St. Vincent School Foundation, Inc.

Legaspi St., Poblacion Sur, PaniquiTarlac

S.Y. 2020-2021

TEACHING GUIDE IN PHYSICAL EDUCATION AND HEALTH 12

TOPIC/ LESSON NAME Health Related Fitness (HRF)

CONTENT STANDARDS The learner demonstrates understanding of dance in optimizing one’s health; as requisite for physical activity assessment performance,
and as a career opportunity.

PERFORMANCE STANDARDS The learner leads dance events with proficiency and confidence resulting in independent pursuit and in influencing others positively.

MOST ESSENTIAL LEARNING

Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet.
COMPETENCY/IES

At the end of the lesson, the learners should be able to:

TARGET SPECIFIC LEARNING 1.
OUTCOMES

TARGET CHARACTER VALUE/S

FOCUS

TIME ALLOTMENT 2 days

LESSON OUTLINE:

1. INTRODUCTION :
2. MOTIVATION :
3. INSTRUCTION/DELIVERY :
4. PRACTICE :
5. ENRICHMENT :
6. EVALUATION :
 MATERIAL

RESOURCES

PROCEDURE MEETING LEARNERS’ NEEDS

1. INTRODUCTION TEACHER’S TASKS:

2. MOTIVATION

3. INSTRUCTION/DELIVERY

4. PRACTICE

5. ENRICHMENT

6. EVALUATION

Prepared by:

____________________
SUBJECT TEACHER

Checked by: Noted by:

DAN ANGELO G. DUCO MRS. VINADA RIA C. MANGANDE

 SHS-ACADEMIC COORDINATOR HS-
PRINCIPAL
 St. Vincent School Foundation, Inc.
Legaspi St., Poblacion Sur, PaniquiTarlac
S.Y. 2020-2021

TEACHING GUIDE IN PHYSICAL EDUCATION AND HEALTH 12

TOPIC/ LESSON NAME FITT Goals based on training principles

CONTENT STANDARDS The learner demonstrates understanding of dance in optimizing one’s health; as requisite for physical activity assessment performance,
and as a career opportunity.

PERFORMANCE STANDARDS The learner leads dance events with proficiency and confidence resulting in independent pursuit and in influencing others positively.

MOST ESSENTIAL LEARNING

Sets FITT goals based on training principles to achieve and/or maintain HRF.
COMPETENCY/IES

At the end of the lesson, the learners should be able to:

TARGET SPECIFIC LEARNING
OUTCOMES

TARGET CHARACTER VALUE/S

FOCUS

TIME ALLOTMENT 2 days

LESSON OUTLINE:

1. INTRODUCTION :
2. MOTIVATION :
3. INSTRUCTION/DELIVERY :
4. PRACTICE :
5. ENRICHMENT :
6. EVALUATION :
 MATERIAL

RESOURCES

PROCEDURE MEETING LEARNERS’ NEEDS

7. INTRODUCTION TEACHER’S TASKS:

8. MOTIVATION

9. INSTRUCTION/DELIVERY

10. PRACTICE

11. ENRICHMENT

12. EVALUATION

Prepared by:

____________________
SUBJECT TEACHER

Checked by: Noted by:

DAN ANGELO G. DUCO MRS. VINADA RIA C. MANGANDE

SHS-ACADEMIC COORDINATOR HS-
PRINCIPAL
 St. Vincent School Foundation, Inc.
Legaspi St., Poblacion Sur, PaniquiTarlac
S.Y. 2020-2021

TEACHING GUIDE IN 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

TOPIC/ LESSON NAME 21st Century Literature: Mapping the Features of Philippine Literature
a. Geographic, linguistic, and ethnic dimensions of Philippine Literary History from Pre-Colonial to the Contemporary:

CONTENT STANDARDS The learner will be able to understand and appreciate the elements the context of 21 st Century Philippine literature from the regions

PERFORMANCE STANDARDS The learner will be able to demonstrate understanding and appreciation of 21 st Century Philippine Literature through a written close analysis and
critical interpretation of a literary text in terms of form and theme, with a description of its context derived from research.

LEARNING COMPETENCIES Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner the ability to:
1. Identify the geographic, linguistic, and ethnic dimensions of Philippines literary history from pre-colonial to the contemporary

SPECIFIC COMPETENCIES At the end of this lesson, the learners will be able to :
1. Trace the development of the Philippine Literature from pre-colonial to contemporary period;
2. Describe the dominant theme of each era
3. Explain how the “theme” of each era develop a Philippine National Literature

TIME ALLOTMENT 4 DAYS

LESSON OUTLINE:

1. INTRODUCTION : Classroom Routines, Articulating Learning Objectives and Emphasizing the importance of Philippine Literary Development
2. MOTIVATION : Poster Tour
3. INSTRUCTION/DELIVERY : Concept Mapping
4. PRACTICE : U-Shaped Debate Discussion
5. ENRICHMENT : Plead
6. EVALUATION : Writing Close Analysis
 1. Picture of famous characters, things, places from Pre-Colonial to Contemporary Period of Philippines Literature
MATERIAL 2. MP3 Files on Philippine Folk Music
3. Rubric for Scoring Guide

RESOURCES

PROCEDURE MEETING LEARNERS’ NEEDS

1. INTRODUCTION TEACHER TASKS:

Articulate the learning objectives.  There will be background music
At the end of the session, the students should be able to: playing while the students are
1. Trace the development of Philippine Literature from pre-colonial to contemporary period having the “poster” tour activity.
2. Describe the theme of each era  The teacher will make sure the
3. Explain how the theme of the literary outputs of the various eras contributed to the national literature of the posters are arranged
Philippines. chronologically.
2. MOTIVATION  The pictures are actually
 Each group will display their “output” for the poster tour activity. Each group’s presenter will briefly discuss its depictions of each era of the
output. Philippine Literature.
 Next, the teacher summarizes the presented outputs and uses these afterwards as springboards for the lesson.  The Posters have been pre-
assigned for this lesson

3. INSTRUCTION/DELIVERY
The teacher will discuss the literary development of Philippine literature from pre-colonial to contemporary period using CONCEPT MAP TECHNIQUE:
concept mapping. While the students will be tasked to chronologically plot the Philippine Literary development through  The teacher will summarize the
a Time Line highlighting the dominant genre of each era. important ideas and concepts that
were incorporated in the lesson
discussed through concept
mapping with emphasis on each
era of the Philippine Literature.

WORKSHEET 1 Worksheet 1 contains a matrix where the

PERIODS OF PHILIPPINE LITERATURE students will choose the literary pieces
and plot them under what specific era
Pre-Colonial Spanish Colonial American Colonial Japanese Occupation Contemporary they belong.
Example:
Below-1520 1521-1900 1900-1945 1943-1945 1946-2000 Pre-Colonial: legends, myths, riddles,
proverbs …
 A short quiz will follow after the
discussion (identification type).

4. PRACTICE (DAY 2) TEACHER’S TASKS:

The students participate in a U-shaped Discussion on a given proposition. The two groups which comprise the  The students stand/sit in a U-
affirmative and negate the given issue. shape with the ends of the U being
the extreme opinions on an issue
Group Work and as the debate continues,
Proposition: Resolve that Colonialism has been good to the Philippine Literature people move along the continuum.
 In preparation for this topic, the
teacher has already pre-assigned
research work on the advantages
and disadvantages of Colonialism
in the Philippines.

5. ENRICHMENT (DAY 3)  In Plead, the students have to

Individual Work narrow their arguments for or
Each student prepares a one-page argument stating his/her personal stand on the proposition assigned to their group. against something to a one-page
Each student will plead his/her case before his/her group mates; the members will have to choose who has the best plead “plead your case” format (as if
to represent to the group. The chosen “plead” will have to state his/her case and the class will raise their hands if they are they were in court).
convinced or not.

6. EVALUATION (DAY 4) TEACHER TIPS:

The students will compare and contrast the theme of the given periods using a venn diagram. Close Analysis is synonymous to close
Group 1: Pre-colonial and Spanish Colonial Period reading. It fosters an advanced
Group 2: Spanish Colonial and American Colonial Period understanding and interpretation of a
Group 3: Japanese Occupation and Contemporary Period literary passage that is focused primarily
on the words themselves. It looks at
details within the text in order to identify
larger, overarching themes.

Prepared by: Checked and noted by:

DAN ANGELO G. DUCO MRS. VINADA RIA C. MANGANDE

 SHS-ACADEMIC COORDINATOR HS-
PRINCIPAL