Daily Lesson Log SCHOOL
in
MAPEH
I. OBJECTIVES
A. Content standard
B. Performance standard
C. Learning competencies/
Objectives
II. CONTENTS
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
SAN ANTONIO NATIONAL HIGH SCHOOL GRADE LEVEL 7
TEACHER DANICA C. CABLAIDA LEARNING AREA PE
TEACHING DATE AND 3RD Week QUARTER 2ND
TIME November 20-24
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of guidelines and principles in exercise program design to achieve
personal fitness.
The learner designs an individualized exercise program to achieve personal fitness.
The learner… The learner describes The learner performs
 Undertakes physical activity and the nature and appropriate first aid for
physical fitness assessments. background of the sports-related injuries
(PE7PF-IIa-h23) sport. (PE7GS-IId-5) (e.g. cramps, sprain,
 Reviews goals based on assessment heat exhaustion)
results. (PE7PF-IIa24) (PE7PF-IId30)
 Addresses barriers (low level of fitness,
lack of skill and time) to exercise.
PE7PF
Exercise Programs: .
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone strengthening Activities:
b. dual sports (Badminton)
Lacia, G.C.; Limos, A.P.; Callo, L. F.; et Al.,
(2015). The 21st Century MAPEH In Action7, REX
Book Store,
 856 Nicanor Reyes, Sr. St. 1977 C.M. Recto Avenue,
Manila, Philippines, pp. 151 - 159

Copiaco,H.P.; Lugue, V.P.; Ramirez, V.E.; et Al.

(2013). Our World of MAPEH, Vibal group Inc.,
Gregorio Araneta Ave., Quezon City, pp. 255 – 263,
pp. 274 – 279

Muyot,F.R.;Garcia,M.D.; Baarde,M.G.; et.Al.

(2013)MAPEH on the GO 7, Sunshine Interlinks
Pub.House.Inc. 3rd flr. Maine City Tower, 236 Tomas
Morato Ave. Brgy. South Traiangle, Quezon City, pp.
264 - 280

Bautista, J.V.; De Leon, A.C.; Darilag, A.G.; et Al.

(2006) MAPEH For A Better You, LG & M Corp. 1253
Gregorio Araneta Ave. cor. Maria Clara St. Quezon
City, pp. 302 - 206

4. Additional Materials OHSP PE 1 Q1 Module 1

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

ball/crumpled paper The teacher will ask

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

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

5

E. Discussing New Concepts Teacher led– discussion on
and Practicing New Skills the barriers to exercise
#2 through power point
presentation/video
presentation.
(15 min.)
Barriers to Exercise
https://www.youtube.com/
watch?v=PeqaRuDS0ko
F. Developing Mastery Activity:
(Leads To Formative The teacher will divide the
Assessment 3) class into 6 groups. Each
group will pick a task card
containing the barriers to
exercise. Each group will
make a situation about the
barrier and how it will
affect their personal
fitness.
Group 1 – Lack of facilities
Group 2 – Time
Group 3 – Commitment
and Motivation
Group 4 – Personal injury
Group 5 – Emotional
Group 6 –Cost
(see Rubrics)
(15 min)
da39b33dec61&v=&b
=&from_search=1
Group Activity: FILL ME IN Group Activity:
Compare the single and The teacher will divide
double badminton courts the class into five
by writing the length and groups. Each group
width of the plying area. will pick a task card
(see Annex F) regarding sports –
(5 mins.) related injuries that
may occur during the
game.
Each group will
perform the proper
first aid.
Group 1 – Strain
Group 2 – Sprain
Group 3 – Cramps
Group 4 – Heat
exhaustion
(see Rubrics)
(10 min)
G. Finding Practical The teacher will ask the The teacher will ask the Based on the activity,
Applications of the students the following students following teacher will ask the
Concepts And Skills In questions: questions: students following
Daily Living  What is the  What benefits that questions:
importance of can be obtain from  What will you
physical fitness to playing badminton do if injuries
an individual? in your fitness? occur anytime,
 How can these  What are the anywhere? Are
barriers affect muscles in the you going to
one’s fitness goals? body that may be give first aid?
 What are the developed by If yes, why? If
possible ways to playing no, why not?
overcome the badminton?  Does being
barriers to (5 min.) physically fit
exercise? helps you give
(5 min.) application of
appropriate
first aid that
may occur any
time,
anywhere?
(5 min.)
H. Making Generalizations The teacher will ask the The teacher will ask the The teacher will
and Abstractions About students the following: students to complete the asked:
the Lesson  What is physical following statements:  What are the
fitness and its common
components?  The game of injuries that
 What are the badminton starts may happen
barriers to with a during sports
exercise? coin. activity?
(5 min.)  The winning side  What are the
serves . factors that
 A game is can cause
needed if both injuries?
teams won 1 (5 min.)
game.
  In an ,
the score may be
set at 12 points if
the score is tied at
9 or 10.
 It is a
when the servers
strikes the
shuttlecock above
the waist.
(5 min.)

I. Evaluating Learning Group Presentation about Group Presentation: Activity: FIX ME I’m
the barrier and how it will Describe and compare the BROKEN (by pair)
affect their personal single and double court in
fitness. badminton.  Let each
(see Annex B) (see Rubrics) students group
(see Rubrics) (5 min) themselves
(15 min) into two.
 Label yourself
and partner as
A and B.
A- Act as
victim
B- First aider
 Assemble
columns, 1 for
the A’s another
for the B’s.
Bring with you
your first aid
kits or any
improvised
kits.
  As the teacher
blows the
whistle, all A’s
shall pretend
to be injured
(students
discretion they
would
portray). The
next whistle
signals the B’s
to employ
appropriate
first aid
techniques.
The last
whistle signals
to stop.
 Explain work
by pair.
(see Rubrics)
(10 min)

J. Additional Activities for Activity 1: Activity A. IMPROVISED

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

VI.REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work? No. of Learners
Who Have Caught Up
With The Lesson.
D. No. of Learners Who
Continue To Require
Remediation
E. Which of My Strategies
Worked Well? Why Did
These Work?
 F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

Prepared by: Checked by: Noted by:

DANICA C. CABLAIDA SHERWIN L. LASIN RONALYN S. MANGUNDAYAO

MAPEH Teacher MAPEH Coordinator Master Teacher I