WEEKLY LEARNING PLAN

Name of Teacher Jonathan M. Briagas School: KJCIS Section Time

Quarter 1 Grade Level: 8 Emerald M 11:15 – 12:15
T 9:15 – 10:15
Th 11:15 – 12:15
F 10:15 – 11:15
Week 6 Learning Area: MAPEH
Teaching Dates: Oct. 10 – Oct. 14, 2022
MELCs P.E.

1. Describes the nature and background of the sport. (PE8GS-Id-1)

2. Executes the skills involved in the sport. (PE8GS-Id-h-4)

Health

1. Assesses personal health attitudes that may influence sexual behavior. (H8FH-Ic-d-20)

2. Relates the importance of sexuality to family health. (H8FH-Ic-d-21)

Day Objectives Topic/s Classroom-Based Activities Home-Based Activities
1 1. Describe the Lesson 4- P. E. Answer the Learning Tasks (What’s In
nature and Nature and and What’s More) found in MAPEH 8-
background of the Background of A. Review of the Lesson Arts module (Q1:W4).
said sports Sports Students will identify the following exercises:
1. 90- degrees push up Write your answers on your
2. Be able to know Reference: 2. curls-up Notebook/Activity Sheets.
a brief history for PE-8 Module 3. sit and reach
each of these sports Q1:W4 4. zipper test (This task can be found on pages 2 and
5. step test 5)

B. Establishing the Purpose for the lesson

Students will differentiate the team sports:
basketball and volleyball through a Venn
Diagram.
C. Discussing new concepts
Volleyball is a team sport in which two teams
of six players are separated
by a net. Each team tries to score points by
grounding a ball on the other team's
court under organized rules. It has been a part
of the official program of
the Summer Olympic Games since Tokyo
1964. The complete set of rules is
extensive, but play essentially proceeds as
follows: a player on one of the teams
begins a 'rally' by serving the ball (tossing or
releasing it and then hitting it with
a hand or arm), from behind the back
boundary line of the court, over the net,
and into the receiving team's court. The
receiving team must not let the ball be
grounded within their court. The team may
touch the ball up to 3 times, but
individual players may not touch the ball
twice consecutively. Typically, the first
two touches are used to set up for an attack,
an attempt to direct the ball back
over the net in such a way that the serving
team is unable to prevent it from
being grounded in their court.
The rally continues, with each team allowed
as many as three consecutive
touches, until either (1): a team makes a kill,
grounding the ball on the
opponent's court and winning the rally; or (2):
a team commits a fault and loses
the rally. The team that wins the rally is
awarded a point and serves the ball to
start the next rally. A few of the most
common faults include:
 • Causing the ball to touch the ground or floor
outside the opponents'
court or without first passing over the net
• Catching and throwing the ball
• Double hit: two consecutive contacts with
the ball made by the same
player
• Four consecutive contacts with the ball
made by the same team
• Net foul: touching the net during play
• Foot fault: the foot crosses over the
boundary line when serving

Volleyball was invented in 1895 by William

G. Morgan, physical director of
the Young Men’s Christian Association
(YMCA) in Holyoke, Massachusetts. It
was designed as an indoor sport for
businessmen who found the new game of
basketball too vigorous. Morgan called the
sport “mintonette,” until a professor from
Springfield College in Massachusetts noted
the volleying nature of play and proposed the
name of “volleyball.” The original rules were
written by Morgan and printed in the first
edition of the Official Handbook of the
Athletic League of the Young Men’s
Christian Associations of North America
(1897). The game soon proved to have wide
appeal for both sexes in schools, playgrounds,
the armed forces, and other organizations in
the United States, and it was subsequently
introduced to other countries.
2 1. Demonstrate the Lesson 5: D. Discussing New Concepts #2 Answer the Learning Tasks (Let’s
basic skills in Team Sports Recall) found in MAPEH 8- Arts
Volleyball is a team sport which is played in a module (Q1:W3-5).
volleyball Reference: court with a high net by
PE-8 Module two (2) teams with six (6) persons on each Write your answers on your
2. Define the terms (Q1: W5-8) team court. It may be played by Notebook/Activity Sheets.
used in volleyball all male, all female, or mixed teams with net
height adjustments for boys, girls. Learning Task No. 2:

The basic objective of the game is to keep the (This task can be found on pages 4)
ball, which is served over
the net, from contacting the floor on your side
and to return it so that it
contacts the floor on the opponents’ side
before they can return it. The team that fails
to return the ball within the specific limits,
loses the chance to serve and gives a point to
the team’s opponent.

The fundamental skills of volleyball are:

1. pass
a. forearm pass
b. overhand pass

2. serve
a. underhand serve
b. overhead serve
c. sidehand serve

3. attack

4. block

E. Developing Mastery (Performance

Task#2)

Students will answer activity 1 by executing

the different fundamental skills in volleyball.
 F. Generalization
Students will enumerate the fundamental
skills in volleyball.

H. Evaluating Learning
Students will answer Assessment (page 13) of
PE-8 module (weeks 5-8).

3 1. Assess personal Lesson 2- A. Review of the lesson Answer What I Can Do found in
health attitudes that Sexuality Students will identify the factors involved in MAPEH 8- Music module (Q1:W1-2).
may influence developing sexuality.
sexual behavior. Reference: Write your answers on your
Health-8 B. Establishing the Purpose for the lesson Notebook/Activity Sheets.
2. Relate the module Students will answer Let’s Elaborate to
importance of (Weeks 3-4) determine the characteristics observed to male Learning Task No. 1:
sexuality to family and female.
health. (This task can be found on page 11-12)

C. Discussing New Concepts

Reproductive health education is the primary

factor that may influence sexual behavior.
People’s awareness of their body enables
them to protect themselves from any diseases
or
illnesses involving reproductive parts.
Keeping abreast with current information on
sexually
transmitted diseases would help them avoid
threats on their lives.
Studies show that sexually healthy individuals
 tend to behave in the following ways:

• Appreciate their own body

• Avoid exploitative relationship
• Interact with both genders in appropriate
and respectful ways
• Demonstrate what is personally “right” and
act upon these values
• Talk with a partner about sexual activity
before it occurs
• Seek further information about sexuality

Sexuality plays an important role to family

health. Family health results from healthy
relationships revolving around family
members expressing love and affection to one
another. The sexual intimacy between the
husband and the wife shapes how they love
and respect each other’s sexuality transfer to
their children the same sexual behavior. The
occurrence of sexual illness the
misunderstandings on the gender roles
between parents and siblings may have a
significant effect on the health of the family.
It will be a big help if parents who are
educated on sexuality will have an open line
of discussion on reproductive concerns, may
it be reproductive parts or illnesses, with their
children. It will
prevent the children to get misleading
information from sources like their peers,
neighborhood, and media.
4 D. Discussing New Concepts #2

Using Life skills to improve Sexual Health

Assessing your health
Means evaluating your well-being
periodically. This includes your sexuality.
Figure out what you can do to improve your
health if it is not as good as it can be.
Making good decisions means making
choices that are healthy and responsible. You
must have the courage to make difficult
decisions and stick to them.
Communicating effectively
Helps you avoid misunderstanding by
expressing your feelings in a healthy way.
This means if you listen to what people say,
they will want to listen to you as well.
Practicing wellness this can be accomplished
through information about good sexuality.
Setting goals or simply aiming for something
will give you a sense of accomplishment. Just
be sure to be realistic with your target goal.
Refusal Skill is a way to say no to something
that you don’t want to do. Tis skill requires
practice. But first, you must feel strong about
what things you want to avoid.
Evaluating media messages is being able to
judge the worth of media messages. It is a big
challenge knowing that most media messages
are very convincing.

D. Developing Mastery
Students will answer Activity: Gender
Assumptions (page 4) from the module.

E. Generalization
Students will enumerate life skills to improve
sexual health.
 F. Evaluating Learning
Students will answer the Let’s Evaluate
(pages 7-8) from the module.

Remarks

Reflection
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who scored
below 80% and require
additional acts for remediation.
C. Did the remedial lessons
work? No. of learners who
caught up with the lesson?
D. No. of learners who
continue to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my principal/
supervisor can help me solve?
G. What innovations or
localized materials did I use/
discover which I wish to share
with other teachers?