DAILY

LESSON
PLAN IN PE 3
(Third
Quarter)
 DAILY LESSON PLAN DEVELOPMENT TEAM

Division: Camarines Sur Division EPS: IMELDA A. NARDO

Grade level: Grade 3 Subject Area: PE (Third Quarter)

Team Member Role in the DLP Development

KELVIN LEO E. PORTON Writers

Language Editors
Illustrators
Validators
Editor/ Consultant
EDMARK M. PADO Layout Artist

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TABLE OF CONTENTS

Grade 3 - PE
(Third
Quarter)

Week No Learning Competency Page

Week 1 Describe movements in a location, direction, level,
pathway and plane moves: at slow, slower, slowest/fast,
faster, fastest pace using light, lighter, lightest/strong,
stronger, strongest force with smoothness
PE3BM-IIIc-h19 1
Week 2 Describe movements in a location, direction, level,
pathway and plane moves: at slow, slower,
slowest/fast, faster, fastest pace using light, lighter,
lightest/strong, stronger, strongest force with
smoothness
PE3BM-IIIa-b-17 5
Week 3 Describes movements in a location, direction, level
pathway and plane
PE3BM-IIIa-b17
Demonstrates movement skills in response to sound
PE3MS-IIIa-h-1
Engages in fun and enjoyable physical activities
PE3PF-IIIa-h-2 9
Week 4 Performs conditioning and flexibility exercises that
will improve body mechanics
PE3PF-IIIa-h-16 13
Week 5 Perform condoning and flexibility exercises that will
improve body mechanics PE3PF-IIIa-h-16 17
Week 6 Engages in fun and enjoyable physical activities
PE3PF-IIIa-h-2
Identifies conditioning and flexibility exercises that
will improve body mechanics
PE3PF-IIIa-h-15
Performs conditioning and flexibility exercises that
will improve body mechanics
PE3PF-IIIa-h-16 21
Week 7 Describe movements in a location, direction, level,
pathway and plane moves: at slow, slower,
slowest/fast, faster, fastest pace using light, lighter,
lightest/strong, stronger, strongest force with
smoothness
PE3BM-IIIc-h19 26
Week 8 The learner performs conditioning and flexibility
exercises that will improve body mechanics.
PE3PF-IIIa-h-15 30

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 Detailed Lesson Plan in
MAPEH Grade 3
Quarter 3 Lesson 1

I. OBJECTIVES
Demonstrate understanding of movement and
A. Content Standards
relation to time, force, and flow
Performs movements accurately involving time,
B. Performance Standards
force, and flow
Describe movements in a location, direction, level,
pathway and plane moves: at slow, slower,
C. Learning Competencies slowest/fast, faster, fastest pace using light, lighter,
/ Objectives lightest/strong, stronger, strongest force with
smoothness
PE3BM-IIIc-h19
II. CONTENT
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pages 293-295
2. Learner’s Material pages
3. Textbook pages 324-326
4. Additional Materials from
Learning Resource (LR)
portal
5. Other Learning
Resources
IV. PROCEDURES
Warm- Up Activities

Standing Position
 Standing position in arm shaking 8 cts
upward position
 Standing in arm shaking downward 8 cts
position
A. Reviewing previous  Standing lunge (front) position with 8 cts
lesson or presenting arms shaking forward
the new lesson  Standing lunge (back) position with 8 cts
arms shaking forward
 Right single arm stretched (front 8 cts
position)
 Low/ small jumps in place 8 cts
 Jumping jacks 8 cts
 Inhale exhale 8 cts
Who among you love basketball?
Do you play basketball?
B. Establishing a purpose
Do you watch basketball together with your
for the lesson
family?
Let them share experience in watching basketball.
C. Presenting examples / Performing the correct dribbling
instances of the new Show Picture (high dribbling)
lesson Explain to the learners:

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  Head level- it is dribbling the ball on the
head level/head and waist in between.
 Waist level- it is dribbling the ball on the
waist level / waist and knee in between.
 Knee level- it is dribbling the ball on the
knee level /below.
Explain and execute the movement to learners
and let them follow.
a. Grip the side of the ball
b. Let the ball bounce
c. Finger are spread
d. Step into stride position
e. Follow through
Performing Correct Shooting of the Ball
The teacher will demonstrate the following skills:

1. Face the basket with feet slightly apart,

weight of the body. Evenly distributed on both
feet, toes pointing forward. The ball is held
between the shoulders at eye level.

2. Hold the ball with a comfortable grip, where

the fingers are spread and the elbows raised
a little above the shoulders. For a one-handed
D. Discussing new
shot, the shooting elbow is directly below the
concepts and practicing
ball.
new skills #1
3. When the decision to shoot is final, the eye is
fixed on the ring, breathe and attempt to
shoot.

4. At the start of the shot, the wrist should be

aligned.

5. The follow-through imparts a slight backspin

on the ball. The arms are fully extended while
the wrists are completely flexed, the hand
drops down towards the floor.
Arrange the two teams in files. The teams stand
behind the starting line. There will be another line
on the opposite which will be 10 meters away.
(Note: There should be 5 members in each team.)

Mechanics of the game:

 The first player of both teams holds the
E. Discussing new plastic ball and runs while dribbling the ball
concepts and practicing (5 meters) towards the given line: the
new skills #2 player then stops and immediately shoots.

 The ball into the pail (another 5-meter

distance.

 The team that finishes first wins.

Note: (1) ball for every player

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 The learners will perform the following correct
F. Developing mastery dribbling.
(Leads to Formative  Head level
Assessment 3)  Waist level
 Knee level
G. Finding practical Teamwork, cooperation, discipline
applications of
concepts and skills in
daily living
(Application/Valuing)
H. Making generalizations Shooting and dribbling are basic skills in
and abstractions about basketball. Learning the basics of shooting
the lesson and dribbling
(Generalization) through fun but challenging games will help you
develop coordination and accuracy.
Choose a partner. You and your partner will do
the task/skills in the rubrics. Ask your partner to
rate your performance.
No. Skills 3 2 1
1 Do the low-level
dribbling
2 Do the waist-level
dribbling
I. Evaluating learning 3 Do the head-level
dribbling
4 Do the shooting of the
ball at a far distance
5 Do the shooting of the
ball at a close distance

Let the learners read stories about indigenous

games.
J. Additional activities
Note (preparatory for the next lessons)
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

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 E. Which of my teaching
strategies work well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did I
use/discover which I
wish to share with other
teachers?

Other Sources Used:

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 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 3 Lesson 2

I. OBJECTIVES
Demonstrate understanding of movement in
A. Content Standards
relation to time, force, and flow.
B. Performance Performs movement accurately involving time, force
Standards and flow
Describe movements in a location, direction, level,
pathway and plane moves: at slow, slower,
C. Learning
slowest/fast, faster, fastest pace using light, lighter,
Competencies /
lightest/strong, stronger, strongest force with
Objectives
smoothness
PE3BM-IIIa-b-17
II. CONTENT Throwing and Catching Challenge
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pages 293-295
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning Power Point Presentation, Picture, Real Objects
Resources
IV. PROCEDURES
Do the following
A. Reviewing previous
 WALKING
lesson or presenting
 HOP or LEAP
the new lesson
 GALLOP
Group the class into three using the following group
names; THROWING, CATCHING and ROLLING
Let them sing “Where are the Catching Group” to
the tune of “ARE YOU SLEEPING”

Direction:
1. The whole class will sing together “Where are the
catching Group? Where are the Catching group?
B. Establishing a
2. The Catching group will stand and answer “Here
purpose for the
we are, here we are”
lesson
3. The collecting and Throwing group will ask again
“How many are you there? How many are you
there?

4. The leader will count how many members in the

group are present, their group answer is. We are
ten, we are ten, lacking two. (For example, they

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 are twelve in the group and only ten are present
their group answer is “We are ten, we are ten,
lacking two)

5. The whole class will sing together. Where are the

throwing group? Where are the throwing group?
The throwing group will answer. Here we are,
here we are. The catching and collecting group
will ask again. How many are you there? How
many are you there? For example, the throwing
group are complete their answer is. We are
complete, we are complete

6. The whole class will sing together. Where are the

rolling group? Where are the rolling group?
Where are the rolling group? The Collecting
group will stand and answer. Here we are, here
we are. The throwing and catching group will ask
again. How
many are you there? How many are you there?
Demonstrates to the class the following
movements: throwing, catching and rolling in
answering the question.
C. Presenting examples /
 How many members are there in the
instances of the new
catching group?
lesson
 How about the throwing group? How many
are you there?
 Rolling group, how many are you there?
D. Discussing new Explain to the class what are throwing, catching,
concepts and and rolling.
practicing new skills
#1
Test for Accuracy: Wall Pass Test

Position: Stand Facing the wall behind the line a

basketball.

Movement: Throw the ball against the wall, and

then catch. Repeat as quickly as possible. You
must stay behind the line all the time. You can
throw the ball any way you want. You score is the
E. Discussing new number of hits on the wall in fifteen seconds.
concepts and
practicing new skills Rhythm: Refers to the relationship of time and
#2 force. Have you heard a bird, sing, heard someone
typing? These events took a certain length of time,
had a beginning and an end, had a variation in
force, intensity, and accent. The relationship of time
and force is called is rhythmic organization. Your
movement have a rhythmic organization, a
beginning and an end, and varying degrees of
intensity of force.

The teacher will ask the following questions:

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  If the song is Bahay Kubo, what
speed/tempo would you be sing?
Slow Movement
 If the song is Sitsiritsit, what speed /tempo
would you be using
Fast Movement

Identify whether the following movements belong to

throwing, catching or rolling:

1 2

F. Developing mastery
(Leads to Formative
Assessment 3) 3 4

G. Finding practical Teamwork, cooperation, discipline

applications of
concepts and skills in
daily living
(Application/Valuing)
H. Making Throwing and catching are basic to many of the ball
generalizations and games. Constant correct practices of throwing and
abstractions about the catching enables you to enjoy playing games
lesson without any difficulty or untoward accident.
(Generalization)
The class will perform the following games
 Throwing (Batohang Bola)
 Catching (Shato)
 Rolling (Futbol)
I. Evaluating learning
What did you feel during the activity?
Which among the games is an example of
throwing? Catching? Rolling?

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 Cut at least 3 pictures showing the following
J. Additional activities
movements: Throwing, Catching and Rolling.
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 this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did
I use/discover which I
wish to share with
other teachers?

Other Sources Used:

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 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 3 Lesson 3

I. OBJECTIVES
Demonstrate understanding of movement in relation
A. Content Standards
to time, force, and flow.
B. Performance Performs movement accurately involving time, force
Standards and flow
 Describes movements in a location, direction,
level pathway and plane PE3BM-IIIa-b17
C. Learning
 Demonstrates movement skills in response
Competencies /
to sound PE3MS-IIIa-h-1
Objectives
 Engages in fun and enjoyable physical activities
PE3PF-IIIa-h-2
II. CONTENT Kunday-Kunday Basics
III. LEARNING
RESOURCES
Reference
Musika, Sining at Edukasyon sa Pagpapalakas ng
Katawan Baitang 3,
1. Teacher’s Guide
Musika Edukasyon sa Pagpapalakas ng Katawan Gr.
pages
3, MSEP Gr.3 pp.,
LRMDS Portal
2. Learner’s Material pictures, real objects
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning PowerPoint presentation, pictures, real Objects
Resources
IV. PROCEDURES
BOLA-BOLA ACTIVITY
With the class forming a circle, the teacher will play
A. Reviewing previous
“Leron-Leron Sinta”. Every time the music stops, the
lesson or presenting
movement of the ball will stop. The student who is
the new lesson
holding the ball will share their feeling and learning
from the past lesson.
Showing of video presentation, “TIKLOS” and
“KUMINTANG”
B. Establishing a  What are the things that observed in the
purpose for the
dance Tiklos?
lesson
 What do you feel when you watched the
dancer do Kumintang?
1. Introduce the new dance by playing the music of
C. Presenting Kunday-kunday
examples /
 Ask whether the music is slow or fast.
instances of the new
lesson  Ask them to move their body parts in time
with the music

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  Ask them to feel the rhythm by clapping their
hands softly to the beat.

2. Introduce briefly the meaning of Kunday-kunday,

its nature and description.

Note to the teacher:

KUNDAY literally means to move the hands
gracefully somewhat like a Kumintang. When adults
want small children to show them some artistic
and graceful hand movements then are asked to
kunday. KUNDAY is used in Tagalog regions in
connection with hand movements. The kunday
movement is conspicuous in this dance (Francisca
Reyes Aquino).

3. Introduce the arm position /movements and the

dance steps. (Note: The procedure should be
delivered in MTB.)
D. Discussing new Hilingun-Aramun-Arugon
concepts and Demonstrate to the learner the following BASIC
practicing new skills movements:
#1 Kumintang. Rotate the wrist
clockwise or counter
clockwise.

Arms in Lateral Position.

Place both arms at one side,
either sideward right or
sideward left.

Arms in Reverse T-
Position. Place arms at the
side horizontally, the elbow
bent at right angle, the
forearms parallel to the head,
and the palms forward or
facing inward.

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 Change step. Step right foot
forward (1), close left foot to
the right foot (2) and step in
place with the right foot (3).

(1) (2) (3)

Touch step. Point right foot
forward (1), close right to the
left (2). Repeat with your left
foot.

(1) (2)

E. Discussing new MIRROR ME ACTIVITY. Hilingun-Aramun-Arugon

The teacher will demonstrate one by one the basic
concepts and
skills.
practicing new skills
The learners will imitate the Teacher’s action every
#2 after basic skill.
Group Activity 1 - Taram Ko - Aksyon Mo

1. Group the learners into four groups.

2. The teacher will make 4 stations namely 1, 2,
3, and 4.
F. Developing mastery
3. Every round the group leader would select 1
(Leads to Formative
member to represent the group.
Assessment 3)
4. The teacher will say the word, then after 3
counts they will act the named basic skill.

Note: Give time to groups to rehearse the basic

movements.
TUGTOGAN NA, BAYLEHAN PA!
G. Finding practical Finding and using different things in the environment
that creates sound, (ie. tables, chairs and metals), the
applications of
learners will create their own beat (16 beats) while
concepts and skills
dancing the basic steps of Kunday-kunday.
in daily living
(Application/Valuing) VALUES: Teamwork, Cooperation, Discipline and
Timeliness
KUNDAY literally means to move the hands gracefully
H. Making somewhat like a Kumintang. When adults want small
generalizations and children to show them some artistic and graceful
abstractions about hand movements then are asked to kunday.
the lesson KUNDAY is used in Tagalog regions in connection
(Generalization) with hand movements. The kunday movement is
conspicuous in
this dance.
A. Group Activity: TUGTUGAN NA, BAYLEHAN
PA!
Note: The previous activity can be used as
I. Evaluating learning
formative assessment.
The teacher will rate the learners according to their
performance using the criteria below.
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 Legend:
5 – Excellent 2 – Fair
4 – Very Good 1 – Needs
Improvement 3 – Good
No. Task 5 4 3 2 1
1 Change step
2 Touch step/point step
3 Kumintang
4 Arms in lateral position
5 Arms in reverse-T
position

B. Individual Activity. Demonstrate the basic

movements of Kunday-kunday. Use the rubric
above.
Let the learners practice the different arm positions/
J. Additional activities movements and the dance steps of Kunday-kunday at
home.
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 this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did
I use/discover which I
wish to share with
other teachers?

Other Sources Used:

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 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 3 Lesson 4

I. OBJECTIVES
Demonstrates understanding of movement in
A. Content Standards
relation to time, force and flow.
B. Performance Perform movements accurately involving time, force
Standards and flow.
C. Learning Performs conditioning and flexibility exercises that
Competencies / will improve body.
Objectives
II. CONTENT TIME
Slow, slower, slowest/fast, faster, fastest
FORCE
Light, lighter, lightest/ strong, stronger, strongest
FLOW
Smoothness of movement
PE3PF-IIIa-h-16
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pp. 301-304
pages
2. Learner’s Material pp. 331-334
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning
Resources
IV. PROCEDURES
Ask:
Do you still remember the different arm
movement/position and dance step that we have
studied last time?
A. Reviewing previous
lesson or presenting Let the learners do the following:
the new lesson  Kumintang
 Arms in Lateral Position
 Arms in Reverse-T Position
 Change Step
 Touch step
B. Establishing a Say: Let us do altogether the arm movement as
purpose for the exercise, but we are going do it with music
lesson (KUNDAY-KUNDAY music).
Say: Have you practiced all these arm
movement/position and dance step? If yes, may I
C. Presenting examples
request everyone to look for a partner for we are
/ instances of the new
going to do the basic figure in Kunday Kunday.
lesson
(Let the learners do the instructions below).

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 Partners shall stand side by
side.

Face each other.

Learners follow.
Say:
We are now going to execute the figures/based on
the Literature below:

(Teacher interprets and let learners execute it after

the teacher demonstrates the figure.
D. Discussing new (Please see Teaching Guide page 302-303 for the
concepts and literature.)
practicing new skills
#1 (Let the learners repeat so that they will learn to
dance well and find it interesting.)

(Each figure shall be mastered with music to let

learners, so the teacher shall play the music every
now and then as he/she demonstrate the
figures/steps)
E. Discussing new
concepts and
practicing new skills
#2
Magbarayle Kita!

 Group 1 – Will execute the figure 1

 Group 2 – Will execute the figure 2
 Group 3 – will execute the figure 3
 Group 4 – will execute the figure 4
F. Developing mastery Say:
(Leads to Formative Very Good!
Assessment 3) Now, we are going to perform all the figures
altogether, but this time you will be with your
partner.
(The learners perform the figures with their
partners.)

Ask:

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 How do you find dancing Kunday-Kunday?

G. Finding practical What are the benefits of dancing?

applications of  Dancing is a form of exercise.
concepts and skills in  This will help you boost your energy.
daily living
(Application/Valuing)
H. Making Ask:
generalizations and What is Kunday – Kunday?
abstractions about the
lesson Possible Answer: Kunday kunday means to move
(Generalization) the hands gracefully similar to a kumintang.
Learners will perform by group, and their
performance will be rated through the following
criteria:

Legend:
5 - Excellent
4 - Very Satisfactory
3 - Satisfactory
2 - Somewhat dissatisfactory
1 - Dissatisfactory

Activities 5 4 3 2 1
I executed the following steps
correctly
I. Evaluating learning  Change step
 Point Step
I executed the following arm
position movements correctly
 Kumintang
 Arms in Lateral position
 Arms in Reverse T.
Position
I mastered the sequence of the
dance.
I enjoyed the dance with the
partner
I find the dance interesting and
enjoyable
J. Additional activities Practice Kunday-kunday at home.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation

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 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 this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did
I use/discover which I
wish to share with
other teachers?

Other Sources Used:

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 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 3 Lesson 5

I. OBJECTIVES
Demonstrate understanding of movement in relation to
A. Content Standards time, force, and flow.

B. Performance Performs movement accurately involving time, force and

Standards flow
Perform condoning and flexibility exercises that will
improve body mechanics PE3PF-IIIa-h-16
Movement skills activities locomotor, non-locomotor
C. Learning
and manipulative skills
Competencies /
Rhythmic routine (ribbon, hoop, balls, and any available
Objectives
indigenous/improvised materials)
Lead up, organized and indigenous game
Correct exercises
II. CONTENT Rhythmic Routines with Implements (Rings)
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide 305-307
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
5. Other Learning PowerPoint Presentation, Pictures, Real Objects
Resources
IV. PROCEDURES
A. Reviewing Perform the dance steps of Kunday-kunday Dance.
previous lesson or
presenting the
new lesson
The teacher will present to the learners the ring to be
B. Establishing a
used in the activity.
purpose for the
Demonstrate to the learners the movements using rings
lesson
properly.
C. Presenting Demonstrate to the class the following movements:
examples /
instances of the
new lesson

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 Ask the learners to perform movements with rings by
D. Discussing new
group first, then together. Group 1 will perform column
concepts and
A, Group 2 will perform column B, Group 3 will perform
practicing new
column C. then they will go around to perform all the
skills #1 activities.
Rhythmic exercise with Ring
1. The teacher will show to the learner the ring.
2. The teacher will show to the learners the ring.
3. Demonstrate to the learners to perform the
movement with ring (learners will counter
E. Discussing new
demonstrate)
concepts and
4. Now using the same group let the learners
practicing new
execute the figures. The teacher will guide them
skills #2
properly.
 Figure 1
 Figure 2
 Figure 3
 Figure 4
F. Developing The class will perform the following rhythmic exercises
mastery (Leads to by group.
Formative
Assessment 3)
Using the same activity, repeat the movements with
ring and execute the figure well.

G. Finding practical “Jake and Jean”

applications of (To the tune of Jack and Jill By: Voltair C. Asido)
concepts and
skills in daily living Jake and Jean naglalaro sa bukid na malayo
(Application/Valuin Ngunit nawala si Jean matapos na magtago
g) Tralalala la la la (3x)
Matapos na magtatago
Ng si Jake ay umuuwi si Jean ay
hinahanap At si Jake ay umiiyak si Jean di
mahagilap
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 (repeat until Figure 4 is done)
H. Making The ring is one of the many implements that can be
generalizations used in rhythmic routines. Proper handling of the ring
and abstractions may allow you to explore various movements and
about the lesson create shapes and actions.
(Generalization)
The teacher will rate the pupils according to their
performance the criteria below.
Legend:
5- Excellent 2-Fair
4- Very Good 1- Needs
Improvement
3- Good
I. Evaluating Activities 5 4 3 2 1
learning Executed the proper way of
manipulating the ring
Followed the steps accurately with
confidence
Performed and moved the body to the
rhythm of the music
Showed cooperation in working with the
group
J. Additional
activities
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 this
work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?

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 G. What innovations or localized materials did I use/discover which I wish to share with other teach

Other Sources Used:

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 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 3 Lesson 6

I. OBJECTIVES
Demonstrate understanding of movement in relation
A. Content Standards
to time, force, and flow.
B. Performance Performs movement accurately involving time, force
Standards and flow
Engages in fun and enjoyable physical activities
PE3PF-IIIa-h-2
C. Learning
Identifies conditioning and flexibility exercises that
Competencies /
will improve body mechanics PE3PF-IIIa-h-15
Objectives
Performs conditioning and flexibility exercises that
will improve body mechanics PE3PF-IIIa-h-16
II. CONTENT Time, Force and Flow
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pages
2. Learner’s Material
pages
Musika Edukasyon sa Pagpapalakas ng Katawan
3. Textbook pages
Gr. 3, MSEP Gr.3 pp.
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning PowerPoint presentation, picture, real objects
Resources
IV. PROCEDURES
1. Ask the student to perform/demonstrate the 4
figures in the rhythmic ring.
a. Which part of the figure is fast?
A. Reviewing previous b. Which part of the figure is slow?
lesson or presenting c. Which part of the figure is light?
the new lesson d. Which part of the figure is strong?
e. Do you think you can dance gracefully?
f. What did you do while your teacher is
giving steps in rhythmic activities?
Motivation:
Play and let the pupils dance with the music of
“Magayunon sa Kabikolan” / Math challenge dance.
B. Establishing a
purpose for the Ask:
lesson  What makes you dance?
 What do you feel when you dance with the
music?
The teacher will do lecture-demo first on hands and
C. Presenting examples / feet movement with proper posture.
instances of the new Let the learners perform hand and feet movements.
lesson
MAGKARAWAT KITA (Outdoor Activity)

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 Divide the class into Four.
Group 1: Will throw the ball to Group 2
Group 2: After catching the ball, swing the ball
circle to the right, ball backward forward
to the group 3
Group 3: Throw ball upward, raising arms obliquely
upward to group 4
Group 4: Catch the ball from Group 3 then pass the
ball to Group 1 using a bounce pass.

Note:
 Play until all the learners experience and
hold the ball (for small groups)
 Group leader will choose one (1)
representative to play the game. (for large
groups)
Developmental Activity
Note to the teacher: Prior to this activity assign the
learners a day before to bring a ball (Junior Size) to
be used in the activity.
1. Present a ball and show it to the pupils. Let
them hold their individual balls.
2. Say: We will use this ball in rhythmic routines in
D. Discussing new response to Time, Force and Flow.
concepts and 3. Emphasize the following qualities of effort:
practicing new skills Time- refers to slow, slower, slowest/fast,
#1 faster, fastest
Force – refers to light, lighter,
lightest/strong, stronger, strongest
Flow - refers to smoothness of movement
4. Lecture-demo the movements by figure and
afterwards let the students have enough
practice time.
5. Rhythmic Exercise with Ball in response to Time,
Force and Flow.
MIRROR ME ACTIVITY. Hilingun-Aramun-
Arugon
The teacher will demonstrate first.
The pupils will imitate the teacher’s action every after
skill.

FIGURE I.
1. Standing position: Stand feet together with ball
E. Discussing new
on chest level elbows out.
concepts and
2. Bounce ball – count 1
practicing new skills
3. Catch ball – count 2
#2
4. Repeat A and B – count 3,4

FIGURE II.
1. Standing Position: Stand feet together hands
on chest level elbows out
2. Swing ball circle to the right, ball backward-
forward … 1,2
3. Repeat to the left. Counts …3,4

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 4. Repeat all ….4 counts

FIGURE III.
1. Standing Position: Stand feet together ball on
chest level elbows out
2. Throw ball upward, raising arms obliquely
upward
3. Catch
4. Single bounce on the floor, swing arm
sideward- downward
5. Catch

Ask:
 Which part of the figure is fast?
 Which part of the figure is slow?
 Which part of the figure is light?
 Which part of the figure is strong?
Group Activity (Guided Group Practice)
Activity 1. BAYLEHUN- ARUGON- MAKANOOD

1. Form 4 groups
2. Assign to a group a figure that they will
practice and perform in front to allow their
classmates to imitate them
3. Allow critiquing of classmates/ teacher/
F. Developing mastery Group mates to allow improvement.
(Leads to Formative
Assessment 3) RUBRICS
ACTIVITIES SCORE
Feet movements are
done accurately
Hand movements are
done correctly
Implements are well
applied in every hand
movements
Choose one:
a. Using a ball let the pupils perform again the
rhythmic routines in response to Time, Force and
Flow. From Figure I to IV. Using Drum beat /
anything that produces sound as accompaniment.
b. Using ball, pupils can create their own steps with
sound accompaniment/ a game.
G. Finding practical c. What are the benefits of being active than using
applications of gadgets?
concepts and skills in
daily living RUBRIC for A and B
(Application/Valuing) Legend:
3 - Very good
2 - Good
1 - Fair
ACTIVITIES SCORE
Feet movements are
done accurately
Hand movements are
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 done correctly
Implements are well
applied in every hand
movements
Ribbon, hoop, ball wand and any indigenous
/improvised materials are simple implements which
can be used in doing exercises. They help develop
body coordination, balance and flexibility. These
H. Making materials when used served as extensions of our
generalizations and body.
abstractions about
the lesson Our targets are:
(Generalization) Time – refers to slow, slower, slowest fast, faster,
fastest
Force - refers to light, lighter and lightest/strong,
stronger, strongest
Flow - refers to smoothness of movement
RUBRICS: BAYLEHON- ARUGON- MAKANOOD
2
Note: The previous Activity can be used as
formative assessment/Summative Assessment
The teacher will rate the pupils according to their
performance the criteria below.

Legends
3-Very good
2-Good
I. Evaluating learning 1-Fair

ACTIVITIES SCORE
Feet movements are
done accurately
Hand movements are
done correctly
Implements are well
applied in every hand
movements
Let the pupils practice the different movements
J. Additional activities
learned at home.
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

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 D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did
I use/discover which I
wish to share with
other teachers?

Other Sources Used:

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 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 3 Lesson 7

I. OBJECTIVES
Demonstrate understanding of movement and
A. Content Standards
relation to time, force, and flow
B. Performance Performs movements accurately involving time,
Standards force, and flow
Describe movements in a location, direction, level,
C. Learning pathway and plane moves: at slow, slower,
Competencies / slowest/fast, faster, fastest pace using light, lighter,
Objectives lightest/strong, stronger, strongest force with
smoothness PE3BM-IIIc-h19
II. CONTENT
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pages 293-295
2. Learner’s Material
pages
3. Textbook pages 324-326
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning
Resources
IV. PROCEDURES
Warm- Up Activities

Standing Position
 Standing position in arm shaking 8 cts
upward position
 Standing in arm shaking downward 8 cts
position
A. Reviewing previous  Standing lunge (front) position with 8 cts
lesson or presenting arms shaking forward
the new lesson  Standing lunge (back) position with 8 cts
arms shaking forward
 Right single arm stretched (front 8 cts
position)
 Low/ small jumps in place 8 cts
 Jumping jacks 8 cts
 Inhale exhale 8 cts
Who among you love basketball?
Do you play basketball?
B. Establishing a
Do you watch basketball together with your family?
purpose for the
- Let them share experience in watching
lesson
basketball.
C. Presenting examples / Performing the correct dribbling
instances of the new Show Picture (high dribbling)
lesson Explain to the learners:

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  Head level- it is dribbling the ball on the
head level/head and waist in between.
 Waist level- it is dribbling the ball on the
waist level / waist and knee in between.
 Knee level- it is dribbling the ball on the
knee level /below.
Explain and execute the movement to learners
and let them follow.
f. Grip the side of the ball
g. Let the ball bounce
h. Finger are spread
i. Step into stride position
Follow through
Performing Correct Shooting of the Ball
The teacher will demonstrate the following skills:

6. Face the basket with feet slightly apart, weight

of the body. Evenly distributed on both feet,
toes pointing forward. The ball is held between
the shoulders at eye level.

7. Hold the ball with a comfortable grip, where the

fingers are spread and the elbows raised a little
D. Discussing new
above the shoulders. For a one-handed shot,
concepts and
the shooting elbow is directly below the ball.
practicing new skills
#1
8. When the decision to shoot is final, the eye is
fixed on the ring, breathe and attempt to shoot.

9. At the start of the shot, the wrist should be

aligned.

The follow-through imparts a slight backspin on the

ball. The arms are fully extended while the wrists
are completely flexed, the hand drops down
towards the floor.
Arrange the two teams in files. The teams stand
behind the starting line. There will be another line
on the opposite which will be 10 meters away.
(Note: There should be 5 members in each team.)

Mechanics of the game:

 The first player of both teams holds the
E. Discussing new plastic ball and runs while dribbling the ball
concepts and (5 meters) towards the given line: the player
practicing new skills
then stops and immediately shoots.
#2
 The ball into the pail (another 5-meter
distance.

 The team that finishes first wins.

Note: (1) ball for every player

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 The learners will perform the following correct
F. Developing mastery dribbling.
(Leads to Formative  Head level
Assessment 3)  Waist level
Knee level
G. Finding practical Teamwork, cooperation, discipline
applications of
concepts and skills in
daily living
(Application/Valuing)
H. Making Shooting and dribbling are basic skills in basketball.
generalizations and Learning the basics of shooting and dribbling
abstractions about through fun but challenging games will help you
the lesson develop coordination and accuracy.
(Generalization)
Choose a partner. You and your partner will do the
task/skills in the rubrics. Ask your partner to rate
your performance.

No. Skills 3 2 1
1 Do the low-level dribbling
2 Do the waist-level
I. Evaluating learning dribbling
3 Do the head-level
dribbling
4 Do the shooting of the ball
at a far distance
5 Do the shooting of the ball
at a close distance

Let the learners read stories about indigenous

games.
J. Additional activities
Note (preparatory for the next lessons)
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 this work?
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 F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did
I use/discover which I
wish to share with
other teachers?

Other Sources Used:

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 Detailed Lesson Plan in MAPEH
Grade 3
Quarter 3 Lesson 8

I. OBJECTIVES
The learner demonstrates understanding of
A. Content Standards
movement in relation to time, force and flow.
B. Performance The learner movements accurately involving time
Standards force and flow.
The learner performs conditioning and flexibility
C. Learning
exercises that will improve body mechanics.
Competencies /
PE3PF- IIIa-h-15
Objectives Play Tumbang Preso with vigor and enthusiasm.
II. CONTENT TUMBANG PRESO CHALLENGE
Time, Force, and Flow
III. LEARNING
RESOURCES
Reference
1. Teacher’s Guide pp. 317-318
pages
2. Learner’s Material pp. 347-350
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
5. Other Learning
Resources
IV. PROCEDURES
Warm-up Activities:
 Jog in Place 16 cts.
A. Reviewing previous  Jumping 16 cts.
lesson or presenting  Arm Circling 16 cts.
the new lesson  Knee Rotation 16 cts.
 Ankle rotation 16 cts.
 Breathing 16 cts.
The teacher shows pictures of children playing
Crazy Can.
(please see page 318 in Teaching guide)
B. Establishing a
Ask:
purpose for the
 Have you experienced this kind of game?
lesson
 How do you find playing this game?

Possible answer: It is fun and very fulfilling when

you hit the can.
Ask:
C. Presenting examples What skill is used in playing this game?
/ instances of the new
lesson Possible answer: hitting

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 Teacher let the pupils do the walking for slow
moving and running for fast moving before having
the activity.
Teacher let the pupils do the activity below. Give the
instruction and explain to them what they are going
to do.

Activity 1: Buddy Buddy

1. Class will be divided into two teams.

2. Teams stand behind the starting line.
3. 10 cans will be arranged in two straight lines
5ft. apart and with 5cones in every line.

(Note: the number of members in a team will

depend on the class size).

Procedure:
When the music starts, the first player
WALKS towards the file of cans and knocks them
D. Discussing new down one by one. He then RUNS back to the
concepts and starting line to tag the next players who will now
practicing new skills return the cans to its upright position.
#1
Knockdown all cans that are standing,
while the buddy (partner) will walk right after he/she
is tagged by the starting player and tries to return to
upright position all the cans that are lying down. The
game continues up to the last player.
The team that finishes first wins.

Ask: What movements did you use in playing this

game?

Possible Answers: Running, walking

Ask:
 Did you enjoy playing the game?
 What values did you practice while playing
the game?
Possible Answers: patience, honesty
Activity 2: Tumbang Preso
Materials: empty can milk and a slipper
Playing Area: playground or any available space
where students can move.
No. of Players: 3 or more.
E. Discussing new
concepts and Rules:
practicing new skills 1. Put an empty can inside the circle which has
#2 a diameter of one (1) foot.
2. The starting line will be 5 to 7 meters away
from the empty can.
3. To determine the “IT”, each player will throw
his slipper from the starting line and the
farthest slipper shall be the “IT” of the game.

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 4. Each player will start striking the can with a
slipper and every time the can is pulled-out
from the circle, the “IT” will pick it up and
place it again inside the circle is an upright
position. Then the player will get the slipper
and return to the starting line, provided that
he can escape tagged by the It.

Note: the “IT” cannot be tagged the player if the can

is thrown outside the circle.

Ask:
 How did you find playing Tumbang Preso?
 What skills did you apply in playing this
game?
 What are the important things to remember
in playing Tumbang Preso in order to play it
better?
F. Developing mastery Let the pupils run after each other to develop their
(Leads to Formative running skills more.
Assessment 3)
 What if it suddenly rains outside and you don’t
G. Finding practical
have any umbrella to use to prevent yourself
applications of
from getting wet, what will you do?
concepts and skills in
daily living  What skills in playing Tumbang Preso can you
(Application/Valuing) use in your daily activities?
What is Tumbang Preso? How it is played?
H. Making
generalizations and Tumbang Preso is a game that calls for agility,
abstractions about accuracy and speed. To do this, you need to walk,
the lesson run and dodge in varying directions and speeds to
(Generalization) avoid being tagged the “IT”. Your honesty,
sportsmanship and self-discipline are tested.
Answer the following questions:

NO. QUESTIONS YES NO

1. I executed the skills correctly
in Tumbang Preso in terms
of:
 Walking
I. Evaluating learning  Running
 Moving in slow and
fast movement in
varying directions
 Throwing slippers
 Escaping from “IT”
2. I applied the proper values
in the games.
Assignment:

J. Additional activities Learn about other Indigenous games in your

locality.

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 Ask about the rules and materials of the games and
write these in your PE notebooks.
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 this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did
I use/discover which I
wish to share with
other teachers?

Other Sources Used:

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