DLP Pe 1 Q 1 Vol 1

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 PE 1 1st 40 mins. June 7, 2017
Learning Competency/ies: Code:

Describe the different parts of the body and
their movements through enjoyable physical
activities.
(Taken from the Curriculum Guide) PE 1BM-Ia-b-1
Key Concepts / Understandings to The body has lower and upper extremities. Each body part has its
be Developed own function and differ in its movements.
Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. OBJECTIVES: Showing the body parts pupils are expected to:
2015)
Knowledge Remembering Identify the body parts and its movements.

The fact or condition of
knowing something with
familiarity gained through
experience or association Understanding
Applying
Execute how each parts of the body move.
Skills
The ability and
capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge, practice,
aptitude, etc., to do something
Creating
Name the parts of the body with confidence.

Attitude Valuing Demonstrate gregariousness
while doing group activity.
Values Valuing Show how to take care of your body.
2. Content Different Body Parts and Their Movement

MISOSA 4 module 4, Learner's Material pp.1-8,word cards
and pictures https://www.google.com.ph/search?dcr=
3. Learning Resources shoulder+circling+child+clipart, jumping+clipart,
shoulder+circling+child+clipart, my+head+clipart,
knees+clipart, shoulderclipart
4. Procedures
4.1 Introductory Activity Teacher asks: "Do you know that your body can move in different
ways?" Sing the song my
toes my knees with action. Teacher modelling, next teacher and
5 minutes
pupils sing the song together while doing the action.
"Can you name some parts of the body mentioned in the song?"
4.2 Activity Game Simon Says: As
the teacher says point your head pupils will point it ."Can you move
15 minutes your head? How will you move it (by nodding)?" And so on and so
forth.
Show pictures associated in words like head, shoulders, knees and

feet. Teacher reads the words and let the pupils follow. After flashing
4.3 Analysis each word teacher point which part of the body it is. Ask pupils for
example clapping of hands? What body part is use? Teacher
discusses and explain to pupils how each part of the body move
specifically (hands ,feet, head, shoulder, knees and toes).
5 minutes
HEAD SHOULDERS KNEES FEET

Pupils stand and perform the activity with confidence and enjoyment.
4.4 Abstraction
Clapping of hand, nodding of head, shoulders circling etc. Teacher
will inject values, base on the importance of each body parts and
howto takecare of each parts. Do our body move? Does the body
3 minutes move in the same way? What part of the body move when you clap,
nod?
Class is divided into three groups. Slow learners perform the song
4.5 Application head, shoulders, knees and toes with action. Average learners will
match the part of the body and their movement. Fast learners will
name the part of the body according to its movements.
3 minutes
Identify the body parts use in each movement

by matching column A with column B. Draw a
line to connect your answer.
4.6 Assessment A
B
1. clapping
Anlysis of Learners'
a. knees
Products
2. nodding
b. head
5 minutes 3. knee circling c.
hands
4. feet rotating d. feet
4.7 Assignment Cut out picture that shows the movement of
Enhancing / improving the
hands and feet. Paste it in your assignment
day’s lesson
2 minutes notebook.
4.8 Concluding Activity

2 minutes
Singing the song ulo, abaga, dapi-dapi, tuhod, tiil etc.
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who
A. No. of learners who earned 80% in the evaluation. have caught up with the lesson.
B. No. of learners who require additional activities for

D. No. of learners who continue to require remediation.
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: JESSICA C. TOLOP District MINGLANILLA I

Position/
Designation: MASTER TEACHER 1 Division: CEBU PROVINCE
Contact
Number: 272-6212 Email address: jessicatolop27@gmail.com
Checked by:
MONA LIZA T. PARDILLO LUZVIMINDA G.BARIQUET
School Principal School Principal
Noted:
JOEL B. UMBAY
Public Schools District Supervisor
Instructional
(The process of systematically Planning
planning, developing, evaluating and
managing the instructional process by using principles of teaching and
learning - D.O. 42, s. 2016)
Learning Area:
Grade
DLP No.: Quarter: Duration: Date:
Level:
2 PE 1 1st 40 mins.

Creates shapes by using different
body parts.
(Taken from the Curriculum Guide) PE1BM-Ic-d-2
Key Concepts / Understandings to The body can do many things. Aside from the hand, our body
be Developed can create shapes using our body language.

Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Knowledge Remembering Discuss about the different body parts and its function.
experience or association Understanding
Applying
Create shapes using body movement.
Skills
The ability and Analyzing
capacity acquired through
deliberate, systematic, and sustained
effort to smoothly and adaptively
carryout complex activities or the
ability, coming from one's Evaluating
knowledge, practice, aptitude, etc.,
to do something
Creating
Attitude Valuing Follow safety precaution in moving the body parts.
Values Valuing Appreciate God's given gift (which is the body)
2. Content Creating Shapes Through Body Movements

3. Learning Resources MISOSA 4-module 4, chart, pictures
4. Procedures
4.1 Introductory Activity

Drawing shapes using body movement.
5 minutes Sing the song head, shoulders, knees and toes.
4.2 Activity
Call pupils to draw shapes in the air using the pointed finger like
15 minutes
triangle, square, circle
What else your body can do?

Divide the
4.3 Analysis class into 3 groups. Let each group discuss and demonstrate one
shape using body movement. Ex. Group 1
circle - using head
5 minutes Group 2 triangle - using knees

Group 3
square - using hips
4.4 Abstraction Base on the activity what can you say about the body parts? Can
we draw shapes utilizing our body? Why do we have to take extra
care in moving our body? Are you satisfied what God gave you?
5 minutes Why?
Divide the class into 3 groups.

4.5 Application Slow group:
Draw the shape (circle, triangle, square,rectangle)
Average group: Match
the shape by its pictures.
3 minutes Fast group: Write the initial
letter of your name using the body movements.
Performing the shapes. Each individual execute
4.6 Assessment different shapes using the body.
Anlysis of Learners'
Products
5 minutes
4.7 Assignment Preparing for the new Draw different shapes in your notebook and
2 minutes lesson color it.
4.8 Concluding Activity Our body is the temple of God.
2 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners
A. No. of learners who earned 80% in the evaluation. who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. 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?

use/discover which I wish to share with other
teachers?
Prepared by:
Name: JESSICA C. TOLOP District MINGLANILLA I
Position/ Division:
Designation:
MASTER TEACHER 1 CEBU PROVINCE
Contact Email
Number: 272-6212 address: jessicatolop27@gmail.com
Checked by:
MONA LIZA T. PARDILLO LUZVIMINDA G. BARIQUET
Noted:
JOEL B. UMBAY
Public Schools District Supervisor
instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Learning Area:
Grade Level:
DLP No.: Quarter: Duration: Date:
3 Physical Education One 1st 1 day

Learning Competency/ies:
Shows balance on one, two, three, four and Code:
(Taken from the Curriculum Guide) five body parts PE1BM-le-f-3
Key Concepts / Understandings to be Our body can balance on one, two, three, four and five body
Developed parts.

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering Identify the different balancing skills

The fact or
condition of knowing
something with familiarity
gained through experience
or association Understanding
Applying Execute the different balancing movements

Skills
The ability Analyzing
and capacity acquired through
Creating
Attitude Receiving Phenomena

Demonstrate the value of sportsmanship
Values Valuing
Illicit the value of sportsmanship in playing games
2. Content Body Awareness (Different body parts and their

movements)
3. Learning Resources K to 12 Grade 1 PE CG p.12; Grade 1 PE TG pp. 5-6; LM
pp. 12-14; MISOSA 4-module 4
4. Procedures

Have the children perform the warm-up exercises through the
guidance of the teacher.
5 minutes
4.2 Activity The pupils are grouped into four and let each group walk in different
pathways: a.) straight line b.) circle
c.) triangle d.) square
5 minutes
4.3 Analysis Ask: How did you find the activity? What does it show when you able
to walk following the path? How did you show balancing in the
activity you have just performed?
5 minutes What are other body movements that show balance?
4.4 Abstraction Have the pupils follow the teacher as she demonstrates the different
movements showing balance. Then ask pupils what is balance and
2 minutes how to show balance using body parts.
Group the pupils. Assign each group to execute the different body
movements showing balance.
4.5 Application
5 minutes
4.6 Assessment
Anlysis of Learners' Evaluate the pupils if they have shown balance
10 minutes Products while performing the assigned body movement.
4.7 Assignment Enhancing / improving the Practice the different body movements showing
day’s lesson balance.
3 minutes
Have them do the cooling down activities by following the teacher.
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the evaluation. C. Did the remedial lessons work? No. of learners who have caught
up with the lesson.
B. No. of learners who require additional activities

for remediation.
Why did these work?


teachers?
Prepared by:
Name: MANSUETA F. CAÑADA School: UPPER TUNGHAAN ELEM. SCHOOL
Position/
Designation: MT 1 Division: CEBU PROVINCE
Contact Email address:
Number:
Checked by:

Noted by:
JOEL B. UMBAY
District Supervisor

instructional process by using principles of teaching and learning -
D.O. 42, s. 2016)

Learning Area:
4 Physical Education One 1ST 40 minutes

Learning Competency/ies:
Shows balance on one, two, three, four Code:
(Taken from the Curriculum Guide) and five body parts PE1BM-le-f-3
Key Concepts / Understandings to
be Developed Our body can balance on one, two, three, four and five body parts.

OBJECTIVES:
Remembering
Knowledge
The fact or condition
of knowing something with
experience or association
Understanding
Explain how to balance with one, two, three, four and five
body parts.
Applying
Skills
The ability and Analyzing Compare actions that show balance and those that don't show
deliberate, systematic, and balance.
activities or the ability, coming Evaluating Appraise the action obeserved whether there is balance or
aptitude, etc., to do something none.
Creating
Attitude Receiving Phenomena Demonstrate the value of respectfulness in doing group

activities.
Values Valuing Respect your classmates ability
2. Content Body Awareness (Different body parts and their movements)
K to 12 Grade 1 PE CG p.12; Grade 1 PE TG pp. 5-6; LM pp.

3. Learning Resources 12-14; MISOSA 4-module 4,
https://www.google.com.ph/search?dcr=exercise+children+
+clipart
4. Procedures
4.1 Introductory Activity Have the children perform the warm-up exercises through the guidance
of the teacher. ( Head rotation, shoulder rotation, hip rotation, knee
3 minutes rotation,jumping
Guide the pupils jack)
to perform the activity 5 on pages 12 - 13 of Learner's
4.2 Activity Material: Body Balance:
a) Two arms,
one leg
b) Two legs. One arm
5 minutes c) One arm, one leg
d) Stand on one leg

e) Sway one leg
forward, sideward, backward
4.3 Analysis Ask: How did you find the activity? (Enjoyable). What does it show
when you able to stand on one leg?(There is balance). How did you
show balancing in the activity you have just performed?(By keeping
upright and maintain the balance). What are other body movements
5 minutes that show balance? (galloping,hopping,jumping)
4.4 Abstraction Our body can maintain balance while doing different work. What work
at home needs body balance? Walking,cleaning,watering the plants or
doing any household chores). What works in school needs body
balance?(Walking, standing, jumping). Can playing outdoor games
5 minutes need balance? (Yes). Give some examples.(Jumping,running,hopping).
4.5 Application Group the pupils. Assign each group to execute the different body
movements showing balance. Refer to page 13 of the Learner's
Material (Stand on one or two feet while bending the body forward,
backward, sideward) Let them assess if the activity done by each group
5 minutes
show balance or not.
Compare if the actions in the pictures show

balance or not. Say YES if it shows balance, NO
if no balance.
4.6 Assessment
Tests
Tests
10 minutes
Practice the different body movements showing

4.7 Assignment balance.
day’s lesson
2 minutes

Have them do the cooling down activities by following the teacher.
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who
evaluation. have caught up with the lesson.
B. No. of learners who require additional activities

for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
MANSUETA F. CAÑADA UPPER TUNGHAAN ELEM. SCHOOL.
Position/
Division:
Designation: MT1 CEBU PROVINCE
Contact Email
Number: address:
Checked by:

Noted by:
JOEL B. UMBAY
District Supervisor

instructional process by using principles of teaching and learning
- D.O. 42, s. 2016)

Learning Area:

Exhibits transfer of weight
(Taken from the Curriculum Guide) PE1BM-lg-h-4

be Developed Our body can transfer weight from one body part to another part.

OBJECTIVES:
Knowledge Remembering
The fact or
or association Understanding Interpret the understanding of the transfer of weight
Applying Execute the transfer of weight through balancing skills

Skills
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Attitude Receiving Phenomena Demonstrate the value of sportsmanship
Values Valuing Illicit the value of sportsmanship in playing games
2. Content Body Awareness

(Different body parts and their movements)
3. Learning Resources K to 12 Grade 1 PE CG p.12; Grade 1 PE TG pp. 5-6; LM pp.

12-14; MISOSA 4-module 4
4. Procedures
4.1 Introductory Activity Let the children perform the warm-up exercises. Have the children sing
an action song, "Head, Shoulders, Knees, and Toes". Then have them
10 minutes play a game, "Piko". Ask the pupils to say something about the game.
4.2 Activity The teacher demonstrates balancing skills with the music emphasizing
the transfer of weight by switching body parts. Let pupils follow the
10 minutes movement demonstrated by the teacher.
4.3 Analysis Ask: How did you find the activity? What did you feel when you switch
the position of your body parts? Did you feel the transfer of weight of
10 minutes your body as you switch?
4.4 Abstraction What are the different movements can we demonstrate in transferring
weight? How do we exhibit the
10 minutes transfer of weight?
4.5 Application Group the pupils. Assign each group to execute the different body
movements.
10 minutes
Evaluate the pupils if they have properly

4.6 Assessment demonstrated the assigned body movement.
1) raise knees right & left
Anlysis of Learners' Products 2) bend body to the right & left with
arm raised
10 minutes 3) twist body to the right-center-left
4) squat
down, stand up
4.7 Assignment
Enhancing / improving the Practice performing the transfer of weight
10 minutes
day’s lesson through different body movements.

Have the pupils do the cooling down activities.
10 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
evaluation. caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require remediation.
for remediation.

Why did these work?

teachers?
Prepared by:
Name: School:
MANSUETA F. CAÑADA UPPER TUNGHAAN ELEM. SCHOOL
Position/
Designation: Division:
MT 1 CEBU PROVINCE
Number:
Checked by:

Noted by:
JOEL B. UMBAY
District Supervisor


Learning Area:

Exhibits transfer of weight
(Taken from the Curriculum Guide) PE1BM-lg-h-4
be Developed Our body can transfer its weight from body part to another part.

OBJECTIVES:
Remembering Repeat the act of transferring body weight from one body part
Knowledge
The fact or to another part.
or association Understanding Interpret the understanding of the transfer of weight
Applying
Skills Distinguish the action if there is transfer of weight or no

The Analyzing
ability and capacity acquired
through deliberate,
transfer of weight.
systematic, and sustained
effort to smoothly and
activities or the ability, coming
from one's knowledge,
Evaluating Coordinate body parts to do transfer of body weight from one
practice, aptitude, etc., to do
something part to another body part.
Creating
Attitude Receiving Phenomena Demonstrate the value of cooperation in doing a group task.
Values Valuing Illicit the value of cooperation in doing a group activity.
2. Content Body Awareness

(Different body parts and their movements)
3. Learning Resources K to 12 Grade 1 PE CG p.12; Grade 1 PE TG pp. 5-6; LM pp.
12-14; MISOSA 4-module 4
4. Procedures
4.1 Introductory Activity Let the children perform the warm-up exercises. (head rotation, hip
rotation, stretching). Have the children sing an action song, "Head,
Shoulders, Knees, and Toes".( My toes, my knees, my sholuder, my
head3x,we all clap hands together). Then have them play a game,
5 minutes "Piko". Ask the pupils how they transfer from one box to another box.
4.2 Activity The teacher demonstrates balancing skills with the music emphasizing
the transfer of weight by switching body parts. Let pupils follow the
movement demonstrated by the teacher. Example hopping, swaying,
10 minutes galloping, jumping). Refer to pages 12-13 of the Learner's Material.
4.3 Analysis
Ask: How did you find the activity? (Enjoyable). What did you feel when
you switch the position of your body parts? (Amaze).Did you feel the
5 minutes transfer of weight of your body as you switch body position? (Yes).
4.4 Abstraction
What are the different movements can we demonstrate in transferring
weight? (galloping, hopping, walking, jumping, running). How do we
3 minutes exhibit the transfer of weight? (By maintaining the balance).
4.5 Application
Group the pupils. Assign each group to execute the different body
5 minutes
movements.
4.6 Assessment
Distinguish if the action done has transfer of body
weight or not. Mark a check (✔) if it shows
Anlysis of Learners' transfer of body weight and ex mark ( ✘) if not.
Products A) squatting B.) sitting C). skipping rope
D.) Arm push up E.) hopping
5 minutes on one foot of the pupils
4.7 Assignment
Enhancing / improving the Practice performing the transfer of weight through
day’s lesson different body movements.
5 minutes
Is there transfer of body weight in each picture? (Yes)
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
evaluation. caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require remediation.
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
MANSUETA F. CAÑADA UPPER TUNGHAAN ELEM. SCHOOL
Position/
MT 1 CEBU PROVINCE
Contact Email
Number: address:
Checked by:
Noted by:
JOEL B. UMBAY
District Supervisor

Learning Area:
7 Physical Education 1 1st 40 min.
Learning Competency/ies: Recognizes the importance of Code:

participating in fun and enjoyable
(Taken from the Curriculum Guide) physical activities. PE1 PF -Ia-h - 1
Participating in fun and enjoyable physical activities help improve our

Key Concepts / Understandings to be
Developed health. (Ang pagsalmot sa nagkalain-laing pisikal/paugnat nga mga
kalihokan makatabang sa pag-ugmad sa akong lawas.)

Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Remembering Repeat that participating in fun and enjoyable physical activities help
Knowledge improve our health
The fact or condition of knowing
something with familiarity gained
through experience or association Understanding
Compare how they feel when participating in physical activities than
just watching their classmates do the activities.
Applying
Execute the actions using their body parts.
Skills
The ability and capacity Analyzing
acquired through deliberate, systematic,
and sustained effort to smoothly and
adaptively carryout complex activities or
the ability, coming from one's
Evaluating
Describe how different they feel when participating in physical
knowledge, practice, aptitude, etc., to
do something activities from not participating in them.
Creating
Receiving
Attitude Phenomena Show diligence in performing the activity
Values Valuing
Follow the ways of doing the activities that avoid them from hurting
others while doing physical activities.
2. Content Different Body Parts and their Movements (Body Awareness)

3. Learning Resources Physical Education 1 LM, Module 3 pages 20-21; TM pages 10-11
4. Procedures
Have the pupils stand up when their name is called to check their
2 minutes
attendance and their attire. This will prepare them for the activity
1.Show picture of children's activities shown on page 20 of LM.

2. Instruct the pupils to sit down if they
have tried doing the activities as shown in each picture.
2. Instruct the pupils to sit down if they
have tried doing the activities as shown in each picture.
3 minutes
4.3 Analysis Ask them these questions: 1. What does the illustration in each picture tell
you? (Demonstrating different kinds of play). 2. Which of these activities
have you participated in?(All,answer vary). 3. Do you love to play games?
5 minutes (Yes). What games? (Luksong tinik,skipping rope, patintero).
Ask them these questions:

4.4 Abstraction 1. Can you tell the difference of how
you feel when you join physical activities?(Yes, its quite tiresome). What do
you feel? (Feel active and happy). 2. What happens if you
just sit and watch children play? (I feel lonely, i will not enjoy). 3. Did you
5 minutes
know that playing and participating in physical activities help improve your
physical fitness and health? (Yes).
Let the pupils follow the activity shown in the pictures.
4.5 Application
Emphasize that they should perform each
one correctly to avoid hurting other classmates. (Actions of: dribbling, hula
7 minutes hoop, walking, jogging, dancing)
Tell if these activities can help improve your health or
4.6 Assessment not. Mark a check (✔) if it can help improve health and
mark ex (✘) if not.
Tests
8 minutes
4.7 Assignment
Enhancing / improving Bring a picture of children or your photograph doing
the day’s lesson physical activities
5 minutes
4.8 Concluding Activity Bring the pupils to the school ground for group performance of physical
5 minutes activities
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the evaluation. C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.

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: School/District
CLAIRE C. PARAISO Minglanilla Central School / Minglanilla 1
Position/
Master Teacher 2 Cebu Province
Number: 09427185506 claireparaiso44@gmail.com
Checked by:
Noted by:
JOEL B. UMBAY
District Supervisor
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Learning Area:
Recognizes the importance of participating in fun
and enjoyable physical activities.
(Taken from the Curriculum Guide) PE1 PF - Ia-h - 1
Participating in fun and enjoyable physical activities help improve our health.
be Developed (Ang pagsalmot sa nagkalain-laing pisikal/paugnat nga mga
kalihokan makatabang sa pag-ugmad sa akong lawas.)

OBJECTIVES:
Remembering Repeat that participating in fun and enjoyable physical activities help
Knowledge improve our health
The fact or condition
of knowing something with
Understanding Compare how they feel when participating in physical activities than
just watching their classmates do the activities.
Applying
Execute the actions needed for the action songs.
Skills Analyzing
The ability and Differentiate right face from left face.
Evaluating
adaptively carryout complex Judge what group moved together with the same action.
activities or the ability, coming
Creating
Attitude Receiving Phenomena Show diligence in performing the activity.
Values Valuing Act with coordination with other group members.
3. Learning Resources Physical Education 1 LM, Module 3 pages 21-22; TM pages 10-11,
clock (relia), word strips
4. Procedures
1. Show a clock and ask them if they know where 12 o'clock is, 3 o'clock, 6
5 minutes o'clock and 9 o'clock. 2. Guide them in identifying the time.
1.Bring the pupils attention to the pasted word strips
NORTH, SOUTH, EAST, WEST on the walls of the room.
2.Relate these words to the time of the clock.

3. Let them follow face right, face
5 minutes left, face front, face back
4. Relate this to the four directions
4.3 Analysis 1. Where is the North? (Face front)
2.
Where is East? (Face right)
3. Where is West? (Face left)
5 minutes 4.
Where is South? (Face back)
4.4 Abstraction 1. Where will you face if I want you to
point North? (Face front)
2. Where will you face if I want you to locate South? (Face back)
5 minutes 3. Where will you
face if I want you to point East? (Face right)
4. Will you face to the West? (Face left)
4.5 Application Let the pupils do Challenge 1 on page 11 of TM. "Imagine that you are standing
in the middle of the clock facing North or 12 oclock, do the following signal:
a. Face
5 minutes
East b. Face West c. Face South d. Face North
4.6 Assessment
Let the pupils do Challenge 2 on page 11 of TM. Divide
the class into 4 groups and teach the action song.
(Tune: Ten Little Indians).One little two,little three little
Anlysis of Learners' Products
10 minutes Indian, four little five, little six little Indian, seven little
,eight, little nine , little Indian, ten little Indian boys, we
are merry little Indians 3x ten little Indian boys.
4.7 Assignment
Memorize the song and its action
2 minutes day’s lesson
4.8 Concluding Activity "What did you feel after doing the activities? (Happy). Is it the same feeling if
you just sit down and watch others move?" (No). What can participating in
3 minutes physical activities and games do to help our body?" (It can improve our health).
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with the
A. No. of learners who earned 80% in the evaluation.
lesson.

remediation.

did these work?


Prepared by:
Name: CLAIRE C. PARAISO School/District Minglanilla Central School / Minglanilla 1
Position/
Master Teacher 2 Cebu Province
Checked by:

Noted by:
JOEL B. UMBAY
District Supervisor

Learning Area:
Learning Competency/ies: Engages in fun and enjoyable physical activities Code:
(Taken from the Curriculum Guide) with coordination. PE1 PF - Ia-h - 2
be Developed (Ang pagsalmot sa nagkalain-laing pisikal/paugnat nga mga kalihokan
makatabang sa pag-ugmad sa akong lawas.)

OBJECTIVES:
Remembering Identify the movements forward, backward, curtsy and move around.
Knowledge
familiarity gained through Understanding
Applying
Execute the dance steps and dance with the music.
Skills
The ability and
capacity acquired through Analyzing
Creating
Make their own dance step using the same music.
Attitude Receiving Phenomena Perform the dance steps with confidence and coordination with the
group.
Values Valuing Join the group dance cooperatively.
3. Learning Resources Physical Education 1 LM, Module 3 page 25; TM pages 12-13, music
player
4. Procedures
4.1 Introductory Activity 1. Introduce the terms: clap, curtsy, turn to the right, turn to the left
5 minutes 2. Guide them in memorizing the words by repetition.
5 minutes
1. Let the pupils perform the said movements while saying the words.
4.3 Analysis Divide the class into 4 groups and let them perform the movements again and
5 minutes find out why some of their classmates cannot do the movement correctly.
a. What do you do in counts 1,2,3,4?
4.4 Abstraction (Clapping the hands)
b. What do you do in counts 5,6,7,8? (curtsy)
c.How about in
counts 8,7,6,5? (Four steps tun to the right)
d. How about in counts
4,3,2,1? (Four steps turn to the left)
a. What do you do in counts 1,2,3,4?
(Clapping the hands)
b. What do you do in counts 5,6,7,8? (curtsy)
c.How about in
5 minutes counts 8,7,6,5? (Four steps tun to the right)
d. How about in counts
4,3,2,1? (Four steps turn to the left)
4.5 Application
Let the class perform the dance steps with music. Observe the pupils on
5 minutes ccordination of body movements and correct performance.
4.6 Assessment Have each group perform the dance step with music
while other groups critique the performers for
Anlysis of Learners' Products coordination of movements.For the second play of music,
10 minutes let each group try to make their own movements with the
same music.
4.7 Assignment
Practice the dance step.
4.8 Concluding Activity "What did you feel after doing the activities? (Happy). Is it the same feeling if
you just sit down and watch others move?"(No). What can participating in
3 minutes physical activities and games do to help our body?" (It can improve our health)
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught
A. No. of learners who earned 80% in the evaluation.
up with the lesson.

remediation.

did these work?


Prepared by:
Position/
Division:
Designation: Master Teacher 2 Cebu Province
Contact
Email address:
Checked by:

Noted by:
JOEL B. UMBAY
District Supervisor
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)

Learning Area:

Engages in fun and enjoyable physical activities with
(Taken from the Curriculum Guide) coordination. PE1 PF - Ia-h - 2
Key Concepts / Understandings to be
Developed (Ang pagsalmot sa nagkalain-laing pisikal/paugnat nga mga kalihokan
makatabang sa pag-ugmad sa akong lawas.)

OBJECTIVES:
Remembering Repeat the movements of physical activities with coordination learned in the
previous lessons
Knowledge
The fact or condition of knowing
something with familiarity gained
through experience or association
Understanding
Applying Execute the action songs, singing games, simple games, chasing games and
mimetics learned.
Skills
The ability and capacity Analyzing
acquired through deliberate, systematic,
and sustained effort to smoothly and
adaptively carryout complex activities or
the ability, coming from one's knowledge, Evaluating
practice, aptitude, etc., to do something Coordinate with the group to display the given task.
Creating
Make their own simple game using coordination of body movements.
Attitude Receiving Phenomena Describe what physical activities can do to our health.
Values Valuing Practice volunteerism in the performance of group activities.
3. Learning Resources Physical Education 1 LM, Module 3 page 12 - 25; TM pages 11-13, music
player
4. Procedures
Singing of the Action Song learned (page 11 TM).(Up and down and shake, shake,
shake 2x. Shake to the right and shake to the left, turn around and shake, shake, shake)
5 minutes
5 minutes
Dancing the learned dance steps with music
"What movements can be performed in the following songs?"
4.3 Analysis 1. Up and Down and Shake (Standing, sitting and shaking of
the body)
2. Row, Row Your Boat (Paddle right and left hand alternately)
5 minutes 3. Sit
Down, You're Rocking the Boat (Sitting down and shaking the hips)
4.4 Abstraction
"What do you feel after playing these games: 1. Tap my Palm 2. Patintero 3. Catch
the It (Happy). "What will you feel if you just sit the whole day?" (Lonely). What must you
do when your friends are playing or dancing?" (Join with them)
"What do you feel after playing these games: 1. Tap my Palm 2. Patintero 3. Catch
the It (Happy). "What will you feel if you just sit the whole day?" (Lonely). What must you
5 minutes do when your friends are playing or dancing?" (Join with them)
4.5 Application
Bring the pupils outside and let each group pick an activity to perform: (dance, action
song, games, mimetics)
5 minutes
4.6 Assessment Observation Method of Pupils Performance:

Anlysis of Learners' Products 1) Dance 2) Action Song
10 minutes
3)Game
4.7 Assignment Enhancing / improving the
Memorize the Action Song you learned today

"What did you feel after doing the activities? (Happy) Is it the same feeling if you just sit
down and warch others move?" (No) What can participating in physical activities and
3 minutes games do to help our body?" (It can improve our health)
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the evaluation. C. Did the remedial lessons work? No. of learners who have caught up with the
lesson.
B. No. of learners who require additional activities for D. No. of learners who continue to require remediation.
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:
Position/
Division:
Designation: Master Teacher 2 Cebu Province
Contact
Email address:
Checked by:

Noted by:
JOEL B. UMBAY
District Supervisor

DLP Pe 1 Q 1 Vol 1

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Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

Detailed Lesson Plan (DLP) Format

Learning Competency/ies: Code:

Adapted Cognitive Process

Knowledge Remembering Identify the body parts and its movements.

Name the parts of the body with confidence.

Values Valuing Show how to take care of your body.

2. Content Different Body Parts and Their Movement

Show pictures associated in words like head, shoulders, knees and

HEAD SHOULDERS KNEES FEET

Identify the body parts use in each movement

4.8 Concluding Activity

B. No. of learners who require additional activities for

E. Which of my learning strategies worked well? Why

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

Name: JESSICA C. TOLOP District MINGLANILLA I

Learning Competency/ies: Code:

Adapted Cognitive Process

Attitude Valuing Follow safety precaution in moving the body parts.

Values Valuing Appreciate God's given gift (which is the body)

2. Content Creating Shapes Through Body Movements

4.1 Introductory Activity

What else your body can do?

5 minutes Group 2 triangle - using knees

Divide the class into 3 groups.

E. Which of my learning strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

Detailed Lesson Plan (DLP) Format

3 Physical Education One 1st 1 day

Adapted Cognitive Process

Knowledge Remembering Identify the different balancing skills

Applying Execute the different balancing movements

Attitude Receiving Phenomena

2. Content Body Awareness (Different body parts and their

4.1 Introductory Activity

B. No. of learners who require additional activities

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

MONA LIZA T. PARDILLO LUZVIMINDA G. BARIQUET

(The process of systematically planning, developing, evaluating and managing the

Detailed Lesson Plan (DLP) Format

4 Physical Education One 1ST 40 minutes

Adapted Cognitive Process

Attitude Receiving Phenomena Demonstrate the value of respectfulness in doing group

2. Content Body Awareness (Different body parts and their movements)

K to 12 Grade 1 PE CG p.12; Grade 1 PE TG pp. 5-6; LM pp.

d) Stand on one leg

Compare if the actions in the pictures show

Practice the different body movements showing

4.8 Concluding Activity

B. No. of learners who require additional activities

E. Which of my learning strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

MONA LIZA T. PARDILLO LUZVIMINDA G. BARIQUET

(The process of systematically planning, developing, evaluating and managing the

Detailed Lesson Plan (DLP) Format

5 Physical Education One 1st 1 day

Learning Competency/ies: Code: