Professional Documents
Culture Documents
Pe3 Q3
Pe3 Q3
Pe3 Q3
LESSON PLAN
IN PE 3
(Third Quarter)
DAILY LESSON PLAN DEVELOPMENT TEAM
Language Editors
Illustrators
Validators
Editor/ Consultant
EDMARK M. PADO Layout Artist
I. OBJECTIVES
Demonstrate understanding of movement and
A. Content Standards
relation to time, force, and flow
Performs movements accurately involving time,
B. Performance Standards
force, and flow
Describe movements in a location, direction, level,
pathway and plane moves: at slow, slower,
C. Learning Competencies slowest/fast, faster, fastest pace using light, lighter,
/ Objectives lightest/strong, stronger, strongest force with
smoothness
PE3BM-IIIc-h19
II. CONTENT
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pages 293-295
2. Learner’s Material pages
3. Textbook pages 324-326
4. Additional Materials from
Learning Resource (LR)
portal
5. Other Learning
Resources
IV. PROCEDURES
Warm- Up Activities
Standing Position
• Standing position in arm shaking 8 cts
upward position
• Standing in arm shaking downward 8 cts
position
A. Reviewing previous • Standing lunge (front) position with 8 cts
lesson or presenting arms shaking forward
the new lesson • Standing lunge (back) position with 8 cts
arms shaking forward
• Right single arm stretched (front 8 cts
position)
• Low/ small jumps in place 8 cts
• Jumping jacks 8 cts
• Inhale exhale 8 cts
Who among you love basketball?
Do you play basketball?
B. Establishing a purpose
Do you watch basketball together with your
for the lesson
family?
Let them share experience in watching basketball.
C. Presenting examples / Performing the correct dribbling
instances of the new Show Picture (high dribbling)
lesson Explain to the learners:
No. Skills 3 2 1
1 Do the low-level
dribbling
2 Do the waist-level
I. Evaluating learning dribbling
3 Do the head-level
dribbling
4 Do the shooting of the
ball at a far distance
5 Do the shooting of the
ball at a close distance
I. OBJECTIVES
Demonstrate understanding of movement in
A. Content Standards
relation to time, force, and flow.
B. Performance Performs movement accurately involving time, force
Standards and flow
Describe movements in a location, direction, level,
pathway and plane moves: at slow, slower,
C. Learning
slowest/fast, faster, fastest pace using light, lighter,
Competencies /
lightest/strong, stronger, strongest force with
Objectives
smoothness
PE3BM-IIIa-b-17
II. CONTENT Throwing and Catching Challenge
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pages 293-295
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning Power Point Presentation, Picture, Real Objects
Resources
IV. PROCEDURES
Do the following
A. Reviewing previous
➢ WALKING
lesson or presenting
➢ HOP or LEAP
the new lesson
➢ GALLOP
Group the class into three using the following group
names; THROWING, CATCHING and ROLLING
Let them sing “Where are the Catching Group” to
the tune of “ARE YOU SLEEPING”
Direction:
1. The whole class will sing together “Where are the
catching Group? Where are the Catching group?
B. Establishing a
2. The Catching group will stand and answer “Here
purpose for the lesson
we are, here we are”
1 2
F. Developing mastery
(Leads to Formative
Assessment 3) 3 4
I. OBJECTIVES
Demonstrate understanding of movement in relation
A. Content Standards
to time, force, and flow.
B. Performance Performs movement accurately involving time, force
Standards and flow
• Describes movements in a location, direction,
level pathway and plane PE3BM-IIIa-b17
C. Learning
• Demonstrates movement skills in response to
Competencies /
sound PE3MS-IIIa-h-1
Objectives
• Engages in fun and enjoyable physical activities
PE3PF-IIIa-h-2
II. CONTENT Kunday-Kunday Basics
III. LEARNING
RESOURCES
Reference
Musika, Sining at Edukasyon sa Pagpapalakas ng
Katawan Baitang 3,
1. Teacher’s Guide
Musika Edukasyon sa Pagpapalakas ng Katawan Gr.
pages
3, MSEP Gr.3 pp.,
LRMDS Portal
2. Learner’s Material pictures, real objects
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning PowerPoint presentation, pictures, real Objects
Resources
IV. PROCEDURES
BOLA-BOLA ACTIVITY
With the class forming a circle, the teacher will play
A. Reviewing previous
“Leron-Leron Sinta”. Every time the music stops, the
lesson or presenting
movement of the ball will stop. The student who is
the new lesson
holding the ball will share their feeling and learning
from the past lesson.
Showing of video presentation, “TIKLOS” and
“KUMINTANG”
B. Establishing a • What are the things that observed in the
purpose for the
dance Tiklos?
lesson
• What do you feel when you watched the dancer
do Kumintang?
1. Introduce the new dance by playing the music of
C. Presenting Kunday-kunday
examples /
• Ask whether the music is slow or fast.
instances of the new
lesson • Ask them to move their body parts in time with
the music
(1) (2)
I. OBJECTIVES
Demonstrates understanding of movement in
A. Content Standards
relation to time, force and flow.
B. Performance Perform movements accurately involving time, force
Standards and flow.
C. Learning Performs conditioning and flexibility exercises that
Competencies / will improve body.
Objectives
II. CONTENT TIME
Slow, slower, slowest/fast, faster, fastest
FORCE
Light, lighter, lightest/ strong, stronger, strongest
FLOW
Smoothness of movement
PE3PF-IIIa-h-16
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pp. 301-304
pages
2. Learner’s Material pp. 331-334
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning
Resources
IV. PROCEDURES
Ask:
Do you still remember the different arm
movement/position and dance step that we have
studied last time?
A. Reviewing previous
lesson or presenting Let the learners do the following:
the new lesson ✓ Kumintang
✓ Arms in Lateral Position
✓ Arms in Reverse-T Position
✓ Change Step
✓ Touch step
B. Establishing a Say: Let us do altogether the arm movement as
purpose for the exercise, but we are going do it with music
lesson (KUNDAY-KUNDAY music).
Say: Have you practiced all these arm
movement/position and dance step? If yes, may I
C. Presenting examples
request everyone to look for a partner for we are
/ instances of the new
going to do the basic figure in Kunday Kunday.
lesson
(Let the learners do the instructions below).
Learners follow.
Say:
We are now going to execute the figures/based on
the Literature below:
Ask:
Legend:
5 - Excellent
4 - Very Satisfactory
3 - Satisfactory
2 - Somewhat dissatisfactory
1 - Dissatisfactory
Activities 5 4 3 2 1
I executed the following steps
correctly
I. Evaluating learning
✓ Change step
✓ Point Step
I executed the following arm
position movements correctly
✓ Kumintang
✓ Arms in Lateral position
✓ Arms in Reverse T.
Position
I mastered the sequence of the
dance.
I enjoyed the dance with the
partner
I find the dance interesting and
enjoyable
J. Additional activities Practice Kunday-kunday at home.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
I. OBJECTIVES
Demonstrate understanding of movement in relation to
A. Content Standards time, force, and flow.
I. OBJECTIVES
Demonstrate understanding of movement in relation
A. Content Standards
to time, force, and flow.
B. Performance Performs movement accurately involving time, force
Standards and flow
Engages in fun and enjoyable physical activities
PE3PF-IIIa-h-2
C. Learning
Identifies conditioning and flexibility exercises that
Competencies /
will improve body mechanics PE3PF-IIIa-h-15
Objectives
Performs conditioning and flexibility exercises that
will improve body mechanics PE3PF-IIIa-h-16
II. CONTENT Time, Force and Flow
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pages
2. Learner’s Material
pages
Musika Edukasyon sa Pagpapalakas ng Katawan
3. Textbook pages
Gr. 3, MSEP Gr.3 pp.
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning PowerPoint presentation, picture, real objects
Resources
IV. PROCEDURES
1. Ask the student to perform/demonstrate the 4
figures in the rhythmic ring.
a. Which part of the figure is fast?
A. Reviewing previous b. Which part of the figure is slow?
lesson or presenting c. Which part of the figure is light?
the new lesson d. Which part of the figure is strong?
e. Do you think you can dance gracefully?
f. What did you do while your teacher is
giving steps in rhythmic activities?
Motivation:
Play and let the pupils dance with the music of
“Magayunon sa Kabikolan” / Math challenge dance.
B. Establishing a
purpose for the lesson Ask:
✓ What makes you dance?
✓ What do you feel when you dance with the
music?
The teacher will do lecture-demo first on hands and
C. Presenting examples / feet movement with proper posture.
instances of the new Let the learners perform hand and feet movements.
lesson
MAGKARAWAT KITA (Outdoor Activity)
Note:
✓ Play until all the learners experience and hold
the ball (for small groups)
✓ Group leader will choose one (1)
representative to play the game. (for large
groups)
Developmental Activity
Note to the teacher: Prior to this activity assign the
learners a day before to bring a ball (Junior Size) to
be used in the activity.
1. Present a ball and show it to the pupils. Let
them hold their individual balls.
2. Say: We will use this ball in rhythmic routines in
D. Discussing new response to Time, Force and Flow.
concepts and 3. Emphasize the following qualities of effort:
practicing new skills Time- refers to slow, slower, slowest/fast,
#1 faster, fastest
Force – refers to light, lighter,
lightest/strong, stronger, strongest
Flow - refers to smoothness of movement
4. Lecture-demo the movements by figure and
afterwards let the students have enough
practice time.
5. Rhythmic Exercise with Ball in response to Time,
Force and Flow.
MIRROR ME ACTIVITY. Hilingun-Aramun-
Arugon
The teacher will demonstrate first.
The pupils will imitate the teacher’s action every after
skill.
FIGURE I.
1. Standing position: Stand feet together with ball
E. Discussing new
on chest level elbows out.
concepts and
2. Bounce ball – count 1
practicing new skills
3. Catch ball – count 2
#2
4. Repeat A and B – count 3,4
FIGURE II.
1. Standing Position: Stand feet together hands on
chest level elbows out
2. Swing ball circle to the right, ball backward-
forward … 1,2
3. Repeat to the left. Counts …3,4
FIGURE III.
1. Standing Position: Stand feet together ball on
chest level elbows out
2. Throw ball upward, raising arms obliquely
upward
3. Catch
4. Single bounce on the floor, swing arm sideward-
downward
5. Catch
Ask:
✓ Which part of the figure is fast?
✓ Which part of the figure is slow?
✓ Which part of the figure is light?
✓ Which part of the figure is strong?
Group Activity (Guided Group Practice)
Activity 1. BAYLEHUN- ARUGON- MAKANOOD
☺
1. Form 4 groups
2. Assign to a group a figure that they will
practice and perform in front to allow their
classmates to imitate them
3. Allow critiquing of classmates/ teacher/
F. Developing mastery Group mates to allow improvement.
(Leads to Formative
Assessment 3) RUBRICS
ACTIVITIES SCORE
Feet movements are
done accurately
Hand movements are
done correctly
Implements are well
applied in every hand
movements
Choose one:
a. Using a ball let the pupils perform again the
rhythmic routines in response to Time, Force and
Flow. From Figure I to IV. Using Drum beat /
anything that produces sound as accompaniment.
b. Using ball, pupils can create their own steps with
sound accompaniment/ a game.
G. Finding practical c. What are the benefits of being active than using
applications of gadgets?
concepts and skills in
daily living RUBRIC for A and B
(Application/Valuing) Legend:
3 - Very good
2 - Good
1 - Fair
ACTIVITIES SCORE
Feet movements are
done accurately
Legends
3-Very good
2-Good
I. Evaluating learning 1-Fair
ACTIVITIES SCORE
Feet movements are
done accurately
Hand movements are
done correctly
Implements are well
applied in every hand
movements
Let the pupils practice the different movements
J. Additional activities
learned at home.
V. REMARKS
VI. REFLECTION
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
I. OBJECTIVES
Demonstrate understanding of movement and
A. Content Standards
relation to time, force, and flow
B. Performance Performs movements accurately involving time,
Standards force, and flow
Describe movements in a location, direction, level,
C. Learning pathway and plane moves: at slow, slower,
Competencies / slowest/fast, faster, fastest pace using light, lighter,
Objectives lightest/strong, stronger, strongest force with
smoothness PE3BM-IIIc-h19
II. CONTENT
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pages 293-295
2. Learner’s Material
pages
3. Textbook pages 324-326
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning
Resources
IV. PROCEDURES
Warm- Up Activities
Standing Position
• Standing position in arm shaking 8 cts
upward position
• Standing in arm shaking downward 8 cts
position
A. Reviewing previous • Standing lunge (front) position with 8 cts
lesson or presenting arms shaking forward
the new lesson • Standing lunge (back) position with 8 cts
arms shaking forward
• Right single arm stretched (front 8 cts
position)
• Low/ small jumps in place 8 cts
• Jumping jacks 8 cts
• Inhale exhale 8 cts
Who among you love basketball?
Do you play basketball?
B. Establishing a
Do you watch basketball together with your family?
purpose for the lesson
- Let them share experience in watching
basketball.
C. Presenting examples / Performing the correct dribbling
instances of the new Show Picture (high dribbling)
lesson Explain to the learners:
No. Skills 3 2 1
1 Do the low-level dribbling
2 Do the waist-level
dribbling
I. Evaluating learning
3 Do the head-level
dribbling
4 Do the shooting of the ball
at a far distance
5 Do the shooting of the ball
at a close distance
I. OBJECTIVES
The learner demonstrates understanding of
A. Content Standards
movement in relation to time, force and flow.
B. Performance The learner movements accurately involving time
Standards force and flow.
The learner performs conditioning and flexibility
C. Learning
exercises that will improve body mechanics. PE3PF-
Competencies /
IIIa-h-15
Objectives
Play Tumbang Preso with vigor and enthusiasm.
II. CONTENT TUMBANG PRESO CHALLENGE
Time, Force, and Flow
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pp. 317-318
pages
2. Learner’s Material pp. 347-350
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning
Resources
IV. PROCEDURES
Warm-up Activities:
• Jog in Place 16 cts.
A. Reviewing previous • Jumping 16 cts.
lesson or presenting • Arm Circling 16 cts.
the new lesson • Knee Rotation 16 cts.
• Ankle rotation 16 cts.
• Breathing 16 cts.
The teacher shows pictures of children playing
Crazy Can.
(please see page 318 in Teaching guide)
B. Establishing a
Ask:
purpose for the
✓ Have you experienced this kind of game?
lesson
✓ How do you find playing this game?
Procedure:
When the music starts, the first player
WALKS towards the file of cans and knocks them
D. Discussing new down one by one. He then RUNS back to the starting
concepts and line to tag the next players who will now return the
practicing new skills cans to its upright position.
#1
Knockdown all cans that are standing,
while the buddy (partner) will walk right after he/she
is tagged by the starting player and tries to return to
upright position all the cans that are lying down. The
game continues up to the last player.
The team that finishes first wins.
Ask:
✓ Did you enjoy playing the game?
✓ What values did you practice while playing
the game?
Possible Answers: patience, honesty
Activity 2: Tumbang Preso
Materials: empty can milk and a slipper
Playing Area: playground or any available space
where students can move.
No. of Players: 3 or more.
E. Discussing new
concepts and Rules:
practicing new skills 1. Put an empty can inside the circle which has
#2 a diameter of one (1) foot.
2. The starting line will be 5 to 7 meters away
from the empty can.
3. To determine the “IT”, each player will throw
his slipper from the starting line and the
farthest slipper shall be the “IT” of the game.
Ask:
✓ How did you find playing Tumbang Preso?
✓ What skills did you apply in playing this
game?
✓ What are the important things to remember
in playing Tumbang Preso in order to play it
better?
F. Developing mastery Let the pupils run after each other to develop their
(Leads to Formative running skills more.
Assessment 3)
✓ What if it suddenly rains outside and you don’t
G. Finding practical
have any umbrella to use to prevent yourself
applications of
from getting wet, what will you do?
concepts and skills in
daily living
✓ What skills in playing Tumbang Preso can you
(Application/Valuing)
use in your daily activities?
What is Tumbang Preso? How it is played?
H. Making
generalizations and Tumbang Preso is a game that calls for agility,
abstractions about accuracy and speed. To do this, you need to walk,
the lesson run and dodge in varying directions and speeds to
(Generalization) avoid being tagged the “IT”. Your honesty,
sportsmanship and self-discipline are tested.
Answer the following questions: