4 A’s PROCEDURE:

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s.
2016)
Detailed Lesson Plan (DLP) Format
School LAGONGLONG SENIOR HIGH SCHOOL Grade Level Grade 11

Teacher STEPHANY B. APOLINARIO Learning Area PHYSICAL

EDUCATION/HEALTH
Time & Dates March 1,2024 ,7:30-8:30 Quarter 3

I. OBJECTIVES

A. Content Standards CONTENT STANDARD The learner demonstrates understanding of sports in

optimizing one’s health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity

B. Performance Standards PERFORMANCE STANDARD The learner leads sports events with proficiency and
confidence resulting in independent pursuit and in influencing others positively

C. Learning Competencies / LEARNING COMPETENCY The leaner explains how to optimize the energy systems
Objectives. for safe and improved

Write the LC code for each-

II. CONTENT Physical Activity Assessments

in Managing One’s Stress
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials From school google drive given by the ICT.

pages

3. Textbook pages

4. Additional Materials MODULES

from Learning Resource
(LR) portal

B. Other Learning
Resources

V. PROCEDURES
Introductory Activity (____ Start with warm welcome and set a positive tone.
minutes). This part introduces
Activity: Greet learners with a personalized welcome message
the lesson content. Although at
times optional, it is usually
included to serve as a warm-up Emphasize the overarching goal of Health Optimizing Physical Education
activity to give the learners zest
Teacher give the overview of the topic.
for the incoming lesson and an
idea about what it to follow.
One principle in learning is that
learning occurs when it is
conducted in a pleasurable and
comfortable atmosphere.

Activity/Strategy (____ minutes). Engaging and Focusing

This is an interactive strategy to
elicit learner’s prior learning Technique in Managing Stress
experience. It serves as a
springboard for new learning. It
illustrates the principle that learning
Try these suggested activities:
starts where the learners are.
Carefully structured activities such • While talking to family or friends. Notice what others are saying, their tones of
as individual or group reflective
exercises, group discussion, self-or voice and their facial expressions. Give them your full attention.
group assessment, dyadic or triadic
interactions, puzzles, simulations or • You could practice this while playing a game or doing some other activity. You
role-play, cybernetics exercise,
simply give your full attention to the game.
gallery walk and the like may be
created. Clear instructions should be • You could practice this while washing, cooking or doing chores. You simply give
considered in this part of the lesson.
your full attention to the activity.

• And whenever you notice you get hooked, you unhook yourself by refocusing

and engaging in what we are doing.

Analysis (____ minutes). Essential Grounding Technique in Managing Stress

questions are included to serve as a
guide for the teacher in clarifying How? Here are the
key understandings about the topic
at hand. Critical points are simple steps you
organized to structure the
need to follow and
discussions allowing the learners to
maximize interactions and sharing practice:
of ideas and opinions about
expected issues. Affective questions Step 1: NOTICE how you are feeling and what you are thinking. Again, check your
are included to elicit the feelings of
the learners about the activity or the thought and feelings.
topic. The last questions or points
Step 2: SLOW DOWN and CONNECT with your body. Slow your breathing. Empty
taken should lead the learners to
understand the new concepts or your lungs completely. Then let them refill as slowly as possible.
skills that are to be presented in the
next part of the lesson. A. Slowly press your feet on the floor.

B. Slowly stretch your arms, or slowly press your hands together.

Step 3: REFOCUS on the world around you. Notice where you are. What are five

things you can see?

A. Breathe the air. What can you smell?

B. What are three or four things you can hear?

C. Notice where you are and what you are doing.

D. Touch your knees, or the surface beneath you, or any object you can

reach. Notice what it feels like under your fingers.

Abstraction (____ minutes). This outlines Activity 3: Imagine you going to make a very important thing that can either win or
the key concepts, important skills that
should be enhanced, and the proper
attitude that should be emphasized. This lose the game. Perform steps 1-5.
is organized as a lecturette that
summarizes the learning emphasized Step 1: NOTICE how you are feeling and what you are thinking.
from the activity, analysis and new
inputs in this part of the lesson. Step 2: SLOW DOWN and CONNECT with your body. Slowly breathe out.

Slowly stretch. Slowly push your feet into the ground.

Step 3: Now slow your breathing even more. Slowly and gently, empty your

Lungs

Step 4: Notice your breathing with CURIOSITY – as if it is the first time you

have ever encountered breathing.

Step 5: Now breathe out even more SLOWLY. And after your lungs are

empty, silently count to three before you breathe in again. Then let your lungs

refill as SLOWLY AS POSSIBLE.

A. Notice the gentle movements of your shoulders.

B. Notice the air as it flows in and out of your nostrils.

C. Notice your chest moving in and out.

D. Notice how your belly moves in and out.

As you do this, from time-to-time thoughts and feelings will hook you and

pull you out of the exercise. As soon as you realize this has happened,

REFOCUS on your breathing. Give it your full attention.

Like any skill, the more you practice, the better. You could do some

shorter practices that last for one or two minutes, and some longer practices

that last for five to ten minutes.

Step 6: You can now make that very important action, a free throw, a serve,

a smash, anything in your head, when everything is clear.

Application (____ minutes). This Direction: Write your answers in a one whole sheet of paper.
part is structured to ensure the
1. Write some of the thoughts that hooked you.
commitment of the learners to
do something to apply their new 2. Now, you decide which technique are you going to use to stay engaged and
learning in their own
environment. focused with what matters most at this present moment of your life.

3. Write a reflection about the exercise. Was it difficult? Were you easily get

distracted by bad thoughts and feelings? Were you able to refocus and

reengage? What happened after the exercise?

Assessment (___ minutes). For the
Teacher to:
Assessment: Journal writing.
a) Assess whether learning objectives
have been met for a specified duration,

b) Remediate and/or enrich with

appropriate strategies as needed, and c) 1. What is stress?
Evaluate whether learning intentions and
success criteria have been met. 2. How to manage stress?
(Reminder: Formative Assessment may
be given before, during, or after the
lesson). Activity 1. Practice Engaging and Focusing with any activity that you do. For example,
Choose any from the Assessment
when you are drinking soda or coffee:
Methods below
1. Focus your full attention on it. You notice the drink with curiosity, as if you have

never encountered such a drink before. You notice its color.

2. You savor the smell of it.

3. You sip it SLOWLY.

4. Let it sit on your tongue, feel it on your teeth and savor the taste.

5. You drink it as slowly as possible, savoring the taste, noticing the temperature.

6. You notice the movements of your throat as you swallow.

7. You notice the taste fading from your tongue, as you swallow.

8. And you drink each mouthful in the same way: slowly, noticing and savoring.

How was it? Are you able to feel all the details of what you have just done?

Were you able to focus? Are you 100% percent engaged with what you were doing?

Students should have something to eat.

Assignment/Agreement (____ 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

V. REMARKS

Indicate 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.

VI. REFLECTION

Reflect on your teaching and assess yourself as

a teacher. Think about your student’s progress.
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% on

the formative assessment.

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
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: Checked by:

_________________ LIEZEL P. CAJES

Implementer School Head

Monitored by:

GLADY S. BANAC
EPS