4 A’s PROCEDURE:

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

School DATU MANTATO NATIONAL HIGH SCHOOL Grade Level 8

Teacher Learning Area PHYISCAL EDUCATION
Time & Dates Quarter 1ST QUARTER

I. OBJECTIVES  Discuss Physical fitness

 Identify and describe the components of Health-Related
Fitness (HRF);
 Express appreciation on the importance of planning in
achieving fitness goals
 Make a fitness plan for the whole family based on assessment
results

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 Competencies /
Objectives. 1. undertake physical activity and physical
Write the LC code for each fitness assessments (PE8PF-la-h-23)
2. set goals based on assessment results
(PE8PF-IA-24)
3. conducts physical activity and physical
fitness assessments of family/ school
peers (PE8PF-Ib-36)

II. CONTENT My Family’s Health-Related Fitness Goals and The Importance of

HRF

III. LEARNING RESOURCES

A. References Physical Education-
Grade 8 Alternative
Delivery Mode Quarter-
1- Module 1: Go for
Fitness Goal
First Edition, 2020
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
V. PROCEDURES
1. the teacher will group the students into 4 groups. They will be
Introductory Activity ( divided into the summarizer, questioner, clarifier and predictor group.
minutes). This part
introduces the lesson Functions:
content. Although at times Summarizer-At the given stopping point, the Summarizer highlighted
optional, it is usually the key ideas and the leader will present their work.
included to serve as a warm- QUESTIONER -The Questioner group then pose questions about the
up activity to give the selection:
learners zest for the o Unclear parts
incoming lesson and an idea o puzzling information
about what it to follow. One o Connections to other concepts already learned
principle in learning is that CLARIFIER- The Clarifier will address confusing parts and attempt to
learning occurs when it is answer the questions that were just posed
conducted in a pleasurable PREDICTOR- offers predictions about the importance and essence of
and comfortable atmosphere. the lesson.

2. The roles of the group will be switched to other group. Students

repeat the process using their new roles. This continues until the
entire Physical education 1st quarter topic will be tackled.

3. While a group presenting, the groups that are yet to present will
choose a representative to rate the presenting group using the criteria
bellow and give feedback.

 Clearly performed, demonstrated and presented the assigned

task or role -30%
 Collaboration -30%
 Thoroughness of the ideas presented -30%
 Organized presentation -10%
100%

4. Throughout the process, the teacher's role was to guide and

nurtured the students' ability to use the four strategies successfully
within the group. The teacher's role lessened as students develops
skill.

Activity 1.
The teacher will show a picture about different physical fitness
 components, the health related fitness components and skill related
fitness components. This time, the students will identify the pictures
bellow if it is HRF or SRF.
1. 4.

3.

2.

5.

Activity/Strategy ( Activity 2.
minutes). This is an Using the pool of letters below, look for 10 words which correspond to
interactive strategy to elicit the definitions written in vertical and horizontal manners. Work with
learner’s prior learning your respective group earlier.
experience. It serves as a
springboard for new
learning. It illustrates the E B H I L P M Q R H
principle that learning starts
where the learners are. N C G O A L S N S E
Carefully structured D F G J K A O P T A
activities such as individual
or group reflective exercises, U D F I T N E S S L
group discussion, self-or R E W X A Y D E E T
A S F G R H U L T H
N I L K G L C F T M
C R I V E N A N I O
E E F S T V T X N Z
S T R E N G T H G A

group assessment, dyadic or

as needed,
triadic and c) Evaluate
interactions, puzzles, Guide on finding words Motor & Psychomotor Games,
whether learning
simulations intentions
or role-play, HORIZONTAL Simulation Activities, Science
and successexercise,
cybernetics criteria gallery
have Experiment
been met.the like may be
walk and b) Talking
1. Thistorefers
Learners / Conferencing
to the Hands-on
future plan or desired Math
results Activities,
that a
(Reminder:
created. ClearFormative
instructions (Teachers talk to and question learners Written Work
person or a group of people wanted to achieve in a specific and Essay,
Assessment may
should be considered be given
in this about their learning to gain insights on
timeline. Picture Analysis, Comic Strip,
before,
part of during, or after the
the lesson. their understanding and to progress and Panel Discussion, Interview,
2. This refers to the general condition of the body.
lesson). clarify their thinking) Think-Pair-Share, Reading
Choose any from the 3. This is an inborn, biologically
c) Analysis of Learners’ Products determined drive to for
Worksheets attain a goal or
all subjects,
Assessment Methods below. satisfy a need.
(Teachers judge the quality of products Essay, Concept Maps/Graphic
produced by learners according to agreed Organizer, Project, Model,
VERTICAL
criteria) Artwork, Multimedia
4. This is an objective or result toward whichPresentation, Product
efforts are made in
directed.
technical-vocational subjects
5. This is a person’s essential being that distinguishes them from
others.
 d) Tests (Teachers set tests or quizzes Skill Performance Test, Open-
to determine learners’ ability to Ended Question, Practicum,
demonstrate mastery of a skill or Pen and Paper Test, Pre and
knowledge of content) Post Test, Diagnostic Test, Oral
Test, Quiz
Assignment/Agreement Activity 2. Hit the Target
( minutes). Fill-in below
Directions: Using the assessment results in Activity 1: Conduct
any of the four purposes
 Reinforcing / of HRF, make a Physical Fitness Plan (PFP) for your family. Be
strengthening the sure to follow the template provided below. Be guided by the
day’s lesson rubrics that follow.
 Enriching / inspiring My Quarterly Fitness Plan
the day’s lesson Time Person
 Enhancing / Frequenc Intensity Type s
y Frame
improving the day’s Involve
lesson d
Preparing for the new Cardiovascu
lesson
lar
Endurance
Muscular
Endurance
Muscular
Strength
Flexibility

V. REMARKS
Indicate special cases
including but not limited to
continuation of lesson plan
to the following day in case
of re-teaching or lack of time,
transfer of lesson to the
following day, in cases of
class suspension, etc.
VI. REFLECTION
Reflect on your teaching and
assess yourself as a teacher.
Think about your student’s
progress. What works? What
else needs to be done to
help the students learn?
Identify what help your
instructional supervisors can
provide for you so when you
meet them, you can ask them
relevant questions. Indicate
below whichever is/are
appropriate.

A. No.of learners who earned

80% on the formative
assessment.
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 worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by:

SITTIE MARIAM A. ANGAL

Researcher