Instructional Planning

Detailed Lesson Plan (DLP)

DLP No. 3 Learning Area: PE and Health (HOPE 2) Grade Level: 11 Quarter: 3 Duration: 1 hr
Learning Illustrates the relationship of health behaviors ( eating habits, Code:
Competency/ies: sleep, and stress management) to health risk factors and PEH11FH-IId-3
physical activity performance.
Key Concepts / Relationship of Health Behaviors, Health Risks, and Physical Activity Performance
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
Remembering identify, retrieve, recognize, Describe the relationship of health behaviors to
The learner can recall information and retrieve relevant duplicate, list, memorize, health risks and physical activity performance.
knowledge from long-term memory repeat, describe, reproduce
Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written and summarize, infer, compare,
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare, Distinguish healthy behaviors that reduce the
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute, risks and improve performance in physical
sustained effort to determine how they relate to one another, and to the deconstruct activity especially in sports.
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of
view

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
emotional point to, reply, select, sit, Study, use Personal discipline, Perseverance,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in thinking, Open-mindedness,
way of responding, willingness to respond, or satisfaction in responding (motivation). Interest, Courteous, Obedience,
thinking Hope, Charity, Fortitude,
or feeling
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Resiliency, Positive vision,
perform, practice, present, read, recite, report, select, tell, write
about Acceptance, Determined,
someone 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant, Demonstrate open-
or acceptance to the more complex state of commitment. Valuing is based on the Cautious, Decisive, Self-Control, mindedness during
something internalization of a set of specified values, while clues to these values are expressed in the Calmness, Responsibility, the group sharing
, typically learner's overt behavior and are often identifiable. Accountability, Industriousness, activity.
one that is Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industry, Cooperation, Optimism,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Satisfaction, Persistent, Cheerful,
in a 4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
person’s conflicts between them, and creating a unique value system. The emphasis is on one’s culture, Globalism,
behavior comparing, relating, and synthesizing values. Compassion, Work Ethics,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Creativity, Entrepreneurial Spirit,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Financial Literacy, Global,
synthesize Solidarity, Making a stand for the
5. Internalizing values - (Characterization): Has a value system that controls their behavior. good, Voluntariness of human act,
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Appreciation of one’s rights,
learner. Instructional objectives are concerned with the student's general patterns of Inclusiveness, Thoughtful,
adjustment (personal, social, emotional). Seriousness, Generous, Happiness,
Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
Realistic, Flexible, Considerate,
propose, qualify, question, revise, serve, solve, verify
Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao Complete the group
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for tasks on time by helping
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality, one another .
simple acceptance to the more complex state of commitment. Valuing is based on the
Family Solidarity, Generosity,
important internalization of a set of specified values, while clues to these values are expressed in the Helping, Oneness
in life. learner's overt behavior and are often identifiable.
Go Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
beyond initiate, invite, join, justify, propose, read, report, select, share, study
learner’s 4. Organization - Organizes values into priorities by contrasting different values, resolving 3. Makakalikasan
life on conflicts between them, and creating a unique value system. The emphasis is on Care of the environment, Disaster
earth, comparing, relating, and synthesizing values. Risk Management, Protection of
include the Environment, Responsible
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
more than Consumerism, Cleanliness,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
wealth Orderliness, Saving the
relate, synthesize
and fame, ecosystem, Environmental
5. Internalizing values - (Characterization): Has a value system that controls their
and would sustainability
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
affect the 4. Makabansa
characteristic of the learner. Instructional objectives are concerned with the student's
eternal Peace and order, Heroism and
general patterns of adjustment (personal, social, emotional).
destiny of Appreciation of Heroes, National
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Unity, Civic Consciousness, Social
Intention practice, propose, qualify, question, revise, serve, solve, verify responsibility, Harmony,
ally Patriotism,
adding Productivity
value to
people
everyday.
2. Content Health Behaviors and Sports

3. Learning Resources Curriculum Guide, Curriculum Implementation Matrix, Textbook,Video

clips, Art Materials
4. Procedures
4.1 Introductory Activity ( 5 minutes). This part introduces the lesson Curriculum Video Clip Viewing
content. Although at times optional, it is usually included to serve as a warm- Contextualization Learners watch a video of athletes executing
up activity to give the learners zest for the incoming lesson and an idea about
Localization: their skills in their respective sports.
what it to follow. One principle in learning is that learning occurs when it is
Consider/include here
conducted in a pleasurable and comfortable atmosphere.
the appropriate Local
4.2 Activity/Strategy ( 10 minutes). This is an interactive strategy to elicit Heritage Themes: Group Discussion and Reporting
learner’s prior learning experience. It serves as a springboard for new learning. A. Annual Rites, Learners share to the group their thoughts of
It illustrates the principle that learning starts where the learners are. Carefully Festivals, and the possible behaviors the athletes in the video
structured activities such as individual or group reflective exercises, group Rituals
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, (Historical/Religiou
practice which made them reach that level of
simulations or role-play, cybernetics exercise, gallery walk and the like may be s Festivals, Local performance.
created. Clear instructions should be considered in this part of the lesson. Cultural Festivals,
4.3 Analysis (10 minutes). Essential questions are included to serve as a Local Picture Analysis
guide for the teacher in clarifying key understandings about the topic at hand. Delicacies/Products Study the pictures of different body structures and
Critical points are organized to structure the discussions allowing the learners Festivals, Rituals,
tell their possible level of physical activity
to maximize interactions and sharing of ideas and opinions about expected Wedding Ritual,
issues. Affective questions are included to elicit the feelings of the learners performance.
Palihi Ritual, Burial
about the activity or the topic. The last questions or points taken should lead Ritual,
the learners to understand the new concepts or skills that are to be presented B Literary Anthologies
in the next part of the lesson. Written In Local
4.4 Abstraction (15 minutes). This outlines the key concepts, important Language (BALITAW, Lecture-Discussion
skills that should be enhanced, and the proper attitude that should be BALAK, Folktales/  Why must we eat healthy? have enough
emphasized. This is organized as a lecturette that summarizes the learning Short Stories, Local
Heroes
sleep?
emphasized from the activity, analysis and new inputs in this part of the
lesson. C. Historical Events,  Give three risks of unhealthy behaviors.
4.5 Application ( 15 minutes). This part is structured to ensure the Enduring Values, Poster Making / Concept Mapping
commitment of the learners to do something to apply their new learning in Indigenous Materials,
Indigenous Cultural
Theme: The Relationship of Health Behaviors to
their own environment.
Communities/Indigen Health Risks and Physical Activity Performance
ous People, Guideline: Use ¼ white cartolina and any coloring
Indigenous Games materials.
4.6 Assessment ( ___minutes). For the Teacher to: a) Assess whether D. Topography, Flora/ Observation (Group Discussion & Reporting)
Fauna (Falls,
learning objectives have been met for a specified duration, b) Remediate Analysis of Learners’ Products (Poster / Concept
Mountains, River, Map)
and/or enrich with appropriate strategies as needed, and c) Evaluate whether Cave, Trees, Flower,
learning intentions and success criteria have been met. (Reminder: Formative Fauna
Assessment may be given before, during, or after the lesson). Choose any E. Food & Local
from the Assessment Methods below: products
G. Role Model Family

Assessment Method Possible Activities

a) Observation Investigation, Role
(Formal and informal observations of learners’ performance or behaviors are Play, Oral
recorded, based on assessment criteria) Presentation, Dance,
Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
 b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz

4.7 Assignment ( 2 minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson Review on the different types of eating.

4.8 Concluding Activity ( 3 minutes). “All physical activity begins with the body’s core. I
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, maintain the strength in my core so that I can
parable or a letter that inspires the learners to do something to practice their new learning.
jump, run, start, stop, and accelerate at the
highest levels.”
- Derrick Rose

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions. Indicate below whichever is/are appropriate.
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
learning 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?

Prepared by:
Name: Charisse D. Archival School: CC Don Carlos A. Gothong MNHS
Position/Designation: MT 1 (PE and Health) Division: Cebu City
Contact Number: 09177734297 Email address: charissearchival@yahoo.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others

Rubric for Poster Making:

Criteria 4 3 2 1 Rating / Scoring
Self Peer Teacher Total
Poster include All required All but 1 of the Some required
all require elements are required elements elements are
elements & included on the are included on missing & poster
Content clearly poster \7 the the poster / poster does not clearly
communicates poster does not clearly communicate the
the message communicates the communicate the message
message message
Capitalization & There is 1 error in There are 2 errors There are more
punctuation are capitalization & in capitalization than 2 errors in
Mechanics correct punctuation & punctuation capitalization &
throughout the punctuation
poster
Layout, design, Layout, design, Layout, design, Layout, design,
Use of color, & use of space is use of color, and use of color, &
Design /
use of space is attractive use of space is not use of space is
Layout
very attractive & attractive enough distracting
creative
Used time well Used time well Used some of the Did not use time
during the period during the period time well during allotted to focus
allotted, focused allotted, usually the period on the project /
Use of class on getting the focused on getting allotted, some often distracted
Time project done & the project done focus on getting others
never distracted & never the project t done,
others distracted others but occasionally
distracted others
Total Score: _______
Average Score: _______
Equivalent Grade: _______
Rubric for Concept Mapping:

Criteria 4 3 2 1 Rating / Scoring

Self Peer Teacher Total
Non-linear Non-linear Non-linear Inappropriate
structure that structure that structure that structure
Structure provides a very provides a shows some
complete picture comprehensive relationships
of ideas picture of ideas between ideas
 Relative Relative Importance is No differentiation
importance of importance of evident but not between ideas; no
ideas is indicated ideas is indicated very distinctive; evidence of
& both simple & & relationships relations are meaningful
Relationships
complex are effectively somewhat clear relationships
relationships are mapped but lacking
very effectively
mapped
Map shows Map shows Map shows some Thinking process
complex thinking effective thinking thinking about is not clear
about the about the relationship
meaningful meaningful between ideas,
Argument
relationships relationships themes, & the
between ideas, between ideas, framework
themes, & the them, & the
framework framework
Information is Information is Information is Information is not
presented clearly presented clearly presented & some clear, very
Communication & allows for a & allows for a understanding difficult to
high level of good level of can be gained understand
understanding understanding
Total Score: _______
Average Score: _______
Equivalent Grade: _______
Suggested links for the video clip:
 https://youtu.be/aFEqVPLm7GQ
 https://youtu.be/7v7SEY6MFJU
 https://youtu.be/79bCw78h1pU