DLL MATATAG _PE&HEALTH 5 Q2 W4-8 (3).docx

daily lesson log in physical education and health

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MATATAG K TO 10 CURRICULUM
MATATAG
K to 10 Curriculum
Weekly Lesson Log
School: KIBLAGON ELEMENTARY SCHOOL Grade Level:5
Name of Teacher FLORAMIE R. SARDIDO Learning Area: PE AND HEALTH
Teaching Dates and Time: SEPTEMBER 15 – OCTOBER 17, 2025 (WEEK 4-8) Quarter:Second
I.CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners demonstrate an understanding of changes during puberty, family roles and dynamics, puberty-related myths
and misconceptions, and net/wall games in promoting family wellness for active and healthy living.
B. Performance
Standards
The learners participate in net/wall games in promoting family wellness for active and healthy living.
C. Learning
Competencies
and Objectives
Learning Competency:
Perform physical activities using net/wall game concepts with agility, balance, and coordination for active living:
a.locomotor skills by avoiding an object or obstacles, and
b.manipulative skills by sending or propelling an object to an intended area.
Objectives:
At the end of the lesson the students will be able to:
A. Enhance their understanding of movement concepts, specifically focusing on the relationship between individuals and
objects within the game environment, fostering spatial awareness and adaptability.
B. Develop and refine their movement skills, including locomotor, non-locomotor, and manipulative skills, thereby
improving their ability to execute game strategies effectively.
C. Participate in net/wall games emphasizing fitness concepts such as agility, balance, coordination, and speed.
D. Engage in moderate to vigorous physical activities (MVPA), promoting overall physical fitness levels.
C. Content Physical Activity Participation: Net/Wall Games
●Focus Foundational Skills
1. Movement Concept
- Relationship with People and Object
2. Movement Skills
- Locomotor, Non-Locomotor, Manipulative
3. Fitness Concepts
-Agility, Balance, Coordination, Speed
-Intensity: Moderate to Vigorous Physical Activities (MVPA)
4. Game Concepts
-Positioning (People and Location in Space) -
-Relationship to Objects: Striking (Attack), Blocking/ Receiving (Defend)
Suggested Activities: Games (Pickle Ball, Wall Ball, Ringo).
D. Integration SDG 3: Good health and well-being

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MATATAG K TO 10 CURRICULUM
II. LEARNING RESOURCES
Byl, J. (2022). 7 Creative Net Games for Physical Education. PE Blog – Read & Discuss Current PE Topics. https://blog.gophersport.com/7- creative-
net-games-for-physical-education/
Miholca, C. (2023). [Some Of The] Best TENNIS DRILLS From WebTennis24. WebTennis24. https://www.webtennis24.com/the-most-popular- drills-
games/
Net and Wall Games - Badminton. (n.d.). Human Kinetics. https://us.humankinetics.com/blogs/excerpt/net-and-wall-games-badminton Sport
NZ. (n.d.). Move Well: Booklet 3 - Net/Wall Games. https://sportnz.org.nz/media/3888/movewell-booklet-3-net_wall-games.pdf Studocu. (n.d.).
Movement concepts, categories and elements. https://www.studocu.com/ph/document/holy-name-university/physical-
education/movement-concepts-categories-and-elements/36418212?origin=organic-success-document-viewer- cta
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating Prior
Knowledge
Day 1
1.Short Review
Locomotor warm-up exercise
Instruction: Find a safe space and get ready to listen carefully. When the teacher
says a specific movement like walking or skipping, copy and try your best. Watch
where you're going and stay safe.
Sample movements:
1.March in Place: Begin by marching in place, lifting knees high and swinging
arms in rhythm with the steps. Encourage participants to engage their core
muscles and keep a steady pace.
2.Side Steps: Move to the side with quick, small steps, maintaining a low stance
and keeping the body facing forward. Alternate stepping to the left and right to
increase mobility in the hips.
3.High Knees: Lift knees up towards the chest while moving forward, alternating
legs in a marching motion. Focus on lifting the knees as high as possible while
maintaining balance and stability.
4.Butt Kicks: Jog in place while kicking heels up towards the glutes, alternating
legs with each kick. Emphasize a quick and controlled movement to warm up the
hamstrings.
Remind your student that It's
okay to make mistakes— just
keep trying and have fun
with their classmates.
The purpose of a warm-up is
to prepare their bodies and
minds for physical activity
in a safe and effective way.

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MATATAG K TO 10 CURRICULUM
5.Grapevine: Step to the side with one foot, cross the other foot behind, then
step to the side again with the first foot and bring the second foot to meet it.
Repeat in the opposite direction, crossing behind with the opposite foot. This
movement helps to improve coordination and agility.
6.Skip: Skip in place or move forward with a skipping motion, alternating
between legs. Encourage participants to swing their arms in coordination with the
skipping motion for added momentum.
7.Carioca: Cross one foot over the other in front while stepping to the side, then
step out with the trailing foot and cross it behind the lead foot, continuing in a
sideways direction. Repeat in the opposite direction. This movement helps to
loosen up the hips and improve agility.
8.Jogging: Finish the warm-up routine with a few minutes of light jogging to
increase heart rate and circulation throughout the body.
2. Feedback (Optional)
B. Establishing
Lesson Purpose
1.Lesson Purpose
Activity 1: Navigate and Collaborate – Spatial Awareness Game
Materials:
Open space in the classroom or designated area
Optional: Cones or markers to designate boundaries
Instructions: Students will be scattered and stand inside the classroom. The teacher will
say "move," begin walking around the space, being mindful to avoid colliding with
classmates or any objects. Then the teacher will say stop and the students will stop
moving. Students who collide and touch each other will be out of the activity. Let them
continue the activity until a few students remain in the game. Pay close attention to the
surroundings and adjust movements accordingly. Remember to move safely and
responsibly. Ready? Move!
Post- activity guide questions
1.What strategies did you use to navigate the space safely and avoid collisions
with your classmates and objects?
2.How did communication with your peers help or hinder your ability to
coordinate movements during the activity?
The teacher will let the
students walk around the
whole area for 30 seconds-1
minutes and will say “stop” to
stop movement.
Encourage students to answer
by sharing their realization
while doing the activity.
Students' answers may vary.

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MATATAG K TO 10 CURRICULUM
3. Reflect on a challenging moment during the activity. What did you learn from that
experience, and how might you approach a similar situation differently in the
future?
2. Unlocking Content Vocabulary
Net/Wall Games- Net/wall games are games in which players send an object (e.g., ball,
shuttle) over a net or against a wall so that it lands in an area that an opponent is
defending.
Propelling- Using force to move something forward, like hitting a ball with a racket or
paddle to make it go fast.
C. DevelopingTOPIC 1: Movement Concepts, Movement Skills, Fitness Concepts, Game
and Deepening
Understanding
Concepts in Net/ Wall Games
1. Explicitation
Activity 2: Find My Match – Net and Wall Game Concept Matching Activity
Instruction: students will work in pairs or individually to match game concepts with
their descriptions. You'll find a matching board with two columns: "Concepts" and
"Descriptions." Each column has cards with concepts and descriptions randomly
arranged. Students should discuss and collaborate to match each concept with its
description and place them side by side on the board.
Concepts Definition
Answers:
1. Propelling A. Using force to move something forward, like hitting a ball
2. Positioning with a racket or paddle to make it go fast. 1.A
3. Striking (Attack) B. Catching or hitting the ball that's coming towards you from 2. E
4. Blocking your opponent. It's like being ready to catch a ball or hit it
5. Receiving (Defend) back when it comes your way.
C.Hitting the ball with a racket, paddle, or hand to send it
towards your opponent.
3.C
4.D
5.B.
D. Using your racket, paddle, or hand to stop the ball from
going past you and reaching your side of the court. It's like
putting up a barrier to protect your area.
E. Knowing where to stand or move on the court to be in the
best place to play offense or defense. It's like figuring out
the best spot to be during a game.

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MATATAG K TO 10 CURRICULUM
Day 2
B. Demonstration.
Propelling/ Handling
Stance: Stand with feet shoulder-width apart, knees slightly bent, and body weight evenly
distributed.
Footwork: Step into the shot with the non-dominant foot while maintaining balance.
Rotate the body and transfer weight onto the front foot to generate power. Follow through
with the shot, allowing the body to rotate naturally.
Striking (Attack)
Stance: Adopt a balanced and athletic stance with feet shoulder-width apart, knees bent,
and body facing the direction of the shot.
Footwork: Step into the shot with the non-dominant foot, leading with the hips and
shoulders. Transfer weight onto the front foot as you swing the racket or paddle,
generating power from the legs and core. Pivot on the back foot to follow through with the
shot.
Blocking
Stance: Assume a stable and balanced stance with feet shoulder-width apart, knees bent,
and body slightly forward.
Footwork: Anticipate the opponent's shot and move quickly into position using short,
controlled steps. Plant the feet firmly and square to the direction of the shot, with weight
evenly distributed. Use small adjustments in footwork to angle the racket or paddle and
direct the ball back to the opponent.
Receiving (Defend)
Stance: Position yourself in a ready stance with feet shoulder-width apart, knees bent,
and body weight centered.
Footwork: React quickly to the opponent's shot by moving into position with short, quick
steps. Adjust the stance and footwork based on the trajectory and speed of the
The teacher may also
present photos or video
instructions to show
emphasis on the proper
execution of the skills.

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MATATAG K TO 10 CURRICULUM
incoming ball. Use lateral movement to cover the court effectively and maintain balance
while preparing to return the shot.
C. Supervised Practice. Work by Group.
Propelling: Students practice their stance and footwork for propelling by hitting a ball
against a wall. Encourage them to focus on transferring weight from the back foot to the
front foot and following through with the shot.
Striking (Attack): Students work on their stance and footwork for striking by rallying with
a partner or hitting a ball against a wall. Emphasize the importance of proper positioning and
timing.
Blocking: Students practice their stance and footwork for blocking by reacting to balls
thrown or hit towards them. Instruct them to maintain a stable stance and move quickly
into position to intercept the ball.
Receiving (Defend): Students work on their stance and footwork for receiving by
moving to intercept balls thrown or hit towards them. Focus on agility and quick lateral
movement.
D. Movement Analysis Workshop
1.Which parts of your body did you use the most during the movement, and how
did they help you?
2.Did you find any part of the movement challenging? What could you do to
make it easier next time?
3.Did you notice if your body stayed in a good position while doing the
movement? How could you improve your posture?
4.How did you move from one step of the movement to the next? Was it smooth or a
bit tricky?
Day 3-5
2. Worked Example
Drills to improve skills needed in playing net/ wall game. Activity
3: Net and Wall Game Skills Circuit Drill
The teacher will observe the
students while practicing
and correct the stance and
footwork.

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MATATAG K TO 10 CURRICULUM
Materials Needed:
●Cones or markers to designate stations
●Rackets, paddles, or hands (for striking)
●Tennis balls, foam balls, or similar (for practice)
●Stopwatch or timer
Activity Area:
●Set up a circuit of stations in a designated area such as a gymnasium or outdoor
court.
●Place cones or markers to designate each station and ensure adequate spacing
between them.
●Assign each station a specific skill related to net and wall games.
Instruction:
1.Divide students into small groups and assign each group a starting station.
2.Explain that students will rotate through each station in the circuit, spending a
set amount of time at each station before moving to the next.
3.Start the circuit drill by signaling the beginning of the first round.
4.Students perform the designated skill or activity at each station for the
specified time (e.g., 1-2 minutes per station).
5.After completing each station, students move to the next station in the circuit
until they have completed all stations.
Circuit Stations
Propelling Station: Set up a target (e.g., a wall or designated area) where students
practice propelling a ball with a racket, paddle, or hand.
Students take turns hitting the ball against the target, focusing on control and accuracy.
Positioning Station: Create a designated area on the court where students practice
positioning themselves relative to the ball and opponents. Use cones to mark different
positions and scenarios, such as offensive and defensive positions.
Encourage students to answer
by sharing their realization
while doing the activity.
Students' answers may vary.
Do a warm-up exercise first
before doing the drills.
Encourage students to challenge
themselves by increasing the
intensity or difficulty of each
activity as they progress
through the circuit.

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MATATAG K TO 10 CURRICULUM
Striking (Attack) Station: Set up a target or hitting area where students practice striking
the ball aggressively towards the opponent's side of the court.
Students focus on timing, power, and placement of their shots.
Blocking Station: Use cones or markers to designate a blocking zone where students
practice intercepting and deflecting incoming shots from the opponent.
Students work on positioning their bodies and rackets/paddles to block shots effectively.
Receiving (Defend) Station: Set up a designated area where students practice receiving
shots from the opponent and returning them with control and accuracy. Emphasize quick
reflexes, hand-eye coordination, and defensive positioning.
Collective Discourse: Work by Group.
After the doing the different drills/Practice, post the following questions:
Guide Questions
●Which station did you find most challenging, and what strategies did you use to
overcome any difficulties you encountered?
●Reflecting on the circuit drill, how do you think practicing skills like propelling,
positioning, striking, blocking, and receiving will help improve your performance
in net and wall games?
●What was the most valuable lesson or skill you learned during the circuit drill,
and how do you plan to apply it to your future practice sessions or gameplay?
3. Lesson Activity
Day 6-8
Activity 4: Wall Ball Game
Wall ball" is a simple yet engaging game that can be played with just a ball and a wall.
The game typically involves one or more players standing in front of a wall and
bouncing a ball against it, aiming to keep the ball in play for as long as possible.
There are many variations of wall ball, and the rules can be adapted depending on the
preferences of the players. Here's a basic overview of how the game is played:
Monitor students' technique
and provide feedback and
encouragement as needed
throughout the drill.
You can use other net/wall
drills that are suitable to the
students’ ability and
availability of the facility
and equipment.
Other suggested drills/
activities:
https://www.youtube.com/
watch?v=1C8esd7hpZg
https://www.youtube.com/
watch?v=s_MGPL3z8F4

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MATATAG K TO 10 CURRICULUM
Equipment:
All you need is a rubber ball and a sturdy wall.
The ball can vary in size and bounce depending on personal preference.
Setting Up:
Choose a suitable wall to play against.
It should be smooth and flat, with enough space to move around.
Make sure there are no obstacles or fragile items nearby that could be damaged by the
ball.
Players:
Wall ball can be played individually or with multiple players. If playing with multiple
players, decide on the order in which players will take turns.
Gameplay:
1.The first player starts by throwing the ball against the wall.
2.After the ball bounces off the wall, the player must catch it before it touches
the ground.
3.Then, they throw it against the wall again, aiming to keep the rally going.
Rules:
●The ball must bounce off the wall before being caught.
●Players must catch the ball cleanly without fumbling or dropping it.
●If a player fails to catch the ball or throws it inaccurately so that the next
player cannot catch it, they receive a point.
●The game continues until a predetermined point total is reached, or players
decide on a time limit.
Variations:
Speed Wall Ball: Players take turns seeing how many times they can bounce the ball off
the wall within a set time limit.
Target Wall Ball: Draw a target on the wall and assign point values to different areas.
Players aim to hit specific targets for points.
Cooperative Wall Ball: Players work together to keep the ball in play for as long as possible,
trying to beat a collective record.
Encourage students to answer
by sharing their realization
while doing the activity.
Students' answers may vary.
Safety: Ensure players have
enough space to move around
safely without colliding with
each other or nearby objects.
Also, be mindful of any
potential hazards in the play
area.

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MATATAG K TO 10 CURRICULUM

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MATATAG K TO 10 CURRICULUM
Activity 5: Improvised Pickleball Game
Pickleball is a paddle sport that combines elements of tennis, badminton, and table tennis.
It is played both indoors and outdoors on a badminton-sized court with a low net. The
game can be played in singles or doubles format. Here's an overview of how pickleball is
played:
Equipment:
Paddles: If pickleball paddles aren't available, you can use alternative items such as
wooden boards, large books, or even sturdy plastic lids.
Ball: Use a lightweight plastic ball, such as a wiffle ball or a plastic ball from another
sport like table tennis.
Court: You can mark out a makeshift court using chalk, tape, or simply designate
boundaries using natural landmarks or objects.
Pickleball Gameplay:
Court Setup: Designate a playing area with boundaries similar to a pickleball court. You
can use existing lines or landmarks to define the court's boundaries.
Serve: Begin the game with one player serving diagonally to the opponent's service court.
The server must serve underhand and make contact with the ball below their waist.
Return of Serve: The receiving player must allow the ball to bounce once before returning
it. The returner's partner must also wait until the return has been made before they can
volley.
Volleying: Players can volley the ball (hit it in the air without letting it bounce) as long
as they are not standing in a designated "no-volley" zone, such as a line or marker on
the ground.
Scoring: Points are scored only by the serving team. Games can be played to a
predetermined score, such as 11 points, and the winning team must win by at least two
points.
Faults: Similar to traditional pickleball, common faults include stepping into the no-
volley zone to volley, volleying before the ball has bounced once, serving out of turn, and
hitting the ball out of bounds.
you can refer to this video
instruction:
https://www.youtube.com/
watch?v=GbKszJMNLb0

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MATATAG K TO 10 CURRICULUM
Adaptations and Variations:
Equipment Substitutes: Get creative with your paddle substitutes. Just make sure
they're sturdy enough to hit the ball without breaking.
Court Size: Adjust the size of the playing area based on available space and the number
of players. You can play on a smaller scale if needed.
Rule Modifications: Modify rules as necessary to suit the skill level and preferences of
the players. For example, you might allow double bounces or eliminate the no- volley
zone for younger players or beginners.
If equipment and playing
area are available, you can do
the not improvised pickleball
game.
you can watch this suggested
video:
https://www.youtube.com/
watch?v=2Vk-c8TdC28
C. Making
Generalizations
1. Learners’ Takeaways
Self-assessment checklist: Start by thinking about how you played wall ball and
pickleball. Look at each item on the checklist and decide if it describes your
performance well. Check the boxes that match how you feel about your skills and
actions during the games.
Skills Checklist
Locomotor ●I effectively moved around the court to position myself for hitting or
Skills: receiving the ball.
●I used various locomotor skills such as running, shuffling, and
sidestepping during the game.
Manipulative ●I demonstrated proficiency in hitting the ball with my paddle/board in
Skills: pickleball.
●I accurately bounced the ball off the wall using different striking
techniques.
Agility: ●I swiftly changed directions and adjusted my movements to respond to the
ball's trajectory.
●I efficiently moved around obstacles or opponents to reach the ball
during the game.
Balance: I maintained my balance while hitting the ball and moving around the
court.
●I recovered quickly after off-balance movements to stay in control
during the game.

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MATATAG K TO 10 CURRICULUM
2.Reflection on Learning
●Which game did you find more challenging, and why?
●Did playing these games improve your coordination, reflexes, or other skills?
How?
●Think about the challenges you faced while playing wall ball and pickleball.
How did you overcome these challenges, and what did you learn from them?
How can facing challenges help you grow as a person?
Encourage students to
answer by sharing their
realization. Students'
answers may vary.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
Coordination:●I coordinated my hand movements with my footwork to execute shots
accurately.
●I synchronized my movements with my teammates' actions to
maintain effective teamwork.
Speed: ●I moved quickly to reach the ball and return shots with speed and
precision.
●I reacted promptly to the ball's movements to maintain a fast-paced
game.
Spatial
Awareness:
●I maintained awareness of my position on the court and adjusted my
movements accordingly.
●I accurately judged the ball's trajectory and positioning to anticipate its
path and make strategic decisions.
Positioning: ●I positioned myself effectively on the court to cover areas of
vulnerability and exploit opponents' weaknesses.
●I maintained proper positioning relative to my teammates to facilitate
communication and teamwork.
Striking
(Attack):
●I effectively aimed my shots to target areas of the court where
opponents were less likely to reach.
●I varied my striking techniques to keep opponents guessing and
maintain offensive pressure.
Blocking and
Receiving
(Defense):
●I positioned myself to effectively block shots and return them with
control and accuracy.
●I demonstrated quick reflexes and anticipation to receive shots and
counteract opponents' attacks.

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MATATAG K TO 10 CURRICULUM
A. Evaluating
Learning
Day 9-10
1.Formative Assessment
Practicum: Graded game (Team Competition)
●Each team will play against each other according to the chosen mode of
tournament (Single Elimination or Round robin)
●Recall The rules and play of the game.
●The team with the most wins will be the champion
2.Homework (Optional)
Warm up/ group drills before
playing.
You may choose between a wall
ball game or pickle ball.
Scoring
50 % Rubric for group game
performance can be seen in the
worksheet will be applied
50% The placement of each
team.
You may give points for each
placement.
B. Teacher’s
Remarks
Note observations on
any of the following
areas:
Effective Practices Problems Encountered
The teacher may take note of
some observations related to the
effective practices and problems
encountered after utilizing the
different strategies, materials
used, learner engagement and
other related stuff.
Teachers may also suggest ways
to improve the different
activities explored/lesson
exemplar.
strategies explored
materials used
learner engagement/
interaction
Others

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MATATAG K TO 10 CURRICULUM
C. Teacher’s
Reflection
Reflection guide or prompt can be on:
▪principles behind the teaching
What principles and beliefs informed my lesson? Why
did I teach the lesson the way I did?
Did I attain all my lesson objectives?
How did I encourage my students to participate in the class discussions and
activities?
▪students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
Did my pupils actively participate in all the class activities that I prepared? Were
the instructions in the class activities clear to the pupils?
▪ways forward
What could I have done differently? What
can I explore in the next lesson?
What challenges did I encounter in implementing the class activities?
Teacher’s reflection in every
lesson conducted/ facilitated is
essential and necessary to
improve practice. You may also
consider this as an input for the
LAC/Collab sessions.