GRADES 1 to 12 School POLO INTEGRATED SCHOOL Grade Level EIGHT

DAILY LESSON LOG Teacher KENNY ANN GRACE C. BATIANCILA Learning Area MAPEH
Teaching Dates and Time OCTOBER 7-11, 2019 Quarter SECOND QUARTER

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

A. Content Standards demonstrates understanding of guidelines and principles in exercise program design to achieve fitness

B. Performance Standards modifies physical activity program for the family/school peers to achieve fitness

C. Learning conducts physical activity and physical fitness assessments of family/school describes the nature and background of the sport
Competencies/ Objectives peers PE8GS-Iic-1
Write the LC code for each PE8PF-Iia-36 executes the skills involved in the sport
sets goals based on assessment results PE8GS-IId-h-4
PE8PF-Iib-24
II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Physical Education Curriculum Guide page 45 of 67 Physical Education Curriculum Guide page 45 of 67
2. Learner’s Material pages OHSP PE 1 Q1 – module 1 OHSP PE 1 Q1 – module 1

3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
 A. Reviewing previous A. Preliminaries
lesson or presenting B. Presentation of the lesson:
the new lesson This learning material was made or you! For sure you are now thinking o
another textbook or a ton of quizzes to do, right? This module is different. It
introduces you to the world of team sports. As you go along, you will
encounter activities that allow you to demonstrate understanding of the
benefits derived from your engagement and participation in basketball
together with your family, which eventually promote family fitness, health,
and wellness.

B. Establishing a purpose for Pre-Assessment:

the lesson
Before you proceed any further, consider answering the pre-assessment
items below. This may help determine whether you already have prior
knowledge on the terms, skills and understandings in team sports. Read the
directions carefully and write your answers in your activity notebook.

C. Presenting 1. Below is a table indicating the basic skills in playing basketball, baseball and
examples/instances of the softball. Your task is to identify which sport is appropriate for each of the
new lesson skills indicated in the table below.

2. Write the corresponding team sport in the space provided at the right side
of the column for basic skills.
D. Discussing new concepts 3. After accomplishing this, meet with your group, friends or relatives and share your answers. Consolidate all your
and practicing new skills #1 answers in another sheet.

4. Identify three most frequent components of physical fitness based on your group’s, relatives’ or friends’ responses
and come up with an exercise of four repetitions each. Make sure that it promotes any of the identified fitness
components. Do this in five minutes.

5. Let your group present your work to the class

E. Discussing new concepts 3. Let’s find out whether your answers are correct or not. (refer to the answer
and practicing new skills #2 key to be given by your teacher).

4. Group yourselves into three, then choose one team sport to describe
creatively (e. g. demonstration of the basic skills, dramatization of a certain
team sport scene, performing the selected team sport skills with an action
song, etc.) You will be given five minutes to do that. Here are your tasks:
5. Present your work to the class.
1. Below is a K-W-L chart. Under K column, write three things that you already know about your chosen team
6. Below are three critical questions prepared for you to answer. Express
sport. Under W column, write three things that you want to know more about. Don’t write anything yet on
your answer in your activity notebook.
the L column. Do this in your activity notebook.
a. What do team sports mean to you? b. What values or virtues can team
sports develop in you? c. What benefits can you derive from participating in
team sports?
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical 2. After accomplishing this task, share the things you KNOW and the things you WANT to KNOW to the class, friends,
applications of concepts relatives and members of your family.
and skills in daily living
3. After sharing the things you KNOW and WANT to KNOW, submit your paper to the teacher and execute the following
skills:

a. Do four jumping jacks. b. Catch a passed ball in the 3-point line. c. Dribble the ball in a zigzag pattern as you approach
the ring. d. Do a lay-up or jump shot.
 4. In case you have a whole court, form two groups. Designate groups to do the activity on one half of the court, the
other group will do the same on the other half court.

H. Making generalizations and

abstractions about the
lesson

I. Evaluating learning

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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?
_____ Group Collaboration
_____ Games
_____ Power point presentation
_____ Answering preliminary activities
_____ Discussion
_____ Case Method
_____ Think Pair Share (TPS)
_____ Group Activity
_____ Experiential Learning
____ Attitude of the pupils
_____ Readiness of the pupils
_____ Lack of teacher’s knowledge of
the new technology
____ Video presentation
____ Use of Big Book
____ Task Based Learning
____ Instructional Materials
_____ Group Collaboration
_____ Games
_____ Power point presentation
_____ Answering preliminary activities
_____ Discussion
_____ Case Method
_____ Think Pair Share (TPS)
_____ Group Activity
_____ Experiential Learning
____ Attitude of the pupils
_____ Readiness of the pupils
_____ Lack of teacher’s knowledge of the
new technology
____ Video presentation
____ Use of Big Book
____ Task Based Learning
____ Instructional Materials
_____ Group Collaboration
_____ Games
_____ Power point presentation
_____ Answering preliminary activities
_____ Discussion
_____ Case Method
_____ Think Pair Share (TPS)
_____ Group Activity
_____ Experiential Learning
____ Attitude of the pupils
_____ Readiness of the pupils
_____ Lack of teacher’s knowledge of the
new technology
____ Video presentation
____ Use of Big Book
____ Task Based Learning
____ Instructional Materials
_____ Group Collaboration
_____ Games
_____ Power point presentation
_____ Answering preliminary activities
_____ Discussion
_____ Case Method
_____ Think Pair Share (TPS)
_____ Group Activity
_____ Experiential Learning
____ Attitude of the pupils
_____ Readiness of the pupils
_____ Lack of teacher’s knowledge of the
new technology
____ Video presentation
____ Use of Big Book
____ Task Based Learning
____ Instructional Materials
_____ Group Collaboration
_____ Games
_____ Power point presentation
_____ Answering preliminary activities
_____ Discussion
_____ Case Method
_____ Think Pair Share (TPS)
_____ Group Activity
_____ Experiential Learning
____ Attitude of the pupils
_____ Readiness of the pupils
_____ Lack of teacher’s knowledge of the
new technology
____ Video presentation
____ Use of Big Book
____ Task Based Learning
____ Instructional Materials

Prepared by:

KENNY ANN GRACE C. BATIANCILA

Teacher 1

Checked by:

HERLYN H. BERONDO
School Principal 1