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GRADES 1 TO 12
DAILY LESSON
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School UMINGAN CENTRAL NATIONAL HIGH SCHOOL Grade Level 12 Teacher GLYCELLE U. MAPILI Learning Area PHYSICAL EDUCATION 3 Teaching Date and Time AUGUST 30 TO SEPT. 2, 2022 Quarter 1 ST Week 1 Week 2 Week 3 Week 4 Week 5 I. OBJECTIVES A. Content Standards The learner demonstrates understanding of dance in optimizing one’s health; as requisite for PA performance, and as a career opportunity. B. Performance Standards The learner leads dance events with proficiency and confidence resulting in independent pursuit and in influencing others positively C. Learning Competencies/ Objectives Write the LC code for each PEH12FH-Ia-1 Discusses the nature of the different dances PEH11FH-Ia-t- Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in – and out – of school. PEH11FH-IIa-t- Demonstrates proper etiquette and safety in the use of facilities and equipment. PEH11FH-Ib-c- Explains how to optimize the energy systems for safe and improved performance PEH11FH-IIa-t- Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school PEH11FH-IIa-t- Demonstrates proper etiquette and safety in PEH11FH-Ib-c- Explains how to optimize the energy systems for safe and improved performance PEH11FH-IIa-t- Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school PEH11FH-IIa-t- Demonstrates proper etiquette and safety in PEH11FH-IId- Relates health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance PEH11FH-IIa-t- Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school PEH11FH-II-e Differentiates types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or sports events) PEH11FH-IIa-t- Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school
the use of facilities and equipment the use of facilities and equipment PEH11FH-IIa-t- Demonstrates proper etiquette and safety in the use of facilities and equipment PEH11FH-IIa-t- Demonstrates proper etiquette and safety in the use of facilities and equipment PEH11FH-IId-t- Recognizes the value of optimizing one’s health through participation in physical activity assessments PEH11FH-IId-t- Recognizes the value of optimizing one’s health through participation in physical activity assessments II. CONTENT Introduction of Health- optimizing P.E. (H.O.P.E. 3) DANCE ELEMENTS OF DANCE Discusses the nature of the different dances (Traditional (Folk & Ethnic); Modern and Contemporary; Festival Dance; Ballroom (Recreational and Competitive); Hiphop/street Dance, Cheer dance)
INTRODUCTION OF
TINIKILING DANCE
How to optimize the energy systems for safe and improved performance
PRESENTATION OF
TINIKLING DANCE
How to optimize the energy systems for safe and improved performance Modern and Contemporary Dance Relates health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance Modern and Contemporary Types of eating (fueling for performance, emotional eating, social eating, eating while watching tv or dance events) III. LEARNING RESOURCES A. References
- Teacher’s Guide pages
HOPE 3 HOPE 3 HOPE 3 HOPE 3 HOPE 3
The most correct number of guessed will win. trick/or fake a step in to his co-members). the box will be going to pick a strip of paper and he will be going to do the dance step of that song. B. Establishing a purpose for the lesson Guided question/s: Based on the activity can you identify and classify the different locomotor and non locomotor movements used in the activity? (Note: The teacher is expected to deliver the process questions and leaner/s reponses to deepen learning based on the activity/or motivation) Guided question/s: Which among the group showed similar dance step pattern based on the activity ) Tik Tap Toe) (Expected response of the learners :repetition of movements) (Note: The teacher is expected to deliver the process questions and leaner/s reponses to deepen learning based on the activity/or motivation) Guided question/s: What skill is related to the activity is being executed in the activity?What do you think is the connection of our activity today from our previous lesson? (Note: The teacher is expected to deliver the process questions and leaner/s reponses to deepen learning based on the activity/or motivation) Guide Question/s: Base from our activity, what do you think is our topic for today? (Note: The teacher is expected to deliver the process questions and leaner/s reponses to deepen learning based on the activity/or motivation) Guide Question/s: How do you feel right after the activity? What do you think are the reasons why do you feel that way? Do you think eating habits have a great impact on what you are feeling right now? (Note: The teacher is expected to deliver the process questions and leaner/s reponses to deepen learning based on the activity/or motivation)
C. Presenting examples/instances of the new lesson Activity 2. RHYTHMIC EXERT-CISE Mechanics: Each group will create 5 locomotor and non-locomotor movements combination accompanied of 2/4 Time Signature. The teacher will choose the music. Use a garter as an equipment in doing your combination movements. Activity 2. STATION AT STAKE Mechanics: Each group will read and interpret each station of “Tinikling” Dance within 20 minutes. (5 minutes each station) Station 1: Figure I; Station 2: Figure II; Station 3: Figure III; Station 4: Figure IV; Activity 2: Show It All! Mechanics: Each group will show on their performance the importance of rhythm, counting and posture during their general practice in dancing “Tinikling”. (The teacher will give 15 minutes to recall the Figure I to IV of “Tinikling” Dance using a Bamboo Poles) Activity 2: Move On Move On! Mechanics: The group will be divided into 4 groups each group will be going to create a 2 minute dance presentation in 5 minutes showing the daily household chores. (Let the students perform the basic steps in modern/contemporary from the Activity 1.) Activity 2: E-MODE Mechanics: Divide the class into 4 groups. Each group will simulate “How do you eat when you are…” Group 1: preparing for a battle? Group 2: broken hearted? Group 3: with close friends? Group 4: watching T.V (Contemporary Dance Competition)? D. Discussing new concepts and practicing new skills # Guided Question: What kind of dance do you think is most likely similar to your performance? Guided Question: What are the difficulties the group had encountered during the activity? (Expected response of the learners :proper etiquette, social skills, emotional skills) Guided Question: How to improve your health through physical performance using repeated actions or movement What are the proper etiquettes and safety in using bamboo poles in Tinikling Dance? Guide Question: Based on the activity, How do you classify the presented concepts? When do you eat? How do you eat? (Each group is expected to participate in class discussion) What is the essence of
c. Present it to the class. G. Finding practical applications of concepts and skills in daily living Guided Question/s: What are the essence of improving one’s health through physical performance using repeated actions or movement? Guided Question/s: What do you think is the sense of improving your health in everyday life? Guided Question/s: What is the difference of performing “Tinikling” Dance using garter and bamboo poles? Guided Question/s: How do you feel after dancing? What is the importance of dancing in managing stress? Guide Question/s: Why do we eat? Can it affect/ influence our physical performance? How? Do we use the different energy system in our daily physical movements/ activities? Name some PA. What do you think is the sense of improving your health in everyday life? How can we optimize these energy systems? Do you think you can use dancing to your daily life? H. Making The students will write their The students will write The students will write The students will write The students will write generalizations and reflections about understaning their reflections about their reflections about their reflections about their reflections about abstractions about the nature of diffferent dances benefits of ways on optimizing understaning on how understaning the the lesson through dancing in their PA understaning your your energy through to relates health affects of eating Journal. energy through dancing dancing in their PA behaviors (eating (fueling for in their PA Journal. Journal. habits, sleep and stress performance, management) to emotional eating, health risks factors and social eating, eating physical activity while watching tv or assessment dance events) in performance in your dancing and in our daily life? everyday life?
I. Evaluating learning The Activity 3: TIK TAP TOE will be graded according to following criteria: 4 pts-participation 4 pts – gracefullness 4pts-proper etiqutte/safety 4 pts- proper uniform
ACTIVITY 3. COMBINE
IT ALL! (Figure I to IV) will be graded according to following criteria: 4 pts-participation 4 pts – gracefullness 4 pts- proper etiqutte/safety 4 pts- proper uniform
ACTIVITY 2: TINIKLING
CHALLENGE! will be graded according to following criteria: 4 pts-participation 4 pts – gracefullness 4 pts-proper etiqutte/safety 4 pts- proper uniform
ACTIVITY 3: CREATE
AND DO IT! will be graded according to following criteria: 4 pts-participation 4 pts – gracefullness 4 pts-proper etiqutte/safety 4 pts- proper uniform ACTIVITY 3 will be 4 3 2 1 Displays the assigned concept (type of eating) Shows contempora ry/modern dance steps Demonstrat es proper eating habits before engaging in physical activity Expresses value of optimizing one’s health graded according to
D. No. of learners who continue to require remediation ___ learners are required for remediation ___ learners are required for remediation ___ learners are required for remediation ___ learners are required for remediation ___ learners are required for 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: Noted: GLYCELLE U. MAPILI WILMART S. CASARENO, M.Ed LORETO V. BORILLO, Ed.D SHS TII SHS Master Teacher I Principal IV
