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QUARTER I Lesson 1: BODY SHAPES AND ACTION
Time Allotment: 40 minutes
I. OBJECTIVES
A. Content Standards:
Demonstrate understanding of body shapes and body actions in
preparation for various movement activities.
B. Performance Standards
Perform body shapes and actions properly.
C. Learning Competencies
Describe body shapes and actions. (PE3BM-la-b-1)
II. CONTENT
Lesson 1: Body Shapes and Action
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
CG p. 20 of 69
2. Learner’s Material Pages
MAPEH 3 p. 214-222
3. Text book pages
4. Additional Materials from learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson:
1. Checking of attendance and PE uniform (appropriate attire for
physical activities)
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)
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.
B. Establishing a purpose for the lesson.
Direction: Introduce the song and the action or if the pupils are
familiar with the song let them sing with you.
I’m a Little Teapot
I’m a little teapot short and stout
Here is my handle and here is my spout
When the water‘s boiling hear me shout
Lift me up and pour me out!
What actions did you perform while singing?
What shapes did you form with your body?
How did you do it? Can you show it?
Ask them if they want to play another game.
C. Presenting examples/instances of the lesson.
Note: The procedures should be delivered in MTB
Activity 1: Popcorn
Set Standards.
Directions: Tell the pupils to do the following as you say:
A. Pop – stand with arms upward
B. Corn – stand with arms sideward
C. Papara – Stand with arms on side
D. Papap – side lunge A B C D
Note: You may vary the sequence of the words alternately.
D. Discussing new concepts and practicing new skills #1
Ask: What actions did you perform? What parts of your body
did you move? How did you do it?
E. Discussing new concepts and practicing new skills #2
Activity 2: Mirror revision on the wall
Note to the teacher:
Demonstrate the hand and feet movements and the
pupils will follow. You may also ask the pupils to get partners.
Together, they will do the actions as if one is the reflection of
the other.
Feet together /arms raised upward Stride stand, twist
trunk to the right /raise arms sideward Lunge right foot
backward keeping your back straight and raise arms
forward
F. Developing Mastery
Ask the following questions:
What can you say about the movements?
What different lines were formed with bodies?
Can you describe the different positions?
What body parts were used to form the shapes and
lines?
Can you do it?
G. Finding Practical Applications of Concepts and skills in
daily living:
Merry-Go-Round Direction: Using the base method. Divide the
pupils into four groups. Ask them to form the shape assigned in each
base. They should have formed the shapes at the end of the song
(Twinkle Twinkle Little Star) and move to the next base using the
prescribed locomotor movement.
Station 1 – Form a circle shape with arms upward
Station 2 – Form a square shape with arms sideward
Station 3 –Form a triangle with arms in front
Station 4 – Form a diamond shape with arms in front
-picture-
Ask the following: What shapes did you form?
What locomotor movements did you use in traveling
from one station to another?
H. Making Generalizations and abstractions about the lesson
What different lines and shapes were formed with bodies?
Our bodies can perform different shapes and lines such as
straight, curled and twisted. It can also show different shapes and
actions. If you can move your body and form shapes in many ways,
you will enjoy exercising. Values Infusion Cooperation, self-discipline,
and initiative are important in doing varied activities.
I. Evaluating learning
Follow the Leader
Direction: The teacher may use a whistle, clap or alter the signal
so that pupils can develop alertness. The teacher blows a
whistle.
Once …….. Pupils stand with feet together (parallel)
Twice …….. Pupils do stride stand (stand with feet apart)
Thrice …….. Pupils do side lunge position
Ask: Were you able to follow the signals? How? (Note to the
teacher: This activity allows you to correct pupil’s posture
problems.)
A. Put a check (√) in the box that matches your performance.
