Grade

DAILY School Llorente National High School &Section Grade 10 Mabini

Learning
LESSON Teacher Eugenio C. Dialino Jr. Area MAPEH (PE)
PLAN Teaching
Dates Quarter
& Time May 2, 2023 4
Week No. 1 D 3 Duration
ay 1

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 Assessment
I. OBJECTIVES 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….

A. Content ● demonstrates understanding of lifestyle and weight management to promote

Standards societal fitness.
The learner….
● maintains an active lifestyle to influence the physical activity participation of
B. Performance the community and society practices healthy eating habits that support an
Standards active lifestyle.
MELCs: Engages in moderate to vigorous physical activities for at least 60 minutes
C. Learning a day in and out of school (PE10PFIVc-h-45)
Competency/i
s
Write
each. the LC Code for
At the end of the lesson, the students are expected to:
1. Identify the basic hand movements and positions in Cheer Dance;
2. Choreograph a 1-2-minute routine using the hand movement and positions
D. Learning in cheer dance; and
Objectives 3. Appreciates the value of cheer dance in the improvement and maintenance
of one’s health and fitness.
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
OTHER DANCE FORMS: Cheer dance
(Basic Arm/Hand Movements and Positions in Cheer dance)
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 concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide None
pages
2. Learner’s
Materials pages PE and Health LM page 187
3. Textbook pages None
4. Additional
Materials
from
Learning None
Resource
(LR)
Portal
B. Other Learning
None
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
IV. PROCEDURES ways to learn new 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.rr
A. Reviewing (KRA 1, Obj. 3) - Developed and applied effective teaching strategies
A
previous lesson to promote critical and creative thinking, as well as other higher-order
W
or presenting the
new lesson.
A thinking skills. (PPST 1.5.3)
R
E
ELICIT (The activities in this section
N
Ask the students to recall the previous lesson by asking the following
will evoke or draw out prior concepts of
or experiences from the students) questions:
 E 1. What is Cheer dance?
S 2. Where did cheer dance originate?
S 3. What composes cheer dancing?
B. Establishing a (KRA 2, Obj. 4) - Worked with colleagues to model and shared
purpose for effective techniques in the management of classroom structure to
the lesson.
engage learners, individually or in groups, in meaningful exploration,
ENGAGE (The activities in this discovery and hands-on activities within a range of physical learning
section will stimulate their thinking and environments. (PPST 2.3.3)
help them
access and connect prior knowledge as a
jumpstart to the present lesson.)
“Moving Matchmaker”
Direction: Identify the arm/hand movement shown in the moving
picture. Press the button to stop once the movement describes the
movement.
1. Low V
2. Clasp
3. Clap
4. Cheer Stance
5. Diagonal
6. Punch
7. Tabletop
8. T-Motion
9. Half T
10. Bow and Arrow
(see the slides/presentation)
C. Presenting (KRA 3, Obj. 7) - Developed and applied effective strategies in the
examples/instanc planning and management of developmentally sequenced teaching
e s of the new
lesson.
and learning process to meet curriculum requirements and varied
teaching contexts. (PPST 4.1.3)

(The teacher will show samples of hand movements for the learners
to be guided on the new lesson)
Presentation of the Learning objectives:
1.Identify the basic hand movements and positions in Cheer Dance;
2.Choreograph a 1-2-minute routine using the hand movement and
positions in cheer dance; and
3.Appreciates the value of cheer dance in the improvement and
maintenance of one’s health and fitness.

D. Discussing the (KRA 2, Obj. 5) - Exhibited effective and constructive behavior

AC
new concepts management skills by applying positive and non-violent discipline
TI
and practicing
new skills #1.
VI to ensure learning focused environments. (PPST 2.6.3)
TY
EXPLORE (In this section, students (The teacher will ask the learners about the following questions.
will be given time to think, plan, Afterwards, the teacher will give appropriate feedback on
investigate, and organize collected
information; or the performance of the students answers)
planned/prepared activities from the
student’s manual with data gathering and
Process Questions:
1. Are you familiar on the different arm/hand movements and
positions in cheer dance? Which one is familiar to you?
2. Have you ever participated already in cheer dancing outside
from the school? How was your experience?
 3. Can you share another movement and positions in cheer
dance that you know?
E. Discussing the new concepts (KRA 1, Obj. 1) - Modeled
and effective applications of content
practicing new skills #2.
knowledge within and across
curriculum teaching areas.
(PPST 1.1.3)

(The teacher will integrate

MATH in this part of the lesson
through its counting and
geometric steps/pattern)

COUNTER-DEMONSTRATION
The teacher will show the
movements and positions in
cheer dance to the class. (if the
teacher is not skilled, he/she will
present the video on
slide/PowerPoint)

Beginning Cheer stance

Stance
High V Low V

Front Lunge Bow and Arrow

Low clasp Punch

T Motion

F. Developing mastery (KRA 1, Obj. 3) - Developed

ANALYSIS
(Leads to formative and applied effective teaching
assessment 3).
strategies to promote critical
EXPLAIN (In this section, students will be involved in and creative thinking, as well
an analysis of their exploration. Their understanding is as other higher-order thinking
clarified and modified because of reflective
activities)/Analysis of the gathered data and results and skills. (PPST 1.5.3)
be able to
answer the Guide Questions leading to the focus
concept or topic of the day. Process Questions:
1. What basic hand
movements in cheer
dance strikes you?
Why?
2. How do these
movements can be
executed properly?
3. What do you think
are the benefits of
cheer dancing to our
health and fitness?
G. Making (KRA 2, Obj. 5) - Exhibited
ABSTRACTION
generalization and effective and constructive
abstraction about the lesson.
behavior management skills by
ELABORATE (This section will give students the applying positive and non-
opportunity to expand and solidify / concretize their
understanding
violent discipline to ensure
of the concept and / or apply it to real – world learning focused environments.
situation)
(PPST 2.6.3)

Roll Ko, Show Mo!

The teacher will ask the
students to demonstrate in front
the correct execution of the
different hand movement and
positions in cheer dance. Each
correct execution will gain 5
points.

H. Finding practical application (KRA 1, Obj. 2) - Evaluated

APPLICATION
of concepts and skills in daily with colleagues the
living.
effectiveness of teaching
strategies that promote learner
achievement in literacy and
numeracy. (PPST 1.4.3)

Group Activity: “IT’S

CHEERDANCE TIME”

● Have them form two (2)

groups.
● Choreograph a 1-2
minutes cheerdance
routine using the basic
hand movements in
cheerdance with
cheerdance music.
● Be guided with the rubric
or criteria below:
Criteria:
1. Mastery
2. Fundamentals
3. Execution
 I. Evaluating learning. (KRA 4, Obj. 10) - Worked
ASSESSMENT
collaboratively with colleagues
EVALUATION (This section will provide for concept
check test items and answer key which are aligned to to review the design, selection,
the learning objectives - content and
performance standards and address
organization and use of a range
misconceptions – if any) of effective diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements. (PPST
5.1.3)

Group Presentation guided with

the Rubric

CRITERIA EXCELLENT
Fundamentals Has a
numerous
variety of arm
movements,
Sharp motions,
Great
precision?

Execution Solid routine,

Clean routine,
Perfect usage
of techniques,
and strong in
all areas.

Mastery Each member

of the group
shown mastery
of the routine
from start to
end.
J. Additional activities for (KRA 1, Obj. 3) - Developed
ASSIGNMENT
application or
remediation.
and applied effective teaching
strategies to promote critical
EXTEND (This sections give situation that explains the and creative thinking, as well
topic in a new context,
or integrate it to another discipline / societal concern) as other higher-order thinking
skills. (PPST 1.5.3)

“Fitness Awareness”
Direction: On your
assignment notebook, state
the importance of cheerdance
to one’s life using hashtags.
 You may share your personal
experience in participating
cheerdance.
For example:
#LetsCheerForCheerdance
#CheerdanceForALongLife

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
VI. REFLECTION done to help 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.