Annex 2B.1 to DepEd Order No. 42, s.

2016
School Carrascal National High School Grade Level 8
DETAILED Teacher Nico Michael D. Huelma Learning MAPEH
LESSON Area
PLAN
Teaching Dates September 5, 2022 Set 1
and Time

1. Identify the types of festival dance

I. OBJECTIVES 2. Discuss the nature and background of a festival dance
3. Share appreciation of local festival dances as reflections of society’s real-life events
A. Content
The learner demonstrates understanding of lifestyle and weight management to promote community fitness.
Standards
B. Performance The learner maintains an active lifestyle to influence the physical activity participation of the community practices on healthy eating
Standards habits that support an active lifestyle.
C. Learning
Competencies Describes the nature and background of the dance (PE9RD-IIIb-1)
with LC code
II. CONTENT Festival Dances
III. LEARNING
RESOURCES

A. References References: Miranda, Q. et al. (2017). MAPEH For Today’s Learner 9. Quezon City Philippines. Phoenix Publishing House, Inc
MAPEH 9 Learner’s Material
1. Teacher’s
Guide pages
 2. Learner’s
Material pages
3. Textbook pp. 297-307
pages
4. Additional
Materials from
learning
Resource (LR)
portal
B. Other TV, laptop, pentel pen, manila paper, illustration board, wifi modem, cellphones
Learning
Resources
IV. Procedures PRELIMINARIES
● The teacher will start with the following with a prayer.

● Greetings

● Checking of attendance

● After the attendance checking, the teacher will set the mood by greeting again the students and start with affirmation by
saying “How are you today?”. The teacher will also let students tap their shoulders and allow them to say to themselves, “I
am Happy today!” and allow them to smile to at least 5 persons to show their happiness.
● After setting the mood, the teacher will also set the standard to ensure smooth conduct of the classroom activities.

● Arrange the chairs accordingly.

● Do not answer in chorus. Raise hands when you want to answer or ask a question.
 ● Ask permission when going out of the classroom.

● Observe silence during discussion. Participate in class activities.

● Minimize voice when in group tasks to avoid disturbance.

● Listen when there are presentations.

● The teacher will also remind the students of the health protocols

● Always wear face mask

● Sanitize your hands from time to time

● Observe physical distancing

● Refrain from touching with each other.

● When the class is ready, the teacher starts the lesson.

A. Reviewing
● The teacher will initiate a warm-up exercise in a form of dance (NCCA Unity Dance). All students are required by the
previous
lesson or teachers to follow the warm-up exercise with energy and enthusiasm.
presenting the ● The teacher will then proceed to the conduct of Guess the word (Decoding Image) Game. This guessing game will tackle
new lesson
highlights of the previous lesson on Filipino ethnic dances.
● The students will be grouped into 2 teams.

● Each team will be given an answer board or illustration board to write their answer.

● The images to be decoded will be flashed on the smart television.

● There are corresponding points in every correct answer per category.

 ● The team with the highest accumulated points wins the game.

● The winner will receive a surprise award.

●
B. Establishing a
● The teacher will present the objective by allowing learners to read the objectives. The teacher will then repeat reading the
purpose for the
lesson objective and will give a little hint to emphasize the learning goals that students will achieve at the end of the lesson.
● After reading the objectives, the teacher will once again ask if the learners are ready for the lessons and the activities. The
teacher will repeat the standards set to prompt students to be ready with the activity.
C. Presenting
● After the preliminary activity, the teacher will proceed to the differentiated tasking. But before giving the instructions, the
examples/
Instances of teacher will remind again the students with necessary health protocols. After the protocol, the teacher will give the general
the new lesson guidelines:
● Using the same groupings, the students will gather by group in a designated area.

● Each group will be given an activity sheet.

● The activity will be performed within 5 minutes only.

● Each group will assign the following roles to the members.

Leader One who leads the group
Secretary One who writes the answers of the group
Reporter One who reports the output to the class
Timekeeper One who monitors the time
Members Will cooperate and participate in constructing ideas
● The teacher will allow the groups to decide first who are assigned with the different task in a minute. Once the groups are
done with assigning tasks, the teacher will present the rubrics. The teacher will instruct also that this rubric will be used on
rating their own output as part of the presentation.
Criteria 3 2 1
Promptness The group who The group who The group who finished
finished the activity finished the activity 3 the activity more than 5
on or before the given minutes after the minutes the given time.
time. given time.
Cooperation All the members 1 member did not More than 1 member did
actively participated actively participate. not actively participate.
in performing the
activity.
Accuracy All the answers are One answer is not More than one answers
correct. correct. are not correct.

● Now the teacher will give the group tasks.

Activity (Group A) Origin and Background (Graphic Organizer)
Instructions: Identify each photo image about Philippine Festival whether it is religious or secular, then determine its
place of origin. Paste/attach the photos in the graphic organizer.
PHILIPPINE FESTIVALS
Religious Festivals Secular Festivals
Festival Origin Festival Origin
 Ati-Atihan
Festival

Bangus
Festival

Activity (Group B)
Festival Dance Show
Instructions: Choose a Philippine Festival Dance (Religious or Secular) to be performed. The steps, movements and
 actions must be based on the background of the dance given. Performance is limited to a maximum of 90 seconds
only.

Activity (Group C)
Festival Costume / Props Exhibit
Instructions: Using the art materials provided, illustrate/draw the different costumes, accessories, and props used in
the Philippine Festivals (Religious or Secular).

Activity (Group D)
Festival Song Concert
Instructions: Choose a Philippine Festival Music or Song (Religious or Secular) to be performed. Performers may
only sing the chorus part or any 2 verses of the song.

● Each group is given at 5 minutes to complete the given tasks.

● Another 2 minutes will be given for the presentation of outputs

● Also present the group rating (based on the rubrics) after the presentation of outputs.
D. Discussing
● The teacher will use the fishbowl method in the processing of questions to elicit responses from the students. In case students
new concepts
and practicing find it difficult to answer the questions the teacher can use Tagalog language to allow learners to understand better the
questions. In case learners’ answers are needing more support, other learners will be called through the same method, or the
new skills #1
teacher may shift to voluntary modality to allow other learners who are ready to share to answer the questions. The teacher
must ensure also those other learners are given a chance to share their answers.

● How did you find the activity?

● Have you been to places in the Philippines and witnessed a festival dance?

● Do you know any festivals in the Philippines especially in our region?

● Do these festivals showcase dance showdown in the streets?

 ● From the festivals you have witnessed or from the pictures in the activity, what have you noticed from the props and costumes
of the performers?
● What are the types of Philippine Festival?

● What is a religious festival?

● What is a secular festival?

● Do you think these Philippine festivals have background and origin?

● Do these Philippine festivals follow a dance literature?

● What do you think are the reasons why Filipinos have festival dances?

● After the series of processing questions the teacher will wrap up these series by asking questions about what they understood the
activities. This is to ensure that learners are now ready for the discussion of the lesson. The teacher will make sure that there is smooth
transition from process questions so that learners will see the connectivity of the activities and the lessons.
E. Continuation of
● The teacher will provide key inputs and discussions of the lesson proper. The key inputs will deepen the knowledge of students
discussion of
new concepts through some sort of discussion, simple question and answer portion and some sort of sharing on the lessons. The teacher might as
well use translation on terms that are difficult or not common to learners.
leading to
formative
assessment ● Festival dances are dances which showcase customs of a certain group of people accompanied by percussion instruments
usually played by a group of people having a similar culture to typically done out of appreciation for a Patron Saint or in
thanksgiving of an abundant gather. Festival dances might be done for secular and religious purposes. Yet, the best thing
about these festivals is that they add to the enjoyment and fun where they are celebrated, the reason behind why they are
called festival dances. Festival dances draw the individuals' way of life by depicting the individuals' lifestyles through
actions, outfits and tools which originates from their place.

● A portion of the well-known festivals in the nation incorporate Sinulog of Cebu, Panagbenga of Baguio, Dinagyang of Iloilo,
Ati-atihan of Kalibo, Aklan, Buyogan and Lingayan of Leyte, Bangus of Dagupan, T'nalak of South Cotabato, Masskara of
 Bacolod City, Bambanti of Isabela, and Kadayawan of Davao. Numerous others, particularly from Luzon, are presently
clearing their approach to join the nation's festival of festivals, the Aliwan Fiesta which is done in the long stretch of April.
Filipinos do festivals basically to celebrate. There are a huge number of explanations behind this explanation. We
commend our solidarity in the midst of the decent variety of societies and we praise our industry achieving a plentiful
gather. Festivals have been the reason for people to go in a specific place to gather and join the celebration that leads to
the elevation of one’s economy because of its travel industry and diversion esteem. Essentially, festivals are a type of
entertainment that draw in outside and household travelers to visit a spot inevitably prompting the rise of the Filipino's
quality of life.

● Whatever celebration we celebrate, be it done to respect a strict symbol or commend our industry. Celebration moves are
an impression of the solidarity of the Filipino people group that regardless of the financial, social, ecological, social and
political difficulties we face each day, there can be no other race stronger than our own.

Religious and Secular Festivals

RELIGIOUS FESTIVALS

Name of Festival Place of Origin Religious Figure Honoured Month Celebrated

Sinulog Festival Cebu City Sto. Niño January

Dinagyang Festival Iloilo City Sto. Niño January
Ati-atihan Festival Kalibo, Aklan Sto. Niño January
Peñafrancia Bicol Virgin Mary September
Higantes Festival Angono, Rizal Saint Clement November
Longganisa Festival Vigan City, Ilocos Sur Saint Paul January
 Kinabayo Festival Dapitan City James the Great July
Pintados de Pasi Passi City, Iloilo Sto. Niño March
Pattarradday Santiago City Señor San Tiago May
Sangyaw Festival Tacloban City Sto. Niño July

SECULAR/ NON- RELIGIOUS FESTIVALS

Month
Name of Festival Place of Origin Industry
Celebrated
Bangus Festival Dagupan, Pangasinan Milkfish Industry April to May
Bambanti Festival Isabela Scarecrow (farming) January
Mammangui Festival City of Ilagan Corn Industry May
Manggahan Festival Guimaras, Iloilo Mango Industry May
Panagbenga Festival Baguio City Flower Industry February
Migratory Birds Egg
Ibon Ebon Festival Pampanga February
Industry
Masskara Bacolod City Mask (Sugar Industry) October
T'nalak South Cotabato Tinalak Cloth Weaving July
Gathering of Tribal
Ammungan Festival Nueva Vizcaya May
Industries
Binatbatan Festival Vigan, Ilocos Sur Weaving Industry May
F. Developing
● The teacher will allow learners also to share some of their local festivals or festivals they observed and identify its type and
Mastery
related nature.
 (Leads to
● The teacher will also present a video about a religious festival and a secular festival. (Sinulog and Kadayawan).
formative
Assessment 3) ● After the video viewing, the teacher will ask students to go back to Activity 1 of Group A and check the answers on the table
presented in the output. The teacher will allow the students to correct their answers
G. Finding
● The teacher will provide different tasks for the learners using differentiated tasks.
practical
applications of
Group A – The Researchers
concepts and
skills in daily
Instructions: Write the brief origin of the Local Festival Dance (Religious or Secular) particularly held in your
living community. Describe the origin, nature and background of the festival dance steps in two paragraphs.

Group B - The Creatives

Instructions: Using the art materials provided, illustrate/draw the different costumes, accessories, and props used in
the Local Festival Dance to be worn by the performers.

Group C - The Performers

Instructions: Using the steps and movements of the Local Festival Dance, perform for at least 90 seconds the local
dance chosen based on research

Group D - The Musicians

Instructions: Arrange the music and chants of the Local Festival Dance to be performed by the performers. The group
will use available materials of human voice to create music and sounds

Group E - The Critics

Instructions: In two paragraphs, the critics will assess the Local Festival Dance presented. Their assessment will
focus on:
● importance of local festival dances as reflections of society’s real-life events
 ● how the local festival dance presented intensify people’s faith, unity, and cultural understanding

● General Guidelines:

The Dance Showcase

1. The teacher will then repeat the protocols since this is a group activity.

2. The leaders from the 5 groups (Researchers, Creatives, Performers, Musicians and Critics) will huddle together
for at least 2 minutes to decide on the local festival dance they will showcase and how they will accomplish the
different tasks.
3. After the meeting, each group will be given 3 minutes to do their specific task.
4. When they are done with each task the groups will now prepare for a Dance Showcase.
5. The Dance Showcase will start with a narrator from the researcher’s group, then to be followed by the dance
performers and musicians and to be ended by a wrap-up from the critic’s group.
6. The teachers will then congratulate everyone for the efforts done by everyone.

H. Making The teacher will allow the students to share short reflections on the appreciation of local dances that reflects their cultural identity.
generalizations
and abstraction
about the
lesson
I. Evaluating The teacher will give a shirt quiz about the lessons discussed and presented. The examination will use a combination of multiple
learning choice and short answer types of test.
 J. Additional Write a short reflection about the importance of the festival dances in our country’s tourism industry and economy.
Activities for
application or
remediation
V. REMARKS

VI. REFLECTION

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