Grades 1 to 12 School Grade Level 12

DAILY LESSON LOG Teacher HOPE 3 Group Learning Area HOPE 3

Teaching Dates and Time WEEK 1-5 Quarter 3rd & 4th

Week 1 Week 2 Week 3 Week 4 Week 5

I. OBJECTIVES

The learner demonstrates understanding of dance in optimizing one’s health; as requisite for PA performance, and as a career
A. Content Standards opportunity.
The learner leads dance events with proficiency and confidence resulting in independent pursuit and in influencing others positively
B. Performance
Standards
C. Learning PEH11FH-Ib-c-2 PEH11FH-Ib-c-2 PEH11FH-IId-3 PEH11FH-II-e4
Competencies/ Explains how to Explains how to Relates health Differentiates types of
PEH12FH-Ia-19 Discusses the
Objectives optimize the energy optimize the energy behaviors (eating eating (fueling for
nature of the different dances
Write the LC code for systems for safe and systems for safe and habits, sleep and stress performance,
each improved performance improved performance management) to emotional eating,
PEH11FH-Ia-t-8
health risks factors and social eating, eating
Engages in moderate to
PEH11FH-IIa-t-8 PEH11FH-IIa-t-8 physical activity while watching tv or
vigorous physical activities
Engages in moderate to Engages in moderate to assessment sports events)
(MVPAs) for at least 60 minutes
vigorous physical vigorous physical performance
most days of the week in a
activities (MVPAs) for activities (MVPAs) for PEH11FH-IIa-t-8
variety of settings in – and out –
at least 60 minutes at least 60 minutes PEH11FH-IIa-t-8 Engages in moderate to
of school.
most days of the week most days of the week Engages in moderate to vigorous physical
in a variety of settings in a variety of settings vigorous physical activities (MVPAs) for
PEH11FH-IIa-t-12
in- and out-of school in- and out-of school activities (MVPAs) for at least 60 minutes
Demonstrates proper etiquette
at least 60 minutes most days of the week
and safety in the use of facilities
PEH11FH-IIa-t-12 PEH11FH-IIa-t-12 most days of the week in a variety of settings
and equipment.
Demonstrates proper Demonstrates proper in a variety of settings in- and out-of school
etiquette and safety in etiquette and safety in in- and out-of school
 the use of facilities and the use of facilities and PEH11FH-IIa-t-12
equipment equipment PEH11FH-IIa-t-12 Demonstrates proper
Demonstrates proper etiquette and safety in
etiquette and safety in the use of facilities and
the use of facilities and equipment
equipment
PEH11FH-IId-t-14
PEH11FH-IId-t-14 Recognizes the value of
Recognizes the value of optimizing one’s health
optimizing one’s health through participation in
through participation in physical activity
physical activity assessments
assessments
Introduction of Health-
II. CONTENT optimizing P.E. (H.O.P.E. 3)
Modern and
DANCE Modern and
Contemporary Dance
Contemporary
INTRODUCTION OF
ELEMENTS OF DANCE PRESENTATION OF
TINIKILING DANCE Relates health
TINIKLING DANCE Types of eating
behaviors (eating
Discusses the nature of the (fueling for
How to optimize the habits, sleep and stress
different dances How to optimize the performance,
energy systems for safe management) to health
energy systems for emotional eating,
and improved risks factors and
(Traditional (Folk & Ethnic); safe and improved social eating, eating
performance physical activity
Modern and Contemporary; performance while watching tv or
assessment
Festival Dance; Ballroom dance events)
performance
(Recreational and Competitive);
Hiphop/street Dance, Cheer
dance)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide HOPE 3 HOPE 3 HOPE 3 HOPE 3 HOPE 3
pages
 2. Learner’s Materials
pages
3. Textbook pages Carlos, M.C. et al. PHYSICAL
EDUCATION 2 RHYTHMIC
ACTIVITIES
4. Additional Materials Curriculum Guide
from Learning
Resource (LR) portal
B. Other Learning Internet research of Video
Resources Lesson or pictures
( Note: Please specify the URL
of the website/s and
acknowledge the author/s)
IV. PROCEDURES
A. Reviewing previous Activity 1: Let Me Act
lesson or presenting Mechanics:
the new lesson Divide the class into four
groups. Choose two
representatives from each
group. The teacher will ask each
group “What are the physical
activities you have engaged
when you were a kid?” The first
representative will answer the
question and write as many
answers as he can. The second
representative will act all the
answers in one minute.
Carlos, M.C. et al. Carlos, M.C. et al. Carlos, M.C. et al. Carlos, M.C. et al.
PHYSICAL EDUCATION 2 PHYSICAL EDUCATION 2 PHYSICAL EDUCATION 2 PHYSICAL EDUCATION 2
RHYTHMIC ACTIVITIES RHYTHMIC ACTIVITIES RHYTHMIC ACTIVITIES RHYTHMIC ACTIVITIES
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
Internet research of Internet research of Internet research of Internet research of
Video Lesson or Video Lesson or Video Lesson or Video Lesson or
pictures pictures pictures pictures
( Note: Please specify ( Note: Please specify ( Note: Please specify ( Note: Please specify
the URL of the the URL of the the URL of the the URL of the
website/s and website/s and website/s and website/s and
acknowledge the acknowledge the acknowledge the acknowledge the
author/s) author/s) author/s) author/s)
Activity 1: Dance A Pic! Activity 1: Activity 1: Activity 1 :
Mechanics: Step In, Step Out! Play & Stop Pick & I-play MO, Sasabayan
Divide the class into Mechanics: Dance KO!
four groups. The Divide the class into
teacher will flash a four groups. Each will The teacher will Mechanics:
picture on the board. wait for the signal of prepare a strips written The teacher will play a
Each group will the teacher. Each the modern songs that 3-minute video then,
create/or replay one (1) member will try to step is known because of its the students will mirror
basic dance step in or step out on hi co- dance step to be put the entire
pattern based on the members foot. (Step In- inside the box and this contemporary/modern
picture with in each member will step box will be pass around dance steps shown on
2minutes. Group on the toe of his co- the class as a music is the video.
Presentation. members) (Step-Out – playing when the music
each member can stop the one who holds
 The most correct number of
guessed will win.
B. Establishing a Guided question/s:
purpose for the Based on the activity can you
lesson identify and classify the
different locomotor and non
locomotor movements used in
the activity?
(Note: The teacher is expected
to deliver the process
questions and leaner/s
reponses to deepen learning
based on the activity/or
motivation)
trick/or fake a step in the box will be going to
to his co-members). pick a strip of paper
and he will be going to
do the dance step of
that song.
Guided question/s: Guided question/s: Guide Question/s: Guide Question/s:
Which among the What skill is related to 1. How do you feel right
group showed similar the activity is being Base from our activity, after the activity?
dance step pattern executed in the what do you think is 2. What do you think
based on the activity ( activity?What do you our topic for today? are the reasons why
Activity3: Tik Tap Toe) think is the connection do you feel that
that we had last of our activity today way?
meeting. from our previous (Note: The teacher is 3. Do you think eating
lesson? expected to deliver the habits have a great
(Expected response of process questions and impact on what you
the learners :repetition leaner/s reponses to are feeling right
of movements) (Note: The teacher is deepen learning based now?
expected to deliver the on the activity/or
(Note: The teacher is process questions and motivation) (Note: The teacher is
expected to deliver the leaner/s reponses to expected to deliver the
process questions and deepen learning based process questions and
leaner/s reponses to on the activity/or leaner/s reponses to
deepen learning based motivation) deepen learning based
on the activity/or on the activity/or
motivation) motivation)
C. Presenting Activity 2.
examples/instances RHYTHMIC EXERT-CISE
of the new lesson 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 an equipment in doing your
combination movements.
D. Discussing new Guided Question:
concepts and What kind of dance do you
practicing new skills think is most likely similar to
#1 your performance?
Can you give the different
examples of dances in Region
3?
Based on your answers what
are the classifictions of dances?
Activity 2. Activity 2: Activity 2: Activity 2: E-MODE
STATION AT STAKE Show It All! Move On Move On! Mechanics:
Mechanics: Mechanics: Mechanics: Divide the class into 4
Each group will read Each group will show The group will be groups.
and interpret each on their performance divided into 4 groups
station of “Tinikling” the importance of each group will be Each group will
Dance within 20 rhythm, counting and going to create a 2 simulate “How do you
minutes. (5 minutes posture during their minute dance eat when you are…”
each station) Station 1: general practice in presentation in 5
Figure I; Station 2: dancing “Tinikling”. minutes showing the Group 1: preparing for
Figure II; Station 3: daily household chores. a battle?
Figure III; Station 4: Group 2: broken
Figure IV; (Let the students hearted?
(The teacher will give perform the basic steps Group 3: with close
15 minutes to recall the in friends?
Figure I to IV of modern/contemporary Group 4: watching T.V
“Tinikling” Dance using from the Activity 1.) (Contemporary Dance
a Bamboo Poles) Competition)?
Guided Question: Guided Question: Guide Question:
What are the How to improve your
difficulties the group health through physical Based on the activity,
had encountered performance using How do you classify the
during the activity? repeated actions or presented concepts?
movement When do you eat?
What are the proper How do you eat?
(Expected response of
the learners :proper etiquettes and safety in
etiquette, social skills, using bamboo poles in (Each group is expected
emotional skills) to participate in class
Tinikling Dance?
discussion)
What is the essence of
 optimizing your energy
in improving your
performance?
E. Discussing new Guided Question:
concepts and What is the essence of
practicing new skills optimizing your energy
#2 in improving your
performance?
F. Developing mastery Activity 3: TIK TAP TOE VIDEO ACTIVITY 3. ACTIVITY 2: Activity 3:
(leads to Formative PRESENTATION COMBINE IT ALL! TINIKLING CHALLENGE! BACK TO BASICS! Present it to the class.
Assessment 3) Mechanics: (Figure I to IV) Mechanics: Mechanics: The Group 1 will
Each group will view the video a. Each group will present their
Mechanics: Each group, all
and immitate the movement of be given presentation then the
Each group will together, will execute
Tinikling using garter as assigned Group 2 will guess its
combine all Figures the different figures of
modification of bamboo concept to concept. Then proceed
from the different tinikling dance using
focus on. to presentation of
stations to perform the the bamboo poles
Group 1: fueling for Group 2, and then
Tinikling Dance using a depending on the
performance Group 3 will be the one
Garter as an alternative duration of time alloted
Group 2: emotional to guess and so on.
of bamboo poles by the teacher. There
eating,
accompany by 2/4 Time will be a set of levels in
Group 3: social eating,
Signature Music. a given time.
Group 4: eating while
watching tv or dance
(The teacher will (The teacher will events
present the rubrics present the rubrics b. With the
before the prior to the assigned
presentation) presentation) concept, each
group will
come up with
2-3 minute
Contemporary
Dance Drama
presentation.

G. Finding practical Guided Question/s:
applications of What are the essence of
concepts and skills in improving one’s health through
daily living physical performance using
repeated actions or
movement?
H. Making The students will write their
generalizations and reflections about understaning
abstractions about the nature of diffferent dances
the lesson through dancing in their PA
Journal.
c. Present it to
the class.
Guided Question/s: Guided Question/s: Guided Question/s: Guide Question/s:
What do you think is What is the difference 1. How do you feel Why do we eat?
the sense of improving of performing after dancing? Can it affect/ influence
your health in everyday “Tinikling” Dance using 2. What is the our physical
life? garter and bamboo importance of dancing performance? How?
poles? in managing stress?
Do we use the different
energy system in our What do you think is
daily physical the sense of improving
movements/ activities? your health in everyday
Name some PA. life?
How can we optimize Do you think you can
these energy systems? use dancing to your
daily life?
The students will write The students will write The students will write The students will write
their reflections about their reflections about their reflections about their reflections about
benefits of ways on optimizing understaning on how understaning the
understaning your your energy through to relates health affects of eating
energy through dancing dancing in their PA behaviors (eating (fueling for
in their PA Journal. Journal. habits, sleep and stress performance,
management) to emotional eating,
health risks factors and social eating, eating
physical activity while watching tv or
assessment dance events) in
performance in your dancing and in our
daily life? everyday life?
I. Evaluating learning The Activity 3: TIK TAP TOE will ACTIVITY 3. COMBINE ACTIVITY 2: TINIKLING ACTIVITY 3: CREATE ACTIVITY 3 will be
be graded according to IT ALL! (Figure I to IV) CHALLENGE! will be AND DO IT! will be
following criteria: will be graded graded according to graded according to 4 3 2 1
according to following following criteria: following criteria: Displays the
4 pts-participation
criteria: assigned
4 pts – gracefullness 4 pts-participation 4 pts-participation
concept
4pts-proper etiqutte/safety 4 pts-participation 4 pts – gracefullness 4 pts – gracefullness
(type of
4 pts- proper uniform 4 pts – gracefullness 4 pts-proper 4 pts-proper eating)
4 pts-proper etiqutte/safety etiqutte/safety Shows
etiqutte/safety 4 pts- proper uniform 4 pts- proper uniform contempora
4 pts- proper uniform ry/modern
dance steps
Demonstrat
es proper
eating
habits
before
engaging in
physical
activity
Expresses
value of
optimizing
one’s health
graded according to
 following criteria:

J. Additional activities Ask the students to make a scrapbook that details Ask the students to Activity 4:
for application or Ask the students to fill-up PAR- ways on how they can optimize their energy make a documentation Concept Mapping:
remediation Q Form honestly. systems whether in dancing or daily life of their eating habit by Mechanics: Each group
experiences. taking selfies every will do this activity.
time they eat and
upload it in an album The importance of
on FB account which is eating prior engaging
pre- created by teacher ourselves to dance
for this given content. moves.

V. REMARKS

VI. REFLECTION

A. No. of learners who 100 100 100 100 100

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?