School BUNAWAN NHS Grade Level GRADE 9

RHEYNER F.
Teacher Learning Area HEALTH
DAILY SALVAME
LESSON
Teaching
PLAN January 10, 2020
Dates and Quarter 4th
1:00-2:00
Time

I. OBJECTIVES
A. Content The learners demonstrate understanding of the concepts and principles of safety education in
Standards the prevention of intentional injuries.
B. Performance The learners consistently demonstrate resilience, vigilance and proactive behaviors to prevent
Standards intentional injuries.
describes the types of intentional injuries: BULLYING
C. Learning
a. define bullying;
Competencies/
b. appreciate the importance of being resilient;
Objectives
c. to perform positive outlook when facing bullying.
II. CONTENT BULLYING
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
PE and Health 9
Material Pages
3. Textbook  Learner’s Material. Physical Education and Health grade 9 . pp242-248
Pages
4. Additional
Materials from
Internet source
Learning
Resources
B. Other Learning IMs, ppt
Resources
IV. PROCEDURES
 Review the previous topic.
Learners will be asked on the following questions:
1. Differentiate intentional and unintentional injury.
Preliminaries:
 Prayer DIAGNOSTIC/MOTIVATION: Poem
 Greetings Sticks and stones may break my bones,
 Attendance Check But words can also hurt me.
 Setting of Sticks and stones break only skin, while words are ghosts that haunt me.
Standards Pain from words has left its scar
A. Reviewing on mind and heart that’s tender,
previous lesson or cuts and bruises now have healed,
presenting the new it’s words that I remember
lesson
1. What type of intentional injury is being portrayed in the poem?
2. Based on the poem, what is the effect of intentional injury on the victim?
3. What are the other impacts of intentional injury?
B. Establishing a
purpose for the The teacher will present the learning objectives.
lesson
C. Presenting ACTIVITY:
examples/instances Instructions:
of the new lesson Students will try to identify the different classifications of bullying through the photos to be
 presented.

 Eliciting ideas that develop students’ critical and creative thinking including HOTS.
Activity
 The class will be divided into 4 groups.
D. Discussing new  Each group shall identify the actions that belong to the respective bullying classification
concepts and they are assigned to.
practicing new skill
#1  Eliciting ideas that develop students’ critical and creative thinking skills
 Developing literacy skills among learners.

Abstraction
1. Ask the students on how they will react when being bullied:
teasing
E. Discussing new
telling other children not to be friends with someone
concepts and
hitting
practicing new skill
picture shaming in social media
#2
 Eliciting ideas that develop students’ critical and creative thinking including HOTS.
HOTS questions
DIFFERENTIATED INSTRUCTION
Application
Poem Making
Tree of Positivity
Role Playing
F. Developing TV Show
Mastery Broadcasting

Each group will be rewarded with specific points according to the rubrics.

Students output must show how they manage bullying.

 Show a video clip on how to stop bullying best tips.
G. Finding practical
1. Ask the students what they have learned in the video.
applications of
concepts & skills in
 Eliciting ideas that develop students’ critical and creative thinking including HOTS.
daily living
HOTS questions
H. Making
1. How is it important to be a resilient person?
generalizations &
 Eliciting ideas that develop students’ critical and creative thinking including HOTS.
abstractions about
HOTS questions
the lesson
I. Evaluating FORMATIVE
Learning Short Quiz
By Group
Make a poster slogan on how to reciprocate bullying.

Materials:
1 cartolina
J. Additional Crayola
activities for Felt tip pen
application or
remediation Criteria:
Creativity-30%
Message-30%
Interpretation-20%
Neatness of Work-20%
Total- 100%
(This will depend on the outcome of the lesson whether it is carried, needs to be retaught or needs to be
V. REMARKS postponed due to specified valid reason)
 A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who caught up with the lesson
VI. REFLECTION 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:

RHEYNER F. SALVAME
Subject Teacher

Checked/ Verified by:

JULIETA V. DIANGO
Instructional Supervisor

Performance Task Rubric

5 4 3 2 1

Content Demonstrate a Demonstrate a Demonstrate an Shows lack of No understanding

thorough satisfactory incomplete understanding at all
understanding of understanding of understanding of the
the topic and use it the topic and use topic
appropriately it appropriately

Cooperation All members Two members did Four members did not Five or more Only one member
participated not participated participated members did not did the activity
participated

Presentation Highly organized Satisfactorily Organized and Far from being Not organized and
and creativity is organized and creativity is not so organized and no no creativity at all
evident creativity is evident creativity
evident