QUARTER I Lesson 1: BODY SHAPES AND ACTION

Time Allotment: 40 minutes

I. OBJECTIVES
A. Content Standards:
Demonstrate understanding of body shapes and body actions in
preparation for various movement activities.

B. Performance Standards
Perform body shapes and actions properly.

C. Learning Competencies
Describe body shapes and actions. (PE3BM-la-b-1)

II. CONTENT
Lesson 1: Body Shapes and Action

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
 CG p. 20 of 69
2. Learner’s Material Pages
 MAPEH 3 p. 214-222
3. Text book pages

4. Additional Materials from learning Resources

B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson:

1. Checking of attendance and PE uniform (appropriate attire for

physical activities)

2. Warm-up activities
a. Jog in place (8 counts) walk in place (8 counts)

1
b. Breathing exercise (10 counts)
c. Head bend
 Forward (4 counts) with hand support
 Backward (4 counts) with hand support

 Sideward right with hand support (4 counts)

 Back to position (4 counts)

d. Head Twist
 Head twist sideward right (4 counts)
 Back to position (4 counts)
 Head twist sideward left (4 counts)

 Back to position (4 counts)

e. Shoulder circle Start with hands down at the sides.
 Forward (4 counts) with hands down at the sides
 Backward (4 counts) with hands down at the sides

f. Trunk Twist
 Arms raised up to the chest with palms facing down
 To the right (count 4)

 Back to position
 Repeat to the left (count 4)
 Back to position

g. Knee stretching/Pushing
 Stand straight with feet apart, hands in front touching
the lap (count 4)
 Slowly move the body downward (count 4)
 Back to position (Note: Point out that the knees should
not go beyond the toes.)
h. Ankle (foot) Circle

2
  Lift right foot and rotate clockwise 4 counts and
counter-clockwise 4 counts.
 Repeat with the left foot

i. Starting position: half knee bend

 Inhale as you slowly stand up and straighten the
knees.
 Raise arms slowly sideward, upward. (8 counts.).

 Exhale as you slowly bring arms downward to its

original position.
 Repeat 3 times

After all the activities, cool down with simple stretching and
breathing.

B. Establishing a purpose for the lesson.

Direction: Introduce the song and the action or if the pupils are
familiar with the song let them sing with you.

I’m a Little Teapot

I’m a little teapot short and stout

Here is my handle and here is my spout
When the water‘s boiling hear me shout
Lift me up and pour me out!

 What actions did you perform while singing?

 What shapes did you form with your body?

 How did you do it? Can you show it?

Ask them if they want to play another game.

C. Presenting examples/instances of the lesson.

3
 Note: The procedures should be delivered in MTB
Activity 1: Popcorn

Set Standards.
Directions: Tell the pupils to do the following as you say:

A. Pop – stand with arms upward

B. Corn – stand with arms sideward
C. Papara – Stand with arms on side

D. Papap – side lunge A B C D

Note: You may vary the sequence of the words alternately.

D. Discussing new concepts and practicing new skills #1

Ask: What actions did you perform? What parts of your body
did you move? How did you do it?

E. Discussing new concepts and practicing new skills #2

Activity 2: Mirror revision on the wall

Note to the teacher:

Demonstrate the hand and feet movements and the

pupils will follow. You may also ask the pupils to get partners.
Together, they will do the actions as if one is the reflection of
the other.
Feet together /arms raised upward Stride stand, twist
trunk to the right /raise arms sideward Lunge right foot
backward keeping your back straight and raise arms
forward

F. Developing Mastery
Ask the following questions:
What can you say about the movements?

What different lines were formed with bodies?

4
 Can you describe the different positions?
What body parts were used to form the shapes and
lines?
Can you do it?

G. Finding Practical Applications of Concepts and skills in

daily living:
Merry-Go-Round Direction: Using the base method. Divide the
pupils into four groups. Ask them to form the shape assigned in each
base. They should have formed the shapes at the end of the song
(Twinkle Twinkle Little Star) and move to the next base using the
prescribed locomotor movement.

Station 1 – Form a circle shape with arms upward

Station 2 – Form a square shape with arms sideward

Station 3 –Form a triangle with arms in front

Station 4 – Form a diamond shape with arms in front

5
 Ask the following: What shapes did you form?
What locomotor movements did you use in traveling
from one station to another?

H. Making Generalizations and abstractions about the lesson

What different lines and shapes were formed with bodies?

Our bodies can perform different shapes and lines such as

straight, curled and twisted. It can also show different shapes and
actions. If you can move your body and form shapes in many ways,
you will enjoy exercising. Values Infusion Cooperation, self-discipline,
and initiative are important in doing varied activities.

I. Evaluating learning
Follow the Leader
Direction: The teacher may use a whistle, clap or alter the signal
so that pupils can develop alertness. The teacher blows a
whistle.
Once …….. Pupils stand with feet together (parallel)

Twice …….. Pupils do stride stand (stand with feet apart)

Thrice …….. Pupils do side lunge position
Ask: Were you able to follow the signals? How? (Note to the
teacher: This activity allows you to correct pupil’s posture
problems.)

A. Put a check (√) in the box that matches your performance.

YES NO
1. Did you perform correctly?
a. feet together (parallel)
b. stride stand
c. side lunge

6
 2. Did you perform correctly the
following shapes?
a. straight
b. curve
c. twisted
3. Did you cooperate in the
different activities?
4. Did you enjoy the different
activities?

B. What body shapes and lines can be shown in the following

actions?
1. Arms Upward
2. Stand with feet apart
3. Arms in front
4. Side lunge position
5. Twist trunk to the right.

J. Additional Activities for application or remediation.

A. Ask the pupils to practice at home the different body
shapes and body actions.
B. Ask the pupils to list down five exercises that show flexibility.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment

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.

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these

work?

7
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?

8
QUARTER 1 Lesson 2: LET’S MOVE AND BE FLEXIBLE!
Time Allotment: 40 minutes per week

I. OBJECTIVES
A. Content Standards:
Demonstrate understanding of body shapes and body actions in
preparation for various movement activities.

B. PERFORMANCE STANDARDS
Perform body shapes and actions properly.

C. Learning Competencies
1. identifies conditioning and flexibility and exercises that will
improve posture PE3PF-Ia-h-15
2. Performs conditioning and flexibility exercises that will improve
body posture Pe3PF-Ia-h-16
3. Engages in fun and enjoyable physical activities PE3PF-Ia-h-16

II. CONTENT
Lesson 2: Let’s Move And Be Flexible!

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
 Pp. 216-222
2. Learner’s Material Pages
 MAPEH 3 p. 223-230
3. Text book pages

4. Additional Materials from learning Resources
 Activity card, pictures, flash cards
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
1. Checking of attendance and PE uniform (appropriate attire
for physical activities)

9
 2. Recall the different body shapes

B. Establishing a purpose for the lesson

Perform the different body shapes and action

C. Presenting examples/ instances of the new lesson

a. Jog in place (8 counts) walk in place (8 counts)

b. Breathing exercise (10 counts)

c. Head bend
 Forward (4 counts) with hand support

 Backward (4 counts) with hand support

 Sideward right with hand support (4 counts)

 Back to position (4 counts)

d. Head Twist
 Head twist sideward right (4 counts)

 Back to position (4 counts)

 Head twist sideward left (4 counts)

 Back to position (4 counts)

e. Shoulder circle Start with hands down at the side

 Forward (4 counts) with hands down on the side

 Backward (4 counts) with hands down on the

side

f. Trunk Twist
 Arms raised up to the chest with palms facing
down
 To the right (count 4)
 Back to position
 Repeat to the left (count 4)

 Back to position

10
 g. Knee stretching/Pushing
 Stand straight with feet apart, hands in front
touching the lap (count 4)
 Slowly move the body downward (count 4)

 Back to position

(Note: Point out that the knees should not go beyond

the toes.)

h. Ankle (foot) Circle

 Lift right foot and rotate clockwise 4 counts and
counter-clockwise 4 counts.
 Repeat with the Left foot

i. Starting position
 half knee bend.
 Inhale as you slowly stand up and straighten the
knees.
 Raise arms slowly sideward, upward. (8 cts.)
 Exhale as you slowly bring arms downward to its
original position.
 Repeat 3 times
j. Long Sitting position.

 Close legs together,

 bend forward,
 stretch both hands and reach for your feet .
(Count 6 times hold)
k. Stride position.

 Spread legs apart.

 Bend forward, stretch both hands forward as
far as you can. (Count 6 times hold)

3. Review: Ask your pupils to recall the different body shapes

and actions and perform these.

11
 Feet together, arms raised upward. Stride stand. Twist
trunk to the right Raise arms sideward. Lean trunk forward,
keeping your back straight, and raise arms forward.

D. Discussing new concepts and practicing new skills #1

Tell the pupils to look at the illustration and ask the following:
What is the farmer doing?
What kind of body movement is needed when you plant rice
as shown in the illustration?
Ask the pupils to sing the song Magtanim ay Di Biro with
actions.

Action Song: Magtanim ay Di Biro

Magtanim ay di biro Maghapon nakayuko Di naman makatayo Di

naman makaupo

Sa umaga paggising Ang lahat iisipin Kung saan may patanim May
masarap na pagkain
Halina halina mga kaliyag Tayo ay magsipag-unat-unat Magpanibago
tayo ng lakas Para sa araw ng bukas (Repeat III)
Ask:  What kind of body movements do you do when planting
rice?

12
  Can you show how proper bending is done?

(Note to the Teacher: Prescribe correct bending posture

when planting/picking up objects from the floor: bent knees, trunk
slightly bent forward with back straight) What body postures have
you done?
 How do you recover from bent position? (Expected answer:
back to original position)

E. Discussing new concepts and practicing new skills #2

(Note to teacher: Do the warm–up activities here)

(The procedure should be delivered in MTB)

Activity 1: Ready Get Set Go Directions: Group the class into four
columns.
Ask the pupils to do the following positions. The pupils
must wait for the teacher’s Go signal and freeze for five
seconds. Groups who did the positions correctly will move 1
step forward until a group reaches the finish line. (Note to the
teacher: Use the following commands).

1. Pick up things from the floor.

2. Reach upward to pick mangoes from the tree.

3. Sway from side to side like a bamboo tree.

4. Pass the ball backward to a friend.
5. Guard your line in patintero.

Ask:
 What movements did you do in the Ready Get Set
Go?
 How many were able to reach the finish line?
 How did you do it?

 What body parts are used in bending and stretching?

F. Developing mastery ( Leads to Formative Assessment 3)

Perform Chinese Get- up by pair

13
 Chinese Get-up
Directions:

Find a partner and together sit on the floor, back to back with arms
elbows locked with your partner, sit back to back on the floor, with
arms locked together. Stand without releasing you hold on your
partner and bring feet closer.
Ask:

How many were able to do it and how did you do it?

G. Finding Practical Applications

Group Activity
Travelogue

Directions: Group pupils into three big groups or small groups with 3
members each. Ask them to perform the activity written on the
activity cards. As the teacher claps each group will transfer to the
next base in a counter-clockwise manner.

Ask: How did you do the different movements?

Which movements are easy to do?
Why? Which movements are hard to do? Why?

H. Making Generalizations and abstractions about the

lesson:

1. What are the movements that improve flexibility?

(Bending and stretching are movements that improve
flexibility.)

2. If we perform properly this movements, what will be

prevented? (The proper way of doing these movements can
prevent injury.)

14
 3. What is developed to a flexible person when doing
movements safely? (A flexible person can do many
movements safely and assume good posture at all times.)

I. Evaluating Learning:

A. Ask the pupils perform the following flexibility exercises.

1. Backward arm circle
 Stand straight with feet shoulder-width apart and
arms extended to the sides, parallel to the floor.
 Slowly circle the arms backward.
 Start with small circles, then move to large ones.
2. Lateral trunk flexion
 Stand straight with hands on waist, feet shoulder-
width apart.
 Bend at the waist and lean to the side. Return to
straight position, then lean to the other side.
 Repeat movement with the side 3. Bend the trunk
forward and back.

Check the box on the self-assessment portion that matches to

your performance.

Legend: 3 - Very good

2 - Good
1 - Needs improvement

ACTIVITIES Self-Assessment Teacher’s Assessment

1 2 3 1 2 3
1. Bend forward
2. Bend backward
3. Bend sideward

Check one: Very good, Good, Needs improvement

Did you like your performance? Why? Why not?

15
 J. Additional Activities for application or remediation:
A. Practice the different exercises that you learned.
B. List down five walking movements done with body shapes.

V. REMARKS
VI. REFLECTION

H. No. of learners who earned 80% on the formative assessment

I. No. of Learners who require additional activities for remediation

J. Did the remedial lessons work? No. of learners who have caught
up with the lesson.

K. No. of learners who continue to require remediation

L. Which of my teaching strategies worked well? Why did these

work?

M. What difficulties did I encounter which my principal or supervisor

can help me solve?

N. What innovation or localized materials did I use/discover which I

wish to share with other teachers?

16
QUARTER 1 Lesson 3: LET’S WALK AND SING!
Time Allotment: 40 minutes (one meeting per week)

I. Objectives
A. Content Standards:
Demonstrate understanding of body shapes and body actions in
preparation for various movement activities.

B. Performance Standards
Perform body shapes and actions properly.

C. Learning Competencies
1. Describe the proper way to walk in different directions with
proper body mechanics

2. Demonstrates movement and skills in response to sound and music

PE3MS-Ia-h-1

3. Engages in fun and enjoyable physical activities PE3PF-Ia-h-2

II. Content
Lesson 3: Let’s Walk And Sing!

III. Learning Resources

A. References
1. Teacher’s Guide Pages
 Pages 223-227
2. Learner’s Material Pages
 MAPEH 3 p. 231-236
3. Text book pages

4. Additional Materials from learning Resources

17
  Activity card, pictures, flash cards
B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson or presenting the new lesson

Warm-up activities
(Note to the teacher: warm –up activities must be done
before the activity)
a. Refer to Lesson 1 on warm up exercises. (You can use
music to accompany the movement)

b. Pupils must do the stretching exercises. A B C D

Figure A-B
1. (Starting Position) Stride stand

2. Bend trunk sideward Right, with the left arm

overhead (Hold for 6 counts)
Boy walking w/ Correct posture Boy
w/ knocked knees Boy walking w/ Correct postur
e Kyphosis Boy

3. Back to starting position (Hold for counts 7-8)

4. Bend trunk sideward left, with the right arm
overhead (Hold for 6 counts)

18
 5. Back to starting position (Hold for counts 7-8)
Figure C

1. (Starting Position) Stride stand

2. Raise heels, raise arms upward, hold hands
together, (Hold for 6 counts)
3. Back to Starting Position (for counts 7-8)
Figure D

1. (Starting Position) Stride stand

2. Hands on waist (Hold for 6 counts)
3. Back to Starting Position (for counts 7-8)

4. Repeat from A-D

5. Inhale and exhale (8 counts)

B. Establishing a purpose for the lesson

Ask the pupils to perform any movement based on the
following song: Song:
Tong tong tong tong Pakitong kitong
Tong tong tong tong Pakitong kitong Alimango sa dagat, malaki at
masarap Mahirap mahuli, sapagkat nangangagat.
(Repeat) (Sing this using different vowels.)

C. Presenting examples/instances of the new lesson

Ask: What animal was mentioned in the song?
What actions can you create for the song?

What parts of your body did you use in doing the

movements?

Are these movements locomotor or non-

locomotor? Why?

19
D. Discussing new concepts and practicing new skills #1
Activity 1 SPOT THE DIFFERENCE Show pictures of A B C D

 What can you see in the pictures? A and B? Boy

walking w/ Incorrect posture/Hunchback Boy C and D?
Boy walking w/ correct posture/Boy w/ knocked knees
 Compare the pictures A and B. These both Boy show
incorrect posture.
 Who walks properly, the boy in picture C? or the one
in picture D?
 Based from the pictures, how do we walk properly?
 Who can demonstrate proper walking?

E. Discussing new concepts and practicing new skills #2

Activity 2 WALKING ALL THE WAY

Direction: Group the pupils into four columns, with five
for each line. Upon signal of the teacher (whistle), the pupils
will execute walking with proper body mechanics (with
music). (Note for the teacher: The activity should allow you to
identify pupils with postural problems.)
F. Developing Mastery

What can you say about walking activity?

G. Finding Practical applications of concepts and skills.

LET’S DO IT

20
 Wring the Dishrag Choose a partner. Face your partner
and join hands. Raise one pair of your joined hands while lower
the other. Turn your bodies under the raised hands until you both
end in a back-to back position.

H. Making Generalizations and abstractions about the lesson

What are the proper ways of walking in different directions?

I. Evaluating Learning
Now, let’s sing a song with actions.
An Sadit Na Lawa
An sadit na lawa nagsakat sa sanga

Nag-abot an uran inanod siya

Nagsirang an aldaw naalang an sanga
An sadit na lawa pirmi nang maugma

A. Direction: Check the box that describes the posture in the

picture.

Postures Good Fair Poor

1.

21
 2.

3.

B. Direction: Answer the following question with YES or NO

1. Do you walk with arms raised upward? _______

2. Do you walk crisscrossed? _______

3. Do you walk with knees bent? _______

4. Do you walk with arms swinging on the sides? _______

5. Do you walk in a straight line? _______

J. Additional activities for application or remedation

A. Use proper body mechanics while walking.
B. Practice at home the flexibility exercises that you have
learned.

V. REMARKS
VI. REFLECTION

22
 A. No. of learners who earned 80% on the formative assessment

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.

D. No. of learners who continue to require 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?

DETAILED LESSON PLAN

I. OBJECTIVES:

At the end of the lesson the pupils should be able to:

a. Demonstrates momentary stillness in symmetrical and

asymmetrical shapes using body parts other than both feet as a base of support
PE3BM-Ig-h-16

b. Performs body shape and actions PE3BM-Ic-d-15

c. Creates body shapes and actions PE3BM-Ige-f-2

II. SUBJECT MATTER:

a. TOPIC: Flexibility Exercises

b. REFERENCE: Music, Arts, Physical Education and Health 2(Tagalog)
DepEd.

23
 Falculita, Rogelio F. et. Al.2013.pp.381-382, CG page 21
of 67
Fitness for Health & Sports by Patricia G. Avila,
M.D Fitness for Children by Curt Hilton, Copyright 1995
Music, Art, Physical Education and Health 3 pp.267-277
c. MATERIALS: laptop, projector, floor mat, garter

III.PROCEDURE:

TEACHER’S ACTIVITY
STUDENT’S ACTIVITY

(Preparatory Activity)

CLASSROOM ROUTINE

* Checking of Attendance and PE Uniform (appropriate attire

for physical activities)

* Warm up Activities: Refer to Lesson 1 on warm up exercises.

You may use music to accompany movement).

Note:

You must do the warm-up before performing the activity. Warm up can

be done within 5 minutes.

A. MOTIVATION:
Class, what can you see in the picture? A different
body shapes and action in
sitting
maam!
(Present pictures of different body shapes and actions)
Very Good!
Okay, Let’s do simultaneously the body shapes and actions (Pupil’s will
perform)
while singing the song Lubi-lubi

Who can do that different body shapes and action in sitting? ( Pupils will
do the different body

shapes
and action in sitting)

Activity 1:

24
 Ask the pupils to sit on the floor and sing the action song. (Pupil will sit
on the floor)

(Row, Row, Row your Boat)

What is described in the song? Rowing

maam.

How do you row a boat? (The pupil

execute the action in rowing)

What body parts are used in rowing a boat? The

arms maam.

What arm movements are used in rowing? The

stretching maam.

What body movements are used in rowing? The

bending maam.
shapes
and action in sitting)
B. PRESENTATION:
Our topic for today is all about flexibility exercises .

C. LESSON PROPER:

Note: At least one day before, assign the pupils to bring a half meter of
rubber or garter.

The teacher will present a piece of garter/rubber to the pupils.

Who want to stretch the garter/rubber

to its maximum length and release it? (The pupil

will perform the

stretching of garter/rubber.)
Teacher will repeat the activity twice until the pupils

have fully understood the concept of flexibility.

Teacher will ask the following question:

1. What is the character of a garter?

Flexible maam.

2. What will you do to increase its length?

Stretch the garter.

3. What will you do to decrease its length?

Release it.

25
 4. Are we flexible?
Yes maam!

5. How can people be flexible?

We can bend, stretch.

Do you know that we are also flexible?

Yes maam.

Divide the class into two groups.

A garter supported by a stand (or held by two pupils) is place horizontal

on the ground form a column .Each person will try to pass under the garter. After
everyone has tried, the garter is lowered an inch or two preferably until waist
level of the teacher. This is to ensure that you will not include strength while
performing the activity. And then the process repeats. The group who could not
touch the garter with any part of their bodies other than feet touched the
ground wins.

Note: When passing under the garter, you must bend backward or forward.
Challenge the pupils to do this flexibility well.

Note:

When passing under the garter. The pupils must bend backward or forward. The
teacher may play music during the game. Make sure the pupils do not injure
themselves.

Teacher will ask the following questions:

a. What body movements are used in playing the game?

Bending, stretching

b. Why do you think you can cross without being injured

as the garter is lowered inch by inch? I can

bend and maintain

balance
while crossing the garter.

c. What parts of the body are stretched? If I bend

backward-abdomen is

stretched. If forward-
the back part is stretched.

d. What parts of the body are bent? neck,

back part, abdomen

26
e. What did you do while waiting for your turn in playing the game? I stood
and waited for my turn.

What is flexibility? Flexibility is the ability to bend or

stretch without hurting.

What are the two kinds of flexibility? The two Kinds of Flexibility

1. Static Flexibility- doing flexibility exercises

on a stationary position.

2. Dynamic Flexibility- doing flexibility

exercises while moving

How do you show each kind of flexibility? The flexibility exercise is done
while moving.

The flexibility exercise is on

a stationary position.

The teacher will ask the pupils if they can still

improve their ability in doing dynamic and static flexibility.

ACTIVITY:

The teacher will divide the class into 4 groups. Each group shall create their own
body shapes and actions to be shown to the class. Creating will be timed 10
minutes and performance, 3 minutes per group.

D. GENERALIZATION:
Class any question about the flexibility exercises?
Again, What is flexibility? Flexibility is the ability to bend or
stretch without hurting. What are the two kinds of flexibility?
Two Kinds of Flexibility
Static Flexibility- doing flexibility exercises on a
stationary position.
Dynamic Flexibility- doing flexibility
exercises while moving.
How do you show each kind of flexibility? The flexibility exercise is
done while moving.
The flexibility exercise is on
a stationary position.
You can still improve your ability in doing dynamic and static flexibility?
Yes maam!

27
IV. EVALUATION:

Ask them to follow the directions on page LM 276.

Do the activity on page LM-page 277.

V. AGREEMENT

A. Ask the pupils to practice the different movements .

B. Ask them to draw symmetrical and asymmetrical shapes in their notebooks.

DETAILED LESSON PLAN

II. OBJECTIVES:

At the end of the lesson the pupils should be able to:

a. demonstrates momentary stillness in symmetrical and
asymmetrical shapes using body parts other than both feet as a base of
support PE3BM-Ig-h-16

b. performs body shape and actions PE3BM-Ic-d-15

c. enjoy fun games that develop flexibility
II. SUBJECT MATTER:

d. TOPIC: Flexibility Exercises

e. REFERENCE: Music, Arts, Physical Education and Health
2(Tagalog) DepEd.
Falculita, Rogelio F. et. Al.2013.pp.381-382, CG
page 21 of 67
Fitness for Health & Sports by Patricia G. Avila,
M.D Fitness for Children by Curt Hilton, Copyright
1995

28
 Music, Art, Physical Education and Health 3
pp.267-277
f. MATERIALS: laptop, projector, floor mat, garter

III.PROCEDURE:

TEACHER’S ACTIVITY
STUDENT’S ACTIVITY

(Preparatory Activity)
CLASSROOM ROUTINE
* Checking of Attendance and PE Uniform (appropriate attire

for physical activities)

* Warm up Activities: Refer to Lesson 1 on warm up exercises.
You may use music to accompany movement).

Note:

You must do the warm-up before performing the activity. Warm up

can
be done within 5 minutes.

E. MOTIVATION:
Class, what can you see in the picture? A
different body shapes and action in
sitting
maam!
(Present pictures of different body shapes and actions)
Very Good!
Okay, Let’s do simultaneously the body shapes and actions
(Pupil’s will perform)while singing the song Lubi-lubi

Who can do that different body shapes and action in sitting?

(Pupils will do the different body
shapes and action in sitting)

Activity 1:
Ask the pupils to sit on the floor and sing the action song. (Pupil
will sit on the floor)

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 (Row, Row, Row your Boat)
What is described in the song?
Rowing maam.
How do you row a boat? (The
pupil execute the action in rowing)
What body parts are used in rowing a boat?
The arms maam.

What arm movements are used in rowing?

The stretching maam.
What body movements are used in rowing?
The bending maam.

shapes and action in sitting)

F. PRESENTATION:
Our topic for today is all about flexibility exercises.

G. LESSON PROPER:

Note: At least one day before, assign the pupils to bring a half
meter of rubber or garter.

The teacher will present a piece of garter/rubber to the pupils.

Who want to stretch the garter/rubber
to its maximum length and release it?
(The pupil will perform the

stretching of garter/rubber.)
Teacher will repeat the activity twice until the pupils
have fully understood the concept of flexibility.
Teacher will ask the following question:

1. What is the character of a garter?

Flexible maam.
2. What will you do to increase its length?
Stretch the garter.
3. What will you do to decrease its length?
Release it.

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 4. Are we flexible?
Yes maam!

5. How can people be flexible?

We can bend, stretch.

Do you know that we are also flexible?

Yes maam.
Divide the class into two groups.

A garter supported by a stand (or held by two pupils) is place

horizontal on the ground form a column. Each person will try to pass under
the garter. After everyone has tried, the garter is lowered an inch or two
preferably until waist level of the teacher. This is to ensure that you will not
include strength while performing the activity. And then the process
repeats. The group who could not touch the garter with any part of their
bodies other than feet touched the ground wins.
Note: When passing under the garter, you must bend backward or
forward. Challenge the pupils to do this flexibility well.
Note:

When passing under the garter. The pupils must bend backward or
forward. The teacher may play music during the game. Make sure the
pupils do not injure themselves.

Teacher will ask the following questions:

a. What body movements are used in playing the game?
Bending, stretching
b. Why do you think you can cross without being injured
as the garter is lowered inch by inch?

I can bend and maintain balance while crossing the garter.

c. What parts of the body are stretched? If I bend
backward-abdomen is

stretched. If
forward- the back part is stretched.

d. What parts of the body are bent?

neck, back part, abdomen

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e. What did you do while waiting for your turn in playing the game? I
stood and waited for my turn.

What is flexibility? Flexibility is the ability to

bend or stretch without hurting.

What are the two kinds of flexibility? The two Kinds of

Flexibility
1. Static Flexibility- doing flexibility
exercises on a stationary position.
2. Dynamic Flexibility- doing flexibility
exercises while moving

How do you show each kind of flexibility? The flexibility exercise is

done while moving.

The flexibility exercise

is on a stationary position.
The teacher will ask the pupils if they can still

improve their ability in doing dynamic and static flexibility.

H. GENERALIZATION:
Class any question about the flexibility exercises?
Again, What is flexibility? Flexibility is the ability to bend
or stretch without hurting. What are the two kinds of flexibility?
Two Kinds of Flexibility
Static Flexibility- doing flexibility
exercises on a stationary position.
Dynamic Flexibility- doing
flexibility exercises while moving.
How do you show each kind of flexibility? The flexibility
exercise is done while moving.
The flexibility
exercise is on a stationary position.
You can still improve your ability in doing dynamic and static
flexibility? Yes maam!

32
IV. EVALUATION:
Ask them to follow the directions on page LM 276.

Do the activity on page LM-page 277.

V. AGREEMENT
A. Ask the pupils to practice the different movements.

B. Ask them to draw symmetrical and asymmetrical shapes in their

notebooks.

33
 DETAILED LESSON PLAN IN MAPEH (PE)
GRADE 3
FIRST QUARTER
I.OBJECTIVES
A.Cotent The learner demonstrates understanding of body shapes and
Standards body actions in preparation for various movement activities
B.Performanc The learner performs body shapes and actions properly
e Standards
C.Leaning Engages in fun and enjoyable activities Competency Code:
Competencie PE3PF- Ia-h-2
s Suggested learning activities:
Objetcives  Movement skills activities
(locomotor, non-locomotor and manipulative skills)
 Folkdances (Tiklos/Kunday-kunday)
 Rhythmic routines (ribbon, hoop, balls, and any
available indigenous/improvised materials)
 Lead up, organized and indigenous games corrective
exercises
II.Content
A. Unit An Mga Relasyon
Title
B. Topic Fun and Enjoyable Activities
III.LEARNING
RESOURCES
A. LM, CG,TG
References
1. Teacher’s 321-348
Guide Pages
2. Learner’s 351-374
Materials
Pages
3. Additional AV presentation of suggested songs and dance music
Materials
from LR
portal
4. Other Basketball, marakas, ribbons, hoops,patpat, ball
Learning
Resources
IV.
PROCEDUR
E
A.Reviewing Ask learners about what they have learned in the previous
Previous lessons.
Lesson or

34
presenting the
new lesson
B.Establishing Ask learners how they feel about the activities they had.
the purpose of
the lesson
C.Presenting Ask learners if they have experienced playing a relay.
examples/inst
ances of the
lesson
D.Discussing Tell the learners that in this lesson they will apply all their
new concepts learnings in their previous lessons. Group the learners
and practicing accordingly. The teacher will prepare stations with different
New Skills #1 tasks posted. Use the following RUBRICS to assess
performance.
Very Good Good Needs
Indicators (5 points) (3-4 points) Improvement Score
(1-2 points)
1.Religiously
followed the
mechanics of
the activity
2.Observed
safety
precautions
while
performing the
activity
3.Showed
teamwork,
honesty, and
sportsmanship.
4.Enjoyed the
game/activity
Week 1 - Manipulative and Rhythmic Routines using ribbons, balls,
patpat and hoops.
Week 2 - Lead up, organized and indigenous games
Week 3 – Folkdances Tiklos and Kunday Kunday

Week 1 - Group learners into 4. Assign 4 stations where they will

perform the different routines with respective manipulatives as:
Group 1 – Ribbons, balls, garter and hoops. Let leaners create their
own movement using the manipulatives. In 20 minutes all learners
should have performed all the task in each station.
Station 1: Using the garter, do “Limbo Rock.”

35
 Station 2: Chinese Get Up Activity
Station 3: Kneeling Challenge
Station 4: Body Conditioning and Flexibility Exercises(Run/March in
place;seated toe touch; seated straddle, side sitting; crossed leg
stretch

Week 2 – Group learners into 4. Do “Message Relay” game

observing proper posture while walking. Draw a line where they
will follow. Failure to step on the line is a violation. A player who
committed a violation stays at the back is the last player.

Week 3. Group learners into 2. The first group will perform the
folkdance “Tiklos” while the other group performs the folkdance
“Kunday Kunday.”

F. Developing
Mastery
(leads to
formative
assessment)
G.Finding
practical
applications of
concepts and
skills in daily
living
H. Making
Generalizatio
n and
Abstraction
about the
lesson
I.Evaluating
Learning
J.Additional
Ativities
VII.
REFLECTION
A.No.of
learners who
earned 80% in
the evaluation

36
B.No. of
learners who
require
additional
activities for
remediation
C.Did the
remedial lesson
work? No. of
lerners who
havw caught up
with the lesson
D.No. of
learners who
continue to
require
remedation
EWhich of my
teaching
strategies work
well?.
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?

37