Republic of the Philippines

Department of Education
Region VIII
Division of Leyte
Isabel National High School
Mahayag, Isabel, Leyte

DETAILED LESSON PLAN IN MAPEH 10-PHYSICAL EDUCATION

I. Objectives:
At the end of the lesson, students should be able to:
1. determine the history of Zumba dance
2. make simple routines of Zumba with energy and fun
3. appreciate the importance of Zumba dance in achieving fitness

II. Subject Matter:

Topic: Recreational Activity: Zumba Dance
Materials: Video of Zumba and speaker, pictures
Reference: Teacher’s Guide for P.E and Health Grade 10, pp.193-194

III. Procedure:
A. Preparatory Activities
1. Greetings
2. Prayer
3. Checking of classroom cleanliness and orderliness.
4. Reviewing of the past lesson.

B. Developmental Activities
Teacher’s Activity Student’s Activity
A. Motivation
“Class, I have here pictures.
All you have to do is to identify the pictures.
Are you ready? “Yes Ma’am”

“Class, what picture is this?” “Swimming”

“How about this one?” “Cycling”

“This one?” “Hiking”

“How about this picture?” “Badminton”

“Very good!” “Zumba Dance”

“And the last one?” “Recreational Activities”

“Again class, what picture is this?” “Zumba Dance”

“Class or topic for today is all about the

Zumba Dance.

C. Lesson Proper
“What is Zumba?” “It is form of exercise”

“It is a recreational activity, Ma’am”

“It is a dance exercise”

“Yes, all your answers are correct!

“Very good!”

“Zumba is an alternative indoor recreational

activity that is fantastic and fun form of
exercise.”

“Did you know the history of Zumba, class?” “Yes, Ma’am”

“Who discovered Zumba dance, class?” “Alberto “Beto” Perez”, Ma’am

“Very good!”

“And who is Alberto “Beto” Perez?” “He is a celebrity fitness trainor, Ma’am”

“Excellent! That shows you really reading

your assignment.”

“In what year, class?” “Middle 1990’s”

“That’s right!”
“So how did Alberto Perez discovered the
dance Zumba class? Do you have any idea?
“Excellent!”
“And what was the birth of the dance fitness
craze Zumba, class?”
“This time we will watch a sample video of
Zumba Dance Aerobic, I want you to observe
and later on we will have an exciting and fun
activity.”
(The teacher plays the video of Zumba Dance
Aerobic)
“Zumba dance accidentally discovered by
Alberto Perez, during his aerobic classes, he
had forgotten his aerobic music, so he quickly
grabbed whatever he has in his back pack. It
is so happened that his tapes are those of latin
music such as salsa, and cha-cha-cha. With
his improvise skills, he was able to create on
the spot aerobics class using non-traditional
music.”

“Now what you observed class?” “Many steps may be used to make the dance
more lively and exciting like belly dancing
“Yes very good!” and hip hop.”

D. Generalization
“Again class, who can give the brief history
of Zumba Dance? “
E. Valuing
“Do you appreciate the Zumba dance class?”
IV. Evaluation
 You have your own group, right?
So all you have to do is go to your respective Varied answers
group. This is my instruction, I want you to
make a simple routines for Zumba Dance with
your own level of skills and fitness.
“Zumba is an indoor recreational activity that
was accidentally discovered by Alberto
“Beto” Perez, a celebrity fitness trainor in the
middle of 90’s. The birth of Zumba came
about during one of his aerobics classes whwn
realized that he had forgotten his aerobic
music, he used latin music and on the spot he
was able to create aerobics class using non-
traditional music.”

“By the way, you will use the same music

entitled “Dale-Dale by Francesca”.

“Class, I will only give you 5-10 minutes to

prepare and practice.”

“Here are my criteria in judging your

performance.”
 “Okay, go now to your assigned group but “Listen, cooperate, and participate with the
before that what will you do while planning group members, Ma’am”
and preparing with your activity?”

“Can I expect that from you?” “Yes, Ma’am”

“Okay class, your 10 minutes is done. You
will now present your simple routines of
Zumba”
(Students are very busy planning and
practicing)
(Students present their simple routines for
evaluation)

CRITERIA:
Outstanding Very Satisfactory Need
Indicators of Performance (10 points) Satisfactory (6 points) Improvement
(8 points) (4 points)

1. The dancers move with

precision in time with the music.

2. The dancers show mastery of

the dance steps.

3. The dancers display creativity

of dance steps in Zumba.

4. The dancers foster positive

attitude towards group members
and activity.

TOTAL SCORE:

V. Assignment
 Make a simple routines of Zumba and introduce it your family, make documentation and
reflection of the activity.
 Republic of the Philippines
Department of Education
Region VIII
Division of Leyte
Isabel National High School
Mahayag, Isabel, Leyte

DETAILED LESSON PLAN IN PHYSICAL EDUCATION GRADE- 10

I. Objectives:
At the end of the lesson, students should be able to:
1. Identify various cheerdance hand movements and positions.
2. Execute selective cheerdance hand movements and positions properly.
3. Appreciate the importance of participating in cheerdance for a healthy body.

II. Subject Matter:

Topic: Cheerdance –“Basic Hand Movements and Positions”
Materials: Laptop, Projector, Speaker
Reference: Physical Education & Health Learner Materials
Value Focus: Cooperation, Participation and Appreciation

III. Procedure:
A. Preparatory Activities
1. Greetings
2. Prayer
3. Checking of classroom cleanliness and orderliness.
4. Reviewing of the past lesson.

Teacher’s Activity Student’s Activity

A. Motivation
“Today we’re about to proceed in our next
lesson but before we dig inside, we are going
to have a game. Are you familiar with the
game Minute to Win it? Let us have our
unique version of this game. The name of this
game is MINUTE TO MEAN IT.
“Are you in?!” “Yes, Ma’am.”

When I asked you, “Are you in?!” you are

going to shout “We are in!”

Again. Are you in?! “We are in!”

Alright. This game will be played by

everyone individually. All you have to do is
prepare a ¼ sheet of paper and a pen.
.

For the mechanics of this game, I will show

you a mixed-up letter and you have to
arranged it to form a word. A picture will also
be given as a clue to make it more easier to
create the correct word. And this challenge
will only last for 1 minute. If the time will
stop, the game is over.

“Students’ who will get the correct answers

will be given an extra point for his/her class (Students will listen and follow the
participation.” instruction.)

“Did I make myself clear?”

“Are you in?!”

“Yes, Ma’am.”

“Okay, get ready.!”

“We are in!”

“Let’s give (3) three big claps for those that

get the right answers” (students’ start the activity)

(students’ clap)
C. Lesson Proper/ Discussion &
Application “Maam, it is about Basic Cheerdance.”

“And now, according to the game we did

earlier; what is our lesson for today?”

“Precisely!” Today, we are going to

talk about the Basics of
Cheerdancing.”

“Since we already discussed last

meeting the history and background of
cheerdance, today’s lesson, is about
the basic cheerdancing ‘Hand
movements and Positions’.”

“I will be the one to demonstrate the

movements then after that each of you
will also be given the time to
perform.”
We are in!
“Are we in?”

Okay, the first one is the beginning

stance and cheer stance. This is how to
do the beginning stance – feet
together, hands down by the side in
blades.
Next is the cheer stance, - feet more
than shoulder width apart, hands down
by the side in blades.

Is it clear? “Yes Ma’am”.

Okay, so people seating in this row, (Students will perform the Beginning stance
please stand up and do the beginning and the Cheer stance.)
stance and the cheer stance.

“Very well students!

Next, are the “T and half T” positions.

This is how to do the T position – both
arms extended straight out to the side
and parallel to the ground, relax the
shoulders.

The other one is the half t position –

both arms parallel to the ground bent
at the elbows, fists into shoulders.

Okay this next row, please stand up

and do the T and half T positions.
Next are the clap, clasp, overhead and (Students will perform the T and half-T
low clasp. position)

Clap – Hands in blades, at the chin

elbows in.
Clasp – Hands clasped, at the chin
elbows in.
*Overhead Clasp
*Low Clasp

“Students in this row, please stand up

and do the clap and clasp. (Students will perform the clap and clasp
position)
Following, is the touch down position.

Touchdown – Arms extended straight

and parallel to each other, fist facing
in.
*Low touchdown –
High V – arms extended up forming a
“V”.
Low V – arms extended down,
forming a “V”.

“Students in this row, please stand up

and do the Touchdown position.”

“Students in this row, please stand up (Students will perform the Touchdown
and do the High V and Low V position)
positions.”

Good job everyone! (Students will perform the High V and Low V
Let us proceed to the next position position)
which is the Punch position.

Punch – one arm extended straight up,

one arm on hip in a fist.

“This row, please stand up and do the

Punch position.”

Lastly are the L motion and Diagonal (Students will perform the Punch position)
position.
 (Students will perform the L motion and the
Diagonal position)

“Yes Ma’am.!”
“I have known the different basic hand
movements and positions in cheerdancing.”
“I have learned how to properly execute the
different hand movements and positions of
cheerdance.”

” Beginning stance, Cheer stance, T and half

T positions, Clap, Clasp, Touchdown, High
V, Low V, Punch, L motion and Diagonal
position.”

“Yes Ma’am.”

(Answers may vary.)

L motion – on arm extended to the
side with the other arm extended in a
punch motion. (Left and Right
position will be shown)
Diagonal – one arm extended in a high
“V” and the other arm extended in a
low “V” (Left and Right diagonal
position will be shown)

“People sitting in the last row, please

stand up and do the L motion and
Diagonal position.”

Excellent! Let us give a round of

applause for everybody. Now you
already know the different hand
movements and positions in
cheerdance.

B. Generalization

“Did you enjoy our discussion?”

“What have you learned with our
lesson for today?”

“Very good. Can you give me the

different cheerleading hand
movements and positions that we had
discussed?

“Okay, thank you. Learning the basic

cheerleading movements and positions
is a definite asset to anyone on a squad
or trying to make the squad.”

“Do you think learning basic

cheerleading movements gives some
benefits to our body?”

“How can you say so?”

 “Can you give me an example?”

“These moves build powerful muscles

in the upper body, shoulders and core.
Coordination, or the ability
to move your body through a sequence
of motions, is essential for the timing
and rhythm involved
with cheerleading.”

So, class if you have any further

questions please don’t be afraid to ask.
I always encourage my students to be
inquisitive.

IV. Evaluation

“With your same group, create a short dance choreography using the different basic
hand movements and positions in cheerdance.”
“You will be given 5 minutes to practice and 1 minute to perform your dance
routine.”
“Selection of their own music will be prohibited to each group.
Here are the criteria for your performance.

Criteria for Grading Students’ Performance:

Creativity 30%
Completeness 20%
Synchronization 10%
Over-all Performance 40%
100% total
V. Assignment

“Study the different tumbling skills in cheerleading jumps.”

Republic of the Philippines

 Department of Education
Region VIII
Division of Leyte
Isabel National High School
Mahayag, Isabel, Leyte

LESSON PLAN IN MAPEH 10-PHYSICAL EDUCATION

I. OBJECTIVES
At the end of the lesson the students are expected to:
1. identify the fielding positions in softball
2. differentiate the responsibilities and characteristic of positions
3. apply the responsibilities of fielding positions in softball

II. SUBJECT MATTER

A. TOPIC
Fielding Positions in Softball
B. REFERENCES
Softball12-wikispace. Softball Field Position
C. MATERIALS
Laptop, projector, cartolina, sticker

III. TEACHING PROCEDURE

A. Rout nary Activities
1. Prayer
2. Greetings
3. Checking attendance
4. Checking and passing of assignments
5. Warm-up

B. Developmental Activities
Teacher’s Activity Student’s Activity

A. Motivation
“Class, what can you see in the drawing?”

“Okay! For example that is a softball

diamond.” “A diamond Ma’am”

“What is the missing to complete the softball

diamond?”
“Man or player’s Ma’am!”
“Very good!”

“So, what we gonna do is to put the missing

positions in that diamond.”
(Students go the blackboard)
“Kindly paste it on their respected positions.”

“Okay let’s check if all those you labelled are

correct.”
B. Presentation:
Our topic for today is all about fielding
positions in softball.

C. Lesson Proper:
But before that, let me first introduce the
history of softball.

(Teacher read the history) (Students are listening)

There are two teams compete in each game.

How many players are there in a team?

Nine players Ma’am
Okay… It composed of nine players man the
field, And nine batters hit in a predetermined
order for each team knows as a batting order
or line up.

The nine defensive positions can be grouped

into two general categories .

It is called the INFIELDERS AND

OUTFILDERS
Infielders are composed of six positions.

Kindly give them class?

Pitcher Ma’am
What else?
Catcher Ma’am
Another?
1st baseman Ma’am
What else?
2nd baseman Ma’am
Another?
3rd baseman Ma’am
And last is?
Shortstop Ma’am
Okay each of them have their own
characteristics and responsibilities.

Pitcher- pitches the ball from the pitcher’s

mound to the catcher

Catcher- crouches behind home plate and

receives pitches thrown by the pitcher. Also
receives throws from fielders attempting to
make outs at home plate.

1st baseman- “Fields”, or defends, balls hit

near the 1st base line. Receives throws from
fielders attempting to make out at 1st base.

2nd baseman- Fields balls hit near 2nd base.

Receives throws from fielders attempting to
make outs at 2nd base. Often involved in a
double-play.

3rd baseman- Fields balls hit near the 3rd base

line. Receives throws from other fielders
attempting to make outs t 3rd base.

Shortstop- Fields balls hit between the second

baseman and third baseman. Covers
2nd base when the ball is hit to the second
baseman

“Any question from the infielders class?” “None Ma’am”

“Okay if none,let’s proceed to outfielders,

Outfielders are composed of 3 positions.”

“What are they class?” “Left fielder Ma’am”

“What else?” “Right fielder Ma’am”

“And? “ “Center fielder Ma’am”

The outfielders have also their own

responsibilities”

The three fielders are attempt to catch balls

hit into their portion of the outfield are
generally ground balls
or fly balls hit past the infield.

D. Generalization:
“Class, any question about the fielding
positions in softball?” “None Ma’am
 “Again, how many team compete in each
game? “ “2 teams Ma’am”

“How many positions occupied the

infielders?” “6 teams Ma’am”

“How about the outfielders?”

“3 teams Ma’am”

IV. EVALUATION
Get one whole sheet of paper. Draw the
softball diamond, label it with their
corresponding positions and give their
responsibilities. (Students follow instruction)

V. ASSIGNMENT
Tomorrow, wear your prescribed P.E uniform
and let’s apply what you have learned today.

Republic of the Philippines

Department of Education
Region VIII
Division of Leyte
Isabel National High School
Mahayag, Isabel, Leyte

DETAILED LESSON PLAN IN MAPEH 10-PHYSICAL EDUCATION

1. explain the rules involved in playing a volleyball games

2. identify the official size and the location of the officials
3. list down all the duties and functions of the officials in a volleyball game.

II. SUBJECT MATTER

A. MAIN TOPIC: Team Sports
SUB TOPIC: Volleyball Games

B. REFERENCES
MAPEH IV by: Vilma V. Perez, Lillian N. Crisanto E. Tomas, (pp.195-207) Grade 10 Module 2
Physical Education

C. MATERIALS
Pictures, chalks, cartolina, manila paper
III. TEACHING PROCEDURE
A. Rout nary Activities
1. Prayer
2. Greetings
3. Checking attendance
4. Checking and passing of assignments
5. Warm-up

B. Developmental Activities
Teacher’s Activity Student’s Activity

A. Classroom Management
“Good morning class. Kindly pick up the
pieces of paper under your chair. Before we
start our class, let have a prayer to be lead by
Cristina Camero and to be followed by
Jhasper Santos for the words of wisdom.’’

“Again good morning class.’’ “Good morning Ma’am Surigao”

“Who are absent for today?” “None Ma’am”

“You may now take your seats.”

B. Motivation
“Before we start our lesson I have some
pictures here, analyze and observe. After you
analyze the pictures I’ll be asking a questions.
“Class in the pictures that I showed to you
what do you observe?” “Sir in the pictures you have shown to us I
observed that they are the players of the
UAAP Women Volleyball team.”

“Aside from the UAAP Volleyball Team

what else?” “Michelle Gumabao The La Salle Volleybal
women.”
“Very Good! What else class?”
“Ma’am the Tres Marias of the Ateneo
Volleyball Women Team, Felle Cainget,
“What else?” Valdez and Gretchen Ho.”

“Very Good class!”

C. Lesson Proper
“Did you know class the Volleyball Game
was started in 1895 at YMCA Holyoke City
Massachusetts, USA. Volleyball Games was
invented by William Morgan. William
Morgan with an idea of creating a game easier
than the basketball. Using the interior of a
basketball as the first ball.”

“Class in playing Volleyball, the teams is

composed of 12 players, but there are only six
players, who are actually playing inside the
court.”
“Okay class, what do you call to a player
whose uniform is different color than the
other member of a team?”

“Very good! Libero is called to substitute any

member of the team playing once the ball is
dead. He can get “in” or “out” of the playing
area even without asking permissions from
the official.”

“Class can libero allowed to spike or attack “Ma’am Libero”

the ball in the attacking area?”

“Correct. The libero cannot attack the ball in

the attacking zone or in the attacking area.
Because the main duty of the libero is to stop,
retrieve the ball and make a defensive play.”

“Class what is the main reason for having a

libero in a team?”

“The first team to get a 25 points they will

declare as the winner.” “No Ma’am”

“Class in officiating the volleyball games the

duties and functions of the officials should be
final.”

“Class this is the location of the officiating

officials of the volleyball.”

R1
L L
“Ma’am I think the main reason why the team
is needed a libero because for the spikers to
have a rest.”

L L
R2
S
“Class in officiating the volleyball game the
officials are composed of the “first referee,
second referee, scorer, and the line
judge/linemen.”

“In officiating the game only the first and

second referee may blow the whistle during
the match.”

“The first referee gives the signal for the

service that begins the rally.”

“The first and second referee gives the signals

at the end of the setting the match.”

“The first referee is located at the end of the

net. It carries officiating the game only the
first and second referee may blow the whistle
during the match.”

“The first referee give the signal or the

service that begins the rally.”

“The first and second referee gives the signals

at the end of the set.”

“The first referee is located at the end of the

net. It carries out his functions seated or
standing on a referee’s stand.”

“Class what are the functions and duties of

the first referee?”
“What else?”

Prior to the match the first referee:

Inspect the conditions of the playing area, the
ball and the other equipment.
Perform the toss coin with the team captains.
Authorized the faults above the net and its
upper part.
First referee decide upon the faults of the
server and the positions of the serving team.

“Okay class we proceed to the functions and

duties of the second referee”

Second referee is the assistant of the first

referee
The second referee controls the work of the
scorer
At the end of the sets he checks the actual
positions of the player on the court
corresponding to those on the lie-up sheets.

“The next one is the duties and functions of

the scorer”

Prior to the match and set the scorer should

registers the data of the match and team.
The scorer records the starting line-up of each
team.
Records points scored and ensure that the
scoreboard indicates the right score.
Records the time-outs and player substitutes “The first referee direct the match from the
controlling their number and informs the start until the end, he has the authority to over
second referee. all the officials and then members of the
And the last one class is the linesmen, the team.”
linesmen stand at the corners of the court, on
the other side from the service zone
diagonally at 1-2 m from the corner. “Ma’am during the match, his decision is
final, he has authorized to overrule the
“Okay class can you read the duties and decisions of the other officials, if he notice
functions of the linesmen?” that they’re mistaken.”

IV. GENERALIZATION
“Mary Joy Carerra can you summarize our
lesson for today?”

V. APPLICATION
Students play the game volleyball

VI. EVALUATION
Direction: Answer the following questions.
1. List down the officials of the volleyball
game and explain their functions.

2. Organize a volleyball game and assign

officials.

VII. ASSIGNMENT
Research about the hand signal of the official
in officiating volleyball game.
“Ma’am they signal the ball “in” or “out”
whenever the ball lands their line(s).

“They signal the touches of “out” balls by the

team receiving the ball”

“They signal when the ball crosses the net

outside the crossing space touching the
antenna”

“The linesmen in charge of the end lines

signal the foot faults of the server”
 Republic of the Philippines
Department of Education
Region VIII
Division of Leyte
Isabel National High School
Mahayag, Isabel, Leyte

DETAILED LESSON PLAN IN MAPEH 10-PHYSICAL EDUCATION

I. Objectives
At the end of the lesson, the students should be able to:
a. Identify the different basic strokes and survival floating in swimming
b. Appreciate the significance of swimming in their lives
c. Perform the different strokes, kicks and floating in swimming

II. Subject Matter

a. Topic: Swimming (Basic Skills) PE7GS-Id-h-4 / PE7GS-Id-5
b. Reference: Grade 10 P.E & Health Learners Material, pp. 35 – 37
c. Materials: Visual aids, Video of different swimming strokes, and laptop.

III. Procedure
Teacher’s Activity Student’s Activity

A. Routine

1. Prayer

Let us pray first. May I ask someone to Let us pray. Almighty God...
lead the opening prayer? (Students Prayer)

Thank you______!

2. Greetings

Good morning, class! Good Morning Sir!

Kindly seat properly.

It was great Sir!
How was your day?
 Class monitor, is there any absentees for There’s no absentees for today Sir!
today?

Good to hear that!

4. Review

Class, what was our lesson last meeting? Sir, our lesson last meeting was all about
Sports.
Very good!
What are the types of Sports? Individual, Dual and Team sports.

Correct! Very good!

5. Motivation

(Show a picture)

What is the picture?

The learners will answer…

Correct, Very good!

What is your idea from the pictures?

B. Lesson Proper

Introduction:

Our topic for today is all about Swimming.

And it is one of the most popular individual
sport.

Do you know how to swim? The learners will answer…

Do you want to learn how to swim? Yes Sir!

Presentation:

First, why do we need to know how to Sir we need to know how to swim to save
swim? ourselves or others in case of calamities.
 Very well said! Knowing how to swim is
not only for our own sake.

(Show a pictures flood situations in the

country and advice the learners about the
Rainfall Warning System)

It’s very important to learn how to swim and

even the basic skills of swimming.

(Demonstration and video presentation of

four types of float)
(Some of the learners will do the procedure of
(Demonstration and video presentation of the skills in the front of the class)
four types of kick)

(Demonstration and video presentation of

four styles in swimming)

Now, do you want to swim? Yes Sir, but how? There’s no swimming pool
or water here.

It’s not a problem class... The learners will also execute the basic skills
Let’s do the “Scuba dancing” of swimming through dancing it.

Let’s dance the different basic swimming Yes Sir!

skills. Are you all ready class?

IV. Generalization
Ask the students about the importance and the different skills needs to know in
swimming.

V. Evaluation

Performance Activity: “Scuba Dancing” or “Zumba Dancing”

The class will use and practice the different swimming styles and kicks as a dance step to
create a simple dance performance.
VI. Assignment

Ask the learners to answer the following questions in their notebook.

1. “Complete me”, let the learners complete the following unfinished statements:
a. Knowing how to swim is very beneficial because ___________________
b. Therefore, I will _____________________________________________