RADE 1 to 12 School CANUMAY WEST ELEMENTARY SCHOOL Grade Level II - SUNFLOWER

DAILY LESSON Teacher LIEZL O.ESPINO

LOG Date August- October 2019-Thursday Quarter 2ND- wk 1-9
MAPEH (P.E ) MAPEH ( P.E ) MAPEH (P.E ) MAPEH ( P.E ) MAPEH (P.E ) MAPEH (P.E )
MAPEH (P.E )
OBJECTIVES
( WEEK 1 ) ( WEEK 2-4 ) ( WEEK 5 ) ( WEEK 6 ) ( WEEK 7) ( WEEK 8) ( WEEK 9)
A. Content Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates
Standard understanding of understanding of understanding of understanding of understanding of understanding of
locations, directions, locations, directions, locations, directions, locations, directions, locations, directions, locations, directions,
levels, pathways and levels, pathways and levels, pathways and levels, pathways and levels, pathways and levels, pathways
planes planes planes planes
planes and
planes

B. Performance Performs movements
Standard accurately involving
locations, directions,
levels, pathways and
planes.
Performs movements Performs movements Performs movements Performs PRACTICAL TEST
accurately involving accurately involving accurately involving movements
locations, directions, locations, directions, locations, directions, Performs movements
accurately involving
levels, pathways and levels, pathways and levels, pathways and accurately involving
locations, directions,
planes. planes. planes. locations, directions,
levels, pathways
levels, pathways and
and
planes.
planes

C. Learning Describes movements in a Moves in personal and Demonstrates Observe s correct posture Engages in fun and Engages in fun and
Competency/
Objectives location,direction, level, general space, movement skills in and body mechanics while enjoyable enjoyable physical
Write the LC code for pathway and plane forward,backward, and response performing movement physicalactivities Activities rhythmic
each. PE2BM-IIa-b-17 sideward to sounds and music activities PE2PF-IIa-h-2 routines (ribbon,
directions,high,middle,and PE2MS-IIa-h-1 PE2PF-IIa-h-14 hoop, balls, and
low levels straight,curved any available
and zigzag pathways indigenous
diagonal and horizontal
/improvised
planes.
materials)
PE2BM-IIc-h-18
PE2PF-IIa-h-2
II. CONTENT Lesson 2.1.1 SKILLS OF RUNNING Rhythmic
ELEMENTS OF MOVEMENTS Following sequences with the
Movements Description in a Instructions in Lesson 2.3.1 Movement
use of Implements
Location, Direction, pattern like jump for
Directions, Levels, distance, skip and leap
Correct Posture in Such as ribbon,
Level, Pathway and Plane
Pathways and Sitting, Walking, hoop, ball etc.
Planes Standing
LEARNING
RESOURCES
A. References K to 12 CG p.17 K to 12 Curriculum K to 12 Curriculum K-12 CGp18 K-12 CG.17
K -12 CGp
Guide Guide
1. Teacher’s Guide 208-211 218 – 221 225-228 222-224
pages
2. Learner’s 326-329 335 – 336 339-341
Materials pages
3. Textbook pages
4. Additional Rubrics/checklist, Music, Art, Physical
Materials from Timer/stop watch,
Learning Resource song, chairs Education and Health
(LR) portal activity sheets and 2.(Tagalog) DepEd.
place/s where to Rubric/checklist Falculita, Rogelio F.
Perform the et.al.2013. pp. 375. 303-
movement skills and 305. 313-314
tape measure
B. Other Learning Picture, chart Speaker, Tarpapel Tarpapel, larawan Larawan, tarpapel
Resource
III. PROCEDURES
A. Reviewing Warm-Up Exercises Perform the following: Warm Up Exercise Drill
previous lesson or Warm-Up Exercises 1. Go to the door with
presenting the new
1.Jogging in place for 1 Warm Up Exercise 1. Jog in place for Warm Up Exercise
minute only one foot. Stretching Activity 8counts. Stretching Activity
lesson
2.Jumping Jack for 16 2. Go to the board as 2. Bend trunk forward for
fast as you can.
counts 8 counts
3. Go to the front and
3.Skipping Knee Lift for jump.
3. Bend trunk backward
16 counts 4. Leap with the right for 8 counts
 4.Stand on R or L foot for
16 counts
B. Establishing a Have you ever experienced Let the children do the
purpose for the running for an errand? What
lesson
forward-sideward leg
errands were you able to do? swing.
Figure 1. Starting
position: Stand straight
and feet together. a.
Swing right leg forward . .
. . . . . . . . . . . . . . count 1
b. Swing the same leg
backward. . . . . . . . . . . .
count 2 c. Swing the
same leg forward . . . . . . .
. . . . . . count 3 d. Return
to original position. . . . . .
. . . . . . . . . count 4 e. Do
these alternately with
the left leg. . . . . . . 4
counts
foot forward in 8 counts. 4. Bend trunk sideward
Move forward by right for 8 counts.
springing one foot and 5. Bend trunk sideward
land on the same foot. left for 8 counts
5. Hop forward in 8
6. Do the jumping jack
counts
for 8 counts.
The teacher will call for Show pictures to the How can you create
the group names; the pupils. rhythm by clapping?
group called will Can you do other
Show picture of animals. perform the assigned movements while
task. Matalino-standing, you clap?
Magaling-sitting, What rhythm can
you have by
Mahusay-walking. When Talk about tha picture stamping, tapping,
Do you know these he/she says “Chocolate” snapping? Can you
animals? eve perform all tasks. As do it
What are the animals he/she says
in the picture? Tell their “Cake”backtheto pupils
names. previous position.
How do they move?
Can you imitate them?
Let them answer
“Unlocking Difficulties” What parts of the body
TG pg. 219 were used in activity of
standing, sitting and
walking.

C. Presenting Tell the pupils to listen to the Let the pupils pick cut out Read the poem Read the poem. Activity 1
examples/
Teacher will prepare 5
story that the teacher will materials inside the stations. Assign leaders Naiiba Ako Takbo Na Tayo Let pupils perform
instances of the
new lesson read. Then, ask them to basket which will be the from stations 1 to 4 Rogelio F. Falcutila ni Rhodora B. Pena the following
answer the questions that basis of groupings. (The while the teacher will Ito ako pagmasdan mo
( see tarpapel ) combinations
follow. stay in station 5. Divide Katawa’y malakas
teacher should prepare isip ay husto COMBINATION 1
Story; Masunuring Bata the class into 4 groups
equal number of Mga paa ay matatag, a. stamp your
materials of each kind and assign leader in right/left foot
mabilis tumakbo
each group
depending on the Mahalaga sa pagkilos at alternately 4 cts
Leaders will anumang trabaho
 number of pupils.
Teacher should prepare
four (4) kinds of materials
used in games.)
Teacher explains to each
group that they are to
perform activities at the
designated stations. The
group starts from the station
where the name of the group
is located until all the
stations are done. Each
group shall be under time
pressure to do the specific
skills in each station.
Teacher gives the signal
when to start and when to
finish each activity
D. Discussing Who are the characters in the Ball Station
new concepts
story? a. Form your group
and practicing
new skills #1 What attitude was shown by members in one line facing
Jose? Why? the name of the station.
If you were Jose, will you do b.Jump four times sideward
what he did? Why? right and four times
sideward left.
What movement skills were
shown by Jose in going to the
demonstrate and b. walk forward
perform the movement Ating pahalagahan ang starting with the
in station 1 to 4.The buhay na bigay Niya
right foot 4 cts
group will perform the Bahagi ng katawang may
katangiang iba-iba c. walk backward
movement by station.
Gamit sa paglakad, pag- starting with the
Teacher will stay in
station 5 upo, at pagtayo sa tuwina right foot 4 cts
Mahalagang kayamanan d. hop forward R
na higit pa sa pera.
twice, hop
backward L twice 4
cts
e. repeat all 16 cts
COMBINATION 2
a. fall in line while
walking take 4
walking steps
forward and 4
walking steps
backward 8 cts
b. clap your hands in
place 8 cts
c. leap forward 4x
starting with the R
foot and leap
backward 4x
starting L foot 8 cts
d. repeat b (8x) 8 cts
e. repeat all
Activity 1  What are the Do you like the poem? Activity 2
Station 1 (step a) - movements of the What does the poem tells Perform the given
swing your arms forward body presented in the us? What benefits do we combinations using
Station 2 (step b) -  poem? 
get from running? What available
bend your knees  What are the parts of
our body we use in part of our body do we implements like
Station 3 (step c) -on
walking?  use in running? Where ribbon, hoop, ball,
your toes
Station 4 (step d) – else do we use this part wand, stick or
 store ? What about in To
returning home? the right
Describe the movement To the left
skills performed by Jose c. Jump four times forward
Where did he execute the and four times backward.
skills? Do this from low, medium
and high levels.
Run with your group
members in a clockwise
direction as your group
counts from 1 to 8. Repeat
the procedure this time in a
counterclockwise direction.
E. Discussing Let the children do the Hoop Station
new concepts
following basic movement a. Form your group
and practicing
new skills #2 skills with partner in different members in one line
direction, location, level and horizontally ten steps away
planes. Then, ask them to facing the name of this
describe the movements station.
done. b. Hop four times in a place
a) Running at high, medium and low
b) Hopping levels.
c) Galloping c. Gallop four times at the
d) Jumping lowest level sideward right.
Repeat (b).
e) Sliding
d. Repeat (c) sideward left.
Pitsa” Station
a. Have your group form a
line.
b.Slide three times to the
right and close left to right.
Repeat to the left.
spring & jump land
lightly with bent knees
from Station 5 -
describe the movement
pattern from station 1-4.
Each group will perform
step a to d in their
assigned places.
Activity 2
Ask:
What were the
movements you
performed? ( Is it swing,
bend, heels raise, spring-
jump & land?)
What movement did you
do? (Is it a jump, leap, or
skip?)
What body movement
did you perform in
station 1?
What body movement
did you perform in
station 2? Station 3…?
The teacher will also
demonstrate leap & skip
and let the pupils do it.
of our body? tambourines.
According to the poem How did you
our legs and feet are gifts perform the
from God, so what would activities using the
you do with these gifts? different
implements? What
rhythmic sequences
were you able to do
in performing
activities using the
different
implements? Can
you name the
implements you
used in the
activities?
Teacher will perform the Look carefully at the Activity 1
movements from picture of the child Let pupils listen to a
station 1 to station 3. running. (Show picture) song entitled
After this pupils will What can you say about “Magtanim Di Biro”.
perform, observe, and the position of the legs, Let them sing the
describe . feet and arms of the song as well.
child? Do you still
Group Matikas –correct remember the correct
posture in walking, body movements for
sitting and standing running?
Group Matatag –correct
posture in walking,
sitting, and standing
Group Mabilis –correct
posture in walking,
sitting and standing
Group Matibay –correct
posture in walking,

F. Developing Divide the class into two
mastery (leads
to Formative groups with the same
Assessment 3) number of players. Draw a the LM with partner.
starting and finishing line.
Let the group be in their
proper places. At a signal,
the first player will jump up
to the finish line and will
gallop in returning to the
starting line. The next
player will do the same
until all the members of
the team had performed
the skills. The group who
finishes the race first will
be declared champion.
After the game, the teacher
will ask the pupils to
describe how the
movements were done.
sitting and standing
c.Repeat all.
Baton Station Ask.
A.Leap four times moving
forward and skip four times
Can you name the
going back to proper places.
B.Repeat all
different postures you
have just done? Identify
them. Describe the
correct posture in
standing, sitting and
walking.
Let the children do the Get your partner. Let the pupils try this Perform the given
activity on page 39 of exercise. combination
Activity 3 Observe and perform * Together with the accompanied by
Back to Back the following tasks group run forward and Magtanim ay
Pupils can start from a
correctly. Rate with a then backward. Masaya(while
circle, column or line
star ( ) * Repeat for three times. singing or with
formation. The teacher
gives command such as: when your partner Did you enjoy running? instrumental
“Jump 2x and land softly successfully completed Did you do it right? accompaniment).
then leap 2x.” in any each task. a. skip to the
place or any direction. right/left alternately
When the pupils are _________ 1. Walk 4x
scattered, the teacher towards the door and while tapping your
says, Back to back!” do it properly. thigh 4 cts
Pupils will find a partner b. one gallop step
and stand back to back.
_________ 2. Pick up a sideward R, step
The last pair to find a
piece of paper and R,close L to R 8 cts
partner gives the next
command. Example: skip stand properly. c. walk forward
forward 4x, skip _________ 3. Get a while clapping 2x 2
backward 4x chair and show your cts
friends how to sit d. walk backward
properly. while clapping 2x 2
 cts
e. repeat all 16 cts

G. Finding Divide the class into two Let the children play the Let the pupils read the The teacher calls for
practical
groups with the same number sack race in group by Eleven children will be statements . Let them the group name.
application of
concepts and of players. Relay following the rules of the chosen to join the game run forward slowly if the Then the group will
skills in daily Activity 4
game. The teacher calls for the and will be asked to statement tells the perform the
living
group name. Then the form a circle. Ten chairs correct idea in running. If assigned task to
group will perform the will be used and will be not, tell them to run them.
assigned task. Malakas- arranged in a circular backward slowly. Using a chosen
G1, Mabilis-G2, Matibay- position. Use 1. Running keeps one’s implement, create a
G3, Matatag-G4, appropriate music and body fit and healthy. simple rhythmic
Matigas- G5, Matipuno- ask the children to walk 2. Running is an sequence
G6, each group will around the chairs. The enjoyable activity that
perform the correct way
teacher will control the develops endurance.
of jumping to a distance
sound system and once 3. Your fist should be
(step a to step d from
activity 1). As she says the music stops, slightly closed when
“GO” the group will start everybody must find a running.
to perform the chair and sit on it. 4. You can focus your
movement. As she says Whoever is not seated eyes in any direction
“STOP”, the group will will be eliminated from while running.
return and form a the game. One chair will 5. Running can enhance
straight line with their be removed after every our mind.
group. round. The child who is
The group continues to
seated on the chair on
perform skip & leap.
the last round will be
declared the winner.

H.Making Everyday we move in a variety
generalizations
of ways directions, levels and
and abstractions
about the lesson planes depending in the
situation that calls for the
body to respond correctly to
The movement skills can Assuming good posture Running is an activity Movement skills
Jumping, leaping and
be performed in different skipping are important at all times influences that develops endurance. combination with
directions, levels, skills that can be used in good physical health It can also enhance the musical
locations, pathways and games and sports and in and wholesome leg’s strength and power. accompaniment is
daily life situations that
planes depending on the personality. It is very useful to do enjoyable and has
 the situation.
I. Evaluating The words in Column A are
learning
basic movement skills while
the sentences in Column B
describe the fundamental
movement abilities. Match
the word in Column A to its
correct description in Column
B. Select the letter of the
correct answer. Please refer
to page 327-328
of the LM.
J. Additional Describe how the following
activities for
movement skills are done as
application or
remediation shown in the pictures.
needs and situation. calls for it. running as an exercise to fitness benefits
keep one’s body fit and
healthy.
Read each situation Divide the class into 6 Read the following and Each group will
carefully. Answer the groups. Teacher will rate choose the correct perform rhythmic
questions that follow by the performance of the answer. sequence
writing the letter of the group using the rubrics 1. Where are you going combinations using
Teacher will form same
correct answer. Refer to groupings as in activity below. The following are to focus your direction 2 or more
page 40 of the LM. 4. Each group will the tasks to observe and while running? implements in a
1. Ruby represents the describe and perform perform. A. At the side C. In the group. Group
region in the national the task and will be 1.Correct posture of
meet in long jump rated according to their
direction you want to go members should be
event in athletics. Her Sitting Standing Walking B. At the top D. In the in simple costume.
interpretation of the 2.Correct posture while other direction Each group shall be
coach instructed her to 
movements of Jumping Sitting
jump at an appropriate ( see tarpapel ) rated by checking
level and to land at the Jack written below. The 3.Standing Walking
teacher may use rubrics
the correct column
longest possible 
distance. Which of the or checklist. using the rubrics
following illustrations Refer to TG pg.221 below.
show that she followed See page 224 TG
her coach? Rubrics for Rating
Make use of the skills as Cut pictures of a person Run.....Run..... Run..... Bring other
your daily exercise to showing the proper way Directions: improvised
develop the muscular of carrying different From a scattered position implements (to be
strength of your legs. objects, going up and pupils will: used in a rhythmic
Identify situations where down from the stairs, 1. At one whistle blow... sequence) which are
your skills in jumping and talking to someone run in any direction available at home
can be very useful. You while standing, sitting without bumping at each
may cut pictures from and walking. other
the newspapers, 2. Two whistle blows...
magazines or draw. run forward towards
the teacher.
3. Three whistle blows...
Run moderately around
a circle clockwise and
 counterclockwise
4. Four whistle blows…
Run forward and
backward in a slow
motion.
How do you feel after
this activity? Are you
feeling better? Did you
enjoy doing the activity?
Did some of you feel
tired?
IV. REMARKS
V. REFLECTION
A..No. of learners who ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned
earned 80% in the above above above 80% above
evaluation
B.No. of learners ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
who require additional activities for remediation activities for remediation additional activities for activities for remediation activities for remediation additional activities for additional activities for
activities for remediation remediation remediation
remediation who scored
below 80%
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught
No. of learners who lesson the lesson lesson lesson the lesson up the lesson
have caught up with the
lesson
D. No. of learners who ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
continue to require remediation require remediation require remediation require remediation require remediation to require remediation continue to require
remediation remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration well:
Why ___ Games ___ Games ___ Games ___ Games ___ Games ___ Games ___ Group collaboration
did these work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises ___ Answering preliminary
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel activities/exercises
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads ___ Diads ___ Carousel
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS)
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories ___ Rereading of
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction Paragraphs/
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama Poems/Stories
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Differentiated
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method Instruction
Why? Why? Why? Why? Why? Why? ___ Role Playing/Drama
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why?
 ___ Group member’s Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs
can help me solve? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
G. What innovation or Planned Innovations:
localized materials did I __ Localized Videos
use/discover which I __ Making big books from
wish to share with other views of the locality
teachers? __ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Group member’s Cooperation
in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition