1st Quarter TG yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh...

8/20/2019 1st Quarter TG yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh …

1/31

1

UNIT IMY 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 one’s body shapes and body actions needed in various

movement activities like demonstrating momentary stillness in formingsymmetrical and asymmetrical shapes using body parts other than both feetas a base of support is the very first and essential lesson a Grade 2 pupilmust learn for him/ her to be ready for the series of activities he willexperience 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 / illustrationsValue Focus: CooperationTheme: 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 equalparts?” (Tipigon Sa duwang parte an mga korte. Igwa daw sindanin eksaktong parte?)

3. Introduce symmetrical and asymmetrical shapes.

Symmetrical shape – is a shape that will have equal orexact parts when folded into two.


2/31

2

Asymmetrical shape – is a shape that will not have equalor exact parts when folded into two.

4. Show a big format of a caricature of a man ( ). Call apupil to fold a figure into two parts. Ask the class if theshape 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 twoparts. Ask the class if it is symmetrical or asymmetricalshape.

6. Post the two figures on the board. Ask the pupils to imitatethe symmetrical shape first, then the one with theasymmetrical shape.

B. Analysis7. 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 theshapes?” (Siisay sa duwa nindong kaeskwela an inot na napagalsa pag arog nin korte?)

“What parts of their body where used in forming bothshapes?” (Mga anong parte nin hawak an ginamit ninda sapagporma kan duwang korte?)

“Which is easier to do – forming the symmetrical or theasymmetrical shape? Why?” (Arin an mas pasil – an pagporma nin symmetrical oasymmetrical na korte? Tano?)

C. Abstraction8. Give a short discussion based on the pupils’ answers,

arriving at the idea that it is easier for a person to formsymmetrical shapes while demonstrating momentarilystillness.

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 sapagporma nin mga korteng symmetrical asinasymmetrical.)


3/31

3

What makes it easier for a person to demonstratemomentary stillness in forming symmetrical shapesrather than asymmetrical shapes?(Ano ta mas pasil para sa tawo an pagporma ninsymmetrical na korte kesa sa asymmetrical na korte

gamit an mga parte nin hawak mantang dai naghihiro?)

D. Application10. Form two groups of pupils, one group to demonstrate

momentary stillness in forming one symmetrical shape andanother group to form asymmetrical shape, in 3 - 5minutes.

11. Ask:

Did you cooperate well with your group mates in doingthe activity? Why?(Nakikooperar kamo nin marhay sa mga kagrupo nindosa gibohon? Pano?)

Which group got tired first in forming the shape? Why?(Arin na grupo an inot na napagal sa pagporma ninkorte? Pano?)

12. Let the pupils sing “Bitis, Tuhod, Abaga, Payo” to the tuneof “ 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 across (×) if it is asymmetrical.(Direksyon: Lagan nin tsek (√) kun symmetrical an korteasin 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. √ 6. ×2. × 7. √ 3. × 8. ×4. √ 9. √ 5. √ 10. ×


4/31

4

Lesson 2/ Week 2: MOVEMENT SKILLS


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 ofthese skills. Differentiating movements like jogging and running,hopping and jumping, and galloping and sliding will be useful to a childin 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.

Materials: Copy of the song “Kun Ika Maogma”, copy of the story “AnMakinawat na si Russel”

Value Focus: AttentivenessTheme: Healthy Habits


1. Prepare the following materials: a chart of the song “Kun IkaMaogma”, 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 “WhenYou’re Happy and You Know It”, giving emphasis to thewords and actions like jogging, running, hopping, jumping,galloping and sliding.

4. Encourage the pupils to sing the song and do themovements 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 nagpapahayagnin hiro sa minasunod na kanta).


5/31

5

7. Form groups of 4 members. Assign each group with amovement. Tell the class to do a particular movement (jog,run, hop, jump, gallop, and slide) assigned to them everytime it is mentioned in the story they will listen to.

“Kun Ika Maogma”

Kun ika maogma, mag jogging ka (2x)

Kun ika maogma

An gabos maoogma,

Kun ika maogma magdyaging ka.

magdalagan

lumukso

mag - gallop

magpahalnas/ magpahuros

“An Makinawat na si Russel”

Sarong aldaw nin Sabado, nagtiripon sa luwas kan harongna Russel an saiyang mga kakawat, naghahalat sa saiyangpagluwas.

Nagpaaram siya sa saiyang ina, “Mama, pwede po akongmagkawat sa luwas?”

“Iyo, basta magbalik ka digdi pakalipas nin sarong oras”,simbag kan saiyang ina.

“Yehey!” an kurahaw kan aki mantang nagdadalaganpaluwas nin harong.

Naabutan niyang naglulukso dangan nagdadalagan an ibaniyang kakawat, nag jogging 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 mag jogging,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.


6/31

6

B. Analysis8. 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 pag jogging,pagdalagan, sadit na paglukso, dakula na paglukso,paglukso nin garo kabayo saka pagpahalnas.)

C. Abstraction10. Ask the following questions:

“What is the difference between a jog and a run/ a hop anda jump/ a gallop and a slide?”

(Ano an kaibahan kan jog sa r un/ hop sa jump/ gallop saslide?)

“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 mgahirong 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 inColumn B using a line.(Direksyon: Pagtampadon an mga hiro na nasa Grupo A sasaindang kahulugan sa Grupo B gamit an linya.Hilingon kunpaano 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 thewords.Put a check (√) if you did the correct action and a cross (×) ifnot.(Direksyon: Gibohon an tamang hiro mantang pinapahilingkan paratukdo an nakasurat na tataramon.


7/31

7

Kuloran an kahon na may tsek (√) kun tama an ginibong hirodangan ekis (×) kun sala.

14. End the lesson by asking the pupils to fall in line and jog ingoing out of the classroom and slide in coming back.

Lesson 3/ Week 3: SIMPLE FOLK DANCE AND RHYTHMIC

PATTERNS

Number of Sessions: 1Time Allotment: 40 minutesBackground Information:

Childhood is the stage of life that is fun-filled. It is intrinsic for childrento do locomotor movements, especially when they hear sound or rhythm suchas chants, songs and other sources of sound.

Apparently, these movements become the very first simple dancesteps 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.

Key to Correction:

Worksheet 2 1. magjogging 6. lumukso2. magjogging 7. maggallop3. magdalagan 8. maggallop4. magdalagan 9. magpahalnas5. lumukso 10. magpahalnas

Worksheet 3 1. d 2. g 3. b 4. a 5. f 6. c

Worksheet 4 (Rubrics)Pakurahawon an mga aki nin pag omaw (yell) sa mganakagibo nin minasunod.

Nagibong Tamang Hiro “Yell”/ Kurakaw 5 Tsampyon kamo!

4 Galing nindo!

3 Ok kamo!

2 Kaya nindo yan!

1 Adalan pa nindo!


8/31

8

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: coconut shells, castanets, sticksValue Focus: DisciplineTheme: Things I Enjoy and People I Like


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 mgahayop.)

4. Introduce locomotor movements based from the animalmovements imitated by the pupils.

5. Teach the song “Padangat kan Diyos” to the tune of “Minamahalng Diyos”. Allow the pupils to move around theclassroom.

B. Analysis

6. Ask: “Do you like the song? Why?” (Nagustuhan nindo an kanta? Tano?)

“Padangat kan Diyos”

An mga ikos na naglalakawGinibo kan Diyos ta padangat niya. (2X)Pabayaan ta sindang maglakaw.

ido/ ayam – nagdadalagan

gamgam – naglulupad sira – naglalangoy talapang - naglulukso

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


9/31

9

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

8. Show the castanets, sticks and coconut shells. Producerhythmic sound out of clapping them.

Ask: “How would a rabbit (or any other animal) move withthis rhythm?(Paano daw mahiro an kuneho sa tugtog na ini?)“Will you show me the locomotor movements of a person tothis rhythm?” (Magpahiling daw kamo sako nin manlain-lain na hiro nintawo na nakabalyo nin lugar na nakakasabay sa mga tunogna ini?)

9. Say: “Discipline is important in moving around especially incrowded 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. Tanodaw?)

C. Abstraction10. 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 tothe rhythmic pattern the teacher is creating while the pupilsare doing the activity. Let each group perform for the class.Say: “What you did were simple dance steps that youyourselves created.” (An pinahiling nindo sarong simpleng bayle na kamo annaggibo.”

12. Instruct the pupils to raise their right hand if theanswer to the teacher’s question is yes and to put their handon their chest if they did not. Read the teacher’s checklistby item.


10/31

10

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 samegroup of pupils.Direction: Write on the blank paper 2 movements of a catappropriate to this song.(Direksyon: Magsurat sa blangko nin 2 hiro nin ikos napwedeng maisabay sa kantang ini. Dangogon an pagkantanin paratukdo.)

Agreement:

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

“Ming-Ming, Kuting Dalagan”

Ming-Ming, Kuting DalaganDakupa an kino sa dalanDalagan, dalaganDakupa an kino sa dalan.

Nagibo ko Daw nin Tama an Minasunod na mga

Hirong Lokomotor?

paglakdang – paglakaw pagdalagan

paglukso

pagkiki

pagkamang/ pagkanap


11/31

11

(Direksyon: Magdrowing nin sarong hayop na nakakasabaysa marikas na tugtog dangan sarong hayop na nakakasabaysa maluyang tugtog).

B. Hayop na MInahiro Kasabay nin Maluyang

Tugtog

A. Hayop na Minahiro Kasabay nin Marikas na

Tugtog

Key to Correction for Lesson 3/ Week 3

Worksheet 5Rubrics: Grupohon an mga aki base sa tamang isinurat na

simbag asin ipaarog sa kada grupo an huni/ tanog kanminasunod na hayop.

Basehan Huni/ Tanog ni HayopPareho 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 6Rubrics: Tawan an mga aki nin minasunod na cut-outs

base sa ginibong drowing.

Basehan Cut – outTama an duwang drowing Yellow na bituonTama an sarong drowing Pulang BurakDae tama an duwang drowing Berdeng Dahon


12/31

12

Lesson 4/ Week 4 and 5: SIMPLE FOLK DANCE ANDRHYTHMIC ROUTINES


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 andlove doing.

Learning the dance steps comes very naturally to them because theycan easily relate these dance steps to the locomotor and non-locomotormovements they do everyday.

Objectives:1. Perform simple folk dance steps in response to even and unevenrhythm based on one or more combinations of previously learnedlocomotor skills.

2. Demonstrate precision in performing simple folk dance steps ineven and uneven rhythm based from previously learnedlocomotorskills.

3. Manifest confidence and pride in one’s 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 danceValue Focus: Confidence, Pride in One’s Performance Theme: Things I Enjoy and People I Like

My favorite Animals and Plants

Session /Week 4: EVEN AND UNEVEN TIMING


1. Have a self-review on the “Vocabulary ofDance Steps” in Sample Lesson Plans for Grade 2, pages 490-491. Translate the terms to the Mother Tongue and learn atleast 5 simple dance steps before the session.

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


13/31

13

2. Prepare the following instructional materials: 2 coconutshells, 2 castanets, 2 sticks, CD/DVD player, and video clipof 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 withthe pupils, ask: “What are the locomotor movements presented in the dance video?”

(Ano an mga hiro na nagbabalyo nin lugar an ipinahiling savideo?)

5. Lead them to recall the combinations of dance steps theysaw from the video.

6. Demonstrate a simple 8 - count combination of movementsto be followed/ imitated by the pupils. Introduce the firstcombination as even (pantay) and the second uneven (daipantay).

A. PANTAY (EVEN TIMING):4 walks and 2 step-hops, add a change in direction, addarm shapes on movements(4 na lakdang asin 2 lakdang-lukso, magribay nindireksyon; dagdagan nin mga hiro nin braso)B. DAI PANTAY (UNEVEN TIMING):slide and step; slide and step; 4 skips; add armmovements to accompany the sequence(pahalnas asin lakdang, pahalnas asin lakdang; 4 nalakaw; dagdagan nin mga hiro nin braso)

7. Teach more dance step combinations to be followed by thepupils in different rhythmic patterns created by the teacher.

B. Analysis8. Ask:

“How did you feel while dancing?” (Ano an namatian nindo mantang ika nagbabayle?)

What locomotor movements did you see in the videoclip?(Ano - ano an mga hirong minabalyo nin lugar annadalan nindo sa video?)

What locomotor movements did you do while dancing?(Ano - ano an mga hirong minabalyo nin lugar annaginibo nindo mantang nagbabayle?)

“Were you proud doing the dance steps? Why? / Whynot?(Inorgolyo mo an saimong pagbayle? Nata?)


14/31

14

“Do you enjoy watching folk dances in programs? Why?” (Naoogma man kamo magdalan nin mga lumang baylesa mga paluwas? Tano?)

C. Abstraction

9. Ask the pupils: “What is rhythm?” and ”What is thedifference between even and uneven rhythm?”

10. Discuss rhythm as the beat where dance step ormovements 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 toshow 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: I’m Happy to Dance, LM,page 8.Direction: Color the star ( ) red if you perform the followingactivities and color it yellow if you did not.(Direksyon: Kuloran an bituon nin pula kun nagibo anminasunod 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 thetune of Row, Row, Row your Boat”.(Gumibo nin sadiri nindong kumbinasyon nin lakdang baylekairiba an saindong mga kagrupo sa tono na “Row, Row,Row your Boat”).

Session/ Week 5: SIMPLE DANCE STEPSObjectives:

1. Perform simple dance steps: skip, slide, waltz, gallop and polka.

2. Tell that simple dance steps must be done with precision andaccuracy in response to rhythmic routines.

3. Manifest confidence and pride in one’s performance .


1. Prepare the same instructional materials used during the lastsession.


15/31

15

2. Play the recorded music, “Row, Row, Row your Boat” whilethe pupils are grouped together according to yesterday’s groupings, dancing their own combinations of simple dancesteps 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 inCharmed School wherein the 5 simple dance steps areperformed by Blair with a flower pot on her head. (Optional)

B. Analysis5. 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 naritmo? Tano?)

Do you love plants?(Padangat nindo an mga tinanom?)

What animal or a plant in a pot do you want to hold whiledancing?(Ano an hayop o masitas na nasa masitera an gusto nindongkapotan 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 gibohonnin 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, page9.Direction: Watch your teacher perform the dance step then


16/31

16

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 kankahon 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 kanparatukdo 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 & 5Worksheet 7

Rubrics: Papalakpakan an mga aki sa bilang na base samga naginibo ninda nin tamaNagibo Ko Bilang nin Palakpak

5 54 43 32 2

1 1Worksheet 8

Rubrics: Omawon an mga aki nin minasunod:

Bilang nin Lakdang BayleNagibo 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 9Rubrics:Nagibo nin Tama Pag-omaw na Tataramon

5 Wow!4 Yeheey!3 Galing!2 Ayos!1 Adalan Mo!


17/31

17

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


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 nextthree sessions aim to develop their awareness on the importance of everymember 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, ballValue Focus: TeamworkTheme: Work 6 – Things I Love to Do

Work 7 – My Family and Our RulesWork 8 – My Family and Our Roles

Session/ Week 6 - LINE RELAYProcedure:

A. Activity1. 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 answergame.

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 classroomfrom there?” (Ano an dapat tang girumdomon sa pagluwas sa klasrumpaduman sa lugar kun sain kita makarawat dangan sapagbalik digdi hali duman?)

b. “What must we do to avoid accident?” (Ano an mga dapat tang gibohon para maibitaran anaksidente?)


18/31

18

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 thetail of the line). Teacher moves as the ruler is passed toassist the pupils and to monitor their way and manner ofpassing 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 correctthem.

g. Let the pupils do the final round of the Line Relay as

fast as they can, yet observing the mechanics of thegame.

B. Analysis5. Ask:

a. How did you feel about playing Line Relay? Why?(Ano an namati nindo manungod sa pagkawat ninLine Relay?

b. How do you call the two lines you formed with yourclassmates?(Ano an apod nindo sa duwang linya na pinormanindo 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 rightand well?(Ano an ginibo kan grupo nindo para gibohon ankawat 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 abaton and last, using a ball.

8. Declare the winning team in the two games.9. Lead the pupils back to the classroom.


19/31

19

C. Abstraction10. Generalize by asking the pupils the following questions:

a. What is the importance of observing the mechanics ofthe game? (Line Relay).

(Ano ta importante na magsunod sa tamang paagisa pagkawat nin Line Relay?)

b. What must be the proper attitude of the winners andof the losers?(Ano an dapat na ugali kan nangganang grupo asinkan 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 tadai?)

What do you like to play other than relay?(Ano - ano pa an paborito nindong kawat lain sa relay?)

D. Application13. 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 tellsabout proper attitude in playing Line Relay and place itaround their waist if not .(Direksyon: Itaas an tuong kamot kun nagpapahiling ninmarhay na pag – uugali sa pagkawat nin Line Relay asinikugos 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.


20/31

20

Rubrics: 4-5 Matibay2-3 Kasyahan an Tibay0-1 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. Activity1. 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) standin 3 or more divisions in single file facing to acommon center radiating like spokes of a wheel.(An mga grupo na may pararehong myembro(halimbawa 8) matindog sa 3 o sobrang iminuknanglugar, sa sarong linya na nakaatubang sa tahaw, nag-iitok siring sa rweda nin gulong.)

b. On a signal from a leader, the outer player of each filefaces to the right.(Sa senyas kan pinuon o lider, an parakawat na nasainotan kan linya maatubang sa too.)

c. On the second signal, these outer players all run in acircle to the direction in which they are facing.(Sa ikaduwang senyas, an mga parakawat sa inotankan mga linya maatubang sa pabilog na porma

pasiring sa inaatubang nindang direksyon.)d. The objective of the game is to see which runner firstgets back to his place, getting one point for his team.(An obheto kan kawat, iyo an mahiling kun siisay naparakawat an inot na makakabwelta sa hinaliannyang pwesto para makakua nin sarong puntos parasa saiyang grupo.)


21/31

21

e. Immediately after the leader announced who won inthe first match, all the first runners from therespective teams step to the inner end of their filesfacing the center, giving the chance to the next sets

of runners.(Pakatapos maideklara kan lider kun siisay annanggana sa inot na rangkada, an mga inot naparadalagan maduman sa puro kan linya na nasaparteng laog kan bilog na nakaatubang sa tahaw,para matawan nin tsansa an masunod na mgaparadalagan.)

.f. The signal is repeated until the last set of runners aredone with their task.(Ootrohon kan lider an senyas asta matapos an mgahuring 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, iyoan gana sa kawat.)

4. Divide the class into 4 teams. Announce that they will go outto play Circle Relay in a competition, thus they will have toobserve the norms in playing outdoors.

5. Act as a leader in facilitating the Circle Relay. Distribute thebatons, one for each team for the runner to hold and to passto the next runner.

6. Announce the winning team then lead the pupils back to theclassroom.

B. Analysis7. 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 thegame? What helped you understand it?

(Nadipisilan kamo sa pagsunod sa mga paagi kankawat? Ano an nakatabang para maintindihan nindo ini?)

C. Abstraction9. 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?


22/31

22

Tano?)

How were you able to help your teammates perform thegame well?(Paano kamo nakatabang sa mga kagrupo nindo paramagibo nin tama an kawat?)

D. Application10. 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 (×) kundai).

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 Relayand to cross their arms in front of their chest if not.

(Direksyon: Maggibo nin dakulang bilog sa itaas kansaindong payo gamit an saindong duwang braso kun

manungod sa Circle Relay an tataramon asin iekis sa inotankan saindong daghan an saindong duwang braso kun dai.)

1. Igwa nin bilang nin maniriba-ibang bilang ninmiyembro 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 Matibay2-3 Kasyahan an Tibay0-1 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?)


23/31

23

Session/ Week 8: SHUTTLE RELAYObjectives:

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.


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 siton the grass/ ground and observe the demonstration.

PROCEDURE IN PLAYING SHUTTLE RELAYa. 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 kanbaton.)

c .When the signal is given by the teacher, the playerruns towards a pole about 10 meters away from theline, turns around it, and runs back to his line.

(Sa senyas kan paratukdo, an inot na parakawatmadalagan pasiring sa poste na nasa inotan kan linya,mga 10 metro an rayo, maitok sa poste danganmadalagan 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 namadalagan sa poste saka mabalik sa linya.)

e.The same procedure will be done until the last playertakes 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.


24/31

24

B. Analysis7. 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 ShuttleRelay? Tano?)

C. Abstraction8. Present a chart entitled “Things to Remember When Playing

Shuttle Relay” (Mga Dapat Tandaan sa Pagkawat nin ShuttleRelay).

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 bodywhen the runner gets close to the next runner.(Itanos sa enotan kan lawas an kamot na may kapot ninbaton 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 naparadalagan.)

Straighten the hand infront of the chest when getting thebaton.

(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 thenext runner.(Mag-agi sa wala kan linya an parakawat pakataposmaipasa an baton sa sunod na paradalagan.)

D. Application9. Ask the pupils to answer Worksheet 12: Joy in PlayingShuttle 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,”


25/31

25

Evaluation:

11. Instruct the pupils to clap their hands if the sentence tellsabout 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 kundai.)

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 Matibay2-3 Kasyahan an Tib0-1 Magpatibay Pa

12. End the session with this reminder.“Practice sportsmanship everytime you play”. (Maging patas sa pakikipagkawat sa lambang kompetisyonna babalihan.)

Key to Correction for Lesson 5/ Week 6, 7 & 8

Worksheet 10

1.

2.

3.

4.

5.

Worksheet 12

1. 4.

2. 5.

3.

Worksheet 11

1. √

2. ×

3. √

4. √

5. ×


26/31

26

Lesson 6/ Weeks 9 and 10: BODY POSTURE AND MECHANICS INSITTING AND STANDING, LYING AND WALKING


Time Allotment: 40 minutes per sessionBackground Information:

A person who has a good and proper body posture is nice tolook at. Body posture also includes a person’s health condition andwell-being.

Sitting, standing, lying and walking are the basic body posturethat 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 one’s personal body posture and mechanics in

different movements.C. Explain the importance of proper body posture and

mechanics to one’s health.

Reference: K to 12 Curriculum GuideMaterials: chair, books, mirrorValue Focus: Care for One’s Health, Confidence Theme: Work 9 – My Family and Our Roles

Work 10 – Our Family Traditions

Session/ Week 9: BODY POSTURE AND MECHANICSIN SITTING AND STANDINGProcedure:

A. Activity1. 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 mansi Manny. Hilinga nindo kun paano man siya magtindog.)

5. Show another illustration/ picture, this time of two girls insitting 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 panosinda magtukaw.)


27/31

27

B. Analysis6. Ask the following questions:

Who do you think has a proper standing posture - Jeric orManny? Why?

(Siisay sa paghuna nindo an igwa nin tamang postura ninpagtindog – 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 ninpagtukaw – si Blueni o si Pinky?)

Does standing and sitting posture of a person affect his/ herconfidence? Why?(Nakakaapekto daw an postura kan tawo sa saiyangpagtubod sa sadiri? Tano?

What household chores do you usually do with your familymembers?(Ano-ano an mga trabaho sa harong na pinagtatarabangangibohon kan mga myembro kan pamilya nindo?)

Do you think these chores affect one’s sitting and standingpostures? In what way?(Sa paghuna nindo, apektado daw an postura nindo sapagtukaw asin pagtindog kan mga gibo na ini sa harong? Saanong paagi?)

7. Divide the class into two groups. Distribute Worksheet 13: Proper Standing Posture, LM, page 14 togroup A and Worksheet 14: Proper Sitting Posture, LM,

page 15 to group B.Direction for Worksheet 13: Put a check (√) inside the box ifthe picture shows proper standing posture and a cross (×) ifnot.(Direksyon para sa Gibohon 13. Lagan nin tsek (√) sa laogkan kahon kun manungod sa tamang postura nin pagtindogan nasa ritrato asin lagan nin ekis (x) kun dai.Direction for Worksheet 14. Put a check (√) inside the box ifthe picture shows proper sitting posture and a cross (×) ifnot.(Direksyon para sa Gibohon 14. Lagan nin tsek (√) sa laog

kan kahon kun manungod sa tamang postura nin pagtukawan 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


28/31

28

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 sasalming kun ika igwa nin tamang postura sa

pagtukaw.)

c. Ask: “Why is it important for a person to have properstanding 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 themirror 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 youhave good sitting posture.

(Inot, magtindog ka sa atubang nin salming para mahiling mokun tama an saimong postura sa pagtindog, danganmagtukaw ka para mahiling mo kun maray an saimongpostura sa pagtukaw.

D. Application10. Distribute Worksheet 15: How’s My Posture?, LM, page

16. Direction: Write the appropriate word from the box to

complete the sentence.(Direksyon: Isurat an nawawarang tataramon sa paagi ninpagpili kan tamang simbag hali sa kahon.)

11. Let the girls sit on a chair and the boys stand against thewall observing proper posture.

Evaluation:

12. Ask the pupils to put a book on their head for 10 minutesDirection: Encircle the correct answer.(Direksyon: Bilogan an tamang simbag)

Nahulog an libro na nasa payo ko?

A. Iyo B. Dai


29/31

29

Session/ Week 10: BODY POSTURE AND MECHANICSIN LYING AND WALKING

Procedure:

A. Activity1. 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 antama.)

5. Call 5 volunteers to lie down on the desk. Ask the class toobserve the volunteers’ lying position.

6. Show a video clip on proper lying position.

B. Analysis7. Ask the class “Who among your 5 classmates lay properly

based on the video?” (Siisay sa 5 kaeskwela nindo an naghigda nin tama base savideo?)

8. Call 5 volunteers to place a book on their head and to walkfrom a starting line to the designated finish line. Have the restof the class observe them.

9. Ask the observers: “Who among your classmates reached thefinish line with the book on their head? Who did not?(Siisay sa mga kaeskwela nindo an dai nahulugan nin libroastang makaabot sa katapusan na linya? Siisay an dai?)

10. Ask the volunteers: “Why do you think you succeeded/ failedin your task?

(Ano sa paghuna nindo an rason ta nagibo nindo/ dai nindonagibo nin tama an paglakaw na may libro sa ibabaw kansaindong payo?)

C. Abstraction11. Discuss with the class the importance of having good

posture using this guide list.


30/31

30

12. Ask:

Who among you here belongs to a family whose memberslove to join beauty pageants/ game competitions?

(Siisay saindo an igwa nin kapamilya na mahilig magbali saralaban 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 saindongpostura?)

Remember:a. Proper posture can enhance blood circulation.

b. Proper posture in any position shows a person’s self

confidence.c. One way of showing care for one’s 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.


31/31

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 nintamang postura nin paglakaw asin tamang postura ninpaghigda.

14. Let the children lie on the floor for at least three minutes fortheir quieting activity.

Evaluation:

15. Lead the pupils to play a Book Relay by 4 teams observingthe mechanics discussed.

16. Acknowledge the winning team and encourage the losers toimprove their walking posture to win in the forthcomingcompetitions.

Key to Correction for Lesson 6/ Week 9 & 10

Worksheet 13

1. √ 2. × 3. × 4. × 5. √

Worksheet 14

1. √ 2. × 3. × 4. × 5. √

Worksheet 15Not necessary

Worksheet 161. Igwa nin kulor2. Mayo nin kulor3. Igwa nin kulor4. Mayo nin kulor5. Mayo nin kulor

1st Quarter TG yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh...

Documents

Transcript of 1st Quarter TG yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh yeh...