School: ABRA HIGH SCHOOL
Teacher: MS. HONEYLET B. BERMUDEZ
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning
Competencies/Objectives
II. TOPIC/SUBJECT MATTER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting of
the new lesson
Grade Level: MAPEH 8
Learning Area: PHYSICAL EDUCATION (Week 3)
September 18-22, 2023
Teaching Dates and
9:50-10:50 am, 10:50-11:50 am, 1:30-
Time: Quarter: 1
2:30 pm, 3:30-4:30 pm
Monday Tuesday Wednesday Thursday Friday
The learner demonstrates understanding of guidelines and principles in exercise program design to achieve fitness
The learner designs a physical activity program for the family/school peers to achieve fitness.
The learners…
 undertake physical activity and physical fitness assessments
(PE8PF-Ia-h-23)
 set goal based on assessment results
(PE8PF-Ia-24)
 undertake physical activity and physical fitness assessments
(PE8PF-Ia-h-23)
 conduct physical activity and physical fitness assessments of family/school peers
(PE8PF-Ib-36)
PHYSICAL FITNESS
Physical Education 8 Locally Develop Modules (Text-based Shield)
The teacher will ask the Recall: Recall: Text Twist Recall: 4 Pics 1 Word The teacher will ask the
students about their The teacher will ask the The teacher will ask the The teacher will ask the students about their
previous physical learners to identify the students to re-arrange the learners to identify the words previous physical fitness
fitness activities when BMI classification of the different letters to form the using the following pictures activities when they were
they were in Grade 7 following pictures. word associated to Health- associated with Skill Related in Grade 7 and will let the
and will let the students Related Fitness Fitness students demonstrate
demonstrate some some examples.

B. Motivation: Establishing a
purpose for the lesson
examples.
Picture Puzzle: The
teacher will give an
envelope in each group
containing cut out
pictures of a person
with different body
types:
Each group will be
given 1 minute to form
the puzzle and
afterwards the teacher
will ask the following
questions:
 What kind of body
do these persons
have?
 What do you think
are their lifestyles?
 Which of the
following pictures
shows the ideal
body type?
Warm up exercise: Warm up exercise: Warm up exercise:
The teacher will ask the The teacher will ask the The teacher will ask the
students to perform the students to perform the students to perform the Nestle
Nestle Wellness Dance Nestle Wellness Dance Wellness Dance Exercise by
Exercise by Hashtag Exercise by Hashtag Hashtag
https:// https://www.youtube.com/ https://www.youtube.com/
www.youtube.com/watch? watch?v=VpGmi_ZRet0 watch?v=VpGmi_ZRet0
v=VpGmi_ZRet0
After the dance exercise,
the teacher will ask the
learners the following
questions.
 What different body
parts can that dance
exercise develop?
 What are the benefits
of executing the
dance exercise?

C. Presenting Pop or Bluff:
examples/instances of the The teacher will
new lesson where the distribute Pop or Bluff
concepts are clarified sign in the class and
ask the class about
following statements
related to physical
fitness Raise Pop if the
statement is congruent
to fitness training and
Raise Bluff if the
statement is not an
activity for fitness.
 Planking for 3
minutes.
Group Work: Acrostics: The group will share and The teacher will present a
the teacher will ask each present their work to the video of different physical
group to write words or class. activities and ask the students
phrases associated with about the following questions
fitness by answering it  What are the different
with the first letter of the movements that you saw
word PHYSICAL from the video?
FITNESS for 5 min  Are you familiar with the
P- movements?
H-  What particular part of the
Y- body is being developed
S- by the movement?
I-  What could be the result if
C- you do such body
A- movement?

D. Discussing new concepts
and practicing skills #1
 Eating at least 5 L-  What could be the result if
times a day. a person lacks physical
 Brisk walking for 15 F- movement?
minutes a day. I-
 Baby sitting T-
 Washing clothes N-
 Working for 12 E-
straight hours S-
 Playing computer S-
for 3 hours a day
 Scrubbing the floor
every weekend for
15 minutes.
 Eating while
watching the
television
10. Attending zumba at
least 3x a week.
The teacher will discuss The teacher will present The teacher will present the The teacher will discuss the
the Body Mass Index the physical fitness and its physical fitness and its FITT Principle and barriers to
through a powerpoint components: Health components: Skill related exercise through a powerpoint
presentation. related fitness through fitness through powerpoint presentation
See attached annex A powerpoint presentation. presentation. See annex N
(5 min) See annex E See annex K And ask the following
(5 min) questions
(5 min)  What is the
importance of having
a FITT table?
 Aside from the given
example in the FITT
table, can you
suggest other types
of exercises that will
best suit your
physical condition.
 In your current
situation, which of the
following barriers do
you experience and
why?
  What could be the
best way to overcome
the different barriers.
(10min)

E. Discussing the new The teacher will give the The teacher will ask The teacher will ask the The teacher will discuss about
concepts and practicing students exercise on students to form 5 groups. students to form 5 groups. the Physical activity Plan
skills #2 how to compute the Each group will Each group will demonstrate through a PowerPoint
Body Mass Index (BMI) demonstrate the health- the skill related fitness test presentation and ask the
Direction: Compute for related fitness test within within 5 minutes following questions:
the BMI and identify its 5 minutes. Teacher will Group A- 90 degrees push up  What are the things that
classification. facilitate the activity. and stick drop we need to consider in
Group A- Zipper Test Group B-40 m sprint making your fitness plan?
Group B-Zipper Test Group C-Basketball Pass &  What will be the benefit if
Group C-3 min step test Paper Juggling you come up with a good
Group D-3 min step test Group D-Standing long jump fitness plan?
Group E- Sit & Reach Group E-Hexagon Agility Test  What could be the
consequences of the
unplanned fitness activity
plan?
F. Developing mastery Group work: the teacher Group Work: the learners Group Work: the learners will Based on the physical fitness
leading to the third will ask the student to will simultaneously simultaneously execute the test, the teacher will ask the
formative assessment get their height and execute the physical physical fitness skill related students to review and analyze
weight by group and fitness health related test test by circuit station. the result of their fitness test
compute for their own by circuit station See annex L and check whether their score
BMI by following the Pls see annex F is above or below the target
routine on annex C. using the Physical Fitness
See attachment. Test Record Card.
G. Valuing: Finding practical After taking the BMI and The teacher will ask the The teacher will ask the The teacher will ask the
applications of concepts its classification, the learners about the learners the following students about the following
and skills in daily living teacher will ask the following questions: questions: questions:
students about the
following question.  What is significance  What is the importance of  What are the benefits that
of conducting the doing the physical fitness we can get from
Give example of home health-related fitness? tests? conducting the physical
chores that will develop  Why do we need to  What are the safety fitness test?
your BMI? record the result of precautions that we need  Why do we need to record
(5 min) the health-related to consider before taking and monitor your
test? the test? individual score for the
  How will you
encourage your
classmate/family
member to become
physically fit?
 What are the different
home chores that can
develop one’s health
related fitness
components?
 What are the school
activities/works that
could develop your
health-related fitness?
H. Making generalizations The teacher will ask the The teacher will ask the
and abstractions about learners the following students to complete the
the lesson questions: following statements.
 What is your BMI
and your Open Ended Statement:
classification?
 What should be the 1. The different health
ideal BMI of a related fitness are
person? Why? ______________.
 What is the 2. Zipper test is a test to
importance of measure
having a normal ________________.
BMI? 3. The cardiovascular
 How can a person endurance of a person is
acquire a normal measure through
BMI? ___________________.
 What are possible 4. The sit and reach is a
benefits do we test to measure
derive from ____________________.
acquiring a normal 5. Health related fitness
BMI? _________________.
I. Evaluating learning The teacher will ask the The teacher will ask the
(Assessment should be learners to bring the learners to bring the
congruent to the three following materials: following materials:
types of objectives) Stop watch, tape Stop watch, tape
 Why do we need to
record the result of the 
fitness test?
 How will you encourage
your classmates or family
member to become 
physically fit?
 What are the different
physical activities/ home
chores that you can do to
improve your fitness
level?
The teacher will ask the
learners about the following
questions:
 What are the
components of physical
fitness?
 Why do we need to
conduct the physical
fitness test?
 What are the things we
need to consider before
taking the test?
The teacher will ask the
learners to bring the following
materials:
Stop watch, tape measure,
physical fitness test?
How will you
encourage/motivate your
groupmates to actively
participate in the activity?
What are the different
physical activities that you
have done to improve your
fitness level?
Complete the following
statements:
1. The elements of the
Physical Activity Program are
_________________.
2. The importance of planning
the physical activity program
are _________________.
3. The components of the FITT
principles are
_________________.
4. The barriers to exercise are
________________________
_____.
5. I am very eager to
_________________
The teacher will ask the
learners to bring the following
materials:
Stop watch, tape measure,
 measure, meter stick, measure, meter stick, meter stick, marker or chalk, meter stick, marker or chalk,
marker or chalk, 24 marker or chalk, 24 “ruler, 24 “ruler, mat and wear 24 “ ruler, mat and wear
“ruler”, mat and wear mat and wear proper PE proper PE attire/uniform proper PE attire/uniform
proper PE attire/uniform attire/uniform
J. Additional activities for
applications or
remediation if needed

V. REMARKS/FEEDBACK

VI. REFLECTION

Prepared by: Reviewed by: Approved by:

HONEYLET B. BERMUDEZ MARGARITA D. SULIAN AMILCARE B. PANELO

Teacher I Master Teacher I Master Teacher I/OIC MAPEH Department