GHERAS INTERNATIONAL SCHOOL
“We Instill Today…You Reap Tomorrow”
academic year 2024-2025
“I never teach my pupils. I only
WEEKLY LESSON PLANNING attempt to provide the conditions
“PE” in which they can learn.” -Einstein-
GIS Vision: Gheras school aims at bringing up a new generation that is innovative, morally committed, scientifically distinguished, keeping up with the modern age,
participating with the community and loving his nation.
GIS Mission: 1-Providing a distinguished educational school environment for students and teachers. 2-Effecting programs and activities to help build a good
personality. 3-Offering sustainable skills development for the school staff. 4-Providing a technological environment that helps students to innovate. 5-Supporting the
talented and distinguished students in all fields. 6-Implanting the spirit of sense of belonging through community participation.
TEACHER: Christopher I. Baluyot WEEK # 4 Date: 22nd to 26th September, 2024
Standards:
1. Rules, expectations, names, 4. Movement Concepts 7. Creative
cooperation 5. Collecting, Throwing Movement/Balancing/Rolling
2. Spatial awareness body and Catching 8. Dribbling/Striking/
control 6. Fitness Healthy Kicking
3. Chasing/Fleeing/ Heart/Fit Body 9. World Games
Dodging
Wellbeing framework:
[Link] 2. Emotional management 3. Attention and awareness 4. Relationships
5. Coping and Resilience 6. Habits and goals
Standard: Spatial awareness/body control,
EY1
movement concepts, fitness healthy heart/fit body;
EXPECTED LEARNING
What is most important for WELLBEING MATERIAL
PLAN LEARNING EXPERIENCE
students to learn? CONNECTION S
What do we want to learn?
[Link]
GHERAS INTERNATIONAL SCHOOL
“We Instill Today…You Reap Tomorrow”
academic year 2024-2025
WEEKLY LESSON PLANNING
“PE”
Checking of attendance. Wellbeing Visual aids
Travel throughout space connection: showing
with control and awareness icon of
(self-regulation). CONTENT: Walking – Remote Control
Strength. play, stop,
Participate in a variety of rewind, fast
LEARNING RESOURCES:
activities that incorporate Gross Motor Skills forward,
Reference:
movement concepts. Negotiate space volume up,
26Braingymmovements. (n.d.).
and obstacles and volume
[Link]
Discover what makes fitness safely. down.
fun. PDST, Move well, Move Often: Developing the physically literate
child through the lens of fundamental movement skills. Book 1 – Masking
Negotiate space and Skills and Activities, PE Curriculum, Dublin, 2017. tape.
obstacles safely.
PROCEDURE
Introduction
Review: Walking, Class protocol awareness, Engaged, Self-
Regulation, Cross Crawl
Core Value: Tolerant
Well-being: Gross Motor Skills
Negotiate space and obstacles safely.
Brain gym: The Energizer
While sitting, rest the forehead between the
nads on the desk. Breathe out. Slowly lift the
head, stretching the neck to look up while
inhaling. Exhale and tuck the chin down onto the
chest as the head moves back down to the table.
Repeat two or three times.
Development
Motivation:
Hocus Focus. Teacher will say hocus focus. The teacher is going
[Link]
GHERAS INTERNATIONAL SCHOOL
“We Instill Today…You Reap Tomorrow”
academic year 2024-2025
WEEKLY LESSON PLANNING
“PE”
to imitate binoculars and put hands on the eyes.
Guess the animal movement. The teacher is going to show the
children a picture of animals and imitate the sound and action of
the animal shown.
Presentation:
Concrete.
Characteristics of walking at the exploring stage.
Bouncy or uneven walking action.
Arms tend to swing excessively and are held out from the body to
help balance.
Feet are too close or too far apart.
Toes tend to be turned either in or out.
The head is too far forward.
Processing:
Pupils must respond to the different instructions from the remote
control (the teacher) by performing the corresponding action.
Play = Walk around the room
Pause = freeze on the spot & hold a balance
Rewind = Walk backwards carefully
Fast Forward = Walk as fast as possible
Volume up = Jump
Volume down = crouch down
Engagement:
Encourage pupils to look over their shoulder when walking
backwards. Ensure pupils move safely within the playing area and
avoid making contact with each other.
Differentiated Instruction:
Add more complex obstacles to the course, such as higher hurdles
[Link]
GHERAS INTERNATIONAL SCHOOL
“We Instill Today…You Reap Tomorrow”
academic year 2024-2025
WEEKLY LESSON PLANNING
“PE”
or faster paced walking for the advanced students and simplify of
offer guidance by providing visual or verbal cues to help them
navigate space safely and avoid obstacles.
Assimilation:
Evaluation:
Assess students’ ability to control their movement, self-regulated
speed and balance, and safely navigate the space.
Standard: Spatial awareness/body control,
EY2 movement concepts, fitness healthy heart/fit body;
gross motor skills.
EXPECTED LEARNING
What is most important for WELLBEING MATERIAL
PLAN LEARNING EXPERIENCE
students to learn? CONNECTION S
What do we want to learn?
Travel throughout space Checking of attendance. Wellbeing Balance
with control and awareness connection: beam,
(self-regulation). CONTENT: Walking Circuit cones, soft
Strength. objects for
Participate in a variety of
activities that incorporate LEARNING RESOURCES: obstacles.
movement concepts. Reference: Gross Motor Skills
26Braingymmovements. (n.d.). Negotiate space
Discover what makes fitness [Link] and obstacles
fun. safely.
PROCEDURE
Negotiate space and
Introduction
obstacles safely.
Review: Walking, Class protocol awareness, Engaged, Self-
Regulation, Cross Crawl
Core Value: Tolerant
[Link]
GHERAS INTERNATIONAL SCHOOL
“We Instill Today…You Reap Tomorrow”
academic year 2024-2025
WEEKLY LESSON PLANNING
“PE”
Well-being: Gross Motor Skills
Negotiate space and obstacles safely.
Brain gym: The Energizer
While sitting, rest the forehead between the
nads on the desk. Breathe out. Slowly lift the
head, stretching the neck to look up while
inhaling. Exhale and tuck the chin down onto the
chest as the head moves back down to the table.
Repeat two or three times.
Development
Motivation:
Hocus Focus. Teacher will say hocus focus. The teacher is going
to imitate binoculars and put hands on the eyes.
Guess the animal movement. The teacher is going to show the
children a picture of animals and imitate the sound and action of
the animal shown.
Presentation:
Concrete.
Characteristics of walking at the exploring stage.
Bouncy or uneven walking action.
Arms tend to swing excessively and are held out from the body to
help balance.
Feet are too close or too far apart.
Toes tend to be turned either in or out.
The head is too far forward.
Processing:
Create different walking paths using cones or markers. Each path
[Link]
GHERAS INTERNATIONAL SCHOOL
“We Instill Today…You Reap Tomorrow”
academic year 2024-2025
WEEKLY LESSON PLANNING
“PE”
should have slight variations in directions or obstacles. Following
the marker on the floor.
Path 1: Straight-line walking.
Path 2: Zigzag walking.
Path 3 Walk on a “balance beam”.
Engagement:
Set up an obstacle course using cones, soft objects, or low hurdles
that students need to walk around or over. Vary the obstacles so
that students must negotiate space differently (e. g., stepping over
hurdles, walking in and out of hoops).
Differentiated Instruction:
Add more complex obstacles to the course, such as higher hurdles
or faster paced walking for the advanced students and simplify of
offer guidance by providing visual or verbal cues to help them
navigate space safely and avoid obstacles.
Assimilation:
Evaluation:
Assess students’ ability to control their movement, self-regulated
speed and balance, and safely navigate the space.
Standards:
1. Moving well 3. Moving creatively
2. Understanding 4. Taking part
movement 5. Healthy bodies
Wellbeing framework:
[Link] 2. Emotional management 3. Attention and awareness 4. Relationships
5. Coping and Resilience 6. Habits and goals
[Link]
GHERAS INTERNATIONAL SCHOOL
“We Instill Today…You Reap Tomorrow”
academic year 2024-2025
WEEKLY LESSON PLANNING
“PE”
Standard: Moving well, understanding movement,
taking part; healthy lifestyle.
EXPECTED LEARNING
What is most important for WELLBEING MATERIA
PLAN LEARNING EXPERIENCE
students to learn? CONNECTION LS
What do we want to learn?
Perform movement skills Checking of attendance. Wellbeing connection: Training
with increasing proficiency cones.
and use them sequentially. CONTENT: Elephant Walk Strengths.
LEARNING RESOURCES:
Use simple criteria to Reference: Why sleep is important
evaluate success and 26Braingymmovements. (n.d.). and different ways to rest
identify the need for [Link] and relax.
improvement in basic PDST, Move well, Move Often: Developing the physically
movement tasks and literate child through the lens of fundamental movement skills.
challenges. Book 2 – Skills and Activities, PE Curriculum, Dublin, 2017.
Show involvement when La profe de música emmd. (2020, December 11). Clap clap
working alone, when sound - percusión corporal [Video]. YouTube.
sharing space, in whole [Link]
group physical activity and PROCEDURE
when playing with others. Introduction
Review: Walking, Body Awareness, and Healthy Eating
About why sleep is Choices, Engaged, Healthy Lifestyle, Cross Crawl
important and different Core Value: Tolerant
ways to rest and relax. Well-being: Healthy lifestyles (physical wellbeing)
Why sleep is important and different ways to
rest and relax.
Brain gym: The Energizer
While sitting, rest the forehead between the
nads on the desk. Breathe out. Slowly lift the
[Link]
GHERAS INTERNATIONAL SCHOOL
“We Instill Today…You Reap Tomorrow”
academic year 2024-2025
WEEKLY LESSON PLANNING
“PE”
head, stretching the neck to look up while inhaling. Exhale and
tuck the chin down onto the chest as the head moves back
down to the table. Repeat two or three times.
Development
Motivation:
[Link]
Presentation:
Concrete.
Characteristics of walking at the developing stage:
Walking pattern is more even.
Arms swing in opposition to the legs but are still a little stiff.
Stride length is inconsistent.
Posture is still incorrect, with head falling forward and body not
straight.
Process.
Pupils line up in a single file facing the same direction.
Establish a finish line in the playing area for the elephant walk.
Pupils take the shape of an elephant with their right hand
acting as the trunk in front of their body and the left hand
through their hand acting as the trunk in front of their body
and the left hand through their legs as the tail. Invite pupils to
hold the tail of the elephant in front of them with their trunk to
create one continuous line. The group then advances forward
as a line of elephants.
Engagement.
Encourage pupils to work together as a group. Encourage
pupils to watch the pupil in front of them as their guide.
Differentiated Instruction: Challenge students to perform
[Link]
GHERAS INTERNATIONAL SCHOOL
“We Instill Today…You Reap Tomorrow”
academic year 2024-2025
WEEKLY LESSON PLANNING
“PE”
the elephant walk at different speeds (slow, medium, fast)
while maintaining the continuous line. Provide verbal cues
or demonstrations to reinforce proper positioning and
walking form.
Assimilation.
Evaluation:
Note how engaged students were in the walking challenges
and how they interact with others while negotiating obstacles.
Standard: Moving well, taking part and taking
responsibility; Families and close positive relationship.
EXPECTED LEARNING
What is most important for WELLBEING MATERIA
PLAN LEARNING EXPERIENCE
students to learn? CONNECTION LS
What do we want to learn?
[Link]
GHERAS INTERNATIONAL SCHOOL
“We Instill Today…You Reap Tomorrow”
academic year 2024-2025
WEEKLY LESSON PLANNING
“PE”
Perform movement skills with Checking of attendance. Wellbeing connection: Visual
increasing proficiency and use aids
them sequentially. CONTENT: Running. Activity: Corner Relay Relationship.
Baton
Show involvement when working LEARNING RESOURCES: The roles different people Cones or
alone, when sharing space, in Reference: (e.g. acquaintances, floor
whole group physical activity and 26Braingymmovements. (n.d.). friends and relatives) play markers.
when playing with others. [Link] in our lives.
PDST, Move well, Move Often: Developing the physically
Show increasing ability to share literate child through the lens of fundamental movement skills.
space and equipment, to take Book 2 – Skills and Activities, PE Curriculum, Dublin, 2017.
turns and to cooperate with La profe de música emmd. (2020, December 11). Clap clap
others. sound - percusión corporal [Video]. YouTube.
[Link]
The roles different people (e.g.
acquaintances, friends and PROCEDURE
relatives) play in our lives. Introduction
Review: Basic movement skills, body awareness and
understanding the needs of living things. Engaged, Friendship,
Cross Crawl,
Core Value: Tolerant
Well-being: Families and close positive relationships.
The roles different people (e.g. acquaintances, friends and
relatives) play in our lives.
[Link]
GHERAS INTERNATIONAL SCHOOL
“We Instill Today…You Reap Tomorrow”
academic year 2024-2025
WEEKLY LESSON PLANNING
“PE”
Brain gym: The Energizer
While sitting, rest the forehead between the
nads on the desk. Breathe out. Slowly lift the
head, stretching the neck to look up while
inhaling. Exhale and tuck the chin down onto
the chest as the head moves back down to the
table. Repeat two or three times.
Development
Motivation:
[Link]
Presentation:
Concrete.
Characteristics of running at the developing stage:
Knee lift is higher but not yet parallel. Back leg is extended to
push off and give more momentum.
Arm swing increases, is closer to the body and is more in tune
with leg movement.
Limited flight phase.
Process.
Arrange pupils in groups of five. Use cones to set out a large
outdoors square playing area with a pupil from each group at
each corner. There should be two pupils at the corner. On a
signal, one pupil from each group in the first corner jogs slowly
to the next corner, tags their teammates and stays in that
corner. As soon as they have been tagged, that pupil jogs
slowly to the next corner and so on. The activity continues
[Link]
GHERAS INTERNATIONAL SCHOOL
“We Instill Today…You Reap Tomorrow”
academic year 2024-2025
WEEKLY LESSON PLANNING
“PE”
until the fifth pupil tags the first pupil, who begins the next
round by jogging faster.
Engagement.
Remind pupils to move safely and to avoid colliding with each
other at the corners.
While waiting for their turn, pupils can perform activities, e.g.,
run on the spot, roll their shoulders, hips and ankles or do
gentle stretches.
Differentiated Instruction: Provide clear visual or auditory
signals (e.g., a whistle or hand signal) to mark when
students should start running. Rotate leadership roles
among students to maintain engagement and participation.
This helps students with behavioral needs feel a sense of
responsibility, which can improve focus and motivation.
Assimilation.
Evaluation:
Watch how well students perform movement skills and how
accurately they identify body parts.
[Link]
