Table of Contents

Describes movement in a location, direction, level, pathway and plane. PE3BM –IIa-b-17 .... 2

1. moves in: personal and general space, forward, backward, and sideward directions high,
middle, and low levels straight, curve, and zigzag pathways diagonal and horizontal planes. 5

1. Demonstrates movement skills in response to sound. ....................................................... 10

1. Identifying conditioning and flexibility exercises that will improve body. ............................ 19

The learner… ........................................................................................................................... 25

Performs conditioning and flexibility exercises that will improve body mechanics. ................ 25
Engages in fun and enjoyable physical activities. ................................................................... 25

1
 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 2 Week ___
I. OBJECTIVES
A. Content Standards Demonstrates understanding of locations,
directions, levels, pathways and planes.
B. Performance Standards Performs movements accurately involving
locations, directions, levels, pathways and planes.
C. Learning
Competencies/Objectives Describes movement in a location, direction, level,
pathway and plane. PE3BM –IIa-b-17
II. CONTENT Moving in Personal Space and General Space
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages MAPEH in Action 3, pages 252-259
2. Learner’s Materials Pages MAPEH in Action 3, pages 272-282
3. Textbook Pages
4. Additional Materials from the
LR Portal
5. Other Learning Resources
IV. PROCEDURE
A. Reviewing the previous Demonstrate Flexibility Exercises
lesson or presenting the new
lesson Lead the class in doing the warm-up exercises.
Stress the importance of having a warm-up and the
safety and the safety measures in the different
exercises.
B. Establishing a purpose for the Using PowerPoint presentation show pictures of
lesson different movement.

What part of the body is moving?

Can you name those movements?
Can you describe the movement of the body?

C. Presenting Demonstrates to the class the following: walking,

examples/instances of the new running, hoping, galloping, sliding, skipping and
lesson leaping, knee stretching, trunk twist.

What can you say about the movements?

Did the movements perform in place?
Did the movements transfer in other places?
D. Discussing new concepts and What is movement?
practicing new skills #1 Explain to the class that what the teacher
demonstrated are examples of movements.
E. Discussing new concepts and Can you name those movements?
practicing new skills #2 Which among the movements are done in place?
Which are done by moving from one place to
another?

F. Developing mastery (Leads Group Activity:

to Formative Assessment 3) The pupils will be grouped into four.

2
 Each group will identify the pictures whether it is
locomotor or non-locomotor movements.
Afterwards they explain their works.

What are the examples of locomotor movement?

What are the examples of non-locomotor
movements?
Where do you use these movements?
G. Finding practical application The class will perform the following games/race.
of concepts and skills in daily Hula hoop Race for non-locomotor movement
living Sack Race for locomotor movement

What did you feel during the activity?

Which among the games/races is an example of
locomotor movement?
Which among the games/races is an example of
non-locomotor movement?
H. Making generalizations of What is movement?
concepts and skills in daily living Describe locomotor movement.
Describe non - locomotor movement.
Give an example of locomotor movement.
Give an example of non-locomotor movement.
I. Evaluating learning Identify the following movements. Match the
pictures in column A with its correct movement in
column B.

J. Additional activities for Cut at least 3 pictures showing of locomotor and

application or remediation non-locomotor movements. Paste it on your
notebook.

3
 V. REMARKS

VI. REFLECTION

A. No. of Learners who earned 80%

on the formative assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s 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 this work?

F. What difficulties did I encounter

which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?.

Other Sources Used:

4
 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 2 Week ___
I. OBJECTIVES
A. Content Standards Demonstrates understanding of locations, directions,
levels, pathways and planes.
B. Performance Standards Performs movements accurately involving locations,
directions, levels, pathways and planes.
C. Learning
Competencies/Objective 1. moves in: personal and general space, forward,
s backward, and sideward directions high, middle, and low
levels straight, curve, and zigzag pathways diagonal and
horizontal planes.
II. CONTENT Location, Directions, Levels, Pathways and Planes
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages Teacher’s Guide Pages CG p. 80 of 87
2. Learner’s Materials
Pages
3. Textbook Pages Explore and Shine MAPEH 3 page 255-258
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
1. Checking of attendance (appropriate attire for physical activities)
and PE uniform
2. Warm-up activities a. Jog in place (8 counts) walk in place (8 counts)
b. Breathing exercise (10 counts)
c. Head bend Forward (4 counts) with hand support
Backward (4 counts) with hand support
Sideward right with hand support (4 counts)
Back to position (4 counts)
d. Head Twist
Head twist sideward right (4 counts)
Back to position (4 counts)
Head twist sideward left (4 counts)
Back to position (4 counts)
e. Shoulder circle Start with hands down at the sides.
Forward (4 counts) with hands down at the sides
Backward (4 counts) with hands down at the sides
f. Trunk Twist
Arms raised up to the chest with palms facing down To
the right (count 4)
Back to position
Repeat to the left (count 4)
Back to position
g. Knee stretching/Pushing
Stand straight with feet apart, hands in front touching the
lap (count 4)
Slowly move the body downward (count 4)

5
 Back to position (Note: Point out that the knees should
not go beyond the toes.)
h. Ankle (foot) Circle
Lift right foot and rotate clockwise 4 counts and counter-
clockwise 4 counts.
Repeat with the left foot
i. Starting position: half knee bend
Inhale as you slowly stand up and straighten the knees.
Raise arms slowly sideward, upward. (8 counts.). Exhale
as you slowly bring arms downward to its original
position.
Repeat 3 times

After all the activities, cool down with simple stretching

and breathing.
3. Review of the Past Identify the following movements shown in the picture
Lesson below:

4. Presentation of the Take a look at the picture, the first picture showing a
Lesson personal space while the 2nd picture showing general
space. What is the difference between personal space
and general space?
• Who can give an example of personal space and
general space.

6
 General space is an unlimited area where you move from
one place to another. It is the entire space within a room,
gymnasium, an outdoor space, Locomotor movements
are generally used in defining general space. Then
movements you perform in transferring from one place to
another are called locomotor movements.
5. Activity Divide the class into 4 groups
Each group will be graded using the rubrics below:

Each group will be given a challenge card to be

performed after the time allotted. Each group is given 5
minutes to prepare and describe what they did.

Group 1 (perform forward, backward and sideward

directions)
Group 2 (perform High, middle and low levels shown in
the picture)
Group 3 (move straight, curve and zigzag pathways.
Group 4 (roll the ball in two directions as shown in
picture. (diagonal and horizontal planes)

6. Presentation of the Each group will present the challenge given to them. The
Challenge of each Group teacher will give a grade to each group using the rubrics
presented earlier.
7. Discussing new a. What is the difference between personal space and
concepts general space?
b. Who can give an example of a personal space and
general space.

7
 c. What are the different movements that can be done in
a personal space or general space?
8. Mastery of the The teacher will perform the different movements
Lesson/Practice (forward, backward, and sideward directions high,
middle, and low levels straight, curve, and zigzag
pathways diagonal and horizontal planes) and the
learners will identify the movement performed.
9. Making generalizations 1. Let say for instance you are ask by you teacher to
of concepts and skills in suggest a place (general space) which is near in your
daily living school. What place would you suggest?
2. What are the different movements that can be done in
a general space like gymnasium?
10. Application a. The picture on the right side is a Kennon Road
in Benguet,What concept of movement/direction
is described by the picture?

b. Pyramid is one of the stunts performed in cheer

dancing. What concept of movement is illustrated in this
stunt?

11. Evaluating learning Divide the class into 4. Prepare a piece of paper where
the different examples of movements that can be done in
a personal space and general space are written. Let the
leader in each group to draw a movement to be
performed in front of the class. Give each group at least
5 minutes to prepare.
12. Additional activities for Bring an upbeat/lively music track of your choice.
application or remediation
V. REMARKS

VI. REFLECTION

A. No. of Learners who earned

80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the lesson
D. No. of learners who continue
to require remediation

8
 E. Which of my teaching
strategies worked well? Why
did this work?

F. What difficulties did I

encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.

Other Sources Used:

9
 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 2 Week ___
I. OBJECTIVES
A. Content Standards Demonstrates understanding of locations, directions, levels,
pathways and planes.
B. Performance Performs movements accurately involving locations,
Standards directions, levels, pathways and planes.
C. Learning
Competencies/Object 1. Demonstrates movement skills in response to sound.
ives
II. CONTENT Location, Directions, Levels, Pathways and Planes
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Teacher’s Guide Pages CG p. 80 of 87
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning
Resources
IV. PROCEDURE
1. Checking of (appropriate attire for physical activities)
attendance and PE
uniform
2. Warm-up activities a. Jog in place (8 counts) walk in place (8 counts)
b. Breathing exercise (10 counts)
c. Head bend Forward (4 counts) with hand support
Backward (4 counts) with hand support
Sideward right with hand support (4 counts)
Back to position (4 counts)
d. Head Twist
Head twist sideward right (4 counts)
Back to position (4 counts)
Head twist sideward left (4 counts)
Back to position (4 counts)
e. Shoulder circle Start with hands down at the sides.
Forward (4 counts) with hands down at the sides Backward
(4 counts) with hands down at the sides
f. Trunk Twist
Arms raised up to the chest with palms facing down To the
right (count 4)
Back to position
Repeat to the left (count 4)
Back to position
g. Knee stretching/Pushing
Stand straight with feet apart, hands in front touching the lap
(count 4)
Slowly move the body downward (count 4)

10
 Back to position (Note: Point out that the knees should not
go beyond the toes.)
h. Ankle (foot) Circle
Lift right foot and rotate clockwise 4 counts and counter-
clockwise 4 counts.
Repeat with the left foot
i. Starting position: half knee bend
Inhale as you slowly stand up and straighten the knees.
Raise arms slowly sideward, upward. (8 counts.). Exhale
as you slowly bring arms downward to its original position.
Repeat 3 times

After all the activities, cool down with simple stretching and
breathing.
3. Review of the Past 1. What are the 2 spaces that can be used as a place where
Lesson different activities can be held?
2. What are the different movements that can be done in
personal space and general spaces.
4. Presentation of the 1. Identify the movement in each picture by connecting it.
Lesson

2. Once the boy hop, walk, run and leap, do you think he will
transfer from one place to another?
3. What do you call to the movement that transfer from one
place to another?

After a short discussion on the idea of general space, ask

the pupils to perform the following locomotor movements.
Give a demonstration of each movement skill and the pupils
will make a counter-demonstration of each movement.
Provide proper cueing for the different movements. You
emphasize that proper posture should be observed while
performing the different locomotor movements.
1. Walking
(correct
posture) It is a
series of
continuous steps
in any direction.
When walking,
we stand
straight, keep
our eyes looking
forward, not
11
downward, and
keep our chins
up with our arms
relaxed As we
walk, we point
our toes forward
while swinging
our arms
naturally at the
sides in the
opposite
direction of our
feet. at our
sides.
2. Running It is a
series of
continuous,
faster and
longer steps or
strides with high
knees in front. To
execute the
proper way of
running, we
keep our back
straight as we
slightly lean our
bodies forward.
We bend our
arms and allow
them to swing
freely at the side
of our bodies in
he opposite
direction of our
feet movement.
3. Jumping We
jump by
springing from
one or both

12
feet, and then
landing on both
feet. We do this
comfortably by
bending our
knees. Then we
swing our arms
backward, and
then forcefully
forward and
upward to
create
momentum,
springing with
our feet. This
movement
allows our body
to stretch
as if reaching
upward. Then
we land on both
feet with bent
knees for safe
landing.
4. Hopping
Hopping is
springing with
one foot, then
landing on the
same foot. We
can swing our
arms and bend
our hips, knees,
and ankles to
hop higher or
further. We
should always
remember that
to land safety,
we land with our

13
toes, followed
by the balls of
our feet while
slowly bending
our knees.
5. Galloping It is
a combination
of a step (full
transfer of
weight on the
other foot) and
a cut by the
transfer of
weight on the
other foot. A cut
is a
displacement of
one foot with
the other foot.

6. Sliding It is
when the lead
step is quickly
followed by the
free foot closing
to replace the
supporting foot.
It involves
gliding the sole
of one foot
along the floor.

7. Skipping A
skip is just a
combination of
a step and a
hop. We do this
by first stepping
one foot
forward and

14
 then hopping
on the same
foot. This can
also be done
with the
opposite foot.
We should
observe
balance while
skipping.

8. Leaping It is
to spring or
bound upward
from one foot
from the ground
and landing on
the opposite
foot
5. Practice Performance Task: Exploring General Space
Divide the class into four groups. Assign a space for each
group .Ask the class to explore the general space by using
the different locomotor movements. Play music during the
activity. Teaching variations:
1. In a mass formation, pupils can execute locomotor
movements in any given space.
2. Assign each group with a given space design or pathway
(ex. moving in circular pattern, moving in square pattern,
moving zigzag pattern etc.)
3. Assign each group to move in various levels( ex. moving
in low,middle level, or high level, or combination of the
three.)
4. Do the task with a background music. The teach may
provide a bacgroun music of the learners may choose their
own backround music to be used in their mass formation.
6. Making After the practice activity, gather the pupils and ask the
generalizations of following:
concepts and skills in 1. Were you able to demonstrate properly the different
daily living locomotor movements?
2. Were you able to move in a general space?
3. What different locomotor movements did you perform?

Sum up the responses of the pupils and tell to the class that
mastery of the locomotor movements will surely guide them
in moving properly in general space.

General space is an unlimited area where you move from

one place to another. It is all the space within a room,

15
 gymnasium, an outdoor space, or a boundary that a body
can occupy. Locomotor movements are generally used in
defining the general space. Locomotor movements are
movements that transfer the body from one place to
another. Some examples of these are walking, running,
jumping, hopping, skipping. Sliding, and leaping. ay use folk
music to accompany the movement activity.
7. Application
With the same set groups, ask each group to form a straight
line. A chair can be used as the turning point for each group
for the locomotor race.The groups will compete each
member of the group will do the locomotor movements that
the teacher will identify. Each player will move from the
starting line, go around the chair, return to the line and tag
the next person. The first group to finish the race for each
locomotor movement gets a point.

Emphasize the proper execution of the locomotor

movement and ensure safety during the performance.

8. Closing Activity After the activity ask the class to form a circle. Lead the
class in the loosen up activity (cool down/stretching
exercise) activity. Play relaxing music.
9. Evaluating learning Divide the class into 5. From the different locomotor skill
demonstrated earlier each group should choose at least 5
locomotor skills to be presented in front of the class in
response to sound/music of your choice. Each group is
given 5 minutes to prepare.
10. Assignment Match the words in column A with the movements in column
B. Write the letter of the correct answer on the line before
the number.

16
 Answer the following questions:
1. Which locomotor movements were you able to perform
well?
2. Which locomotor movements did you find difficult to do?
3. On a scale of 1 5, with 1 as the lowest and 5 as the
highest, how could you rate your performance in all the
activities?
4. Color the stars that will describe your overall
performance.

V. REMARKS

VI. REFLECTION

A. No. of Learners who

earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
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 this work?

17
 F. What difficulties did I
encounter which my
supervisor/principal/departm
ent head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?.

Other Sources Used:

18
 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 2 Week ___
I. OBJECTIVES
A. Content Standards Demonstrates understanding of locations, directions, levels,
pathways and planes.
B. Performance performs movements accurately involving locations,
Standards directions, levels, pathways and planes.
C. Learning
Competencies/Obj 1. Identifying conditioning and flexibility exercises that will
ectives improve body.
II. CONTENT Location, Directions, Levels, Pathways and Planes
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Teacher’s Guide Pages CG p. 80 of 87
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Explore and Shine Through MAPEH 3 Page 255-256
4. Additional
Materials from the
LR Portal
5. Other Learning
Resources
IV. PROCEDURE
1. Checking of (appropriate attire for physical activities)
attendance and PE
uniform
2. Warm-up activities a. Jog in place (8 counts) walk in place (8 counts)
b. Breathing exercise (10 counts)
c. Head bend Forward (4 counts) with hand support
Backward (4 counts) with hand support
Sideward right with hand support (4 counts)
Back to position (4 counts)
d. Head Twist
Head twist sideward right (4 counts)
Back to position (4 counts)
Head twist sideward left (4 counts)
Back to position (4 counts)
e. Shoulder circle Start with hands down at the sides.
Forward (4 counts) with hands down at the sides Backward
(4 counts) with hands down at the sides
f. Trunk Twist
Arms raised up to the chest with palms facing down To the
right (count 4)
Back to position
Repeat to the left (count 4)
Back to position
g. Knee stretching/Pushing
Stand straight with feet apart, hands in front touching the lap
(count 4)
Slowly move the body downward (count 4)

19
 Back to position (Note: Point out that the knees should not go
beyond the toes.)
h. Ankle (foot) Circle
Lift right foot and rotate clockwise 4 counts and counter-
clockwise 4 counts.
Repeat with the left foot
i. Starting position: half knee bend
Inhale as you slowly stand up and straighten the knees.
Raise arms slowly sideward, upward. (8 counts.). Exhale as
you slowly bring arms downward to its original position.
Repeat 3 times

After all the activities, cool down with simple stretching and
breathing.
3. Review of the Past
Lesson

4. Presentation of the The pictures below describe a posture of a person. Which

Lesson picture demonstrate a good posture.

1. What you know what posture is?

Posture is the position of the body as you do
your daily activities such as standing, sitting, walking or
carrying bag.

2. Do you think the posture of the 1st picture can be corrected?

20
 Yes! Body posture can be improved by doing
different activities like exercises.
5. Activity 1. Divide the class into 4.
2. Each group will be given an activity box. Inside the activity
box are the manila paper, pictures of the different exercises
that can improve the posture of a person, paste and the names
of the different exercises.
3. The learners will identify the different conditioning and
flexibility exercises that will improve body posture.
4. Each group will be graded using the rubrics below.

6. Presentation of the Each group will present their output in front of the class. The
Challenge of each teacher will give a grade to each group using the rubrics
Group presented earlier.
7. Discussing new 1. From your activity earlier, what have you identified?
concepts 2. What are the benefits that we can get from doing those
exercises?

Posture is the position in which we hold our bodies while

standing, sitting, or lying down. Good posture is the correct
alignment of body parts supported by the right amount of
muscle tension against gravity. Without posture and the
muscles that control it, we would simply fall to the ground.
Stretching is a form of physical exercise in which a
specific muscle or tendon (or muscle group) is deliberately
flexed or stretched in order to improve the muscle's felt
elasticity and achieve comfortable muscle tone. The result is a
feeling of increased muscle control, flexibility, and range of

21
 motion. Stretching is also used therapeutically to alleviate
cramps.

Increasing flexibility through stretching is one of the basic

tenets of physical fitness. It is common for athletes to stretch
before (for warming up) and after exercise in an attempt to
reduce risk of injury and increase performance.

Stretching can be dangerous when performed incorrectly.

There are many techniques for stretching in general, but
depending on which muscle group is being stretched, some
techniques may be ineffective or detrimental, even to the point
of causing hypermobility, instability, or permanent damage to
the tendons, ligaments, and muscle fiber. The physiological
nature of stretching and theories about the effect of various
techniques are therefore subject to heavy inquiry.
8. Making 1. What is posture?
generalizations of 2. What are the conditioning and flexibility exercises that will
concepts and skills in improve body posture.
daily living 3. What are benefits that we can get from doing conditioning
and flexibility exercises?
9. Application Which from the picture below demonstrated a good posture?
Make THUMBS UP if the picture demonstrating good posture
and THUMBS DOWN if not.

10. Evaluating Identify the different conditioning and flexibility exercises that
learning will improve body posture shown in the picture below.

22
 11. Additional Cutout other conditioning and flexibility exercises that will
activities for improve body posture and paste it on your notebook.
application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of Learners who

earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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 this work?

F. What difficulties did I

encounter which my
supervisor/principal/depar
tment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?.

Other Sources Used:

23
24
 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 2 Week ___
I. OBJECTIVES
A. Content Standards The Learner…
demonstrates understanding of locations,
directions, levels, pathways and planes.
B. Performance Standards The learner…
performs movements accurately involving
locations, directions, levels, pathways and
planes.
C. Learning Competencies/Objectives
The learner…

Performs conditioning and flexibility

exercises that will improve body
mechanics.

Engages in fun and enjoyable physical

activities.
II. CONTENT Locations (Behind, in front, under, over,
personal space, general space)
Directions (linear forward and backward,
lateral sideward, and multi directional)
Pathways (straight, curve, zigzag)
Planes (Diagonal, horizontal, vertical and
rotational)
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages MAPEH in ACTION 3 pp. 297-304
3. Textbook Pages
4. Additional Materials from the LR
Portal
5. Other Learning Resources
IV. PROCEDURE
A. Reviewing the previous lesson or Perform the basic steps in dancing “Tiklos”
presenting the new lesson a. Change Step
b. Hell and toe change step
c. Changing step
d. Point step
e. Cut step
B. Establishing a purpose for the Say: Today we are going to perform other
lesson exercises that will improve our body
mechanics.

Motivation:
Let the pupils sing FAFA FAITH with
action
FAFA FAITH
Who,who,who,who,who,
who,who,who,who 2x
Who is the faith for the fafa faith

25
 Who is the grace for the gra-a-a-ace
Who is the hope for the ho-o-o-hope
Who is the love for the lo-o-o-ove
Who is that man? I want to shake his
hand
For he lives in you and he dies for you
and me-e-e
( Dip-dip-di-di-di-dip-di-di-di-di
dip-dip-di-di-di-dip) 2x
C. Presenting examples/instances of Let the pupils play “HEP HEP HOORAY”
the new lesson
Group the pupils into 3 and choose 2
players to represent each group in the play
let the other group members observe and
cheer.

Ask: When we are doing the play what

particular arm position when we say HEP-
HEP?
Pupils: Upper position

Ask: how about HOORAY in what

particular position the pupils must do:

Pupils: Lower position.

D. Discussing new concepts and The teacher will demonstrate the rhythmic
practicing new skills #1 figures using the two coconut shell.
Put together the coconut shell:
a. In front
b. At the Left side
c. Above
d. At the back
e. Below the knee
f. At the chest
g. At the Right side
h. Left diagonal
i. Right diagonal
E. Discussing new concepts and Using the 3 groups of pupils let each group
practicing new skills #2 perform the assigned task:
Group 1:
Will sing “Bahay Kubo” while performing
the figures:
a. Clapping upward while walking 4
steps front and back
b. Clapping left side while walking 4
steps
Right and back to original
position
c. Clapping chest level while
turning 4 steps.
Group 2:
Will sing “Lubi-Lubi” while performing the
figures:

26
 a. Clapping Backward while
walking 4 steps forward and back
to position
b. Clapping upward while walking 4
steps left diagonal and back to
position
c. Clapping downward while
walking 4 steps right diagonal
and back to position
Group 3:
Will sing “Leron-Leron Sinta” while
performing the figures:
a. Clapping right sideward while
walking 4 steps left side ward
and back to position
b. Clapping left sideward while
walking 4 steps right sideward
and back to position
c. Clapping upward while turning 4
steps and back to position
F. Developing mastery (Leads to Let each group perform 5 figures using
Formative Assessment 3) their own choice of music.
G. Finding practical application of What particular daily work we are doing
concepts and skills in daily living similar to what we have discovered today?
The pupils will give example:
At Home:
a. Fetching water
b. Scrubbing the floor
c. Cleaning the surroundings
d. Etc.
In school:
a. Playing ball games
b. Cleaning the classroom
c. Sweeping the grounds
d. Walking around
e. Etc.

H. Making generalizations of concepts How can we improve our body mechanics?

and skills in daily living - We can improve our body
mechanics by performing
conditioning and flexibility
exercises.
I. Evaluating learning Each group will choose 5 figures and
perform in front using the song “Jack and
Jill”

Rubrics:
Activity Score
Mastered and perfectly 3
done
Mastered but there some 2
errors
Unmastered 1

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 J. Additional activities for application or Create at least 3 own figures and perform
remediation in the class
Choose your own music.
V. REMARKS

VI. REFLECTION

A. No. of Learners who earned 80% on the

formative assessment
B. No. of learners who require activities for
remediation
C. Did the remedial lesson/s 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 this work?

F. What difficulties did I encounter which

my supervisor/principal/department head
help me solve?
G. What innovation or localized materials
did I use/discover which I wish to share with
other teachers?.

Other Sources Used:

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