STAGE 3: LEARNING PLAN FLOW

INTRODUCTION

Week 1 (June 22-26, 2015)

Target Competencies:
a. undertakes physical activity and physical fitness assessments
b. monitors periodically one’s progress towards the fitness goals
c. recognizes the needs of others in real life and in meaningful ways
d. advocates community efforts to increase participation in physical activities and improve nutrition
practices

DAY 1

ACTIVITY 1:
TITLE: Orientation about the Subject/Pre-Test
STRATEGY: Discussion/Paper-pencil Test
TYPE OF ACTIVITY: Class/Individual
TYPE OF ASSESSMENT: Diagnostic/Pre-assessment
LEVEL OF ASSESSMENT: Knowledge
INSTRUCTIONS:
1. Discuss the rules for PE 9.
2. Allow them to react after the discussion or have an open forum. The students may add or
suggest for the improvement of the rules.
3. Discuss the requirements for PE 9.
4. Similarly, allow them to ask questions.
5. Discuss the grading system and give examples.
6. Prepare the students for the test.
7. Remind them with the dos and don’ts in taking a test.
8. Distribute the questionnaire (see the previous pages for the sample PRE-TEST).
9. Let them read the directions together so they will know what to do.
10. Constantly update them with the remaining time.

ACTIVITY 2:
TITLE: Discussion about Skill-Related Fitness
STRATEGY: Discussion/Paper-pencil Test
TYPE OF ACTIVITY: Class/Individual
TYPE OF ASSESSMENT: Diagnostic/Pre-assessment
LEVEL OF ASSESSMENT: Knowledge
INSTRUCTIONS:
1. Review the topic: Fitness in the discussion.
2. Discuss the fitness components and its equivalent examples by presenting it in a graphic
organizer.
3. Ask the students to present their ideas about Skill-Related Fitness Components following these
guide questions:
a. Why do we need to keep ourselves fit?
b. Do you consider yourself as fit? Why or why not?
c. How do we maintain our fitness?

REMARKS:
INTERACTION
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DAY 2 (June 29-July 3, 2015)

Target Competencies:
a. undertakes physical activity and physical fitness assessments
b. monitors periodically one’s progress towards the fitness goals
c. recognizes the needs of others in real life and in meaningful ways
d. advocates community efforts to increase participation in physical activities and improve nutrition
practices

ACTIVITY 3:
TITLE: Skill-Related Fitness Sports
STRATEGY: Cooperative Learning
TYPE OF ACTIVITY: Oral Presentation
TYPE OF ASSESSMENT: Formative Assessment
LEVEL OF ASSESSMENT: Process
INSTRUCTIONS:
1. Prepare the students for the discussion.
2. Inform the students about the 20-Minute activity of the day by presenting these directions:
Directions:
a. The class will be divided into 5 groups.
b. Each group will give 5 examples of sports per skill-related fitness component.
c. Prove and explain your answer.
d. After 20 minutes of discussions, the group will summarize everything that has been
discussed through a graphic organizer.
e. Choose two (2) representatives from your group to present your graphic organizer to
the class.
3. The activity will be evaluated according to:
Levels of Outstanding Progressing Developing Beginning
Competency/Criteria (4) (3) (2) (1)
Enumerated 5 clear Enumerated 5 ideas Enumerated less Enumerated less
ideas in each aspect in each aspect with than 5 ideas in each than 5 ideas in each
Content with NO grammatical NO grammatical aspect and aspect and
(x2) errors. errors, however committed 2-5 committed more
some ideas are not grammatical errors. than 5 grammatical
clear. errors.
Presenters delivered Presenters Presenters Presenters
the presentation with delivered the delivered the delivered the
confidence, well- presentation with presentation with a presentation with a
explained and confidence, well- little uneasy, little uneasy,
Delivery elaborated and able explained but not explained but not explained but not
(x1) to answer questions elaborated and able elaborated. elaborated.
asked by the teacher. to answer Questions Questions
questions asked by answered but with answered but with
the teacher. the help of the the help of the
other members. other members.
All the members of All the members of 2-3 members of the More than 5
the work together the work together group are not members of the
and able to finish the but exceeded to 2- participating in the group are not
activity within the 3minutes of the activity and participating in the
Teamwork
given time. given time just to exceeded to 2- activity and
(x1) finish their work. 3minutes of the exceeded more
given time just to than 5minutes of
finish their work. the given time just
to finish their work.

REMARKS:
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INTEGRATION

DAY 3 (July 6-10,2015)

Target Competencies:
At the end of the unit content, the learner is expected to:

a. undertakes physical activity and physical fitness assessments

b. monitors periodically one’s progress towards the fitness goals
c. recognizes the needs of others in real life and in meaningful ways
d. advocates community efforts to increase participation in physical activities and improve nutrition
practices (valuing)

ACTIVITY 5:
TITLE: Skill-Related Fitness Test Activities
STRATEGY: Field/Site Exposure
TYPE OF ACTIVITY: Practicum
TYPE OF ASSESSMENT: Formative-assessment
LEVEL OF ASSESSMENT: Performance (Scaffold)
INSTRUCTIONS:
1. The teacher prepares skill-related fitness tests activities to be performed by the students for
them to monitor their fitness performance.
2. The Skill-related fitness tests activities are the following:
a. Agility – Agility Run/ Side-Run
b. Balance – Longboarding
c. Coordination – Baseball Batting
d. Reaction Time – Dodge Ball
e. Speed – 50m Sprint
f. Power – Soccer Kicking
3. Results will be recorded to their ½ index cards.

ACTIVITY 6:
TITLE: Reflection: Skill-Related Fitness Test Results
STRATEGY: Individual Assessment
TYPE OF ACTIVITY: Reflection
TYPE OF ASSESSMENT: Summative-assessment
LEVEL OF ASSESSMENT: Understanding (Scaffold)
INSTRUCTIONS:

1. After taking the test, students must answer the following questions for their reflection:
a. How will you assess your performance in the test?
b. What do you think are the factors affecting the result of the test?
c. How will you improve/maintain your performance?

REMARKS:
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Day 4 (July 13-17,2015)

Target Competencies:
At the end of the unit content, the learner is expected to:

a. recognizes the needs of others in real life and in meaningful ways

b. advocates community efforts to increase participation in physical activities and improve nutrition
practices.

ACTIVITY 7:
TITLE: Zumba Dance Fitness
STRATEGY: Field/Site Exposure
TYPE OF ACTIVITY: Practicum
TYPE OF ASSESSMENT: Formative-assessment
LEVEL OF ASSESSMENT: Performance (Scaffold)
INSTRUCTIONS:
1. The teacher presents to the class their performance task for the first quarter by introducing to
them the GRASPS form;
Goal: To achieve community fitness
Role: Participant/performer
Audience: Classmates, other students in Integrated School, judges
Situation: You are tasked by your class adviser to join the ZUMBA DANCE FITNESS Contest
organized by MAPEH-TLE department as part of the celebration of the Nutritionmonth. At the
same time, your PE teacher requires you to join for the said contest to help achieve community
fitness through participating to an active lifestyle.
Product: A 4-minute Zumba Dance Fitness Routine
Standard: The routines must be originally choreographed by the students, and should perform
with confidence, mastery, coordination and proper execution.

2. The teacher then allows the entire class to go the covered court for them to create their own
zumba dance fitness steps.
3. The teacher monitors the participation of each student and record their behaviour and
performance.
4. The teacher then give points for their output of the day.

REMARKS:
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Day 5 (July 20-24,2015)

Target Competencies:
At the end of the unit content, the learner is expected to:

c. recognizes the needs of others in real life and in meaningful ways

d. advocates community efforts to increase participation in physical activities and improve nutrition
practices.

ACTIVITY 8:
TITLE: Zumba Dance Fitness (Continuation)
STRATEGY: Field/Site Exposure
TYPE OF ACTIVITY: Practicum
TYPE OF ASSESSMENT: Formative-assessment
LEVEL OF ASSESSMENT: Performance (Scaffold)
INSTRUCTIONS:
1. The teacher presents to the class their performance task for the first quarter by introducing to
them the GRASPS form;
Goal: To achieve community fitness
Role: Participant/performer
Audience: Classmates, other students in Integrated School, judges
Situation: You are tasked by your class adviser to join the ZUMBA DANCE FITNESS Contest
organized by MAPEH-TLE department as part of the celebration of the Nutritionmonth. At the
same time, your PE teacher requires you to join for the said contest to help achieve community
fitness through participating to an active lifestyle.
Product: A 4-minute Zumba Dance Fitness Routine
Standard: The routines must be originally choreographed by the students, and should perform
with confidence, mastery, coordination and proper execution.

2. The teacher then allows the entire class to go the covered court for them to create their own
zumba dance fitness steps.
3. The teacher monitors the participation of each student and record their behaviour and
performance.
4. The teacher then give points for their output of the day.

REMARKS:
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Day 6 (July 27-31,2015)

Target Competencies:
At the end of the unit content, the learner is expected to:

e. recognizes the needs of others in real life and in meaningful ways

f. advocates community efforts to increase participation in physical activities and improve nutrition
practices.

ACTIVITY 9:
TITLE: Zumba Dance Fitness (CONTINUATION)
STRATEGY: Field/Site Exposure
TYPE OF ACTIVITY: Practicum
TYPE OF ASSESSMENT: Formative-assessment
LEVEL OF ASSESSMENT: Performance (Scaffold)
INSTRUCTIONS:
1. The teacher presents to the class their performance task for the first quarter by introducing to
them the GRASPS form;
Goal: To achieve community fitness
Role: Participant/performer
Audience: Classmates, other students in Integrated School, judges
Situation: You are tasked by your class adviser to join the ZUMBA DANCE FITNESS Contest
organized by MAPEH-TLE department as part of the celebration of the Nutritionmonth. At the
same time, your PE teacher requires you to join for the said contest to help achieve community
fitness through participating to an active lifestyle.
Product: A 4-minute Zumba Dance Fitness Routine
Standard: The routines must be originally choreographed by the students, and should perform
with confidence, mastery, coordination and proper execution.

2. The teacher then allows the entire class to go the covered court for them to create their own
zumba dance fitness steps.
3. The teacher monitors the participation of each student and record their behaviour and
performance.
4. The teacher then give points for their output of the day.

REMARKS:
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Day 7

Target Competencies:
At the end of the unit content, the learner is expected to:

g. recognizes the needs of others in real life and in meaningful ways

h. advocates community efforts to increase participation in physical activities and improve nutrition
practices.

ACTIVITY 10:
TITLE: Zumba Dance Fitness (PERFORMANCE)
STRATEGY: Field/Site Exposure
TYPE OF ACTIVITY: Practicum
TYPE OF ASSESSMENT: Formative-assessment
LEVEL OF ASSESSMENT: Performance (Scaffold)
INSTRUCTIONS:
1. The teacher presents to the class their performance task for the first quarter by introducing to
them the GRASPS form;
Goal: To achieve community fitness
Role: Participant/performer
Audience: Classmates, other students in Integrated School, judges
Situation: You are tasked by your class adviser to join the ZUMBA DANCE FITNESS Contest
organized by MAPEH-TLE department as part of the celebration of the Nutritionmonth. At the
same time, your PE teacher requires you to join for the said contest to help achieve community
fitness through participating to an active lifestyle.
Product: A 4-minute Zumba Dance Fitness Routine
Standard: The routines must be originally choreographed by the students, and should perform
with confidence, mastery, coordination and proper execution.
2. The teacher evaluates the performance of the class using this scoring rubric:

Criteria Advanced Proficient Approaching Developing

(10) (9) Proficiency (6)
(7)
Creative Develops a dance Develops a dance Develops a dance Develops a dance
Dance sequence that is sequence that is sequence that is not sequence that is
Sequence creative, complete and creative, complete and very creative, uncreative, incomplete
displays lots of effort displays some effort incomplete and and displays no effort
and practice. All steps and practice. Some displays little effort or practice.
are purely exercise. steps are not purely and practice. Majority OR
exercise. of the steps are not Does not develop a
purely exercise. dance sequence.

Group Works very well with Works very well with Works very well with Did not work well with
Work their group all of the their group most of their group some of their group.
time. the time. the time.  contributes no ideas
 contributes lots of  contributes some  contributes few  remains quiet
ideas ideas ideas  refuses to practice
 contributes  listens to others  listens to others OR
suggestions for most of the time / sometimes  contributes ideas
modification when agrees with  displays impatience  refuses to listen to
 listens to others what was being said more than once others & their ideas
 displays patience  displays impatience  requires teacher  commands others to
 motivates other at one time assistance to listen and follow
 group members  displays frustration refocus and remain demands
with others at times in group
Choreographed Performs complete Performs complete Performs complete Performs complete
Sequences / dance with lots of dance with some dance with little dance with no
Overall confidence and confidence and confidence and confidence or
Performance enthusiasm, making enthusiasm, making enthusiasm, making enthusiasm, making
few errors. some errors. many errors. constant errors.
 performs all  performs most  performs some OR
sequences from sequences from sequences from Does not perform
memorization memorization memorization complete dance.
 rarely needs to  sometimes needs to  mostly needs to  unable to perform
follow instructor follow instructor follow instructor any sequences from
 always  sometimes  rarely demonstrates memorization
demonstrates demonstrates enthusiasm by  always needs to
enthusiasm by enthusiasm by showing energy in follow instructor
showing energy in showing energy in movements and  never demonstrates
movements and movements and giving their best enthusiasm
giving their best giving their best
REMARKS: