GRADE ONE
GRADE TWO
I.OBJECTIVE:
I.OBJECTIVE:
After 40 minutes, the pupils should be able to:
• Shows balance on one, two, three, four, and
five body parts in playing “Taytayan nga
Batang” with at least 75% level of
proficiency.
After 40 minutes, the pupils should be able to:
• Demonstrate momentary stillness in
symmetrical and asymmetrical shapes using
body parts other than both feet as a base of
support in playing ”Taytayan nga
Batangwith at least 75% level of
proficiency.
II. SUBJECT MATTER:
II. SUBJECT MATTER:
Topic:
Body Awareness
Context: Identify folk games in the community.
References: PE1BM-Ie-f-3 Misosa IV- M4
Resource Person ( Higaonon Elder)
Topic:
Body Shapes and Body Actions
Context: Identify folk games in the community.
References: PE2BM-Ig-h-16
Resource Person ( Higaonon Elder)
Background Information On the topic: Importance
of the life stage of Higaonon Folks.
Background Information On the topic: Importance
of the life stage of Higaonon Folks
.
Brief Description: Folk children within the age of
7 -8 years canDemostrate momentary stillness in
symmetrical and asymmetrical shapes using
body parts other than both feet as a base of
support in playing ”Taytayan nga Batang.”
Brief Description: Folk children within the age of
6 -7 years can show balance on one, two, three,
four, and five body parts in playing “Taytayan
nga Batang.”
Materials: Batang, Pictures, magazines,scissors
Values: Cooperation, Alertness, Self-Discipline
III. PROCEDURE;
A.INTRODUCTION
Materials: Batang, Pictures,magazines, scissors
Values: Cooperation, Alertness, Self-Discipline
III. PROCEDURE:
A.INTRODUCTION
ACTIVITY: (Task Card)
• Give the pupils a puzzled picture.
• Let them form the puzzled picture.
Hindo sa Doma Ko.
Tune: Are you sleeping.
derived from a Russian seminary
song about a "Father Theofil".[7]
Hindo sa doma ko (2x)
Hindo kad man? (2x)
Pangetahon ko imo ( 2x)
Hindo kad man (2x)
Checking/ Formed puzzle picture.
•
•
•
Prepare cut-out pictures of symmetrical and
asymmetrical objects cut into halves.
Let the pupils stand and look for the one
who holds the other half of his/her picture
by singing the song below to the tune of
“Are You Sleeping Brother John
Let pupils stand beside their partner
B. MODELING
•
•
B. MODELING
•
•
•
Teacher will discuss what is on the picture
and how it is being demonstrated.
Teacher will demonstrate different
balancing skills presented in the pictures .
Let the pupils observe and follow what the
teacher do.
•
•
Two arms,one leg.
From standing position,
raise one leg to the side
Tell pupils that those pictures whose halves
are the same/balance or equal are called
symmetrical. Emphasize the word
symmetrical by giving an example. Then let
the pupils say and spell the word repeatedly
to facilitate retention.
Tell pupils that those pictures whose halves
are not same/balance or equal are called
asymmetrical. Then let the pupils say and
spell the word repeatedly to facilitate
retention.
Tell them that there is another way of
demonstrating symmetrical and
asymmetrical shapes using body parts.
Teacher will demonstrate first the figures
showing symmetrical and asymmetrical
shapes.
Two legs, one arm
Backward
(Task Card )
• Let them distinguish symmetrical and
asymmetrical
shapes
Direction: Write S to the blank if the object is
Symmetrical and AS for Asymmetrical.
Forward
1.
___________
2.
____________
3.
____________
4.
____________
5.
_____________
Sideward
Checking of papers
C. GUIDED PRACTICE
• Tell the pupils that they are going to play a
game called statue dance .
• In playing the game all they have to do is to
dance while the music is played and freeze
as the music is stopped.
• Remind them to move their body, hands and
feet freely as they dance to have varied
positions when they freeze. Let the whole
class play.
• Ask: a. What are we going to do inorder to
win this game? ( be alert and Cooperate)
D. GROUP PRACTICE
• Group the class according to their grade.
• Each grade must sub group into 3 with 4-6
members.
• Each grade will be given different activities.
• Tell the pupils that they are going to play a
game called Tatayan nga Batang.
• In playing the game all they have to do is to
balance their body in the log ( Batang).
• Remind them to move their body, hands
and feet freely as they balance and
demostrate momentary stillness in
symmetrical and asymmetrical shapes using
body parts other than both feet as a base of
support in playing.
• Remind them to have self discipline and
cooperation.
For the Grade1 :
• Balance on one, two, three four and five
body parts.
C. GUIDED PRACTICE
D. GROUP PRACTICE
For Grade 2:
• Demonstrate symmetrical and asymmetrical
movement.
E. INDEPENDENT PRACTICE
E. INDEPENDENT PRACTICE
Grade 1: ( Performance Task )
Grade 2: ( Written Work)
1.Demonstrate the figures drawn below through
taytayan nga batang.
1. Demonstrate the figure that shows symmetrical
and asymmetrical through taytayan nga batang.
IV. POST ASSESSMENT:
IV.POST ASSESSMENT:
•
If Independent Practice ( IP) is Satisfactory,
then IP will serve as post; assessment for
the children.
•
If the Independent Practice (IP) is low, the
teacher will have to add enrichment
activities on the next day.
Activities:
Grade 1
Magdibuho ug 3 ka lihok nga balance ug ipakita/
himoon kini sa klase.
Activities:
Grade 2:
Magdibuho ug mga lihok nga nagpakita og balance
(symmetrical) ug dili balance ( asymmetrical)
Prepared by:
AIREN O. DEGAMON
Teacher – 1/ Tagbuaya ES
GRADE ONE
GRADE TWO
I.OBJECTIVE:
I. OBJECTIVE:
After 40 minutes, the pupils should be able to:
1..Create shapes by using different body parts in
playing “Saykoga/Saduya” with at least 75% level
of proficiency.
After 40 minutes,the pupils should be able to:
1.Create shapes by using different body parts in
playing “Saykoga/Saduya”with at least 75% level
of proficiency.
II.SUBJECT MATTER:
II.SUBJECT MATTER:
Topic:
Body Awareness
Context: Identify Saykoga/ Saduya as one of the
folk games in the community.
References:PE1BM-Ic-d-2,
Resourse Person (Higaonon Elders)
Topic:
Body Shapes and Body Actions
Context: Identify folk games in the community.
References: PE2BM-Ie-f-2
Resourse Person (Higaonon Elders)
Background Information On the topic: Importance
of the life stage of Higaonon Folks.
Background Information On the topic: Importance
of the Life Stage of Higaonon Folks.
Brief Description: Folk children within the age of
6 -7 years can create shapes by using different
body parts in playing “Saykoga/Saduya
Brief Description: Folk children within the age of
7 -8 years can create shapes by using different
body parts in playing “Saykoga/Saduya
Materials: Bagon, Pictures
Values:Cooperation, Carefulness, Self-Discipline
Materials: Bagon, Pictures
Values:Cooperation,Carefulnes , Self-Discipline
III. PROCEDURE:
A. INTRODUCTION
AKO SI BATIDOL
Tune: I’m a Little Teapot
Song by George Harry Sanders and
Clarence Kelley
Ako si Batidol
Atiyo, Adagi
Amen Ibitan
Amen gantangan
Pag tag bukal
Tag kala-kala
Timoon kanak ug ibusbus.
III. PROCEDURE:
A.INTRODUCTION
•
•
•
•
Introduce the song and the action or if the
pupils are familiar with the song let them
sing with you.
What actions did you perform while
singing?
What shapes did you form with your body?
How did you do it? Can you show it?
B. MODELING
• Teacher will demonstrate the hand and feet
movements and the pupils will follow.
She/He 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
• twisttrunk to the right
• raise arms sideward
• Lunge right foot backward keeping
your back straight and raise arms forward.
• twisttrunk to the right
• raise arms sideward
• Lunge right foot backward keeping
your back straight
• and raise arms forward
Ask the following questions:
• What can you say about the movements?
• What different shapes were formed with
bodies?
• Can you describe the different positions?
• What body parts were used to form the
shapes?
• Can you do it?
• Have you ever play a game using the
bagon?
• How should you play the bagon to keep you
B. MODELING
safe from harm?
- Always have self-discipline and carefull in
grasping the bagon tightly and skilfully.
-Not to overplay the bagon like swinging
swiftly and riskly.
Tell:
•
This day we have to explore what is the use
of bagon in a certain play called taytaya sa
batang, but before that lets have first an
activity.
C.GUIDED PRACTICE
C. GUIDED PRACTICE
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.)
D. GROUP PRACTICE ( Outdoor Activity)
Divide the pupils into four groups.
1. Ask them to form the shape written in the paper
assigned in each station.
2. To get the paper clue in the station, each group
will play “Saykoga/Saduya”.
3.Each group will compete to go first and swing
using the bagon to get the paper clue in the other
station.
4.They should have formed the shapes as they got
the paper from the first station and move to the
next station using the prescribed locomotor
D.GROUP PRACTICE
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.
•
Ask: What are we going to do in order to
win the game/activity?
- (Cooperate each other)
E. INDEPENDENT PRACTICE
E.INDEPENDENT PRACTICE
Gr.-1 Draw your body parts that is used in playing
Saykoga/ Saduya using different kinds of shapes
Gr-2 Demonstrate different shape using your
body parts.
IV. POST ASSESSMENT:
IV. POST ASSESSMENT:
•
•
•
If Independent Practice ( IP) is Satisfactory,
then IP will serve as post; assessment for the
children.
If the Independent Practice (IP) is low, the
teacher will have to add enrichment activities
on the next day.
•
If Independent Practice ( IP) is Satisfactory,
then IP will serve as post; assessment for the
children.
If the Independent Practice (IP) is low, the
teacher will have to add enrichment activities
on the next day
Activities:
Gr-1 Written Quiz
• In your place, create shapes using your
different body parts.
Activities:
Gr-2 :Written Quiz
• In your place, create shapes using your
different body parts.
1. Elbow
2. Hips
3. Head
4. Legs
5. Arms
1. Elbow
2. Hips
3. Head
4. Legs
5. Arms
6.Nose
7. Eyes
Prepared by:
AIREN O. DEGAMON
Teacher – 1/ Tagbuaya ES
GRADE ONE
I. OBJECTIVE:
After 40 minutes, the pupils should be able to:
1.Describes the different parts of the body, it’s
shapes and movements / actions through playing
“Lumba sa Punahi. “ with at least 75% level of
proficiency.
GRADE TWO
I. OBJECTIVE:
After 40 minutes, the pupils should be able to:
1.Describes the different parts of the body, it’s
shapes and movements / actions through playing
“Lumba sa Punahi. “ with at least 75% level of
proficiency.
II. SUBJECT MATTER:
II. SUBJECT MATTER:
Topic:
Topic:
Body Awareness
Body Shapes and Body Actions
Context: Identify folk games in the community.
Context: Identify folk games in the community.
References:PE1BM-Ia-b-1
References:PE2BM-Ia-b-1
Resource Person ( Higaonon Elder)
Background Information On the topic: Importance
of the life stage of Higaonon Folks.
Brief Description: Folk children within the age of
6-7 years can describe the different parts of the
body, body shapes and their movements / actions
in playing “Lumba sa Punahi. “
Materials: Bamboo Pole/ tree, Pictures
Values:Cooperation, Alertness, Self-Discipline
Resource Person ( Higaonon Elder)
Background Information On the topic:
Importance of the life stage of Higaonon
Folks.
Brief Description: Folk children within the age
of 7 -8 years can describe the different parts of
the body, body shapes and their movements /
actions in playing “Lumba sa Punahi. “
Materials: Bamboo pole/ tree, Pictures
Values:Cooperation, Alertness, Self-Discipline
III. PROCEDURE
A.INTRODUCTION
III. PROCEDURE
A.INTRODUCTION
Call a pupil and let him/her stand in front. Let the
pupils identify the body parts starting fron the head
down to the feet.
B. MODELING
Introduce/ Recall My Toes, My Knees with the
suggested movements
Song by:Vanessa Joy Pacson
B. MODELING
My Toes
( Paa)
Point Right (Left) foot forward
My Knees
( Buol)
Bring Right(Left) foot close to
Left (Right) foot and bend knees
together
My Shoulder
(Abaga)
Rotate shoulders
My Head
(Ulo)
Rotate head
We all clap
our hands
together
( Kaniw tag
kabaya-a)
Clap both hands above the head
Ask:
•
What are the parts of our body being used in
the song?
•
Do our body parts have their own
movements?
Let us sing again the song and perform the body
parts movement.
C. GUIDED PRACTICE
•
Post a big picture of the boy/girl.
•
Flashcards with name of body parts must be
ready.
•
Group pupils into 4 - 6 members each.
•
Let the pupils match the words on flashcards
with the body part on the illustration.
•
Let them create their own movements for the
parts they answered.
C. GUIDED PRACTICE
Ask:
•
Who among you here knows how to climb a
tree?
•
What parts of your body are you going to use
when you climb a tree?
D. GROUP PRACTICE
Encourage the pupils to do the following by group.
•
Identify and describe your head, shoulders,
neck, back, chest, waist, hips, arms, elbows,
wrists, hands, fingers, legs, knees, ankles,
feet, and toes.
•
Each group will compete to get first the paper
clue above the punahi /tree.
•
As the teacher give the signal for “GO”, Each
group will run and climb to the punhi / tree to
get the first paper clue which contains the
name of the body part.
D. GROUP PRACTICE
•
The name will be pasted on the chart where
big picture post of body parts placed.
•
After placing the names on its body location,
the group will create an action/movement in
the said part and say some words which
describes it.
The first group to finished the activity will declared
winner.
E. INDEPENDENT PRACTICE
E. INDEPENDENT PRACTICE
Gr-2 : Describe at least 10 parts of your
body and its movement used in playing
lumba sa Punahi.
Gr.-1 : Describe and demonstrate at lest 5 parts of
your body and its movement used in playing lumba
sa Punahi.
IV. POST ASSESSMENT
•
If Independent Practice ( IP) is Satisfactory,
then IP will serve as post; assessment for the
children.
•
If the Independent Practice (IP) is low, the
teacher will have to add enrichment activities
on the next day.
IV. POST ASSESSMENT
•
If Independent Practice ( IP) is
Satisfactory, then IP will serve as post;
assessment for the children.
•
If the Independent Practice (IP) is low, the
teacher will have to add enrichment
activities on the next day.
Activities:
Activities:
Gr-1 : Connect the names to its corresponding body
parts.Describe its part and write it besides its name.
Gr-2 :. Connect the names to its corresponding
body parts.Describe its part and write it besides its
name.
Prepared by:
AIREN O. DEGAMON
Teacher – 1/ Tagbuaya ES