ACTIVITIES ACTIVITIES ACTIVITIES ACTIVITIES
RHYTHMIC
ACTIVITIESCarlos,

4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lessons or presenting the new
lesson
M.C. et al. PHYSICAL
EDUCATION 2
RHYTHMIC
ACTIVITIES
Curriculum Guide
research of Video Lesson or pictures
( Note: Please specify the URL of the
website/s and acknowledge the author/s)
Activity 1: Play & Stop
Pick & Dance
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
the box will be going to
pick a strip of paper and
he will be going to do
the dance step of that
song.
Bthe box will be going to
pick a strip of paper and
he will be going to do
Curriculum Guide
research of Video Lesson or pictures ( Note:
Please specify the URL of the website/s and
acknowledge the author/s)
Activity 1: Play & Stop
Pick & Dance
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
the box will be going to
pick a strip of paper and
he will be going to do the
dance step of that song.
Bthe box will be going to
pick a strip of paper and
he will be going to do the
dance step of that song.
Curriculum Guide
research of Video Lesson or pictures ( Note:
Please specify the URL of the website/s and
acknowledge the author/s)
Activity 1: Play & Stop
Pick & Dance
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
the box will be going to
pick a strip of paper and
he will be going to do the
dance step of that song.
Bthe box will be going to
pick a strip of paper and
he will be going to do the
dance step of that song.
Curriculum Guide
research of Video Lesson or
pictures ( Note: Please
specify the URL of the
website/s and acknowledge
the author/s) .html
Activity 1: Play & Stop Pick
& Dance
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
the box will be going to pick
a strip of paper and he will
be going to do the dance
step of that song.
Bthe box will be going to
pick a strip of paper and he
will be going to do the
dance step of that song.
Curriculum Guide
research of Video Lesson
or pictures ( Note: Please
specify the URL of the
website/s and acknowledge
the author/s)
Activity 1: Play & Stop Pick
& Dance
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
the box will be going to pick
a strip of paper and he will
be going to do the dance
step of that song.
Bthe box will be going to
pick a strip of paper and he
will be going to do the
dance step of that song.

B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
the dance step of that
song.
Guide Question/s: Guide Question/s: Guide Question/s: Guide Question/s: Guide Question/s:
Base from our activity, Base from our activity, Base from our activity, Base from our activity, what Base from our activity, what
what do you think is our what do you think is our what do you think is our do you think is our topic for do you think is our topic for
topic for today? topic for today? topic for today? today? today?
(Note: The teacher is (Note: The teacher is (Note: The teacher is (Note: The teacher is (Note: The teacher is
expected to deliver the expected to deliver the expected to deliver the expected to deliver the expected to deliver the
process questions and process questions and process questions and process questions and process questions and
leaner/s reponses to leaner/s reponses to leaner/s reponses to leaner/s reponses to leaner/s reponses to
deepen learning based deepen learning based on deepen learning based on deepen learning based on deepen learning based on
on the activity/or the activity/or motivation) the activity/or motivation) the activity/or motivation) the activity/or motivation)
motivation)
Activity 2: Move On Activity 2: Move On Move Activity 2: Move On Move Activity 2: Move On Move Activity 2: Move On Move
Move On! Mechanics: On! Mechanics: The On! Mechanics: The On! Mechanics: The group On! Mechanics: The group
The group will be group will be divided into group will be divided into will be divided into 4 groups will be divided into 4 groups
divided into 4 groups 4 groups each group will 4 groups each group will each group will be going to each group will be going to
each group will be going be going to create a 2 be going to create a 2 create a 2 minute dance create a 2 minute dance
to create a 2 minute minute dance minute dance presentation in 5 minutes presentation in 5 minutes
dance presentation in 5 presentation in 5 minutes presentation in 5 minutes showing the daily showing the daily
minutes showing the showing the daily showing the daily household chores. household chores.
daily household chores. household chores. household chores. (Let the students perform (Let the students perform
(Let the students perform (Let the students perform the basic steps in the basic steps in
(Let the students the basic steps in the basic steps in modern/contemporary from modern/contemporary from
perform the basic steps modern/contemporary modern/contemporary the Activity 1.) the Activity 1.)
in modern/contemporary from the Activity 1.) from the Activity 1.)
from the Activity 1.)
Presentation of K-W-H-L Perform Activity 1 in LM Perform the suggested Perform Modified Activity: Perform Activity 4 in LM p.
chart. page 230 Activity in TG page 170 “Major Endocrine Glands 242-243 (Guide Questions)
(Connect the Dots) and Their Hormones”
Guided Question: What is Guided Question: What is Guided Question: What is Guided Question: What is the Guided Question: What is the
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
the essence of optimizing
your energy in improving
your performance
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
c. 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
the essence of optimizing
your energy in improving
your performance
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
c. 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
the essence of optimizing
your energy in improving
your performance
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
c. 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
essence of optimizing your
energy in improving your
performance
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
c. 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
essence of optimizing your
energy in improving your
performance
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
c. 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
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the Evaluation
B. No. of learners who require
The students will write The students will write their The students will write their The students will write their The students will write their
their reflections about reflections about reflections about reflections about understaning reflections about
understaning on how to understaning on how to understaning on how to on how to relates health understaning on how to
relates health behaviors relates health behaviors relates health behaviors behaviors (eating habits, sleep relates health behaviors
(eating habits, sleep and (eating habits, sleep and (eating habits, sleep and and stress management) to (eating habits, sleep and
stress management) to stress management) to stress management) to health risks factors and stress management) to health
health risks factors and health risks factors and health risks factors and physical activity assessment risks factors and physical
physical activity physical activity assessment physical activity assessment performance in your daily life? activity assessment
assessment performance performance in your daily performance in your daily performance in your daily
in your daily life? life? life? life?
ACTIVITY 3: CREATE ACTIVITY 3: CREATE ACTIVITY 3: CREATE ACTIVITY 3: CREATE AND ACTIVITY 3: CREATE AND
AND DO IT! will be AND DO IT! will be AND DO IT! will be DO IT! will be graded DO IT! will be graded
graded according to graded according to graded according to according to following according to following
following criteria: 4 pts- following criteria: 4 pts- following criteria: 4 pts- criteria: 4 pts-participation 4 criteria: 4 pts-participation 4
participation 4 pts – participation 4 pts – participation 4 pts – pts – gracefullness 4 pts- pts – gracefullness 4 pts-
gracefullness 4 pts- gracefullness 4 pts-proper gracefullness 4 pts-proper proper etiqutte/safety 4 pts- proper etiqutte/safety 4 pts-
proper etiqutte/safety 4 etiqutte/safety 4 pts- etiqutte/safety 4 pts- proper uniform proper uniform
pts- proper uniform proper uniform proper uniform
Ask the students to Ask the students to make Ask the students to make Ask the students to make a Ask the students to make a
make a documentation a documentation of their a documentation of their documentation of their documentation of their
of their eating habit by eating habit by taking eating habit by taking eating habit by taking eating habit by taking
taking selfies every time selfies every time they eat selfies every time they eat selfies every time they eat selfies every time they eat
they eat and upload it in and upload it in an album and upload it in an album and upload it in an album and upload it in an album
an album on FB account on FB account which is on FB account which is on FB account which is pre- on FB account which is pre-
which is pre- created by pre- created by teacher pre- created by teacher created by teacher for this created by teacher for this
teacher for this given for this given content for this given content given content given content
content
additional activities for
remediation who scored below
80%
C. Did the remedial lesson
works? 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 works?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?

PREPARED BY:

HERBERT AMBAT DIOKNO

SHS T II-P.E.