DLP COT Q3 PE10 - DLP-COT-Q3-PE10

Physical Education (Western Philippines University)

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 School Grade &
Llorente National High School
DAILY Section
Teacher Learning
LESSON Eugenio C. Dialino Jr. Area PE-10
PLAN Teaching Dates
& Time Quarter 3
Week No. Day Duration 1 hour

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
The learner demonstrates understanding of lifestyle and weight management to promote
A. Content
societal fitness.
Standards
B. Performance The learner maintains an active lifestyle to influence the physical activity participation of the
Standards community and society practices healthy eating habits that support an active lifestyle.
C. Learning Expresses a sense of purpose and belongingness by participating in physical activity-related
Competency/is community services and programs (PE10PF-IIIc-h-48)
Write the LC Code for each.
Knowledge: Identify the different styles of hip hop and street dance;
D. Learning
Skills: Execute the styles of hip hop and street dance; and
Objectives Attitudes: Share personal experience from participating recreational activity like hip hop
dance.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC ACTIVE RECREATION
• STREET & HIP-HOP DANCES
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

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 MS Power point, strips of paper with hashtags, music, speaker
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing previous
lesson or The teacher will have to ask the following questions to recall the previous lessons.
presenting the new 1. What is the concept of active recreation?
lesson. 2. Can you give an examples of indoor and outdoor recreational activities?
ELICIT (The activities in this
section
will evoke or draw out prior
concepts of or experiences
from the students)
B. Establishing a
purpose for “Ako’y Pilipino, Ipagmalaki Mo”
the lesson. Let the students watch the performance of a street dance group in the Philippines who
ENGAGE (The activities in have won international acclaim such as Philippine All-Star.
this section will stimulate their Link: https://youtu.be/RK7rg6Ga1sk
thinking and help them Processing Question:
access and connect prior
knowledge as a jumpstart to the 1. What do you feel about Filipino dancers competing worldwide?
present lesson.) 2. How do these dancers sustain their fitness?
3. What type of dance do the performance is?

C. Presenting
examples/instance s Introduce the lesson by this keyword:
of the new lesson. #StreetDances
#HiphopDances

D. Discussing the new Students will answer the following questions:

ACTIVITY

concepts and 1. Have you ever participated performed personally or watched a

practicing new certain performances of a hip-hop and street dance?
skills #1. 2. What is/are the name/s of the dance group do you know which are famous
EXPLORE (In this section, in these styles?
students will be given time to 3. Would you like to know and try also the styles of street dance or hip hop dance?
think, plan, investigate, and
organize collected information;
or the performance of the

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planned/prepared activities from
the student’s manual with data
gathering and
E. Discussing the new
concepts and Let the students do Activity No. 2 (“Hashtags)
practicing new Let the students give their point of view or elaborate the following terms/hashtags:
skills #2. #streetdance
#hiphopdance
#bboying
#popping
#locking
#krumping
#tutting
#shuffling
#waacking
F.Developing
ANALYSIS

mastery The teacher will give feedback on the insights given by the students on the previous
(Leads to activity.
formative
assessment 3). #streetdance – refers to dance styles that have evolved outside of dance studios.
EXPLAIN (In this section,
students will be involved in an #hiphopdance - is a cultural movement best known for its impact on music in the form of
analysis of their exploration. the musical genre of the same name.
Their understanding is clarified
and modified because of
reflective activities)/Analysis of #bboying - or breaking, also called breakdancing, is a style of street dance and the
the gathered data and results first hip-hop dance style.
and be able to
answer the Guide Questions
leading to the focus concept or #popping - is based on the technique of quickly contracting and relaxing muscles to
topic of the day. cause a jerk in a dancer’s body.

#locking - is usually performed by stopping the fast movement that you are doing,
locking your body into a position, holding it, and then continuing at the same speed as
before.

#krumping - is free, expressive and highly energetic. Most people paint their faces in
different designs. Krumping is a dance style to release anger.

#tutting - is a creative way of making geometric shapes forming right angle using your
body parts.

#shuffling - is a rave and club dance are a fast heel and toe action with a style suitable for
various types of electronic music.

#waacking - consists of stylized posing and fast synchronized arm movements to the beat
of the music. Today, waacking is a popular element of hip hop dance.

G. Making
ABSTRACTION

generalization and Ask students to perform the styles they know.

abstraction about
the lesson. Afterwards, have a counter-demonstration of the different style of hip-hop dancing.
ELABORATE (This section
will give students the
opportunity to expand and
solidify / concretize their
understanding
of the concept and / or apply
it to real – world situation)
H. Finding practical
APPLICATION

application of Group Activity: “LET’S DANCE”

concepts and skills (choose one activity appropriate to the situation of the learners)
in daily living. A. WE CAN DO IT
• Have them form one group including family members.
• Select at least 3-5 styles of hip hop top create a hip-hop dance routine with at least
16 counts each.
• Record the performance in an MP4 format and send it to the teacher’s social
media account.

B. I CAN DO IT
• This activity can be done solo.
• Also, select at least 3-5 styles of hip hop top create a hip-hop dance routine with
at least 16 counts each.
• Record the performance in an MP4 format and send it to the teacher’s social
media account.

Performance will be guided with the rubric:

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 I.
Evaluating

ASSESSMENT
learning. Group Presentation guided with the rubric below:
EVALUATION (This section
will provide for concept check CRITERIA EXCELLENT ACHIEVING DEVELOPING
test items and answer key 15 points 10 points 5 points
which are aligned to the
learning objectives - content
Rhythm/ Accurate in beat, Shows a basic Attempts to keep a
and Tempo tempo, rhythm of dance understanding of tempo and rhythm, but gets
performance standards and sequences beat but sometimes falls off beat and
address misconceptions – if behind or doesn’t
any) makes error in rhythm. follow music.
Memory Students has mastered Students knows most of Students tend to
sequence order and is sequence order still follow others and
able to perform in their makes errors and follows. has no
own. knowledge of
sequence order
of their own.
Effort to Worked hard to learn Some effort put forth Minimal effort
Learn Dance dance
Technique Students has mastered Movements are more Movements are
focus of movement defined and students have known but not
utilizing concepts for developed some mastery. mastered.
development fully.
J.
Additional
ASSIGNMENT

activities for
application or Put your own signature.
remediation. Put your own signature on the components that are developed in street
EXTEND (This sections give
situation that explains the topic and hip-hop dance styles.
in a new context,
or integrate it to another Fitness Component Krumping Tutting Shuffling
discipline / societal concern) Speed
Balance
Agility
Coordination
Power
Reaction Time
Muscular Strength
Muscular
Endurance
Cardiovascular
Endurance
Flexibility
Body Composition

Process Question: What specific hip hop style strikes you and why?

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
VI. REFLECTION the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
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 lesson work?
No. of learner who caught
up with the lesson
D. No. of learner 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
material did I use/discover.

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Prepared by:

EUGENIO C. DIALINO JR.

Teacher III

Rater:

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