DAILY LESSON School

MONDAY TUESDAY WEDNESDAY Week THURDSAY

5-6 FRIDAY
LOG Teacher Learning Area P.E. & HEALTH
Grade 8-MAPEH Teaching Dates and Time Quarter FIRST
Date
I. OBJECTIVES

A. Content Standard The learners demonstrate understanding of healthy and positive sexuality, prevention of sexually transmitted infections, and
striking/fielding games in promoting personal wellness for active and healthy living.
B. Performance Standard The learners participate in striking/fielding games in promoting personal wellness for active and healthy living.
C. Learning Learning Competency
Competency/Objectives
Perform physical activities by applying principles and concepts of striking/fielding games to solve tactical problems for active
living.

Learning Objectives

1. Students will be able to demonstrate effective positioning strategies in striking/fielding games to enhance their team’s
performance and solve tactical problems.
2. Students will be able to apply principles of scoring and preventing scoring in various game scenarios, showcasing their ability
to transition between offensive and defensive roles seamlessly.
3. Students will be able to effectively communicate and collaborate with teammates, utilizing their understanding of relationships
with people and objects to execute game strategies and achieve common goals
II. CONTENT Physical Activity
Participation: SUB-TOPIC 1:
Striking/Fielding Positioning, Relationship SUB-TOPIC 2:
Games with People, Relationship Scoring, Prevent
with Objects Scoring, Restart,
Play, and Transition
1. Explicitation
Focus Game Skills: 1. Explicitation
Activity 2. Double
Game Concepts Matching Type  The teacher will play
(Positioning, a video of the
Relationship with • Using Learning scoring rules of
People, Relationship Activity Sheet 1, the teacher softball.
with Objects) will ask the students to (a)  Video link:
 Games Principles match the image of the https://www.youtub
(Scoring, Prevent equipment with its e.com/watch?
Scoring, Restart, Play, description, and (b) match v=YLU6W6AYQto&t=
and Transition) the role with its description. 46s
 The teacher may ask
• Remind the students some questions for
that these are just some of comprehension.
equipment used, and that
there are other accessories
that can be worn depending
on the role of the player.

III. INTEGRATION Understanding ball force, and energy transfer during striking and fielding games.
Energy Transfer: The Key to Ball Impact. (n.d.). Retrieved from https://ballscience.net/energy-transfer-the-key-to-ball-impact/?
fbclid=IwAR3wDfBKHtKAOvyquUBEOXSNjBxrMMZC-Hjq22Ouog10o4gJBRg2VAjKDU0

IV. PROCEDURES
A. Reviewing previous Short Review Worked Example Short Review Short Review
lessons or Activating 1. Short Review
Prior Knowledge Activity 1. Guess  The teacher will play a
the Word video of the basic rules
of softball.
 The teacher will  Video link:
show a picture of https://www.youtube.c
striking/fielding om/watch?
games every v=jzATZiXsjHc
round.  For each role, the
 After a set time, teacher may ask the
the students are students what skills are
tasked to guess needed.
the name of the
game.
 The student who
correctly guessed
the name of the
game may receive
a prize.
 The teacher
 facilitates a review
of what the
students know
about the game.

B. Establishing a purpose 2. Lesson Purpose Lesson Activity Worked Example

for the lesson  The teacher will
play a video of Activity 4. Situational  In softball, the basic
great plays of Scrimmage scoring rules are
softball or straightforward and
 Objective: To practice and essential for
baseball in the apply scoring strategies in
Philippines. understanding how
various game situations. the game is played.
 The teacher may  Materials Needed: softball
ask what makes Here are the key
equipment (bats, balls, gloves, points:
great plays such as bases), cones or markers to
featured in the set up bases, scorecards or a
video. 1. Scoring Runs
whiteboard to keep track of - A run is scored
runs and outs when a player
3. Unlocking Content  Setup:
Vocabulary successfully
1. Split the students into two advances around all
1. Inning - A
teams. Assign positions to four bases (first,
segment of the game
each player. second, third, and
consisting of two 2. Briefly go over the rules of
halves, where each home plate) and
softball, focusing on scoring touches home plate.
team gets a turn to and base running.
bat and a turn to - Players can
3. Prepare a list of different advance bases by
field. A standard game scenarios. For
softball game has hitting the ball, being
example: walked (receiving
seven innings. a. Bases loaded four balls), or as a
2. Strike Zone - The with two outs. result of an error by
area over home plate b. Runner on the opposing team.
second base
between the batter's
with one out. 2. Home Runs
knees and shoulders
c. No runners on - If a batter hits the
where a pitch must
base with no ball over the outfield
pass to be called a
outs. fence in fair
strike if the batter territory, it is
does not swing. considered a home
run. The batter and
3. Bunt - A batting any runners on base
technique where the can round all the
batter lightly taps the bases and score
ball into play without runs.
swinging the bat
fully, often to 3. Innings
advance a runner. - A standard
4. Double Play - A softball game
consists of seven
defensive play in
innings. Each inning
which two offensive
is divided into two
players are put out
halves: the top
because of
(where the visiting
continuous action.
team bats) and the
5. Steal - When a bottom (where the
base runner home team bats).
advances to the next - The team with
base while the the most runs at the
pitcher is delivering end of the seven
the ball to home innings wins the
plate. game. If the game is
tied after seven
innings, extra innings
are played until a
winner is
determined.

4. Outs:
- Each team gets
three outs per half-
inning. An out can
occur in several
ways, such as a
strikeout, a flyout
 (catching a hit ball
before it touches the
ground), or a tag out
(tagging a runner
with the ball while
they are not on a
base).

5. Walks and Hits:

- A batter can
reach first base by
being walked
(receiving four balls)
or by hitting the ball
and safely reaching a
base without being
put out.

6. Errors:
- Defensive errors
can allow batters or
runners to advance
additional bases.
Errors occur when a
fielder misplays a
ball, allowing a
runner to reach a
base they otherwise
would not have.

C. Presenting Lesson Activity 1. Worked Example

examples/Instances of Understanding
the new lesson Activity 3. Player Methods and
Positions Strategies for
 Using Learning Activity Preventing STIs:
Sheet 2, ask the
Abstinence: Complete
students to write the
avoidance of sexual
name and mark the
contact is the only
approximate location
certain way to prevent
coordinates of each of STIs.
the ten player Vaccination: Vaccines
positions. are available for some
 After the activity, the STIs, such as HPV and
teacher may ask the hepatitis B.
class to imitate the Condom Use: Correct
correct positioning in a and consistent use of
field. condoms greatly
reduces the risk of
many STIs.
Communication:
Open discussions with
partners about STI
testing and sexual
history.
Education: Being
informed about STIs
and how they are
transmitted.

Importance of
Comprehensive Sex
Education:
It provides accurate
information about STIs,
prevention, and sexual
health.
It empowers individuals
to make informed
decisions about their
sexual behavior.
It can dispel myths and
 misconceptions that
contribute to the
spread of STIs.

D. Making generalizations Learners’ Takeaways:

and abstractions about Activity 5. Player
the lesson Positions

 Using Learning
Activity Sheet 3,
ask the students to
draw themselves
in a role they have
chosen.
 Ensure that the
drawing includes
proper attire or
pose.
4. Reflection on
Learning
Activity 6: Journal
Writing

 The teacher will

ask the students to
reflect on their
learning using the
following prompts:
a. How did I learn
the concepts that I
now know?
b. What should I
do to learn the
concepts I am
having trouble
learning?
c. If I am going to be a
 professional player, what is
the perfect role for me, and
what should I do to be good at
it?

E. Evaluating learning 1. Formative Read

Assessment each
Activity 7. Short Quiz stateme
nt
 Ask the students carefull
to choose the y.
letter of the "True" if
correct answer. you
believe
1. Who are the key
the
players in
stateme
baseball/softball who
nt is
stay at the center of the
correct
playing field? and
"False"
A. batter C. pitcher if you
believe
B. catcher D. thrower
the
stateme
nt is
2.When the batter incorrec
swings and misses t.
pitched ball, it is called?
A. foul C. legal
B. illegal D. strike

3. How many innings are

there in baseball/softball
game?
A. five C. nine
B. four D. seven

4. What defensive skill

used to receive a thrown
ball and hold a base
runner or
batter to prevent the
opponent from earning a
point or a run?
A. batting C.
pitching
B. catching D.
throwing

5. Which of the following

is the fundamental skill
in playing
baseball/softball?
A. blocking C.
serving
B. catching D.
shooting

6. Who will throw the

ball in which the other
player on the offensive
team tries to
 hit with a bat?
A. catcher C.
pitcher
B. hitter D.
runner

7. How many players are

there in baseball/softball
game?
A. 6 players C. 8
players
B. 7 players D. 9
players

8. What is a basic skill in

baseball/softball which
is related to throwing?
A. catching C.
hitting
B. gripping D.
running

9. What do you call the

referee in
baseball/softball game?
A. coach
C. timekeeper
B. tournament manager
 D. umpire

10. Which of the

following is the element
of throwing?
A. catching C.
shooting
B. hitting D.
wind-up

F. Additional activities for

application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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. N. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

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