School: CDONHS-BALULANG ANNEX Grade Level: 8

MAPEH 8 ( 2021-2022) Teacher: KRISTY JANE A. CAGAS Learning Area: MAPEH (PE)
DAILY LESSON LOG Teaching Dates and Time: March 24, 2022 Quarter 3rd QUARTER -Week 7

I OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

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

B.Performance
Standards: The learner designs a physical activity program for the family/ school, peers to achieve fitness.

C.Learning MELCS
Competencies/Objecti • Executes the skills involved in the sport (PE8GS-IId-h-4)
ves:
LEARNING OBJECTIVES
At the end of the lesson, 80 % of the Grade 8 students were able to:
• Define the basic skills in playing Volleyball.
• Value the health and fitness benefits derived from playing Volleyball
• Perform the basic skills in playing Volleyball.

The learning objectives shows that the lesson prepared by the teacher is a student-centered learning as the teacher wants the students to understand the lesson
and perform the activities INDEPENDENTLY

D. Teaching strategies  Video presentation “Watch and Observe” - Video clip is shown to further discuss the topic.
 Performance task “Do it now”- Performance task was given with rubrics
 Teacher Feedback “Roaming Review”- The class carry out the assigned tasks following clear instruction given prior.
 Direct Teaching “Follow my Lead”- Demonstrating how a drill is performed and having them follow your steps helps the
students visualize what is you are requiring them to do.
 Self-Feedback “Retrace Your Steps”- Students look at their outcome and assess if it was done correctly, or could have been
done better
 Q AND A-Giving Provoking questions before the discussion proper.

TEAM SPORT: VOLLEYBALL

II.CONTENT BASIC SKILLS IN PLAYING VOLLEYBALL

III.LEARNING
RESOURCES
 A.References
1.Teacher’s Guide
Pages
2.Learner’s Physical Education
Materials Pages Quarter 3 – Module 1
Team Sport: Volleyball
pages 9-16
RO
3.Textbook Pages

4.Additional Materials
from Learning
Resource (LR) portal
B.Other Learning (https://burned-calories.com/sport/volleyball )
Resources YouTube videos

IV.PROCEDURES

A.Reviewing Previous
Lesson or Presenting 1. Prayer
the New Lesson 2. Setting House rules
3. Review of the previous lesson
(4 MINUTES) 4. Motivation

Picture time
Guess what is being portrayed by the picture.

Present to the class the learning objectives

B.Establishing a
Purpose for the At the end of lesson 80 % of the Grade 8 students were able to:
Lesson 1. Define the basic skills in playing Volleyball.
2. Value the health and fitness benefits derived from playing Volleyball
(1 MINUTE) 3. Perform the basic skills in playing Volleyball.

C.Presenting Before presenting the topic, the teacher asks this HOT question to the class.
Examples/Instances of • WHY IS IT VERY IMPORTANT TO KNOW THE BASIC SKILLS IN VOLLEYBALL?
the lesson
In this activity students elicit prior knowledge. New knowledge is created in relation to learner's pre-existing knowledge. This
( 5 MINUTES) activity shows constructivism philosophy of teaching that is learner-centered.

ENGLISH INTEGRATION (DEFINITION OF TERMS)

The class define the different terms in basic skills in Volleyball.

• FORE ARM PASS-a pass made off the forearms.
 • OVERHEAD PASS - a pass made by contacting the ball above the head with the finger pads.
• SERVE - the method of putting the ball in play over the net by striking it with the hand.
• Underhand Serve- is a volleyball serve in which the ball is given a slight under-hand toss from about waist high and then struck with a closed fist by
the opposite hand.
• Sidearm Serve-Like the overhead serve, the sidearm serve is powerful and difficult to receive. This serve goes over the net into a downward
trajectory.
• Overhand Serve-An overhand serve in volleyball is a serve in which the player tosses the ball with one hand and strikes it in the air above their head
with the other hand.
• SET - the placement of the ball near the net to facilitate attacking.
• SPIKE - ball hit its topspin and a strong downward force into the opponents’ court.
• BLOCK - the process of intercepting the ball just before or as it crosses the net. A block is executed by any front row player.

ICT INTEGRATION (VIDEO PRESENTATION)

Teacher also presented a video demonstration on how to execute properly the 5 basic skills.
D.Discussing New Benefits of Playing Team Sport
Concepts and
Practicing New Skills 1.Physical and Health Benefits - Regular participation in team sport reduces the risk of health problems including diabetes, obesity and heart diseases.
#1 (SCIENCE-BIOLOGY INTEGRATION)
2.Social Benefits - It provides opportunity to play with others and therefore help develop and strengthen social skills.
(25 MINUTES) (ESP INTEGRATION- SOCIAL INTERACTION)
3.Psychological Benefits - Studies shows that playing team sports improves critical thinking problem solving, patience, persistence and self-discipline. (ESP
INTEGRATION- VALUES FORMATION)

Benefits in Playing Volleyball (SCIENCE-BIOLOGY INTEGRATION)

1. Promotes cardiovascular health
2. Burns calories
3. Builds bone strength
4. Boost the immune system
5. Provides strength trainings
6. Boost mental development
7. Develop better coordination and motor skills
8. Develop self-discipline and concentration
9. Improves awareness of space and body
10. Boost confidence
E.Discussing New (MATHEMATICS INTEGRATION ( COMPUTATION)
Concepts and
Practicing New Skills How do we calculate the amount of calories burned playing Volleyball?
#2
• This calculation uses the MET value (Metabolic Equivalent of Task) of Volleyball. The MET value of Volleyball = 4. We multiply the MET value
with the person\'s body weight in kilogram. Then we multiply this with 0.0175 and the duration in minutes.
• A person weighs: 180 lbs.
(5 MINUTES) MET value of Volleyball: 4
Time: 30 minutes
The calorie calculation for Volleyball for 30 minutes is as follows:
 • (180/2.20462) * 4 * 0.0175 * 30 minutes = 171
(https://burned-calories.com/sport/volleyball )

Students are able to compute the amount of calories burned if they will play Volleyball. They will also realize based on the results the good effect
of playing the game to our body specially to our health.
F.Developing Mastery AP INTEGRATION ( HISTORY)

(10 MINUTES) Teacher will ask some trivia questions to class related to the topic being discussed.
1. Who is the God of volleyball?
2. Who is the best setter in Philippine women's volleyball?
3. Who is the most awarded volleyball player in the Philippines?

G.Finding practical PRACTICAL APPLICATION

application of concepts
and skills in daily • PRACTICE THE BASIC SKILLS IN VOLLEYBALL.
living • WATCH AND OBSERVE HOW IT IS BEING EXECUTED PROPERLY.
• AFTER WATCHING, MAKE A VIDEO DEMONSTRATION ON HOW YOU EXCUTE THE SKILLS (WITH RUBRICS)
(3 MINUTES) • PASS IT IN OUR GOOGLE CLASSROOM
• ANSWER THE FOLLOW UP QUESTIONS.
In this part the students are given a chance to observe and explore ways on how to execute properly the basic skills in Volleyball. The said
performance task will be graded with the use of rubrics. This type of activity is a learner-centered activity.

H.Making (VALUES INTEGRATION)

generalization and
abstraction about the Being discipline to everything is the key to a healthy life. You cannot playback the history but you can make change in the future.
lesson. Life is too short; make every single second a productive one.

(4 MINUTES) A healthy individual will live life with less effort with productive outcomes. It will increase energy level and academic achievement. And you will live strong
and happy.

(CSE INTEGRATION)

Volleyball game is a good game that can be played by everyone regardless of your gender, sex, social status, age, and religion. There is no discrimination, no
gender bias and no bullying whether you are good or not as long as you are enjoying it then played with it.

I.Evaluating learning Exercise #1: COMPLETE ME

Direction: Complete the statement below.
(3 MINUTES) 1. Volleyball was played by everyone, everywhere, and in any weather condition, without difficulty, helping players to stay in shape all year round. In this time
of pandemic, how indoor/outdoor games like Volleyball helps you and your family in terms of the following;
Overall Fitness: _________________________________________________________________________________
Behavior/Discipline: ______________________________________________________________________________
Social/Communication: _____________________________________________________________________________
In this assessment, learners are able to give their ideas/reflect about the topic and able to develop their critical thinking skills. The teacher
used the constructivism philosophy of teaching that is learner-centered.
 EXERCISE # 2 : GUESS ME
Directions: On your paper, guess what is being described in each item.
1. A ball hit its topspin and a strong downward force into the opponents’ court.
2. The method of putting the ball in play over the net by striking it with the hand.
3. An attack that cannot be returned directly as a result of that attack.
4. A pass made off the forearms.
5. An emergency pass, usually used to defend a hard-driven attack.

J.Additional activities Answer the follow up questions after accomplishing the practical application.
for 1. Were you able to execute the different fundamental skills in volleyball?
application/remediatio 2. Please check the skills which you think you were able to do with “good” performance?
n Forearm Pass
Overhand Pass
Underhand Serve
Overhand Serve
Sidearm Serve
Attack
Block
3. Do you think you need time to practice the above-mentioned skills? Why?

Pass all your activity in our google classroom

V.REMARKS
VI. REFLECTION
A.No. of learners who
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
work well? Why did
these work?
F.What difficulties did
I encounter which my
principal or
supervisor can help
me solve?

G.What innovations
or localized materials
did I used/discover
which I wish to share
with other teachers?

PREPARED BY: NOTED BY:

KRISTY JANE A. CAGAS ALFREDO C. TONGCO JR.

SST-1
SECONDARY SCHOOL PRINCIPAL 1

Name: _________________________________________________ Grade and Section:_________________________

RUBRICS FOR BASIC SKILLS IN VOLLEYBALL DEMONSTRATION

BASIC SKILLS Excellent Good/Proficient Fair / Poor / Needs Failure TOTAL SCORE
/Advanced Developing Improvement

Underhand
Body in low athletic Body in low athletic Weight on heels, Hands were apart, Cannot make contact
Passing stance, weight on stance, weight on elbows were bent, body in upright with the ball.
balls of feet, knees balls of feet, knees ball was playable for position, did not call,
bent, called mine, bent, called mine, teammates, some lift.
(bumping)
hands together, ball hands together, ball control of ball.
went towards target, went towards target,
control of the ball, control of the ball.
pass had a purpose.
Overhead
Body in athletic Body in athletic Made a triangle, hit Hands were apart, Cannot make contact
Passing position, made a position, made a ball off of palms (not body not in athletic with the ball.
triangle for hands, triangle for hands, fingers), some position, lift, no
called mine, weight called mine, weight control of ball. control of ball.
(setting)
on balls of feet, good on balls of feet, good
 follow through, follow through,
control of ball to control of ball to
target, pass could target.
spiked, pass had a
purpose.
Hitting
Footwork is correct, Contact is made with Contact is made with Contact is made with No contact is made
body weight is ball in any manner, ball, no approach was ball, foot work is with ball.
(spiking) transferred correctly, footwork is good, ball made. incorrect.
arm pull back is low, is hit into the court.
contact with ball is
high with an open
hand, ball is hit into
the court.
Serving No contact is made
- Player performs the - Player performs a - Player performs - Player performs no with ball.
same per-serve per-serve routine all per-serve routine per-serve routine.
routine, every-time. the time. sparingly. - Player consistently
- Player can - Player can - Player can serve errs (net violation or
consistently serve in consistently serve in the ball in play, but out of bounds).
play and to the play and sometimes with little zone - Serve has little to
desired zone. to the desired zone. discretion. no velocity.
- Serve has great - Serve has velocity - Serve has some - Serve clears net by
deal of velocity and and can challenge velocity, but not 10 + ft.
can potentially var. level serve suitable for aces at
disrupt var level receive passing. the var. level.
serve receive - Serve clears net - Serve clears net
patterns. between 6-3 ft. between 9-6 ft.
- Serve clears net by
less than 3 ft.
Serve Receive No contact is made
- Palms up, platform - Palms up, platform - Balance is forward - Balance prior to with ball.
straight and straight and in front before serve, but on serve is on heels.
extended in front of of knees. heels. - Palms facing down.
body. - Balance is primarily - Palms up. - Vertical stance with
- Balance is on toes, on toes, but player - Platform close to no bend at knees, no
out in front of knees. may finish the pass body instead of depth in hips, bent
- Knees are almost on heels. extended in front of platform.
90 degrees, hips are - Player is slightly knees. - No effort to dive
strong. below bottom-net - Player's "ready" when necessary.
- Player is clearly level when ready to position to pass has - "0" option pass.
ready-to pass below pass. player's head at
the bottom-net level. - "2" option pass. bottom-net level.
- "3" option pass. - "1" option pass.
Volleyball IQ - player knows 1/3 of FAILURE
-player knows all -player knows 2/3 of the court areas. -player knows none
areas of the court. the volleyball - player 1/3 of the of the areas of the
-player applies what areas/positions. time can process court.
 their - player 2/3 of the information from -player is unable to
coaches/teammates time can process coaches and/or process
tell them to do every what the teammates and apply coaches/teammates
time. coach/teammates tell that knowledge to e instruction and apply
-players understand them to do and apply game. to the game.
all schemes and/or that to the game. -player 1/3 of the -player does not
positions which they -player 2/3 of the time understands understand schemes
are told to be in. time understands schemes and/or and or positions in
schemes and/or positions in which which they are told
positions in which they are told to be to be at.
they are told to be at.
at.

PREPARED BY: NOTED BY:

KRISTY JANE A. CAGAS ALFREDO C. TONGCO JR.

SST-1 SECONDARY SCHOOL PRINCIPAL