UNIT I

MY BODY AND THE ACTIONS IT CAN DO

Lesson 1/ Week 1: BODY SHAPES AND BODY ACTIONS
Number of Sessions: 1
Time Allotment: 40 minutes
Background Information:
Understanding ones body shapes and body actions needed in various
movement activities like demonstrating momentary stillness in forming
symmetrical and asymmetrical shapes using body parts other than both feet
as a base of support is the very first and essential lesson a Grade 2 pupil
must learn for him/ her to be ready for the series of activities he will
experience within the school year.
Objectives:
1. Demonstrate momentary stillness in symmetrical and asymmetrical
shapes using body parts other than both feet as a base of support.
2. Identify the parts of the body used in forming symmetrical and
asymmetrical shapes.
3. Cooperate with groupmates in doing tasks.
Materials:
puzzle cut-outs, pictures / illustrations
Value Focus: Cooperation
Theme:
Likes and Dislikes, Daily Tasks, Activities
Procedure:
A. Activity
1. Prepare the following materials; cut-outs, pictures/
illustrations.
2. Distribute format of figures to the class (square/
rectangle, oblong, circle. star, diamond, ring, flower,
umbrella, shoe)
Say: Fold the figures into two parts. Do they have equal
parts?
(Tipigon Sa duwang parte an mga korte. Igwa daw sinda
nin eksaktong parte?)
3. Introduce symmetrical and asymmetrical shapes.
Symmetrical shape is a shape that will have equal or
exact parts when folded into two.

Asymmetrical shape is a shape that will not have equal

or exact parts when folded into two.

4. Show a big format of a caricature of a man (

). Call a
pupil to fold a figure into two parts. Ask the class if the
shape is symmetrical or asymmetrical.
5. Show another big format of a caricature of a man in
another position (
), Call another pupil to fold it into two
parts. Ask the class if it is symmetrical or asymmetrical
shape.
6. Post the two figures on the board. Ask the pupils to imitate
the symmetrical shape first, then the one with the
asymmetrical shape.
B. Analysis
7. Ask:
How do you feel about forming the shapes?
(Ano an namatian nindo sa pag arog sa mga korte?)
Between the two pupils, who got tired easily in
demonstrating momentary stillness in forming the
shapes?
(Siisay sa duwa nindong kaeskwela an inot na napagal
sa pag arog nin korte?)
What parts of their body where used in forming both
shapes?
(Mga anong parte nin hawak an ginamit ninda sa
pagporma kan duwang korte?)
Which is easier to do forming the symmetrical or the
asymmetrical shape? Why?
(Arin an mas pasil an pagporma nin symmetrical o
asymmetrical na korte? Tano?)
C. Abstraction
8. Give a short discussion based on the pupils answers,
arriving at the idea that it is easier for a person to form
symmetrical shapes while demonstrating momentarily
stillness.
9. Generalize by asking the pupils:
What parts of the body can be used in forming
symmetrical or asymmetrical shapes?
(Mga anong parte nin hawak an pwedeng gamiton sa
pagporma nin mga korteng symmetrical asin
asymmetrical.)

What makes it easier for a person to demonstrate

momentary stillness in forming symmetrical shapes
rather than asymmetrical shapes?
(Ano ta mas pasil para sa tawo an pagporma nin
symmetrical na korte kesa sa asymmetrical na korte
gamit an mga parte nin hawak mantang dai naghihiro?)

D. Application
10. Form two groups of pupils, one group to demonstrate
momentary stillness in forming one symmetrical shape and
another group to form asymmetrical shape, in 3 - 5
minutes.
11. Ask:
Did you cooperate well with your group mates in doing
the activity? Why?
(Nakikooperar kamo nin marhay sa mga kagrupo nindo
sa gibohon? Pano?)
Which group got tired first in forming the shape? Why?
(Arin na grupo an inot na napagal sa pagporma nin
korte? Pano?)
12. Let the pupils sing Bitis, Tuhod, Abaga, Payo to the tune
of My Toes, My Knees, My Shoulders, My Head for their
quieting activity.
Evaluation:
13. Distribute Worksheet I. Mga Korteng Symmetrical saka
Assymetrical, LM, page 2.
Direction: Put a check () if the shape is symmetrical and a
cross () if it is asymmetrical.
(Direksyon: Lagan nin tsek () kun symmetrical an korte
asin ekis () kun asymmetrical. Isurat sa saindong papel.)
Agreement:
14. Ask the pupils to draw one symmetrical object and one
asymmetrical object.
Key to Correction:
1.
2.
3.
4.
5.

6.
7.
8.
9.
10.

Lesson 2/ Week 2:

MOVEMENT SKILLS

Number of Sessions: 1
Time Allotment: 40 minutes
Background Information:
Movement skills are needed for a child to perform various
physical activities, as well as to demonstrate his/ her understanding of
these skills. Differentiating movements like jogging and running,
hopping and jumping, and galloping and sliding will be useful to a child
in his daily experiences.
Objectives: 1. Differentiate a jog and a run, a hop and a jump, a gallop and
a slide.
2. Match the body movements with their correct meaning.
3. Tell that attentiveness is important in following directions.
Copy of the song Kun Ika Maogma, copy of the story An
Makinawat na si Russel
Value Focus: Attentiveness
Theme:
Healthy Habits
Materials:

Procedure:
A. Activity
1. Prepare the following materials: a chart of the song Kun Ika
Maogma, a copy of the story An Makinawat na si Russel.:
Mga Hiro sa Pagkanta , LM page 3.
2. Check Agreement/ Assignment (Worksheet 2).
3. Ask the pupils to listen and to watch her actions as the
teacher sings the song Kun Ika Maogma to the tune When
Youre Happy and You Know It, giving emphasis to the
words and actions like jogging, running, hopping, jumping,
galloping and sliding.
4. Encourage the pupils to sing the song and do the
movements with the teacher.
5. Ask: Were you able to do the actions in the song correctly?
(Nagibo nindo nin tama an mga hiro sa kanta?)
How did you do these actions correctly?
(Pano nindo nagibo nin tama an mga hiro?)
6. Introduce Worksheet 3 to the pupils.
Direction: Encircle the movements or actions in the song.
(Direksyon: Bilogan an mga tataramon na nagpapahayag
nin hiro sa minasunod na kanta).
4

Kun Ika Maogma

Kun ika maogma, magjogging ka (2x)
Kun ika maogma
An gabos maoogma,
Kun ika maogma magdyaging ka.

magdalagan
lumukso
mag - gallop
magpahalnas/ magpahuros

7. Form groups of 4 members. Assign each group with a

movement. Tell the class to do a particular movement (jog,
run, hop, jump, gallop, and slide) assigned to them every
time it is mentioned in the story they will listen to.
An Makinawat na si Russel

Sarong aldaw nin Sabado, nagtiripon sa luwas kan harong

na Russel an saiyang mga kakawat, naghahalat sa saiyang
pagluwas.
Nagpaaram siya sa saiyang ina, Mama, pwede po akong
magkawat sa luwas?
Iyo, basta magbalik ka digdi pakalipas nin sarong oras,
simbag kan saiyang ina.
Yehey! an kurahaw kan aki mantang nagdadalagan
paluwas nin harong.
Naabutan niyang naglulukso dangan nagdadalagan an iba
niyang kakawat, nagjogging si Carlo, nagpapahalnas an saradit
asin naggagallop si Christian nin huna mo kabayo.
Ara-atyan biglang nagkurahaw si Carlo, Hilinga baya
nindo si Bianca! Sadit-sadit pa kaya na niyang magjogging,
maglukso, magpahalnas, mag-dalagan asin mag-gallop.
Natapos ni Russel an sarong oras sa pagdalagan,
pagdyaging, paglukso, pagpahalnas dangan pag gallop.
Maogma siyang nagpuli sa saindang harong.

B. Analysis
8. How did you feel about doing the actions? Why?
(Ano an namati nindo mantang ginigibo an mga hiro?
Tano?)
9. Ask the pupils about the movements mentioned in the story.
Call volunteers to jog, run, hop, jump, gallop and slide.
(Mag apod nin mga aki na mapahiling nin pagjogging,
pagdalagan, sadit na paglukso, dakula na paglukso,
paglukso nin garo kabayo saka pagpahalnas.)
C. Abstraction
10. Ask the following questions:
What is the difference between a jog and a run/ a hop and
a jump/ a gallop and a slide?
(Ano an kaibahan kan jog sa run/ hop sa jump/ gallop sa
slide?)

What made you perform the body movements correctly?

(Pano nindo nagibo nin tama an mga hiro?)

Is it important to do these body movements everyday?

Why? / Why not?
(Importante daw sa satuyang hawak an maggibo kan mga
hirong ini sa aroaldaw? Tano? Tano ta dai?)
D. Application
11. Instruct them to differentiate the movements in Worksheet 3:
Mga Hiro nin HAwak sa Istrorya, LM, page 4.
Direction: Match the action in Column A with the meaning in
Column B using a line.
(Direksyon: Pagtampadon an mga hiro na nasa Grupo A sa
saindang kahulugan sa Grupo B gamit an linya.Hilingon kun
paano ko ini gigibohon.
12. Do a 16 - count breathing exercise with the pupils.
Evaluation:
13. Flash cards with words indicating movements learned today.
Have the pupils answer Worksheet 4: Knowledge Check,
LM, page 5.
Direction: Do the movement as the teacher shows you the
words.
Put a check () if you did the correct action and a cross () if
not.
(Direksyon: Gibohon an tamang hiro mantang pinapahiling
kan paratukdo an nakasurat na tataramon.
6

Kuloran an kahon na may tsek () kun tama an ginibong hiro

dangan ekis () kun sala.
14. End the lesson by asking the pupils to fall in line and jog in
going out of the classroom and slide in coming back.
Key to Correction:
Worksheet 2

1. magjogging
2. magjogging
3. magdalagan
4. magdalagan
5. lumukso

Worksheet 3

1. d

2. g

6. lumukso
7. maggallop
8. maggallop
9. magpahalnas
10. magpahalnas

3. b

4. a

5. f

6. c

Worksheet 4 (Rubrics)
Pakurahawon an mga aki nin pag omaw (yell) sa mga
nakagibo nin minasunod.
Yell/ Kurakaw
Tsampyon kamo!
Galing nindo!
Ok kamo!
Kaya nindo yan!
Adalan pa nindo!

Nagibong Tamang Hiro

5
4
3
2
1

Lesson 3/ Week 3: SIMPLE FOLK DANCE AND RHYTHMIC

PATTERNS
Number of Sessions: 1
Time Allotment: 40 minutes
Background Information:
Childhood is the stage of life that is fun-filled. It is intrinsic for children
to do locomotor movements, especially when they hear sound or rhythm such
as chants, songs and other sources of sound.
Apparently, these movements become the very first simple dance
steps that they may ever create in their lives.
Objectives:
1. Perform different locomotor skills.
2. Demonstrate precision in performing locomotor skills in different
rhythmical responses.
7

3. Create simple dance steps in response to rhythm.

4. Discuss the importance of discipline in performing different
locomotor skills.
Reference:
http://www.edb.utexas.edu/coe/depts/kin/Faculty/slacks/orpac/loco/htmll

Materials:
Value Focus:
Theme:

coconut shells, castanets, sticks

Discipline
Things I Enjoy and People I Like

Procedure:
A. Activity
1. Prepare the following materials: 2 coconut shells, 2 castanets,
2 sticks, copy of the song Padangat kan Diyos.
2. Review on movement skills by asking the children to jog, run,
hop, slide, gallop and jump while playing a lively music.
3. Ask: Have you observed how animals move?
(Naoobserbaran nindo kun paano maghiro an mga hayop?)
Do they move similarly?
(Parareho daw an saindang hiro?)
Will you show me how a rabbit (or any other animal) move?
(Arogon daw nindo an hiro kan kuneho saka iba pang mga
hayop.)
4. Introduce locomotor movements based from the animal
movements imitated by the pupils.
5. Teach the song Padangat kan Diyos to the tune of Minamahal
ng Diyos. Allow the pupils to move around the
classroom.
Padangat kan Diyos
An mga ikos na naglalakaw
Ginibo kan Diyos ta padangat niya. (2X)
Pabayaan ta sindang maglakaw.

ido/ ayam nagdadalagan

gamgam naglulupad
sira naglalangoy
talapang - naglulukso

B. Analysis
6. Ask: Do you like the song? Why?
(Nagustuhan nindo an kanta? Tano?)
8

7. Ask about the animals and their movements as stated in the

song.
8. Show the castanets, sticks and coconut shells. Produce
rhythmic sound out of clapping them.
Ask: How would a rabbit (or any other animal) move with
this rhythm?
(Paano daw mahiro an kuneho sa tugtog na ini?)
Will you show me the locomotor movements of a person to
this rhythm?
(Magpahiling daw kamo sako nin manlain-lain na hiro nin
tawo na nakabalyo nin lugar na nakakasabay sa mga tunog
na ini?)
9. Say: Discipline is important in moving around especially in
crowded areas like our classroom. Why do you think so?)
(An disiplina importante sa pagburobalyo nin lugar orog na
kun nasa matawong lugar arog digdi sa klasrum ta. Tano
daw?)
C. Abstraction
10. Discuss the following by citing pupils responses:
Meaning and examples of locomotor movements
(paglakdang paglakaw, pagdalagan, paglukso, pagkiki,
pagkamang/ pagkanap, )
The capability of people to do locomotor movements.
The importance of eating healthy food/ balance diet in
order to do locomotor movements easily.
D. Application
11. Divide the class into groups of 8 members. Have each
group create a combination of 4 locomotor movements to
the rhythmic pattern the teacher is creating while the pupils
are doing the activity. Let each group perform for the class.
Say: What you did were simple dance steps that you
yourselves created.
(An pinahiling nindo sarong simpleng bayle na kamo an
naggibo.
12. Instruct the pupils to raise their right hand if the
answer to the teachers question is yes and to put their hand
on their chest if they did not. Read the teachers checklist
by item.

Nagibo ko Daw nin Tama an Minasunod na mga

Hirong Lokomotor?

paglakdang paglakaw
pagdalagan
paglukso
pagkiki
pagkamang/ pagkanap

13. Allow the pupils to sit on the floor quietly for at least three
minutes to rest.
Evaluation:
14. Distribute Worksheet 5: Combinatio of Locomotor and
Non-Locomotor Movemets, LM, page 6. to the same
group of pupils.
Direction: Write on the blank paper 2 movements of a cat
appropriate to this song.
(Direksyon: Magsurat sa blangko nin 2 hiro nin ikos na
pwedeng maisabay sa kantang ini. Dangogon an pagkanta
nin paratukdo.)

Ming-Ming, Kuting Dalagan

Ming-Ming, Kuting Dalagan
Dakupa an kino sa dalan
Dalagan, dalagan
Dakupa an kino sa dalan.

Agreement:
15. Have pupils do Worksheet 6: Movements Appropriate to
a Song or Music, LM, page 7 by pairs.
Direction: Draw one animal that can move with a fast music
and one animal that can move with a slow music.
10

(Direksyon: Magdrowing nin sarong hayop na nakakasabay

sa marikas na tugtog dangan sarong hayop na nakakasabay
sa maluyang tugtog).

A. Hayop na Minahiro Kasabay nin Marikas na

Tugtog

B. Hayop na MInahiro Kasabay nin Maluyang

Tugtog

Key to Correction for Lesson 3/ Week 3

Worksheet 5
Rubrics: Grupohon an mga aki base sa tamang isinurat na
simbag asin ipaarog sa kada grupo an huni/ tanog kan
minasunod na hayop.
Basehan
Huni/ Tanog ni Hayop
Pareho tama an isinurat na hiro
Ngiyaw! Ngiyaw!
Tama an sarong isinurat na hiro
Twit! Twit! Twit!
Aadalan pang isurat nin tama
an mga hiro
Ik! Ik! Ik!
Worksheet 6
Rubrics: Tawan an mga aki nin minasunod na cut-outs
base sa ginibong drowing.
Basehan
Tama an duwang drowing
Tama an sarong drowing
Dae tama an duwang drowing

11

Cut out
Yellow na bituon
Pulang Burak
Berdeng Dahon

Lesson 4/ Week 4 and 5: SIMPLE FOLK DANCE AND

RHYTHMIC ROUTINES
Number of Sessions: 2
Time Allotment: 40 minutes per session
Background Information:
Creating simple dance steps in response to rhythmic routines is one of
the skills most children learn from various sources and eventually enjoy and
love doing.
Learning the dance steps comes very naturally to them because they
can easily relate these dance steps to the locomotor and non-locomotor
movements they do everyday.
Objectives:
1. Perform simple folk dance steps in response to even and uneven
rhythm based on one or more combinations of previously learned
locomotor skills.
2. Demonstrate precision in performing simple folk dance steps in
even and uneven rhythm based from previously learned
locomotor
skills.
3. Manifest confidence and pride in ones performance.
Reference:

Sample Lesson Plans for Grade 2, pages 490-- 491.

http://www.edb.utexas.edu/coe/depts/kin/Faculty/slacks/orpac/loco/htmll

Materials:

2 coconut shells, 2 sticks, 2 castanets, CD/DVD player and

video clip of the folk dance
Value Focus: Confidence, Pride in Ones Performance
Theme:
Things I Enjoy and People I Like
My favorite Animals and Plants

Session /Week 4: EVEN AND UNEVEN TIMING

Procedure:
A. Activity
1. Have a self-review on the Vocabulary of
Dance Steps in Sample Lesson Plans for Grade 2, pages 490491. Translate the terms to the Mother Tongue and learn at
least 5 simple dance steps before the session.

12

2. Prepare the following instructional materials: 2 coconut

shells, 2 castanets, 2 sticks, CD/DVD player, and video clip
of folk dance.
3. Review on the previously learned locomotor movements
(hop, jump, jog, run, slide and gallop).
4. Present the dance clip to the class. After watching it with
the pupils, ask: What are the locomotor movements
presented in the dance video?
(Ano an mga hiro na nagbabalyo nin lugar an ipinahiling sa
video?)
5. Lead them to recall the combinations of dance steps they
saw from the video.
6. Demonstrate a simple 8 - count combination of movements
to be followed/ imitated by the pupils. Introduce the first
combination as even (pantay) and the second uneven (dai
pantay).
A. PANTAY (EVEN TIMING):
4 walks and 2 step-hops, add a change in direction, add
arm shapes on movements
(4 na lakdang asin 2 lakdang-lukso, magribay nin
direksyon; dagdagan nin mga hiro nin braso)
B. DAI PANTAY (UNEVEN TIMING):
slide and step; slide and step; 4 skips; add arm
movements to accompany the sequence
(pahalnas asin lakdang, pahalnas asin lakdang; 4 na
lakaw; dagdagan nin mga hiro nin braso)
7. Teach more dance step combinations to be followed by the
pupils in different rhythmic patterns created by the teacher.
B. Analysis
8. Ask:
How did you feel while dancing?
(Ano an namatian nindo mantang ika nagbabayle?)
What locomotor movements did you see in the video
clip?
(Ano - ano an mga hirong minabalyo nin lugar an
nadalan nindo sa video?)
What locomotor movements did you do while dancing?
(Ano - ano an mga hirong minabalyo nin lugar an
naginibo nindo mantang nagbabayle?)
Were you proud doing the dance steps? Why? / Why
not?
(Inorgolyo mo an saimong pagbayle? Nata?)

13

Do you enjoy watching folk dances in programs? Why?

(Naoogma man kamo magdalan nin mga lumang bayle
sa mga paluwas? Tano?)

C. Abstraction
9. Ask the pupils: What is rhythm? and What is the
difference between even and uneven rhythm?
10. Discuss rhythm as the beat where dance step or
movements depend.
11. Explain the difference between even and uneven rhythm.
12. Tell that simple dance steps can be created out of locomotor
movements.
D. Application
13. Form groups of 5 pairs of pupils preferably by rows to create
their own dance sequence using hop, slide, run, walk, step
and gallop. Assist the groups in this activity. Ask them to
show their created dance sequence to the class.
14. Lead the pupils to do an 8 count breathing exercise.
Evaluation:
15. Let pupils answer Worksheet 7: Im Happy to Dance, LM,
page 8.
Direction: Color the star ( ) red if you perform the following
activities and color it yellow if you did not.
(Direksyon: Kuloran an bituon nin pula kun nagibo an
minasunod na tataramon asin kuloran ini nin yellow kun dai.
16. End the class with this instruction: During your free time,
create your own dance steps with your groupmates to the
tune of Row, Row, Row your Boat.
(Gumibo nin sadiri nindong kumbinasyon nin lakdang bayle
kairiba an saindong mga kagrupo sa tono na Row, Row,
Row your Boat).

Session/ Week 5: SIMPLE DANCE STEPS

Objectives:
1. Perform simple dance steps: skip, slide, waltz, gallop and polka.
2. Tell that simple dance steps must be done with precision and
accuracy in response to rhythmic routines.
3. Manifest confidence and pride in ones performance .
Procedure:
A. Activity
1. Prepare the same instructional materials used during the last
session.
14

2. Play the recorded music, Row, Row, Row your Boat while
the pupils are grouped together according to yesterdays
groupings, dancing their own combinations of simple dance
steps created yesterday.
3. Introduce 5 simple dance steps: skip slide, waltz, gallop and
polka.
Say: Follow me as I do the dance steps one by one.
(Arogon an pagbayle ko kan kada lakdang-bayle.)
4. Show a video clip of a Barbie Series of Tony Blair in
Charmed School wherein the 5 simple dance steps are
performed by Blair with a flower pot on her head. (Optional)
B. Analysis
5. Ask:
Which is your favorite among the 5 dance steps? Why?
(Arin an paborito nindong lakdang - bayle sa 5? Tano?
Which do you think have an even/ uneven timing?
(Arin sa paghuna nindo an igwa nin pantay/ dai pantay na
ritmo? Tano?)
Do you love plants?
(Padangat nindo an mga tinanom?)
What animal or a plant in a pot do you want to hold while
dancing?
(Ano an hayop o masitas na nasa masitera an gusto nindong
kapotan mantang kamo nagbabayle?)
C. Abstraction
6. Discuss the following points:
Slide and Waltz have even timing while skip, gallop and polka
have uneven timing.
(An pagpahalnas asin an waltz igwa nin pantay na ritmo
alagad an pagkiki, gallop asin polka igwa nin dai pantay na
ritmo.
Simple folk or traditional dance steps must be done with
precision and accuracy in sequence to different rhythmic
responses.
(An simple asin sadiring gibo na lakdang bayle dapat gibohon
nin igwa nin eksaktong pagkakasunod sunod base sa man
iribaibang gabat saka rikas nin tanog.)
D. Application
7. Have pupils answer Worksheet 8: Dance Steps, LM, page
9.
Direction: Watch your teacher perform the dance step then
15

choose its name from the words inside the box.

(Direksyon: Hilingon an pagbayle kan saindong paratukdo.
Pilion an ngaran kan tamang lakdang bayle sa laog kan
kahon asin isurat saindong papel.
8. Lead the pupils to an 8 count stretching exercise.
Evaluation:
9. Distribute Worksheet 9: Do I Do It Right? LM, page 10.
Direction: Do the dance step everytime I say its name.
Put a check () opposite its name if you performed it
correctly and a cross () if not.
(Direksyon: Gibohon an lakdang- bayle kada pagtaram kan
paratukdo kan pangaran kan lakdang bayle.
Maglaag nin tsek () sa kataid kan ngaran kan lakdang
bayle kun tama an ginibo mo asin maglaag nin ekis ()
kun dai.)
Key to Correction for Lesson 4/ Week 4 & 5
Worksheet 7
Rubrics: Papalakpakan an mga aki sa bilang na base sa
mga naginibo ninda nin tama
Nagibo Ko
Bilang nin Palakpak
5
5
4
4
3
3
2
2
1
1
Worksheet 8
Rubrics: Omawon an mga aki nin minasunod:
Bilang nin Lakdang Bayle
Nagibo nin Tama
Pag -omaw na Tataramon na
5
Matibayon Ka!
4
Matibay Ka!
3
Matibay Ka Man!
2
Matibay Ka Pa!
1
Magpatibay Ka!
Worksheet 9
Rubrics:
Nagibo nin Tama
Pag-omaw na Tataramon
5
Wow!
4
Yeheey!
3
Galing!
2
Ayos!
1
Adalan Mo!
16

Lesson 5/ Weeks 6, 7 and 8 : RELAYS AND RACES

Number of Sessions: 3
Time Allotment: 40 minutes per session
Background Information:
Children love playing games that develop not only their physical
attributes, stamina and strength, but also their values like sportsmanship,
camaraderie and teamwork.
Territory or invasion games that pupils will learn and play in the next
three sessions aim to develop their awareness on the importance of every
member to the team, the importance of following the mechanics of the games,
and the importance of instilling good values that they can uphold for a lifetime.
Objectives:
1. Participate in simple territory/ invasion games like Line Relay.
2. Follow the directions, rules and mechanics of the game.
3. Promote teamwork in playing Line Relay.
Materials:
ruler, baton, ball
Value Focus:
Teamwork
Theme:
Work 6 Things I Love to Do
Work 7 My Family and Our Rules
Work 8 My Family and Our Roles
Session/ Week 6 - LINE RELAY
Procedure:
A. Activity
1. Prepare the following instructional materials: ruler, baton, and
ball.
2. Review on dance steps previously learned. Tell the children
that they will have another activity which they may love doing.
Ask them to guess what it is until they arrive to the answer
game.
3. Announce that the activity will be done outdoor. Ask:
a. What must we remember in passing from the classroom to
the activity area and in coming back to the classroom
from there?
(Ano an dapat tang girumdomon sa pagluwas sa klasrum
paduman sa lugar kun sain kita makarawat dangan sa
pagbalik digdi hali duman?)
b. What must we do to avoid accident?
(Ano an mga dapat tang gibohon para maibitaran an
aksidente?)
17

4. Do the activity based from a series of instructions.

a. Have pupils from a vertical line first, then a horizontal
l line.
b. Declare the Majority Rule Policy.
c. Demonstrate the proper way of passing the ruler from the
first pupil (in front of the line) up to the last pupil (at the
tail of the line). Teacher moves as the ruler is passed to
assist the pupils and to monitor their way and manner of
passing the ruler.
d. Ask the last pupil to return the ruler to the teacher.
e. Have pupils do the Line Relay independently for a trial
round.
f. Encourage reactions from the pupils on the errors
committed during the trial round. Check and correct
them.
g. Let the pupils do the final round of the Line Relay as
fast as they can, yet observing the mechanics of the
game.
B. Analysis
5. Ask:
a. How did you feel about playing Line Relay? Why?
(Ano an namati nindo manungod sa pagkawat nin
Line Relay?
b. How do you call the two lines you formed with your
classmates?
(Ano an apod nindo sa duwang linya na pinorma
nindo kan saindong mga kaeskwela?)
c. What did you do with the ruler?
(Ano an ginibo nindo sa ruler?)
d. Was the activity difficult? Why?
(Nadipisilan kamo sa kawat? Nata?)
e. What did you do as a big group to do the activity right
and well?
(Ano an ginibo kan grupo nindo para gibohon an
kawat nin tama buda pasil?)
6. Divide the class into 4 groups of equal number of members.
Give them instructions on what they will do next.
7. Let them play two succeeding Line Relays, first, using a
baton and last, using a ball.
8. Declare the winning team in the two games.
9. Lead the pupils back to the classroom.

18

C. Abstraction
10. Generalize by asking the pupils the following questions:
a. What is the importance of observing the mechanics of
the game? (Line Relay).
(Ano ta importante na magsunod sa tamang paagi
sa pagkawat nin Line Relay?)
b. What must be the proper attitude of the winners and
of the losers?
(Ano an dapat na ugali kan nangganang grupo asin
kan nadaog na grupo?)
11. Call a pupil to restate the rules in playing Line Relay.
12. Ask the following questions:
Who among you here love sports? Why? / Why not?
(Siisay saindo an mahilig sa karawat? Tano? Tano ta
dai?)
What do you like to play other than relay?
(Ano - ano pa an paborito nindong kawat lain sa relay?)
D. Application
13. Distribute Worksheet 10: Playing Line Relay, LM,
page 11 to the class.
Direction: Draw a star (
) on the line if the sentence is
correct and a sun (
)
if it is wrong.
(Direksyon): Magdrowing nin bituon (
) kun tama an
grupo nin mga tataramon dangan magdrowing nin saldang
(
) kun sala.
14. Ask the pupils to stand and wiggle their hands and feet for
their quieting activity,
Evaluation:
15. Ask the pupils to raise their right hand if the sentence tells
about proper attitude in playing Line Relay and place it
around their waist if not .
(Direksyon: Itaas an tuong kamot kun nagpapahiling nin
marhay na pag uugali sa pagkawat nin Line Relay asin
ikugos ini sa sadiring habayan kun dai.)
1. Gibohon an Line Relay manungod sa tamang paagi
na ipinapasunod kan paratukdo.
2. Agawon an ruler sa nasa inotan na aki.
3. Maghalat nin tamang pagkakataon an bawat
parakawat.
4. Dapat na mapungaw an nadaog na grupo.
5. Gibohon an Line Relay nin maogma an gabos na
parakawat.

19

Rubrics: 4-5 Matibay

2-3 Kasyahan an Tibay
0-1 Magpatibay Pa

Session/ Week 7: CIRCLE RELAY

Objectives:
1. Participate in simple territory/ invasion games like Circle Relay.
2. Follow the directions, rules and mechanics of the game.
3. Promote teamwork in playing Circle Relay.
Procedure:
A. Activity
1. Prepare 4 batons to be used in playing Circle Relay.
2. Review on playing Line Relay.
3. Introduce Circle Relay to the class. Discuss and explain its
mechanics.
MECHANICS IN CIRCLE RELAY
a. Teams with the same number of players (say 8) stand
in 3 or more divisions in single file facing to a
common center radiating like spokes of a wheel.
(An mga grupo na may pararehong myembro
(halimbawa 8) matindog sa 3 o sobrang iminuknang
lugar, sa sarong linya na nakaatubang sa tahaw, nagiitok siring sa rweda nin gulong.)
b. On a signal from a leader, the outer player of each file
faces to the right.
(Sa senyas kan pinuon o lider, an parakawat na nasa
inotan kan linya maatubang sa too.)
c. On the second signal, these outer players all run in a
circle to the direction in which they are facing.
(Sa ikaduwang senyas, an mga parakawat sa inotan
kan mga linya maatubang sa pabilog na porma
pasiring sa inaatubang nindang direksyon.)
d. The objective of the game is to see which runner first
gets back to his place, getting one point for his team.
(An obheto kan kawat, iyo an mahiling kun siisay na
parakawat an inot na makakabwelta sa hinalian
nyang pwesto para makakua nin sarong puntos para
sa saiyang grupo.)

20

e. Immediately after the leader announced who won in

the first match, all the first runners from the
respective teams step to the inner end of their files
facing the center, giving the chance to the next sets
of runners.
(Pakatapos maideklara kan lider kun siisay an
nanggana sa inot na rangkada, an mga inot na
paradalagan maduman sa puro kan linya na nasa
parteng laog kan bilog na nakaatubang sa tahaw,
para matawan nin tsansa an masunod na mga
paradalagan.)
.f. The signal is repeated until the last set of runners are
done with their task.
(Ootrohon kan lider an senyas asta matapos an mga
huring paradalagan sa saindang partisipasyon sa
kawat.)
g. The line that gets the highest score wins the game.
(An linya na nakakua nin pinakadakol na puntos, iyo
an gana sa kawat.)
4. Divide the class into 4 teams. Announce that they will go out
to play Circle Relay in a competition, thus they will have to
observe the norms in playing outdoors.
5. Act as a leader in facilitating the Circle Relay. Distribute the
batons, one for each team for the runner to hold and to pass
to the next runner.
6. Announce the winning team then lead the pupils back to the
classroom.
B. Analysis
7. Open the discussion by asking if the pupils enjoyed the
game and why.
8. Ask further:
Is Circle Relay easy to play? Why? Why not?
(Madaling kawaton an Circle Relay? Tano? Tano ta dai?)
Did you find difficulty in observing the mechanics of the
game? What helped you understand it?
(Nadipisilan kamo sa pagsunod sa mga paagi kan
kawat? Ano an nakatabang para maintindihan nindo ini?)
C. Abstraction
9. Tell the pupils to rest on the floor while asking them to answer
the following questions orally:
Which do you prefer Line Relay or Circle Relay? Why?
(Ano an mas gusto nindo Line Relay o Circle Relay?
21

Tano?)
How were you able to help your teammates perform the
game well?
(Paano kamo nakatabang sa mga kagrupo nindo para
magibo nin tama an kawat?)

D. Application
10. Distribute Worksheet 11: Playing Circle Relay, LM, page
12.
Direction: Put a check () on the blank if you are in favor of
the sentence and a cross () if you are not.
(Direksyon: Lagan nin tsek () an blangko kun pabor ka sa
mga grupo nin tataramon dangan lagan nin ekis () kun
dai).
Evaluation:
11. Instruct the pupils to form a big circle on top of their head
using their arms if the sentence tells about the Circle Relay
and to cross their arms in front of their chest if not.
(Direksyon: Maggibo nin dakulang bilog sa itaas kan
saindong payo gamit an saindong duwang braso kun
manungod sa Circle Relay an tataramon asin iekis sa inotan
kan saindong daghan an saindong duwang braso kun dai.)
1. Igwa nin bilang nin maniriba-ibang bilang nin
miyembro nin parakawat an mga grupong
magraralaban sa Circle Relay.
2. Importante an sinyal sa kawat na Circle Relay.
3. Kaipuhan an ruler sa Circle Relay.
4. Magpwesto sa hurihan kan linya an parakawat
pagkatapos magdalagan.
5. An grupong may pinakahalangkaw na puntos iyo an
gana sa kawat.
Rubrics: 4-5 Matibay
2-3 Kasyahan an Tibay
0-1 Magpatibay Pa
12. End the session with this question
Is it important to actively participate in the game? Why?
(Importante daw na magpartisipar sa kawat? Tano?)

22

Session/ Week 8: SHUTTLE RELAY

Objectives:
1. Participate in simple territory/ invasion games like shuttle relay.
2. Follow the directions, rules and mechanics of the game.
3. Promote teamwork in playing Shuttle Relay.
Procedure:
A. Activity
1. Prepare the materials: baton, pole, chart.
2. Review on the mechanics in playing Line and Circle Relays.
3. Lead the class outside the classroom observing the same
norms.
4. Call for 5 volunteer pupils to follow the procedure/ instructions
that will be given by the teacher. Let the rest of the class sit
on the grass/ ground and observe the demonstration.
PROCEDURE IN PLAYING SHUTTLE RELAY
a. Form a line.
(Magporma nin linya.)
b. The first child on the line holds the baton.
(An aki na nasa inotan kan linya iyo an makapot kan
baton.)
c .When the signal is given by the teacher, the player
runs towards a pole about 10 meters away from the
line, turns around it, and runs back to his line.
(Sa senyas kan paratukdo, an inot na parakawat
madalagan pasiring sa poste na nasa inotan kan linya,
mga 10 metro an rayo, maitok sa poste dangan
madalagan pabalik sa saiyang linya.).
d. He passes the baton to the player next to him,
who will run to the pole and back to the line.
(Ipapasa nya an baton sa sunod na parakawat na
madalagan sa poste saka mabalik sa linya.)
e.The same procedure will be done until the last player
takes his turn.
(An kaparehong paagi gigibohon sagkod sa
pagdalagan kan huring parakawat.
5. Divide the class into 4 groups of the same number of players
to compete by teams.
6. Declare the winning team. Go back to the classroom with the
pupils.

23

B. Analysis
7. Discuss what happened during the game by asking the
following questions:
a. Did you win/ lose in the game? Why?
(Nanggana/ nadaog kamo sa kawat? Pano?)
b. Does Shuttle Relay need teamwork? Why?
(Kaipuhan an pagtarabangan sa pagkawat nin Shuttle
Relay? Tano?)
C. Abstraction
8. Present a chart entitled Things to Remember When Playing
Shuttle Relay (Mga Dapat Tandaan sa Pagkawat nin Shuttle
Relay).
Run with a normal speed a child can do.
(Magdalagan sa normal na rikas na kaya kan aki.)
Hold the end of the baton.
(Kaputan an puro kan baton.)
Straighten the hand holding the baton in front of the body
when the runner gets close to the next runner.
(Itanos sa enotan kan lawas an kamot na may kapot nin
baton kun harani na sa sunod na padaralagan.)
Hold the baton upward while passing it to the next runner.
(Kaputan patindog an baton mantang ipinapasa sa sunod na
paradalagan.)
Straighten the hand infront of the chest when getting the
baton.
(Sa pagkua kan baton hali sa susundan na paradalagan,
iunat an mga braso sa enotan kan daghan.)
Pass by the left side of the line after passing the baton to the
next runner.
(Mag-agi sa wala kan linya an parakawat pakatapos
maipasa an baton sa sunod na paradalagan.)
D. Application
9. Ask the pupils to answer Worksheet 12: Joy in Playing
Shuttle Relay, LM, page 13.
Direction: Draw a happy face (
) if you showed the
following attitude in playing Shuttle Relay and a sad face
(
) if not.
(Direksyon: Magdrowing nin maogmang lalawgon (
)
kun nagpahiling ka nin maray na pag-uugali sa pagkawat
nin Shuttle Relay dangan magdrowing nin mapungaw na
lalawgon (
) kun dai).
10. Ask the pupils to sing Kun Ika Maogma,
24

Evaluation:
11. Instruct the pupils to clap their hands if the sentence tells
about Shuttle Relay and stamp their foot if not.
(Direksyon: Iparakpak an mga kamot kun manungod sa
Shuttle Relay an mga tataramon asin ikumpag an bitis kun
dai.)
1. Kapotan an puro kan baton.
2. Ibatikal an baton sa sunod na paradalagan.
3. Mag-agi sa too nin linya an parakawat pakatapos
maipasa an baton sa sunod na parakawat.
4. Magdalagan sa normal na rikas na kaya kan
parakawat.
5. Makiistoryahan sa kalaban mantang nagdadalagan
an parakawat.
Rubrics: 4-5 Matibay
2-3 Kasyahan an Tib
0-1 Magpatibay Pa
12. End the session with this reminder.
Practice sportsmanship everytime you play.
(Maging patas sa pakikipagkawat sa lambang kompetisyon
na babalihan.)
Key to Correction for Lesson 5/ Week 6, 7 & 8
Worksheet 10

Worksheet 11

1.

1.

2.

2.
3.

3.
4.
4.

5.

5.
Worksheet 12
1.

4.

2.

5.

3.
25

Lesson 6/ Weeks 9 and 10: BODY POSTURE AND MECHANICS IN

SITTING AND STANDING, LYING AND WALKING
Number of Sessions: 2
Time Allotment: 40 minutes per session
Background Information:
A person who has a good and proper body posture is nice to
look at. Body posture also includes a persons health condition and
well-being.
Sitting, standing, lying and walking are the basic body posture
that must be possessed by the children in their growing up years.
Objectives:
A. Demonstrate proper personal body posture and mechanics
in sitting, standing, lying and walking.
B. Assess ones personal body posture and mechanics in
different movements.
C. Explain the importance of proper body posture and
mechanics to ones health.
Reference:
Materials:
Value Focus:
Theme:

K to 12 Curriculum Guide
chair, books, mirror
Care for Ones Health, Confidence
Work 9 My Family and Our Roles
Work 10 Our Family Traditions

Session/ Week 9: BODY POSTURE AND MECHANICS

IN SITTING AND STANDING
Procedure:
A. Activity
1. Review on relays.
2. Prepare the following materials: chair, book, mirror and
picture/ illustrations.
3. Show a picture/ drawing of two boys, both in standing
position, one properly and the other stooping.
4. Say: This is Jeric. Look how he stands.
This is Manny. Look how he stands.
(Ini si Jeric. Hilinga nindo kun paano siya magtindog. Ini man
si Manny. Hilinga nindo kun paano man siya magtindog.)
5. Show another illustration/ picture, this time of two girls in
sitting position.
Say:This girl is Blueni and this one is Pinky. Look how they
sit.
(Ini si Blueni saka ining saro si Pinky. Hiinga kun pano
sinda magtukaw.)
26

B. Analysis
6. Ask the following questions:
Who do you think has a proper standing posture - Jeric or
Manny? Why?
(Siisay sa paghuna nindo an igwa nin tamang postura nin
pagtindog si Jeric o si Manny? Tano?)
Who has a proper sitting posture Blueni or Pinky? Why?
(Siisay sa paghuna nindo an igwa nin tamang postura nin
pagtukaw si Blueni o si Pinky?)
Does standing and sitting posture of a person affect his/ her
confidence? Why?
(Nakakaapekto daw an postura kan tawo sa saiyang
pagtubod sa sadiri? Tano?
What household chores do you usually do with your family
members?
(Ano-ano an mga trabaho sa harong na pinagtatarabangan
gibohon kan mga myembro kan pamilya nindo?)
Do you think these chores affect ones sitting and standing
postures? In what way?
(Sa paghuna nindo, apektado daw an postura nindo sa
pagtukaw asin pagtindog kan mga gibo na ini sa harong? Sa
anong paagi?)
7. Divide the class into two groups. Distribute Worksheet 13:
Proper Standing Posture, LM, page 14 to
group A and Worksheet 14: Proper Sitting Posture, LM,
page 15 to group B.
Direction for Worksheet 13: Put a check () inside the box if
the picture shows proper standing posture and a cross () if
not.
(Direksyon para sa Gibohon 13. Lagan nin tsek () sa laog
kan kahon kun manungod sa tamang postura nin pagtindog
an nasa ritrato asin lagan nin ekis (x) kun dai.
Direction for Worksheet 14. Put a check () inside the box if
the picture shows proper sitting posture and a cross () if
not.
(Direksyon para sa Gibohon 14. Lagan nin tsek () sa laog
kan kahon kun manungod sa tamang postura nin pagtukaw
an nasa ritrato asin lagan nin ekis (x) kun dai.
C. Abstraction
8. Discuss proper posture in standing and in sitting.
a. You can say that you have proper standing posture
when you put a book on your head and it will not fall.
(Masasabi mo na igwa ka nin tamang tindog kun
27

malaag ka nin libro sa saimong payo alagad dai ini

mahuhulog.
b. Sit on a chair and look at yourself at the mirror to see if
you have proper sitting posture.
(Magtukaw saka hilingon mo an saimong sadiri sa
salming kun ika igwa nin tamang postura sa
pagtukaw.)
c. Ask: Why is it important for a person to have proper
standing and sitting posture?
(Tano ta importante na magkaigwa an tawo nin tamang
postura sa pagtindog buda sa pagtukaw?)
9. Instruct the pupils to fall in line and go one by one to the
mirror and sit on a chair on a corner of the classroom.
Say: First, stand in front of the mirror to see if you have
proper standing posture, then sit on the chair to see if you
have good sitting posture.
(Inot, magtindog ka sa atubang nin salming para mahiling mo
kun tama an saimong postura sa pagtindog, dangan
magtukaw ka para mahiling mo kun maray an saimong
postura sa pagtukaw.
D. Application
10. Distribute Worksheet 15: Hows My Posture?, LM, page
16.
Direction: Write the appropriate word from the box to
complete the sentence.
(Direksyon: Isurat an nawawarang tataramon sa paagi nin
pagpili kan tamang simbag hali sa kahon.)
11. Let the girls sit on a chair and the boys stand against the
wall observing proper posture.
Evaluation:
12. Ask the pupils to put a book on their head for 10 minutes
Direction: Encircle the correct answer.
(Direksyon: Bilogan an tamang simbag)

Nahulog an libro na nasa payo ko?

A. Iyo

B. Dai

28

Session/ Week 10: BODY POSTURE AND MECHANICS

IN LYING AND WALKING

Procedure:
A. Activity
1. Review on proper sitting and standing posture.
2. Prepare the instructional materials: chart, video clip, desk, 5
books.
3. Review on proper standing and sitting posture.
4. Show a chart with 5 lying positions of a child.
Say: Guess which among these lying positions are proper.
(Tudan nindo kun arin sa mga posisyon nin paghigda an
tama.)
5. Call 5 volunteers to lie down on the desk. Ask the class to
observe the volunteers lying position.
6. Show a video clip on proper lying position.
B. Analysis
7. Ask the class Who among your 5 classmates lay properly
based on the video?
(Siisay sa 5 kaeskwela nindo an naghigda nin tama base sa
video?)
8. Call 5 volunteers to place a book on their head and to walk
from a starting line to the designated finish line. Have the rest
of the class observe them.
9. Ask the observers: Who among your classmates reached the
finish line with the book on their head? Who did not?
(Siisay sa mga kaeskwela nindo an dai nahulugan nin libro
astang makaabot sa katapusan na linya? Siisay an dai?)
10. Ask the volunteers: Why do you think you succeeded/ failed
in your task?
(Ano sa paghuna nindo an rason ta nagibo nindo/ dai nindo
nagibo nin tama an paglakaw na may libro sa ibabaw kan
saindong payo?)
C. Abstraction
11. Discuss with the class the importance of having good
posture using this guide list.

29

Remember:
a. Proper posture can enhance blood circulation.
b. Proper posture in any position shows a persons self
confidence.
c. One way of showing care for ones body is through his/
her proper posture.
d. One must be aware of his own posture to improve it if
he/ she has to.
e. Move with proper posture at all times.

Girumdomon:
a. Nakakatabang an tamang postura sa pagsirkular kan
satuyang dugo.
b. Nagpapahiling an tamang postura sa manlain-lain
na posisyon nin pagtubod sa sadiri.
c. Sarong paagi nin pag-ataman sa sadiri an pagkakaigwa
nin tamang postura.
d. Dapat aram kan kaghawak an saiyang postura para
mapakarhay kun igwang sala sa saiyang paglindog,
pagtukaw, paglakaw saka paghigda.
e. Maghiro nin may tamang postura sa gabos na
pagkakataon.

12. Ask:
Who among you here belongs to a family whose members
love to join beauty pageants/ game competitions?
(Siisay saindo an igwa nin kapamilya na mahilig magbali sa
ralaban nin pagarayonan/ karawat?)
Do they have good posture?
(Igwa sinda nin marhay na tindog?)
Who likes to be an athlete/ a beauty queen?
(Siisay an gustong maging parakawat/ reyna nin kagayonan?)
What do you need to do to improve your posture?
(Ano an dapat nindong gibohon para mapakarhay an saindong
postura?)

30

D. Application
13. Distribute Worksheet 16: Proper Walking Postute of a
Child, LM , page 17.
Direction: Color the pictures of children that show good
walking ang lying posture.
(Direksyon: Kuloran an ritrato nin aki na nagpapahiling nin
tamang postura nin paglakaw asin tamang postura nin
paghigda.
14. Let the children lie on the floor for at least three minutes for
their quieting activity.
Evaluation:
15. Lead the pupils to play a Book Relay by 4 teams observing
the mechanics discussed.
16. Acknowledge the winning team and encourage the losers to
improve their walking posture to win in the forthcoming
competitions.
Key to Correction for Lesson 6/ Week 9 & 10
Worksheet 13
1. 2.

3.

4.

5.

3.

4.

5.

Worksheet 14
1. 2.

Worksheet 15
Not necessary
Worksheet 16
1. Igwa nin kulor
2. Mayo nin kulor
3. Igwa nin kulor
4. Mayo nin kulor
5. Mayo nin kulor

31