School: IMPALUTAO INTEGRATED SCHOOL Grade Level: 9

Teacher: IVY PEARL DAGUPLO TOLLO Learning Area: PHYSICAL EDUCATION

Teaching Dates and Time: MARCH 20-24, 2023 Quarter: 3RD QUARTER

I. OBJECTIVES Mar 20 Mar 21 Mar 22 Mar 23 Mar 24

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards: The learner . . .
- demonstrates understanding of lifestyle and weight management to promote community fitness.
PREPARATIO
B. Performance N OF OTHER
The learner . . .
Standards: TEACHING
- maintains an active lifestyle to influence the physical activity participation of the community RELATED
- practices healthy eating habits that support an active lifestyle ACTIVITIES/
C. Learning - Executes the skills involved in the dance. (PE9RD-IIIb-h-4) WEEKLY
Competencies/ - Monitors periodically one’s progress towards the fitness goals. (PE9PF-IIIb-h- 28) MAPEH
Objectives: - Performs appropriate first aid for injuries and emergency situations in physical activity and dance settings (cramps, sprain, heat CULMINATIN
exhaustion). (PE9PF-IIIb-h- 30) G ACTIVITY
- Involves oneself in community service through dance activities in the community. (PE9PF-IIIg-h- 41)
- Recognizes the needs of others in real life and in meaningful ways. (PE9PF-IIIa-h- 42)

II. CONTENT FESTIVAL DANCE

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages PHYSICAL EDUCATION MODULE 5-7
3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing Previous The teacher will let the students The teacher will give a short quiz Group yourselves according to Let the students Bring out your
Lesson or Presenting the watch a video about a person regarding Locomotor and non- your place of origin regardless HR Log.
New Lesson who running/ walking and a locomotor movement. of gender. PREPARATIO
person who is just stretching in N OF OTHER
place. TEACHING
B. Establishing a Purpose Let the students differentiate the How can festival dancing contribute Identify with your group the In your notebook, compute for RELATED
for the Lesson video shown. to a healthier lifestyle? leading industry in your own your PMHR and THR. ACTIVITIES
place.
C. Presenting examples/ Let the students classify the Form 6 columns. In cross sitting Upon identification, make this Compare your PMHR and THR
 instances of the new
Lesson
D. Discussing new
concepts and practicing
new skills #1
E. Developing Mastery
(Leads to formative
Assessment)
F. Finding practical
applications of concepts
and skills in daily living
G. Making generalizations
and abstractions about
the lesson
H. Evaluating Learning
E. REMARKS
F. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
word given by the teacher,
whether it is Locomotor or
Non-locomotor movement.
The teacher will have a brief
discussion about Locomotor and
Non-locomotor movement.
Let the students execute some
basic Folk Dance Steps.
Decide with your group what
you wish to celebrate. Now that
you have recalled the basic
movements you learned for the
past years.
While doing the activity, do you
find it difficult or easy?
Make the celebration you have
agreed upon be the theme and
your guide in
creating the movements. In ten
minutes, you are expected to
come up with five figures of 16
counts each.
position, prepare your own
flashcard and chalk
together with your score sheet
because we’re having an honesty
quiz bee.
For 10-15 minutes, you are going to
perform the routine of five figures
you created in the previous activity
you did. For the first 5 minutes,
let’s see if you have reached your
minimum THR. If not yet, then we
proceed with the activity until your
heart rate falls
within your THR range.
Show a calorie counter table which
you can refer to students
consumption with as against
physical activities:
Computing for one’s Total Energy
Requirement (TER)
How to come up with the DBW
(Desirable Body Weight)?
Let the students Compute for their
Total Energy Requirement (TER)
and Desirable Body Weight.
a theme which can guide your
creation of movement patterns
and combinations for your
festival dance parade.
Integrate shouts that
distinguish your festival from
the other groups. This is called
your festival shout-out.
Make about 5 figures of 32
counts each.
Upon mastery, assemble
yourselves in 4 columns with a
distance of about two meters
from each other.
Let the students practice with
their routine.
Is there any difficulties that
you encountered during the
activity?
This time, perform your
festival dance integrating your
shouts in between figures or in
the end of the whole sequence
in continuous progression. Do
this in a open space or in your
gymnasium, if there’s any.
with that of your pre and post
HR result in you HR Log.
The teacher will have a brief
discussion on the PMHR and
THR.
If you have obtained a post HR
that is within your range of
THR, write P (Passed) beside
your post HR. If you have
obtained a post HR outside your
range of THR, write F (Failed).
In the column for RPE, if you
have obtained an RPE of very
light to moderate, write beside
your RPE result a P (Passed). If
you have obtained an RPE of
heavy or vigorous and up, write
F (Failed) beside your obtained
RPE.
While doing the activity, do you
find it difficult or easy?
Submit your HR Log with the
corresponding remarks to your
teacher for evaluation.
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
work well? Why did these
works?

Prepared by: Checked by: Noted by:

IVY PEARL D. TOLLO WALLY A. JUSTAGA MA. SOCORRO B. HALASAN Ph.D.

Teacher I JHS- OIC School Principal

March 20-24, 2023