DAILY LESSON PLAN

Learning Area: PEH Grade Level: 11

iPlan No.: Quarter: 2 Duration: 1hour
Learning 12. Demonstrates the proper etiquette and safety in the use of Code:
Competency/ facilities and equipment. (Badminton) PEH11FH-11a-t-1
ies:(Taken from the
Curriculum Guide)
Key It is important to observe proper etiquette and safety in the use facilities and
Concepts/ equipment of badminton so that these will not be damaged and will last for a longer
Understanding span of time.
s to be
Developed
Learning Adapted Cognitive Process Dimensions
Objectives Knowle Remember The learner can recall
information and
dge ing
retrieve relevant
The fact or knowledge from long-
condition of term memory: identify,
knowing retrieve, recognize,
something duplicate, list,
with memorize, repeat,
familiarity describe, reproduce
gained Understan The learner can Discuss the proper etiquette and safety
through construct meaning
experience or
ding in using the facilities and equipment in
from oral, written and
association graphic messages: badminton.
interpret, exemplify,
classify, summarize,
infer, compare,
explain, paraphrase,
discuss
Skills Applying The learner can use Execute the proper etiquette in using
information to
The ability
undertake a procedure the facilities and equipment while
and capacity
acquired
through
in familiar situations or
in a new way: execute, playing badminton .
implement,
deliberate,
demonstrate,
systematic,
dramatize, interpret,
and
solve, use, illustrate,
sustained
convert, discover
effort to
Analyzing The learner can
smoothly
distinguish between
and
parts and determine
adaptively
how they relate to one
carryout
another, and to the
complex
overall structure and
activities
purpose: differentiate,
or ... the
distinguish, compare,
ability,
contrast, organize,
coming from
outline, attribute,
one's
deconstruct
knowledge,
practice, Evaluating The learner can make
aptitude, judgments and justify
etc., to do decisions: coordinate,
something measure, detect,
defend, judge, argue,
debate, describe,
critique, appraise,
evaluate
Creating The learner can put
elements together to
form a functional
whole, create a new
product or point of
view: generate,
hypothesize, plan,
design, develop,
produce, construct,
formulate, assemble,
devise
Attitude A settled way of thinking or feeling about Display proper behavior in using the
someone or something, typically one that
is reflected in a person’s behavior: badmintonequipment and facilities.
Values (RA 8491)
 A learner's principles or Maka-Diyos
 standards of behavior; Maka-tao Follow the proper etiquette and
one's judgment of what is
important in life. safety in the use of facilities and
 Go beyond learner’s life equipmentfor the safety of oneself
on earth, include more
than wealth and fame, and long duration of equipment.
and would affect the Makakalikasan
eternal destiny of
millions
Makabansa

Content Individual/ Dual Sports (Badminton)

Resources Listing of all Badminton equipment and facilities.
resources
Needed needed Paper strips
Methodology
Introductory Activity 1. Warm-up exercise- lead by group 4
(__5__ minutes) 2. Warm-up on the basic skills in badminton.
This part introduces the lesson
content. Although at times optional, it
is usually included to serve as a warm-
up activity to give the learners zest for
the incoming lesson and an idea
about what it to follow. One principle
in learning is that learning occurs
when it is conducted in a pleasurable
and comfortable atmosphere.
Activity Group Activity: (Group Contest)
(__5__ minutes) In a piece of paper strips write the different equipment
This is an interactive strategy to elicit
learner’s prior learning experience. It and facilities in badminton and paste it on the board on
serves as a springboard for new the space provided for your group.
learning. It illustrates the principle
that learning starts where the
learners are. Carefully structured
activities such as individual or group
reflective exercises, group discussion,
self-or group assessment, dyadic or
triadic interactions, puzzles,
simulations or role-play, cybernetics
exercise, gallery walk and the like may
be created. Clear instructions should
be considered in this part of the
lesson.
Analysis
(__5__ minutes)
Essential questions are included to
serve as a guide for the teacher in
1. How do you use the following facilities and equipment:
clarifying key understandings about
the topic at hand. Critical points are
organized to structure the discussions Facility/ Equipment Etiquette
allowing the learners to maximize
interactions and sharing of ideas and
opinions about expected issues.
Affective questions are included to 1. Racket
elicit the feelings of the learners
about the activity or the topic. The
last questions or points taken should 2. Shuttlecock
lead the learners to understand the
new concepts or skills that are to be
presented in the next part of the 3. Net
lesson.
4. Posts

5. Score sheet

6. Badminton Court/Gym

Abstraction 1. Discussion on the proper etiquette and safety in using the

(__10__ minutes) facilities and equipment in badminton game.
This outlines the key concepts,
important skills that should be
a. How do you take care of the facilities and equipment in
enhanced, and the proper attitude badminton?
that should be emphasized. This is b. Why is it important to take care of the facilities and
organized as a lecturette that
summarizes the learning emphasized equipment?
from the activity, analysis and new
inputs in this part of the lesson.
Application 1. The class is divided into four:. Choose your team manager and
(__30__ minutes) assistant team manager. (Court 1 & 2 for Group 1& 2
This part is structured to ensure the
commitment of the learners to do
( Court 3&4 for Group 3 & 4)
something to apply their new learning Game Proper:
in their own environment.
Group 1 vs Group 2
Group 3 vs Group 4

Assessment The students will be graded according to the following criteria:

(__5_ minutes)
For the Teacher to: Criteria 4 3 2 1
1.Assess whether learning objectives
have been met for a specified
Observing Always Often Sometime Never
duration proper observing observing observing observing
2.Remediate and/or enrich with behavior proper proper proper proper
appropriate strategies as needed during the behavior behavior behavior behavior
3.Evaluate whether learning
intentions and success criteria have
Game during the during the during the during the
been met game game game game
Proper use Displays Displays Never
(Reminder: Formative Assessment of excellent very good Sometime display
may be given before, during, or after
the lesson.) equipmen care of care on s display care on
1. Observation t and equipmen the use care on the use of
2. Talking to Learners- facility t and equipmen the use of equipmen
Performance Task facilities t and equipmen t and
facilities.t and facilities.
facilities.
1. Who among the students show the best etiquette during the game?
2. Who is the best group who portray the best etiquette?

Assignme Reinforcing /
nt strengthenin
(__3__ g the day’s
minutes)
Note: Fill-in lesson
any of the four
purposes
Enriching / Write it in a ¼ sheet of paper
inspiring the 1. What will you do if you saw somebody sitting on a badminton
day’s lesson racket?
2. If you are the team manager, what will you do if one of your members
destroyed the badminton racket owned by the school?
Enhancing /
improving
the day’s
lesson
Preparing for
the new
lesson
Concluding Activity “Playing is not all about winning, but it is how you play the
(__2__ minutes) game.”
This is usually a brief but affective
closing activity such as a strong
quotation, a short song, an anecdote,
parable or a letter that inspires the
learners to do something to practice
their new learning.

Prepared by:
Name: Victoria J. Raya School: Camaya-an National High School
Position/Designation: SST-III Division: Bohol
Contact Number: 09398961140 Email address: [email protected]