A Semi – Detailed Lesson Plan in Physical Education 8

(Prepared by: REYMUNDO B. PENIALA, M. Ed/SST I-ZDS Sports Academy)

K-12 Learning Strand: GAMES AND SPORTS

Peace Building Competency: Inclusiveness - openly considering everyone in the activities.
Behavioural Indicators:
 Knowledge
 Students are able to distinguish the nature and background of the sport
(activity) with openness to all participants.
 Skill
 Students are able to demonstrate teamwork among a variety of participants.
 Affective
 Students are able to appreciate the feeling of belongingness.

I– OBJECTIVES: At the end of the lesson, approximately 100% of the grade 8 students
will be able to:
 Knowledge Domain (Cognitive)
 distinguish the basic movement skills in playing baseball with openness to
other participants.
 Skill Domain (Psychomotor)
 demonstrate the basic movement skills with teamwork while playing baseball.
 Attitude Domain (Affective)
 appreciate the basic movement skills in baseball with sense of belongingness
while playing the game.

II– SUBJECT MATTER

Topic: Basic Movement Skills in Baseball
Materials: balls, bats, gloves
Resources: Physical Education and Health 8-Learners’ Material
Reference: Physical Education and Health 8 – Teacher’s Manual, google. com,
youtube

III – PROCEDURES
A. Preliminary Activities
 Classroom Management
 Prayer
 Greetings
 Checking of attendance

B. Review/recall of the Past Lesson

 Let students review/recap about their previous lesson for few minutes. (Process
students’ responses for 1 minute)
C. Motivation
 Show pictures of the basic skills in baseball using multimedia or have students
watch videos showing the basic skills in baseball. (Process students responses
for 1 minute)

D. Lesson Proper (Activities/Strategies)

1. Introduction of the lesson
 (Introduce the lesson to the students by asking questions on what they have observed
after showing the videos, pictures of the basic movement skills in baseball)
2. Presentation of the learning objectives
(Have the students read the learning objectives and emphasize the peace building
values)
3. Discussion of group activity rubrics
(The teacher will discuss the designed appropriate group activity rubrics which
contained peace building values to the students or ask the students to create rubrics
specifying peace building values)
4. Discussion of the designed group activity/lesson
4.1 Introduce the terms used in basic movement skills such as throwing,
pitching, catching and hitting.
4.2 Distinguish the basic movement skills in baseball using the prepared
PowerPoint slides describing each basic movement skill.
4.3 Have a detailed discussion on each item. If possible, have the students
demonstrate the basic movement skills in baseball within the class.
4.4 Then, divide the class according to the desired number of groups to form a
team and let them play baseball applying the basic movement skills. While
playing or performing the activity have the students remind the peace
building values for them to develop at the end of the activity. (The teacher
may think of unique way in grouping the students either in a form of songs, yells,
games, etc.)
5. Discussion of the group activity procedures/mechanics/rules of the game
including precautionary measures in playing.

IV – ACTIVITY PROPER
1. Facilitation
(the teacher will facilitate in the conduct of the activity and make it sure that all
instructions given to the students are clear, aside from that, this is to see to it that all
members of the group are doing the task together)
2. Observation
(the teacher will ask the students on the process on how they performed the activity)
(take 2-3 students preferably coming from the different group to share their
observations)

V – POST-ACTIVITY PROCESSING QUESTIONS

(mindful practice may be introduced by the teacher to set the mood of the students before going into
the post-activity processing)

A. Feedback Inquiry
(Ask students of the following questions based from the performed activity)
1. What did you feel upon doing the activity?
2. What hindered/enabled you to succeed in the activity?
3. How did your group succeed in doing the task?
B. Valuing
(ask students of the following questions to draw-out peace building values like teamwork,
inclusiveness and sense of belongingness)
1. What values or attitudes you develop in your group/team in order to succeed
of the given task?
2. How did you value the presence and participation of your group mates?
 C. Evaluation
(the teacher may design a formative/non – formative assessment or teacher preferred
assessment)
D. Generalization/Integration
(the teacher may generalize the lesson by asking 2-3 students to share their learning,
insights, ideas on the lesson with peace building integration)
VI – CONCLUSION
A. Summary
(the teacher may summarize the lesson by looking back the objectives and by asking the
students if they were able to attain/achieve)
B. Assignment
(the teacher may give to enrich the learning of the students or as an advance activity
requirement for the next topic)
VII – TEACHER’S REFLECTION
A. Post-session/Reflexivity
B. Self-Check

Elements for 1 2 3 4
General Description Needs Good Very Excellent
Reflexive Improvement Good
Evaluation
Subject Matter
delivery/Execution

Teacher Peace-building Integration

Mastery of the Lesson
(Subject Matter & Peace
Building)
Learning of the Subject
Matter
Students Learning of Peace-building
Lesson Proper Peace Building Emphasis
TOTAL

Score Interpretation

21-24 Exemplary Peace-building Considered an ideal Peace-building class that is worth

Class emulating.

15-20 Intermediate Peace-building Considered a proficient Peace-building class with some

Class minimal areas for improvement
8-14 Novice Peace-building Class A class that has gained a level of Peace-building experience
that may need guidance from proficient or exemplary
models
7 below Beginner Peace-building Class A class that is still presents huge areas for improvement in
peace-building
 A Semi – Detailed Lesson Plan in Physical Education 8
(Prepared by: REYMUNDO B. PENIALA, M. Ed/SST I-ZDS Sports Academy)

K-12 Learning Strand

 GAMES AND SPORTS

PEACE BUILDING COMPETENCY

 Being Considerate - The ability to show kindness and think about the rights,
preferences and feelings of others.

BEHAVIORAL INDICATORS
 Knowledge
 Students are able to identify the rights, preferences, and feelings of others
during the activity.
 Skill
 Students are able to extend support and help to those challenged participants
during the activity.
 Affective
 Students are able to articulate the needs, rights, preferences, and feelings of
others.

I– OBJECTIVES: At the end of the lesson, the students are able to:
 Knowledge Domain (Cognitive)
 discuss the basic movement skills in table tennis in a simplified way to give
consideration to fellow learners who are challenged in the class.
 Skill Domain (Psychomotor)
 demonstrate properly the basic movement skills in table tennis while assisting
fellow learners who are challenged in the class.
 Attitude Domain (Affective)
 appreciate the value of kindness in assisting each other in the learning process.

II– SUBJECT MATTER

Topic: Basic Movement Skills in Table Tennis
Materials: rackets, table tennis ball, table
Resources: Physical Education and Health 8-Learners’ Material
Reference: Physical Education and Health 8 – Teacher’s Manual, google. com,
youtube

III – PROCEDURES
A. Preliminary Activities
 Classroom Management
 Prayer
 Greetings
 Checking of attendance
B. Review/recall of the Past Lesson
 Let students review/recap about their previous lesson for few minutes. (Process
students’ responses for 1 minute)
 C. Motivation
 Ask the students to think of sports that use a racket or a paddle to hit a small
ball to score in the game. Lead the students to think of sports like tennis,
badminton and table tennis or have students watch video of players playing
racket sports using a multimedia presentation. (Process students responses for 1
minute)
D. Lesson Proper (Activities/Strategies)
1. Introduction of the lesson
(Introduce the lesson to the students by asking questions on what they have observed
after showing the videos, pictures of the basic movement skills in table tennis)
2. Presentation of the learning objectives
(Have the students read the learning objectives and emphasize the peace building
values integrated in the lesson)
3. Discussion of group activity rubrics
(The teacher will discuss the designed appropriate group activity rubrics which
contained peace building values to the students or ask the students to create rubrics
specifying peace building values)
4. Discussion of the designed group activity/lesson
4.1 Group the students according to the desired number of groups needed in
the activity. (The teacher may think of unique way in grouping the students
either in a form of songs, yells, games, etc.)
4.2 Tell the students to read the text on the kinds of grips using the provided
hand-outs. (or let students watch a video clips related to grips)
4.3 Have them a detailed discussion on the different kinds of grips among their
group mates while taking consideration those members of the group who
has difficulty in understanding. Let the students properly demonstrate on
how each kind of grip should be done and have other members of the
group assist their teammates.
4.4 Let the students read the topic on strokes in the given hand-outs,
PowerPoint slides. (or let students watch a video clips on strokes)
4.5 Have students discuss in detail in their respective group how each stroke is
done while taking consideration those members of the group who has
difficulty in understanding. Demonstrate the strokes properly; then, call on
volunteers to perform the different kinds of strokes and let them help those
in their group who cannot perform.
4.6 Ask them to read the topic on serves from the given hand-outs or prepared
PowerPoint slides. (or let students watch a video clips on serves)
4.7Instruct students to discuss and demonstrate the proper way of serving
among their group and let the members of the group observe.

IV – Activity Proper
1. Facilitation
(the teacher will facilitate in the conduct of the activity and make it sure that all
instructions given to the students are clear, aside from that, this is to see to it that all
members of the group are doing the task together)
2. Observation
(the teacher will ask the students on the process on how they performed the activity)
(take 2-3 students preferably coming from the different group to share their
observations)
V – POST-ACTIVITY PROCESSING QUESTIONS
(mindful practice may be introduced by the teacher to set the mood of the students before going into
the post-activity processing)

A. Feedback Inquiry
(Ask students of the following questions based from the performed activity)
1. What did you feel upon doing the activity?
2. What hindered/enabled you to succeed in the activity?
3. How did your group succeed in doing the task?
B. Valuing
(ask students of the following questions to draw-out peace building values like teamwork,
inclusiveness and sense of belongingness)
1. What values or attitudes you develop in your group/team in order to
succeed of the given task?
2. How did you value the presence and participation of your group mates?
C. Evaluation
(the teacher may design a formative/non – formative assessment or teacher preferred
assessment)
D. Generalization/Integration
(the teacher may generalize the lesson by asking 2-3 students to share their learning,
insights, ideas on the lesson with peace building integration)
VI – CONCLUSION
A. Summary
(the teacher may summarize the lesson by looking back the objectives and by asking the
students if they were able to attain/achieve)
B. Assignment
(the teacher may give to enrich the learning of the students or as an advance activity
requirement for the next topic)
VII – TEACHER’S REFLECTION
A. Post-session/Reflexivity
B. Self-Check

Elements for 1 2 3 4
General Description Needs Good Very Excellent
Reflexive Improvement Good
Evaluation
Subject Matter
delivery/Execution

Teacher Peace-building Integration

Mastery of the Lesson
(Subject Matter & Peace
Building)
Learning of the Subject
Matter
Students Learning of Peace-building
Lesson Proper Peace Building Emphasis
TOTAL
 Score Interpretation

21-24 Exemplary Peace-building Considered an ideal Peace-building class that is worth

Class emulating.

15-20 Intermediate Peace-building Considered a proficient Peace-building class with some

Class minimal areas for improvement
8-14 Novice Peace-building Class A class that has gained a level of Peace-building experience
that may need guidance from proficient or exemplary
models
7 below Beginner Peace-building Class A class that is still presents huge areas for improvement in
peace-building