Grades School Grade Level 12 Grade Level

1 to 12 Teacher HOPE 3 Group Learning Area HOPE 3 Learning Area

DAILY
LESSO Teaching Dates WEEK 16-20 Quarter 3rd & 4th Quarter
N LOG and Time

WEEK 16 WEEK 17 WEEK 18 WEEK 19 WEEK 20

I. OBJECTIVES

The learner demonstrates understanding of dance in optimizing one’s health; as requisite for PA performance, and as a career opportunity.
A. Content Standards
The learner leads dance events with proficiency and confidence resulting in independent pursuit and in influencing others positively
B. Performance Standards

C. Learning Competencies/ PEH11FH-Ip-q-16 PEH11FH-Ip-q-16 PEH11FH-Io-t-17 PEH11FH-Io-t-17 PEH11FH-Io-t-17

Objectives Recognizes one’s potential for
Write the LC code for health-and dance related
each career opportunities
PEH11FH-Io-t-17
Organizes sports event for a
target health issue or concern
PEH11FH-Ia-t-8
Engages in moderate to
vigorous physical activities
(MVPAs) for at least 60 minutes
most days of the week in a
variety of settings in- and out-of
school
PEH11FH-Ik-t-9
Analyzes physiological
indicators such as heart rate,
rate of perceived exertion and
pacing associated with MVPAs
to monitor and/or adjust
participation or effort,
Recognizes one’s potential for Organizes sports event for
health-and dance related career a target health issue or
opportunities concern
PEH11FH-Io-t-17 PEH11FH-Ia-t-8
Organizes sports event for a Engages in moderate to
target health issue or concern vigorous physical activities
(MVPAs) for at least 60
PEH11FH-Ia-t-8 minutes most days of the
Engages in moderate to vigorous week in a variety of settings
physical activities (MVPAs) for at in- and out-of school
least 60 minutes most days of the
week in a variety of settings in- and PEH11FH-Ik-t-9
out-of school Analyzes physiological
indicators such as heart
PEH11FH-Ik-t-9 rate, rate of perceived
Analyzes physiological indicators exertion and pacing
such as heart rate, rate of associated with MVPAs to
perceived exertion and pacing monitor and/or adjust
associated with MVPAs to monitor participation or effort,
and/or adjust participation or effort,
PEH11FH-Ik-t-10
PEH11FH-Ik-t-10 Observes personal safety
Observes personal safety protocol protocol to avoid
Organizes sports Organizes sports
event for a target event for a target
health issue or health issue or
concern concern
PEH11FH-Ia-t-8
Engages in moderate PEH11FH-Ia-t-8
to vigorous physical Engages in moderate
activities (MVPAs) for to vigorous physical
at least 60 minutes activities (MVPAs) for
most days of the week at least 60 minutes
in a variety of settings most days of the week
in- and out-of school in a variety of settings
in- and out-of school
PEH11FH-Ik-t-9
Analyzes physiological PEH11FH-Ik-t-9
indicators such as Analyzes physiological
heart rate, rate of indicators such as
perceived exertion and heart rate, rate of
pacing associated with perceived exertion and
MVPAs to monitor pacing associated with
and/or adjust MVPAs to monitor
participation or effort, and/or adjust
participation or effort,
 PEH11FH-Ik-t-10
Observes personal safety
protocol to avoid dehydration,
overexertion, hypo-and
hyperthermia during MVPA
PEH11FH-IIa-t-12
Demonstrates proper etiquette
and safety in the use of facilities
and equipment
participation,
PEH11FH-Id-t-14
Recognizes the value of
optimizing one’s health through
participation in physical activity
assessments
PEH11FH-Ik-t-15
Displays initiative responsibility
and leadership in sports
activities,
to avoid dehydration, overexertion, dehydration, overexertion,
hypo-and hyperthermia during hypo-and hyperthermia
MVPA during MVPA
PEH11FH-IIa-t-12 PEH11FH-IIa-t-12
Demonstrates proper etiquette and Demonstrates proper
safety in the use of facilities and etiquette and safety in the
equipment use of facilities and
participation, equipment
participation,
PEH11FH-Id-t-14
Recognizes the value of optimizing PEH11FH-Id-t-14
one’s health through participation in Recognizes the value of
physical activity assessments optimizing one’s health
through participation in
PEH11FH-Ik-t-15 physical activity
Displays initiative responsibility and assessments
leadership in sports activities,
PEH11FH-Ik-t-15
Displays initiative
responsibility and leadership
in sports activities,
PEH11FH-Ik-t-10
Observes personal PEH11FH-Ik-t-10
safety protocol to avoid Observes personal
dehydration, safety protocol to avoid
overexertion, hypo-and dehydration,
hyperthermia during overexertion, hypo-and
MVPA hyperthermia during
MVPA
PEH11FH-IIa-t-12
Demonstrates proper PEH11FH-IIa-t-12
etiquette and safety in Demonstrates proper
the use of facilities and etiquette and safety in
equipment the use of facilities and
participation, equipment
participation,
PEH11FH-Id-t-14
Recognizes the value PEH11FH-Id-t-14
of optimizing one’s Recognizes the value
health through of optimizing one’s
participation in physical health through
activity assessments participation in physical
activity assessments
PEH11FH-Ik-t-15
Displays initiative PEH11FH-Ik-t-15
responsibility and Displays initiative
leadership in sports responsibility and
activities, leadership in sports
activities,

HIPHOP AND STREET DANCE Introduction of Health-optimizing Introduction of Health- Introduction of Introduction of
II. CONTENT P.E. (H.O.P.E.) optimizing P.E. (H.O.P.E.) Health-optimizing Health-optimizing
60 MINUTES MVPA Dance Dance P.E. (H.O.P.E.3) P.E. (H.O.P.E.)
Cheerdance Cheerdance Dance
Safety protocol to avoid Cheerdance Culminating Activity:
dehydration, overexertion, Cheerdance
hypo- and hyperthermia Competition
during MVPA participation

Proper etiquette and safety in

the use of facilities and
equipment
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Physical Education and Health Carlos, M.C. et al. PHYSICAL Carlos, M.C. et al. Carlos, M.C. et al. Carlos, M.C. et al.
Book Grade 10 EDUCATION 2 RHYTHMIC PHYSICAL EDUCATION 2 PHYSICAL PHYSICAL
Physical Education and Health ACTIVITIES RHYTHMIC ACTIVITIES EDUCATION 2 EDUCATION 2
VOLUME II/First Edition (REX RHYTHMIC RHYTHMIC
Publishing House) ACTIVITIES ACTIVITIES
Physical education and health
(DIWA Senior High School
Series)
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
Wikipedia Internet research of Video Lesson Internet research of Video Internet research of Internet research of
or pictures Lesson or pictures Video Lesson or Video Lesson or
( Note: Please specify the URL of ( Note: Please specify the pictures pictures
the website/s and acknowledge URL of the website/s and ( Note: Please specify ( Note: Please specify
the author/s) acknowledge the author/s) the URL of the the URL of the
website/s and website/s and
acknowledge the acknowledge the
author/s) author/s)
Before starting the lesson Guided questions: What is the Guided Questions: Guided Questions: Recalling the topics
remind the students about the importance of teamwork? 1. What part of your 1. What are the that will incorporate the
proper etiquette and safety in body can be skills you get said culminating
the use of facilities and develop in in the activity
equipment (PEH12FH-Ia-t-12) executing activities activity?
Warm-up such as hoping, 2. How can you
Use basic steps of hip-hop as jumping, tumbling, apply the
step pattern of Zumba. Repeat it jogging etc. different
as many as possible so that skills?
 students can easily recognize
the dance steps of hip-hop.
B. Establishing a purpose Organizers will be having a
for the lesson planning to prepare the
upcoming activities/assigning
technical officials in Table
Tennis and Volleyball.
C. Presenting Activity
examples/instances of The class were divided into 6
the new lesson last meeting.
The final output supposedly
performed this point of time.
D. Discussing new Before proceeding to the
concepts and practicing actual performance of by group
new skills #1 the leader of each group will
conduct a game where will be
tackled the past lesson or the
topic discussed last meeting.
(PEH12FH-Ik-t-15)
1. Popping- Dance
styles based on
the technique of
quickly contrating
and relaxing
muscle to cause a
jerk in a dancer’s
body.
2. B-boying- the
Activity 1: “Yell mo, Yell ko”
Mechanics: Divide the class into
four groups. Choose one leader
from each group. Each leader will
have a draw lots and they will be
given at least two (2) minutes to
create a yell formulating a shape
through the draw lots they picked.
Activity 2. RHYTHMIC EXERT-
CISE
Mechanics: Each group will create
5 locomotor and non-locomotor
movements combination
accompanied of 2/4 Time
Signature. The teacher will choose
the music. Use a garter as a
equipment in doing your
combination movements.
Guided Question:
How flexibility can help our
body?
What is the impact of dance in
your health?
Activity 1: Draw Lots
Mechanics: The same
grouping the leader will pick
a paper with the execution
they have to show in class.
The other groups should
guess the execution of the
performing group.
The first team with the
highest score will declare as
the winner.
Activity 2: Vice-Versa
Mechanics: After guessing
the given activities, each
group should create a dance
presentation within 2
minutes depending on the
draw lots they get.
Guided Question:
1. What are the
safety precautions
that are needed
when dancing?
Activity 1: The Power Mechanics: The
of the Mind teacher will instruct the
Mechanics: students to group
Repeat what I say themselves on specific
and DO what I Say number of members.
Repeat what I say but
Do the reversed of
what I say
Do what I see but say
the reverse of what I
say
Activity 2: Robort Activity
Pump Presenting the project
Mechanics: performance plan:
Follow what I do and Please refer to the
Pump what I say activity plan sheet
Guided Question: Presenting the
What is the importance project performance
of instructions? plan: Please refer to
the to other activity
plan sheet
 movement of b-
boying or
breakdancing are
toprock, downrock,
freezes and power
moves
3. Wacking-
commonly used in
hip-hop
4. Locking- can be
identified by its
distinctive stops
5. Krumping- It is
free, expressive
and highly
energetic
6. Tutting- Dance
styles which focus
on making
geometric shapes
forming right angle.

E. Discussing new After conducting the The teacher will give the different Guided Question: Guided Question:
concepts and practicing game, let students have a basic steps of cheer dance 2. What are the What is the importance
new skills #2 1-minute water break as The teacher will demonstrate the importance of of teamwork and
reminder of personal basic steps of cheer dance and the exercise to our listening?
safety protocol to avoid students will follow. daily living?
dehydration, overexertion,
hypo- and hyperthermia
during MVPA participation
(PEH12FH-Ik-t-10).
After this proceed to the main
performance of the students.
F. Developing mastery At this point, the GUIDED QUESTION: Activity 3:
(leads to Formative performance task of the a. How will you manage Activity 3: Execution Performance See Rubrics to the
Assessment 3) students will start.---Present your stress in a Perform the Mechanics: Create a other sheet for
the rubrics to the class. positive way? combination of basic dance dance presentation evaluating
steps in cheer dance they combining the basic performance
created last week (wk 17). dance steps of
Rubrics will be given to each ballroom and hiphop to
group. form a cheerdane.
 Apply the appropriate
music and different
movements of dance
G. Finding practical H. Dance performance PRACTICE: Guided Question:
applications of concepts In 32 counts the same group of Guided questions: What are the Improvement of
and skills in daily living students should create the different 1. What is the differences of each health and
movements using basic steps of important of type of dance? collaborative
cheerdance. locomotor and non- learning activity
locomotor skills in through physical
dancing? performance/ cheer
dance presentation
I. Making generalizations REFLECTION Guided Question:
and abstractions about Ask some student about their GUIDED QUESTION: Guided questions: What are the
the lesson experience dancing hi-hop. a. Explain how one can 1. How did you come importance in
FOLLOW UP vary intensity of a up with that combining the different
In doing the hip-hop that what do physical activity performance? dance steps?
you think is the impact of this
dance to our life?
What do you think is
importance of participating in
physical activity and how it
improves the health.
(PEH12FH-Id-t-14)
J. Evaluating learning  After teaching the 48 Realization: Results be base on
counts hip-hop dance, GUIDED QUESTION: Activity 4: Realization Each student the scores
ask students to apply a. What is the proper In a piece of paper each should make their own evaluated using the
new steps regarding etiqutte in dancing? students should make their realization about the rubric presented
the dance styles under realization about the activity.
hip-hop. They going to activities given to them.
create 1 minute dance
routine.
 Give them 10 minutes
to practice.
 Give students
materials so that they
create graffiti art that
addresses
health/fitness issues
and concerns.
(PEH12FH-Ik-o-13)
 K. Additional activities for Give students preview about the
application or next topic and give them the
remediation important terms about the next
dance.

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
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?
 Dance performance

Criteria Advanced Proficient Approaching Proficient Developing

4 3 2 1

Attitude Positive attitude: Always willing to try Positive attitude: Inconsistent attitude: Poor attitude
Most often willing to try Needs some encouragement. Does not respond to
encouragement
Respect Always courteous and respectful of Often courteous and respectful of Sometimes courteous and Disrespectful of others
others others respectful of others.

Initiative and Participation Consistently attends, prepares and Often attends prepares Sometimes attends, prepares and Does not attend, prepare
participates in the activities. participates in the activity. and participate in the
activities.
Dependability Very dependable Dependable Inconsistently dependable Not dependable

Execution Always executes the movements Often executes the movements Sometimes executes the Does not execute the
properly properly movements properly movements properly

Observance Of Safety Always practices safety precautions Often practices safety precautions Sometimes practices safety Does not practice safety
precautions