DAILY LESSON PLAN

DLP No.: Learning Area: Health Grade Level: 7 Quarter: 2 Duration: 60

minutes
Learning Follow the Food Pyramid Guide for adolescents and CODE:
Competency/ies: nutritional guidelines for Filipinos in choosing foods to eat
(Taken from the
Curriculum Guide)
Key Concepts / The learner demonstrates understanding key concepts of health and fitness in
Understandings to be achieving, promoting, and sustaining wellness for quality life.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 1. Objectives
2015)
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, Identify the number of servings
condition of The learner can recall information recognize, for adolescents
knowing and retrieve relevant knowledge duplicate, list,
something from long-term memory memorize,
with repeat, describe,
familiarity reproduce
gained Understanding interpret, Interpret the number of
through The learner can construct meaning exemplify, servings for adolescents
experience from oral, written and graphic classify,
or messages summarize, infer,
association compare,
explain,
paraphrase,
discuss

Skills Applying execute, implement,

The ability The learner can use information demonstrate,
and to undertake a procedure in dramatize, interpret,
capacity familiar situations or in a new way solve, use, illustrate,
acquired convert, discover
through Analyzing differentiate,
deliberate, The learner can distinguish distinguish, compare,
systematic, between parts and determine how contrast, organize,
and they relate to one another, and to outline, attribute,
sustained the overall structure and purpose deconstruct
effort to Evaluating coordinate, measure, Describe the meaning of
smoothly The learner can make judgments detect, defend, judge, serving size.
and and justify decisions argue, debate,
adaptively describe, critique,
carryout appraise, evaluate
complex Creating generate,
activities or The learner can put elements hypothesize, plan,
the ability, together to form a functional design, develop,
coming whole, create a new product or produce, construct,
from one's point of view formulate, assemble,
knowledge, devise
practice,
aptitude,
etc., to do
something
Attitu Categories: List of Attitudes:
de 1. Receiving Phenomena - Awareness, willingness to Self-esteem, Self-
Growt hear, selected attention confidence,
h in Behavioral Verbs: ask, choose, describe, erect, follow, Wellness, Respect,
feelin give, hold, identify, locate, name, point to, reply, Honesty, Personal
gs or select, sit, Study, use discipline,
emoti 2. Responding to Phenomena - Active participation Perseverance,
onal on the part of the learners. Attends and reacts to a Sincerity, Patience,
areas. particular phenomenon. Learning outcomes may Critical thinking,
A emphasize compliance in responding, willingness to Open-mindedness,
settle respond, or satisfaction in responding (motivation). Interest, Courteous,
d way Behavioral Verbs: aid, answer, assist, comply, conform, Obedience, Hope,
of discuss, greet, help, label, perform, practice, present, Charity, Fortitude,
thinki read, recite, report, select, tell, write Resiliency, Positive
ng or 3. Valuing - Attaches to a particular object, vision, Acceptance, Hold
feelin phenomenon, or behavior. This ranges from simple Determined, personal
g acceptance to the more complex state of commitment. Independent , discipline in
about Valuing is based on the internalization of a set of Gratitude, Tolerant, following the
some specified values, while clues to these values are Cautious, Decisive, number of
one expressed in the learner's overt behavior and are often Self-Control, servings for
or identifiable. Calmness, adolescents.
somet Behavioral Verbs: work, complete, demonstrate, Responsibility,
hing, differentiate, explain, follow, form, initiate, invite, join, Accountability,
typica justify, propose, read, report, select, share, study Industriousness,
lly 4. Organization - Organizes values into priorities by Industry,
one contrasting different values, resolving conflicts between Cooperation,
that is them, and creating a unique value system. The Optimism,
reflect emphasis is on comparing, relating, and synthesizing Satisfaction,
ed in values. Persistent, Cheerful,
a Behavioral Verbs: adhere, alter, arrange, combine, Reliable, Gentle,
perso compare, complete, defend, explain, formulate, Appreciation of
n’s generalize, identify, integrate, modify, order, organize, one’s culture,
beha prepare, relate, synthesize Globalism,
vior 5. Internalizing values - (Characterization): Has a value Compassion, Work
system that controls their behavior. The behavior is Ethics, Creativity,
pervasive, consistent, predictable, and most importantly, Entrepreneurial
characteristic of the learner. Instructional objectives are Spirit, Financial
concerned with the student's general patterns of Literacy, Global,
adjustment (personal, social, emotional). Solidarity, Making a
Behavioral Verbs: act, discriminate, display, influence, stand for the good,
listen, modify, perform, practice, propose, qualify, Voluntariness of
question, revise, serve, solve, verify human act,
Appreciation of
one’s rights,
Inclusiveness,
Thoughtful,
Seriousness,
Generous,
Happiness, Modest,
Authority,
Hardworking,
Realistic, Flexible,
Considerate,
Sympathetic,
Frankness
Value Categories: List of Values:
s 1. Receiving Phenomena - Awareness, willingness to 1. Maka-Diyos
A hear, selected attention Love of God, Faith,
learne Behavioral Verbs: ask, choose, describe, erect, Trusting,
r's follow, give, hold, identify, locate, name, point to, Spirituality, Inner
princi reply, select, sit, Study, use Peace, Love of
ples 2. Responding to Phenomena - Active participation on truth, Kindness,
or the part of the learners. Attends and reacts to a Humble
stand particular phenomenon. Learning outcomes may 2. Maka-tao
ards emphasize compliance in responding, willingness to Concern for Others,
of respond, or satisfaction in responding (motivation). Respect for human Concern to
beha Behavioral Verbs: aid, answer, assist, comply, rights, Gender others
vior; conform, discuss, greet, help, label, perform, equality, Family
one's practice, present, read, recite, report, select, tell, Solidarity,
judgm write Generosity,
ent of 3. Valuing - Attaches to a particular object, Helping, Oneness
what phenomenon, or behavior. This ranges from simple 3. Makakalikasan
is acceptance to the more complex state of commitment. Care of the
impor Valuing is based on the internalization of a set of environment,
tant specified values, while clues to these values are Disaster Risk
in expressed in the learner's overt behavior and are often Management,
life. identifiable. Protection of the
Go Behavioral Verbs: work, complete, demonstrate, Environment,
beyon differentiate, explain, follow, form, initiate, invite, Responsible
d join, justify, propose, read, report, select, share, Consumerism,
learne study Cleanliness,
r’s life 4. Organization - Organizes values into priorities by Orderliness, Saving
on contrasting different values, resolving conflicts between the ecosystem,
earth, them, and creating a unique value system. The Environmental
includ emphasis is on comparing, relating, and synthesizing sustainability
e values. 4. Makabansa
more Behavioral Verbs: adhere, alter, arrange, combine, Peace and order,
than compare, complete, defend, explain, formulate, Heroism and
wealt generalize, identify, integrate, modify, order, Appreciation of
h and organize, prepare, relate, synthesize Heroes, National
fame, 5. Internalizing values - (Characterization): Has a Unity, Civic
and value system that controls their behavior. The behavior Consciousness,
would is pervasive, consistent, predictable, and most Social
affect importantly, characteristic of the learner. Instructional responsibility,
the objectives are concerned with the student's general Harmony,
etern patterns of adjustment (personal, social, emotional). Patriotism,
al Behavioral Verbs: act, discriminate, display, Productivity
destin influence, listen, modify, perform, practice, propose,
y of qualify, question, revise, serve, solve, verify
millio
ns.
(Inten
tional
ly
add
value
to
peopl
e
every
day.)
2. Content Servings Need For Adolescents
3. Learning Resources
Physical Education and Health 7
TG pp. 361-364
4. Procedures
4.1 Introductory Activity (2 minutes). This part Curriculum ● Check Attendance
introduces the lesson content. Although at Contextualizati ● Review previous lessons
times optional, it is usually included to serve as on
a warm-up activity to give the learners zest for Localization:
the incoming lesson and an idea about what it Consider/inclu
to follow. One principle in learning is that de here the
learning occurs when it is conducted in a appropriate
pleasurable and comfortable atmosphere. Local Heritage
4.2 Activity/Strategy (8 minutes). This is an Themes: ●Do Activity 11: Am I Eating the
interactive strategy to elicit learner’s prior A. Annual Right Food.
learning experience. It serves as a springboard Rites, ●Directions will be given
for new learning. It illustrates the principle that Festivals, Please see TG p364
learning starts where the learners are. Carefully and Rituals
structured activities such as individual or group (Historical/R
reflective exercises, group discussion, self-or eligious
group assessment, dyadic or triadic Festivals,
interactions, puzzles, simulations or role-play, Local
cybernetics exercise, gallery walk and the like Cultural
may be created. Clear instructions should be Festivals,
considered in this part of the lesson. Local
4.3 Analysis (2 minutes). Essential questions Delicacies/P ●The teacher asks few processing
are included to serve as a guide for the teacher roducts questions.
in clarifying key understandings about the topic Festivals, Δ Which food group do you have
at hand. Critical points are organized to Rituals, the most in your list?
structure the discussions allowing the learners Wedding Δ Why did you choose those foods?
to maximize interactions and sharing of ideas Ritual, Palihi
and opinions about expected issues. Affective Ritual, Burial
questions are included to elicit the feelings of Ritual,
the learners about the activity or the topic. The B Literary
last questions or points taken should lead the Anthologies
learners to understand the new concepts or Written In
skills that are to be presented in the next part of Local
the lesson. Language
4.4 Abstraction (12 minutes). This outlines the (BALITAW, ●The teacher gives the number of
key concepts, important skills that should be BALAK, servings that adolescents need.
enhanced, and the proper attitude that Folktales/
should be emphasized. This is organized as Short Stories,
a lecturette that summarizes the learning Local Heroes
emphasized from the activity, analysis and C. Historical
new inputs in this part of the lesson. Events,
Enduring
4.5 Application (6 minutes). This part is structured Values, ●The teacher gives this situation:
to ensure the commitment of the learners to do Indigenous Δ Like all teenagers, Joel is an active
something to apply their new learning in their own Materials, teenager. He is a member of the school
environment. Indigenous varsity team. He is about to compete for
Cultural championship in the division level. His
Communities/I team practices daily practices daily. During
ndigenous the practice, he perspires heavily and
People, needs to drink water very often. After his
Indigenous
morning practice, he usually feels hungry
Games
and during lunch time.
D.
Topography, ●What menu for his lunch that will give
Flora/ Fauna Joel the nutrients he needs as an active
(Falls, teenager.
Mountains,
River, Cave,
Trees, Flower,
Fauna
E. Food &
Local products
G. Role Model
Family

4.6 Assessment (6 minutes). For the Teacher to: a) Assess whether learning objectives have been met for
a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate
whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may
be given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible
Activities
a) Observation Investigation,
(Formal and informal observations of learners’ Role Play, ●Prepare for a menu for Joel
performance or behaviors are recorded, based Oral This is a group activity
on assessment criteria) Presentation, Please see rubrics in the Summative
Dance, test dated____
Musical
Performance,
Skill
Demonstration
, Group
Activity (e.g.
Choral
Reading),
Debate, Motor
&
Psychomotor
Games,
Simulation
Activities,
Science
Experiment
b) Talking to Learners / Conferencing Hands-on
(Teachers talk to and question learners about Math
their learning to gain insights on their Activities,
understanding and to progress and clarify their Written Work
thinking) and Essay,
Picture
Analysis,
Comic Strip,
Panel
Discussion,
Interview,
Think-Pair-
 Share,
Reading
c) Analysis of Learners’ Products Worksheets
(Teachers judge the quality of products for all
produced by learners according to agreed subjects,
criteria) Essay,
Concept
Maps/Graphic
Organizer,
Project,
Model,
Artwork, Multi-
media
Presentation,
Product made
in technical-
vocational
subjects
d) Tests Skill
(Teachers set tests or quizzes to determine Performance
learners’ ability to demonstrate mastery of a Test, Open-
skill or knowledge of content) Ended
Question,
Practicum,
Pen and
Paper Test,
Pre and Post
Test,
Diagnostic
Test, Oral
Test, Quiz
4.7 Assignment (2 minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the day’s lesson Be ready for the group presentation on the
menu of Joel.

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Wrap-up/Concluding Activity (to complete work on
something; to bring something to an end) (2 minutes). “ Every time you eat is an opportunity to
Describe how you will complete the lesson and bring the work to nourish your body”
a conclusion/end. This can be done by:
a) Summarizing; recapitulating.
b) Providing a brief but affective closing activity such as a strong
quotation, a short song, an anecdote, parable or a letter that
inspires the learners to do something to practice their new
learning.