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Based on Annex 2B.6 to DepEd Order No. 42, s. 2016

DAILY School Pampanga High School Grade Level Grade 11
LESSON Teacher Kim Shane G. Martin
LOG Teaching Dates September 62-30, 2022 Learning Area HOPE1
SENIOR HIGH SCHOOL And Time Quarter Quarter 1

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5&6

I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies /
Objectives
III. CONTENT
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’ Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resources Portals
B. Other Learning Resources
V. PROCEDURES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the Curriculum
Guides.
The learner demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
The learner leads fitness events with proficiency and confidence resulting in independent pursuit and in influencing others positively.
 Analyze the physiological indicators such as heart rate, rate of perceived exertion and pacing associated with active participation with MVPAs
through examples and daily situations
 Differentiate the importance of the three physiological indicators by siting their individual purposes
Design a FITT plan by considering the physiological indicators to monitor and/or adjust participation or effortby.
 A Way to Get Fit: Fitness Goals
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
pp.38-42
Printed Materials
These steps should be done across the week. Spread out the activities appropriately so the students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Revising previous lesson or
presenting the new lesson

B. Establishing a purpose for the Activity 1: Identification

lesson Warm-up Activity: Rank ‘Em! You are now aware of your capabilities after measuring them by doing the PFT and some activities in the past lesson,
With the following activities, rank them according to the level of effort you would have to exert to accomplish them. Rank first (1st) the Page 18 of 23
physical activity that requires the most level of effort to accomplish and 10th the physical activity least requiring level of effort.

C. Presenting examples/ instances

of the new lesson

D. Discussing new concepts and  CHECKING OF RESTING HEART RATE

 practicing new skills #1
E. Discussing concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
To determine your pulse rate, locate your pulse using your index and middle fingers. Press gently to feel the pulse. Count the number of beats in
10 seconds and multiply by 6 to get your number of beats per minute. The 15-second count is also used by multiplied by 4 to get the number of
beats per minute.
 RATE OF PERCEIVED EXERTION
This is an assessment of the intensity of exercise based on how you feel. It is basically a subjective assessment of effort which ranges from 6 (very,
very light) to 20 (very, very hard) with 1-point increments in between. The target zone for aerobic activity is from 12 to 16. This means that an RPE
of 6 is about a heart rate of 60 while an RPE of 18 is about 180 beats per minute. Since an RPE of 6 means your heart rate is only at 60 beats per
minute, your physical exertion is very minimal, while an RPE of 18 means that your heart is doing 180 beats per minute, pushing yourself to the l
G. Finding practical applications of
concepts and skills in daily living

H. Making generalizations and

abstractions about the lesson
 I. Evaluating learning

J. Additional activities for

application or remediation

Continuation of the discussion

VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VII. REFLECTION Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work? No.
of learners who have caught up
 with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did it work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
learners?

Prepared by; Checked by: Noted by:

OLIVER G. NARCISO GREGORIO P. BUGAYONG MARK DAVID M. JAIME

Sub. Teacher 1 Master Teacher II OIC – HT – MAPEH Dept.