Republic of the Philippines
Department of Education
TEACHER Ma. Shayne Rose H. Villafuerte
QUARTER 4th QUARTER
I. OBJECTIVES
1. Most Essential Learning
Competencies
(With code)
2. Learning Outcome
3. Learning Objectives (KSA)
II. CONTENT
III. LEARNING RESOURCES
References
Other Learning Resources
IV. PROCEDURES
Reviewing the previous
Lessons or presenting the
new lesson
Establishing a purpose for the
lesson
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
Camarines Sur National High School
MAPEH DEPARTMENT
LEARNING AREA/GRADE LEVEL Physical Education 7
DATE June 1, 2023
LESSON PLAN
1. Undertakes physical activity and physical fitness assessments PE7PF-IVa-h-23
2. Executes the skills involved in the dance PE7RD-IVd-h-4
1. The learners identified locomotor and non-locomotor skills in Philippine Festival dances.
2. The learners created exercises using locomotor and non-locomotor movements.
3. The learners assumed responsibility for achieving personal fitness through knowing the
importance of physical activity and exercise program.
At the end of the lesson, the learners are expected to:
1. Identify locomotor and non-locomotor skills in Philippine Festival dances;
2. create exercises using locomotor and non-locomotor movements; and
3. assumes responsibility for achieving personal fitness through knowing the importance of physical
activity and exercise program.
Locomotor and Non-Locomotor Skills Use in Philippine Festival Dances
Physical Education and Health 7 Learner’s Material. Department of Education- Bureau of Learning
Resources (DepEd-BLR), First Edition, 2017. Pages 189-197
QRs: Festival Music Skeletal Muscle
● The teacher will give a short recap of their lessons about the religious and non-religious festivals
using a chart that will be flashed on the screen.
● The teacher will ask the students to answer short survey questions for festival dancing within 1
minute and 30 seconds. (Integration to Numeracy)
(From PE and Health 7 Learner’s Material page 189)
Festival Dancing and Related Activities Yes No
1. Do you have a festival in your town?
2. Is anybody in your family a festival/ dance group member?
3. Have you watched any festival dancing competitions?
4. Do you watch festival dances on YouTube or a TV channel?
5. Do you believe that festival dancing improves one’s fitness?
6. Have you been involved in a festival in your place?
7. Are you proud of the festival in your place?
8. Do you agree that only physically fit people can participate in festival
dancing?
9. Do you believe that festival dancing can improve your fitness and personal
discipline?
10. Do you agree that one’s physical fitness can be improved by actively
participating in festival dancing?
No. of Yes Responses Relative Interpretation
 1-3 Inactive in festival dancing activities
4-6 Moderately active in festival dancing activities
7-10 Highly involved in festival dancing activities
The teacher will call students who got 7-10, 4-6, and 1-3 Yes responses.
The students will be asked to say something in front of the class about:
1. Do you believe that festival dancing can improve your fitness and personal discipline? Objective No. 3
Explain your answer. (From question number 9)
2. “How will you use your knowledge about festival dances to improve your physical
fitness level?”
Presenting Festival Dances as One of the Physical Activity
examples/instances of the The students will read the meaning of Physical activity. (Language Integration)
new lesson The teacher will explain to the class that to improve one’s physical fitness,
such as joining festival performances, is an example of physical activity.
The whole class will do a warm-up exercise.
The students will be asked to perform their prepared festival dances to the class.
Practice Task 1: (Presentation of Religious and Non-Religious Festivals)
The students will present their Religious and Non-Religious Festival performances.
Note: The teacher graded them during their practices.
Across Curriculum…
The teacher will explain that Physical activity is a bodily movement produced by skeletal muscles. It is
Objective No. 3 being defined in science that skeletal muscles are the muscles that connect to bones and allow a
person to perform a wide range of movements and functions. Skeletal muscles are voluntary,
meaning you control how and when they work. So, if they don't do physical activity or exercise, their
muscles become smaller and weaker. Your bones become more brittle and are likely to fracture.
A. Science 4 2nd Quarter Week 1 Communicate that the major organs work together to make the body
function properly (S4LT-IIa-b-2)
B. Science 6 2nd Quarter Week 3 Explain how the different organ systems work together.
(S6LT-IIc-d-2) 
Discussing new concepts I. Fundamental Skills (Locomotor and Non-locomotor Movements)
and practicing new skills  The teacher will highlight that the warm-up exercise they do and their festival dance presented
#1 are combinations of the fundamental skills: locomotor and non-locomotor movements.
 The students will share their idea about locomotor and non-locomotor movements from their
elementary lesson topic using the guide questions:
a. What do you remember from your elementary lessons regarding locomotor movements?
b. If locomotor movements move from one space to another, how about non-locomotor
Objective No. 1 movements?
c. Can you give an example of locomotor and non-locomotor movements?
d. From your festival dance presented, who can execute the locomotor and non-locomotor skills
you have used?
Discussing new concepts II. Exercise
and practicing new skills  The teacher will connect the fundamental skills in creating exercises.
#2 - “It is important that you are aware of the fundamental skills. Since these are basic and
functional skills, you have to enhance these skills through exercise.”
 The students will be asked to give some benefits of exercise in achieving personal fitness.
Objective No. 3 - “What do you think are the benefits of exercise in achieving physical fitness and body
wellness?
 The students will be asked about their previous knowledge in creating an exercise program.
- “Have you seen an exercise program?” or
- “Do you know what the exercise program is for?”
 The teacher will give an example of an exercise program format:
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 
Week Intensity: Light Intensity: Rest Intensity: Light Intensity: Light
Rest Intensity: Light T
Time: 30 Light Time: 30 minutes Time: 30 Time: 30 minutes, in
1 minutes in the Time: 30 in the morning minutes, in the the afternoon
morning minutes, in Type: Core afternoon Type: Yoga (L and
Type: the afternoon exercises (NL, Like Type: Zumba NL)
Stretching for Type: Run Planking and Dance (L and
flexibility (NL) (L:Speed and crunches) NL)
cardio)
Week Intensity:
Moderate
Rest Intensity:
Moderate
Intensity: Moderate
Time: 45 minutes
Rest Intensity:
Moderate
Intensity: Light to
moderate
2 Time: 45 Time: 45 in the morning Time: 45 Time: 45 minutes, in
minutes in the minutes, in Type: Core minutes, in the afternoon
morning the afternoon exercises (NL, Like the afternoon Type: Yoga (L and
Type: Type: Run (L: Planking and Type: Zumba NL)
Stretching for Speed and crunches) Dance (L
flexibility (NL) cardio) and NL)
Note: L- Locomotor, NL-Non-Locomotor

Developing mastery
(Leads to
Formative/Authentic
Assessment)
Finding practical Objective
No. 2
applications of concepts
Objective No. 2
Generalizing and
abstractions about the
lesson
Evaluating learning
he teacher will explain how she develops this exercise program, leading the class to create their
own exercise program.
10-Minute Activity: (5 Minutes Coaching and practice, 5 Minutes Presentation)
 The class will be divided into two groups (same groupings from their previous group activity).
 Using festival music that the teacher will play, each group will create four combinations of
movement exercises that are assigned to them (locomotor or non-Locomotor exercises)
 Each movement must consist of 16 counts only to maximize the time.
My Exercise Program: (1 Minute and 30 seconds)
 This activity will allow the students to create their own exercise program using fundamental
movements they used to do every day. Examples are walking and stretching in the morning.
 All they have to do is fill out the time and type of exercise they will do on the particular days in
the simplified exercise program chart:
MY EXERCISE PROGRAM IN TWO WEEKS
Name: Year and Section:
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Week Intensity: Light Intensity:
Rest Intensity: Light Intensity: Light
Rest Intensity: Light
Time: _______ Light Time: _______ Time: Time: _______
1 Type of Time: Type of Locomotor _______ Type (Combination
Locomotor _______ skills: ________ Type of Non- of Locomotor and
skills: Type of Non- Locomotor Non-Locomotor):
________ Locomotor skills: _______ ___________
skills: ______
Week Intensity:
Moderate
Rest Intensity:
Moderate
Intensity: Moderate
Time: _______
Rest Intensity:
Moderate
Intensity: Light
Time: _______
2 Time: _______ Time: Type of Locomotor Time: Type (Combination
Type of _______ skills: ________ _______ of Locomotor and
Locomotor Type of Non- Type of Non- Non-Locomotor):
skills: Locomotor Locomotor ___________
________ skills: ______ skills:
______
Note: Fill in the time and type of exercise (Locomotor or Non-Locomotor); 1st week’s
intensity must be light, and 2nd week should be moderate.
After the activity, the students will be asked to answer the following questions:
 How can you say that the movements are locomotor?
 How can you say that the movements are non-locomotor? Objective No. 1 to 3
 Why do you need to do physical activities and exercises?
 How will you motivate yourself to engage in physical activities?
The 10 -minute Activity will be evaluated using the Rubrics below: (10 points is the highest point)
Criteria 1 2 3 4 5
Very Poor Poor Satisfactory Very Satisfactory Excellent
Team Work 1 or 2 members of Very few members of A few members of More members of the Members of the team
team members do all the team helped and the team helped and team helped and shared helped and shared their
the tasks while others shared their ideas. shared their their thoughts. Most of the ideas all the way to finish
do non-related work. Very few shows are thoughts. Few show members show good the task. All show good
good character and good character and character and conduct. character and proper
behavior conduct. behavior throughout the
activity session.
Movements The group performed The group performed The group performed The group performed five The group performed five
less than two 3 to 4 movements 3 to 4 movements different movements. different movements.
movements. They did only. They seldom only. They followed They seldom followed the They followed the counting
not follow the number followed the counting the counting and the counting and the type of and the type of
of counting and the and the type of type of fundamental fundamental skills fundamental skills
type of fundamental fundamental skills skills assigned to assigned to them. assigned to them.
skills assigned to assigned to them. them.
them.
TOTAL:
Evaluating the exercise program (20 points is the highest point)
The teacher will read at least 3 exercise programs to the students.
The teacher will check the entire outputs after the class and return the outputs to the next meeting.
Pointing System of the exercise program:
 2 points each day (time and type of exercise) X 5 days each week= 20 points
 The time for the first week should be shorter than the second.
 The type of exercise must be suited to the type of skills needed in the day.
 Additional activities for The students will…
application or
remediation 1. Create their Daily Festival Dancing Program. (Format is available on page 197)
2. Answer the following questions as preparation for the next lesson: (Reference pages 382 to 394)
a. What are Non-communicable Diseases (NCD)?
b. Enumerate and define the common NCD.

Book: Physical Education and Health 7 Learner’s Material. Department of Education- Bureau of
Learning Resources (DepEd-BLR), First Edition, 2017.

Prepared by:
MA. SHAYNE ROSE H. VILLAFUERTE
Demonstration Teacher

Checked by:
IVY DOROTHY ASICO Pre-Conference Date
Grade 7 Dean, MAPEH Department May 31, 2023

Checked by:
NIMFA C. REGALADO Pre-Conference Date
Department Head, MAPEH May 31, 2023

Observed by

____________________

Date Observed

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