PE 10 Third Quarter

DAILY
LESSON PLAN
IN PE 10
(Third Quarter)
DAILY LESSON PLAN DEVELOPMENT TEAM
Division: Tabaco City Division EPS: MARIA TERESA P. BORBOR

Grade level: Grade 10 Subject Area: PE (Third Quarter)
Team Member Role in the DLP Development

MELODY B. BORBOR
FRANCISCO A. ALAMARES, JR. Writers
HANNA MONIQUE B. MENDIVEL
JOAN S. SABALLES
Language Editors
EVA EDNA B. CARINAN
HENRY RAY B. DAET
RICKY ESQUIVEL Illustrators
LEO B. GILE
RAQUEL A. LLOSAS
CATHERINE B. TINO
Validators
STEPHANIE JOY LOTERTE
MELODY B. BORBOR
MARIA THERESA P. BORBOR Editor/ Consultant
EDMARK M. PADO Layout Artist
Region V/Daily Lesson Plan/2019-2020

ii
TABLE OF CONTENTS
Grade 10 - PE
(Third Quarter)
The learner assesses physical activity, exercise and eating habits PE10PF-IIIa-h-39 1
The learner determines risk factors related to lifestyle diseases (obesity, diabetes,
heart disease) ................................................................................................................ 1
PE10PF-IIIa-40 .............................................................................................................. 1
The learner assesses physical activity, exercise and eating habits PE10PF-IIIa-h-39 4
The learner determines risk factors related to lifestyle diseases (obesity, diabetes,
heart disease) PE10PF-IIIa-40 ...................................................................................... 4
The learner engages in moderate to vigorous physical activities for at least 60
minutes a day in and out of school PE10PF-IIIc-h-45 .................................................. 6
The learner applies correct techniques to minimize risk of injuries PE10PF-IIIc-h-56 6
The learner engages in moderate to vigorous physical activities for at least 60
minutes a day in and out of school. PE10PF-IIIc-h-45 ............................................... 11
The learner applies correct techniques to minimize risk of injuries. PE10PF-IIIc-h-56
...................................................................................................................................... 11
The learner analyzes the effects of media and technology on fitness and physical
activity .......................................................................................................................... 14
PE10PF-IIIb-46 ............................................................................................................ 14
The learner critiques (verifies and validates) media information on fitness and
physical activity issues ................................................................................................. 14
PE10PF-IIIb-47 ............................................................................................................ 14
The learner analyzes the effects of media and technology on fitness and physical
activity .......................................................................................................................... 18
PE10PF-IIIb-46 ............................................................................................................ 18
The learner critiques (verifies and validates) media information on fitness and
physical activity issues ................................................................................................. 18
PE10PF-IIIb-47 ............................................................................................................ 18
The learner expresses a sense of purpose and belonginess by participating in
physical activity related community services and programs ....................................... 20
PE10PF-IIIc-h-48 ......................................................................................................... 20
The learner develops a sense of pride in being a Filipino through an activity
“Philippine Pride” (Video analysis)............................................................................... 20
The learner recognizes the needs of the others in real life and in meaningful ways
through “Camp Sayawan”: Dance Workshop. PE10PF-IIIc-h-49 .............................. 20

iii
Detailed Lesson Plan in MAPEH
Grade 10
Quarter 3 Day 1
I. OBJECTIVES
The learner demonstrates understanding of lifestyle
A. Content Standards and weight management to promote societal
fitness.
The learner maintains an active lifestyle to influence
the physical activity participation of the community
B. Performance Standards
and society practices healthy eating habits that
support an active lifestyle
The learner assesses physical activity, exercise and
eating habits PE10PF-IIIa-h-39
C. Learning Competencies
The learner determines risk factors related to
/ Objectives
lifestyle diseases (obesity, diabetes, heart disease)
PE10PF-IIIa-40
II. CONTENT Active Recreation (Hip-Hop)
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
5. Other Learning
Resources
IV. PROCEDURES
Pre-Assessment
Write AGREE, if the statement is correct and
DISAGREE if NOT.
1. An RPE of 10 means that the activity is very
light.
2. Swimming and playing basketball are vigorous
activities.
3. Street and Hip-hop dances are active
recreational activities.
A. Reviewing previous 4. Proper execution of dance steps increases the
lesson or presenting risk of injuries.
the new lesson 5. A normal nutritional status means that weight is
proportional to the height.
6. Physical inactivity and an unhealthy diet are
risk factors for heart disease.
7. Risk walking and dancing are activities which
are of moderate intensity.
8. One can help the community by sharing his/her
knowledge and skills in dancing.
9. Surfing on the internet and playing computer
games greatly improve one’s fitness.
1
10. A physically active person engages in 5-10
minutes of moderately vigorous physical activity
three or more times a week.
Present the objectives to the class.
At the end of this lesson, it is expected that you will
B. Establishing a purpose be able to enhance your skills on assessing your
for the lesson physical activities, lifestyle and eating habits and
determining the risk factors related to lifestyle
diseases.
ACTIVITY 5b: ARE YOU READY TO DANCE?
Please refer to K-12 Grade 10 Learner’s Material

page 121
C. Presenting examples /
instances of the new Processing Questions:
lesson 1. What is your RPE after the activity?
2. What does the result tell you?
3. How do you feel about the result?
4. Do you think you are ready for the next
activity?
The teacher discusses the Eating Plan for Healthy
Living

D. Discussing new
page 122
concepts and
practicing new skills #1
Ask the students:
1. Are you eating the right amount of food
needed by your body?
2. Explain the interplay of food and weight.
E. Discussing new
concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical Ask the students:

applications of What is the importance of eating a balanced diet to
concepts and skills in lifelong fitness?
daily living
(Application/Valuing)
H. Making generalizations Ask the students:
and abstractions about Why is it important to have a balanced lifestyle?
the lesson
(Generalization)
ACTIVITY 13: MY LIFE PLAN

I. Evaluating learning
page 133-134

2
J. Additional activities
V. REMARKS
VI. REFLECTION
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 work well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did
I use/discover which I
wish to share with
other teachers?
Other Sources Used:

3
Grade 10
Quarter 3 Day 2
I. OBJECTIVES
A. Content Standards
and weight management to promote societal fitness.
B. Performance the physical activity participation of the community
Standards and society practices healthy eating habits that
The learner assesses physical activity, exercise and
C. Learning eating habits PE10PF-IIIa-h-39
Competencies / The learner determines risk factors related to
Objectives lifestyle diseases (obesity, diabetes, heart disease)
PE10PF-IIIa-40
II. CONTENT Active Recreation (Hip-Hop)
III. LEARNING
RESOURCES
Reference
pages
3. Textbook pages
from Learning
Resource (LR) portal
5. Other Learning
Resources
IV. PROCEDURES
ACTIVITY 5a:
A. Reviewing previous LET’S TALK ABOUT YOUR PHYSICAL
lesson or presenting ACTIVITIES
the new lesson Please refer to K-12 Grade 10 Learner’s Material
page 117-119
At the end of this lesson, it is expected that you will
B. Establishing a be able to enhance your skills on assessing your
purpose for the lesson physical activities, lifestyle and eating habits and
determining the risk factors related to lifestyle
diseases.
C. Presenting examples /
instances of the new
lesson
D. Discussing new The teacher discusses “The Filipino Pyramid
concepts and Activity Guide”
practicing new skills Please refer to K-12 Grade 10 Learner’s Material
#1 page 119
E. Discussing new
concepts and

4
practicing new skills
#2
(Leads to Formative
Assessment 3)
Ask the students:

1. Which of these activities do you do for at least
10 minutes a day from a minimum requirement
G. Finding practical of 30 minutes for 5 days a week?
applications of 2. Based on the Filipino Pyramid Activity Guide, do
concepts and skills in you consider yourself as an active or inactive
daily living person? Why?
(Application/Valuing) 3. How much time do you spend in dancing?
4. If you do not like to engage in dancing, which of
the activities in the Filipino Pyramid Activity
Guide will you choose as a hobby?
H. Making Ask the students:
generalizations and What generalization can you make about diet and
abstractions about the fitness in this part of the lesson?
lesson
(Generalization)
ACTIVITY 11: LIFESTYLE DISEASES. NO! NO!
NO!
page 131-132
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
continue to require
remediation
Why did this work?
encounter which my
can help me solve?
localized materials did I
use/discover which I
wish to share with other
teachers?
5
Grade 10
Quarter 3 Day 3
I. OBJECTIVES
and weight management to promote societal fitness
Standards and societypractices healthy eating habits that
The learner engages in moderate to vigorous
C. Learning physical activities for at least 60 minutes a day in and
Competencies / out of school PE10PF-IIIc-h-45
Objectives The learner applies correct techniques to minimize
risk of injuries PE10PF-IIIc-h-56
II. CONTENT Other Dance Forms (Hip-hop)
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide
pages
2. Learner’s Material 110-116
pages
3. Textbook pages
from Learning
• Street Dance Workshops
http://www.2020affect.com/sreet-dance-
workshops-and-hip-hop-dance-workshop/
• Basic Hip-hop Dance Moves for Beginner
(https://youtu.be/CX9LTfMF6NE)
• 3 Simple Dance Moves for Beginner (Hip
5. Other Learning
Hop Dance moves)
Resources
(https://youtu.be/ujREEgxEP7g)
• Popping, Locking & Waving Street Dance
(https://youtu.be/HAgu0awtPFs)
• How to Krump – 3 basic moves w/ BDash
(Dance Tutorial
(https://youtu.be/3C4wEZ6fEuU )
IV. PROCEDURES
ACTIVITY 1: 4 PICS 1 WORD
• Divide the class into seven groups. Each
group will be given 4 pictures provided by
A. Reviewing previous the teacher for this activity.
lesson or presenting
the new lesson Procedure:
• Look at each picture closely and arrange the
scrambled letters to form the word/s that
collectively describe them. Write your

6
answer on the lecture material provided by
the teacher.
• After unscrambling the letter to form the
correct word, come up with the statement
that would relate the pictures to the formed
word.
• Present your answer to the class and listen
attentively as your teacher facilitates to the
discussion.
GROUP 1
• Picture 1 – dancing on the street
• Picture 2 – dancing in the yard
• Picture 3 – dancing at the park
• Picture 4 – dancing at the Rave
RETEST ANDCE
GROUP 2
• Picture 1 – B-boying
• Picture 2 – Shuffling
• Picture 3 – Popping
• Picture 4 – Locking
ERSETT DENAC SELYTS
GROUP 3
• Picture 1 – House dance
• Picture 2 – Rave Dance
• Picture 3 – Punk Dance
• Picture 4 – Hip-hop Dance
LESMAXPE OF TEREST DENCAS
GROUP 4
• Picture 1 – DJ
• Picture 2 – Rapping
• Picture 3 – Breakdance
• Picture 4 – Graffiti Art
PIH-POH LUCTURE
GROUP 5
• Picture 1 – Hip-hop music
• Picture 2 – Hip-hop culture
• Picture 3 – Dance styles
• Picture 4 – Graffiti Art
POH-IHP DANCE
GROUP 6
• Picture 1 – 1970
• Picture 2 – New York
• Picture 3 – African-American
• Picture 4 – Latin-American
RIGINO POH-PIH
GROUP 7
• Picture 1 – Krumping
• Picture 2 – Tutting
• Picture 3 – Locking
• Picture 4 – B-boying
PIH-OPH EDNAC YESTLS

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Please refer to Grade 10 PE Learner’s Material on
pages 110-113 for this activity.
B. Establishing a Tell the class that in this lesson they are expected to
purpose for the enhance their skills in hip-hop and street dance.
lesson
ACTIVITY 2: CINEMA 1: NOW SHOWING – STEP
UP 4
Procedure:
1. Watch the Step Up 4 Miami
Heat/Revolutions – All Scenes of Dances
(https://youtu.be/QqxNM2p5zy0)
2. Answer the following questions in your
C. Presenting examples activity notebook.
/ instances of the new • What dance form is shown in the movie?
lesson • What is a street dance?
• What is a hip-hop dance?
• What particular movements/ steps strike you?
Show them.
• Can street dance and hip-hop improve
fitness? How?
• Can we use hip-hop dance as a recreational
activity?
Discuss briefly the definition and dance styles of
street dance and hip-hop dance.
(The teacher may call selected students who can
D. Discussing new demonstrate each dance style.)
concepts and
practicing new skills Please refer to Grade 10 PE Learner’s Material on page
#1 114-116 for the discussion.
Suggested link for additional information:
http://www.2020affect.com/sreet-dance-workshops-and-
hip-hop-dance-workshop/
The class executes the following street and hip-hop
dance styles facilitated by the teacher together with
the selected students who can execute each dance
style.
STREET AND HIP-HOP DANCE STYLES
• B-Boying
• Popping
• Locking
E. Discussing new
• Krumping
concepts and
• Tutting
#2 • Shuffling
• Waacking
Suggested links for the demonstration of Hip-hop
dance styles:
• Basic Hip-hop Dance Moves for Beginner
(https://youtu.be/CX9LTfMF6NE)
• 3 Simple Dance Moves for Beginner (Hip
Hop Dance moves)
(https://youtu.be/ujREEgxEP7g)
8
• Popping, Locking & Waving Street Dance
(https://youtu.be/HAgu0awtPFs)
• How to Krump – 3 basic moves w/ BDash
Dance Tutorial
(https://youtu.be/3C4wEZ6fEuU)
CHECK UP:
Answer the following questions in your quiz
notebook
1. What dance styles, formally known as
vernacular dance, refer to dances that
evolved outside dance studios?
2. What form of street dance is performed
impromptu in a large crowd?
F. Developing mastery 3. What culture is created by DJ-ing, rapping,
(Leads to Formative break dancing and graffiti art?
Assessment 3) 4. What dance style is primarily performed to
hip-hop music and have evolved as part of
hip-hop culture?
5. What hip-hop style is based on the
technique of quick contract and relaxing
muscles to cause a jerk in a dancer’s body?
Please refer to Grade 10 PE Learner’s Material on page
116
Ask:
G. Finding practical • What benefits can you achieve in
applications of participating in hip-hop and street dance?
concepts and skills in • What can you do to avoid possible injuries in
daily living performing hip-hop and street dance?
Call 3-5 students to answer the questions.
EXIT TICKETS
Ask the students to use 1-2 minutes to complete the
task.
• Name one important thing you learned in
H. Making class today
generalizations and • Write one question that stays in your mind
abstractions about the after today’s lesson.
lesson • Give any suggestions on how today’s class
(Generalization) could improve?
• Ask:
Was this learning activity today useful
learning for you? Why or why not?
Call 3-5 students to answer the questions.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional

9
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did this work?
encounter which my
can help me solve?
wish to share with
other teachers?
Other Sources Used:

10
Grade 10
Quarter 3 Day 4
I. OBJECTIVES
Standards and society practices healthy eating habits that
support an active lifestyle.
The learner engages in moderate to vigorous
C. Learning physical activities for at least 60 minutes a day in and
Competencies / out of school. PE10PF-IIIc-h-45
Objectives The learner applies correct techniques to minimize
risk of injuries. PE10PF-IIIc-h-56
II. CONTENT Other Dance Forms (Hip-hop)
III. LEARNING
RESOURCES
Reference
2. Learner’s Material 124
pages
3. Textbook pages
from Learning
5. Other Learning
Resources
IV. PROCEDURES
WARM-UP: WELLNESS DANCERCISE
A. Reviewing previous Ask:
lesson or presenting What street dance and hip-hop dance styles were
the new lesson used in your Wellness Dancercise?
Call utmost 5 students to answer the question.
B. Establishing a
At the of the lesson, it is expected that you will be
purpose for the lesson
able to execute the street dance style
ACTIVITY 1: LET’S GROOVE!
The teacher will play street dance music. While the
music is being played, she gives a dance style of
the street dance that the students need to perform.
C. Presenting examples / HIP-HOP DANCE STYLES

instances of the new • B-Boying
lesson • Popping
• Locking
• Krumping
• Tutting
• Shuffling
• Waacking

11
ACTIVITY 2: MINIMIZING RISK OF INJURIES
1. The students will record the heart rate using
the table presented on Grade 10 Learner’s
Material on page 123.
D. Discussing new 2. Form a group of 6-8 members.
concepts and 3. Discuss with your group the injuries that
practicing new skills might happen if the following measures are
#1 not observed:
• doing warm-up and stretching
activities
• executing dance style properly
• observing safety at all times
ACTIVITY 3: IT’S HIP-HOP DANCE TIME!
• Create a simple dance routine (2-3 minutes
E. Discussing new
applying styles in street dance like b-boying,
concepts and
popping and locking.
• Practice for 30 minutes
#2
• Observe utmost care while doing the activity
to avoid injuries.
(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living
DAILY DOZEN
A student chooses two questions from the list to
express their views on the day’s lesson by
completing the given statements:
1. The thing that made the most sense to me
today was…
2. One thing that I just don’t understand is …
3. When someone asks me what I did in PE
today, I can say …
H. Making 4. One thing I would like more information
generalizations and about is…
abstractions about the 5. I need more examples of …
lesson 6. I enjoyed …
(Generalization) 7. The most important concept that we
discussed was …
8. The thing we did in class today that best fit
in my learning style was
9. An idea that is still going around my head is
…
10. Today’s class would have been better if we
had …
11. This point is really clear …
12. I was confused by …
I. Evaluating learning HIP-HOP DANCE PRESENTATION

12
The performance of the students will be rated
according to the following criteria presented in
Grade 10 PE Learner’s Material on page 124.
Processing Questions:
1. Did your heart rate increase after you
practiced and performed? Why do you think
so?
2. What fitness components are being
improved when you dance?
3. Why is it important to observe safety
measures when dancing?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did this work?
encounter which my
can help me solve?
wish to share with
other teachers?
Other Sources Used:

13
Grade 10
Quarter 3 Day 5
I. OBJECTIVES
the community and society to participate in physical
B. Performance
activities.
Standards
The learner practices healthy eating habits that
support an active lifestyle.
The learner analyzes the effects of media and
technology on fitness and physical activity
C. Learning
PE10PF-IIIb-46
Competencies /
The learner critiques (verifies and validates) media
Objectives
information on fitness and physical activity issues
PE10PF-IIIb-47
II. CONTENT Unit 3: Active Recreation
(Street and Hip-Hop Dances)
III. LEARNING
RESOURCES
Reference
2. Learner’s Material Physical Education and Health Learner’s Material
pages pp.108-109,127-128
3. Textbook pages
from Learning
5. Other Learning
Resources
IV. PROCEDURES
SINE MO ‘TO presents: SITIO KATAMAKAWAN
The teacher will read the story of “SITIO
KATAMAKAWAN” while the selected students will
dramatize it.
(the teacher may just read the story or may still
include selected students to dramatize the story to
carry out the “sine mo ‘to” idea.)
A. Reviewing previous Story:

lesson or presenting Sitio Katamakawan is a community of lazy
the new lesson and gluttonous people. They sit or lie all day and eat
everything their mouth desires. Each family has a
housemaid to take care of all the household chores.
The children of this community are addicted to
playing computer games although they maintain
their passing grades. They are not allowed to play
outside to prevent accidents. Most of the time, the
teenagers surf the internet. Most of the parents are
overweight because after their office work, they

14
watch television while having night snacks. Some
men are into smoking and drinking alcohol.
On the other hand, during weekends, each
family goes to church and watches movies together.
They maintain their strong family bonds. Values such
as respect to elders and obedience are also
preserved in this community.
The teacher asks the following questions:
✓ Would you like to live in this community?
Why?
✓ Do the people live a physically active and
B. Establishing a healthy lifestyle?
purpose for the lesson ✓ What are the diseases that the people of this
community might have?
✓ What recreational physical activities can you
suggest to the children, teenagers, and adult
members of Sitio Katamakawan?
Activity 1. BE OR BE 
This activity will let the students determine the

physical activities that can or cannot sustain fitness.
This will also let them share their thoughts on how
media and technology affect the physical activity and
fitness of a person.
Procedure:
✓ With the use of Power Point Presentation, the

teacher will show pictures of the following
activities:
playing computer jogging

games
C. Presenting examples / reading books folk dancing
instances of the new movie marathon street dancing
lesson watching television surfing on the internet
Jumping jacks playing basketball
running scrubbing the floor
playing badminton fetching a pail of water
hip-hop dancing
✓ After giving your signal and showing each

picture of physical activity, the teacher lets the
students do the corresponding action based on
its ability to sustain fitness and lets them
express what they feel when performing the
activity.
1. If the activity sustains fitness and you’re happy
doing such, JUMP 3 TIMES AND SHOW A
HAPPY FACE
2. If the activity sustains fitness but you’re not
happy doing such, JUMP 3 TIMES AND SHOW
A SAD FACE
15
3. If the activity does NOT sustain fitness but
you’re happy doing such, SIT AND SHOW A
HAPPY FACE
4. If the activity does NOT sustain fitness and
you’re not happy doing such, SIT AND SHOW
A SAD FACE
✓ After which, ask at least 2 students for each

question
1. What are the activities that can help us to
improve our fitness? Why do you say so?
2. What are the activities that are sedentary
in nature? Why do you say so?
Ask 3 students to share their thoughts on the
following questions:
D. Discussing new
1. How do surfing on the internet and playing
concepts and
computer games affect our physical activity and
fitness?
#1
2. Which of the presented activities will you choose
as your hobby? Why?
Activity 2 – BELIEVE IT OR NOT
Procedure:
1. Present the printed advertisements on fitness
programs and foodstuffs on gaining and
losing weight. (advertisements can be found
E. Discussing new on P.E. and Health Learning Manual p.128)
concepts and 2. For 3 minutes, let the students analyze and
practicing new skills critique the presented print ads on fitness
#2 programs and foodstuffs on gaining and
losing weight.
Ask 3 students:
What idea/s can you get from the presented print
ads?
(Leads to Formative
Assessment 3)
Let the students answer the following questions on
their notebook:
G. Finding practical 1. Applying your knowledge on consumer
applications of health, which of the advertisements
concepts and skills in convinced you the most, in terms of losing
daily living weight fast? Why
(Application/Valuing) 2. What should a wise consumer do before
patronizing the fitness-related
products/programs?
H. Making Ask:
generalizations and 1. What are the advantages and disadvantages
abstractions about the of media and technology to our health?
lesson
(Generalization)

16
2. How can we assure that the media
information pertaining to fitness and physical
issues that we get are accurate and reliable?
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did this work?
encounter which my
can help me solve?
wish to share with
other teachers?
Other Sources Used:

17
Grade 10
Quarter 3 Day 6
I. OBJECTIVES
the community and society to participate in physical
B. Performance
activities.
Standards
The learner practices healthy eating habits that
The learner analyzes the effects of media and
technology on fitness and physical activity
C. Learning
PE10PF-IIIb-46
Competencies /
The learner critiques (verifies and validates) media
Objectives
information on fitness and physical activity issues
PE10PF-IIIb-47
II. CONTENT Unit 3: Active Recreation
(Street and Hip-Hop Dances)
III. LEARNING
RESOURCES
Reference
pages
pages
3. Textbook pages
from Learning
5. Other Learning
Resources
IV. GRASPS
A. GOAL To create fitness and wellness print ads for the
students of your school and/or for the youth of your
community.
B. ROLE Layout artist/ graphic designer
C. AUDIENCE Students or some members of the community
D. SITUATION Assume that you are a layout artists/graphic
designer and your client asked you to produce print
ads promoting hip-hop dancing as an excellent
means of achieving fitness and wellness.
E. PRODUCT 2X3 HEALTHCARE PRINT ADS (TARPAULIN)
8.5 X 13 POSTER (LONG BOND PAPER)
Note: The teacher may modify the materials for
editing and output printing. For editing, mobile
phone application Canva can be used; while
for printing, a long bond paper will do, then
follow the steps below:
1. Save the picture into jpeg file
2. Click Print

18
3. Select full page photo
4. Choose paper size (8.5 by 13)
5. Uncheck Fit picture to frame
6. Print
Your work will be rated according to the following
standards:
Criteria Score
F. Standard Use of Class Time 5
Graphics Originality 15
Content Accuracy 20
Attractiveness 10
TOTAL 50
The students will be given 45 minutes to design and
layout their Print Ads. In doing such, they must consider
the following:
✓ Get the right size.
✓ Design your poster layout.
✓ Choose your graphics.
✓ Use color in your poster.
✓ Include effective texts and images into your
poster.
G. Procedure Make sure to come up with a layout that promotes hip-
hop dancing as an excellent means of achieving fitness
and wellness.
Print your layout and have it posted. (If the printing takes
longer time, have it posted the next day up to the “Camp
Sayawan” hip-hop culminating activity of DLL No. 7 and 8.)
Note:
The pictures and objects must be downloaded prior to the
actual activity and the materials such as laptops or mobile
phones, must be ready to use.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
continue to require
remediation
strategies work well? Why
did this work?
encounter which my
principal or supervisor can
help me solve?
localized materials did I
use/discover which I wish
to share with other
teachers?

19
Grade 10
Quarter 3 Day 7 and 8
I. OBJECTIVES
B. Performance the physical activity participation of the community and
Standards society practices healthy eating habits that support an
active lifestyle.
The learner expresses a sense of purpose and
belonginess by participating in physical activity related
community services and programs
PE10PF-IIIc-h-48
C. Learning
The learner develops a sense of pride in being a
Competencies /
Filipino through an activity “Philippine Pride” (Video
Objectives
analysis)
The learner recognizes the needs of the others in real
life and in meaningful ways through “Camp Sayawan”:
Dance Workshop. PE10PF-IIIc-h-49
II. CONTENT Other Dance Forms (Hip-hop, Street dance)
III. LEARNING
RESOURCES
Reference
pages
2. Learner’s Material 110-129
pages
3. Textbook pages
from Learning
Video1:https://www.youtube.com/watch?v=sauUaVzLCyY
5. Other Learning
Video2: https://www.youtube.com/watch?v=SA5K6tR7PLU
Resources Video3: https://www.youtube.com/watch?v=eriqmm0nxGo
IV. PROCEDURES
ACTIVITY 1: “Philippine Pride” (Time Allotted: 5
mins.)
• The teacher will present a sample video
(please download the link) through a
PowerPoint Presentation.
A. Reviewing previous Materials:
lesson or presenting • Videos of Hip-hop dance performed by street
the new lesson dance groups in the Philippines that have won
international awards such as Legit Status or
Philippine All Star
• Audio set
• PowerPoint Presentation
Procedures:

20
1. Watch carefully the performance of a street
dance group in the Philippines who has won
international acclaim such as Legit Status.
2. Describe the waistlines and body figures of
the dancers.
Processing Questions:
1. What do you feel about Filipino dancers competing
worldwide?
2. How do these dancers sustain their fitness?
3. How can one maintain a normal nutritional status?
Note: Ask 5 students to answer the activity.
pages 127 for this activity.
Present the objectives to the class:
At the end of this lesson, it is expected that you
will be able to express a sense of purpose and
B. Establishing a
belonginess by participating in physical activity-related
purpose for the
community services and programs.
lesson
You are also expected to recognize the needs
of the others in real life and in meaningful ways through
a Dance Workshop entitled “Camp Sayawan.”
ACTIVITY 2: WHAT’S YOUR PERSONAL VIEW?
(Time Allotted: 5 mins.)
• The teacher will give this activity to the
students for them to express their personal
point of view on balancing life dimensions.
Materials:
• Paper and pen
Procedures:
• Post the statement on the board or through
PowerPoint presentation then let the students
give their personal view about the given
statement:
C. Presenting It is said that the youth is the hope of the
examples / nation. But, some of the teenagers enjoy
instances of the new dancing while making it as their source of
lesson income; thus, they end up having poor
academic performance; or worse they stop
schooling.
• Create a four-line rap stating your view.
• Be guided by the following criteria.

21
Discuss the different benefits of dancing to the
different dimensions of life (emotional, social and
mental)
page 129 for the discussion.
Suggested activity about the lesson:
ACTIVITY 3: FORMULATE! (Time Alloted: 5 mins.)
• The teacher will give this activity to the
students for them to express their personal
point of view on balancing life dimensions.
Materials:
• Paper and pen
Procedures:
• The following words are the essential words in
D. Discussing new this module. Using these words, create your
concepts and own formula on how you will attain lifelong
practicing new skills fitness and wellness.
#1
• Justify your answers by giving a brief

explanation.
Suggested links for the additional discussion of
benefits of Dancing Hip-hop:
Videos:
• https://www.youtube.com/watch?v=SA5K6tR7PLU
• https://www.youtube.com/watch?v=eriqmm0nxGo
E. Discussing new
concepts and
#2
ACTIVITY 4: Be a Fitness Adviser!
(Time Allotted: 5 mins.)
Give this activity to the students as an individual
(Leads to Formative
work. The students will use 1 whole sheet of paper.
Assessment 3)
Please refer to Grade 10 PE Learner’s Material on page
137
G. Finding practical CAMP SAYAWAN: HIP-HOP DANCE
applications of CULMINATING ACTIVITY (PLANNING PHASE,
concepts and skills DAY 7)
in daily living Time Allotted: 30 minutes

22
The teacher will divide the class into 4 teams. Each
group must choose a leader for this activity. The
teacher will give the remaining time for the planning
phase of the culminating activity.
Procedures:
• Discuss with with your groupmates who will be

the manager of the workshop. Assign students
to take charge of the invitation, program,
communication, venue, food, documentation
and choreography.
• Set a date and prepare the venue (preferably
school gym/hall/quadrangle.
• The Camp Sayawan will take place during
MAPEH Period only.
• Submit the accomplished report after the
Culminating activity. (please refer to the
template in the Generalization part)
CAMP SAYAWAN: HIP-HOP DANCE

WORKSHOP
✓ G (GOAL) – The goal of the activity is for the

students to organize a dance camp in their
class. The students must conduct a dance
training-workshop for the youth of the
community and/or to students of other schools.
✓ R (ROLE) - The students will be given the task

as the dance instructors/members of the the
training committee.
✓ A (AUDIENCE) - The target audience of said

dance camp activity will be their fellow students
or the other teams in their section.
✓ S (SITUATION) – There is a group of people

who want to learn and experience hip-hop
dancing. You are to conduct a 10-minute
training workshop for them.
✓ P (PERFORMANCE/PRODUCT) – The Camp

Sayawan with the theme: Promoting
23
Community Fitness through Hip-hop Dancing,
is an organized dance seminar-workshop to be
given to their classmates.
✓ S (STANDARDS) – The output/performance

will be rated according to the following
standards:
(a) Organization (b) Cooperation (c)Time

Management

CULMINATING ACTIVITY (APPLICATION PHASE,
DAY 8)
The teacher will give these questions after the Camp

H. Making Sayawan.
generalizations
and abstractions ✓ Why do we need to maintain an Active and
about the lesson Healthy lifestyle?
(Generalization) ✓ What are the different qualities that an event
organizer should possess, especially for Dance
and Fitness events?
In what way do these dance activities help the

different members of the community?

CULMINATING ACTIVITY (APPLICATION PHASE,
DAY 8)
The teacher will give a rating for the following aspects;

Planning Phase and Application Phase. The
teacher will distribute a template for the rubric. For the
Planning phase, refer to the Planning Phase Rubric
and for the Application Phase; the teacher will use
these guide questions for rating the students:
PLANNING PHASE RUBRIC:

For this phase, the teacher will rate the students
based on how they plan and organize the Dance
event.
5 - EXCELLENT
4 - HIGHLY PROFICIENT
3 - PROFICIENT
2 - VERY SATISFACTORY
1 - SATISFACTORY
5 4 3 2 1
ORGANIZATION __ __ __ __ __

24
(This refers to the smooth flow of organization
process of planning. Leadership of the assigned
leaders were shown. Communication/oral
organization was present)
TEAMWORK __ __ __ __ __
(The teacher observes a great sense of

cooperation/teamwork among team members. There
were no problems/issues in group)
TIME MANAGEMENT __ __ __ __ __
(The class managed the time well in planning,

organizing and preparing all requirements for the
dance event.)
OVER-ALL PREPARATION __ __ __ __ __
Total: _______
APPLICATION PHASE:
For the application phase, the ratings of the students

will be based from the teacher’s ratings and clients’
rating. There will be a template to be answered by the
teacher and the clients.
4 – EXCEEDS TARGET
3 – MEETS TARGET
2 – APPROACHES TARGET
1 – GOES BELOW TARGET
Guide Questions: (Please encircle your rating)
✓ GOAL- was the goal of the event achieved?

4 3 2 1
✓ ROLE- were the students responsible with their

assigned roles?
4 3 2 1
✓ AUDIENCE- were the needs of the audience

catered by the organizers?
4 3 2 1
✓ PRODUCT/PERFORMANCE- was the product

helpful both for the clients and the students? Did
all the students performeparticipate well during
the Fitness camp?
25
4 3 2 1
✓ ACTIVITIES- were there varieties of Fitness

activities present? Are these activities aligned
with the purpose/goal?
4 3 2 1
Total:
_______
The said event will have these required activities:

J. Additional activities A. Dance Fitness (Warm-up for everyone)
B. Evaluation of the Event by the students
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson
continue to require
remediation
E. Which of my
teaching strategies
work well? Why did
this work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
Other Sources Used:

26

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DAILY

Division: Tabaco City Division EPS: MARIA TERESA P. BORBOR

Team Member Role in the DLP Development

Region V/Daily Lesson Plan/2019-2020

Region V/Daily Lesson Plan/2019-2020

Please refer to K-12 Grade 10 Learner’s Material

Please refer to K-12 Grade 10 Learner’s Material

G. Finding practical Ask the students:

Please refer to K-12 Grade 10 Learner’s Material

Region V/Daily Lesson Plan/2019-2020

Other Sources Used:

Region V/Daily Lesson Plan/2019-2020

Region V/Daily Lesson Plan/2019-2020

Ask the students:

Region V/Daily Lesson Plan/2019-2020

Region V/Daily Lesson Plan/2019-2020

Region V/Daily Lesson Plan/2019-2020

Other Sources Used:

Region V/Daily Lesson Plan/2019-2020

C. Presenting examples / HIP-HOP DANCE STYLES

Region V/Daily Lesson Plan/2019-2020

Region V/Daily Lesson Plan/2019-2020

Other Sources Used:

Region V/Daily Lesson Plan/2019-2020

A. Reviewing previous Story:

Region V/Daily Lesson Plan/2019-2020

This activity will let the students determine the

✓ With the use of Power Point Presentation, the

playing computer jogging

✓ After giving your signal and showing each

✓ After which, ask at least 2 students for each

Region V/Daily Lesson Plan/2019-2020

Other Sources Used:

Region V/Daily Lesson Plan/2019-2020

Region V/Daily Lesson Plan/2019-2020

Region V/Daily Lesson Plan/2019-2020

Region V/Daily Lesson Plan/2019-2020

Region V/Daily Lesson Plan/2019-2020

• Justify your answers by giving a brief

Region V/Daily Lesson Plan/2019-2020

• Discuss with with your groupmates who will be

CAMP SAYAWAN: HIP-HOP DANCE

✓ G (GOAL) – The goal of the activity is for the

✓ R (ROLE) - The students will be given the task

✓ A (AUDIENCE) - The target audience of said

✓ S (SITUATION) – There is a group of people

✓ P (PERFORMANCE/PRODUCT) – The Camp

✓ S (STANDARDS) – The output/performance

(a) Organization (b) Cooperation (c)Time

CAMP SAYAWAN: HIP-HOP DANCE

The teacher will give these questions after the Camp

In what way do these dance activities help the

CAMP SAYAWAN: HIP-HOP DANCE

The teacher will give a rating for the following aspects;

PLANNING PHASE RUBRIC:

Region V/Daily Lesson Plan/2019-2020

(The teacher observes a great sense of

(The class managed the time well in planning,

For the application phase, the ratings of the students

Guide Questions: (Please encircle your rating)

✓ GOAL- was the goal of the event achieved?

✓ ROLE- were the students responsible with their

✓ AUDIENCE- were the needs of the audience

✓ PRODUCT/PERFORMANCE- was the product

✓ ACTIVITIES- were there varieties of Fitness

The said event will have these required activities: