Weekly Learning Activity Sheet

Republic of the Philippines
Department of Education
REGION XIII – CARAGA
CABRERA-ALTRES NATIONAL HIGH SCHOOL
BARANGAY BONIFACIO, SURIGAO CITY
_________________________________________________________________________________
Office of the School Principal
July 16, 2020
SCHOOL MEMORANDUM
No. 006, s. 2020
TO : Junior High School Teachers

Senior High School Teachers
THIS SCHOOL
SUBJECT : CRAFTING OF WEEKLY LEARNING ACTIVITY PLAN AND WEEKLY

LEARNING ACTIVITY SHEETS AND SUPPLEMENTAL LEARNING
MATERIALS AND CREATION OF QUALITY ASSURANCE TEAM
1. As we are preparing for the considerably one of the greatest battles in Philippine
Education comes August 24, 2020 in the new normal setup brought about by COVID-19
pandemic, it is always fitting to be armed, focused and really steadfast.
2. Hence, we need to keep ourselves always on track for us to deliver quality education as
Education must continue!
3. In line with the School’s slogan for service, “Gugma An Nagdasig Sa CANHSians”, let us
continuously work hand in hand with so much kindness and compassion in our hearts as
reflected in everything we do, say and plan. Let us always be reminded of the core of
our business and that is to never fall short of what our learners truly deserve following
of course the minimum health protocols and standards for everyone’s safety.
4. Furthermore, as opening of classes is just around the corner a month from now, and
while we await for the deployment and distribution of modules from the Central Office
which seemed to be finding a hard time to meet the deadline due to some unavoidable
circumstances; as part of Division’s mechanism, may we might as well prepare for our
Localized Weekly Learning Activity Plan and Weekly Learning Activity Sheets and other
related supplemental learning materials that will cover at least the whole months of
August and September guided by the Most Essential Learning Competencies being
provided.
5. The Learning Plan is a tool that operationalizes the implementation of the preferred
learning modality that the School has to adhere, while the learning activity sheets serve
as guide for learners as well as parents/learning facilitators on what they are expected
to accomplish within the specified time and schedule.
6. Attached herewith are the suggested templates of the abovementioned materials.

(Enclosure 1 and 2)
Brgy.Bonifacio, Surigao City

Email Address: canhsians@gmail.com
School ID: 3040383
_________________________________________________________________________________
7. You may modify or revise the templates but always put in consideration that such
modification and revision are aligned with the MELCs.
8. Below are the subject area teams that will provide technical assistance and initially
review and validate the prepared plans:
JUNIOR HIGH SCHOOL QUALITY ASSURANCE TEAM
SUBJECT AREA TEAM LEADER ASST. TEAM MEMBER

LEADER
ENGLISH Elen B. Loayon Eden C. Penados
Miriam D. Menil
MATH Elyn P. Amper Judiemar P. Suan
Ariel C. Badana
SCIENCE Maria Sarah G. Bato Rael Sunset Altres
Ariel C. Badana
FILIPINO Babylyn V. Josol Miriam D. Menil
Elen B. Loayon
ARAL PAN Rael Sunset Altres Eden C. Penados
Geno C. Samson
EDUKASYON SA Judiemar P. Suan Elyn P. Amper
Babylyn V. Josol
PAGPAPAKATAO
MAPEH Sixteen C. Liquido Mhyra M. Patiga Vlademer P. Baldomero
HOMEROOM GUIDANCE Geno C. Samson Ariel C. Badana Eden C. Penados
PROGRAM
TLE Vlademer P. Baldomero Geno C. Samson Mhyra M. Patiga
Note: Miss Sixteen C. Liquido for MAPEH and Miss Maria Sarah Bato for Science will also
cater the said Subjects in the SHS respectively.
SENIOR HIGH SCHOOL QUALITY ASSURANCE TEAM

 Subjects handled by the SHS Teachers will automatically be chaired by the teacher handling the
subject. Other SHS Teachers will shift roles as Assistant Team Leader and Member as the case
may be and as the need arises.
9. It is likewise emphasized that all teams must work collaboratively as deemed necessary
and it is highly encouraged.
10. Starting next week, Team leaders will submit the duly checked and quality assured
learning materials for recommendation for approval by School Principal or for additional
technical assistance and supervision.
11. For your guidance, information and compliance.
Enclosure: 1 and 2 (as stated)

Reference/s: Division Memorandum 124 s., 2020
To be included in the Perpetual Index under the following subjects:

WEEKLY LEARNING ACTIVITY PLAN WEEKLY LEARNING ACTIVITY SHEETS
QUALITY ASSURANCE TEAM

School ID: 3040383
_________________________________________________________________________________
Enclosure 1
LEARNING AREA: MAPEH QUARTER: 1ST MONTH: AUGUST
WEEKLY LEARNING PLAN

LEARNING MOST ESSENTIAL CODE WEEK TITLE OF PROCEDURE TYPE OF LEARNING
AREA LEARNING COMPETENCY COVERED ACTIVITY
MAPEH 9 Performs appropriate first PE9PF-Ia-h- Week 1 Fix Me I’m 1. The students will play a brain Text, images and games.
aid for injuries and 23 (August 24-28) Broken (on first teasing fun game called “Word
emergency situations in aid) Scramble.” They will find words
physical activity and from the jumbled letters that refer
sports settings (e.g. to components associated with first
cramps, sprain, heat aid and officiating.
exhaustion); 2. Do the activity in What’s more
called “Fix Me I’m Broken” (on
first aid)
3. Read the following readings on
Basic First Aid, and Types,
Treatments, and Prevention of
Sports Injuries.
Prepared by: Quality Assured by: Approved:
SIXTEEN C. LIQUIDO SIXTEEN C. LIQUIDO MHYRA M. PATIGA VLADEMER P. BALDOMERO HERMIETTE FERRER LEROG
Subject Teacher Team Leader Asst. Team Leader Member Secondary School Principal

School ID: 3040383
_________________________________________________________________________________
Enclosure 1

MAPEH 10 The learner assesses PE10PF-Ia-h- Week 1 WEIGHT, A. 1. Using a concept map, write words Text, images and games.
physical activity, exercise 39 (August 24-28) THERE’S associated with “Lifestyle” inside the circles.
and eating habits; MORE! You may add more circles if necessary.
2. Define “Lifestyle” based on the words
given.
B. 1. Using the checklist, put a check mark (P)
on the practices that show healthy weight
management and a cross mark (O) on the
unhealthy ones.
2. Concentrate on the following: What
practices do you consider healthy or unhealthy?
Why are these practices considered healthy or
unhealthy?

School ID: 3040383
_________________________________________________________________________________
Enclosure 1

PE & HEALTH The learners engage in PEH11FH-Ia- Week 1 How Intense Are 1. The students will perform one Text, images and games.
11 moderate to vigorous t-8 (August 24-28) You? activity at a time and supply the
physical activities information by filling-up the table
(MVPAs) for at least 60 below.
minutes most days of the 2. Make a fitness plan design, select
week in a variety of activities guided by the Principles
settings in- and out of of Exercise and the FITT goals.
school Make use of the table shown below.

School ID: 3040383
_________________________________________________________________________________
Enclosure 1

PE & HEALTH The learners engage in PEH11FH-Ia- Week 1 Let’s Exercise! 1. The learners will identify from Text, images and games.
12 moderate to vigorous t-8 (August 24-28) moderate to vigorous the different
physical activities activities shown below. Choose
(MVPAs) for at least 60 your answer from the word pool
minutes most days of the and write your answer in your
week in a variety of notebook.
settings in- and out of 2. Make a fitness plan design, select
school. activities guided by the Principles
of Exercise and the FITT goals.

School ID: 3040383
_________________________________________________________________________________
WEEKLY LEARNING ACTIVITY SHEET
Name of the Teacher : Sixteen C. Liquido

School : Cabrera-Altres National High School
District : VII
Learning Area:
Grade Level: 10
Quarter: First
Most Essential Learning Engage in moderate to vigorous physical activities for at least
Competency: 60 minutes a day in and out of school.
Code: PE10PF-Ia-h-39
Month: August
Week Covered (please August 24-28
specify the date)
Title of the Activity Activity 1: “Arrange Me “
Objectives: (following 1. Demonstrates understanding of lifestyle and weight
SMART) management to promote societal fitness.
2. Practices healthy eating habits that support an active
lifestyle.
Materials (preferably Checklist of healthy and unhealthy practices
localized and available at Activity Notebook
home)
Procedures (direct and A. 1. Using a concept map, write words associated with
concise) “Lifestyle” inside the circles. You may add more circles if
necessary.
2. Define “Lifestyle” based on the words given.
B. 1. Using the checklist, put a check mark (P) on the practices

that show healthy weight management and a cross mark (O)
on the unhealthy ones.
2. Concentrate on the following: What practices do you
consider healthy or unhealthy? Why are these practices
considered healthy or unhealthy?
Guide questions and rubric Let the students answer the following:
1. What aspects of your lifestyle do you think you should
be most attentive to? Why do you think so?
2. Which among the practices are considered healthy and
which are unhealthy?
3. Which of these do you do?
Rate the learners using the rubric below.
Needs Approaching Good Excellent
improvement standards (3) (4)

School ID: 3040383
_________________________________________________________________________________
(1) (2)
Ideas and There is no You put thought What you are What you are
Content clear or into this, but writing about writing about
specific there is no real is clear. Some is clear and
explanation in evidence of support may well-
answer to the learning. More be lacking, or expressed,
question. specific your including
information is sentences specific
needed or you may be a bit examples to
need to follow awkward. demonstrate
the directions what you
more closely. learned.
Use of No terms from Only one term Your answer Your answer
terms the lesson are from the lesson included included all
used. is used in the several terms the terms
answer. from the from the
lesson, lesson that
demonstrating applied to the
adequate question
understanding asked.
of the
material.
Sentence Sentences are Some sentences Sentences are Sentences are
Fluency incomplete or are complete complete and complete and
too long. It and easy to able to be they connect
makes reading understand. understood. to one
them difficult. Others require another easily
some work. when they are
read out loud.
Concepts learned Your lifestyle is of utmost importance. Everything you do,

whether good or bad, has an effect on your health. Your
lifestyle involves a lot of aspects like the physical activities you
engage in, the food you eat, the daily habits you observe, the
choices you make as a consumer, and many others. These
different aspects of your lifestyle affect your overall health.
References PE Grade 10 LM - Pages 1-8
Prepared by:
Sixteen C. Liquido
Subject Teacher
Quality Assured by:
SIXTEEN C. LIQUIDO MHYRA M. PATIGA VLADEMER P. BALDOMERO

Team Leader Asst. Team Leader Member
Approved by:

School ID: 3040383
_________________________________________________________________________________
HERMIETTE FERRER LEROG
Secondary School Principal
MAPEH 10
Worksheet
 Activity 1: “Arrange Me “
Directions: Analyze and arrange the scrambled letters to form a word. This is the test
where you can remember the benefits in participating in recreational activities.
1. ROPEW – -is the ability of the muscle to transfer energy and release maximum force at a
fast rate. ______________
2. THSTRNEG – is the ability of the muscle to generate force against physical objects.
__________________
3. YTLILBIXLEF - is the ability of the joints and muscles to move through its full range of
motion. ________________
4. DPESE-– is the ability to perform a movement in one direction in the shortest period of
time. __________________
5. ALITYGI - is the ability to move in different directions quickly using a combination of
balance, coordination, speed, strength, and endurance. ___________________
Let’s do it! (Page 5)

Scoring – Record the highest number of hits the performer has done.
Score Standard Interpretation

5 41 and above Excellent
4 31 - 40 Very Good
3 21 - 30 Good
2 11 - 20 Fair
1 1 - 10 Needs Improvement
 Please indicate your RPE rating after doing the activity. Read the
direction/procedure before doing the activity. (Page 6)
My Rate of Perceived Exertion for Juggling

Rating Description
What I Can Do. Read the direction/procedure before doing the activity. (Page 7)
My Physical Activity Week Plan
Your usual More than Usual
FREQUENCY
F
(How often)
INTENSITY
I
(how hard )
T TIME (how long )
T TYPE

School ID: 3040383
_________________________________________________________________________________
 Answer the Assessment (Multiple Choice) for your Unit Test on page 8-9, write
the letter of the correct answer in your activity notebook.

District : VII
Learning Area:
Grade Level: 11
Quarter: First
Most Essential Learning The learners engage in moderate to vigorous physical activities
Competency: (MVPAs) for at least 60 minutes most days of the week in a
variety of settings in- and out of school
Code: PEH11FH-Ia-t-8
Month: August
specify the date)
Title of the Activity How Intense Are You?
Objectives: (following 1.Explains the difference between moderate and vigorous
SMART) physical activities; and
2. Discuss the benefits of having 60 minutes of physical activity
a day in making physical fitness plan.
Materials (preferably Activity Notebook
localized and available at Stopwatch
home)
Procedures (direct and 3. The students will perform one activity at a time and
concise) supply the information by filling-up the table below.
4. Make a fitness plan design, select activities guided by
the Principles of Exercise and the FITT goals. Make use
of the table shown below.
Guide questions and rubric Answer the following in your activity notebook.
1. Which among the three (walking around, brisk walking, 3-

minute jump jacks) is considered:
a) Light activity: walking around for 5 minutes
Justification:
_____________________________________
b) Moderate activity: brisk walking for 4 minutes
Justification:
______________________________________
c) Vigorous Activity: 3-minute jump jacks
Justification:
______________________________________

School ID: 3040383
_________________________________________________________________________________
2. What is the difference between moderate and vigorous

physical activities?
3. What are the benefits of making physical fitness plan?

(1) (2)
lesson, lesson that
adequate question
of the
material.
read out loud.
Concepts learned Selection of appropriate activities will help you achieve the
desired results by being able to specify the target muscles for
development.
Engaging in moderate to vigorous physical activity in different
settings can help avoid boredom, thus making activities more
exciting and interesting.
References Physical Education and Health 11 TG; Page 1-4
Prepared by:
Sixteen C. Liquido
Subject Teacher
Quality Assured by:

School ID: 3040383
_________________________________________________________________________________
________________ ___________________ __________________

Approved by:

PE & HEALTH 11
Worksheet
How intense are you?
Direction: Copy and answer the activity in your note book.
1. The students will perform one activity at a time and supply the information by filling-up
the table below.
Describe the activity Walking around Brisk walking for 4 3-minute jump
based on the for 5 minutes minutes jacks
following:
Example: Feels easy Example: Feels Example: Feels very
How are you feeling?
somewhat hard hard
How is your
breathing?
How is your talking

ability?
2. Make a fitness plan design, select activities guided by the Principles of Exercise and the
FITT goals. Make use of the table shown below.
FITT Goals Frequency Intensity Type Time

Parts of the (Indicate days Light, Moderate Form of (Total fitness
Fitness Plan of the week) to Vigorous exercises, selected plan not less
physical activities than 60 minutes)
Example: Example: Light Example: Static Example: 10-15
Exercise 3-5 to moderate stretching mins
Warm-up times a week exercise (hip
rotation, trunk
bend)
Work-
out/Exercise
Cool-down
Answer the following in your activity notebook.

School ID: 3040383
_________________________________________________________________________________
1. Which among the three (walking around, brisk walking, 3-minute jump jacks) is considered:
a) Light activity: walking around for 5 minutes
Justification: _____________________________________
b) Moderate activity: brisk walking for 4 minutes
Justification: ______________________________________
c) Vigorous Activity: 3-minute jump jacks
Justification: ______________________________________
2. What is the difference between moderate and vigorous physical activities?


District : VII
Learning Area:
Grade Level: 12
Quarter: First
Most Essential Learning The learners engage in moderate to vigorous physical activities
Competency: (MVPAs) for at least 60 minutes most days of the week in a
variety of settings in- and out of school.
Code: PEH11FH-Ia-t-8
Month: August
specify the date)
Title of the Activity Let’s Exercise!
Objectives: (following 1.Explains the difference between moderate and vigorous

SMART) physical activities; and
2. Discuss the benefits of having 60 minutes of physical activity
a day
Materials (preferably Activity Notebook

localized and available at
home)
Procedures (direct and 1. The learners will identify from moderate to vigorous the
concise) different activities shown below. Choose your answer
from the word pool and write your answer in your
notebook.
2. Make a fitness plan design, select activities guided by
the Principles of Exercise and the FITT goals.
Guide questions and rubric Answer the following:

1. What is the difference between moderate physical activity

School ID: 3040383
_________________________________________________________________________________
and vigorous physical activity?
2. Why is participating in moderate to vigorous physical
activity important?

(1) (2)
lesson, lesson that
adequate question
of the
material.
read out loud.
Concepts learned Selection of appropriate activities will help you achieve the
desired results by being able to specify the target muscles for
development.
Engaging in moderate to vigorous physical activity in different
settings can help avoid boredom, thus making activities more
exciting and interesting.
References Physical Education and Health 12 LM; Page 1-4
Prepared by:
Sixteen C. Liquido
Subject Teacher

School ID: 3040383
_________________________________________________________________________________
Quality Assured by:
________________ ___________________ __________________

Approved by:

PE & HEALTH 12
Worksheet
How intense are you?
Direction: Copy and answer the activity in your note book.
1. The learners will identify from moderate to vigorous the different activities shown
below. Choose your answer from the word pool and write your answer in your
notebook.
Moderate Vigorous
Brisk walking Dancing Fast swimming

Running Household chores. Aerobics
Gardening Fast cycling
2. Make a fitness plan design, select activities guided by the Principles of Exercise and the
FITT goals. Make use of the table shown below.
FITT Goals Frequency Intensity Type Time

Parts of the (Indicate days Light, Moderate Form of (Total fitness
Fitness Plan of the week) to Vigorous exercises, selected plan not less
physical activities than 60 minutes)
Warm-up Example: Example: Light Example: Static Example: 10-15
Exercise 3-5 to moderate stretching mins

School ID: 3040383
_________________________________________________________________________________
times a week exercise (hip
rotation, trunk
bend)
Work-
out/Exercise
Cool-down
Answer the following in your activity notebook.
1. What is the difference between moderate physical activity and vigorous physical activity?
2. Why is participating in moderate to vigorous physical activity important?

District : VII
Learning Area:
Grade Level: 9
Quarter: First
Most Essential Learning Performs appropriate first aid for injuries and emergency
Competency: situations in physical activity and sports settings (e.g. cramps,
sprain, heat exhaustion);
Code: PE9PF-Ia-h-23
Month: August
specify the date)
Title of the Activity Fix Me I’m Broken (on first aid)
Objectives: (following 1. The learners explain the importance of first aid before
SMART) and during physical activity.
2. The learners Illustrate how to perform first aid during
emergency situations in physical activity and sports
setting.
Materials (preferably Activity notebook
localized and available at First aid kit (bandage, dressing, betadine, cotton etc.)
home)

School ID: 3040383
_________________________________________________________________________________
Procedures (direct and 1. The students will play a brain teasing fun game called
concise) “Word Scramble.” They will find words from the
jumbled letters that refer to components associated with
first aid and officiating.
2. Do the activity in What’s more called “Fix Me I’m
Broken” (on first aid)
3. Read the following readings on Basic First Aid, and
Types, Treatments, and Prevention of Sports Injuries
found in the LM pages 8-13.
Guide questions and rubric Processing Questions:

1. Where you able to perform the different exercises?
2. How does body weight (underweight, normal,
overweight)? influence one’s physical activity like in
the one you just did?
3. What suggestions can you give to perform better next
time, and in other physical activities at hand?
4. Injuries may happen anytime, anywhere. List at least 3
factors that can cause injuries. Explain why they can
lead to injuries.
5. How important is knowledge and skills in applying
appropriate first aid techniques to an injured officiating
official or athlete?

(1) (2)
lesson, lesson that
adequate question
of the
material.

School ID: 3040383
_________________________________________________________________________________
read out loud.
Concepts learned The aims of first aid are to preserve life, prevent harm, and
promote recovery.
References PE Grade 9 LM - Pages 1-3
Prepared by:
Sixteen C. Liquido
Subject Teacher
Quality Assured by:

Approved by:


District : VII
Learning Area:
Grade Level: SPA 8
Quarter: First
Most Essential Learning The learner executes with the correct technique the
Competency: fundamental positions of hands and feet.
Code: SPA_D-PF8-Ia-1
Month: August

specify the date)
Title of the Activity Dances of the Islands!
Objectives: (following 1. The learner performs with mastery the correct technique
SMART) of the fundamental positions of hands and feet.
Materials (preferably Activity notebook
localized and available at

School ID: 3040383
_________________________________________________________________________________
home)
Procedures (direct and 1. Answer the survey questionnaire that reveals your
concise) personal information about folk dancing. Accomplish it
by putting a check mark (/) corresponding to your
response in each item.
2. Identify the folk dance as shown in the picture. Write
your answer in your notebook.
3. Readings on Fundamental position of hands and feet.
4. Execute the fundamental positions of feet and arms,
without music, by following the instructions given.
Guide questions and rubric Processing Questions:

1. What did you feel about the activity?
2. Where you able to perform the fundamental positions
properly?
3. What should be observed when performing the different
fundamental positions of the arms and feet?
4. After learning the fundamental positions of the arm and
feet, would you consider joining in folk dance events.
Why?
5. Does executing the fundamental positions of the arms
and feet require your body to have endurance and
muscular strength? Why?

(1) (2)
lesson, lesson that
adequate question
of the
material.

School ID: 3040383
_________________________________________________________________________________
read out loud.
Concepts learned Folk dances are important because they preserve the Philippine
culture and pass it on to the next generation. They are a uniting
force to the Philippine people
References PE Grade 7 LM – Pages 124-130
Prepared by:
Sixteen C. Liquido
Subject Teacher
Quality Assured by:

Approved by:

SPA 8 (Dance)
Worksheet
1. Below is a survey questionnaire that reveals your personal information about folk dancing.
Accomplish it by putting a check mark (/) corresponding to your response in each item.
QUESTIONS YES NO
1. I enjoy watching folk dances.
2. I am willing to learn folk dances.
3. I love researching folk dances
4. I like listening to folk dance music.
5. I am a member of folk-dance group.
6. I started dancing folk dance/s since elementary.
7. I have joined folk dance competition.
8. I have participated folk dancing in school programs/ field demonstrations.
Number of Responses Relative Interpretation

1-3 Not so interested in folk dancing activities
4-5 Slightly interested in folk dancing activities
6-8 Very interested in folk dancing activities

School ID: 3040383
_________________________________________________________________________________
Based on your interpretation of your responses to the survey-questionnaire, what does this reveal
about your interest in folk dancing? Express in 2-5 sentences
_____________________________________________________________________________________
_____________________________________________________________________________________
Dances of the Islands!
2. Identify the folk dance as shown in the picture. Write your answer in your notebook.
Questions:
1. How many folk dances have you identified?
2. Are you familiar with the basic steps of these dances?
3. How do you describe these dances?
3. Readings on Fundamental position of hands and feet.

4. Execute the fundamental positions of feet and arms, without music, by following the
instructions given.
Processing Questions:
1. What did you feel about the activity?
2. Where you able to perform the fundamental positions properly?
3. What should be observed when performing the different fundamental positions of
the arms and feet?
4. After learning the fundamental positions of the arm and feet, would you consider
joining in folk dance events. Why?
5. Does executing the fundamental positions of the arms and feet require your body
to have endurance and muscular strength? Why?

School ID: 3040383

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Weekly Learning Activity Sheet

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Republic of the Philippines

TO : Junior High School Teachers

SUBJECT : CRAFTING OF WEEKLY LEARNING ACTIVITY PLAN AND WEEKLY

6. Attached herewith are the suggested templates of the abovementioned materials.

Brgy.Bonifacio, Surigao City

JUNIOR HIGH SCHOOL QUALITY ASSURANCE TEAM

SUBJECT AREA TEAM LEADER ASST. TEAM MEMBER

SENIOR HIGH SCHOOL QUALITY ASSURANCE TEAM

11. For your guidance, information and compliance.

Enclosure: 1 and 2 (as stated)

To be included in the Perpetual Index under the following subjects:

Brgy.Bonifacio, Surigao City

WEEKLY LEARNING PLAN

Brgy.Bonifacio, Surigao City

WEEKLY LEARNING PLAN

LEARNING MOST ESSENTIAL CODE WEEK TITLE OF PROCEDURE TYPE OF LEARNING

Brgy.Bonifacio, Surigao City

WEEKLY LEARNING PLAN

LEARNING MOST ESSENTIAL CODE WEEK TITLE OF PROCEDURE TYPE OF LEARNING

Brgy.Bonifacio, Surigao City

WEEKLY LEARNING PLAN

LEARNING MOST ESSENTIAL CODE WEEK TITLE OF PROCEDURE TYPE OF LEARNING

Prepared by: Quality Assured by: Approved:

Brgy.Bonifacio, Surigao City