Dlp-Hope Iii Jerry P. Tubo
Dlp-Hope Iii Jerry P. Tubo
Dlp-Hope Iii Jerry P. Tubo
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Discusses the nature of the different dances. PEH12FH-Ia-19
Quarter: First Week: 1 Day: 1
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Discusses the nature of the different dances,
b. Identify the benefits of dance to students,
c. Appreciate the importance of dancing as part of a lifestyle for fitness
II. Content
Preliminaries
Prayer
Greetings
Classroom Management (fix your chair, check your jogging pants and t shirt, Lines)
Checking of Attendance
How are you today? Did you eat your lunch already?
Review of Previous Lesson
Ask the students about their previous lesson
A. Activity
1
Ethnic Folkdance Ballet Hip hop Contemporary Cheer
Dance dance
B. Analysis
What classification of dance you love most?
How do this dances evolved from the past up to the present?
2
C. Abstraction
What is Dance?
-the movement of the body in a rhythmic way, usually to music and within a given
space, for the purpose of expressing an idea or emotion, releasing energy, or simply
taking delight in the movement
Benefits of Dance and Creative movement
Physical
Develop cardiovascular endurance
Improves coordination, balance flexibility, and body composition
Lower risk of cardiovascular diseases
lower body mass index
lower resting heart rate
Improve lipid metabolism
Enable joint mobility
helps improve and maintain bone density
Mental/Emotional
Help keep the brain sharp
Decreases incidence of dementia Alzheimer’s disease
Decreases depressive symptoms
Increases self-esteem and improves body image
Aids in releasing emotional and Physical tension
Social
Give sense of togetherness within within a group
Encourages positive social interaction and interpersonal relationship in group
Contribute to the individual’s potential for self- actualization in society
Cultural
promotes cultural values
D. Application
Classroom Activities
3
P H Y S I C A L D R
H S A O R G M U F O
I H S C U L T U R E
P U D I E G V P I M
H F F A D H C J K O
O H G L F J H H F T
P D H Z M D E F I I
D A N C E G A G T O
Y D J X N F L H N F
R J K C T H T J E K
D G L V A J H Y S S
N W E L L N E S S L
Activity 2
Give at least five benefits of dance based on the following:
Divide the class into 5 groups, let them assign somebody to discuss.
Write it in a Manila paper.
Note: Teacher should ask question and give insight also about the student’s reports
4
IV. Assessment/Evaluation
Rubrics
Criteria 5 4 3 2 Total
Excellent VS S B
Total
V. Assignment/Enrichment
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E.No. of learners who continue to require remediation:
5
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Describes how to optimize the energy systems for safe and improved
performance PE12FH-Ib-c-2
Quarter: First Week: 2 Day: 2
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Describes how to optimize the energy systems for safe and improved
performance,
b. Execute the dance with energies, bodily and group shapes,
c. Internalize the different elements of dance to improve the performance.
II. Content
(https://www.youtube.com/watch?v=UGuD9Geeb2k)
Preliminaries
Prayer
Greetings
Classroom Management (fix your chair, check your jogging pants and t shirt,
Lines)
Checking of Attendance
How are you today? Did you eat your lunch already?
Review of Previous Lesson
Ask the students about their previous lesson
6
A. Activity
https://www.youtube.com/watch?v=40we8mxsKNs
B. Analysis
Elements of Dance
If possible download:
(https://www.youtube.com/watch?v=UGuD9Geeb2k)
The human body is living in time and space, and it exhibits some effort. Thus, all
Movements occur in time, through space, and with effort. Since dance entails a lot of
Zmovements, it uses the very same elements, space, time and energy. these elements
are beneficial to anyone interested in recognizing, analyzing or creating movement.
The acronyms BASTE helps students remember the elements:
Body
Action
Space
Time
Energy
Body
The renowned dance critic Walter Terry wrote, "No paints nor brushes, marbles nor
chisels, pianos or violins are needed to make this art, for we are the stuff that dance is
made of. It is born in our body, exists in our body and dies in our body. Dance, then,
is the most personal of all the arts . . . it springs from the very breath of life." *
In dance, the body is the mobile figure or shape, felt by the dancer, seen by others.
The body is sometimes relatively still and sometimes changing as the dancer moves in
place or travels through the dance area. Dancers may emphasize specific parts of their
body in a dance phrase or use their whole body all at once
7
Action is any human movement included in the act of dancing— it can include dance
steps, facial movements, partner lifts, gestures, and even everyday movements such as
walking. Dance is made up of streams of movement and pauses, so action refers not
only to steps and sequences, but also to pauses and moments of relative stillness.
Dancers may use movements that have been choreographed or traditional dances
taught by others who know the dances. Depending on the dance style or the
choreographer's decision, dancers may also revise or embellish movement they have
learned from others.
Movement can also be improvised, meaning that the dancers make it up "on the spot"
as they spontaneously dance. Movement that travels through space is broadly called
loco motor movement in contrast to axial movement, which occurs in one spot.
Space
This is the area the performers occupy and where to move. It can be divided into four
different aspects, also known as spacial elements.
a. direction
b. size
c. level
d. focus
Timing
The movements in timing may be executed in varying tempo. Performers move with
the tempo of an underlying sound, known as beat or pulse. The timing can be varied
by moving faster or slower than the normal beat. When a sequence of a movement or
group of phrases is done in varying tempos, they generate rhythmic patterns.
Energy is about how the movement happens. Choices about energy include variations
in movement flow and the use of force, tension, and weight. An arm gesture might be
free flowing or easily stopped, and it may be powerful or gentle, tight or loose, heavy
or light. A dancer may step into an arabesque position with a sharp, percussive attack
or with light, flowing ease. Energy may change in an instant, and several types of
energy may be concurrently in play.
D. Application
Group Activities
Divide the class into 5 groups, Let them pick a simple movement of their choice such
as arm raising or bending. Explore the 5 elements of dance by doing exercise. Give
them 5 minutes to practice.
8
IV. Assessment/Evaluation
Rubrics
5 4 3 2
Beginning Satisfactory Proficient Excellent MA
RK
Effort Participates only Participates in Participates in Participates in
with strong dance. dance with a dance with
encouragement. Frequent positive attitude. enthusiasm and
Is easily reminders are Needs to be encourages
distracted and needed to reminded to others to
finds it difficult maintain focus focus at times. participate.
to maintain on the dance. Can stay focused Is consistently
focus. May and follows focused and on
distract others. instruction well. task and
encourages
others to remain
focussed.
Level Uses little of the Uses some of the Attempts to use Uses all space
and space possible space provided. most of the space provided,
Space for movements. Movement is provided. vertically as well
Student limited to only At times uses as horizontally.
movement two levels. varied levels Uses all levels
experiences only within their within their
one level. movement exploration of
experience. movement.
Patterns Pathways and Uses one or two Attempts various Uses an
and patterns are not pathways and pathways in their extensive variety
Pathway apparent in the patterns in their movement. of pathways in
s dance dance. Basic patterns their movement.
composition. are included in Incorporates
their dance well-defined
composition. patterns in their
dance
composition.
Creativi Uses common Adapts some Explores a Explores
ty and and stereotypical options from variety of numerous
Interpre patterns others in their creative options. creative options.
tation borrowed from movement Takes some risks Willing to take
others. Goes beyond the in their risks in their
Uses familiar familiar to take a exploration. exploration.
patterns and small risk. Movements Movements are
movements. Movements show unusual highly original
Re-uses a simple repeat limited patterns and fair and carried out
pattern borrowed common patterns variety. well.
from others or and themes. Movements
media. highlight the
music in an
interesting way.
COMMENTS: TO
TA
L
9
How you are going to optimize the energy systems for safe and improved
performance? Explain
V. Assignment/Enrichment
Next meeting please read in advance about Dance Composition and Appreciation
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
I. No. of learners achieve 80%:
10
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Describes the connection of health behaviors to health risk factors and
physical activity assessment performance. PEH12FH-Id-3
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Describes the connection of health behaviors to health risk factors and
physical activity assessment performance ;
b. Perform the different body movements with clarity and fluidity
c. Value the individual differences through creative dances.
II. Content
Preliminaries
Prayer
Greetings
Classroom Management (fix your chair, check your jogging pants and t shirt,
Lines)
Checking of Attendance
How are you today? Did you eat your lunch already?
11
A. Activity
I will show you a dance presentation and give your interpretation/ story about the dance.
https://www.youtube.com/watch?v=0s_XTYZCsSk
B. Analysis
Have you ever tried watching dance routine without understanding what is
happening in the performance?
Based on the video what is your interpretation about the performance?
How dancers express their movements and technique just to convey the
audience about the performance?
C. Abstraction
12
Table 4.1 lists the basic choreographic principles that underlie a dance composition.
The creative process in dance making requires a period of preparation in which you
collect ideas. This preparation time should include time for developing choreographic
ideas; in other words, you need to figure out the central idea and how to approach it.
Next you have to experiment with movement for a deeper insight into the movement
ideas. In later sessions, you evaluate the movement and determine what works and
what does not work as part of the dance work. The final step in the process is
elaborating on the movement ideas you have selected.
SOURCES OF MOVEMENT
Creating new dance movements comes from exploring and experimenting with
movement possibilities. Exploring new ways to move may take you out of your
comfort zone. As you mentally and physically record these experiments, keep in mind
that they may or may not turn out to be movements you want to add to your
movement memory bank. But don't let that stop you from experimenting. Although it
does involve taking movement risks, your experiments are being done in the safe
setting of a dance class.
13
Free-form improvisations are self-expression based on the premise of you moving
and responding to music. This type of improvisational study can be a movement
response to auditory, visual, textural, or a combination of stimuli.
Semi-structured movement experiments solve a problem, answer the question, or have
different points that the teacher or you determine as the criteria for composing the
work.
D. Application
Classroom Activities
Note: Choose your activity that suits to the ability of your learners…
Direction:
1.Watch video (teacher provide a video) any piece of choreography and assess if the
work has sense of unity and continuity. Justify your assessment by pointing out
specific techniques employed by the choreographer in order to achieve unity and
continuity.
2.Using the same video, assess if the work contains enough variety and describe the
actions that provided variety in the choreography.
3. Connects Notice how the choreographer connects the separate sections of the
dance. Does one phrase lead appropriate into the next? Do the movement fit and bring
a sense of wholeness?
4.At what point did the choreography reach the climax?
5.Discuss your observations with a classmate. Write your observations in a journal.
14
IV. Assessment/Evaluation
Rubrics
Excellent Very Satisfactory Needs Total
Level Good Improvement
4 2
3
5
Interpretation/
Transition
Dance
elements
Enthusiasm
Generalization:
Kindly share it to me your experiences during practice?
How are able to handle problems with your group mates?
V. Assignment/Enrichment
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
I. No. of learners achieve 80%:
15
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Differentiates the types of eating ( fueling for performance, emotional
eating , social eating, eating while watching TV or dance events)
PEH12FH-Ie-4
Quarter: First Week: 4 Day: Once a week
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Differentiates the types of eating ( fueling for performance, emotional
eating , social eating, eating while watching TV or dance events),
b. Execute the skills involved in the dance in Bukidnon,
c. Appreciate the beautiful cultures of seven tribes of Bukidnon.
II. Content
Preliminaries
Prayer
Greetings
Classroom Management (fix your chair, check your jogging pants and t shirt, Lines)
Checking of Attendance
How are you today? Did you eat your lunch already?
Review of Previous Lesson
Ask the students about their previous lesson
16
A. Activity
Before I’m going to start our class I will divide you first in to 5 groups. In my monitor
you’re going to list down the 7 tribes and its classification.
Tribe Classification
B. Analysis
C. Abstraction
Tribe Classification
Talaandig People from Talakag who choose to call themselves as such when Panamin took
custody of them since September 18, 1975. the women of this tribe are expert
embroiderers and patchwork makers. They are semi-sedentary.
17
province. Others lived in the municipalities of Don
Carlos, Kitaotao, Kibawe, Quezon and Damulog.
Umayamnon Highly nomadic Bukidnon Manobo with fine skills in beadwork and brass jewelry.
These people live along the watershed of Umayam River. They are reserved
and quiet, fair skinned with prominent checkbones and wear beaded turban
without hair.
Matigsalug People of Salug River specifically in Kalangangan, San Fernando, Bukidnon and
some in Simod.
Tigwahonon People along the watershed of Tigwa River and in the Tigwa-salug Valley. They
are loud spoken people and the traders among the hinterland ethnic groups
Higaonon Are situated in the provinces of Agusan del Sur, Misamis Oriental and Bukidnon.
Planting of Rice, corn and vegetables are their means of living.
Bukidnon The lowlanders. Acculturated Bukidnons who have adapted Christian ways and
utilized modern technology living in the lowlands among Christians.
Ethnic Dances
Category: History, Arts and Culture
Binanog
A typical Dance of the Talaandig tribe mimicking the movement of the bird up in the air
called "Bano>
Inagong
A dance for entertainment performed during festivals and gatherings.
Saut
A dance of male Talaanding tribe presenting their expertise in style and arts in fighting their
opponents or enemies with their ritual dances for offering to their magbabaya (GOD).
Tinambol
A dance performed by male and female Talaandig for entertainment and sometimes in their
ritual dances for offering to their Magbabaya.
Talupak
A dance depicting the way and style in planting, harvesting and winnowing palays. This is
perform for public entertainment.
Dugso
Ritual dance performed by women during religious celebration, kaligaon.
Binaylan
The dance of the Baylan or Priest during a hinaklaran ritual.
Pinagkabula
A dance perfomance solo.
Pinegket
A dance imitating one who is suffering from legs cramp.
Binalanak
Social dance
18
Pi-agawan
A courtship dance performed by two men and a woman, with one man winning the maiden
love.
Pagadugsa
A dance mimicking the hunters adventure.
Tinagpi
A dance mimicking the farming activities.
Manak-anam
A dance mimicking the mother as she takes care of the baby looks for food and washes in the
river.
Kayametan
A dance mimicking a forest bird locally called Tungkago resembling a horn bill, with the
dancer holding her forefingers to the side of her nose.
Mangmangayaw
A dance performed by men, originally out to hunt their enemies.
Bubudsil
A dance using a wooden pole simulating the pounding of rice harvest.
D. Application
Activity 1.
Divide the class into 5 groups; let the students perform the different dance
steps given below. After they master the steps let them create a dance with storyline
using the dance steps.
1. Binanog
2. Binakbak
3. Dugso
4. Pig agawan
5. Inagong
6. Talupak
IV. Assessment/Evaluation
Rubrics
Excellent Very Satisfactory Needs Total
Level Good Improvement
3
5 4 2
Interpretation/
Transition
19
Dance
elements
Enthusiasm
V. Assignment/Enrichment
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
I. No. of learners achieve 80%:
20
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Explain the role of PAs in managing ones stress. PEH12FH-If-5
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Explain the role of PAs in managing ones stress,
b. Execute and interpret correctly the dance steps based on the literature of
Sakuting ,
c.Appreciate the beauty of our own Philippine Folkdances not only for
. performance but also as a form of fitness.
II. Content
A. Preliminaries
Prayer
Greetings
Classroom Management ( fix your chair, check your jogging pants and
shirt)
Checking the Attendance
How are you today? Did you eat your lunch already?
21
B. Activity
1. Show Different pictures of Philippine Folk dance; let the students describe the
costumes of every dance. Ask them about their feelings and understanding about
folkdances.
2. Show a video about “sakuting” [youtube
http://www.youtube.com/watch?v=mtQBUQ2a4P0&w=420&h=315
C. Analysis
Differentiate the regional, national dances and ethnic dances found from the video.
After our activities how are you going to promote our own culture?
Why culture preservation is very essential? As a student, what is your great
contribution to preserve our own culture?
D. Abstraction
Description
The sakuting dance, originally performed solely by boys, portrays a mock fight using
sticks. A sakuting stick is striped or bamboo and is about 1½ feet long and tapered at
the end, like a candle. Its original use was for combat training. During the playful folk
dance, two teams, one representing each side, circle and clash bamboo sticks in a
gentle imitation of martial arts sparring. Its dance form is the comedia (a theatrical
dance, also called moro-moro) and features a battalla (choreographed skirmish).
History
Sakuting (pronounced seh-KOOH-tihng) comes from the province of Abra, home to
the Ilocano people native to the lowlands and the Tingguian mountain tribes. The
Spanish established a garrison to protect Ilocanos who converted to Christianity, and
their capital city, Bangued, from raids by the mountain tribes. Introduced by Spanish
missionaries as religious ritual, the sakuting dance portrays this struggle between the
lowland Christians and the non-Christian mountain people. Sakuting’s origins,
however, appear much older.
Origin
Arnis, the traditional Filipino art of stick fighting, employed readily available
weapons by simple people seeking self-protection. The occupying Spanish banned the
practice of Arnis, forcing it into secret. Filipinos found ways to openly retain the
practice by making the Arnis movements part of folk dances. Sakuting is actually a
two-stick Arnis exercise set to music.
The Music
The traditional music styles for sakuting portray the dual influences of China and
Spain. Its staccato inflections and rhythmic tapping suggest a strong Chinese
influence. The music itself is played by a rondalla, a native string ensemble of
plectrum (plucked with tortoiseshell fingerpicks) instruments influenced by Spanish
stringed instruments, that includes bandurria, laud, octavina, mandola, guitarra and
bajo de uñas, or double bass.
The Dance
Dancers use one and two sticks throughout the performance to tap the floor and each
other’s sticks. Dance steps are a combination of marching and small forward or
sideways shuffle steps while circling and interchanging positions with other dancers.
Some modern interpretations are more athletically demonstrative of the martial arts,
22
while others add ballet movements. Dancers twirl the sticks, hitting them against
opponents’ sticks, displaying a mock fight.
Performances
The Ilocano people customarily perform the sakuting dance as part of Christmas
celebrations. Performed at the town plaza or from house to house, the dance allows
the opportunity for spectators to give the dancers aguinaldos—gifts of money, drinks,
fruits and refreshments prepared especially for Christmas much like the English
custom of caroling.
Description
The sakuting dance, originally performed solely by boys, portrays a mock fight using
sticks. A sakuting stick is striped or bamboo and is about 1½ feet long and tapered at
the end, like a candle. Its original use was for combat training. During the playful folk
dance, two teams, one representing each side, circle and clash bamboo sticks in a
gentle imitation of martial arts sparring. Its dance form is the comedia (a theatrical
dance, also called moro-moro) and features a battalla (choreographed skirmish).
History
Sakuting (pronounced seh-KOOH-tihng) comes from the province of Abra, home to
the Ilocano people native to the lowlands and the Tingguian mountain tribes. The
Spanish established a garrison to protect Ilocanos who converted to Christianity, and
their capital city, Bangued, from raids by the mountain tribes. Introduced by Spanish
missionaries as religious ritual, the sakuting dance portrays this struggle between the
lowland Christians and the non-Christian mountain people. Sakuting’s origins,
however, appear much older.
Origin
Arnis, the traditional Filipino art of stick fighting, employed readily available
weapons by simple people seeking self-protection. The occupying Spanish banned the
practice of Arnis, forcing it into secret. Filipinos found ways to openly retain the
practice by making the Arnis movements part of folk dances. Sakuting is actually a
two-stick Arnis exercise set to music.
The Music
The traditional music styles for sakuting portray the dual influences of China and
Spain. Its staccato inflections and rhythmic tapping suggest a strong Chinese
influence. The music itself is played by a rondalla, a native string ensemble of
plectrum (plucked with tortoiseshell fingerpicks) instruments influenced by Spanish
stringed instruments, that includes bandurria, laud, octavina, mandola, guitarra and
bajo de uñas, or double bass.
The Dance
Dancers use one and two sticks throughout the performance to tap the floor and each
other’s sticks. Dance steps are a combination of marching and small forward or
sideways shuffle steps while circling and interchanging positions with other dancers.
Some modern interpretations are more athletically demonstrative of the martial arts,
while others add ballet movements. Dancers twirl the sticks, hitting them against
opponents’ sticks, displaying a mock fight.
Performances
The Ilocano people customarily perform the sakuting dance as part of Christmas
celebrations. Performed at the town plaza or from house to house, the dance allows
the opportunity for spectators to give the dancers aguinaldos—gifts of money, drinks,
fruits and refreshments prepared especially for Christmas much like the English
custom of caroling.
23
Here’s a video:
[youtube http://www.youtube.com/watch?v=mtQBUQ2a4P0&w=420&h=315]
Source : http://www.ehow.com/about_6464307_history-sakuting-dance-stick.html
Dance Literature
24
25
26
27
E. Application:
Activity 1.
Groupings: Divide the class into 5 groups. Let them choose their leader. Tell them to
interpret the Figures assigned to them. After they done the leader will transfer to
others group to teach the Figures assigned to them, it’s a rotation.
Teacher will supervise and check if the students execute the steps properly.
IV. Assessments/Evaluation
Rubrics
V. Assignment/Enrichment
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
28
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
I. No. of learners achieve 80%:
29
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Self-assess health-related fitness. PEH12FH-Ig-6
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Self-assess health-related fitness,
b. Interpret the dance steps correctly based on the literature of
Sakuting ,
c. Appreciate the beauty of our own Philippine Folkdances not only for
entertainment but also as a form of physical fitness.
II. Content
III.Learning Task/Procedure
Preliminaries
Prayer
Greetings
Classroom Management ( fix your chair, check your jogging pants and
shirt)
Checking the Attendance
How are you today? Did you eat your lunch already?
Review of previous lesson
30
A. Activity
Who among you here can recall our previous lesson (students vary their answers)
B. Analysis
D. Application:
Call group leaders to have a draw lots for performers sequence. Teacher will read
again the rubrics for questions and clarification.
IV. Assessments/Evaluation
Rubrics
V. Assignment/Enrichment
31
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Self-assess health-related fitness. PEH12FH-Ig-6
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Self-assess health-related fitness,
b. Execute and interpret correctly the dance steps based on the literature of
Sakuting ,
c. Appreciate the beauty of our own Philippine Folkdances not only for
performance but also as a form of fitness.
II. Content
III.Learning Task/Procedure
Preliminaries
Prayer
Greetings
Classroom Management ( fix your chair, check your jogging pants and
shirt)
Checking the Attendance
How are you today? Did you eat your lunch already?
Review of previous less
A. Activity
32
Who among you here can recall our previous lesson (students vary their answers)
B. Analysis
D. Application:
Call group leaders to have a draw lots for performers sequence. Teacher will read
again the rubrics for questions and clarification.
II. Assessments/Evaluation
Rubrics
III. Assignment/Enrichment
33
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Set FITT goals based on training principles to achieve and/or maintain
HRF. PEH12FH-Ii-j-7
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Set FITT goals based on training principles to achieve and/or maintain HRF,
b. Demonstrate the basic steps of ChaChaCha appropriately,
c. Appreciate ChaChaCha and enhance self-confidence and socialization
through performing the basic steps of the dance with music accompaniment
and moving expressively to a variety of sounds and music.
II. Content:
34
Powers, R. (n.d.). Ballroom Dance. Retrieved March 6, 2019, from
https://socialdance.stanford.edu/syllabi/ballroom.html
1. Preliminaries
Very good! Now, can anyone mention the kinds of ballroom dance and
define each? Yes, Bob.
35
Exactly! I am glad that you still remember our topic last meeting.
1. Motivation (3 minutes)
Now, since we are already done discussing the different kinds of competitive
ballroom dances, last meeting together with their origins, today, we are going to
explore the world of a Competitive Dance specifically Chachacha.
Now, I will request everyone to stand and form one circle, drop your hands
and take a step backward to avoid bumping.
Let us warm our bodies first before we proceed to our activity for the day.
I’m going to play a dance music and what you are going to do is to follow my
movements.
Now that we are warmed-up, I guess we are now ready to proceed to our
activity for the day.
2. Lesson Proper
Chachacha originated in Cuba. Enrique Jorrin, a Cuban Violinist created the first cha
cha song in 1948. He named it after the shuffling sound the dancers shoes made when they
dance to this type of music.
The Cha Cha dance is performed in 4/4 time and requires a lot of step and hip motion.
The dance is characterized by three quick steps followed by two slower beats done on the one
beat and the two beat. The dance is performed at about 120 beats every minute. The front
steps are taken toe flat, and the dance is performed with minimal upper torso movement. The
Cha Cha dance is characterized by intricate foot movement, quick spins, strong hip
36
movement, sharp action and staccato, all this done to Latin American Cha Cha music. The
Cha-Cha-Cha is a lively, playful and groovy social dance.
Activity 1.1
(The teacher will demonstrate each basic step of dance before letting the class follow the
steps.)
The basic step is done to the rhythm 'one, two, three-and, four', or counted in cha-cha
classes as 'one, two, cha-cha-cha'. What this translates to are two slow steps (one and two),
two quick steps (cha-cha) and a slow step (cha) on the fourth beat. The steps taken for the
man (or lead) are as follows, and the follower's steps are the mirror opposite:
Beat two: Bring your right foot to join your left one
37
Step Timing Movement Turn Notes
1 2 Close RF to LF No L arm wrap in front of tummy, finish the
turn arm action and don't cut it short.
2 3 LF fwd --
3 41 RF fwd 1/8 to L arm out to side.
R
45 2341 Three Fwd walks 1 1/8 to On previous 1&: turn to R
6 under raised arm LF R over Lady steps in an equilateral triangle.
RF LF. End in 4 to 6 "2&": LF step fwd to Man's L side,
Closed Position diagonally. On "&", swivel on LF, RF
brush (draw cresecent moon) and point out
(away from Man, no weight yet) to 2nd
point in the triangle (middle in front of
man)
"3&": step on RF, on "&" turn to R again to
face Man
"4": fwd step.
38
with L hand behind head, arm 45 degrees up.
Lady: break at wrist (think of showing off your
ring), circle one round, ending downward. Hand
at eye level.
2 3 Transfer weight "3&", on "&", frame starts turning to face partner.
to LF Make sure RF doesn't do rondes. Use the
technique for back walk. See Rumba New York.
34 4&1 RF to side to 3/8 to
5 chasse RLR, R
End in Open PP over
3-5
1 2 LF fwd in RSP 1/8 to Continuing to New York to the Right Side
R Position.
2 3 Transfer weight
to RF
34 4&1 LF to side, 3/8 to Take required hold
5 chasse LRL. L over
End in Open 3-5
CPP
Spot Turns
Spot Turns can be danced in a variety of ways: Man and lady turning at the same
time, man turning lady underarm, or one partner turning while the other dances a Time Step,
just to name a few. But as a figure, Spot Turns are generally danced by both man and lady at
the same time. The Spot Turn in this context is danced completely solo by both man and lady,
so it will be necessary to release both connected hands. However, one hand connection
should remain until the turn has been led. It is recommended that you use the hand that is
closer to the direction of turn for this purpose.
39
345 4&1 RF to side to chasse RLR 1/4 to L At end of "1": turn to R.
over 3-5
6 2 LF fwd (after 1/4 to R) in line 1/4 to R, This is Switch Turn to
with RF, step LF, Right.
then turn 1/2 to end with LF in the then 1/2 The turn is started at the
back to R end of preceding figure.
7 3 Transfer weight to RF on "&", turn 1/4 to R
89 4&1 LF to side to chasse LRL 1/4 to R
10 over 3-5
Shoulder to shoulder
40
standing leg.
Hip laterally to right
5 3 Transfer weight to RF Twist LF side, and pendulum.
towards Man's R side
6 41 LF to side, ending LF 1/4 to R
side and slightly back over 8-10
Hand to hand
41
R over
3-5
Cuban Breaks
42
Side step
Activity 2
The teacher will group the students into five groups and let the students
practice the basic steps of the dance while guiding the students. The teacher will
allow the students to be creative in creating their routine as long as the basic steps
are properly executed. The teacher will let the students perform in group after 15
minutes.
(Before starting the evaluation, the teacher will talk over about the
organization of an event in BALLROOM DANCE COMPETITION as one their final
requirements for the subject to prepare the students ahead of time)
Generalization:
In what part of the activity we apply the health-related fitness?
D. Evaluation
The teacher will assess the performance of the students with the use of the
following criteria:
43
sequence with peers
repeat and vary movements to
create sequences
responding to music for
creating a dance sequence
Elements of move safely in [student] is [Student] is [student]
Dance both personal learning/beginning/developing the capable shows
space and ability when when proficiency
general space when
during dance
activities participating in movement
involving group demonstrating
control, coordination,
move using a appropriate spacing and
variety of distance from other students at
levels, different speeds, directions and
pathways, along pathways.
dynamics, and
directions varying movements (locomotor
and non-locomotor) in response
to differences in rhythmic
pattern, metre and tempo
move in time
to a variety of following teacher modelling,
rhythms, demonstrate repeated and
metres, and varied movements with a
tempi beginning, middle, and end
Context [student] is [student] [Student] is
learning/beginning/developing the shows outstanding
describe a
ability competence when
variety of
when
reasons people with reference to particular
dance contemporary or historical
examples of dances learned or
viewed, identify a variety of
reasons for dance, including: to
meet and socialize, to represent
cultural identity
Presenting [student] is Student is Student is
and learning/beginning/developing the enthusiastic excellent
willingness to
Performing ability to when… when…
rehearse and
perform dance demonstrate willingness to
participate actively in
performance
44
skills rehearsals
and performances
demonstrate performance skills
appropriate to the setting (e.g.,
paying attention, projecting the
emotion of the dance
E. Wrap-up activity
The teacher will ask the students the following questions regarding the activity
and share the students’ answers to the class;
IV. Remarks:
[ ] Lesson is successfully conducted within the time frame allotted for the lesson.
45
D. No. of learners who have caught up the lesson: _____
E. No. of learners who continue to require remediation: _____
F. Which of my teaching strategies worked well? Why did these work? _____
G. What difficulties did I encounter which my principal or supervisor help me
solve? _____
H. What innovation or localized materials did I use/discover which I wish to
share with other teachers? _____
V. Reflection:
C. Thoughts and feelings about the lesson (including things that were successfully
implemented, needs improvement, or could be adjusted in the future):
__________________________________________________________________
__________________________________________________________________
46
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Engages in moderate to vigorous physical activities (MVPAs) for at least 60
minutes most day of the week in a variety of setting in-and out of school.
PEH12FH-Ia-t-8
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Engages in moderate to vigorous physical activities (MVPAs) for at least 60
minutes most day of the week in a variety of setting in-and out of school,
c. Appreciate ChaChaCha and enhance self-confidence and socialization
through performing the basic steps of the dance with music accompaniment
and moving expressively to a variety of sounds and music.
II. Content
47
Powers, R. (n.d.). Ballroom Dance. Retrieved March 6, 2019, from
https://socialdance.stanford.edu/syllabi/ballroom.html
III.Learning Task/Procedure
Preliminaries
Prayer
Greetings
Classroom Management ( fix your chair, check your jogging pants and
shirt)
Checking the Attendance
How are you today? Did you eat your lunch already?
A. Activity
Who among you here can recall our previous lesson (students vary their answers)
B. Analysis
Always remember before you’re going to undergo strenuous activities or any sports
don’t forget to warm-up and call down
Why important to warm-up our body before doing a strenuous activity?
D. Application:
Call group leaders to have a draw lots for performers sequence. Teacher will read
again the rubrics for questions and clarification.
48
IV. Assessments/Evaluation
Rubrics
The teacher will assess the performance of the students with the use of the
following criteria:
49
directions and non-locomotor) in response
to differences in rhythmic
pattern, metre and tempo
move in time
following teacher modelling,
to a variety of
demonstrate repeated and
rhythms,
varied movements with a
metres, and
beginning, middle, and end
tempi
Context [student] is [student] [Student] is
learning/beginning/developing the shows outstanding
describe a
ability competence when
variety of
when
reasons people with reference to particular
dance contemporary or historical
examples of dances learned or
viewed, identify a variety of
reasons for dance, including: to
meet and socialize, to represent
cultural identity
Presenting [student] is Student is Student is
and learning/beginning/developing the enthusiastic excellent
willingness to
Performing ability to when… when…
rehearse and
perform dance demonstrate willingness to
participate actively in
performance
rehearsals
skills
and performances
demonstrate performance skills
appropriate to the setting (e.g.,
paying attention, projecting the
emotion of the dance
50
V. Assignment/Enrichment
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
I. No. of learners achieve 80%:
51
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Analyzes physiological indicators such as heart rate, rate of perceived
exertion and pacing associated with MVPAs to monitor and/or adjust
participation or effort. PEH12Fh-Ik-t-9
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Analyzes physiological indicators such as heart rate, rate of perceived exertion
and pacing associated with MVPAs to monitor and/or adjust participation or
effort
b. Identify the benefits of dance to the learners,
c. Appreciate the importance of dancing as part of a lifestyle for fitness
II. Content
III.Learning Tasks
Preliminaries
Prayer
Greetings
Classroom Management (fix your chair, check your jogging pants and t shirt, Lines)
Checking of Attendance
How are you today? Did you eat your lunch already?
52
Review of Previous Lesson
Ask the students about their previous lesson
A. Activity
The class will be divided into 5 groups and given picture. The pictures highlight
different exercises (both aerobic and muscle-bone strengthening activities). They are then ask
to post the picture in the board which they think those pictures belong whether it is an aerobic
or muscle and bone strengthening activities.
B. Analysis
The teacher will ask the following questions to connect the topic.
1. How did you find the activity?
2. Have you seen differences in the pictures? If yes, what are those? Enumerate.
D. Application
Classroom Activities:
Group the class into 5 groups give them time to create a dance piece and instruct
them to choreograph their piece.
How many glass of water to drink every day?
53
What happened to a dancer who lacks of waters to his/her body?
IV. Assessment/Evaluation
Rubrics..
5 4 3 2
Beginning Satisfactory Proficient Excellent MAR
K
Effort Participates only Participates in Participates in Participates in
with strong dance. dance with a dance with
encouragement. Frequent reminders positive attitude. enthusiasm and
Is easily distracted are needed to Needs to be encourages others to
and finds it difficult maintain focus on reminded to focus at participate.
to maintain focus. the dance. times. Is consistently
May distract others. Can stay focused focused and on task
and follows and encourages
instruction well. others to remain
focussed.
Level and Uses little of the Uses some of the Attempts to use Uses all space
Space space possible for space provided. most of the space provided, vertically
movements. Movement is provided. as well as
Student movement limited to only two At times uses varied horizontally.
experiences only levels. levels within their Uses all levels
one level. movement within their
experience. exploration of
movement.
Patterns Pathways and Uses one or two Attempts various Uses an extensive
and patterns are not pathways and pathways in their variety of pathways
Pathways apparent in the patterns in their movement. in their movement.
dance composition. dance. Basic patterns are Incorporates well-
included in their defined patterns in
dance composition. their dance
composition.
Creativity Uses common and Adapts some Explores a variety Explores numerous
and stereotypical options from others of creative options. creative options.
Interpretat patterns borrowed in their movement Takes some risks in Willing to take risks
ion from others. Goes beyond the their exploration. in their exploration.
Uses familiar familiar to take a Movements show Movements are
patterns and small risk. unusual patterns and highly original and
movements. Movements repeat fair variety. carried out well.
Re-uses a simple limited common Movements
pattern borrowed patterns and themes. highlight the music
from others or in an interesting
media. way.
TOT
COMMENTS: AL
54
Generalization:
What do you think athletes excel in their field?
What’s the secret of winning?
V. Assignment/Enrichment
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
55
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Observes personal safety protocol to avoid dehydration, overexertion,
hypo-and hyperthermia during MVPA participation.PEH12FH-Ik-t-10
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Observes personal safety protocol to avoid dehydration, overexertion,
hypo-and hyperthermia during MVPA participation
b. Identify the benefits of dance to the learners,
c. Appreciate the importance of dancing as part of a lifestyle for fitness
III. Content
III.Learning Tasks
Preliminaries
Prayer
Greetings
Classroom Management (fix your chair, check your jogging pants and t shirt, Lines)
Checking of Attendance
How are you today? Did you eat your lunch already?
56
A. Activity
Gather the Learners and ask them to create their dance piece
B. Analysis
Remind them to use only basic dance not all are flexible.
C. Abstraction
D. Application
IV. Assessment/Evaluation
Rubrics..
5 4 3 2
Beginning Satisfactory Proficient Excellent MAR
K
Effort Participates only Participates in Participates in Participates in
with strong dance. dance with a dance with
encouragement. Frequent reminders positive attitude. enthusiasm and
Is easily distracted are needed to Needs to be encourages others to
and finds it difficult maintain focus on reminded to focus at participate.
to maintain focus. the dance. times. Is consistently
May distract others. Can stay focused focused and on task
and follows and encourages
instruction well. others to remain
focussed.
Level and Uses little of the Uses some of the Attempts to use Uses all space
Space space possible for space provided. most of the space provided, vertically
movements. Movement is provided. as well as
Student movement limited to only two At times uses varied horizontally.
experiences only levels. levels within their Uses all levels
one level. movement within their
experience. exploration of
movement.
Patterns Pathways and Uses one or two Attempts various Uses an extensive
and patterns are not pathways and pathways in their variety of pathways
Pathways apparent in the patterns in their movement. in their movement.
dance composition. dance. Basic patterns are Incorporates well-
included in their defined patterns in
dance composition. their dance
composition.
57
Creativity Uses common and Adapts some Explores a variety Explores numerous
and stereotypical options from others of creative options. creative options.
Interpretat patterns borrowed in their movement Takes some risks in Willing to take risks
ion from others. Goes beyond the their exploration. in their exploration.
Uses familiar familiar to take a Movements show Movements are
patterns and small risk. unusual patterns and highly original and
movements. Movements repeat fair variety. carried out well.
Re-uses a simple limited common Movements
pattern borrowed patterns and themes. highlight the music
from others or in an interesting
media. way.
TOT
COMMENTS: AL
V. Assignment/Enrichment
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
58
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Identifies school and community resources in case of an injury or
emergency. PEH12FH-Ii-j-11
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Identifies school and community resources in case of an injury or emergency,
b. Demonstrate the different procedure on how to prevent injury,
c. Value the safety of the performers to avoid any injuries.
II. Content
Preliminaries
Prayer
Greetings
Classroom Management (fix your chair, check your jogging pants and t shirt, Lines)
Checking of Attendance
How are you today? Did you eat your lunch already?
59
A. Activity
Activity I. Video analysis
Show videos about dance injuries….
B. Analysis
Ojofeitimi and Colleagues ( 2012 ) reported that rate of injury among hip-hop
dancers and but higher that other forms. They are reported that break dancers have
a higher injury risk that poppers, lockers, and new school dancers.
Ask the students about their thoughts and ideas…. The teacher will process…..
What particular part of the body of performers prone to injuries?
Why is it important to educate you about different injuries particularly
dancers?
How to prevent injuries?
NOTE: Ask LOTS and HOTS questions...
Don’t forget to process their answers
C. Abstraction
The popularity of dance and dance- related competition in the recent years saw a
concomitant rise in dance-related-injuries. Similar to athletes, dancers are highly motivated to
perform well. They push their body to the limit and spend hours in technique training and
mastering a choreography. On the other hand dancers place a great value on their physique
that they often do not get proper nourishment, a habit that could impede their recover.
The following factors are common among dancers who have injury:
60
There are two types of musculoskeletal injuries: acute and chronic.
Acute injuries – occur when the mechanical force that is absorbed by the
musculoskeletal structure is more than what it is accustomed do.
Chronic injuries – occur due to repetitive trauma and the body is not given
enough time to recover.
61
Injury Prevention
D. Application
Let’s do this
Group Activity
Interview a member of dance group in your school regarding the type of dance and training
that he or she engages in. Write a short essay regarding his/her dance background and risk
injury. The following are SAMPLE guide your essay. Write your essay in a manila paper and
present it in class.
62
IV. Assessment/Evaluation
Rubrics
Criteria 5 4 3 2 Total
Excellent VS S B
V. Assignment/Enrichment
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
A. No. of learners achieve 80%:
63
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Demonstrates proper etiquette and safety in the use of facilities and
equipment. PEH12FH-Ia-t-12
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Demonstrates proper etiquette and safety in the use of facilities and
equipment,
b. Perform the festival dance properly with ease and grace,
c. Appreciate the colorful culture of our country through Festivals.
II. Content
Preliminaries
Prayer
Greetings
Classroom Management
Checking of Attendance
How are you today? Did you eat your lunch already?
64
Review of Previous Lesson
Ask the students about their previous lesson
A. Activity
Show different picture of different festivals in the Philippines
Let them name and give ask them about each festivals.
Process their answers…….. NAME OF FESTIVAL PLACE OF ORIGIN
RELIGIOUS FIGURE MONTH CELEBRATED
B. Analysis
The Philippines is known to have a long list of festivals. With these, it is a fact that
the Filipinos enjoy the celebration and having to get together. Philippine festivals are
very vast and all depict the culture and tradition of each of the places. Some festivals
take place within a day or a week, but some last an entire month. A lot of tourists have
been attracted to these celebrations as it gives a colorful and energetic environment.
Philippines’ celebration of festivals is mostly religious in nature as this was because
of the influence of the Spanish colonization. However, some festivals are a
celebration to depict a significant event in the place’s history or to give thanks for an
abundant harvest.
Starting at the beginning of the year, the first famous festival that is taking place is the
Black Nazarene Procession of Quiapo (every 9th of January). Thousands of devotees
are taking part on the celebration by joining the largest procession in the country
which is usually called as the “translacion” or the transferring of the Black Nazarene
from Intramuros to the Quiapo church.
Next one is the Ati-atihan festival of Kalibo, Aklan (3rd week of January). The focus
of the festival is Sto. Niño. The street parade is characterized by the participants’ face
painting and tribal dances with indigenous weapons and costumes. The Sinulog
Festival of Cebu City also takes place in the 3rd week of January as Sto. Niño is also
the focus of it. Sinulog is said to be the most visited festivals in the country, not only
by the Filipinos but also by the foreigners. Still honoring Sto Niño, the Dinagyang
Festival of Iloilo City takes place in the 4th week of January. On this festival, one can
witness a big party on the streets – with bands and overflowing foods and drinks.
65
Meanwhile, in February, there is the Panagbenga Festival of Baguio City. The parade
of this festival is very charming due to its floral floats and people dressed as flora and
fauna.
In the province of Quezon, particularly in Lucban, the very colorful Pahiyas Festival
is celebrated every 15th of May. Vegetables from the “Bahay Kubo” song can be
widely seen in the house’s decorations and visitors can just pick them for free. Also
on the month of May, childless women come to Obando, Bulacan to dance on the
street to honor and request the patron saints of the city to let them have a child. On the
3rd week of August, there is the Kadayawan Festival of Davao City. It is the biggest
festival on the island and is characterized by flowers and fruits. Additionally, Bacolod
City’s MassKara Festival happens every October and every visitor will be
overwhelmed by the sweet smiles and colorful masks in the street dancing
competition.
On the other hand, there is also a festival that is unique and not very festive, this is the
Moriones Festival of Marinduque and is taking place every Holy Week. It is a re-
enactment of the story of St. Longinus and Jesus Christ. Participants of the act wear
big wooden soldier masks and Roman soldiers’ costumes.
D. Application
Divide the class into four groups and assign them a particular festival. Give them time
to practice, let them create a story line and the dance steps.
Note: Monitor/Guide every groups if they create it properly…….
Festival Dances
1. Sinulog Festival
2. Ati-atihan Festival
3. Kaamulan festival
4. Maskara Festival
Remind the students to be cautious of what they doing do avoid accidents. Research and
be sensitive of the cultures and belief of the festivals they assigned.
66
IV. Assessment/Evaluation
Execution
Costume
Total
V. Assignment/Enrichment
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
I. No. of learners achieve 80%:
67
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Demonstrates proper etiquette and safety in the use of facilities and
equipment. PEH12FH-Ia-t-12
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Demonstrates proper etiquette and safety in the use of facilities and
equipment
b. Create a storyline that will show the culture of the festival.
c. Execute the dance steps correctly
II. Content
Preliminaries
Prayer
Greetings
Classroom Management (fix your chair, check your jogging pants and t shirt, Lines)
Checking of Attendance
How are you today? Did you eat your lunch already?
68
Review of Previous Lesson
Ask the students about their previous lesson
A. Activity
Gather the learners and give them time to have a brainstorming
B. Analysis
Call the leader of each group.
What is your story line?
Make sure the learners research the dance steps.
C. Abstraction
D. Application
Remind the students to be cautious of what they doing do avoid accidents. Research and
be sensitive of the cultures and belief of the festivals they assigned.
IV. Assessment/Evaluation
Creativity
And
choreography
Theme
Execution
Costume
Total
69
V. Assignment/Enrichment
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
A. No. of learners achieve 80%:
70
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Participates in an organized event that addresses health/dance issues
and concerns .PEH12FH-Ik-o-13
Explain the value of optimizing ones health through participation in
Pas. PEH12FH-I4
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Participates in an organized event that addresses health/dance issues and
concerns
b. Explain the value of optimizing ones health through participation in PAs.
c. Perform the basic steps and techniques of cheer dance,
d. Appreciate the importance of cheer dance as part of a lifestyle for fitness.
II. Content
Preliminaries
Prayer
Greetings
Classroom Management (fix your chair, check your jogging pants and t shirt, Lines)
Checking of Attendance
How are you today? Did you eat your lunch already?
71
Review of Previous Lesson
Ask the students about their previous lesson
A. Activity
B. Analysis
Cheerleading is an event that consists of cheers and organized routine for sports
team motivation, audience entertainment, or competition. The routines contain many
components of cheers, jump, dance, gymnastics, and stunting. The purpose is to
encourage the spectators of events to cheer for sports team and games. The yellers,
dancers and athletes involved in cheerleading are called cheerleaders. When they
grouped together as one, they called as squad.
History of cheerleading
Cheerleading history is linked closely to the United States history of sports, its
sporting venues, as well as the historical development of overall crow participation at
many athletic events.
Timeline of Cheerleading
Cheer dance contains dance technique, basic elements of cheers, and basic gymnastic
skills.
72
2. Elements of cheer- cheers are coordination of organized words and movements
relating to an athletic event.
Cheer motions- are also used to lead the crowd and emphasize words for crowd
response ( Carrier and Mckay, 2006) these are made up of hand, arm, and body
positions. Although cheer styles may vary according to the cheerleader’s
preference, all motions originate from the standard basic motions.
Body Position
Beginning Stance
Cheer Stance
Side Lunge
Squat
Kneel
4. Basic Gymnastics Skills- Cheer dance incorporate simple gymnastics skills such as jump
and tumbling to add to the thrill of the game and the effect of a routine.
a. Jumps
Approach
Lift
Execution
Landing
73
Jumps
Tuck
Spread Eagle
Double Hook
Toe Touch
Side Hurdler
Front Hurdler
Pike
Double Nine
b. Tumbling- very dynamic and an excellent way to shake a crowd up quickly. Properly
incorporated tumbling can be real attention getter and crowd pleaser.
Forward roll
Backward roll
Cartwheel
Round-off
D. Application
Classroom Activities:
Divide the class into 5 groups let them choose a leader and a choreographer. Their
task is to combine the dance elements, and elements of cheers. Apply the hands
position, Arms Position, Body position and cheer jumps for 20 minutes.
IV. Assessment/Evaluation
Hand
Position
Arms
Position
Body
Positions
Jumps
Tumbling
74
V. Assignment/Enrichment
Next meeting please read in advance the dance choreography of cheer dance
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
A. No. of learners achieve 80%:
75
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Display initiative, responsibility and leadership in sports activities.
PEH12FH-Ik-t-15
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
a. Display initiative, responsibility and leadership in sports activities
b. Choreograph the basic steps and techniques of cheer dance,
b. Perform the basic steps and techniques of cheer dance,
c. Appreciate the importance of cheer dance as part of a lifestyle for fitness.
II. Content
Preliminaries
Prayer
Greetings
Classroom Management (fix your chair, check your jogging pants and t shirt, Lines)
Checking of Attendance
How are you today? Did you eat your lunch already?
76
A. Activity
Review of Previous Lesson
Ask the students about their previous lesson
B. Analysis
D. Application
Classroom Activities:
The same groups give them time to create a dance piece and instruct them to
choreograph a cheer dance.
IV. Assessment/Evaluation
77
Dance Score Sheet
Category
Overall Effect Max Points Comments
Overall Impression 5
Energy and Dynamics,
Music
Communication and 5
projection
Expression and emotion,
Audience Impact and
Showmanship
Choreography Creativity and Musicality 10
Difficulty 10
Formations and Transition 10
Technique Execution of style(s) and 20
Clarity of movement
Placement/control/Extension 10
Strength of movement
Group Synchronization 20
Execution Spacing 10
Total 100
V. Assignment/Enrichment
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
I. No. of learners achieve 80%:
78
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Display initiative, responsibility and leadership in sports activities.
PEH12FH-Ik-t-15
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
II. Content
Preliminaries
Prayer
Greetings
Classroom Management (fix your chair, check your jogging pants and t shirt, Lines)
Checking of Attendance
How are you today? Did you eat your lunch already?
79
A. Activity
Review of Previous Lesson
Gather the learners and ask them to start their practice/create their own routine
B. Analysis
Always check and guide the learners
C. Abstraction
IV. Assessment/Evaluation
Category
Overall Effect Max Points Comments
Overall Impression 5
Energy and Dynamics,
Music
Communication and 5
projection
Expression and emotion,
Audience Impact and
Showmanship
Choreography Creativity and Musicality 10
Difficulty 10
Formations and Transition 10
Technique Execution of style(s) and 20
Clarity of movement
Placement/control/Extension 10
Strength of movement
Group Synchronization 20
Execution Spacing 10
Total 100
V. Assignment/Enrichment
Please prepare for a Dance Culmination for this semester. I will invite our subject
head and MAPEH Department Head to witness our dance showcase. Expect for
visitors to watch our show.
80
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
A. No. of learners achieve 80%:
81
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Display initiative, responsibility and leadership in sports activities.
PEH12FH-Ik-t-15
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
II. Content
Preliminaries
Prayer
Greetings
Classroom Management (fix your chair, check your jogging pants and t shirt, Lines)
Checking of Attendance
How are you today? Did you eat your lunch already?
E. Activity
Review of Previous Lesson
Ask the students about their previous lesson
82
F. Analysis
Ask the students about their experience before and after…
G. Abstraction
Instruct the students to gather and get ready for Practical/ Performance
H. Application
IV. Assessment/Evaluation
Category
Overall Effect Max Points Comments
Overall Impression 5
Energy and Dynamics,
Music
Communication and 5
projection
Expression and emotion,
Audience Impact and
Showmanship
Choreography Creativity and Musicality 10
Difficulty 10
Formations and Transition 10
Technique Execution of style(s) and 20
Clarity of movement
Placement/control/Extension 10
Strength of movement
Group Synchronization 20
Execution Spacing 10
Total 100
V. Assignment/Enrichment
Please prepare for a Dance Culmination for this semester. I will invite our subject
head and MAPEH Department Head to witness our dance showcase. Expect for
visitors to watch our show.
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
83
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
A. No. of learners achieve 80%:
84
Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Recognizes one’s potential for health- and dance related career
opportunities. PEH12FH-Ip-q-16
Organizes dance event for a target health issue or concern. PE12FH-
Io-t-17
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
II. Content
Preliminaries
Prayer
Greetings
Classroom Management (fix your chair, check your jogging pants and t shirt, Lines)
Checking of Attendance
85
How are you today? Did you eat your lunch already?
A. Activity
Selection for officers to organize the Dance show case
1. Director
2. Stage Manager
3. Sound and Lights
4. Costumes
5. Documentation
6. Communication
B. Analysis
Planning will start…..
C. Abstraction
IV. Assessment/Evaluation
Choreography
Creativity
Interpretation
Costume
86
V. Assignment/Enrichment
Congratulations! Let’s help one another remember class the success of our organization
lies of each and every one of us…
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
A. No. of learners achieve 80%:
87
Lesson Plan in Health Optimizing Physical Education III
Content Standard:
The learners demonstrate understanding of dance in optimizing one’s
health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
Performance Standard:
Leads dance events with proficiency and confidence resulting in
independent pursuit and in influencing others positively
Learning Competencies and Code:
Organizes dance event for a target health issue or concern. PE12FH-
Io-t-17
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
I. Content
Preliminaries
Prayer
Greetings
Classroom Management (fix your chair, check your jogging pants and t shirt, Lines)
Checking of Attendance
How are you today? Did you eat your lunch already?
88
A. Activity
Review of Previous Lesson
Ask the students about their previous lesson
B. Analysis
Ask the students about their experience before and after…
C. Abstraction
Culmination
Learners has already group themselves and aside already dance to perform..
1. Folkdance
2. Contemporary
3. Dance sports
4. Festival Dance
D. Application
Program me
Invocation
Philippine National Anthem
Opening Remarks
Introduction of board of judges
Dance Showcase
Inspirational Talk
Closing Remarks
III. Assessment/Evaluation
Choreography
Creativity
Interpretation
89
Costume
IV. Assignment/Enrichment
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies work well? Why did this work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What motivation or localized materials did I use/discover which I wish to
share with other teacher?
I. No. of learners achieve 80%:
90