School SAN JOSEF NATIONAL HIGH SCHOOL

Teacher Cheerfulness/M, T, W, F/12:30-1:15

GENE EDRICK E. CASTRO

DAILY LESSON LOG Goodness/T, W,

Teaching Dates and Time/ SECTION TH, F/1:15-2:00
Faithfulness/M,T,W,TH/3:05-3:50

Gladness/M,T,W,TH/4:35-
DAY 1 DAY 2 5:20 DAY 3

1. Describe the nature and 1. Describe the nature and background 1. Describe the
of the dance.
background of the dance. background of the danc
I.         WEEKLY OBJECTIVES 2. Create appropriate
2. Perform basic steps of props for festival dances using recycled 2. Perform
festival dances materials festival dan

A.    Content Standards The learner demonstrate demonstrates understanding of lifestyle and weight man

The learner demonstrates:

B.    Performance Standards -Maintains an active lifestyle to influence the physical activity particip
-Practices healthy eating habits that support an active

C.    Learning Competencies / Objectives

Executes the skills involved in the Executes the skills involved in the Executes the skills in
dance dance dance

Write the LC code for each PE9RD-III-b-h-4 PE9RD-III-b-h-4 PE9RD-III-b

Executes skills in Festival Executes skills in Festival Executes skills i

II.           CONTENT
Dances (Props Making) Dances (GROUP PRACTICE) Dances (GROUP

III.         LEARNING
RESOURCES
A.    References
1.  Teacher’s Guide pages TG MAPEH TG MAPEH TG MAPE
2.  Learner’s Materials pages LM MAPEH LM MAPEH LM MAPE
3.  Textbook pages
4.  Additional Materials from Learning
Resource (LR) portal

B.    Other Learning Resources Powerpoint presentation, Pictures Powerpoint presentation, Pictures, Speaker Powerpoint presentation, P

IV.         PROCEDURES

A. Reviewing yesterday’s lesson or
Presenting the new lesson
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 and
practicing new skills #2
F.  Developing mastery
dances will be assessed. The result of this
G.  Finding practical applications of Give enough partstime
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I.   Evaluating learning
Ask the students to differentiate
religious from non-religious festival
Discuss the importance of preserving
the tradition of festival dances
From there, follow-up activities will be
provided to elicit their tentative
understandings
As they go through the rest of the
activities, misconceptions and
alternative conceptions they have in
mind will be clarified.
Finally, their knowledge,
Drawlots will be use to decide if
considering its adequacy and
religious or non-religious each group
relevance, will be assessed at the end
of this phase.
LCL: MATCHING UP!
In this activity,
learners’ prior knowledge about festival
activity can be used in designing the next
for lesson
of their the students to Give enough time for the students to
finish their activity
Let the students finalize their activity
Evaluate the students output
Ask the students what they have
Ask the students to
remembered about yesterdays lesson
religious from non-re
in Philippine Festival
In this phase, learners will be provided Let each group hav
with activities that activate their prior exercise before excec
knowledge on the lesson. movemen
Each student will give one name of Remind the students a
festival they know that will be use in the
1. Let the teacher discuss the ru
The teacher will group the students before going outside; 2. Let the
into 2 groups class that after 45 minutes they
output
Let each group s
conceptualization an
will perform festival
Let each group foc
The teacher will give instruction before
conceptualization of s
the practice
and prop
1. Let each group fo
practice; 2. Let the te
have their practice
each group pr
LCL: PREPPING UP!
The teacher will facilitate the student
during their practice group reflection o
conceptualize their
Let the teacher evalua
The teacher will assess the progress of performance of each group
conceptualizing/practicing
the each group using rubric
steps
J.  Additional activities for application
No additional activity will be given No additional activity will be given No additional activity
or remediation

K. REMARKS Faith: Faith: Faith:

Cheer: Cheer: Cheer:
V.    REFLECTION

A.  No. of learners who earned 80% on the formative

assessment

Glad: Glad: G
B.  No. of learners who require additional activities
for remediation. God: God: God:

C. Did the remedial lessons work? No. of learners

who have caught up with the lesson.

D. No. of learners who continue to require

remediation
E.  Which of my teaching strategies worked well?
Why did these work?

F.  What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by: Verified by:

GENE EDRICK E. CASTRO FERDINAND S. JOSE

MAPEH Coordinator HT I-MAPEH
 Grade Level Grade 9
Learning Area P.E

Third Grading
Quarter
January 7-11, 2019

DAY 3 DAY 4

1. Describe the nature and

kground of the dance. Executes the skills involved in the
2. Perform basic steps of dance
festival dances

e and weight management to promote community fitness.

onstrates:
ical activity participation of the community.
at support an active lifestyle.

1. Executes the skills involved in the dance

ecutes the skills involved in the 2. Involves oneself in community service through
dance activities in the community.
dance 3. Recognizes the needs of others in the real
life and in meaningful ways.

PE9RD-III-b-h-4 PE9RD-III-b-h-4

Executes skills in Festival Executes skills in Festival

Dances (GROUP PRACTICE) Dances (PERFORMANCE)

TG MAPEH TG MAPEH
LM MAPEH LM MAPEH

werpoint presentation, Pictures, Speaker Powerpoint presentation, Pictures, Speaker

 Let the students recall the rules and
Ask the students to differentiate
regulation of the performance in
ligious from non-religious festival
performing the festival

Let each group have a warm up

Let the teacher discuss the criteria/rubrics in
ercise before excecuting different grading their performance in festival
movements

mind the students about the criteria Let the teacher and students perform a warm up
at will be use in the performance exercise

the teacher discuss the rules during the practice Let each group have a warm-up
e going outside; 2. Let the teacher discuss to the
s that after 45 minutes they need to present their exercise before performing their
output performance in festival

Let each group start their 1. let each group leader do a drow lots 2. Let
onceptualization and practice of each group have a 30 seconds before start of the
festival performance

Let each group focus on their

Let each group prepare for their
nceptualization of steps, formation
performance
and props

1. Let each group focus on their

actice; 2. Let the teacher facilitate LCL: BATTLE OF THE FESTIVALS!
each group practice

: PREPPING UP! Let the teacher ask her students about: the
Make a importance of their performance?the benefits of
group reflection on how they performance? What did they learned from the
conceptualize their performance performance?

Let the teacher evaluate/assess the

Let the teacher asses each group performance
rformance of each group after 45 minutes
through the help of his/her rubrics (see
nceptualizing/practicing the formation and
attachment)
steps
No additional activity will be given No additional activity will be given

:
Faith:
Cheer:
Cheer:

Glad:
Glad:
God:

Noted by:

LEONORA C. DE JESUS, Ph.D.

PRINCIPAL I