DAILY
LESSO Teacher DIAN L. RODRIGUEZ
N Teaching Week September 5-9, 2022 / Week 3
LOG
Date & Time:
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
School TALIPTIP NATIONAL HIGH SCHOOL Grade Level 8
Learning Area MAPEH
Quarter 1st
DAY 1 DAY 2 DAY 3 DAY 4
8 Love 8:00 am – 9:00 am (T) 8 Love 8:00 am – 9:00 am (W) 8 Love 8:00 am – 9:00 am (TH) 8 Love 8:00 am – 9:00 am (F)
8 Patience 9:30 am – 10:30 am (M) 8 Peace 10:30 am – 11:30 am (W) 8 Patience 9:30 am – 10:30 am (W) 8 Patience 9:30 am – 10:30 am (TH)
8 Peace 10:30 am – 11:30 am (T) 8 Peace 10:30 am – 11:30 am (TH) 8 Peace 10:30 am – 11:30 am (F)
The learner demonstrates understanding of human sexuality and managing sexuality related issues for a healthy life The learner demonstrates understanding of
guidelines and principles in exercise program
design to achieve fitness
The learner appropriately manages sexually related issues through responsible and informed decisions The learner designs a physical activity
program for the family/school peers to
achieve fitness
The learners… The learners…
 identify basic terms in sexuality (sex, sexuality, gender, etc.) (H8FH-Ia-16)  undertake physical activity and physical
 discuss sexuality as an important component of one’s personality (H8FH-Ia-17) fitness assessments (PE8PF-Ia- h-23)
 explain the dimensions of human sexuality (H8FH-Ia-18)  prepare a physical activity program
 analyze the factors that affect one’s attitudes and practices related to sexuality and sexual behaviors (H8FHIb- (PE8PF-Ic- 27)
19)
Gender and Human Sexuality
Gender and Human Sexuality (Factors that affect one’s attitudes and Physical Fitness Test
Gender and Human Sexuality
(Dimensions of Sexuality) practices related to sexuality and sexual (Skill-Related Fitness)
behaviors)
Darilag A. G., Vergara L. A., De Leon Z M (2012) Enjoy Life with PE and Health
Mequi, Aparicio H:(2015) Manual on Physical Fitness
TM 7 – 10 4-35
LM 8 – 15 LM 16 - 26 LM 35
https://www.youtube.com/watch?v=Ulh0DnFUGsk https://youtu.be/lOdW7_w3ycw
https://www.youtube.com/watch?v=FFZtHu_DXi4
Ask the students to read and analyze The teacher will post the following Ask the students to do the activity Recall: Text Twist The teacher will ask the
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or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
the poem entitled “The Wonder of
Me” and ask the following
questions:
 How do you express yourself?
 How do you see yourself?
 How much do you know
yourself?
 How much do others know you?
(15 min)
Show a video clip entitled
“Identity”. This will show how
society affects someone’s personal
identity through different factors.
Ask the following questions:
 What was the message of the
short film?
 What problems did the lead
actress experience? How did she
handle it?
 If you were in her shoes, what
would you do? (15 min)
Group Activity. Ask the students to
do the activity “Puzzle-Puzzle”. They
will fill up each puzzle piece with
their answers to the following
questions. Afterwards, they will fix
the puzzle.
Questions on each puzzle piece:
Piece 1 –what is your idea of being a
man or a woman?
Piece 2 – how does the link of
thinking of a woman differ from that
of a man?
Piece 3 – how do you behave as a
man or a woman?
Piece 4 – how do you feel about
words: entitled “Male vs Female” and students to re- arrange the different letters to
 Sex answer the following questions. form the word associated to Health-Related
 Sexuality  What were your bases in making Fitness
 Gender such comparisons? • MIB
 Gender role  Try to compare your answers with • YTIIIFLBEX
 Gender Equality your classmates, which • ANCEEDUR
Ask the students how personal attitudes/characters tics are similar • STWAI EEECIRRUMF
sexuality affects behavior towards with your answer? Which are not? • REPPIZ TTSE
themselves, the community, and  How can these affect personal • ITS CHEAR
others. health? (10 min) • EESOB
(5 min) • OMRALN
• ODYB OOOCMIIPSTN
• EIGHTW (5 min)
Show a video entitle “Understanding Warm up exercise:
Gender Variant Behavior”. This will show
how the gender of a person affects The teacher will ask the students to perform
his/her personality. This also affects their the “Galaw Pilipinas”
health prerogatives as they relate it to
their gender. https://youtu.be/hmJQbCYEzFg
https://www.youtube.com/watch?
v=FFZtHu_DXi4
Ask the following questions:
 What was the message of the video?
 How did gender affect the personal
and societal outlook towards a
person? (15 min)
Analysis. Ask the students to analyze the
following situations:
 Boys and men are permitted to stay
out more and up to a later time than
the girls and women.
 A philandering or immoral man is
considered as demonstrating his
manliness or “pagkalalaki”. A
philandering or immoral woman is
considered as cheap, bad, or
“masamang babae”.
 Women are expected to remain
virginal until they marry, while it is
generally acceptable for men to
have sexual experience before
marriage.
 Women are socially judged and
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D. Discussing new concepts
and practicing new skill #1
E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery
G. Finding practical
applications of concepts &
yourself and others?
Piece 5 – what are your guiding
principles about relationships?
Discussion on Gender and Human
Sexuality
(15 min)
Teacher will lead discussion on the
dimensions of sexuality.
(10 min)
Role Play. Ask the students to group
into five (5). Each group will perform
the assigned situation
 one who grew up in a very
religious family (Group 1)
 one who was raised by
authoritative parents (Group 2)
 one who has been strongly
influenced by media (Group 3)
 one who has good friends from
the opposite sex (Group 4)
 one who has been educated in an
exclusive school (Group 5)
After the group presentation, the
teacher will ask the following
legally penalized for adultery and for
having children out of wedlock.
 Men who stay at home to do
household chores instead of having
jobs to earn money for the family are
considered by some as “under d
saya.”
 Ask the following questions:
 Which situation have you
experienced or have seen? What did
you feel about it?
 Which situations are real? Which are
not?
 Do you think gender affects one’s
behavior? (20 min)
Discuss the factors that affect one’s The teacher will present the physical fitness
attitudes and practices related to and its components: Skill - related fitness
sexuality and sexual behaviors. (15 min) through PowerPoint presentation.
The teacher will ask the students to form 5
groups. Each group will
demonstrate the skill related fitness test
within 5 minutes.
Group A- 90 degrees push up and stick drop
Group B-40 m sprint
Group C-Basketball Pass & Paper Juggling
Group D-Standing long jump
Group E-Hexagon Agility Test
(5 min)
Group Work: the learners will simultaneously
execute the physical fitness skill related test
by circuit station.
The teacher will ask the learners the following
questions:
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skills in daily living
H. Making generalizations &
abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
questions:  What is the importance of doing the
 What are the factors that shape physical fitness tests?
our sexual attitudes?  What are the safety precautions that we
 How do these factors positively or need to consider before taking the test?
negatively affect our sexual  Why do we need to record the result of
attitudes? the fitness test?
 What can we do to manimize the  How will you encourage your classmates
negative effect of these factors on or family member to become physically fit?
our sexual attitudes?  What are the different physical activities/
(15 mins) home chores that you can do to improve
your fitness level?
(5 min)
Poem Making. Ask the students to The teacher will ask the learners about the
write a poem about themselves, to following questions:
guide them in making the poem, ask
them to complete the poem entitled,  What are the components of physical
“I am”, they will complete each fitness?
statement by supplying it with  Why do we need to conduct the physical
needed information. fitness test?
After doing the activity, ask the  What are the things we need to consider
following questions: before taking the test?
• How did you find the activity? (5 min)
• What else did you discover about
your family background?
• How does this activity help you
understand your personality and
sexuality?
• Write your answer in your activity
notebook.
(15 min)
Quiz (10 Items) Rubrics on the conduct/ execution of physical
fitness test.
We all encounter people in our lives.
Here are some descriptions of people.
Jot down some positive ways of
dealing with each type of personality.
 Show off (people who would like
to be the center of attraction
whenever possible).
 Worriers (people who worry about
everything).
 Gossips (people who spread
rumors and often exaggerate
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 information).
 Bullies (people who use threats,
fear, and cruelty to control
others).
 Whiners (people who grumble and
complain about everything).
V. REMARKS Were not able to proceed with this topic and
Activities, because we needed extra time for
the previous topic (Health-related Fitness)and
the students need extra time to do the PFT.
VI. REFLECTION

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
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
this 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: Checked by: Noted:

DIAN L. RODRIGUEZ LORENA A. PINEDA EMMANUEL V. DIONISIO

Teacher I Head Teacher III School Principal I

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