GRADES 1 to 12 School BITIK ELEMENTARY SCHOOL Grade Level V

DAILY LESSON LOG Teacher ERIC L. CALVAR Learning Areas MAPEH

October 9-13, 2023 Quarter 1ST QUARTER
12:20pm – 1:00pm – Dignity
2:00pm-2:40pm – Liberty
Teaching Dates and Time
3:00pm – 3:40pm – Charity
3:50pm – 4:30pm – Majesty
5:20pm – 6:00pm - Nobility

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 6
October 9, 2023 October 10, 2023 October 11, 2023 October 12, 2023 October 14, 2023
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of The learner demonstrates understanding of The learner demonstrates understanding The learner demonstrates understanding of The learner demonstrates
participation and assessment of physical participation and assessment of physical of participation and assessment of participation and assessment of physical understanding of participation and
activities and activities and physical activities and activities and assessment of physical activities and
physical fitness physical fitness physical fitness physical fitness
physical fitness
B. Performance Standards The learner participates and assesses The learner participates and assesses The learner participates and assesses The learner participates and assesses The learner participates and
performance in physical activities. Assesses performance in physical activities. Assesses performance in physical activities. performance in physical activities. Assesses assesses performance in physical
physical fitness physical fitness Assesses physical fitness physical fitness activities. Assesses physical fitness
C. Learning  Explains the nature/background of  Explains the nature/background of  Explains the  Explains the nature/background of  Explains the
Competencies/Objectives the games. the games. nature/background of the the games. nature/background of
Write the LC code for each Code- PE5GS-Ib-1 Code- PE5GS-Ib-1 games. Code- PE5GS-Ib-1 the games.
Code- PE5GS-Ib-1 Code- PE5GS-Ib-1

II. CONTENT Background of Games: Target Games Background of Games: Target Games Background of Games: Target Games Background of Games: Target Games Background of Games: Target
Games
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Pages 11-13 Pages 11-13 Pages 11-13 Pages 11-13 Pages 11-13
2. Learner’s Material pages Pages 28-38 Pages 28-38 Pages 28-38 Pages 28-38 Pages 28-38
3. Textbook pages
4. Additional Materials Pictures, powerpoint, video Pictures, powerpoint, video Pictures, powerpoint, video Pictures, powerpoint, video Pictures, powerpoint, video
from Learning Resource
(LR) portal
https://www.youtube.com/watch?v=NZbyB0AauLc&t=59s
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Conduct a review of the past lesson / checking
lesson or presenting of assignments
the new lesson
B. Establishing a purpose for The teacher will present pictures to the class
the lesson (pictures of Laro ng lahi)
Let the pupils identify the picture of what kind
of game, if they can still remember our Larong
Lahi like tamaang tao, sipa ,luksong tinik ,
luksong baka ,syato ,palo sebo,kadang , sack
race, basagang palayok, tumbang preso,tatsing
and etc.
(present more pictures if possible)
C. Presenting Let the teacher to play the video about the lesson.
https://www.youtube.com/watch?v=NZbyB0AauLc&t=59s
examples/instances of the
Traditional Filipino Games or Indigenous games in
new lesson
the Philippines (known as Laro ng Lahi) are games
commonly played by children, usually using native
materials or instruments. In the
Philippines, due to limited resources of toys of
Filipino children, they usually come up on
inventing games without the need of anything but
the players themselves. Their flexibility to think
and act makes their games interesting and
challenging
D. Discussing new concepts What are Games?
and practicing new skills #1
Games or educational games are activities
involving one or more people, on the
move with or without an object or implement,
playing under mutually agreed upon set of
rules. Games can be used for practice/self-
testing skills, cooperative play or
competitive play. There are four basic types of
games: invasion/territory, net/wall,
striking/fielding
and target.

Note: The teacher will only emphasize the

striking / fielding games and the Target games

What is the difference between the target

games and the fielding games?
E. Discussing new concepts TARGET GAMES
and practicing new skills #2
Target Games are activities in which players
send an object toward a target while avoiding
any obstacles. By playing these games,
participants will learn the key skills and
strategies for games such as Croquet, Golf,
Archery, Curling and Bowling. Our localized
game like tamaang tao, tatsing, tumbang
preso.

TARGET FLATFORM
The Target Platform refers to the plug-ins
 which your workspace will be built and run
against. It describes the platform that you are
developing for. The aim of a target game is to
place a projectile near, or in a target in order
to have the best possible score." (Forrest,
Pearson & Webb, n.d.)
Traditional target games would include games
such as tamaang tao ,tatsing, tumbang preso.
In target games, a player either throws,
slides, or strikes an object with the goal of
having the object land closest too or in a
designated target. Griffin et al. (2006, p. 21)
Target games can be in the form of either a
team sport or an individual sport and sub-
categorized into being either unopposed or
opposed. The same source also explained that
with opposed target games players can
prevent their opposition from scoring by
knocking or blocking their opponent's ball or
rock to an unfavorable position in relation to
the designated target. This means that when
participating in an unopposed target game, a
player focuses solely on their execution in an
attempt to be as close to the target as
possible, whereas in opposed target games,
the player has to be aware of their opponent's
execution as well as some offensive and
defensive strategies. Modified versions of
target games should consider the students
physical, cognitive, and social states of
development in order to be successful.

F. Developing mastery Tatsing

(Leads to Formative
Assessment 3) Indigenous games, such as Tatsing, are
Hispanic in origin. The game was played
by the Tagalogs of Cabanatuan City,
Nueva Ecija. The word Tatsing was loaned
from the English word "touching". Each
player located before the toe line will try
to hit the bottle caps out of the square
without leaving the pamato inside the
square. Player 1 continuously hits the
bottle caps until he loses his turn by
leaving his pamato inside the playing
area. The player with the most bottle caps
at the end of the game, wins. The players
will decide on how big the square would
be based on
how many pamato they have. In the pre-
game, each player throws his pamato
on/near the toe line. The player whose
pamato lands on/nearest the toe line
plays first and so on.

Tumbang Preso

Is a popular Filipino street game, these

games promote healthful style .They may
also develop coordination and active
outdoor play among
children .Furthermore, they promote
patriotism, Bonding, and sportsmanship.
The game needs 3 or more players.Each
player is provided with a large throw
away object called “pamato”t is usually a
slipper or a shoe. Place a semi- flattened
empty tall can in upright position 6 or 8
meters from the throwing line. The”
taya”will
Guard the empty tin.The other player
stand at the throwing line.they take turns
their throwing “pamato”at the empty
milk tin, to knock it down. the After each
throw , the player must recover his or her
“pamato”.When tagged,he or she
becomes the “prisoner”in the next
game .Winners of the game are the
players who are not tagged to become
the “it”

Syato
Variation of the name shatong is a game
with two teams and at least two players.
It is played in an open a space, preferably
land so that you can dig an elongated hole
that you need in order for your team to
score the shatong points. And two pieces
of stick about an inch in diameter one
long, about a foot and the other short,
about half feet. Player A becomes the
hitter and Player B as the catcher. It is
played outside on the ground where one
digs a small square hole (which is
slanted), where they put the small wood
so that it sticks out. Player A hits the
wood with the stick so that it catches air
enough to be hit by the stick. The further
the wood gets hit the more points one
gets (usually counted by the number of
stick length). Player B on the other hand
has to anticipate and catch the small
piece of wood to nullify the points and
become his turn or looks forward to
 Player A to miss hitting the wood.

Basagang Palayok
Paluan ng Palayok is generally known as
Piñata.
According to some scholarly articles, the
game may have originated in China.
During Marco Polo's stay in China, he
found Chinese fashioning of figures of
cows and buffaloes covered with colored
paper and adorned with harnesses and
trappings. When the Chinese knocked the
figure with hard sticks, seeds spilled forth.
The figure is then burned and the remains
are gathered as a good luck charm. In the
Philippines, Filipinos used or buy clay pots
and put candies, money and other prizes
on it. The pot is then suspended by a
string high enough for the children to
reach. The players of the game will then
form a line. The smallest player will be the
first one to hit the pot. The player's eyes
is covered with handkerchief and then the
facilitator will turn him in his position
three times. This is to make the player
confused with the location of the pot.
When the player missed the pot the next
player will have his turn. When the player
hits
the pot, the players will jump and tries to
grab as many prizes as they can

G. Finding practical Draw your favorite laro ng lahi in your

applications of concepts notebook and write a short explanation why
and skills in daily living you choose it.

H. Making generalizations and Teacher Ask:

abstractions about the What are a target Games?
lesson What is striking / fielding Games

I. Evaluating learning Give 3 examples of Target games

and Striking or fielding games.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the
earned 80% in the objective. objective. objective. objective. next objective.
evaluation ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery
B. No. of learners who require ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
 additional activities 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 teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about
the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about
the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare and
contrast, jigsaw learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
answering their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about
the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer teaching,
and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
 ___Text Representation: ___Text Representation: ___Text Representation: manipulatives, repetition, and local
opportunities.
Examples: Student created drawings, videos, Examples: Student created drawings, videos, ___Text Representation: Examples: Student created drawings, videos,
and games. and games. Examples: Student created drawings, and games.
___Modeling: Examples: Speaking slowly and ___Modeling: Examples: Speaking slowly and videos, and games. ___Modeling: Examples: Speaking slowly and ___Text Representation:
clearly, modeling the language you want clearly, modeling the language you want ___Modeling: Examples: Speaking slowly clearly, modeling the language you want Examples: Student created
students to use, and providing samples of students to use, and providing samples of students to use, and providing samples of drawings, videos, and games.
and clearly, modeling the language you
student work. student work. student work.
want students to use, and providing ___Modeling: Examples: Speaking
samples of student work. slowly and clearly, modeling the
Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching language you want students to use,
Other Techniques and Strategies used: and providing samples of student
___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Explicit Teaching work.
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Group collaboration
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___Gamification/Learning throuh play Other Techniques and Strategies
activities/exercises activities/exercises activities/exercises
___ Answering preliminary used:
___ Carousel ___ Carousel ___ Carousel
activities/exercises ___ Explicit Teaching
___ Diads ___ Diads ___ Diads
___ Carousel ___ Group collaboration
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Diads ___Gamification/Learning throuh
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Differentiated Instruction play
___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Role Playing/Drama ___ Answering preliminary
___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Discovery Method activities/exercises
Why? Why? Why?
___ Lecture Method ___ Carousel
___ Complete IMs ___ Complete IMs ___ Complete IMs
Why? ___ Diads
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Complete IMs ___ Differentiated Instruction
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Role Playing/Drama
___ Group member’s ___ Group member’s ___ Group member’s
___ Pupils’ eagerness to learn ___ Discovery Method
collaboration/cooperation collaboration/cooperation collaboration/cooperation
___ Group member’s ___ Lecture Method
in doing their tasks in doing their tasks in doing their tasks
collaboration/cooperation Why?
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
in doing their tasks ___ Complete IMs
of the lesson of the lesson of the lesson
___ Audio Visual Presentation ___ Availability of Materials
of the lesson ___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson

H.
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

I. Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and Indigenized __Contextualized/Localized and Indigenized __Contextualized/Localized and __Contextualized/Localized and Indigenized __Contextualized/Localized and
IM’s IM’s Indigenized IM’s IM’s Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition