Daily Lesson Log in SCHOOL MACALAMCAM B NATIONAL HIGH SCHOOL GRADE LEVEL 7

MAPEH
TEACHER CATHERINE G. LIBUNA LEARNING AREA PE

TEACHING DATE AND TIME WEEK 1 QUARTER SECOND

I. OBJECTIVES
A. Content standard The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness.
B. Performance standard The learner designs an individualized exercise program to achieve personal fitness.
C. Learning competencies/ The learner… The learner describes The learner performs appropriate
Objectives  Undertakes physical activity and physical fitness assessments. the nature and first aid for sports-related injuries
(PE7PF-IIa-h23) background of the sport. (e.g. cramps, sprain, heat
 Reviews goals based on assessment results. (PE7PF-IIa24) (PE7GS-IId-5) exhaustion) (PE7PF-IId30)
 Addresses barriers (low level of fitness, lack of skill and time)
to exercise. PE7PF

II. CONTENTS Exercise Programs: .

Training Guidelines, FITT Principles
III. LEARNING RESOURCES Endurance, Muscle- and Bone strengthening Activities:
b. dual sports (Badminton)
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages

Lacia, G.C.; Limos, A.P.; Callo, L. F.; et Al., (2015). The 21 st Century MAPEH In Action7, REX Book Store, 856 Nicanor Reyes, Sr. St. 1977 C.M.
Recto Avenue, Manila, Philippines, pp. 151 - 159

Copiaco,H.P.; Lugue, V.P.; Ramirez, V.E.; et Al. (2013). Our World of MAPEH, Vibal group Inc., Gregorio Araneta Ave., Quezon City, pp. 255 –
263, pp. 274 – 279
3. Textbook pages
Muyot,F.R.;Garcia,M.D.; Baarde,M.G.; et.Al. (2013)MAPEH on the GO 7, Sunshine Interlinks Pub.House.Inc. 3rd flr. Maine City Tower, 236
Tomas Morato Ave. Brgy. South Traiangle, Quezon City, pp. 264 - 280

Bautista, J.V.; De Leon, A.C.; Darilag, A.G.; et Al. (2006) MAPEH For A Better You, LG & M Corp. 1253 Gregorio Araneta Ave. cor. Maria Clara
St. Quezon City, pp. 302 - 206

4. Additional Materials from OHSP PE 1 Q1 Module 1

Learning Resource (LR)
portal

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 Goal Setting For Fitness Barriers to Exercise Badminton Badminton Injuries
http://www.slideshare.net/ https://www.youtube.com/ http://www.slideshare.net/ https://www.youtube.com/watch?
MoodyNatalie/goal-setting- watch?v=PeqaRuDS0ko elmerllames/badminton-grade-7- v=dVv7hIY__fk
5658326?qid=6a99720d- physical-education?qid=caea1fdf-
8730-4c3c-8bd8- 349c-4e56-8731- First Aid For Sports Related Injuries
2d8ffc085a37&v=&b=&from_ f210ef2c838e&v=&b=&from_searc http://www.slideshare.net/
B. OTHER LEARNING search=6 h=2 GregoryAssink/gr9-lesson1-5496387?
REFERENCES qid=1bc93428-2ab7-4cc7-af21-
Basic Badminton for Beginners da39b33dec61&v=&b=&from_search=1
https://www.youtube.com/watch?
v=1UIhKZCPMYM

IV. PROCEDURES
A. Reviewing Previous Lesson or Activity: TEXT TWIST Activity: PARTNER TAG Activity: Picture Association Activity: LOOP A WORD
Presenting New Lessons The teacher will divide the The teacher will give students
class into 2 groups, each paper containing a statement The teacher will show pictures of Underline or encircle the given words in
groups will be given defining the term of fitness different playing materials used in the puzzle.
envelopes containing components. Another set of dual sports. Students will associate (see Annex G)
scrambled letters. Each group students will lift a term from the pictures with the game (5 min)
will arrange the letters to get the board and find the student badminton.
the correct answer and with the paper containing the (see Annex C)
identify which fitness term. (5 min)
component it belongs. (see Annex B)
Group 1 (5 min)
 BOYD SAMM
DEXIN
 FELXIBILYTI
 CAROID
VSACLAUR
NEDUARNCE
 SRETNGTH
 SDEEP
Group 2
 WERPO
 AILIGTY
 RAECOINT
MITE
 OOCRDIANTIO
N
 ABLANCE

(see Annex A)
(10 min)

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B. Establishing A Purpose For The Activity: PASS THE BALL Activity: FACT OR BLUFF Activity:
Lesson (small ball/crumpled paper The teacher will ask the students to get
ball) The teacher will divide the class their partner for the stretching exercise
into 2 groups. Teacher will tell activity.
The teacher will toss/pass the information about badminton. Each  Shoulder Shrugs (16 counts)
ball to one student and ask group will be given a chance to  Trunk Twist (16 counts)
students to give one physical answer. The group who has the  Lunges (R/L) (16 counts)
activity at home, after the correct answer will the game.  Elbow Stretch (16 counts)
answer, he/she will pass the (see Annex D)  Quadriceps Stretch (16
ball to another classmate to (5 min) counts)
answer. (5 min)
(5 min)

C. Presenting Examples / Based on the activity, the Let the students list down the Based on the activity, teacher will ask the
Instances of the New Lesson teacher will ask the students things they already know and the students the following questions:
about the following questions: things they still want to know about  What did you feel after the
 What are the badminton. activity? Did you feel dizzy?
common physical (see Annex E) Why?
activities being done (5 min)  What are the benefits of
at home? stretching exercise?
 What did you feel  What muscles are strengthened
after the activity? in the activities like, lunges,
 What fitness jumps and shoulder shrugs?
component was (5 min)
used during the
activity?
(5 min)

D. Discussing New Concepts and Teacher- led discussion on Teacher- led discussion on: Teacher – led discussion on:
Practicing New Skills # 1 Physical Fitness and goal  The nature and background  The different safety precautions,
settings through power point of badminton through power responsibilities and to be
presentation.  point presentation. considered before and after the
(35 min)  Kinds of strokes and serves execution of the activity.
needed to execute in the  First aid sports – related
game. injuries.
(20 min.)
Badminton
http://www.slideshare.net/ Badminton Injuries
elmerllames/badminton-grade-7- https://www.youtube.com/watch?
physical-education?qid=caea1fdf- v=dVv7hIY__fk
349c-4e56-8731-
f210ef2c838e&v=&b=&from_searc First Aid For Sports Related Injuries
h=2 http://www.slideshare.net/
GregoryAssink/gr9-lesson1-5496387?

3
 Basic Badminton for Beginners qid=1bc93428-2ab7-4cc7-af21-
https://www.youtube.com/watch? da39b33dec61&v=&b=&from_search=1
v=1UIhKZCPMYM
(20 min)

E. Discussing New Concepts and Teacher led– discussion on

Practicing New Skills # 2 the barriers to exercise
through power point
presentation/video
presentation.
(15 min.)
Barriers to Exercise
https://www.youtube.com/
watch?v=PeqaRuDS0ko

F. Developing Mastery (Leads To Activity: Group Activity: FILL ME IN Group Activity:

Formative Assessment 3) The teacher will divide the Compare the single and double The teacher will divide the class into five
class into 6 groups. Each badminton courts by writing the groups. Each group will pick a task card
group will pick a task card length and width of the plying area. regarding sports – related injuries that
containing the barriers to (see Annex F) may occur during the game.
exercise. Each group will (5 mins.) Each group will perform the proper first
make a situation about the aid.
barrier and how it will affect
their personal fitness. Group 1 – Strain
Group 2 – Sprain
Group 1 – Lack of facilities Group 3 – Cramps
Group 2 – Time Group 4 – Heat exhaustion
Group 3 – Commitment and (see Rubrics)
Motivation (10 min)
Group 4 – Personal injury
Group 5 – Emotional
Group 6 –Cost
(see Rubrics)
(15 min)

G. Finding Practical Applications of The teacher will ask the The teacher will ask the students Based on the activity, teacher will ask the
the Concepts And Skills In Daily students the following following questions: students following questions:
Living questions:  What benefits that can be  What will you do if injuries occur
 What is the obtain from playing anytime, anywhere? Are you
importance of badminton in your fitness? going to give first aid? If yes,
physical fitness to an  What are the muscles in why? If no, why not?
individual? the body that may be  Does being physically fit helps
 How can these developed by playing you give application of
barriers affect one’s badminton? appropriate first aid that may
fitness goals? (5 min.) occur any time, anywhere?
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  What are the (5 min.)
possible ways to
overcome the
barriers to exercise?
(5 min.)

H. Making Generalizations and The teacher will ask the The teacher will ask the students to The teacher will asked:
Abstractions About the Lesson students the following: complete the following statements:  What are the common injuries
 What is physical that may happen during sports
fitness and its  The game of badminton activity?
components? starts with a ______ coin.  What are the factors that can
 What are the  The winning side serves cause injuries?
barriers to exercise? ______. (5 min.)
(5 min.)  A_______ game is
needed if both teams won
1 game.
 In an ________, the score
may be set at 12 points if
the score is tied at 9 or 10.
 It is a ______ when the
servers strikes the
shuttlecock above the
waist.
(5 min.)

I. Evaluating Learning Group Presentation about the Group Presentation: Describe and Activity: FIX ME I’m BROKEN (by pair)
barrier and how it will affect compare the single and double
their personal fitness. court in badminton.  Let each students group
(see Annex B) (see Rubrics) themselves into two.
(see Rubrics) (5 min)
 Label yourself and partner as A
(15 min)
and B.
A- Act as victim
B- First aider
 Assemble columns, 1 for the A’s
another for the B’s. Bring with
you your first aid kits or any
improvised kits.
 As the teacher blows the whistle,
all A’s shall pretend to be injured
(students discretion they would
portray). The next whistle signals
the B’s to employ appropriate
first aid techniques. The last

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 whistle signals to stop.
 Explain work by pair.
(see Rubrics)
(10 min)

J. Additional Activities for Activity 1: Activity Pyramid A. IMPROVISED

Application and Remediation Use the activity pyramid to SHUTTLECOCK
record and monitor your daily Make a shuttlecock using the
physical activities. Write the following:
activities you do and use it as cock feathers, glue, cork, string and
a guide in achieving health a pair of scissors.
and fitness development. Follow the following procedures:
B. Cut the cock feathers as
Activity 2: With the same long as the commercially
groups make a jingle/rap available shuttlecock.
about the following terms: C. Cut the cork and glue the
 PHYSICAL feathers on it.
FITNESS D. Attach the feathers to
 AGILITY each other by tying them
 COORDINATION with strings.
Glue the sting and feathers and let
 SPEED
it dry under the sun.
 FLEXIBILITY
 BALANCE
 POWER
 STRENGTH
(see Rubrics)

K. Assignment
V. REMARKS

VI.REFLECTION
A. No. of Learners Who Earned
80% In The Evaluation
B. No. of Learners Who Require
Additional For Remediation
Who Scored Below 80%
C. Did The Remedial Lessons
Work? No. of Learners Who
Have Caught Up With The
Lesson.

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D. No. of Learners Who Continue
To Require Remediation
E. Which of My Strategies Worked
Well? Why Did These Work?
F. What Difficulties Did I Encounter
Which My Principal Or
Supervisor Helped Me Solved?
G. What Innovation or Localized
Materials Did I Use / Discover
Which I Wish To Share With
Other Teachers?

PREPARED BY: NOTED BY:

CATHERINE G. LIBUNA GEMMA S. CABANIG

TEACHER 1 OIC