SCHOOL RAGAY NATIONAL AGRICULTURAL AND GRADE LEVEL 7

FISHERIES SCHOOL

Daily Lesson Log TEACHER RHEA C. PALENZUELA LEARNING AREA PE

in
TEACHING DATE AND WEEK 1 QUARTER SECOND
MAPEH
TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content standard The learner demonstrates understanding of guidelines and principles in exercise program design to achieve
personal fitness.

B. Performance standard The learner designs an individualized exercise program to achieve personal fitness.

C. Learning competencies/ The learner… The learner describes The learner performs
Objectives ∙ Undertakes physical activity and the nature and appropriate first aid for
physical fitness assessments. background of the sports-related injuries
(PE7PF-IIa-h23) sport. (PE7GS-IId-5) (e.g. cramps, sprain,
∙ Reviews goals based on assessment heat exhaustion)
results. (PE7PF-IIa24) (PE7PF-IId30)
∙ Addresses barriers (low level of fitness, lack of skill
and time) to exercise.
PE7PF

II. CONTENTS Exercise Programs: .

Training Guidelines, FITT Principles
III. LEARNING RESOURCES Endurance, Muscle- and Bone strengthening Activities:
b. dual sports (Badminton)

A. REFERENCES
1. Teacher’s Guide pages

2. Learner’s Material
pages

3. Textbook pages Lacia, G.C.; Limos, A.P.; Callo, L. F.; et Al., (2015).
The 21st Century MAPEH In Action7, REX Book
Store,

1
856 Nicanor Reyes, Sr. St. 1977 C.M. Recto
Avenue, Manila, Philippines, pp. 151 - 159
Copiaco,H.P.; Lugue, V.P.; Ramirez, V.E.; et Al.
(2013). Our World of MAPEH, Vibal group Inc.,
Gregorio Araneta Ave., Quezon City, pp. 255 – 263,
pp. 274 – 279
Muyot,F.R.;Garcia,M.D.; Baarde,M.G.; et.Al.
(2013)MAPEH on the GO 7, Sunshine Interlinks
Pub.House.Inc. 3rd flr. Maine City Tower, 236
Tomas Morato Ave. Brgy. South Traiangle, Quezon
City, pp. 264 - 280
Bautista, J.V.; De Leon, A.C.; Darilag, A.G.; et Al.
(2006) MAPEH For A Better You, LG & M Corp.
1253 Gregorio Araneta Ave. cor. Maria Clara St.
Quezon City, pp. 302 - 206

4. Additional Materials OHSP PE 1 Q1 Module 1

from Learning
Resource (LR) portal
B. OTHER LEARNING Goal Setting For Fitness Barriers to Exercise Badminton Badminton Injuries
REFERENCES http://www.slideshare.n https://www.youtube.com/ http:// https://www.youtube.
et/MoodyNatalie/goal watch?v=PeqaRuDS0ko www.slideshare.net com/watch?v=dVv7hI
setting /elmerllames/badminton Y__fk
5658326?qid=6a99720d grade-7-physical First Aid For Sports
-8730-4c3c-8bd8- education?qid=caea1fdf Related Injuries
2d8ffc085a37&v=&b=&f 349c-4e56-8731- http://
rom_search=6 f210ef2c838e&v=&b=&fr www.slideshare
om_search=2 .net/GregoryAssink/gr
Basic Badminton for 9-lesson1-
Beginners 5496387?qid=1bc934
https:// 28-2ab7-4cc7-af21-
www.youtube.com da39b33dec61&v=&b
/watch?v=1UIhKZCPMYM =&from_search=1

2
IV. PROCEDURES
A. Reviewing Previous Activity: TEXT TWIST Activity: PARTNER TAG Activity: Picture Activity: LOOP A
Lesson or Presenting New The teacher will divide The teacher will give Association WORD
Lessons the class into 2 groups, students paper containing The teacher will show Underline or encircle
each groups will be a statement defining the pictures of different the given words in the
given envelopes term of fitness playing materials used in puzzle.
containing scrambled components. Another set dual sports. Students will (see Annex G)
letters. Each group will of students will lift a term associate the pictures with (5 min)
arrange the letters to from the board and find the game badminton.
get the correct answer the student with the paper (see Annex C)
and identify which containing the term. (5 min)
fitness component it (see Annex B)
belongs. (5 min)
Group 1
∙ BOYD SAMM
DEXIN
∙ FELXIBILYTI
∙ CAROID
VSACLAUR
NEDUARNCE
∙ SRETNGTH
∙ SDEEP
Group 2
∙ WERPO
∙ AILIGTY
∙ RAECOINT
MITE
∙ OOCRDIANTI
ON
∙ ABLANCE
(see Annex A)
(10 min)

B. Establishing A Purpose For Activity: PASS THE Activity: FACT OR Activity:

The Lesson BALL (small BLUFF
3
ball/crumpled paper The teacher will divide the The teacher will ask
ball) class into 2 groups. the students to get
The teacher will Teacher will tell their partner for the
toss/pass the ball to one information about stretching exercise
student and ask badminton. Each group activity.
students to give one will be given a chance to ∙ Shoulder
physical activity at answer. The group who Shrugs (16
home, after the answer, has the correct answer counts)
he/she will pass the ball will the game. ∙ Trunk Twist
to another classmate to (see Annex D) (16 counts)
answer. (5 min) ∙ Lunges (R/L)
(5 min) (16 counts)
∙ Elbow Stretch
(16 counts)
∙ Quadriceps
Stretch
(16 counts)
(5 min)
C. Presenting Examples / Based on the activity, Let the students list down Based on the activity,
Instances of the New the teacher will ask the the things they already teacher will ask the
Lesson students about the know and the things they students the following
following questions: still want to know about questions:
∙ What are the badminton. ∙ What did you
common physical (see Annex E) feel after the
activities being (5 min) activity? Did
done at home? you feel dizzy?
∙ What did you Why?
feel after the ∙ What are the
activity? benefits of
∙ What fitness stretching
component was exercise?
used during the ∙ What muscles
activity? are
(5 min) strengthened
in the activities

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like, lunges,
jumps and
shoulder
shrugs?
(5 min)
D. Discussing New Concepts and Teacher- led discussion Teacher- led discussion Teacher – led
Practicing New Skills on Physical Fitness and on: discussion on:
#1 goal settings through ∙The nature and ∙ The different
power point background of safety
presentation. badminton through precautions,
(35 min) power point responsibilities
presentation. and to be
∙ Kinds of strokes and considered
serves needed to before and
execute in the game. after the
Badminton execution of
http:// the activity.
www.slideshare.net ∙ First aid
/elmerllames/badminton- sports –
grade-7-physical- related
education?qid=caea1fdf- injuries.
349c-4e56-8731- (20 min.)
f210ef2c838e&v=&b=&fr Badminton Injuries
om_search=2 https://www.youtube.
Basic Badminton for com/watch?v=dVv7hI
Beginners Y__fk
https:// First Aid For Sports
www.youtube.com Related Injuries
/watch?v=1UIhKZCPMYM http://
(20 min) www.slideshare
.net/GregoryAssink/gr
9-lesson1-
5496387?qid=1bc934
28-2ab7-4cc7-af21-

5

E. Discussing New Concepts and
Practicing New Skills
#2
F. Developing Mastery
(Leads To Formative
Assessment 3)
Teacher led– discussion
on the barriers to exercise
through power point
presentation/video
presentation.
(15 min.)
Barriers to Exercise
https://www.youtube.com/
watch?v=PeqaRuDS0ko
Activity:
The teacher will divide the
class into 6 groups. Each
group will pick a task card
containing the barriers to
exercise. Each group will
make a situation about the
barrier and how it will
affect their personal
fitness.
Group 1 – Lack of facilities
Group 2 – Time
Group 3 – Commitment
and Motivation
Group 4 – Personal injury
Group 5 – Emotional
Group 6 –Cost
(see Rubrics)
(15 min)
da39b33dec61&v=&b
=&from_search=1
Group Activity: FILL ME Group Activity:
IN Compare the single The teacher will divide
and double badminton the class into five
courts by writing the groups. Each group
length and will pick a task card
width of the plying area. regarding sports –
(see Annex F) related injuries that
(5 mins.) may occur during the
game.
Each group will
perform the proper
first aid.
Group 1 – Strain
Group 2 – Sprain
Group 3 – Cramps
Group 4 – Heat
exhaustion
(see Rubrics)
(10 min)
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G. Finding Practical The teacher will ask the The teacher will ask the Based on the activity,
Applications of the students the following students following teacher will ask the
Concepts And Skills In questions: questions: students following
Daily Living ∙ What is the ∙ What benefits that can questions:
importance of be obtain from ∙ What will you
physical fitness to playing badminton do if injuries
an individual? in your fitness? occur anytime,
∙ How can these ∙ What are the anywhere? Are
barriers affect one’s muscles in the you going to
fitness goals? body that may be give first aid?
∙ What are the developed by If yes, why? If
possible ways to playing no, why not?
overcome the badminton? ∙ Does being
barriers to (5 min.) physically fit
exercise? helps you give
(5 min.) application of
appropriate
first aid that
may occur any
time,
anywhere?
(5 min.)

H. Making Generalizations The teacher will ask the The teacher will ask the The teacher will
and Abstractions About students the following: ∙ students to complete the asked:
the Lesson What is physical following statements: ∙ What are the
fitness and its ∙ The game of common
components? badminton starts injuries that
∙ What are the with a ______ may happen
barriers to coin. during sports
exercise? ∙ The winning side activity?
 (5 min.) serves ______. ∙ What are the
∙ A_______ game is factors that
needed if both can cause
teams won 1 injuries?
game. (5 min.)

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∙ In an ________,
the score may be
set at 12 points if
the score is tied at
9 or 10.
∙ It is a ______
when the servers
strikes the
shuttlecock above
the waist.
(5 min.)
I. Evaluating Learning Group Presentation about Group Presentation: Activity: FIX ME I’m
the barrier and how it will Describe and compare the BROKEN (by pair)
affect their personal single and double court in ∙ Let each
fitness. badminton. students group
(see Annex B) (see Rubrics) themselves
(see Rubrics) (5 min) into two.
(15 min) ∙ Label yourself
and partner as
A and B.
A- Act as
victim
B- First aider
∙ Assemble
columns, 1 for
the A’s another
for the B’s.
Bring with you
your first aid
kits or any
improvised
kits.

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 ∙ As the teacher
blows the
whistle, all A’s
shall pretend
to be injured
(Students
discretion they
would
portray). The
next whistle
signals the B’s
to employ
appropriate
first aid
techniques.
The last
whistle signals
to stop.
∙ Explain work
by pair.
(See Rubrics)
(10 min)

J. Additional Activities for Activity1: Activity A. IMPROVISED

Application and Pyramid
Remediation Use the activity pyramid to
record and monitor your
daily physical activities.
Write the activities you do
and use it as a guide in
achieving health and
fitness development.
SHUTTLECOCK
Make a shuttlecock using
the following:
cock feathers, glue, cork,
string and a pair of
scissors.
Follow the following
procedures:
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Activity 2: With the same B. Cut the cock
groups make a jingle/rap feathers as long as
about the following terms: the commercially
∙ PHYSICAL FITNESS ∙ available
AGILITY shuttlecock.
∙ COORDINATION C. Cut the cork and
∙ SPEED glue the feathers
∙ FLEXIBILITY on it.
∙ BALANCE D. Attach the
∙ POWER feathers to each
∙ STRENGTH other by tying
(see Rubrics) them with strings.
Glue the sting and
feathers and let it dry
under the sun.

K. Assignment

V. REMARKS

VI.REFLECTION

A. No. of Learners Who

Earned 80% In The
Evaluation

B. No. of Learners Who

Require Additional For
Remediation Who Scored
Below 80%

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 Strategies
Worked Well? Why Did
These Work?

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F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?

G. What Innovation or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

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