Grade 12 School SOUTHERN BUGASONG NATONAL HIGH SCHOOL Grade Level 12

Daily Lesson Plan Teacher DAREN BELL C. BOSTON Learning Area HOPE 4
Teaching Date Day 3 DLP no. 03 Quarter 2nd Semester

I. OBJECTIVES

Demonstrate understanding of recreation n optimizing one’s health as a habit; as requisite

A. Content Standards
for physical activity assessment performance, and as a career

Leads recreational events with proficiency resulting in independent pursuit and in

B. Performance Standards
influencing others positively

2. Explains how to optimize energy system for safe and improved performance.
PEH 12 FH -II b-c-2
8. Engages in moderate to vigorous PA (MVPA’s) for at least 60 minutes most days of the
week in a variety of setting in and out of school.
C. Learning Competencies PEH 12 FH –II a-t-8
(Write the LC code for each)
12. Demonstrate proper etiquette and safety in the use of facilities and equipment.
PEH 12 FH – II a-t-12
15. Display, initiative, responsibility and leadership in recreational activities
PEH 12 FH – II k-t-15
D. Objectives
a. Knowledge Explain how to optimize the energy system for safe and improved performance.
Perform the human board game “Checkers/Dama”, “Relay games” or any games depending on the
b. Skills
availability of the equipment/materials and time.
c. Attitude Develop leadership, responsibility, cooperation and initiative through group performance.
d. Values Appreciate the importance of recreational activity.

II. CONTENT Recreational Activities Grade 12 Health Optimizing P.E.(H.O.P.E.)4 Human Board Games/ Relay
Games
III. LEARNING RESOURCES
Recreation for Life
A. References by: Regine D. Manuel
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 Al den John B. Lozada
Prescila S. Rubio
1. Teacher’s Guide pages none
2. Learner’s Materials
pages
3. Textbook pages Page 14-22
4. Additional Materials from none
Learning Resource (LR)
portal
www.youtube.com/watch?v=yrAN-LFZRU
B. Other Learning Resources
IV. PROCEDURES
Activity 1: WALK! JUMP! JOG!
(5 mins)
1. Divide the class into groups and let them line up behind the starting line.
2. The groups will do the assigned warm-up to go to the finish line five meters away and back to the
starting line twice.

Warm-up exercises
A. Introduction to Activity 1. Brisk walking with arms raising up down (arm flexion)
2. Jogging
3. Side step
4. Forward lunges
5. Jumping jacks

Activity 2. Film showing on correct mechanics of the board game “Checker/Dama” (3 mins)

www.youtube.com/watch?v=yrAN-LFZRU

if URL is not available see attached mechanics for “Checker/Dama”

B. Activity/Strategy Activity 3. Human Checker

Mechanics ( 10 mins)
1. The class will be divided into two teams with thirteen members each. One member in each team will
serve as main player of the game. The remaining twelve members will be the human checkers; they can
use costumes or props to identify themselves.
2. All members of the team can help in deciding what move to make. The checkers must face the player, so
the other team cannot see what they are about to do. Before the actual game, teams can devise signals

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 or gestures they can use to communicate with each other.
The same rule in playing checkers apply. The team with the higher number of captured checkers wins.

Questions to ponder: ( 5 mins)

1. How do you find the game? (Good For the body)
C. Analysis 2. How were you able to capture more checkers? (After using different strategies)
3. How do you feel when you are in an advantage/disadvantage (confident/need more effort)

(5 mins)
1. What part in the mechanics of the game that you were able to learn on how to associate or cooperate with
your team?
- to find the best way to capture more checkers
2. What can you say about the objective of the game? Why?
D. Abstraction - challenging and needs stamina
- because you need to find the best way to capture more checker
3. How can you describe your role as a defense or offense?
- takes charge for the team to maintain good defense
-improve chances of getting more checkers

Activity 3: Relay Games (Tap Me!)

(15 mins)
Mechanics:
1. Place cones in a ground on random order.
2. Instruct students to choose a partner.
3. Tell students to decide between from the partner who will be blind folded.
4. One partner will serve as his/her guide in going around the cones from the starting line to the finish line and
back to the starting line.
5. Make students follow the shoulder tap signals demonstrated.
E. Application
Shoulder tap signal;
1. Right turn- tap right shoulder
2. Left turn- tap left shoulder
3. Forward- tap both shoulder
4. Stop- pull both shoulders
6. Verbal instructions to the partner is prohibited.
7. As your signal, one partner will go behind and put his/her hand on the shoulders, and use shoulder tap
signal as they both move.
8. One all pairs are done, switch roles with the partner and repeat the activity.
F. Assessment Play by Group (10 mins)
Blindfolded Relay
This relay game gives emphasize on trust, coordination, and cooperation.
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 Mechanics:
1. The class will be divided into two teams with equal members.
2. The teacher will draw a line on the ground to mark the starting line and place a cone/marker about five
meters away from the starting line to indicate the area where the player must turn.
3. The teams will assemble behind the starting line. All players are blindfolded except for the last one in the
line who will be the guide.
4. The guide will place his/her hands on the shoulder of the blindfolded player in front of him/her. At the go
signal of the teacher, he/she will start giving signals to the player in front of him/her until they reach the
cone or marker.

During the race the players are restricted from communicating with their teammates. To give signals the guide
is only allowed to tap the shoulders of the person in front of him/her.
a. Right turn- tap right shoulder
b. Left turn- tap left shoulder
c. Forward- tap both shoulder
d. Stop- pull both shoulders
1. The first pair must return to the starting line. The guide must give signals for the player in front of
him/her to connect to the next player that they will fetch. The players must only communicate through
signals from the guide which the must pass on to each other. The race continues until all group
members are fetched and connected to the line.
2. The team will start over again if any members utters a word or if their line is broken.
3. The first team to complete the race win.

Rubrics
Assessment Method
see attached appendix 1
(This is an example only, this should be done after the lesson)
a. Observation
-Almost all students have done their part actively on the given activities
-Some student encountered difficulties in understanding the mechanics of the games.
b. Talking to Learning/
-Others are almost out of their breaths while doing the activities.
Conferencing
- few took the game as challenging and fun
-One or more students succeeds as leaders and others acknowledge their responsibilities as team
members.
c. Analysis of
-There are learners that are physically able to conquer the activities with using only less energy, and
Learner’s Products
others need to exert more effort/energy.

d. Tests Activity Base (games)

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 G. Assignment
Reinforcing/ Strengthening Research for more recreational activities that can promote healthy lifestyle and combat
the day’s lesson stress.
Enriching/inspiring the day’s lesson
Enhancing/improving the day’s lesson
Preparing the new lesson plan Stress Management and Eating Habits
Up and Under Relay

Recreation for Life

by: Regine D. Manuel
H. Additional activities for
Al den John B. Lozada
application or remediation Prescila S. Rubio

Page 21-22

(This is an example only, this should be done after the lesson)

V. REMARKS I found out that my students are more interested into games than lectures.

VI. REFLECTION (Note to the teacher. Fill up the reflection after the conduct of the lesson )
A. No. of learners who earned 56/80
80% on the formative
assessment
B. No. of learners who require 24
additional activities for
remediation.
C. Did the remedial lessons work? Yes
No. of learners who have 24
caught up with the lesson.
D. No. of learners who continue to 0
require remediation
E. Which of my teaching strategies Games
worked well? Why did these Because it is fun and interesting/challenging.
work?
F. What difficulties did I encounter None
which my principal or supervisor
can help me solve?
G. What innovation or localized Dama Filipino style
materials did I use/discover
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 which I wish to share with other
teachers?

Prepared by:

Name: School:
DAREN BELL C. BOSTON Southern Bugasong National High School
Position/Designation: Teacher III Division: Antique
Contact No.: E-mail Address:
1. 09985541510 1. darenbell.boston001@deped.gov.ph

LDAG: MARILYN B. HERIDA

Master Teacher II, Antique National School

Language Editor:

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 Appendix 1

Rubrics for Performance

aryor8
Exemplary Great Work Meet the Below Poor
Work 15pts Standard Average 1 to 4
20 pts 10pts 5 pts

Follow Instruction Followed the Followed Followed Followed the Did not
mechanics the the mechanics follow the
correctly mechanics mechanics with many mechanics
without errors with with some errors 
minimal errors
errors
Effort/Perseverance Exemplary Good Average Less Did not
performance performanc performance effort take time to
and attitude e and and attitude /cooperation participate
towards team attitude towards towards
mates towards team mates team mates
team mates

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 Checkers/Dama Mechanics
1. Filipino checkers is played on the Dama Matrix or on the light square only f a standard checkerboard of 64
alternating dark and light squares, (eight rows and eight files) by two opponents having 12 checkers each of
contrasting colors, nominally referred to as black and white.
2. The board is positioned squarely between the players and turned so that a dark square is at each player’s near
left side. Each player places his checkers on the light square of the three rows nearest him. The player with the
lighter checkers makes the first move of the game, and the players take turns thereafter, making one move at
the time.
3. The object of the game is to prevent the opponent from being able to move when it is his turn to do so. This is
accomplished either by capturing all of the opponent’s checkers, or by blocking those that remain so that none
of them can be moved.
4. Single checkers, known as men, move forward only, one square at the time in a diagonal direction, to an
unoccupied square. Men captured by jumping over an opposing man on a diagonally adjacent square to the
square immediately beyond, but may do so only if this square. Men may jumped forward or backward, and may
continue jumping as long as they encounter opposing checkers with unoccupied squares immediately beyond
them. Men may never jump over checkers of the same color.
5. A man who reaches the far side of the board becomes a king. If it reaches the far side by means of a jump, it
continues jumping as a man on the same move, if possible, and remains a man at the end of the jumping
sequence ends in the far side.
6. Kings move forward or backward any number of squares on diagonal line to an unoccupied square. Kings
capture from any distance along a diagonal line by jumping, forward or backward, over an opposing man or
king with at least one unoccupied squares ( except as noted in rule 7) and continues jumping, if possible, either
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 on the same line or by making a right angle turn onto another diagonal line. Kings may never jump over
checkers of the same color.
7. Whenever a player is able to make a capture he must do so. When there is more than one way to jump, a player
must choose the one which results in the capture of the greatest number of opposing units (it is obligatory).
When a King or a man will both capture the same number of opposing units the player can choose which among
them will capture. When a king jumps over an opposing man or king with more than one unoccupied square
immediately beyond it, it must land on a square from which it is possible to continue jumping, if there is such a
square. A player must make all the captures possible in a sequence. He may not leave one or more checkers
uncaptured that he could capture simply by not continuing to jump. A “huff” of a checker for failure jump
properly is not permitted. The incorrect move must be retracted, and a correct move must be made. If possible,
the correct must be made with the man or king originally moved incorrectly.
8. A man or King may not jump over the same opposing man or King more than once.
9. Captured checkers are not removed from the board until all jumps made on the move are completed, and the
hand is removed from the capturing man or King. (It is only in rare instances that rules 8 or 9 affect the play of
the game. They can have the effect of reducing the number of captures possible move. In most of these cases a
king is the capturing piece. On very rare occasions these rules, either separately or in combination, will result in
a king being forced to terminate a series of jumps on a square from which it will be captured by an opposing
man or king which itself have been captured were it not for these rules.)
10. Whenever a situation arises in which one player has three king and other one king, no other checkers
remaining on the board, a count is begun of the moves made by the weaker side (that is lone King). If the lone
king is not captured by the end of its twelfth move, the game is a draw. (In general, a win is possible only if the
side with three kings has possession of the diagonal line running from the lower right corner to upper left
corner.) The players may also agree with each other for a draw.
11. A player may resign.
12. Time limits (optional). A player losses a game if his time has expires.