Detailed Lesson Plan in MAPEH

Grade 3
Quarter 3 Lesson 1

I. OBJECTIVES
A. Content Demonstrate understanding of movement and
Standards relation to time, force, and flow
B. Performance Performs movements accurately involving time, force, and
Standards flow
Describe movements in a location, direction, level, pathway
and plane moves: at slow, slower,
C. Learning
slowest/fast, faster, fastest pace using light, lighter,
Competencies /
lightest/strong, stronger, strongest force with smoothness
Objectives
PE3BM-IIIc-h19

II. CONTENT
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide 293-295
pages
2. Learner’s Material
pages
3. Textbook pages 324-326
4. Additional
Materials from
Learning
Resource (LR)
portal
 5. Other Learning
Resources

IV. PROCEDURES
Warm- Up Activities 8
cts
Standing Position
• Standing position in arm shaking upward position 8
• Standing in arm shaking downward position cts
A. Reviewing • Standing lunge (front) position with arms shaking
previous forward 8
lesson or • Standing lunge (back) position with arms shaking cts
presenting forward
the new 8
lesson cts
• Right single arm stretched (front 8
position) cts
• Low/ small jumps in place 8
cts
• Jumping jacks 8
cts
• Inhale exhale 8
cts
Who among you love basketball?
B. Establishing a Do you play basketball?
purpose for the Do you watch basketball together with your family?
lesson Let them share experience in watching basketball.
C. Presenting Performing the correct dribbling Show
examples / Picture (high dribbling) Explain to the
instances of the learners:
new lesson

❖ Head level- it is dribbling the ball on the head level/head

and waist in between.
❖ Waist level- it is dribbling the ball on the waist level /
waist and knee in between.
❖ Knee level- it is dribbling the ball on the knee level
/below.
Explain and execute the movement to learners and let them
follow.
a. Grip the side of the ball
b. Let the ball bounce
c. Finger are spread
d. Step into stride position
e. Follow through
Performing Correct Shooting of the Ball
The teacher will demonstrate the following skills:

1. Face the basket with feet slightly apart, weight

of the body. Evenly distributed on both feet,
toes pointing forward. The ball is held between
the shoulders at eye level.

2. Hold the ball with a comfortable grip, where the

D. Discussing fingers are spread and the elbows raised a
new little above the s houlders. For a one -handed
concepts shot, the shooting elbow is directly below the
and ball.
practicing
new skills 3. When the decision to shoot is final, the eye is
#1 fixed on the ring, breathe and attempt to shoot.

4. At the start of the shot, the wrist should be

aligned.

5. The follow -through im parts a slight backspin

on the ball. The arms are fully extended while
the wrists are completely flexed, the hand
drops down towards the floor.
 Arrange the two teams in files. The teams stand behind the
starting line. There will be another line on the opposite which will
be 10 meters away. (Note: There should be 5 members in each
team.)

E. Discussing Mechanics of the game:

new ➢ The first player of both teams holds the plastic ball and
concepts runs while dribbling the ball (5 meters) towards the given
and line: the player then stops and immediately shoots.
practicing
new skills ➢ The ball into the pail (another 5-meter distance.
#2
➢ The team that finishes first wins.

Note: (1) ball for every player

F. The learners will perform the following correct

Developing mastery dribbling.
(Leads to Formative • Head level
Assessment 3) • Waist level
• Knee level
G. Finding practical Teamwork, cooperation, discipline
applications of
concepts and skills in
daily living
(Application/Valuing)
H. Making generalizations Shooting and dribbling are basic skills in
and abstractions about basketball. Learning the basics of shooting and
the lesson dribbling through fun but challenging games will
(Generalization) help you develop coordination and accuracy.

I. Evaluating learning

Let the learners read stories about indigenous

games.
J. Additional activities
Note (preparatory for the next lessons)
 V. REMARKS
VI. REFLECTION

Detailed Lesson Plan in MAPEH

Grade 3
Quarter 3 Lesson 2

I. OBJECTIVES
Demonstrate understanding of movement in relation to
A. Content Standards
time, force, and flow.
B. Performance Performs movement accurately involving time, force and
Standards flow
Describe movements in a location, direction, level,
pathway and plane moves: at slow, slower,
C. Learning
slowest/fast, faster, fastest pace using light, lighter,
Competencies /
lightest/strong, stronger, strongest force with
Objectives
smoothness PE3BM-IIIa-b-17

II. CONTENT Throwing and Catching Challenge

III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pages 293-295
2. Learner’s Material
pages
3. Textbook pages
 4. Additional
Materials from
Learning
Resource (LR)
portal

5. Other Learning Power Point Presentation, Picture, Real Objects

Resources
IV. PROCEDURES
A. Reviewing Do the following
previous lesson ➢ WALKING
or presenting ➢ HOP or LEAP
the new lesson ➢ GALLOP
Group the class into three using the following group
names; THROWING, CATCHING and ROLLING
Let them sing “Where are the Catching Group” to the
tune of “ARE YOU SLEEPING”

Direction:
1. The whole class will sing together “Where are the
catching Group? Where are the Catching group?
B. Establishing a
purpose for the 2. The Catching group will stand and answer “Here we
lesson are, here we are”

3. The collecting and Throwing group will ask again

“How many are you there? How many are you there?

4. The leader will count how many members in the

group are present, their group answer is. We are ten,
we are ten, lacking two. (For example, they
 are twelve in the group and only ten are present their
group answer is “We are ten, we are ten, lacking
two)

5. The whole class will sing together. Where are the

throwing group? Where are the throwing group? The
throwing group will answer. Here we are, here we
are. The catching and collecting group will ask again.
How many are you there? How many are you there?
For example, the throwing group are complete their
answer is. We are complete, we are complete

6. The whole class will sing together. Where are the

rolling group? Where are the rolling group? Where
are the rolling group? The Collecting group will stand
and answer. Here we are, here we are. The throwing
and catching group will ask again. How many are
you there? How many are you there?

Demonstrates to the class the following movements:

throwing, catching and rolling in answering the
C. Presenting question.
examples / ➢ How many members are there in the catching
instances of the group?
new lesson ➢ How about the throwing group? How many are
you there?
➢ Rolling group, how many are you there?
D. Discussing new
concepts and
practicing new
skills #1

Explain to the class what are throwing, catching,

and rolling.

Test for Accuracy: Wall Pass Test

Position: Stand Facing the wall behind the line a

basketball.

Movement: Throw the ball against the wall, and then

catch. Repeat as quickly as possible. You must stay
behind the line all the time. You can throw the ball any
E. Discussing new way you want. You score is the number of hits on the
concepts and wall in fifteen seconds.
practicing new
skills Rhythm: Refers to the relationship of time and force.
#2 Have you heard a bird, sing, heard someone typing?
These events took a certain length of time, had a
beginning and an end, had a variation in force,
intensity, and accent. The relationship of time and force
is called is rhythmic organization. Your movement have
a rhythmic organization, a beginning and an end, and
varying degrees of intensity of force.

The teacher will ask the following questions:

 ❖ If the song is Bahay Kubo, what speed/tempo
would you be sing? Slow Movement
❖ If the song is Sitsiritsit, what speed /tempo
would you be using
Fast Movement

Identify whether the following movements belong to

throwing, catching or rolling:

1 2

3 4
F. Developing mastery
(Leads to Formative
Assessment 3)

G. Finding practical Teamwork, cooperation, discipline

applications of
concepts and
skills in
daily living
(Application/
Valuing)
H. Making Throwing and catching are basic to many of the ball
generalizations games. Constant correct practices of throwing and
and abstractions catching enables you to enjoy playing games without
about the lesson any difficulty or untoward accident.
(Generalization)
I. Evaluating learning The class will perform the following games
 ➢ Throwing (Batohang Bola)
➢ Catching (Shato)
➢ Rolling (Futbol)

What did you feel during the activity? Which

among the games is an example of throwing?
Catching? Rolling?
 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 3 Lesson 3

I. OBJECTIVES
Demonstrate understanding of movement in relation to
A. Content Standards
time, force, and flow.
B. Performance Performs movement accurately involving time, force and
Standards flow
• Describes movements in a location, direction, level
pathway and plane PE3BM-IIIa-b17
C. Learning
• Demonstrates movement skills in response to sound
Competencies /
PE3MS-IIIa-h-1
Objectives
• Engages in fun and enjoyable physical activities
PE3PF-IIIa-h-2
II. CONTENT Kunday-Kunday Basics
III. LEARNING
RESOURCES
Reference
Musika, Sining at Edukasyon sa Pagpapalakas ng
Katawan Baitang 3,
1. Teacher’s Guide
Musika Edukasyon sa Pagpapalakas ng Katawan Gr.
pages
3, MSEP Gr.3 pp.,
LRMDS Portal
 2. Learner’s Material
pages

pictures, real objects

3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning PowerPoint presentation, pictures, real Objects
Resources
IV. PROCEDURES
BOLA-BOLA ACTIVITY
A. Reviewing With the class forming a circle, the teacher will play
previous lesson “Leron-Leron Sinta”. Every time the music stops, the
or presenting the movement of the ball will stop. The student who is
new lesson holding the ball will share their feeling and learning from
the past lesson.
Showing of video presentation, “TIKLOS” and
B. Establishing “KUMINTANG”
a purpose • What are the things that observed in the dance
for the Tiklos?
lesson • What do you feel when you watched the dancer
do Kumintang?
 1. Introduce the new dance by playing the music of
C. Presenting Kunday-kunday
examples / • Ask whether the music is slow or fast.
instances of the • Ask them to move their body parts in time with the
new lesson music

• Ask them to feel the rhythm by clapping their hands softly to

the beat.

2. Introduce briefly the meaning of Kunday-kunday, its nature

and description.

Note to the teacher:

KUNDAY literally means to move the hands
gracefully somewhat like a Kumintang. When
adults want small children to show them some
artistic and graceful hand movements then are
asked to kunday. KUNDAY is used in Tagalog
regions in connection with hand movements. The
kunday movement is conspicuous in this dance
(Francisca Reyes Aquino).

3. Introduce the arm position /movements and the dance steps.

(Note: The procedure should be delivered in MTB.)

D. Hilingun-Aramun-Arugon
Discus Demonstrate to the learner the following BASIC movements:
sing
new
concep
ts and
practici
ng new
skills
#1

Kumintang. Rotate the wrist

clockwise or counter
clockwise.

Arms in Lateral Position. Place both arms at

one side, either sideward right or sideward left.

Arms in Reverse T-Position. Place arms at

the side horizontally, the elbow bent at right
angle, the forearms parallel to the head, and
the palms forward or facing inward.

Change step. Step right

foot forward (1), close left (1)
foot to the right foot (2) (2)
and step in place with the (3)
right foot (3).
 Touch step. Point right
foot forward (1), close right
to the left (2). Repeat with
your left foot.

(1)
(2)
MIRROR ME ACTIVITY. Hilingun-Aramun-Arugon The
E. Discussing new
teacher will demonstrate one by one the basic skills.
concepts and
practicing new The learners will imitate the Teacher’s action every after
skills #2 basic skill.

Group Activity -1Taram Ko- Aksyon Mo

1. Group the learners into four groups.

2. The teacher will make 4 stations namely 1, 2,
F. Developing 3, and4.
mastery 3. Every round the group leader would select 1
(Leads to Formative member to represent the group.
Assessment 3) 4. The teacher will say the word, then after 3
counts they will act the named basic
l. skil

Note: Give time to groups to rehearse the basic

movements.

G. Finding TUGTOGAN NA, BAYLEHAN PA!

Finding and using different things in the environment that
practical
creates sound, (ie. tables, chairs and metals), the
applications of
learners will create their own beat (16 beats) while
concepts and
dancing the basic steps of Kunday-kunday.
skills in daily
living VALUES: Teamwork, Cooperation, Discipline and
(Application/Valuing) Timeliness
 H. Making KUNDAY literally means to move the hands gracefully
generalizations somewhat like a Kumintang. When adults want small
and children to show them some artistic and graceful hand
abstractions movements then are asked to kunday. KUNDAY is used
about the in Tagalog regions in connection with hand movements.
lesson The kunday movement is conspicuous in this dance.
(Generalization
)
A. Group Activity: TUGTUGAN NA, BAYLEHAN PA!
Note: The previous activity can be used as formative
assessment.
I. Evaluating learning
The teacher will rate the learners according to their
performance using the criteria below.

Legend:
5 – Excellent 2 – Fair
4 – Very Good 1 – Needs Improvement 3
– Good
No. Task 5 4 3 2 1
1 Change step
2 Touch step/point step
3 Kumintang
4 Arms in lateral position
5 Arms in reverse-T
position

B. Individual Activity. Demonstrate the basic

movements of Kunday-kunday. Use the rubric above.
Let the learners practice the different arm positions/
Additional
J. movements and the dance steps of Kunday-kunday at
activities
home.
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:

 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 3 Lesson 4

I. OBJECTIVES
Demonstrates understanding of movement in relation
A. Content Standards
to time, force and flow.
B. Performance Perform movements accurately involving time, force
Standards and flow.
C. Learning Performs conditioning and flexibility exercises that will
Competencie improve body.
s / Objectives
II. CONTENT TIME
Slow, slower, slowest/fast, faster, fastest
FORCE
Light, lighter, lightest/ strong, stronger, strongest
FLOW
Smoothness of movement
PE3PF-IIIa-h-16
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pp. 301-304
pages
 2. Learner’s Material
pages

pp. 331-334

3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning
Resources
IV. PROCEDURES
Ask:
Do you still remember the different
arm movement/position and dance step that we
have studied last time?
A. Reviewing
previous lesson
Let the learners do the following:
or presenting the
✓ Kumintang
new lesson
✓ Arms in Lateral Position
✓ Arms in Reverse-T Position
✓ Change Step
✓ Touch step
B. Establishing Say: Let us do altogether the arm movement as
a purpose exercise, but we are going do it with music (KUNDAY-
for the KUNDAY music).
lesson
 Say: Have you practiced all these arm
C. Presenting movement/position and dance step? If yes, may I
examples / request everyone to look for a partner for we are going
instances of the to do the basic figure in Kunday Kunday.
new lesson
(Let the learners do the instructions below).

Partners shall stand side by

side.

Face each other.

Learners follow.

D. Discussing new
concepts and
practicing new
skills
#1

E. Discussing new
concepts and
practicing new
skills #2
 Say:
We are now going to execute the figures/based on
the Literature below:

(Teacher interprets and let

learners execute it after
the teacherdemonstrates the figure.

(Pleasesee Teaching Guide page 302

-303 for the
literature.)

(Let the learnersrepeat so that they will learn to

dance well and find it interesti
ng.)

(Each figure shall be mastered with music to let

learners, so the teacher shall play the music every
now and then as he/she demonstrate the
figures/steps)

Magbarayle Kita!

✓ Group 1 – Will execute the figure 1

✓ Group 2 – Will execute the figure 2
✓ Group 3 – will execute the figure 3
✓ Group 4 – will execute the figure 4
F. Developing mastery
(Leads to
Formative Say:
Assessment 3) Very Good!
Now, we are going to perform all the figures altogether,
but this time you will be with your partner.
(The learners perform the figures with their partners.)

Ask:

How do you find dancing Kunday-Kunday?

G. Finding practical What are the benefits of dancing?

applications of ✓ Dancing is a form of exercise.
concepts and ✓ This will help you boost your energy.
skills in daily
 living
(Application/
Valuing)
H. Making Ask:
generalizations What is Kunday – Kunday?
and abstractions
about the lesson Possible Answer: Kunday kunday means to move the
(Generalization) hands gracefully similar to a kumintang.
I. Evaluating Learners will perform by group, and their performance will
learning be rated through the following criteria:

Legend:
5 - Excellent
4 - Very Satisfactory
3 - Satisfactory
2 - Somewhat dissatisfactory
1 - Dissatisfactory

5 4 3 2 1

Activities

I executed the following steps

correctly
✓ Change step
✓ Point Step
I executed the following arm position movements
correctly
✓ Kumintang
 ✓ Arms in Lateral position ✓ Arms in
Reverse T.
Position
I mastered the sequence of the dance.

I enjoyed the dance with the partner

I find the dance interesting and enjoyable

J Additional Practice Kunday-kunday at home.

. activities
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
BNo. of learners
. who require
additional
activities for
Otherremediation
Sources Used:
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?
 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 3 Lesson 5

I. OBJECTIVES
Demonstrate understanding of movement in relation to
A. Content
time, force, and flow.
Standards
B. Performance Performs movement accurately involving time, force and
Standards flow
Perform condoning and flexibility exercises that will
improve body mechanics PE3PF-IIIa-h-16
Movement skills activities locomotor, non-locomotor and
C. Learning
manipulative skills
Competencies /
Rhythmic routine (ribbon, hoop, balls, and any available
Objectives
indigenous/improvised materials)
Lead up, organized and indigenous game
Correct exercises
II. CONTENT Rhythmic Routines with Implements (Rings)
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide 305-307
pages
2. Learner’s Material
pages
 3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning PowerPoint Presentation, Pictures, Real Objects
Resources
IV. PROCEDURES
A. Reviewing Perform the dance steps of Kunday-kunday Dance.
previous
lesson or
presenting the
new lesson
B. Establishing The teacher will present to the learners the ring to be used
a purpose in the activity.
for the Demonstrate to the learners the movements using rings
lesson properly.
C. Presenting Demonstrate to the class the following movements:
examples /
instances of
the new
lesson

D. Discussing Ask the learners to perform movements with rings by

new group first, then together. Group 1 will perform column A,
concepts and Group 2 will perform column B, Group 3 will perform
practicing column C. then they will go around to perform all the
new skills #1 activities.
 E. Discussing
new Rhythmic exercise with Ring
concepts and 1. The teacher will show to the
learnerthe ring.
practicing 2. The teacher will show to the
learners the ring.
new skills #2 3. Demonstrate to thelearners to perform the
movement with ringlearners
( willcounter
demonstrate)
4. Now using the same group let the learners
execute the figures. The teacher will guide them
properly.
✓ Figure 1
✓ Figure 2
✓ Figure 3
✓ Figure 4

F. Developing The class will perform the following rhythmic exercises by

mastery (Leads group.
to Formative
Assessment 3)
Using the same activity, repeat the movements with ring
and execute the figure well.
G. Finding practical
“Jake and Jean”
applications of
(To the tune of Jack and Jill By: Voltair C. Asido)
concepts and
skills in daily
living Jake and Jean naglalaro sa bukid na malayo
(Application/Valui Ngunit nawala si Jean matapos na magtago
n g) Tralalala la la la (3x)
Matapos na magtatago
Ng si Jake ay umuuwi si Jean ay hinahanap
At si Jake ay umiiyak si Jean di mahagilap

(repeat until Figure 4 is done)

H. Making The ring is one of the many implements that can be used in
generalizations rhythmic routines. Proper handling of the ring may allow
and abstractions you to explore various movements and create shapes and
about the lesson actions.
(Generalization)
I. The teacher will rate the pupils according to their
performance the criteria below.
Legend:
5- Excellent 2-Fair
4- Very Good 1- Needs Improvement
3- Good

Evaluating Activities 5 4 3 2 1
learning Executed the proper way of
manipulating the ring
Followed the steps accurately with
confidence
Performed and moved the body to the
rhythm of the music
Showed cooperation in working with the
group
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:

 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 3 Lesson 6

I. OBJECTIVES
Demonstrate understanding of movement in relation to
A. Content Standards
time, force, and flow.
B. Performance Performs movement accurately involving time, force and
Standards flow
 Engages in fun and enjoyable physical activities
PE3PF-IIIa-h-2
C. Learning
Identifies conditioning and flexibility exercises that will
Competencies /
improve body mechanics PE3PF-IIIa-h-15 Performs
Objectives
conditioning and flexibility exercises that will improve
body mechanics PE3PF-IIIa-h-16
II. CONTENT Time, Force and Flow
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pages
2. Learner’s Material
pages
Musika Edukasyon sa Pagpapalakas ng Katawan Gr. 3,
3. Textbook pages
MSEP Gr.3 pp.
4. Additional
Materials from
Learning
Resource (LR)
portal

5. Other Learning PowerPoint presentation, picture, real objects

Resources
IV. PROCEDURES
 1. Ask the student to perform/demonstrate the 4 figures
in the rhythmic ring.
a. Which part of the figure is fast?
A. Reviewing
b. Which part of the figure is slow?
previous lesson
c. Which part of the figure is light?
or presenting
d. Which part of the figure is strong?
the new lesson
e. Do you think you can dance gracefully?
f. What did you do while your teacher is giving steps
in rhythmic activities?
Motivation:
Play and let the pupils dance with the music of
“Magayunon sa Kabikolan” / Math challenge dance.
B. Establishing a
purpose for the
lesson Ask:
✓ What makes you dance?
✓ What do you feel when you dance with the
music?
The teacher will do lecture-demo first on hands and feet
C. Presenting
movement with proper posture.
examples /
Let the learners perform hand and feet movements.
instances of the
new lesson
MAGKARAWAT KITA (Outdoor Activity)

Divide the class into Four.

Group 1: Will throw the ball to Group 2
Group 2: After catching the ball, swing the ball circle to
the right, ball backward forward to the group 3
Group 3: Throw ball upward, raising arms obliquely
upward to group 4
Group 4: Catch the ball from Group 3 then pass the ball
to Group 1 using a bounce pass.

Note:
✓ Play until all the learners experience and hold
the ball (for small groups)
✓ Group leader will choose one (1) representative
to play the game. (for large groups)
 Developmental Activity
Note to the teacher:Prior to this activity assign the
learners a day before to bring a ball
(Junior Size) to
be used in the activity.
1. Present a ball and show it to the pupils. Let
them hold their individual balls.
2. Say:We will use this ball in rhythmic routines in
response to Time, Force and Flow.
D. Discussing new 3. Emphasize the following qualities of effort:
concepts and Time- refers to slow, slower, slowest/fast,
practicing new faster, fastest
skills Force – refers to light, lighter,
#1 lightest/strong, stronger, strongest
Flow- refers to smoothness of movement
4. Lecture-demo the movements by figure and
afterwards let the students have enough
practice time.
5. Rhythmic Exercise with Ball in response to Time,
Force and Flow.

MIRROR ME ACTIVITY. Hilingun-Aramun-

Arugon
The teacher will demonstrate first.
The pupils will imitate the teacher’s action every
after
skill.

1. FIGURE I.
Standing position: Stand feet together with ball
2. on chest level elbows out.
E. Discussing new 3. Bounce ball – count 1
concepts and 4. Catch ball – count 2
practicing new Repeat A and B – count 3,4
skills
#2 FIGURE II.
1. Standing Position: Stand feet together hands on
chest level elbows out
2. Swing ball circle to the right, ball
backwardforward … 1,2
3. Repeat to the left. Counts …3,4
 4. Repeat all ….4 counts

FIGURE III.
1. Standing Position: Stand feet together ball on chest
level elbows out
2. Throw ball upward, raising arms obliquely upward
3. Catch
4. Single bounce on the floor, swing arm
sidewarddownward
5. Catch

Ask:
✓ Which part of the figure is fast?
✓ Which part of the figure is slow?
✓ Which part of the figure is light?
✓ Which part of the figure is strong?

Group Activity (Guided Group Practice)

Activity 1.BAYLEHUN- ARUGON- MAKANOOD
☺
1. Form 4 groups
2. Assign to agroup a figure that they will
practice and perform in front to allow their
classmates to imitate them
3. Allow critiquing of classmates/ teacher/
Group mates to allow improvement.

RUBRICS

F. Developing mastery
(Leads to Formative
Assessment 3)

ACTIVITIES SCORE
Feet movements are done
accurately
Hand movements are done
correctly
Implements are well
applied in every hand
movements
 Choose one:
pupils perform again
a. Using a ball let the rhythmic
the ponse to Time,
routines in res Flow. From
Force and o IV. Using
Figure I t anything that
Drum beat / sound as
produces
accompaniment. reate
G. Finding practical b. Using ball, pupils can csound
their own steps with
applications of accompaniment/
a game. of being
concepts and c. What are the benefits
active than using
skills in daily gadgets?
living
(Application/ RUBRIC f
or A and B
Valuing) Legend:
3 - Very good
2 - Good
1 - Fair
ACTIVITIES SCORE
Feet movements are done
accurately

Hand movements are done correctly

Implements are well

applied in every hand
movements
Ribbon, hoop, ball wa /improvised materials arend and any
can be used in doing exe body coordination,indigenous
bala materials when used ser body. simple
implements
Our targets are: which
Time – refers to slow, slo fastest rcises.
They help
develop
nce and
flexibility.
These
H. Making ved as
generalizati extensions
ons and of our
abstractions
about the
lesson
(Generaliza wer, slowest
tion) fast, faster,
Force - refers to light, ligh stronger, strongest ter and
lightest/stro
ng,
Flow - refers to smoothne ss of
movement
 ARUGON-
MAKANOO
D

y can be
RUBRICS: BAYLEHON - used as
2☺ mmative
Note: The previous Activit Assessment
formative assessment/Su upils
The teacher will rate the p according to
performance the criteria b their
elow.
Legends
3-Ver
2-G y good
1- ood
Fair
Evaluating
I.
learning

ACTIVITIES SCORE
Feet movements are done accurately

Hand movements are done correctly

Implements are well applied in every hand

movements

Additional Let the pupils practice the different movements learned at

J.
activities home.
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

Other Sources Used:

 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?

Detailed Lesson Plan in MAPEH

Grade 3
Quarter 3 Lesson 7

I. OBJECTIVES
A. Content Demonstrate understanding of movement and
Standards relation to time, force, and flow
B. Performance Performs movements accurately involving time, force, and
Standards flow
Describe movements in a location, direction, level, pathway
C. Learning and plane moves: at slow, slower, slowest/fast, faster,
Competencies / fastest pace using light, lighter, lightest/strong, stronger,
Objectives strongest force with smoothness PE3BM-IIIc-h19

II. CONTENT
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide 293-295
pages
2. Learner’s
Material pages
 3. Textbook pages 324-326
4. Additional
Materials
from
Learning
Resource
(LR) portal
5. Other Learning
Resources

IV. PROCEDURES
Warm- Up Activities 8
cts
Standing Position
• Standing position in arm shaking upward position 8
• Standing in arm shaking downward position cts
A. Reviewing • Standing lunge (front) position with arms shaking
previous forward 8
lesson or • Standing lunge (back) position with arms shaking cts
presenting forward
the new 8
lesson cts
• Right single arm stretched (front 8
position) cts
• Low/ small jumps in place 8
cts
• Jumping jacks 8
cts
 • Inhale exhale 8
cts
Who among you love basketball?
B. Establishing a Do you play basketball?
purpose for the Do you watch basketball together with your family?
lesson - Let them share experience in watching basketball.

C. Presenting Performing the correct dribbling Show

examples / Picture (high dribbling) Explain to the
instances of the learners:
new lesson

❖ Head level- it is dribbling the ball on the head

level/head and waist in between.
❖ Waist level- it is dribbling the ball on the waist
level / waist and knee in between.
❖ Knee level- it is dribbling the ball on the knee
level /below.
Explain and execute the movement to learners and
let them follow.
f. Grip the side of the ball
g. Let the ball bounce
h. Finger are spread
i. Step into stride position
Follow through
PerformingCorrectShooting of theBall
The teacher will demonstrate the
followingskills:

6. Face the basket with feetslightly apart, weight

of the body. Evenly distributed on both feet, toes
pointing forward. The ball is held between the
shoulders at eye level.

7. Hold the ball with a comfortable grip, where the

fingers are spread and the elbows raised a little
above the shoulders. For a one-handed shot,
the shooting elbow is directly below the ball.
D. Discussing new
concepts and
8. When the decision to shoot is final, the eye is
practicing new
fixed on the ring, breathe and attempt to shoot.
skills
#1
9. At the start of the shot, the wrist should be
aligned.

The follow-through imparts a slight backspin

on the
ball. The arms are fully extended while the wrists
are completely flexed, the hand drops down
towards the floor.
 Arrange the two teams in files. The teams stand behind
the starting line. There will be another line on the
opposite which will be 10 meters away. (Note: There
should be 5 members in each team.)

Mechanics of the game:

E. Discussing new ➢ The first player of both teams holds the plastic
concepts and ball and runs while dribbling the ball (5 meters)
practicing new towards the given line: the player then stops and
skills immediately shoots.
#2
➢ The ball into the pail (another 5-meter distance.

➢ The team that finishes first wins.

Note: (1) ball for every player

The learners will perform the following correct dribbling.

F. Developing mastery • Head level
(Leads to Formative • Waist level Knee level
Assessment 3)

G. Finding practical Teamwork, cooperation, discipline

applications of
concepts and
skills in
daily living
(Application/
Valuing)
H. Making Shooting and dribbling are basic skills in basketball.
generalizations Learning the basics of shooting and dribbling through
and abstractions fun but challenging games will help you develop
about the lesson coordination and accuracy.
(Generalization)
 I. Evaluating learning

Let the learners read stories about indigenous games.

J. Additional activities
Note (preparatory for the next lessons)

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:

Detailed Lesson Plan in MAPEH

Grade 3
 Quarter 3 Lesson 8

I. OBJECTIVES
The learner demonstrates understanding of movement in
A. Content Standards
relation to time, force and flow.
B. Performance The learner movements accurately involving time force
Standards and flow.
The learner performs conditioning and flexibility
C. Learning
exercises that will improve body mechanics. PE3PFIIIa-
Competencies /
h-15
Objectives
Play Tumbang Preso with vigor and enthusiasm.
II. CONTENT TUMBANG PRESO CHALLENGE
Time, Force, and Flow
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pp. 317-318
pages
2. Learner’s Material pp. 347-350
pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal

5. Other Learning
Resources
IV. PROCEDURES
 Warm-up Activities: 16
• Jog in Place • Jumping cts
• Arm Circling .
• Knee Rotation 16
cts
.
16
cts
A. Reviewing .
previous lesson 16
or presenting cts
the new lesson .
• Ankle rotation 16
cts
.
• Breathing 16
cts
.
The teacher shows pictures of children playing Crazy
Can.
B. (please see page 318 in Teaching guide)
Establishi
ng a Ask:
purpose ✓ Have you experienced this kind of game? ✓ How
for the do you find playing this game?
lesson
Possible answer: It is fun and very fulfilling when you hit
the can.
Ask:
C. Presenting
What skill is used in playing this game?
examples /
instances of the
Possible answer: hitting
new lesson

Teacher let the pupils do the walking for slow moving

and running for fast moving before having the
activity.
Teacher let the pupils do the activity below. Give the
instruction and explain to them what they are going
to do.

Activity 1: Buddy Buddy

D. Discussing new 1. Class will be divided into two teams.

concepts and 2. Teams stand behind the starting line.
practicing new 3. 10 cans will be arranged in two straight lines
skills 5ft. apart and with 5cones in every line.
#1
(Note: the number of members in a team will depend
on the class size).

Procedure:
When the music starts, the first player
WALKS towards the file of cans and knocks them
 down one by one. He then RUNS back to the
starting line to tag the next players who will now
return the cans to its upright position.

Knockdown all cans that are standing,

while the buddy (partner) will walk right after he/she
is tagged by the starting player and tries to return to
upright position all the cans that are lying down. The
game continues up to the last player.
The team that finishes first wins.

Ask: What movements did you use in playing this

game?

Possible Answers: Running, walking

Ask:
✓ Did you enjoy playing the game?
✓ What values did you practice while playing
the game?
Possible Answers: patience, honesty
Activity 2: Tumbang Preso

Materials: empty can milk and a slipper

Playing Area: playground or any available space
where students can move.
E. Discussing new No. of Players: 3 or more.
concepts and
practicing new Rules:
skills 1. Put an empty can inside the circle which has
#2 a diameter of one (1) foot.
2. The starting line will be 5 to 7 meters away
from the empty can.
3. To determine the “IT”, each player will throw
his slipper from the starting line and the
farthest slipper shall be the “IT” of the game.
 4. Each player will start striking the can with a
slipper and every time the can is pulled-out from
the circle, the “IT” will pick it up and place it
again inside the circle is an upright position.
Then the player will get the slipper and return to
the starting line, provided that he can escape
tagged by the It.

Note: the “IT” cannot be tagged the player if the can is

thrown outside the circle.

Ask:
✓ How did you find playing Tumbang Preso?
✓ What skills did you apply in playing this game?
✓ What are the important things to remember in
playing Tumbang Preso in order to play it better?

F. Developing mastery Let the pupils run after each other to develop their
(Leads to Formative running skills more.
Assessment 3)
G. Finding practical ✓ What if it suddenly rains outside and you don’t have
applications of any umbrella to use to prevent yourself from getting
concepts and wet, what will you do?
skills in daily
living ✓ What skills in playing Tumbang Preso can you use in
(Application/ your daily activities?
Valuing)
 H. Making
generalizations
and
abstractions What isTumbang Preso ? How it is played?
about the
lesson Tumbang Preso is a game that calls for agility,
(Generalization)accuracy and speed. To do this, you need to walk,
run and dodge in varying directions and speeds to
avoid being tagged the “IT”. Your honesty,
sportsmanship and self
-discipline are tested.

Answer the following questions:

NO. QUESTIONS YES NO

1. I executed the skills correctly
in Tum bang Preso in terms
of:
✓ Walking
I. Evaluating learning ✓ Running
✓ Moving in slow and
fast movement in
varying directions
✓ Throwing slippers
✓ Escaping from “IT”
2. I applied the proper values in
the games.
Assignment:

J. Additional activities Learn about other Indigenous games in your locality.