DAILY LESSON School

MONDAY TUESDAY WEDNESDAY Week THURDSAY

7-8 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 1. execute appropriate skills of sports and the required fitness abilities of chosen striking/fielding games in
responding to tactical problems.
II. CONTENT ● Physical Activity
Participation: SUB-TOPIC 1: Sport-
Striking/Fielding specific Skills in
Games Softball/Baseball and
Skills: Sport-specific Their Fitness
Requirements
Skills and Their
Fitness Requirements 1. Explicitation

Softball and baseball

are dynamic sports
that require a
combination of
physical abilities,
strategic thinking,
and teamwork.
Whether you're a
beginner or a
seasoned player,
mastering the
fundamental skills is
crucial for success on
the field. Let's explore
some of the key skills
essential to excel in
softball/baseball:
 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-ballimpact/?
fbclid=IwAR3wDfBKHtKAOvyquUBEOXSNjBxrMMZC-Hjq22Ouog10o4gJBRg2VAjKDU0

IV. PROCEDURES
A. Reviewing previous Short Review
lessons or Activating 1. Short Review 2. Worked Example
Prior Knowledge Activity 1: CATH Activity 3: Skill
OR THROW Mastery Stations
DIRECTION: Divide the
class into small groups. Materials Needed:
Distribute markers and Baseball/softball, Bats,
assign each group a Gloves, Cones or
different color. markers, Batting tee
(optional) Pitching
Write the statement machine (optional),
about game principles Stopwatch or timer
on the whiteboard or
flipchart. Each group
must decide whether Instructions:
the statement is true
(Catch) or false Setup:
(Throw) regarding the Set up multiple
specified principle. stations across the
Give the groups a few field, each focusing
minutes to discuss and on a specific
come to a consensus. softball/baseball
After discussion, skill (throwing,
groups will write their catching, fielding,
answer (Catch or batting, base
Throw) next to the running). Place
statement on the cones or markers to
board using their designate each
assigned color. station and create
boundaries for
activities.
B. Establishing a purpose Lesson Purpose Lesson Activity
for the lesson Activity 2:
"Baseball/Soft Activity 4: Class
ball Smarts: Softball/Baseball
The Big- League Competition
League Quiz!"
Direction:
Materials Needed:
Each group will answer a
question on each given Baseball/softball
category. Correct equipment (balls, bats,
answers earn points, gloves)
and the group with the Cones or markers to
most points at the end designate bases
wins the game.
Scorecards or a
scoreboard
Field or open space

C. Presenting Unlocking Content Lesson Activity

examples/Instances of Vocabulary
the new lesson Activity 3. Player
Athletic stance – The
Positions
ready position players
take on offense or  Using Learning Activity
defense. Sheet 2, ask the
Base – One of four students to write the
markers on the diamond name and mark the
that runners touch to approximate location
score a run. coordinates of each of
First, second, third, and the ten player
home plate. positions.
Batter – The player  After the activity, the
ready to hit at home teacher may ask the
plate. class to imitate the
Batter’s Box – The correct positioning in a
area around home plate field.
where batters stand.
Catcher – The player
behind home plate who
catches pitches.
Extra innings – When
the game continues
after the regular number
of innings. Fair ball – A
hit that land in the
playing field.

Fielder’s choice –
When a batter reaches
base, but another player
is thrown out.
First base – The initial
base runners aim for
after hitting the ball.
Hit – When a batter
safely reaches base
after hitting the ball.
Home plate – Where
the batter stands and
the last base to score a
run.
Home run – When a
batter hits the ball and
runs all four bases to
score.
Infielder – A player in
the inner area of the
diamond.
Pitcher – The player
who throws pitches to
the batter.
Stance – The way the
batter positions
 themselves at the plate.
Strike – A pitch in the
strike zone or swung at
by the batter. Fouls also
count as strikes.

D. Making generalizations Learners’

and abstractions about Takeaways:
the lesson Activity 5: "Skill
Check: Assessing
Softball/Baseball
Abilities"

Refer to learning
activity sheet no. 5 for
students to
accomplish.

Skill Assessment
Categories:
Provide students with a
list of softball/baseball
skill categories to
assess themselves on.
These may include
throwing, catching,
fielding, batting, base
running, and overall
game knowledge.

Self-Assessment Form:
Distribute the self-
assessment form or
activity sheet to each
student. Divide the
form into sections for
each skill category,
with space for
students to rate their
skill level and provide
comments.
. Reflection on
Learning
Activity 6: "Home
Run Goals:
Setting the
Standard for
Softball/Baseball
Success"
Distribute the
learning activity
sheet no. 6 to each
student. The
worksheet should
include sections for
students to write
down their SMART
goals for each
identified area of
improvement.

Instruction:
After completing the
self-assessment,
have students
reflect on their
ratings and identify
specific areas where
they excel and
areas where they
would like to
improve.
Ask students to set
realistic and
 achievable goals for
themselves based
on their
assessment. These
goals should be
specific,
measurable,
attainable, relevant,
and time-bound
(SMART).

E. Evaluating learning 1. Formative Read

Assessment each
Activity 7: "Strike stateme
Out or Home Run: nt
Softball/Baseball carefull
Basic Skills Q&A" y.
"True" if
The students will you
answer the believe
the
following questions:
stateme
nt is
1. Throwing/
correct
Catching:
and
How should you grip "False"
the ball when throwing if you
in softball/baseball? believe
What is the proper the
stance for catching a stateme
fly ball? nt is
incorrec
t.
2. Batting/Hitting:
What is the objective of
batting in
softball/baseball?
 Describe the proper
follow-through after
making contact with
the ball.
3. Fielding:
What is the ready
position, and why is it
important in fielding?
How should you
approach a ground ball
to field it effectively?

4. Base Running:
When is it appropriate
to round the bases in
softball/baseball?
What are some
techniques for sliding
into a base safely?

5. Game
Understanding:
How many players are
typically on a
softball/baseball team?
What is the role of the
pitcher in
softball/baseball?

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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