Professional Documents
Culture Documents
8pecomplete 140709171348 Phpapp01
8pecomplete 140709171348 Phpapp01
LearningModule
PHYSICAL
EDUCATION
(Qtr1to4)
CompilationbyBen:r_borres@yahoo.com
success or failure. Accordingly, you then make certain revisions in order to encourage
yourself and your family to continue the HRF activity for life. There is also a need to
emphasize the importance of making the activity fun and enjoyable. In doing so, youll have
exercise as a habit for life.
Objectives
At the end of the lesson, you should be able to
recognize the physical activity habits of the family in terms of health-related fitness
components;
undertake fitness tests;
assess the familys strengths and weaknesses in the components of HRF;
perform exercises to enhance cardiovascular and muscular fitness;
demonstrate HRF for the family regularly to ensure its promotion of an active lifestyle;
explain why the purpose is critical in ensuring the conduct of activities in the family;
design physical activities that promote cardiovascular and muscular fitness to family
members.
Pre-Test
This Pre-test is given to find out how well you know and understand the importance
of physical movements in your daily life. These activities will assess your knowledge and
skills on Health-Related Fitness.
A. Identify and classify the pictures as shown based on the components of health-related
fitness
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B. Explain briefly how these HRF activities can benefit your family in terms of physical
wellness.
C.
1.
2.
4.
7.
3.
5.
8.
6.
9.
10.
The result of your pre-test will not be graded but will help
the teacher determine your knowledge of the lesson.
Learning
Goals and
Targets
Learning goals and targets are lessons you expect to learn from this learning materials. Example: I will be able
to identify the four components of HRF.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
In this stage, you will reflect on how well you understand the concept of healthrelated fitness and your expectations about the topic. You are encouraged to ask questions for
further clarifications. The following activities shall help you assess your knowledge about
health-related fitness exercises. This will give you opportunities to identify and clarify any
misconceptions you have about the lesson.
Activity 1
Where Am I?
Lets play a brain teasing fun game called Word Scramble. Find from the untangled
letters that would compose the components associated with Health-Related Fitness. The
words could be in any directions as long as the letters are all inter-connected. In you activity
notebook, write these words and try to define each word identified.
S
O W
O M N
M A X
M U M H
My answers:
1.________________________________
2.________________________________
3. ________________________________
4. ________________________________
Skill Components
Agility
Balance
Power
Speed
Coordination
Reaction time
Health-related components focus on factors that promote optimum health and prevent the
onset of disease and problems associated with inactivity.
Four Components of Health-Related Fitness
Cardiovascular fitness is the ability of the heart (cardio) and circulatory system (vascular)
to supply oxygen to muscles for an extended period of time.
Cardiovascular is also called cardiorespiratory (lungs) fitness. Usually the 1km run or some
other type of continuous fitness activity (12-minute run, cycling, step-test, etc.) is used to
assess cardiovascular fitness.
Muscular strength and endurance is the muscles ability to produce effort or perform
work.
Muscular endurance refers to the ability of the muscle to work over an extended period of
time without fatigue. Performing push-ups and sit-ups or crunches for one minute is
commonly used in fitness testing of muscular endurance.
Muscular strength refers to the maximum amount of force a muscle can exert against an
opposing force. Fitness testing usually consists of a one-time maximum lift using weights
(bench press, leg press, etc.).
Flexibility is the ability to move a body part through a full range of motion (ROM) at a
joint. The sit-and-reach is commonly used to determine flexibility.
Body composition is the ratio of body fat to lean body mass (including water, bones,
muscles, and connective tissues). Having too much fat tissues is a risk factor for
cardiovascular diseases, diabetes, cancer, and arthritis.
In addition to improving quality of life, health-related fitness
increases muscle tone and strength;
decreases susceptibility to injuries and illness;
improves bone mineral density;
reduces risk of osteoporosis;
improves posture;
increases efficiency of the respiratory and circulatory systems;
decreases risk of cardiovascular disease and stroke;
improves blood pressure;
decreases risk of diabetes and some cancers;
improves self-esteem and self-confidence;
decreases body fat and improves metabolism; and
increases energy level and academic achievement.
After reading this article, answer the following questions below on your worksheet:
1. In your own words, define fitness.
___________________________________________________________________________
________________________________________________________________.
2. Describe the difference between health-related and skill-related fitness components.
___________________________________________________________________________
________________________________________________________________.
Activity 2
Quest for Fitness
Reflect on your daily activities and write them down on the table below. Give special
attention to activities that will help improve your HRF and maximize your body potentials.
After a few minutes, group yourselves into 5 or 8 and discuss your answers with the group.
Present your output in class.
My daily routines/tasks
HRF components
1.
2.
3.
4.
The next
activity is a
reinforcement of
what you have
learned in part 1.
Activity 3
Picture Parade
In this activity, you are expected to bring pictures showing different activities of a
person. Display each picture and describe the action and how the person in the picture might
be feeling. List down benefits associated with each activity.
Examples of pictures might include:
A smiling child running (feeling free and happy)
A group of people engaged in a game or sport (having fun)
A figure skater, dancer, or gymnast performing (graceful, powerful)
After displaying your picture parade, ask one of your classmates to report his/her list of
benefits associated with each activity in class. Allow your classmate to explain his/her
answer.
Variation: Create a collage or bulletin board display of cut-out pictures from newspapers or
magazines that will illustrate the benefits of being active.
Wow, you have done a
great job! Your presentation was
indeed a work of art. It is now very
clear that you have understood our
lesson well.
Activity 4
Family
Connection
In this activity, you are to identify the physical activity habits of the family in terms
of health-related fitness components. A table is provided for you to list down important
details of the family that would be of help later when you will be designing your family HRF
activity plan.
Family
Members
Age
Occupation/
Work/Job
Activities involved in
relation
to
the
Occupation/Work/Job
Example:
Father
54
PUJ Diver
HRF
component
involved
Household
Chores
Feeds the
chicken,
Repair
damages in
the house . . .
HRF
component
involved
Mother
48
Housewife
Sister
25
None
Brother 1
22
Laborer
Brother
2
18
Student
Me
14
Student
10
Activity 1
Physical Fitness Test (HRF)
30
(1.2)2
CLASSIFICATION:
BELOW 18.5
18.5 24.9
25 29.9
30.0 ABOVE
30
1.44
20.83 (NORMAL)
Underweight
Normal
Overweight
Obese
11
Procedure:
For you as the test taker:
a. Wear light clothing.
b. On bare feet, stand erect and still with weight evenly distributed on the
center of the scale.
For your partner:
a. Before the start of weighing, adjust the scale to zero point.
b. Record the score in kilograms.
Scoring record body mass to the nearest 0.5 kilograms
A.2 Height it is the distance between the floor to the top of the head in standing
position.
Equipment:
1. An even and firm floor and flat wall
2. L square
3. Tape measure laid flat to a concrete wall. The zero point starts at the
bottom of the floor.
Procedure:
For you:
a. Stand erect on bare feet with heels, buttocks and shoulders pressed
against the wall with tape measure.
For your partner:
a. Place the L-square against the wall with the base at the top of the head
of the person being tested.
b. Record the score in meters.
Scoring record standing height.
* 1 meter = 100 centimeters
B. Waist Circumference
waist circumference is a good predictor of visceral fat which
contributes more risk of cardiovascular disease and diabetes
than fat located in other areas of the body.
Equipment:
Tape Measure
12
Procedure:
For you:
a. Wear light clothing before taking waist circumference.
b. On bare waist, stand erect and wrap tape measure around waist.
For your partner:
a. Record the score in centimeters.
Standard
Risk
Very High
High
Normal
Low
Very Low
Men
Centimeter
>120
100 120
102
80 99
<80
Inches
>47
39.5 47
40
31.5 39
<31.5
Women
Centimeter
>110
90 109
88
70 89
<70
Inches
>43.5
35.5 43
34.6
28.3 35
<28.5
13
FOR GIRLS: With knees in contact with the floor, straighten the arms,
keeping the back straight, then lower the arms until there is a 90-degree
angle at the elbows (upper arms are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20
push-ups per minute (2 seconds going down and 1 second going up).
14
FLEXIBILITY refers to the ability of the joints to move through a full range of
motion.
1. Sit and Reach a test of flexibility for the lower extremities particularly the
hamstring.
Purpose reach as far as possible without bending the hamstring
Equipment:
Tape Measure
Procedure
For you:
a. Sit on the floor with back flat on the wall with feet approximately 12
inches apart.
b. Without bending your back, knees, and elbows, place one hand on top
of the other and position the hands on the floor.
c. After the tester has positioned the zero point of the tape measure, start
the test by slowly reaching the farthest point possible without bending
the knees.
15
2. Zipper Test a test of upper arm and shoulder girdle flexibility intended to
parallel the strength / endurance assessment of the region.
Purpose to touch the fingertips together behind the back by reaching
over the shoulder and under the elbow.
Equipment:
Ruler
Procedure:
For you:
a. Stand erect.
b. To test the right shoulder, raise your right arm, bend your elbow, and
reach down across your back as far as possible.
c. At the same time, extend your left arm down and behind your back, bend
your elbow up across your back, and try to cross your fingers over those
of your right hand.
d. Reach with the right hand over the right shoulder and down the back as if
to pull a zipper or scratch between the shoulder blades.
e. To test the left shoulder, repeat procedures a d with the left hand over
the left shoulder.
For your partner:
a. Observe whether the fingers touched or overlapped each other.
b. Measure the distance in which the fingers overlapped.
c. Record the score in centimeters.
16
17
d. Right after the activity, locate your pulse. (the first beat is zero.)
e. Count the pulse for 10 seconds. Multiply by 6.
For your partner:
a. As the student assumes the position in front of the step, signal, Ready
and Go, start the stopwatch for the 3-minute step test.
b. After the test, let the student count his pulse for 10 seconds and multiply
it by 6.
ENDURANCE
FLEXIBILITY
Partial CurlUps
90 degree
Push-Ups
Zipper
Test
3 min. Step
Test
23
15
37
122
10
25
16
39
121
11
26
17
41
119
12
28
18
43
117
13
32
19
45
115
14
36
20
50
110
15
38
21
55
107
16
42
22
56
105
17
45
23
64
102
18
47
24
69
99
19
49
25
70
98
20
51
26
72
96
21
55
27
72
95
1 Km.
Walk/Run
4:57
4:40
4:27
4:25
4:19
4:18
4:14
4:10
4:00
3:55
3:45
3:35
3:30
18
ENDURANCE
FLEXIBILITY
Partial CurlUps
90 Degree
Push-Ups
Zipper
Test
3 min. Step
Test
20
43
119
10
21
45
117
11
21
47
115
12
22
49
113
13
22
10
52
111
14
23
11
54
108
15
23
12
58
103
16
24
13
63
101
17
25
14
68
100
18
26
14
72
98
19
27
15
74
96
20
30
15
75
95
21
30
16
75
93
1 Km.
Walk/Run
5:30
5:00
4:55
4:50
4:47
4:38
4:30
4:25
4:17
4:10
4:05
3:37
3:35
Pictures: Sherwin S. Simangan, Justin Roi V. Dulin, Kim Cepeda, Zhanne Kisner Collado
You did it! So now, you can have a comparison of your previous
fitness test result with your current test result. Have you improved? Well,
that would mean you are doing well physically.
Break a leg,
buddy!
19
Activity 2
Tough Nut to Crack
Your teacher will provide you with sports equipment available in your school.
Select among these sports equipment what you like. Think about how youll use it.
Play for 10-15 minutes with your friends. Jot down notes on the different movements
to be executed during the game. Relate those movements to the health-related
fitness. Write your observations on your activity sheet/notebook.
What to observe:
What are the different movements you executed? (e.g. running, swinging the
bat, throwing the ball . . . )
1. Identify the parts of the body involved and uninvolved while using the
sports equipment.
2. While performing the sports, what specific skills or movements do you
think will help you build the four (4) components of HRF?
3. Reflect how this sports activity can help enhance your health-related
fitness and achieve a balance and total fitness.
4. Among these activities, what would suit the needs of your family in terms
of HRF?
Alternative Activity: Target Zone
In your activity notebook, copy the table as shown, and identify what activity is
represented by each sports material. Reflect on the health benefits derived from
engaging in these activities. Select the best and most appropriate activity for your
family as you design your HRF plan.
20
Whew! That
was quite fun.
Activity 3
Listen to your Heart
1. You are going to look for a partner (a friend, a relative, a neighbor) for this
activity.
2. Review your knowledge on how to check the pulse rate before and after a
physical activity.
3. You are to execute the exercises or activities for each component of the HRF.
Choose from the suggested exercises below.
4. Observe carefully what exercises are mild or easy, average and intense or
difficult.
5. Chart your pulse rate before and after the activity.
Pulse Rate
Exercise A
Exercise B
Exercise C
Before
Example: mild
After
6. On your activity sheet, answer the following questions after performing the
exercises. Assess the physical activity or exercises given to you.
a. Do you think that these exercises or physical activities are appropriate for
your family?
b. If you are to design a fitness plan for the members of the family, what are
the things to consider?
c. What are the possible activities you can give? Cite examples.
d. Are these activities suited for each of the member of the family?
21
Suggested Exercises:
FLEXIBILITY EXERCISES
Stretch #1: Shoulder and Chest
This can be performed kneeling or standing. Clasp your hands
behind your back and straighten your arms. Raise your hands as
high as possible and bend your body or trunk forward from the
waist and hold the position for ten seconds.
Stretch #2: Arm Across Chest
Place one of your arms straight across your chest. Place your other hand
on your elbow and pull your arm towards chest and hold. Repeat with
your other arm.
Stretch #3: Triceps Stretch
Place one hand behind your back with elbow in up. Place your other
hand on the elbow and gently pull towards your head. Hold and repeat
with your other arm.
Stretch #4: Gluteus Stretch
Sitting on the floor with your right leg bent, place your right
foot over your left leg. Place your left arm over your right leg
so your elbow can be used to push your right knee. Hold and
repeat for other side.
Stretch #5: Adductor Stretch
Stand with your feet as wide apart as is comfortable. Shift weight to
one side as your knee bends. Reach towards your extended foot and
hold. Repeat for other side.
Stretch #6: Single Leg Hamstring
Place your leg out straight and bend the other so your foot is flat into
your thigh. Bend forward from your waist keeping your back flat. Do the
same for the other leg.
Stretch #7: Standing Quadriceps
Standing on one leg grab the bottom of your other leg (just above ankle).
Pull your heel into your buttocks and push your hips out. Your thigh should
be perpendicular to the ground. Hold and repeat with the other leg.
Stretch #8: Standing Calf
Place your feet in front of each other about 18 inches apart. Keep your
back leg straight and your heel on the floor. Push against a wall to
increase the stretch. Hold and repeat with your other leg.
22
STRENGTH EXERCISES
Activity 4
Because I Care
Review and assess your output in Family Connection activity. Focus on the
strengths and weaknesses of each family member with regards to the health-related
fitness. Give special attention to the aging members of the family and those with
physical disabilities. Copy the following table and do your own assessment:
23
Age
Body Composition
(BMI)
Medical
history
HRF components
Weaknesses
Strengths
Activity 5
Work it Out
24
At this stage, you are given opportunities to reinforce and deepen your
understanding on the importance of HRF activities and exercises. You will also be
provided with activities that will assess the mastery of your understanding.
Activities 2-4 are provided for you to have a deeper understanding on the
importance of exercises in building total fitness and family wellness. The activities
will also allow you to develop, reflect on, rethink, validate, and revise your
understanding of fitness exercises.
Activity 1
Health and
Fitness Updates
You are provided with a reading article below, read it carefully and make a
reaction paper based on your readings. Your thoughts and opinion about this article
will help you reflect on your understanding of fitness exercise. Write your reaction
paper on your worksheet.
(For
additional
reading
materials
browse
on
this
address:
http://www.webmd.com/fitness-exercise/features/exercise-and-music)
25
Researchers also found that most children who played active video games
played at home, but many also played at friends homes.
It is possible that some girls may be uncomfortable exercising at school or in
community settings because they feel scrutinized or judged and therefore prefer
exercising at home alone or with friends, the researchers write.
Lack of school-based exergaming may represent a missed opportunity to
introduce young people to another form of [physical activity], they write. The
feasibility of exergaming in community centers or at school needs to be tested,
and research on the sustainability of exergaming is warranted.
26
Activity
2
Health Perks
You need to understand the health benefits derived from physical activity
before you can successfully design and implement an HRF (Health-Related Fitness)
plan.
Make a report or a powerpoint presentation on the health benefits derived
from involving oneself in the HRF activity. Tackle the 4 components: strength,
flexibility, endurance and body composition. Below is a sample:
Body
Composition
Strength
Endurance
Flexibility
strengthen immunity
protection against injury
improved Heart-Lungs
functioning
increase oxygen supply
improve posture
decrease risk of injury
After the presentation, it is expected that you will make a generalization on the
importance of engaging in exercises and the drawbacks or disadvantages of lack of
exercise.
Reflection / Realization: Complete the sentences below.
1. Cardio-respiratory
endurance
can
help
me
______________________________.
2. ____________________________________ can help me achieve an ideal
BMI.
3. Bending
and
stretching
allow
me
to
__________________________________.
4. _______________________________________________ strengthen my
body.
5. Therefore
I
have
learned
that
________________________________________.
Here are your guides for the oral presentation: (Criteria)
1. Presentation of the HRF health benefits should be addressed clearly.
2. Visual and audio presentation should be well-organized and well-explained.
3. Effective communication skills should be evident.
27
Activity 3
Together in Fitness
28
Part IV.
WHAT TO TRANSFER
At this stage you will plan for physical activities for your family which can be
considered as your lifetime engagement to achieve family wellness.
Activity 1
Goal Setting
By this time, it is affirmed that Health-Related Fitness plays a very important role
in your family wellness. Design an HRF plan for your family.
1. Review and assess the output in Because I Care by identifying what
particular exercises or physical activities are needed by your family members
to achieve family wellness and to enjoy lifelong good health. Focus on the
HRF activities and exercises. You may choose exercises from the suggested
exercises in Listen to your Heart.
Now is the time for you to work on your HRF plan. Setting
of your goals here is crucial to the development of
your HRF plan. Look into the very needs of your
family by referring to the outputs you have on the
previous activities as basis for your plan.
Activity 2
Hit the Target
In designing your HRF Plan it must be simple, enjoyable and suited to the
needs your family in order to attain maximum level of physical wellness.
Use the chart found on the next page to plan your activities. Make sure to
include activities for the whole family. Your log should show complete thought and
effort and be as detailed as possible.
29
Suggested plan: Join community Fun Runs, ballroom dancing; assign household
chores and others.
30
31
SUMMARY
It is expected that by this time you have already understood the essentials of
health-related fitness and its relation to family wellness. This module has provided
you discussions on the importance of HRF and supplied you with different activities
for you to assess yourself and your family in terms of health-related fitness and
thereby guiding you to design an appropriate HRF plan for your family that will
sustain for life. Furthermore, this module is focused on a wide range of activities that
will help you develop appropriate skills, enables you to understand fitness concepts
and their application, as well as fosters confidence and appreciation of physical
activity as a means to wellness.
Part I gives you a brief recall on the HRF components. It also provides you
with activities to help you strengthen your knowledge on the lesson at hand. A brief
assessment of your familys daily physical activity habits is also asked of you to later
plan the appropriate activities and exercises that will suit each family member.
Part II enables you to perform and demonstrate the HRF test. The result of
the fitness test is your basis for self-assessment. A table is also provided for you to
list down and assess your family health status that is crucial in designing your family
HRF plan.
Part III provides you with different activities and discussion that can help you
reflect and think deeply on the essentials of health-related fitness. It also talks about
the health benefits of engaging in physical activities and exercises. The activities,
exercises and sports introduced in Part III are carefully selected for you to choose
and decide the appropriate HRF activities for you and your family.
Part IV is the final phase of Quarter 1. You are expected to design an
appropriate HRF plan for your family that will sustain a lifelong active lifestyle. Taking
into consideration what you have learned from this chapter and from the activities
provided in Part I-III, you are now equipped to propose an HRF plan.
32
GLOSSARY OF
TERMS
Collage - form of art in which various materials such as photographs and pieces of
paper or fabric are arranged and stuck to a backing.
Fitness the condition of being physically fit and healthy, especially as a result of
exercise and proper nutrition.
HRF (Health-Related Fitness) - ability to become and stay physically healthy.
Perks Benefits; privileges; bonuses
Regress - returning to a former state; get worse or fall back to a previous condition.
SRF (Skill-Related Fitness) - focuses on the performance in a sport.
Wellness the quality or state of being healthy in body and mind, especially as the
result of deliberate effort.
SOURCES:
http://www.state.nj.us/education/frameworks/chpe/chapter8f.pdf 11-28-2012
http://fitness.ygoy.com/2010/05/29/health-related-fitness-activities-importance-and-different-types/ 11-28-2012
http://www.commonhealth.virginia.gov/documents/hf/AllTogetherNow.pdf 11-28-2012
http://depedmarikina.ph/resource%20material/DepEd%20Physical%20Fitness%20Test.pdf
http://www.jumpusa.com/agility_slats.html 11-28-2012
http://www.muscleandfitness.com/features/athletes-and-celebrities/your-cheat-sheet-london-2012-summerolympics?page=6
http://www.bittersweetfitness.com/cardiovascular-exercise/ 11-28-2012
http://www.hygenicblog.com/2011/07/01/systematic-review-supports-balance-training/ 11-28-2012
http://health.howstuffworks.com/wellness/diet-fitness/exercise/back-strengthening-exercises7.htm 11-28-2012
http://www.stayfitbuzz.com/tag/eat-clean-train-dirty/ 11-28-2012
http://www.amazingfitnesstips.com/easy-muscular-strength-exercises 11-28-2012
http://blog.isowhey.com.au/2012/02/09/how-fit-are-you-test-yourself/ 11-28-2012
http://www.thehealthybackblog.com/wp-content/uploads/2011/06/flexibility-exercises-like-pilates-and-yoga-could-preventtreat-stiff-arteries1.jpg 11-28-2012
http://blogs.plos.org/obesitypanacea/2012/02/10/why-the-body-mass-index-bmi-is-a-poor-measure-of-your-health/11-282012
http://dwellingintheword.files.wordpress.com/2010/04/27-teacher.gif 11-28-2012
http://www.kamogatanishi-e.ed.jp/english/clipart/People.htm 11-28-2012
http://www.glencoe.com/sites/common_assets/health_fitness/gln_health_fitness_zone/pdf/heart_rate_monitor_activities/health_skill_re
lated_itness/health_skill_related_fitness_activity_3.pdf, 11-08-12
http://www.doe.virginia.gov/instruction/physed/fitness_testing/fitness_testing_info.pdf, 10-24-12
http://www.sport-fitness-advisor.com/flexibility-exercises.html 11-28-2012
http://www.amazingfitnesstips.com/fitness-for-life
http://www.webmd.com/fitness-exercise/news/20121001/active-video-games-help-some-kids-get-active 11-28-2012
http://www.summitmedicalgroup.com/library/sports_health/strength_training_lower_body/ 11-28-2012
http://www.summitmedicalgroup.com/library/sports_health/strength_training/ 11-28-2012
33
PHYSICAL EDUCATION
Introduction:
This learning material was made or you! For
sure you are now thinking o another textbook or a
ton of quizzes to do, right? This module is different.
It introduces you to the world of team sports. As you
go along, you will encounter activities that allow you
to demonstrate understanding of the benefits
derived from your engagement and participation in
basketball
together
with
your
family,
which
Objectives:
At the end of the lesson, you should be able to
Now that you know where youre going, lets start activating your prior
knowledge about team sports.
34
Pre-Assessment:
Before you proceed any further, consider answering the pre-assessment items
below. This may help determine whether you already have prior knowledge on the
terms, skills and understandings in team sports. Read the directions carefully and write
your answers in your activity notebook.
1. Below is a table indicating the basic skills in playing basketball, baseball and
softball. Your task is to identify which sport is appropriate for each of the skills
indicated in the table below.
2. Write the corresponding team sport in the space provided at the right side of the
column for basic skills.
BASKETBALL
BASIC SKILLS
BASEBALL
SOFTBALL
1. Dribble
2. Chest Pass
3. Bounce Pass
4. Assist
5. Bat or Batting
6. Pitch
7. Shoot
8. Free Throw
9. Inning
10. Homerun
11. Strike
12. 3-Seconds Violation
13. Home Base
14. Bunt
15. Short Stop
3. Lets find out whether your answers are correct or not. (refer to the answer key to
be given by your teacher).
4. Group yourselves into three, then choose one team sport to describe creatively
(e. g. demonstration of the basic skills, dramatization of a certain team sport
scene, performing the selected team sport skills with an action song, etc.) You
will be given five minutes to do that.
35
I can see that you know something about team sports. This time lets draw your
goals and targets as regards team sports by accomplishing the task ahead.
36
SURVEY QUESTIONS
BASKETBALL
BASEBALL
SOFTBALL
YES
YES
YES
NO
NO
NO
Example:
Personal Goal/Target:
Family Goal/Target:
Community Goal/Target:
A journey of a thousand miles begins with a single step. Its now time for you
to start achieving your goals and targets by accomplishing the given tasks , one at a time.
I know you can do it!
37
through
questions;
misconceptions
identify
provocative
and
and
critical
alternative
38
Name: __________________________
Section:___________________________
TEAM SPORTS
BASIC SKILLS
Basketball:
1.
2.
3.
4.
5.
Shooting
Passing
Dribbling
Rebounding
Running
Baseball/Softball
1.
2.
3.
4.
5.
Throwing
Catching
Pitching
Batting
Base Running
3. After accomplishing this, meet with your group, friends or relatives and share
your answers. Consolidate all your answers in another sheet.
4. Identify three most frequent components of physical fitness based on your
groups, relatives or friends responses and come up with an exercise of four
repetitions each. Make sure that it promotes any of the identified fitness
components. Do this in five minutes.
5. Let your group present your work to the class
Always bear in mind that improving your physical fitness together with your
family is the main goal of participating in team sports. Keep it up as you go to the
specific team sport that you intend to master in this next activity.
1.
2.
2.
2.
3.
3.
3.
2. After accomplishing this task, share the things you KNOW and the things you
WANT to KNOW to the class, friends, relatives and members of your family.
3. After sharing the things you KNOW and WANT to KNOW, submit your paper to
the teacher and execute the following skills:
a.
b.
c.
d.
4. In case you have a whole court, form two groups. Designate groups to do the
activity on one half of the court, the other group will do the same on the other half
court.
So much to expect and do, yet so little time. After sharing your expectations and
things you want to know, you also need to know what is expected of you at the end of
your lessons.
1. At the end of all your lessons, the following are the expected outputs for you to
accomplish:
a.
Product:
Performance:
Now that you know what to produce and perform as evidence d by your learning
at the end of your lessons, heres another challenge for you to think about.
Videos to watch:
http://www.youtube.com/watch?v=fxLxPyTcWSg
(youtube-Milo Commercial-Annie)
http://www.youtube.com/watch?NR=1&v=IuS3hRTDjuA&feature=endscreen
(Milo Kids Mondial 90s hires)
http://www.youtube.com/watch?v=mWJs2Gof538
(Remember the Titans-Inspirational Moments)
http://www.youtube.com/watch?v=ouC5HWVyAi4&feature=related
(Space Jam UNRATED)
Questions to answer:
Based on the video clips youve seen and from your experiences regarding team
sports, answer the following questions. Write your answers in your activity notebook.
What is your favorite
team sport? Why?
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Who influenced or
motivated you to choose
such team sport to play?
How?
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
What other
physical, emotional,
____________________
mental and social
benefits can you
derive from playing team sports?
________________________________
________________________________
________________________________
________________________________
________________________________
42
Since you chose basketball along with the benefits you can derive from
participating in it, the next activity will share you more about this particular team sport.
Activity 5: Lecture-Discussion
A copy of the lecture on basketball is attached in Appendices A-D for your
reading. Read them carefully for you to be able to answer the questions which will be
given later to assess your knowledge on the following contents:
-
GROUP NAME
EXERCISES TO BE EXECUTED
Shuffle/Galop Group
High Knees Group
Back Pedal Group
Jumping Jack Group
4 Left/4 Right
8 Forward/8 Backward
8 In place/8 Backward
4 Repetitions in place
This time, test your retention on the lecture given. Heres an activity you will
surely enjoy with your friends, classmates and/or family.
43
So much for enjoyment! You now proceed to a more challenging activity. Your
knowledge on basketball and team sports in general will be assessed and rated.
Activity 7: Assessment of Knowledge
Now, lets see if you really read the lecture given in Appendices A-D. Your
knowledge will be assessed on matters of adequacy and relevance through the
questions hereunder listed. Your score in this activity will be graded and recorded.
Write your answers in your activity notebook.
1. What are the basic skills in playing basketball?
2. How does playing basketball develop specific fitness components?
3. Why are rules and regulations essential in playing basketball?
4. What makes basketball an excellent means of enhancing family fitness and
wellness?
5. What values can be fostered as you and your family engage and participate in a
team sport such as basketball?
44
Great job! Its good that you pay attention to details. Congratulations for passing
the test! I know you can do it again in the next phase of your lessons.
develop,
rethink,
validate,
and
revise
your
ball
playing area with a ring and board
partner or group
aA good pair of playing shoes
45
shooting
dribbling
passing
rebounding
running
Heres how:
1. Form five groups. Select a leader of your group who can proficiently demonstrate
the skills during the drill. He/she must be someone who can assist the group in
properly executing the basic skills.
2. Consider the following before starting the activity: proper basketball attire, warmup exercises, safety precautions.
3. Proceed to the open ground or basketball court designated by your teacher, five
stations corresponding to each basic skill will be provided for you. Refer to the
drill illustration for guidance.
4. You should pass through each station following the drill lessons on basic skills.
After undergoing the drill lesson in one station, move to the next station so that
you will experience all drill lessons provided.
5. You should do well in this activity because your performance will be rated based
on the criteria set in the rubrics.
6. At the end of the drill lessons, report to your teacher in a circular formation. This
time, share your drill experiences with the class.
7. As you share your experiences, expect and accept reactions from your
classmates, be it positive or negative, consider it as a room for you to improve
more your basketball performance.
Drill Sequence:
TEAM SPORT
Station I
Station II
Station III
Station IV
Station V
Basketball
Shooting
Dribbling
Passing
Rebounding
Running
46
Drill Illustration:
Station 2: Dribbling
Start
Finish
------------------------------------------------------------------------------------------------------------------------Back Pedal
Shuffle/Galop
Station 5:
Running Drills
Carioca
High Knees
Station 1: Shooting
Station 2: Dribbling
Station 3: Passing
Station 4: Rebounding
Station 5: Running
Refer to the rubric indicated at the transfer part of this module for a more accurate selfassessment.
47
You must be so tired in doing the drill lessons on basketball basics! Anyway, you
did great back there. This time while resting, heres another activity.
Activity 2: Message Relay
Lets proceed with the introduction of the basic rules and regulations in basketball.
Study them carefully because you will need them to overcome the challenges in the
next activity.
You will need
ball
playing area with a ring and board
partner/Group
a good pair of playing shoes
shooting
dribbling
passing
rebounding
running
basic rules and officiating
THINGS TO CONSIDER
10 Players per team
5 Players to play per quarter
Jump ball
8 minute quarter (32 minutes per game)
2 time-outs per quarter except in the
last quarter which is 3
5 maximum substitutions per quarter
Blocking foul
Charging/Offensive Foul
Illegal use of hands
Holding
REGULAR VIOLATIONS
Goal-tending
Travelling violation
Backing violation
Stepping on the line
Loose ball
TIME VIOLATIONS
3-second violation
5-second violation
8-second violation
Shot clock violation (24-second violation)
SERIOUS OFFENSES/MISCONDUCTS
OVERTIME
OFFICIALS OF THE GAME
3. This time a game called Message Relay will be played. It may sound familiar
with it but a little twist is made. The content of the messages will be the referees
hand signals or calls corresponding to fouls, violations, or misconduct committed
by a player.
4. You will be divided into five groups. Each group shall be named after a basic
skill in Basketball (e. g. shoot, pass, dribble, rebound, or run). There should be
no duplication of group name. Create your groups cheers with a demonstration
of the skill with which you named yourselves after.
5. Each group shall be in column formation about a meter away from each member.
6. As your teacher calls the first members from each group to move in front and
show an image of a referees hand signal or call, think of the name of the hand
signal. Refer to the sample illustrations given in this page. Then wait for the go
signal.
49
7. As soon as the first members hear the go signal, they shall immediately go to
the group and relay the name of the hand signal shown.
8. As the message reaches the last member, he/she shall run to the front as fast as
possible and lead the group in performing the group cheers and skill. He then
goes to the teacher and tells the message.
9. The first group to perform their respective cheers and skill and get the correct
message or name of the hand signal, gets the point for that round.
10. The last member to give the answer will then move in front. The process
continues.
11. The group with most number of correctly relayed messages wins the game.
Example of Referees Hand Signals:
See?! It pays to listen to the relayed message! Same is true with playing Basketball.
It pays to observe the rules and regulations.
Officials: Group 3
Officials: Group 1
Officials: Group 2
2. You are encouraged to give the best out of your performance in this activity
because you will be rated based on the criteria set in the rubrics at the traser part
o this guide.
So you passed the challenge! You can now proceed to the next level.
ball
playing area with a ring and board
partner/Group
a good pair of playing shoes
Shooting
Dribbling
Passing
Rebounding
Running
2. Observe carefully the mechanics of the activity to guide your group on what to do
during the activity, and on the role of the third group in managing it. Be reminded
that the performance of the third group determines the success of the drill.
3. Rotation shall follow after each group finishes the drill so that every group is able
to experience both the drill and management. Your performance will be rated
according to the criteria set in the rubric indicated at the Transfer part of this
module.
4. Be reminded that before starting the activity, you are al in proper attire, you have
done warm-up exercises, are reviewed safety precautions.
Drill Matrix: Pass-Dribble-Shoot!
PHASES
Group I
I
II
III
Guards
GROUP ACTIVITY
Group II
Guards
Dribble and shoot
Drill managers and
ball retrievers
Group III
Drill managers and
ball retrievers
Guards
Dribble and shoot
Drill Illustration:
Ball Retrievers
Guards/
Defense
Pass-Dribble-Shoot
52
Your basketball skills are improving! This time lets see how much you
understood from your participation in the preliminary activities. Heres an activity for
you to accomplish.
Activity 5: Check Your Understanding
In this activity, your understanding of the essence and benefits of participating in
team sports will be assessed. You can present your responses in any form you are
comfortable with. Providing entries into the graphic organizer can be one. You can also
consider other forms of representing your understanding. Do this activity in a separate
sheet of paper or in your notebook.
TEAM SPORTS
PHYSICAL BENEFITS
__________________
___________________
__________________
__________________
___________________
___________________
__________________
___________________
EMOTIONAL BENEFITS
MENTAL BENEFITS
____________________
____________________
____________________
____________________
SOCIAL BENEFITS
___________________
___________________
___________________
___________________
Your Basketball skills are improving! This time lets see how much understanding
you have developed from participating in the preliminary activities. Heres an activity for
you to accomplish...
You are great!
I believe you can make it
through
the next challenges!
53
with
experiences
other
learning
resources
and
learning
6. Answer the foregoing questions above using any of the six facets of
understanding (explanation, interpretation, application, perspective, empathy,
and self-knowledge). Write your answers in your activity notebook.
Alternative Activity: Drawing Inspiration (Alternative activity to Activity 1a)
This activity can be an alternative to Activity 1 in case there will be difficulty in
inviting resource speakers. Here you will be shown inspirational video clips to react on
using the given guide questions below. Ind the video clips using the links hereunder
listed.
Video weblinks:
http://www.youtube.com/watch?v=Tui8EOdv_VU&feature=related or
http://www.youtube.com/watch?v=BzFCU7hN2yk
http://www.youtube.com/watch?v=JpVrddlI3Do (story of a person with disability)
http://www.youtube.com/watch?v=kZlXWp6vFdE (Video of an athlete)
Guide Questions:
Copy and answer the questions in your activity notebook.
1. How do you think did team sports influence and change the lives of those in the
video clips you watched?
2. If you were one of the characters in the video clips viewed, would the influence of
team sports in your life be the same with them? How?
3. After watching the video clips, how do you perceive team sports now, in relation
to your life and your familys fitness and wellness?
You might have been very much inspired by the stories youve heard. I guess
those inpirations may help you in setting your goals for youself, family, and community
as regards your participation in team sports.
55
List down your goals as regards your personal, family, and community
involvement in basketball and team sports in general. This activity aims to reaffirm your
commitment in making team sports your lifetime fitness endeavor. The following is an
example of an output on this activity. You are encouraged to have other modes of
presentation employing your creativity and resourcefulness in this challenge. Use
another paper for your output in this activity.
FAMILY GOALS
1._________________
2. _________________
3._________________
PERSONAL GOALS
1._________________
2. _________________
3._________________
COMMUNITY GOALS
1._________________
2. _________________
3._________________
Example of Team Sports Goal-Setting Format (Refer to the example of goals or targets
given in page 37 of this guide):
Activity 3: Strips and Dunks!
Heres your final challenge in this part of the lesson. You will accomplish the
K-W-L chart you have started in Part I of the learning sequence. You will be tasked to
share three things you have learned from participating in basketball and in team sports
in general. After accomplishing this, share what you have written with your class,
friends, or relatives then dunk your paper on the basket provided by your teacher.
Sounds exciting? Lets do this!
Name:
K-What you KNOW
1.
2.
3.
Section:
L-What youve LEARNED
1.
2.
3.
56
Now that you know that participating and engaging in team sports may enhance
not just your personal fitness, health and wellness but also that of your family. Its high
time for you to grab a ball, call your friends or family and play basketball!
57
3. The last page or final slide, in case you prefer digital presentation, should include
your insights gained from participating in basketball and team sports in general.
Mention also the benefits that you and your family as a whole have gained from
engaging in it.
4. Your uniqueness, imagination, creativity, and resourcefulness will be challenged
through this activity so dont waste your chance. Go and start your masterpiece!
5. In case you have difficulty in finding or gathering your familys pictures in their
engagement in team sports, look for pictures of families engaging and
participating in team sports in magazines, newspapers or pamphlets. Cut them
out, organize, and paste them on a clean bondpaper or colored paper. Put
captions on these pictures which may include the benefits that your family
derives from participating in team sports.
You did well in the team sports family journal! Good job! The next activity will
reveal your deeper understanding of what team sports are all about as you play, observing
the rules and regulations of the game.
ball
playing area with a ring and board
partner or group
proper playing outfit
whistle, score sheet, stop watch, score board, chalk, buzzer/bell
Offensive skills
Defensive skills
Proper interpretation of the rules
Proper behavior while playing
59
Officials: Group 3
Officials: Group 1
Officials: Group 2
30%
MASTERFUL: Able to use
knowledge and skills
automatically, effectively, and
efficiently in diverse game
situations
SKILLED: Able to use
knowledge and skills
competently in diverse game
situations
ABLE: Has limited but growing
ability to use knowledge and
skills in diverse game
situations
40%
SKILLFUL: Demonstrates
powerful and skillful execution
of the game skills with high
level of confidence
30%
MATURE: Highly disciplined and
able to demonstrate appropriate
behavior towards the game,
players, and game officials
COMPETENT: Demonstrates
competently the game skills
with confidence
APPRENTICE: Relies on a
limited repertoire of
knowledge and skills; has
limited use of judgment and
responsiveness to game
situations
NOVICE: Can perform only
with coaching and relies on
highly directed skill execution,
procedures and game
approaches
PRACTITIONER: Demonstrates
general level of coordination
and competence in the
execution of game skills with
limited but growing confidence
APPRENTICE: Demonstrates
limited coordination and
competence in the execution of
game skills with low level of
confidence
NOVICE: Has very low or no
coordination in demonstrating
game skills; has very low level
or no confidence at all
60
You are not just a future basketball star! Youre also an artist as seen in your team
sports family journal. You have fostered high level of creativity, resourcefulness, and
appreciation of the value of team sports. All of which are essential in becoming a fit and
healthy member of the family.
61
SYNTHESIS
Your generation has gone a long way in terms of advancements in science and
technology. Machines, computers, cellphones, and other advanced gadgets are all
around you now. The classroom has been having difficulties in competing with these
modern technologies that, in one way or another, always find oppportunities to divert
your attention from improving yourself, your studies and your family.
Admit it or not, you tend to spend more time with your friends. You try to do what
they do, be what they are and go where they are headed. As your parents struggle
everyday to earn for your daily bread and prepare for your future through sending you to
school, you always find yourself busy with your classmates and friends doing what the
young generation of today do. In fact, you even spend more time with them than with
your family!
No matter how difficult it is for our present educational system to regain your
interest and refocus your attention back to the basics, it still tries its best to come up
with an interactive and engaging way to make you realize that you really need to
maximize your stay in school and prepare you for whatever lies ahead.
This module is one of those ways with which efforts were combined to let you
learn at the same time enjoy playing. As you worked on with the given activities in each
of the four parts of the learning sequence, you were provided with opportunities to
reflect and understand that theres more in team sports.
Through these activities, you were gradually introduced with the essential
knowledge and skills you needed to learn about team sports. And as expected, you
enjoyed them that much! But those activities did not end up in themselves. Enjoyment
was just the beginning of a bigger and better picture. You were provided with
opportunities to express and demonstrate your understanding of the benefits that you
and your family can derive from engaging and participating in team sports by answering
the mind-extracting and thought-provoking questions given.
You were made to realize that in team sports, individual expertise is highly
appreciated but not at the expense of sacrificing the whole team. You might have been
good or even the best, but you still need the team to back you up and make things
happen together. Thats why its called team sports after all. Each member plays an
important role in the game. Winning might have been important to you and your team,
but how you played the games was even more essential. Your family with all its
members, including you, is a perfect analogy of team sports. Each is essentially unique
considering their repective roles and areas of expertise but also equally necessary in
carrying out a fit and healthy family. Each is contributory to the attainment of the
familys goals and objectives.
As you go out of your class, it is expected that you impart what you have learned
about the essentials of team sports with your friends and more importantly, with your
family. Team sports strengthens your bond as friends and as members of a family.
Cherish every moment as you enjoy playing with those whom you love. Just always
remember, a family that plays together, stays forever and lives longer.
62
http://en.wikipedia.org/wiki/Basketball
HISTORY
Basketball was invented in December 1891 by the Canadian clergyman,
educator, and physician James Naismith. Naismith introduced the game when he was
an instructor at the Young Men's Christian Association Training School (now Springfield
College) in Springfield, Massachusetts. At the request of his superior, Dr. Luther H.
Gulick, he organized a vigorous recreation suitable for indoor winter play. The game
63
involved elements of American football, soccer, and hockey, and the first ball used was
a soccer ball. Teams had nine players, and the goals were wooden peach baskets
affixed to the walls. By 1897-1898, teams of five became standard. The game rapidly
spread nationwide and to Canada and other parts of the world, played by both women
and men; it also became a popular informal outdoor game. U.S. servicemen in World
War II (1939-1945) popularized the sport in many other countries.
A number of U.S. colleges adopted the game between about 1893 and 1895. In
1934 the first college games were staged in New York City's Madison Square Garden,
and college basketball began to attract heightened interest. By the 1950s basketball
had become a major college sport, thus paving the way for a growth of interest in
professional basketball.
The first pro league, the National Basketball League, was formed in 1898 to
protect players from exploitation and to promote a less rough game. This league only
lasted five years before disbanding; its demise spawned a number of loosely organized
leagues throughout the northeastern United States. One of the first and greatest pro
teams was the Original Celtics, organized about 1915 in New York City. They played as
many as 150 games a season and dominated basketball until 1936. The Harlem
Globetrotters, founded in 1927, a notable exhibition team, specializes in amusing court
antics and expert ball handling.
In 1949 two subsequent professional leagues, the National Basketball League
(formed in 1937) and the Basketball Association of America (1946) merged to create the
National Basketball Association (NBA). The Boston Celtics, led by their center Bill
Russell, dominated the NBA from the late 1950s through the 1960s. By the 1960s, pro
teams from coast to coast played before crowds of many millions annually. Wilt
Chamberlain, a center for the Los Angeles Lakers, was another leading player during
the era, and his battles with Russell were eagerly anticipated. Kareem Abdul-Jabbar,
also a center, came to prominence during the 1970s. Jabbar perfected his famed "sky
hook" shot while playing for the Los Angeles Lakers and dominated the opposition.
The NBA suffered a drop in popularity during the late 1970s, but was
resuscitated, principally through the growing popularity of its most prominent players.
Larry Bird of the Boston Celtics, and Magic Johnson of the Los Angeles Lakers are
credited with injecting excitement into the league in the 1980s through their superior
skills and decade-long rivalry. During the late 1980s Michael Jordan of the Chicago
Bulls rose to stardom and helped the Bulls dominate the NBA during the early 1990s. A
new generation of basketball stars, including Shaquille O'Neal of the Orlando Magic and
Larry Johnson of the Charlotte Hornets, have sustained the NBA's growth in popularity.
In 1959 a Basketball Hall of Fame was founded in Springfield, Massachusetts. Its
rosters include the names of great players, coaches, referees, and people who have
contributed significantly to the development of the game.
Source: http://library.thinkquest.org/10615/no-frames/basketball/history.html
64
Dribbling
Dribbling in basketball is a skill that you should master. It allows you to move
around the court while youre in possession of the ball. It is a legal method that allows
you to advance with the ball and make a score as opposed to that of passing it to a
teammate to shoot it for the basket. This move involves bouncing the ball off the floor
with your hands as you cover the floor. This is how its done:
Dribble the ball with hand and use only the tips
of your finger in dribbling it.
Employ the wrist and the forearm to push
the ball while covering the court.
Dont involve the whole hand to avoid losing
control of the ball.
Dont keep your fingers in touch with
each other while dribbling.
Spread your fingers to allow full control
of the ball as it dribbles.
Dribble the ball in one side of your body
and not right in front.
While dribbling in one hand, use the other
hand to drive your defender away from
the ball.
65
Passing
Basketball is a team game. By definition, that means all players are involved with the
process of playing the game and should function as one. One of the primary skills
created to accomplish this is passing. It is a skill that maximizes the involvement of all
player in setting up a play to earn successful shots and earn points for the whole team.
To learn more about passing, read and practice as instructed below:
Basically, there are two types of pass: air pass and bounce pass.
Air pass travels between players without hitting the floor.
Bounce pass is thrown to the floor so that
it bounces to the intended receiver.
Air passes include chest pass-a pass that originates
from the chest to the receivers chest level;
and overhead pass-a pass that originates
Source: "Extract" 2.7.2 Zone Defence
(This is a Member's Only
from the forehead.With this pass, aim for your
Section). Basketball ...
basketballcrazy.fortix.com.au
teammate's chin. Dont bring the ball behind
your head, because it can get stolen and it takes
a split-second longer to throw the pass.
In executing bounce passes, calculate about
3/3 distance from the receiver as the hitting point
so that the ball bounces right to your receiver.
Source: basketball bounce pass.
Bounce Pass Video Clip.
But for better accuracy, you have to experiment
The Chest Pass: The chest ...
by yourself because the bounce is directly
avcssbasketball.com
proportional with how strong the ball hits the floor.
A good pass is a pass a teammate can catch.
When passing, step toward your receiver.
When catching, step toward the pass.
Like shooting, the ball should have a backspin to it.
This is accomplished by following through on every
pass.
Rebounding
Rebounding is one of the major aspects of the game. It is your ability to jump with
power to gain possession of the ball as it bounces to the rim after a failed shot before it
touches the floor. Just how important is rebounding? Whenever you grab a rebound,
your team gains a chance to shoot again while the other team actually loses it. The
difference is double. So, how to make a good rebound, heres how...
66
Running
Running is one of the basic skills that a basketball player should possess. Because
in this sport, speed defines the best. Whether youre on the offensive or defensive side
of the game, passing, receiving, shooting or rebounding a ball, you always have to run
in any way possible. Here are some tips for you to improve your running skills:
Shuffle
Back Pedal
Jogging
Carioca
Jumping jacks
67
68
Court Dimensions
The size of the court depends on the playing level. The size of the court for NBA and
College games is 94 feet long and 50 feet wide. It is smaller for High School and Junior
High.
The Backboard and Rim
The regulation height above the ground for the rim (hoop) is 10 feet, and the rim is 18
inches in diameter. Backboards are six feet wide (72 inches) by 42 inches tall, with the
inner square being 24 inches wide by 18 inches tall.
The Foul Line
For all size courts the 'foul line' is 15 feet in front of the backboard.
The Key
The key is 12 feet wide, and is the same for all basketball courts. The backboard
extends four feet out over the baseline into the key. A half circle of diameter 6 foot
extends from the foul line away from the basket to complete the key.
The 3-Point Line (Arc)
For NBA Basketball Courts the 3 point arc is 22 feet to the center of the rim on the sides
with a straight line extending out 16 feet 9 inches from the baseline. Past those points
the line extends out 23 feet 9 inches from the center of the rim.
Line Markings
All line markings on the floor are two inches wide and can vary in color.
B. BALL
The basket ball is an inflated sphere with an outer covering.
It is 75 to 78 cm in circumference and weighs 600-650 grams.
It must be made of leather in the official FIBA competitions.
C. BASKET
Also called goal. It is made up of horizontal circular metal rim
With a net hanging from it. It is mounted 3.05 m above floor level.
D. BACKBOARD
The rigid rectangular board behind the rim.
Standard widths are 24-42, 44:-48,
60-72.
E. SHOES
High-topped shoes
Sources:
http://www.topendsports.com/sport/basketball/equipment.htm
http://www.livestrong.com/article/376547-what-is-the-size-of-a-basketball
backboard/#ixzz2AHUW4eMI
69
70
Glossary of Terms:
Air pass-a pass that travels between players without hitting the floor.
Assist-a pass that subsequently results in a goal being scored.
Back Court-the defensive zone for each team.
Back Pedal-a dynamic stretching exercise which is executed by running backward
wherein the heels are almost touching the buttocks.
Bounce pass-a kind of pass in Basketball wherein the ball is thrown to the floor so that
it bounces to the intended receiver.
Carioca-a dynamic stretching exercise which is the same with that of grapevine step in
dancing. It is executed through a step sideward followed by a cross-step in front, step
sideward and cross-step in rear. It may be done repeatedly. The difference with that of
grapevine is that it is executed with a bounce to achieve the stretching effect.
Chest pass-a pass that originates from the chest to the receivers chest level.
Defensive Play-a type of play in team sports particularly in basketball wherein the team
aims at preventing the opponents from shooting the ball or gaining possession of the
ball.
Defensive rebound-a rebound caught by defenders.
Double Team-when two defenders mark one attacker, usually their best player.
Dribbling-a Basketball basic skill that allows you to move around the court while youre
in possession of the ball. It is a legal method that allows you to advance with the ball
and make a score as opposed to that of passing it to a teammate to shoot it for the
basket. This move involves bouncing the ball off the floor with your hands as you cover
the floor.
Drive-an attacking move at full speed.
Dunk Shot-a spectacular scoring maneuver when a player jumps high, reaches above
the ring, and stuffs the ball down through the hoop.
Foul-an infraction or violation of the rules of a game.
Goal-Tending-an illegal play in which a player deflects a ball that is on the downward
path to the basket or that is already on the rim of the basket, carrying the penalty of an
automatic score when committed by the defense or nullifying the field goal when
committed by the offense.
High Knees-a dynamic stretching exercise which is executed by running forward, lifting
the knees until the upper leg is parallel to the ground, toes pointed downward.
71
72
Web Sources:
www.youth-baketball-tips.com/how-to-shoot-a-basketball.html
www.youth-baketball-tips.com/how-to-dribble-a-basketball.html
www.youth-baketball-tips.com/how-to-rebound-a-basketball.html
www.buzzle.com/articles/how-to-dribble-a-basketball.html
www.buzzle.com/articles/how-to-pass-a-basketball.html
www.buzzle.com/articles/how-to-shoot-a-basketball.html
www.buzzle.com/articles/how-to-run-a-basketball.html
www.wikihow.com/Become-a-better-Basketball-Shooter
http://www.youtube.com/watch?v=YIHjdVteO2A&feature=relmfu
http://www.youtube.com/watch?v=ZNM8e4qReno
http://www.youtube.com/watch?v=3JS9e06FjmI
http://www.youtube.com/watch?v=QIxrXFHfGMc
73
LEARNING MODULE
Indoor recreational activities are voluntarily undertaken for pleasure, exercise, relaxation,
and leisure. It is a way of rejuvenating the mind and the body especially when you are caught in
situations such as hectic jobs and routine chores. This is why you have these modules, for you to
indulge in some recreational activities like scrabble, chess, and domino.
Scrabble, chess, and domino are varieties of activities that affect what, when, and how
people recreate including chgange in lifestyle, family structure/commitments, work demands, and
work-life balance.
Participating in this leisure and recreational activities can foster a range of positive benefits
including
Opportunities for health, well being, and quality lifestyle for the community.
Personal development, expressions, creativity, individuality, social, physical and intellectual,
and close family ties/relationship.
117
LEARNING MODULE
INTRODUCTION
Welcome learners to word power. This module will provide you an overall outlook on what
you will learn in the game scrabble. Activities will be provided to enhance your knowledge and
skills on the following concepts: nature of the game, basic skills and tactics and interpretation of
the rules and regulations.
Varied assessment tools will be given to you, this will be used to define your personal
goals and targets, acquire adequate and relevant information and knowledge and broaden your
understanding about the game.
You will be given the opportunity to engage in practical application of the principles and
ideas of playing scrabble.
So what are you waiting for? Let the learning begins!
OBJECTIVES:
At the end of the lesson, you should be able to
1.
2.
3.
4.
5.
6.
7.
118
LEARNING MODULE
PRE- ASSESSMENT:
You will be provided with sets, of activities to assess and activate your prior knowledge about
scrabble.
Table A.
TERMS
SPY
Boneyard
Rice
Knight
Hardway
Tiles
Jail
Spade
Double Word
Cardboard
Double letter
Bankrupt
Heart
Hook Letter
Free Space
Soldier
Square
Triple Word
Open Board
Queen
Flag
Castling
Blank Tiles
Chance
Joker
Rectangle
Draw
Insignia
Rook
Count Tiles
Bones
Chips
Rank
Mate
Double Challenge
Adjutant
Stock
Go to Jail
False Alarm
Shuffle
119
LEARNING MODULE
Table B
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
ACTIVITY 2
AGREE
OR DISAGREE
Put a positive sign ( + ) if you agree with the statement and negative sign ( - ) if you disagree. You
will be guided by your teacher.
LEARNING MODULE
______4.Playing scrabble with your family will not only enhance your vocabulary but also increase
closeness within.
______5. Players cannot place any word which can be found in a Standard English dictionary.
______6. Reading books will help you improve your vocabulary.
______7.Generally, foreign words can be placed on the scrabble word.
______8. You can play blocking to stop your opponent from making a potentially large score.
______9. Enhancing your skills and strategies can be done through online scrabble competition or
watching online videos about scrabble strategies and techniques in playing.
_____10. Concept of sportsmanship cannot be applied in playing scrabble.
Reflection
Ooooops!
Before you proceed to the next activity,
take time first to reflect on what you have understood
in Activity No. 2.
http://www.fotosearch.com/clip-art/minute.html&docid
Equivalent
10
Highly Proficient
7-9
Proficient
5-6
Basic
BELOW 5
Below Basic
121
Descriptions
Congratulations!
You know the concept of the game scrabble
You have an idea about the game scrabble
You have at least a partial idea about the game
scrabble
You need to be updated about the game
scrabble
LEARNING MODULE
ACTIVITY 3
This activity will give you opportunity to know more about your expectations of the lesson, your
prior knowledge and skills in one of the indoor recreational games called SCRABBLE.
1. Below is a K-W-L chart. In column K, your going to write 4 things that you already KNOW
about scrabble , in column W, which is what you WANT to know, 4 things that you WANT
to know more about. Oops! Please dont write anything yet in the third column, column
L, you will accomplish this after we are done discussing the first two columns. Is it clear?
Okay, get ready to accomplish the chart, K W L Na!
K - What you KNOW
_______________
_______________
_______________
_______________
_______________
_______________
____________
____________
____________
____________
____________
____________
Ok, very good, are you ready with the next encounter?
122
Lets Go!
LEARNING MODULE
Hi, Welcome to
ACTIVITY 1
This activity will assess your encounter with scrabble and will serve as the basis in planning
the sequence of your learning activities regarding indoor recreational activities. Reflect on your
participation in scrabble game by accomplishing the questionnaires below.
1. Answer the questions by drawing a smiley
and
for YES
2. The result will be the basis of designing future activities in SCRABBLE game. You will
be guided by your teacher. READY to DRAW? READY!, GET SET!, DRAW!
123
LEARNING MODULE
QUESTIONS
YES
NO
http://www.clipartof.com/gallery/clipart/rally.html&docid
ACTIVITY 2
In this activity, you will be introduce with what is expected of you in terms of product and
performance including how these shall be assessed and rated.
124
LEARNING MODULE
A. Product:
http://www.google.com.ph/imgres?q=FAMILY+PLAYING+SCRABBLE
On your scrapbook, paste pictures that you have taken while playing with your family
at home.
Put a short description,including the date and place of each picture/s and write a
short essay on the benefits that your family may derived from playing the game
125
LEARNING MODULE
B. Performance/s
30%
40%
30%
100%
http://www.google.com.ph/imgres?q=thinking+clipart&start
ACTIVITY 3
Hello learners This activity will allow you to further understand the lesson. Questions with
increasing difficulty will be given to draw ideas from you.
126
LEARNING MODULE
GUIDE QUESTIONS:
1. Based on what you have written in the K W L chart, what indoor recreational
activities/games does your family play? Write down atleast 3 skills/tactics you
use as you play scrabble with your family and or friends.
2. Give a short description about the nature and background of the game scrabble.
3. Do you think playing scrabble can promote health, fitness and wellness among
family members? How?
In this part, you are provided with various learning resources and learning experiences for you to
develop enrich or broaden your understanding about the lesson.
ACTIVITY 1
Make an internet research on the nature and background of the game scrabble.
o
o
o
o
o
o
127
INTERNET CONNECTIVITY
LEARNING MODULE
Beginner
1
Novice
2
Intermediate
3
Expert
4
Content and
Resource
Requirement
The
research
work
presents
information in an
accurate
and
organized
manner that can
be understood by
the
intended
audience. There
is a focus that is
maintained
throughout the
piece.
Information
is
relevant
and
useful.
Subject
Knowledge
Learners
is
uncomfortable
with
the
information and
are able to answer
only rudimentary
Learners is at
ease and ready
with
expected
answers to all
questions,
but
fails to elaborate.
The
research
work has a clear
goal related to a
significant topic
or
issue.
Information
included
reflects broad
research
and
application of
critical thinking
skills,
show
notable insight
or
understanding
of the topic,
compels
the
audiences
attention.
Learners
demonstrates a
full range of
knowledge and
is
able
to
answer
all
128
LEARNING MODULE
questions.
Information
is
Some information clear, appropriate
are
confusing, and correct.
incorrect
or
flawed.
There is minimal or
irrelevant
data.
None is gathered
directly by learners.
Data Collection
ACTIVITY 2
Learners
attempted
to
gather their own
field data, but
were unable to
complete
the
assignment,
therefore
conclusions
cannot be drawn.
Adequate
relevant data of
at least two
types, at least
one set gathered
directly
by
learners.
questions with
explanation and
elaboration.
All information
are
clear,
appropriate and
correct.
Abundant
relevant
data
with at least
three different
types, at least
one
set
is
gathered
by
learners should
be directly from
their own field
work.
The activity aims to introduce to you the basic skills in playing scrabble and how each skill
is properly executed.
Video aided instructional materials will be used for your skill acquisition.
Kindly visit and download this site www.youtube.com/watch?v=62RxWIKEnqM How to play scrabble.
Your teacher will guide you in this activity.
Scrabble moves
Sequence of Play
Scoring
Strategies/Techniques
Scrabble Picture/
Video Analysis
129
LEARNING MODULE
PLAY TIME ! Since you have already an idea on how to play scrabble, you can now
proceed to the next activity.
ACTIVITY 3
I WANT TO PLAY !
Hello learners! This is now the opportunity for you to demonstrate the basic skills you have
seen in the picture/video-aided instructional materials. LETS PLAY!
1. Form a group with 4 members each.
2. Assign an observer & a recorder while the other members of the group will play. While
playing, observer / recorder will record his/her observation on skills / tactics
used/applied by the player.
3. At the end of the game, the player, observer / recorder will share their experiences in
the game.
4. The leader of your group will conduct a short discussion to arrive at a generalization
regarding the importance of mastery of the basic skills in scrabble.
130
LEARNING MODULE
ACTIVITY 1
Hello Learners!
In your activity notebook answer the following questions:
thebsreport.wordpress.com
ACTIVITY 2
Scrabble
http://www.clipartof.com/portfolio/bnpdesignstu
dio/illustration/stick-kids-playing
131
LEARNING MODULE
ACTIVITY 3
One of the important aspects in playing scrabble is developing good values. Complete the survey
below and determine the values in playing scrabble. In your activity notebook check the
appropriate space based on the importance.
After you have completed the table below, look for a partner and discuss with them the values you
learn from playing scrabble.
1.
2.
3.
4.
5.
Values Learned
Developed camaraderie
among my peers
Established good
relationship with my
family
Made intelligent
decisions in my life
Made mefacing
chalenges
Enhanced my
capabilities in terms of
vocabulary.
Not Important
Slightly Important
Most Important
Before you proceed to the transfer part, answer the SUMMATIVE ASSESSMENT below:
132
LEARNING MODULE
I.
1.
2.
3.
4.
5.
Multiple Choices: Choose the correct answer from the given choices
below. Write the letter of the correct answer on the
space provided for.
ANSWERS
Which of the following scrabble tiles have a value of five points? 1.________
A. D
B. X
C. K
What particular color of the cells on the scrabble board
2.________
Corresponds to a triple word score?
A. Light Blue
B. Dark Red
C. Dark Blue
How many bonus points will be given to a player who is able to 3.________
place all seven tiles on the board at the same time?
A. 50
B. 100
C. 150
Which of the following scrabble terms that is used to stop
4.________
the opponent from making a potentially large score?
A. Bluffing
B. Blocking
C. Challenge
When a rack has more than one of a given letter, it is called as? 5. ________
A. Dumping
B. Hold
C. Duplication
II.
133
ANSWERS
1._________
2._________
3._________
4._________
5._________
LEARNING MODULE
III.
1.
2.
3.
4.
5.
A,F,I,L,N,O,R,S,T and U
Q and Z
J and X
F,H,V,W, and Y
B,C,M and P
Column B
A.
B.
C.
D.
E.
10 points
4 points
8 points
3 points
1 point
Column C
1.
2.
3.
4.
5.
___________
___________
___________
___________
___________
Very Good Learners You are now on the last activity of this module,
keep it up!
http://www.google.com.ph/imgres?q=clapping+hands+clip+art&hl
ACTIVITY 1
This activity gives you chance to re- assess and apply what you have learned about the basic
rules of the game scrabble.
134
LEARNING MODULE
Using the table below, enumerate the rules on how to play the game scrabble.
Copy the table in your activity notebook.
ACTIVITY 2
Hi learners!
Kindly identify the common scrabble terms
that you have learned before.
Complete the corresponding scrabble letters
placed on the scrabble board.
Use the guide statements below as your
reference to complete the scrabble terms.
Write your answers in your activity notebook.
135
LEARNING MODULE
1.
2.
3.
4.
In scrabble, it is a term that describes a rack that has more than one of a given letter.
It consists of two blanks, the four Ss and the letter J, Q, X and Z.
A piece that is being used in playing scrabble.
It is a word game in which two to four players score points by forming words from individual
lettered tiles on a game board marked with a 15-by-15 grid.
5. A term used in scrabble when an opponent thinks a play is not acceptable.
6. A letter that will spell a new word when it is played with in the front of or at the end of a
word already on the board.
7. This is a dark red square on the scrabble word. When a word is played using this square,
then the points for the word are multiplied by three.
8. Any word played that uses all seven letters on the rack earning a bonus of 50 points.
9. The act of playing a word on the board that stops the opponent from making a potentially
large score.
10. Term in scrabble wherein the player may pass his/her turn by not exchanging tiles and not
making a play on the board.
U
P
5
4
O
8
10
L
E
E
O
L
R
R
T
E
G
136
Scrabble Letters
LEARNING MODULE
0
1
2
3
4
5
8
10
2x L (Double Letter Scores)
3x L (Triple Letter Scores)
2x W (Double Word Score)
3x W (Triple Word Score)
ACTIVITY 3
Blank tile
A,E,I,L,N,O,R,S,T and U
D and G
B,C,M and P
F,H,V,W and Y
K
J and X
Q and Z
Light Blue Cells
Dark Blue Cells
Light Red Cells
Dark Red Cells
http://www.google.com.ph/imgres?q=scrabble+board+clip+art&start
This activity aims to synthesize and apply what you have theoretically and practically
learned in the previous learning sequence. Decision making, critical thinking and sportsmanship
will be revealed and developed.
Your performance during the activity will be rated according to the following criteria:
1. Group in such a way that there will be players and game officials. Rotation will be made
so that all groups will be able to play and officiate as arbiter/recorder.
2. The winner of each group will be selected to compete with the other winner of the group
and came up with the champion.
LEARNING MODULE
138
COMPETENT:
Demonstrates
competently the game
skills with confidence
PRACTITIONER:
Demonstrates general
level of coordination and
competence in the
execution of game skills
with limited but growing
confidence
APPRENTICE:
Demonstrates limited
coordination and
competence in the
execution of game skills
with low level of
confidence
NOVICE: Has very low or
no coordination in
demonstrating game skills;
has very low level or no
confidence at all
APPRENTICE: Relies on
limited knowledge and
skills; has limited use of
judgment and
responsiveness to game
situations.
NOVICE: Can perform
only with coaching and
relies on highly directed
skill execution, procedures
and game approaches
Behavior in Playing
30%
MATURE: Highly
disciplined and able to
demonstrate appropriate
behavior towards the
game, players and game
officials
SENSITIVE: Disciplined
and able to demonstrate
appropriate behavior
towards the game, players
and game officials
AWARE: Generally
demonstrates proper
behavior towards the
game, players and game
officials
DECENTERING: Has
some capacity for selfdiscipline but with limited
reactions and attitudes
towards the game, players
and game officials
LEARNING MODULE
SUMMARY/SYNTHESIS/GENERALIZATION
After doing all the activities, I hope that you have learned a lot specifically on the following parts:
Part 1 gives you a brief recall about your concept on the game scrabble including adequate and
relevant information and knowledge.
Part II enables you to perform/demonstrate activities that will assess your skills and
understanding.
Part III provides you with different activities and discussion that will help you to reflect and think
deeper about the game scrabble
Part IV is the final phase in which you are expected to transfer your learning through a product or
performance in a new context or situation.
I hoped that you gained a lot in terms of knowledge, skills, and value formation from the different
activities. Congratulations!
GLOSSARY OF TERMS
139
LEARNING MODULE
1. BINGO- Any word played that uses all seven letters on the rack, earning a bonus
of 50 points.
2. BLOCKING -The act of playing a word on the board that stops the opponent from
making a potentially large score. It also refers to the act of playing words that
make it harder for either player to score many points.
3. CHALLENGE-An opponent calls a "CHALLENGE" when s/he thinks a play is not
acceptable (i.e. not in the OWL or Merriam-Webster Collegiate Dictionary,
Eleventh Edition). A Word Judge is called to verify which words are acceptable or
not. Whenever there is a challenge, someone loses exactly one turn.
4. COUNT TILES- players often count tiles at two different times: 1) before a game
begins to ensure that there are 100 tiles; 2) near the end of the game, when
knowing exactly how many tiles remain to be played can be crucial for the astute
player.
5. DOUBLE-DOUBLE-When a player makes a play with letters that cover two
Double-Word Squares. The bonus for covering two DWSs one play: quadruple
the sum of the value of the letters of the "Double-Double" word. The sum should
include that extra values earned form any DLS covered that turn only.
6. END GAME-The portion of a SCRABBLE game when there are less than seven
tiles left to draw from the bag.
7. HOOK LETTER (A.K.A. HOOK)-A letter that will spell a new word when it is
played with in the front of or at the end of a word already on the board. Example:
With HARD on the board, the letter Y is a hook letter since HARDY is acceptable.
Likewise, the letter C can be "hooked: since CHARD is acceptable.
8. PASS-A player may pass his/her turn by not exchanging tiles and not making a
play on the board. The player scores zero and says "Pass!" and starts opponent's
timer. It is now opponent's turn. Note that when there are 6 consecutive scores of
zero in a game, the game is finished.
9. SCRABBLE- is a word game in which two to four players score points by forming
words from individual lettered tiles on a gameboard marked with a 15-by-15 grid.
10. TILES - Game equipment consisting of a flat thin piece marked with characters
and used in board games like Mah-Jong, Scrabble, etc.
REFERENCES
140
LEARNING MODULE
1.
2.
3.
4.
5.
6.
141
LEARNING MODULE
Participating in indoor recreational activities is important for a childs development and can
lay a foundation for a healthy life. Play is a good mental and physical activity for children. It
develops their physical body, movement, and coordination; encourages self-esteem; fosters social
interaction skills; improves thinking skills; and develops emotional skills. Moreover, family
relationships can be enhanced when the family has something worthwhile to do altogether.
This module encompasses the basic principles and ideas about one of the indoor
recreational activities, i.e., chess. It will lead you to understand the nature/background of the game
chess and the benefits derived from playing it. This will help you to become better player or to
love chess while learning the basic skills in playing it.
Learning Competencies:
At the end of the lesson, you should be able to
1. discuss the nature/background of the game chess;
2. explain the benefits that the family can derive from playing chess;
3. practice proper and acceptable behavior when participating in indoor
recreational activities;
4. promote indoor recreational activities to family members;
5. execute basic skills and tactics in chess;
6. interpret rules and regulations in chess;
7. apply knowledge of rules and regulations and strategies in chess.
Pre-Assessment
You will be given set of activities to assess and activate your prior knowledge about chess.
In this activity your prior knowledge in the game chess will be assessed.
In your activity notebook, copy the table as shown. Look at the drawing of chess pieces
and equipment of the game. Identify each of the pieces.
LEARNING MODULE
The above simple recall and identification have surely activated your prior knowledge in
chess. In the next activity, you will be directed to identify your own personal learning goals and
objectives of the course. At this point, you will write your expectations for this module.
143
LEARNING MODULE
144
LEARNING MODULE
The first great American-born chess player is Paul Morphy. Paul traveled to Europe in the
185O's, where he beat all challengers, including Adolf Anderssen. However, the English champion
of the time (Staunton) refused to play with him, so Morphy never became a world chess champ.
The first official championship chess tournament was played in 1866 in London, with sand
clocks to restrict the length of a game. A Bohemian (Czechoslovakian) Jew named Steinitz won
the game. He became the world's first official chess champion, holding this title until 1894.
Have you wondered who rules in the world of chess today? Recently, Russia dominates the
game of chess. This results from the establishment of government schools for talented chess
players after the communist revolution of 1917. Since 1927, many of the top chess players have
been citizens of the former USSR, and include: Tal, Alekhine, Petrosian, Spassky, Smyslov,
Anatoli Karpov, and Gary Kasparov.
Benefits Derived from Playing Chess.
Chess is an indoor recreational activity which is now being introduced as a major part of
secondary level curriculum because of the benefits it gives to the students.
You probably know some of the benefits derived from playing chess. Here are some of the
benefits which can be derived from playing chess.
1. Chess increases the mathematical and scientific skills of the students. It also enhances the
problem solving skills, concentration ability, as well as logical thinking ability of the students.
2. It develops a sense of confidence and self-worth of a student.
3. It also increases communication skills of a student.
4. It gives a lesson of hard work and commitment.
5. Aside from intellectual exercise, chess provides entertainment and relaxation. This game is
free and can provide entertainment even for the observers.
6. Chess also has health benefits. It is considered as a form of recreational therapy. Chess
keeps the mind healthy and a healthy mind results in healthy body. It is used by therapists
to help people suffering from cognitive functioning such as anxiety and depression.
7. Chess a form of indoor recreational activity can be used to strengthen family bond. The
members of the family can play with each other while at home. In a way, the chess pieces
can represent the family members. Each member of the family has a role to play. In chess,
the pieces also have specific function to perform to win the game.
145
LEARNING MODULE
This activity will give you the opportunity to know more about your expectations of the
lesson, to assess your prior knowledge and skills in chess, and what you want to know/learn about
it.
Copy the illustrations as shown, and write what you currently know about the game chess
under box A and what you want to know more about the game under box B. Use the questions
as your guide.
Ready Chess Go!
Guide Questions
1. Give a short description about the nature and background of the game chess.
2. Do you think playing chess can promote health, fitness, and wellness among family members?
How?
Activity 2: Give Me a Star!
146
LEARNING MODULE
At this point,questions are provided for you to gauge how you value chess as a game.
In your activity notebook, copy the table as shown, and answer the questions by placing
for always,
QUESTIONS
always
sometimes
never
The two activities above gave information on your personal concepts of the game chess. In the
next activity, your answers will be based on the lessons you will learn in the classroom about the
nature and background of the game.
LEARNING MODULE
This time, you will express what concepts you know about chess. Below are chess pieces.
Write a word or phrase inside the pieces which are related to the background and nature of chess.
After writing the four words or phrases, use each word in a sentence. The sentence
must be related to the background and nature of chess.
1.
2.
3.
4.
The above activities are only starters and the succeeding ones will enable you to identify
the benefits derived from playing chess and the proper conduct when participating in the game.
LEARNING MODULE
1
Develops a sense of
confidence and selfworth.
2
It gives a lesson of
hard work and
commitment.
5
Always show
sportsmanship.
6
Chess increases the
mathematical and
scientific skills.
8
Dont show rude
behavior over a
defeat.
10
11
12
Strengthen family
bond.
Provide
entertainment.
Do not make it
obvious if you make
a mistake
13
14
15
Chess provides
relaxation.
Minimize talking
when at the event
venue.
16
If you disagree with
what your opponent
has done raise your
hand and ask for
help.
4
Increases
communication
skills.
You have made a lot of progress by learning the overview of the game chess. Now, you
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LEARNING MODULE
will learn the basic skills in playing chess. You will be acquainted with the rules and regulations of
the game.
In Part I of the module, activities are designed to gauge the knowledge and interests you
already possess as well as the evidence of your learning from this module. In the second phase,
activities will focus on how you process the information you gained in the first phase.
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LEARNING MODULE
151
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
LEARNING MODULE
Through the aforementioned activities, you were warmed up by playing paper juggling and
identifying the initial positions of the chess pieces. In the proceeding activity, you will perform the
moves of each chess piece.
Activity 3: Its Playtime!
In this next activity, you will be given the opportunity to practice the basic moves of each
chess piece. You need to remember each specific move to win a game. Pieces can be moved to
capture an opponent's piece. This is done by landing on the square of the opponents piece and
then replacing it.
Pieces can also be moved to defend other pieces in case of capture, or to control important
squares in the game.
Follow the moves of the chess pieces as illustrated below.
THE KING
The king is the most important piece, however it is also considered one of the weakest. The
king only moves one square in any direction - up, down, to the sides, and diagonally. The king
may never move himself into check (where he could be captured).
THE QUEEN
The queen is the most powerful piece. It moves in any one straight direction - forward,
backward, sideways, or diagonally. As all the other pieces, except the knight, it cannot move over
any intervening piece.
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LEARNING MODULE
THE ROOK
The rook may move to any square as far as it wants, but only forward, backward, and to the
sides. The rooks are particularly powerful pieces when they are protecting each other and working
together!
THE BISHOP
The bishop may move as far as it wants, but only diagonally. Each bishop starts on one color (light
or dark) and must always stay on that color. Bishops work well together because they cover up
each others weaknesses.
THE KNIGHT
Knights moves by going two squares in one direction, and then one more move just like an
L shape. Knights are the only pieces that can move over other pieces.
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LEARNING MODULE
THE PAWN
Pawns move forward, but capture diagonally. They can never move backwards. On its first
move, the pawn can advance two squares at a time. Succeeding moves will be one square at a
time.
Welcome to your next activity! In your activity notebook, copy the figures and other entries
as shown. You have to identify the move of each illustrated chess piece. With the use of a
straight line, connect column A to column B then, column B to column C. The first one is done for
you.
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LEARNING MODULE
COLUMN A
COLUMN B
COLUMN C
The most
important
b piece, but it is
one of the
weakest
Move to any
square as far
as it wants,
c but only
forward,
backward, and
to the sides.
Move and
d capture along
the diagonals
The most
e powerful
piece.
1.
2.
3.
4.
5.
6.
155
Pieces that
can move ove
other pieces.
Can be
promoted to
any piece.
LEARNING MODULE
After finishing the preceding activities, you are now equipped with the basic skills in playing
chess. To further your knowledge and for more excitement,you will now play chess online.
Way to go! Play chess online. You will have the computer as your opponent.
Play chess with your computer at http://www.learn4good.com/games/board/play-chessagainst-the-computer.htm.
In Part II, you were given sets of activities to facilitate better understanding of the game
chess. Aside from just knowing the basic required skills in playing the game, a deeper
understanding of its importance is necessary. In the next phase, activities are designed to convey
the deeper value of chess.
Below are pictures of chess pieces and members of a typical family. In your notebook, copy
the table as shown. Write the function of each chess pieces and the function of the family
members on the space provided for. After which, relate the functions of each chess piece to the
members of the family or to the family as a whole. Present your work to your teacher.
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LEARNING MODULE
CHESS
PIECES
157
FUNCTION IN THE
CHESS PIECES
FUNCTION OF THE
FAMILY MEMBERS
FAMILY
MEMBERS
LEARNING MODULE
In Part III, you have sets of activities which deepen your understanding of the game chess.
In Part IV, your performance and product will be assessed. Its now time for you to solve chess
puzzles and meet other players and do chess match.
LEARNING MODULE
WOW! Finally, you made it to this part! This is now your chance to show everyone that you
can play chess with your classmate. In the next activities, you need to have a chess set. Your
performance and product will be graded based on a set of criteria.
ACTIVITY
159
RATING
4
LEARNING MODULE
Second
Third
More than
Attempt
Attempt
4 Attempts
Less than 2
Less than 3
Less than
More than
minutes
minutes
4 minutes
5 minutes
First Attempt
1. Solve the puzzle in
Rating Scale:
4
3
2
1
Advance
Proficient
Approaching Proficiency
Developing
MINI-CHESS TOURNAMENT
The aim of this activity is for you to apply what you have learned theoretically and practically in
the previous phases of learning sequence.
1. You will be grouped by pairs. Rotation will be done so that you will have the chance to meet
the other members of the group.
2. Your performance will be ranked based on the score garnered during the mini-tournament.
Name of Students
160
Score
Rank
LEARNING MODULE
1.
2.
3.
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LEARNING MODULE
This module focuses on different sets of activities that help you develop the required skills
in playing chess. It has enabled you to understand the basic principles and concepts behind the
game. After performing all the required tasks in this module, it is expected that you have already
gained knowledge on the essentials of chess and its deeper value as a recreational activity to
promote good family relationship.
Part 1 gives you a brief recall on the game, chess. It has also provided you with activities
which strengthened your knowledge about the game such as providing you with the opportunity to
enumerate what you know and what you want to know about chess. You are also acquainted with
the benefits derived and the proper behavior when participating in a chess game. Moreover, a
downloadable video clip is prepared for you to help you better understand the rules and
regulations of the game.
Part II enables you to perform activities that evaluated your skills and understanding of the
game. You are tasked to demonstrate the move of each chess piece. Moreover, you are given the
opportunity to play online chess to enhance your skills in playing the game.
Part III provides you with activities to make you reflect and think deeper on the value of
chess as a game.
Finally, in Part IV, you are made to transfer what you have learned in this module through a
product or performance. You are given the chance to apply what you have learned theoretically
and practically in this module. You were made to solve chess puzzles and played mini-chess
tournaments.
Congratulations! You made a good job. Surely, you have gained a lot of knowledge after
performing all the activities in this module. It is hoped that you have also gained the family values
this module wants to convey.
Glossary of Terms
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LEARNING MODULE
1. Castling - This is a move of the king and either rook of the same color along the players first
row. On a players turn he may move his king two squares over to one side and then move
the rook from that sides corner to right next to the king on the opposite side.
2. Checkmate - is a situation in chess in which one player's king is threatened with capture (in
check) and there is no way to meet that threat.
3. Chess - A board game for two players, each beginning with 16 pieces of six kinds that are
moved according to individual rules, with the objective of checkmating the opposing king.
4. Draw - a chess game where nobody ends as a winner.
5. En Passant - It is a special pawn capture which can occur immediately after a player moves
a pawn two squares forward from its starting position, and an enemy pawn could have
captured it had it moved only one square forward. The opponent captures the just-moved
pawn as if taking it "as it passes" through the first square. The resulting position is the same
as if the pawn had moved only one square forward and the enemy pawn had captured
normally.
6. Promotion - Special ability of pawns wherein if it reaches the other side of the board it can
become any other chess piece except the king.
Sources:
http://www.fide.com/component/handbook/?id=124&view=article
http://www.buzzle.com/articles/basic-rules-of-chess-how-to-play-chess.html
Chess basic rules of play http://www.oksports.ie/games-rules/chess/
http://clatskaniechessclub.tripod.com/id70.html
The History of chess.http://www.learn-chess.com/the_history_of_chess-27008.php
http://lifestyle.indianetzone.com/recreation/1/indoor_recreational_activities.html
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LEARNING MODULE
The family needs to have opportunities to have fun and bond altogether. Parents are
important role models and should be active with their children everyday. It is best that activities for
children match their skills and abilities.
Families who spend their leisure time together become closer and indoor activities are the
best ways for them to stay close while having fun!
This module focuses on another indoor recreational activity for the family, the game
domino. It is designed to acquaint you with the principles and ideas behind the game. This module
will assist you in the process of understanding the nature/background, benefits derived, and the
basic skills and tactics in playing the game.
probably familiar with the procedures of playing domino. This time, you can become a better
player and appreciate the game more as you go through this module.
Learning Competencies:
At the end of the lesson, you should be able to
1.
2.
3.
4.
5.
6.
7.
Pre- Assessment:
At this point, you will beprovided withactivities to pre-assess and recall your prior
knowledge about the game domino.
Now, start with your lesson!
Activity 1:BatangHenyo
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LEARNING MODULE
We are going to start with our first activity. You will be divided into 3 teams. You will play
charades on words related to chess. This activity will test how sharp your mind and body act in
coordination when you are short ofsome words.
Heres what you are to do.
1. The game starts by asking each team to write words related to domino on pieces of paper
then fold and put them on a bowl.
2. Each member of the team will pick a piece from the bowl. When it's your turn, close your
eyes and pick a piece of paper from the bowl. Without saying a word, help your team by
trying to guess the word by giving signals and gestures.
3. Stop when your team guesses the word or time runs out. You will be given a minute to act
out the word.
4. The team with the most number of correct guesses wins the game:
Bone
Double
Block
Tiles
China
Rectangle
Bar
Dots
The above activity helps facilitate your prior knowledge about domino. In the next activity,
enumerate your own personal learning goals and objectives for the lesson. At this point, you will
write your expectations for this module.
LEARNING MODULE
1.____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
5. ____________________________________________________
The succeeding activities are classified into four phases of learning. Knowing, processing,
reflecting and understanding then transferring of knowledge.
Domino Set
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28
168
55
495
LEARNING MODULE
91
1092
136
2040
Dominoes are called "bones" because the earliest domino tiles were made from animal
bones or ivory. In addition to "bones", dominoes are also called "tiles", "stones", "men", tickets,or
spinners.. Each domino is a rectangular tile with a line dividing its face into two square ends.
Each end is marked with a number of spots (also called pips) or is blank. The word "pip"
commonly means a "spot" or a "speck", and perhaps that's why a domino's spots are called
"pips".The backs of the dominoes in a set are indistinguishable, either blank or having some
common design. A domino set is a generic gaming device, similar to playing cards or dice, in that
a variety of games can be played with a set.
Evidences show that tile games have been found in China as early as 1120 CE. Some
historians credit Keung T'ai Kung, in the twelfth century BCE for creating them. Other historians
stated that dominoes were invented by a statesman named Chu sz yam in 1120 CE. This person
is said to have presented them to the Emperor Hui Tsung, and that they were circulated abroad by
imperial order during the reign of Hui's son, Kao-Tsung (1127-1163 CE).
You might have notice that there has been no exact data on the origins of domino.
However, one is clear enough, it has existed so long ago that documentation of which is scarce.
Although domino tiles are clearly of Chinese inheritance, there is a debate over whether the
European tile set came from China to Europe in the fourteenth century or was invented
independently.
Have you seen European dominoes? They are rectangular tiles that are twice as long as
they are wide. There is a single tile for each combination of the faces of a pair of dice; the blank
suit is the throws of a single die, for a total of twenty-eight tiles in the standard Double six set.
Other sets with larger numbers of tiles were invented later, with the double nine and Double twelve
sets being the most common extensions.
Where did the word domino came from? The word "domino" is most likely to be derived
from the Latin, dominus (i.e., the master of the house). The vocative, domine, became the Scottish
and English dominie (i.e., schoolmaster). The dative or ablative, domino, became the French and
then the English domino. The word "Domino" is French for a black and white hood worn by
167
LEARNING MODULE
Christian priests in winter which is probably where the name of the game derives from. Domino
games are played all over the world, but they are most popular in Latin America.
The game domino is very popular in Italy, France, and Britain in the 18th century. France
was also producing domino puzzles. The puzzles were of two types. In the first, you were given a
pattern and asked to place tiles on it in such a way that the ends matched. In the second type, you
were given a pattern and asked to place tiles based on arithmetic properties of the pips, usually
totals of lines of tiles and tile halves.
It also
encourages socializing and important social skills such as learning how to win/lose, teamwork, and
other values. These are values which cannot be gained from playing online games which children
play on their own.
Dominoes cater not only for the young ones but also for the grown-ups. Domino sets come
in different colors, designs, and sizes.
Activity 1: Go Domino!
This activity will give you opportunity to know more about your expectations of the lesson,
your prior knowledge and skills in one of the indoor recreational games called domino, and what
you want to know / learn more about the game.
A. In your activity notebook, copy the chart as shown and write what you currently know
about domino under box 1 and what you want to know more about the game under box 2.
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LEARNING MODULE
Share your answers with your teacher or resource person. After the activity, each group
will share with the class what they have written. As each group presents their output other groups
are allowed to contribute to the discussion.
B.
Below are frequently asked questions about domino. Try to answer each of the following
based on your prior knowledge about the game. Write your answers in your activity notebook.
1. Is domino a game for two persons only? If your answer is no, give a scenario wherein the game
can be played by more than two persons?
2. Why are domino tiles called bones?
3. How many tiles and dots are there in a domino set?
4. What is the origin of dominos?
5. Why are dots on the dominoes called pips?
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LEARNING MODULE
The above activities are focused on your personal concept of the game domino. They cover
the nature and background of the game. Now, you will further your knowledge on the rules and
regulations of the game by watching a video.
Now you know how to play domino based on the video you have watched. The next two
activities can be answered based on the video you watched.
Activity 3: Way to Domino!
In your activity notebook, copy the chart shown and write the 7 steps on how to play domino
on the appropriate boxes.
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LEARNING MODULE
The first player places the first tile, usually a double-six, on the table. If no
one holds the double-six, then the double-five is played, and so on.
Once you begin drawing tiles, they are typically placed on-edge so that you
and your opponent can see your own tiles, but without showing the value of
the tiles. Every player can thus see how many tiles remain in the other
players hands at all times during game.
The dominoes must be shuffled to make a boneyard.
As you take turns placing tiles with your opponent, if someone cannot
make a move, you can draw a tile from the boneyard.
The game ends when you have played all your tiles, or when a game is
blocked.
Each of the players choose a domino at random, with first move going to
the player holding the "heavier" domino.
In Part I of this module, activities are intended to assess the knowledge and interests as
well as the proof of your learning from this module. In Part II, activities will deal with how you
process the information you gained in Part I.
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LEARNING MODULE
This activity will help you relax, develop, and maintain your coordination and reaction time
all of which are essentials in playing domino.
With your friends/classmates, form a straight line.
1. The first player in front will perform and the next player will follow one after the other.
2. If someone cant follow, he/she will go in front and make a move to be followed by the
students.
Suggested moves/steps:
1.
2.
3.
4.
5.
Sit
Squat
Turn to the right/left
Raise arms
Clap
The activity has surely warmed you up. Before you play domino with other players, you
need to answer the following domino puzzles.
Let us gauge your skills in playing domino. Below are domino pieces which need other
pieces to be connected.
Solve the puzzles below by applying the domino game tips.
What will be your best move a, b, or c. Write the letter of your answer in your activity
notebook.
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LEARNING MODULE
1.
2.
3.
4.
5.
After finishing the puzzles, enhance your knowledge on the basic skills in
playing domino by playing online games.
LEARNING MODULE
You are now equipped with the basic skills in playing domino! At this point, you will be
familiarized on how domino tiles look like. You will make your own domino set.
In Part II, you were given sets of activities to facilitate better understanding of the game
domino. Aside from just knowing the necessary skills in playing the game, a deeper understanding
of its value is necessary. In Part III, the sets of activities are intended to communicate the
importance of domino.
LEARNING MODULE
175
LEARNING MODULE
Provides
learning
opportunities to
stimulate the
mind
Friendship
Social skills
Fun
Good Values
Teamwork
Interaction
for the
family
Dont show
rude
behavior
over a
defeat.
Refrain from
giving
comments
on another
game that is
in progress.
Never
boast
over a
victory
Minimize
talking
when at the
event
venue.
Always
show
sportsmanship.
Never
blame
others for
something
they did not
do.
Dont
distract
the
other
players.
Do not
make it
obvious if
you make
a mistake.
The above activity focused on the benefits derived from playing domino and the proper and
acceptable behavior in playing the game. In the next activity, its your time to share your own idea
on the importance of playing domino.
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LEARNING MODULE
In Part III, you have sets of activities which deepened your understanding of the game
domino. In the next part, your performance and product will be evaluated. You will play domino
matches.
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LEARNING MODULE
Finally, you made it to this part! This is now your chance to show everyone that you can play
domino with an opponent.
a. Your teacher will ask you to pair with your classmates in a match of domino.
b. You will be assessed using the following rating scale:
Numerical
Interpretation
Value
1
Perform the basic skills with no errors
2
Perform the basic skills with some errors
Perform the basic skills with some errors
3
and relied on others help
Needs more practice to perform basic
4
skills
Descriptive
Equivalent
Advance
Proficient
Approaching
Proficiency
Developing
After you have mastered playing domino with your classmates, you are now ready to
compete in a mini-tournament. This time, your performance will be ranked based on the score
garnered during the tournament.
A game will be composed of four players.
Name of Students
Score
1.
2.
3.
178
Rank
LEARNING MODULE
GLOSSARY OF TERMS
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LEARNING MODULE
Bar
refers to the middle line dividing the two squares of a domino tile.
Blocked game
Bones
Bone yard
Dominoes
Dots
Draw game
Sources:
http://www.domino-play.com/Strategy.htm
http://en.wikipedia.org/wiki/Dominoes
http://www.pagat.com/tile/wdom/history.html
180
181
OBJECTIVES:
At the end of the lesson, you should be able to
discuss the origin and location of folk dance through its costume and music
execute selected regional and national dances with Asian influences such
as the Binislakan, Sakuting, Sua-ko-Sua and Pangalay
demonstrate the dance sequence appropriately
identify the meaning of the gestures and hand movements of the dance selected.
approximate interpretation of the dance literature
promote folk dancing as a physical activity for the family.
Pre- Assessment:
To check how ready you are on in terms of familiarity to dances with Asian
influence, here are some basic ideas or concepts which will lead you to answer
queries relative to performing these regional and national dances.
Part I- Examine the following pictures and anwer the accompanying questions.
182
1. What general concept can be derived from the given pictures? Explain.
2. If you were to think of Asian countries that would closely relate to the given
pictures, what countries could that be? Justify your answer.
3. Are these dances influenced by other countries? Prove your point.
4. Just by simply looking at their costumes and props, can you give the place of
origin of these dances? What are your proofs to say so?
5. Can you give a storyline for each of these dances just by looking at their
poses, costumes, and props?
6. Is there a need for proper expression in folk dancing? Does it speak of
something?
7. Can you name examples of Philippine folk dances that have Asian influence?
Can you demonstrate examples of foreign folk steps? What are their step
patterns?
8. What are the implements that are commonly used in folk dances with Asian
influence? What are they for?
9. Can you explain the effects of acculturation in the country based on the kind
of dances we have?
After finishing the test, you are now
ready to face the Learning Goals and
Targets of this module. As a grade 8
learner, what are your expectations?
Write in your activity sheet your own
learning goals in relation to this
subject. One example of learning
goal is basis in making your own.
(Example: I expect that at the end of this lesson, I will be able to identify and learn
examples of regional and national folk dances with Asian influence.)
183
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
LESSON I
Learning Goal: Describe and discuss the nature and characteristics of the dances.
Philippine folk dances speak so much about the heartbeat of our people for
they tell about our customs, ideas, beliefs, superstitions, and events of daily living in
a certain community.Just by looking at the costumes, props, and implements of a
certain group or tribe would tell you of the origin of the dance. The kind of music
being used readily also tell about the influences brought about by trade and
settlement of our
neighboring countries such as China, Malaysia, Indonesia, Burma, Cambodia,
Thailand and Japan to name a few. Truly evident is the effect of acculturation in the
country as manifested by the kinds of costumes, props, music, and dance steps that
are used and integrated in to some of our regional and national folk dances. The use
of gongs, kulintangs and the incorporation of pentatonic scale to our musical
compositions are just concrete proofs of acculturation in the country. These are the
reasons why Philippine folk dances contribute to the very rich culture of the country.
The following historical backgrounds and context of the dance literatures of
Binislakan, Sakuting, Sua-ku-Sua and Pangalay would give you a clear picture of the
nature and background of these regional and national folk dances. This will help you
184
understand its significance and cultural value, including the beauty and complexity of
the peoples lives living in those places.
Study these dances carefully and imbibe in you their importance to the
development of cultural value.
BINISLAKAN (Lingayen)
Dance Researcher
Meaning
Dance Culture
Place of Origin
Country of Influence
Ethno-linguistic Group
Classification
:
:
:
:
:
:
:
Francisca Reyes
With the use of sticks
Christian Lowland
Pangasinan
China
Pangasinense
Social Dance
www.kalilayan.com
Background:
Lingayen in Pangasinan means having to look backward and upward. It was
derived from Li-King-Tung, a Chinese word given to the name Lingayen, the capital
of Pangasinan, by the Chinese settlers of this place a long time ago. The barrio folks
who lived at Almazin, a small place between barrio Pangasinan (Pulong) and
Maniboc danced this to commemorate the stay of Limahong, a Chinese pirate who
built his kingdom here.
The dancers look backward or upward in some of the movements; hence, the
name Lingayen. They also use two sticks to produce rhythms imitating the
chopsticks used by the Chinese in eating, so the dance is also called Binislakan,
which in Pangasinan means, with the use of sticks.
185
Dance Properties:
Costume
Female
:
Male
Music
Count
One, two, one and two, and one and two and
Formation
SUA-KU-SUA
Dance Researcher
Meaning
Dance Culture
Place of Origin
Country of Influence
Ethno-linguistic Group
Classification
:
:
:
:
:
:
:
Ramon A. Obusan
My Pomelo Tree
Lowland Muslim (Coastal)
Jolo, Sulu
China, Malaysia and Indonesia
Tausug
Courtship Dance
Source: www.kalilayan.com
186
Background/Context:
The Tausug of Sulu, Southern Philippines, though known as fearsome
warriors are also better known as sturdy seafarers and hardy farmers. Extensive
orchards are planted with coconuts and pomelos and fields with staples like rice and
root crops.
At harvest time, pomelo fruits are gathered in big baskets before they are sent
away. The Tausugs depend strongly on the income the pomelo bring them and this
relationship is romanticized by comparing the suas gentle leaves, slender branches,
attractive fruits and fragrant flowers to the virtues of a lady. Put to music, it is this
song that is sang by couples while flapping two white fans each resembling leaves
rustling in the wind in the Sua-Ku-Sua Dance.
Sua-ku-sua performers, some men but especially women come to the
festivities with face thickly covered with finely ground rice powder and their eyebrows
and sideburns enhanced with soot- all for beautys sake.
Dance Properties:
Costume:
Female:
Top (Barawasi)
Material
Material
187
Headpiece:
There are three choices:
1. Gold or brass filigree called tusuk;
2. Paper bills pasted on slender sticks; and
3. Pasteboard cut-out, the front tip 8 to 10 inches high,
similar to Chinese crowns covered with gold foil.
Accessories
Suggested Footwear
Top (Bajo)
Male:
Material
:
Pants (Sawal or Kantiu) :
Accessories
Suggested Footwear
Music
Count
188
:
:
PANGALAY
Dance Researcher
Meaning
Dance Culture
Place of Origin
Country of Influence
:
:
:
:
:
Ethno-linguistic Group
Classification
:
:
Francisca Reyes-Aquino
Finger nail
Lowland Muslim (Coastal)
Sulu
Thailand, Malaysia, Burma, Cambodia and
Indonesia
Tausug
Social Dance
http://images.search.yahoo.com/search/images;_ylt=A0PDoX5F909Qah8A0iSJzbkF?p=p
angalay%20dance&fr=yfp-t-521-s&ei=utf-8&n=30&x=wrt&fr2=sg-gac&sado=1
Background/Context:
Pangalay (also known as Daling-Daling or Mengalai in Sabah is the
traditional fingernail dance of the Tausg people of the Sulu Archipelago and
Sabah.[1] This dance is the most distinctively Asian of all the Southern Philippine
dances because dancers must have dexterity and flexibility of the shoulders, elbows,
and wrists[2] movements that strongly resemble those of kontaw silat, a martial art
common in the Malay Archipelago. The Pangalay is performed mainly during
weddings or other festive events [1]. The male equivalent of the Pangalay is
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the Pangasik and features more martial movements, while a pangalay that features
both a male and female dancer is called Pangiluk.
The original concept of the Pangalay is based on the preIslamic Buddhist concept
of
male
and
female
celestial
angels
(Sanskrit: Vidhyadhari, Bahasa Sg: Biddadari) common as characters in other
Southeast Asian dances.
Dance Properties:
Costume
Accessories
Suggested Footwear
Music
TIKLOS
Dance Researcher
Meaning
Place of Origin
Country of Influence
Classification
190
:
:
:
:
:
www.folkdance.tk
Background/Context:
For centuries, Tiklos has been a very important factor in the social life of the
peasants of Leyte. Tiklos refers to a group of peasants who agree to work for each
other one day each week to clear the forest, prepare the soil for planting, or do any
odd job in the farm, including the building of a house. At noontime, the people gather
to eat their lunch together and to rest. During this period, Tiklos music is played with
a flute accompanied by a guitar and the guimbal or the tambora (kind of drum).
The music of Tiklos is also played to gather the peasants before they start to
work.
Dance Properties:
Costume
Music
Count
Formation
191
:
:
:
:
SAKUTING
Dance Researcher
Meaning
:
:
Place of Origin
Country of Influence
Classification
:
:
:
flickr.com
Background/Context:
This is a dance of the ethnic people living in the western side of the
Cordilleras way back before the coming of the Americans to our country. During the
Christmas, young boys and girls accompanied by their elders would go to the
lowlands, especially in Abra and Ilocos Norte to dance in front of the houses and ask
for gifts. These young children hold sticks, one on each hand and strike them
together to make their dance more lively. The homes would give them money,
homemade delicacies and other things.
These dancing groups later reached as far as the coastal towns of Ilocos
region as years went by. The rhythmic sounds produced by the stick attracted other
children and also adults and they also learned the dance.
Sakuting is an ethnic term which refer to the rhythmic sticks producing the
accompaniment for the dance.
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Dance Properties:
Costume
Music
and
Formation
: Audience
X
O
X
O
O
X
O
X
Written Check-up:
Below are jumbled letters which when arranged correspond to regional
and national dances. Can you identify each? On a page in your activity notebook
put numbers from 1 to 5. Write each formed word on the space provided before
each number and try to share your knowledge about it.
_______________1. GANAPYAL
_______________2. LABISNIKAN
_______________3. ASU UK ASU
_______________4. SIOTLK
_______________5. GIKNATUS
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B. In your activity notebook or sheet, copy the table as shown and fill it in with
information called for.
Name of
Dance
Literal
Meaning of
the Name of
the Dance
Place of
Origin
Sua-Ku-Sua
Social Dance
Dance
Classification
A group of
peasants
Lingayen,
Pangasinan
Abra
Leyte
Influenced
by what
Asian
Country?
China,
Malaysia,
Indonesia
Social Dance
Recreational/Social
Dance
Wedding Dance
Malaysia,
Indonesia,
Malaysia,
Thailand,
Burma and
Cambodia
Note to the learner: One dance should only be taught by your teacher for the 4th
quarter. However, if time allows you to learn one more dance or all of the five
dances, then that will be a lot better.
194
Have
you
filled
out
the
correct
the
important
concepts
Activity 1: Tracing the origin and location of a Dance through its costume.
WHERE DO I BELONG?
This activity will activate your knowledge on the location and origin of folk dances
based on the costumes worn by the dancers in the video presentation.
1. In a sheet of paper, write the place of origin of the dances you saw in the
video presentation by recognizing the costumes and props, facial expressions
and body gestures of the performers. Your teacher here will show you a video
presentation of different dances with Asian influence like Singkil, Kappa
Malong, Pangalay, Sua-ku-Sua, Sakuting, Binislakan, Tiklos etc. If video
presentation is not possible, your teacher will show you different pictures of
costumes and props that are used for certain dances in various places of the
country.
Choose one from the following choices:
a.Luzon
b.Visayas
c.Mindanao.
195
activity.
Activity 2:
DRESS ME UP!
This activity will activate your knowledge on the location and origin of folk
dances based on the costumes worn by the dancers. Study the procedures given
and do what is asked of you to perform. This could be an individual or group activity.
196
Prepare a miniature boy and girl dancers made of cartolina and post it on the
board. Create different regional costumes in the Philippines made of Manila paper.
Dress up the miniature dancers and name the province where they come from.
In tracing where the costumes are usually worn, consider the geographic location
or terrain where the costumes are suited and the respective props used by the
dancers and even their facial expressions.
Be ready to share your knowledge about the origin and background of the folk
dances considering their costumes, expression and implements used. Justify your
answers.
LESSON II
Rhythmic Patterns of Selected Regional and National Dances with Asian Influence
1. Close your eyes and listen to the recorded music of Sua-ku-Sua and
Pangalay. What is the time signature of the music? Is it done in duple, triple,
or quadruple meter? Why do you say so?
2. Feel the beat and rhythm of the music and do the following activities with your
eyes now open:
a. Clap your hands in time with the music.
b. Stamp your feet and do some rythmic improvisations using the same
music.
c. Use any materials that could be used as percussive instruments as in
beat-box and produce rhythmic sounds.
d. Use body gestures or accompany it with vocal sounds in time with the
music being played.
3. For variation, repeat items 1-2 using the recorded music of Tiklos, Binislakan
and Sakuting.
197
In this activity, youll learn the importance of rhythm in the performance of folk
dances.
Activity 4: Lets Get Loud!
1. Your teacher will group your class into four.
2. Using any medium for sound production, you and your groupmates will
produce sound in time with the rhythm of the music commonly used in the
regional and national folk dances. Using the douple meter as your basis in
producing the sound, divide your group into two and create different rhythmic
combinations for 16 measures to be played simultaneously with your
groupmates.
You can use any of the following that could produce sounds:
a.
b.
c.
d.
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3. This time, create rhythmic combination using the triple meter for another 16
measures.
4. Always observe the principles of accent, intensity, dynamics, and tempo in
your routine.
5. After a ten-minute rehearsal, perform your output in class. Perform the
rhythmic combination in douple meter first, then the triple meter or vice versa.
Refer to the following rubrics to be used for evaluation.
6. After the group performance, discuss in class the importance of rhythm in the
performance of folk dance.
199
Weight
200
Musicality
Degree of Difficulty
Characterization
(Timing, Dynamics,
and Mastery)
(Complexity and
Intricacy in the Use
of Rhythmic
Patterns in Various
Meters)
(Behavior During
Performance)
40%
40%
20%
MASTERFUL: Performs
rhythmic composition with
high level of musicality while
observing proper timing,
dynamics and mastery
MATURE: Demonstrates
proper characterization and
appropriate behavior in the
performance and with high
level of confidence
STRATEGIC: Performs
rhythmic compositions with a
certain level of musicality
while observing proper timing,
and mastery but with limited
ability to perfom with
dynamics
COMPETENT: Creates a
certain degree of skillful
composition of complex
rhythmic patterns in
duple, triple, and
quadruple meters.
SENSITIVE: Demonstrates
proper characterization and
appropriate behavior in the
performance and with a
certain level of confidence
PRACTITIONER: Creates a
commonly accepted
composition of simple
rhythmic patterns in
duple, triple, and
quadruple meters.
AWARE: Demonstrates
generally acceptable
characterization and proper
behavior towards the
performance and with a
certain level of confidence
APPRENTICE: Performs
srhythmic compositions with
general mastery but could
hardly adapt to varying
dynamics and timing
APPRENTICE: Creates
rhythmic patterns but
could hardly distinguish
differences among duple,
triple, and quadruple
meters
DECENTERING: Displays
inconsistent
characterization and
demonstrates low level of
confidence
Activity 5- Fill-in-the-Gap
1. In this activity, I have learned to realize that ________________________.
2. I can create rhythmic patterns by ________________________________.
________________, and using
any_______________________________.
3. To be able to make rhythm complete, the principles of accent, intensity,
__________ and _______ should be observed.
4. I can make my life more colourful and meaningful by
being_______________ in the same manner as it can be applied to music.
5. For me, rhythm is just as important as _____________ because without it,
________________.
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rhythm,
you
may
now
apply
the
202
LESSON III
Saludo
Arms in Lateral Position
Set
Bend
axis
Leap
203
No. of counts or
M per step
1M
1 ct.
1, 2 or 3 cts.
1 ct.
as many as
required
as many as
required
2/4,
2M or 4M
Touch Step
Change Step
2/4 or 3/4
2/4 or 3/4
1, 2 or 3 cts.
1M
Waltz turn
2/4 or 3/4
2M
Waltz step
2/4 or 3/4
2M
Stamping
2/4 or 3/4
1M
Dance Step
Slide (glide)
Skip
Bleking
Gallop
Mincing
Parallel Tortillier
Pivot Turn
204
Music Used
2/4 or 3/4
2/4 or 6/8
2/4 or 3/4
2/4 or 6/8
2/4 or 3/4
Step Pattern
slide, close
step and hop
heel-place, close
step and cut
step, step, step and so
on
pivot and turn heels, pivot
and turn toes
Step, ball and turn, step,
ball and turn and so on.
Touch , close
Step close Step
Execute 2 waltz steps to
make a turn
Step R; step L close to R
in rear; step R
Stamp(R) (L) and close
to supporting foot(L) (R)
Your teacher will guide you in using the following legends in the interpretation and
execution of a particular dance step.
M = Measure
F = Forward
B = Backward
R = Right
L = Left
In this part, you will be given basic steps, arm and bodily movements that are
used in Binislakan, Sua-Ku-Sua, Sakuting, Pangalay and Tiklos. Identify what is
being defined.
1. Both arms are in one side at shoulder level, either right or left.
2. To stamp or tap with one foot and the weight of the body is on the other
foot.
3. To spring one foot and land on the other foot.
4. To move the body or part of the body around wide axis.
5. A dance formation of two or more couples.
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In this part, you will be given practical applications of the basic steps, arm and
bodily movements used in Binislakan, Sakuting, Tiklos, Sua-Ku-Sua and Pangalay.
Read the instructions and make sure to follow them correctly.
206
Look for a partner and execute the rhythmic steps or dance steps that
are commonly used in Binislakan, Sakuting, Sua-Ku-Sua, Tiklos and
Pangalay.
Out of the dance steps you learned, create dance-step combinations.
The following rubric will be used to evaluate your performance.
Choreography and
Artistic Presentation
Execution and
Mastery of Steps
40%
30%
Characterization and
Behavior During
Performance
30%
OUTSTANDING: Performs
steps with high level of
mastery while creating
several formations in the
dance floor
SKILLFUL: Demonstrates
precise and skillful
execution of the steps
with high level of
confidence
SOPHISTICATED:
Demonstrates sophisticated
characterization and
appropriate behavior
towards the dance and
groupmates
COMPETENT:
Demonstrates the steps
competently and with
confidence
EXPRESSIVE: Demonstrates
an atypical level of
characterization and
appropriate behavior
towards the dance and
groupmates
PRACTITIONER:
Demonstrates general
level of coordination and
competence in the
execution of steps with
limited but growing
confidence
REALISTIC: Demonstrates
generally acceptable
characterization and proper
behavior towards the dance
and groupmates
APPRENTICE:
Demonstrates limited
coordination and
competence in the
execution of steps with
low level of confidence
IMPROVING: Displays
inconsistent
characterization and
demonstrates generally
acceptable behavior
towards the dance and
groupmates
207
another
chance
by
your
This activity aims to enrich your mastery skills in performing the dance
steps correctly while building cooperation and goodwill with your classmates.
1. Group yourselves into two. Group A for those who are familiar with the dance
and Group B for those who are still quite unfamilliar with the dance.
2. Those in group B should choose a partner in group A.
3. Your teacher will provide a list of step patterns with a minimal set of
combinations and directions for you to execute.
4. Help each other in interpreting correctly the step patterns provided.
5. Your teacher will supervise you as he/she guides you in doing the activity.
6. After the given time alloted by your teacher, a performance assessment will
be given.
7. Try to provide feedback on the performance of the other groups.
208
In life, we need one another. We need to cooperate and help those who are
in dire need. Along the way, we also need to seek guidance from people who are
knowledgeable on certain issues. Life should be based on a give - take - process.
That way, we can create harmonious working relationship in our community. This
principle is also applied in the teaching learning - process of a dance
performance.
209
This activity will help you check your knowledge of the basic rhythm and step
patterns of folk dances. The leaders of the four groups shall draw lots and perform
what is written on the drawn sheet of paper.
1.
2.
3.
4.
Note to the Learner: (Your teacher may select any of the five dances which will be
used in the performance.)
210
LESSON IV
In this lesson you will b able to identify the meaning of the gestures and
hand movements of the folk dance given.
Hand movements and gestures play a very important role in the whole
composition of a performance for they give life and meaning to the whole dance.
Just a simple movement of the hand or even a simple body gesture or facial
expression shown by the dancer would mean a lot in expressing the thoughts,
joy, or sorrow of the one performing.
You will discover the hidden meanings of certain gestures and hand
movements as you read and interpret the dance literature of folk dances later.
1. With the same grouping, you and your groupmates will be asked to develop a
story using the theme you have drawn earlier and perform it through movements.
Expressing the right emotions needed in the given situations should be observed.
Two to three minutes will be allotted for each group performance.
2. Bear in mind that while one group is performing, the other groups will be instructed
to note their observations.
3. An evaluation on the performances of the five groups will be conducted by you
and your groupmates by answering this question, Which group do you think
performed best? Why do you say so?
Self- Check:
Put a checkmark on the appropriate line.
To what extent did you learn the dance in terms of:
1. cultural heritage?
___________to a great extent
___________to a moderate extent
___________to a lesser extent
2. cultural values?
____________to a great extent
____________to a moderate extent
____________to a lesser extent
3. movements?
____________to a great extent
____________to a moderate extent
____________to a lesser extent
4. cultural appreciation?
____________to a great extent
____________to a moderate extent
____________to a lesser extent
213
Reflection
How is life connected to dancing? Can
you explain this?
In life, we always aim to be successful. One way to attain our goals is for us to stay
focused just like the focus that is needed while learning the steps in dancing. We need
to put our heart and mind into the things we do to in order to gain mastery. Through
dancing, we may be able to develop health fitness, such as having cardio-vascular
endurance, flexibility and strength which are key factors in achieving success.
214
LESSON 5
BINISLAKAN (Lingayen)
INTRODUCTION
Music Introduction
Partners face audience.
(a) Cross sticks overhead; R-hand stick over L-hand stick and
look
upward........................................................................................3M
(b) Bend trunk forward and bring down point of crossed sticks
215
close to
floor......................................................................................1M
I
Music A.
Face audience.
(a) Starting with R foot, take four change steps sideward right
and left alternately, raising alternately the L foot and R
foot slightly above the floor;bend trunk sideward right and
left alternately. Strike sticks sideward right and left
alternately, three times to a measure, R,L,R,L,R,L (cts. 1
and 2) to every
measure.....................................................................4M
(b) Execute mincing steps sideward right. Strike sticks
overhead four times to a Measure, R,L,R,L,R,L alternately.
Look
upward.......................................................................................2M
(c) Bend knees and twist trunk to left; strike sticks backward
R,L,R(cts.1 and 2); look backward
right..............................................1M
(d) Straighten trunk and stamp foot R,L,R (cts. 1 and 2). Strike
sticks R, L, R In front of
chest.............................................................1M
(e) Starting with L foot, repeat (a-d) to opposite direction, stamp
feet
L,R,L...........................................................................................8M
II
Music B.
Face audience.
(a) Paw (like scratching foot backward) L foot backward and at
the same timeStep R foot sideward four times, step on R
foot with springy movementsLike small leap; bend trunk
slightly sideward right; R hand bend in frontin level with
head, stick pointing toward audience; L hand down in rear,
stick pointing sideward left; look at left shoulder (cts.
1,2,1,2)........................................................................................2M
(b) Tap L foot in front two times; bend trunk forward that foot
and strike sticks twice In front close to the tapping foot (cts.
1,and); straighten trunk and step L close to R foot, strike
sticks once in front........................................................................1M
(c) Repeat (b) with R foot, bend trunk toward R foot.........................1M
(d) Repeat (a-c), in reverse direction and position.............................4M
(e) Face partner and repeat (a-d).......................................................8M
216
III
Music A.
Face audience.
(a) Jump forward and bend trunk forward. Cross sticks R
stick over L stick Below knee level...............................................1M
(b) Straighten trunk and raise gradually the sticks overhead;
sticks are still crossed. Look upward.............................................1M
(c) Repeat (a) and (b).........................................................................2M
(d) Execute mincing steps going backward; arms are in
reverse T position And shiver sticks sideward. Bend head
sideward right and left every two counts......................................2M
(e) Execute mincing steps turning right about, finish facing
away from audience (1M). Raise R knee and strike sticks
once under it (ct.1), straighten knee feet together and strike
sticks once in front (ct.and), raise L knee and strike sticks
once under it (ct.2).........................................................................2M
(f) Repeat (a-d), facing away from audience......................................6M
(g) Repeat (e); finish facing audience.................................................2M
IV
Music B.
Partners face each other. Boy and Girl do their movements simultaneously.
Girls Movements:
(a) Starting with R foot, execute eight change steps going
clockwise around Boy. Strike sticks overhead and at the back
alternatelythree times toa measure. Strike sticks at the back.
Kneel on both knees on the last count.........................................8M
(b) Do the movements of Boy below (a-c). Finish facing
audience........................................................................................8M
Boys Movements:
(a) Kneel on both knees and strike sticks on the floor at the
right side three times (cts. 1, and 2); strike sticks overhead
three times upward (1M); strike sticks at the left side on the
floor three times (1M); strike sticks overhead three times
(1M.................................................................................................4M
(b) Repeat (a); stand at the last count.................................................4M
(c) Repeat movement of Girl (a). Finish facing audience....................8M
217
V
Music A.
Partners face audience.
(a) Take one change step sideward right (cts. 1,2), raise L
foot above the floorin (ct.2), bend trunk sideward right
and strike sticks to sideward right threetimes to a measure
R,L,R.............................................................................................1M
(b) Repeat (a) three times more, to ideward left and sideward
right alternately. Raise R foot above the floor when doing
the change step to sideward left and strike sticks L,R,L..............3M
(c) Face partner and strike sticks on floor in front, full knee
bending R knee lower than L knee (cts. 1,ah,and,2,and)............1M
(d) Stand, straighten trunk, and strike sticks, R,L,R,L in front
(cts. As in (c) )...............................................................................1M
(e) Step R foot forward (ct.1) hop on R foot, raise L foot slightly
close to R foot, strike both sticks diagonally right head level,
with partner (ct.and). step L foot sideward (ct.2), hop on L
foot, and strike sticks diagonally left with partner (ct.and).............1M
(f) Stamp feet R,L,R, strike sticks in front R,L,R (cts.1, and 2)..........1M
(g) Repeat (a) and (b), facing audience..............................................4M
(h) Repeat (c) and (f), facing audience...............................................4M
VI
Music B.
(a) Starting with R foot, execute two change steps going
forward to meet partner at center finish in one line. Girl in
front of Boy,facing audience. Strike sticks three times R,L
R overhead (look upward) (cts. 1,and 2).......................................2M
(b) Starting with R foot, execute six change steps right and
left alternately,Going around clockwise. Strike sticks as in
(a). Finish in a circle facing center.................................................6M
(c) Starting with R foot, take four change steps going toward
center.Strike sticks as in (b)...........................................................4M
(d) Repeat (c), going backward; finish facing right..............................4M
Saludo
Music Finale.
218
SUA-KU-SUA
Introduction
Music introduction
Pause
Music A.
Partners face audience. Throughout this figure, the knees are slightly bent
and turned outward. Arms extended sideward with a fan in each hand.
(a) Take 32 walking steps forward turning the hand from the
wrist down and up alternately on every count (figure of
eight). Bend the head sideward rightand left alternately in
time with the hand movement................................................................ 8M
II
Music B
Partners face audience.
(a) Place R heel forward, arms sideward (cts.1,2), take
six steps in place, move hands as in Figure I (cts. 3, 4; 1
2, 3,4).......................................................................................... 2M
(b) Place R heel forward two times (cts. 1, 2, 3, 4).............................1M
(c) Take four steps turning right about in place, arms and
hand movements as in (a).............................................................1M
(d) Repeat all (a-c). Finish the turn facing partner..............................4M
Music C
Partners face each other.
(a) With arms in fourth position, L arm high, step R forward
219
Arm Movement
VI
Music A.
(a) Step L across R in front (ct.1), step R sideward (ct.2),
arm and hand movement as in Figure I. Repeat same
two times more (cts.3,4; 1,2), step L sideward (ct.3),
point R foot sideward (ct.4)...........................................................2M
(b) Repeat (a) starting with the R foot moving to the
opposite direction.........................................................................2M
(c) Repeat (a) and (b). Close feet together on the last count.............4M
VII
Music B.
Girl turns left about so that R shoulder is toward partner. Extend R arms
sideward, hand of Girl on top of boys hand, L arms are raised overhead.
(a) Starting with the R foot, take sixteen walking steps
forward moving half-way clockwise. Finish in partners
place..............................................................................................4M
(b) Turn about and repeat (a) moving counter clockwis
with the Boy following the Girl. Reverse position of hands.
Finish in proper places..................................................................4M
VIII
Music B
Partners face each other.
(a) Step R forward and move arms to 2nd position (ct.1),
raise L foot close to the R knee. Raise arms overhead
and flip hands down (ct.2), cross turn right about in
place. R arm up. Shake L hand obliquely sidewarddownward (cts. 3,4; 1,2,3,4).........................................................2M
(b) Repeat (a) with the L foot. Reverse position of arms...................2M
(c) Repeat (a) and (b)........................................................................4M
IX
Partners face each other.
(a) Take four walking steps to Girls place. Hands as in
Figure VII (d)................................................................................1M
(b) Place R heel forward. Bend trunk forward and place
R and L cheek close to that of partner alternately four
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X
Music B
(a) Starting with the R foot, take four walking steps
forward to meet partner
at center, arms as in Figure I.........................................................1M
(b) Place R heel forward. Girl leans back with hands
close to hips, palms facing front. Move head sideward
left and right alternately four times. Boy taps R
and L shoulder of the Girl with the fan held by the R
hand alternately four times (as if chopping) (cts. 1,2,3,4)..............1M
(c) Take four walking steps to Boys place. Boy moves
backward while Girl moves forward. Arms as in (d)......................1M
(d) Repeat (c). This time the Girl does the choppy
movement and the Boy, the head movement................................1M
(e) Take four walking steps to center. Boy moves
forward while the Girl moves backward.........................................1M
(f) Repeat (e)......................................................................................1M
(g) Stamp R foot five times in place (cts. 1, and 2,
and 3), raise R foot and hit the thighs with both
fans (ct.and), flip fans outward (ct.4)............................................1M
(h) Three-step turn right in place (cts.1,2,3), close
feet together (ct.4). arms down at sides, tips of
fans facing sideward-outward........................................................1M
(i) Repeat (g) and (f)..........................................................................2M
(j) Starting with the R foot, take four walking steps
(Boy moving forward, Girl moving backward).
Arms in reverse T position, fans facing front (cts
1,2,3,4). Sway fans in a figure of eight for every count................1M
(k) Boy bends trunk forward while Girl leans backward.
Move the heads (Boy to right side, Girl to left side)
(ct.1), reverse the direction (ct.2), repeat the same
(cts.3,4)..........................................................................................1M
222
FINALE
(a) Step L sideward (cts. 1,2), step R across L in front,
knees are slightly bent (cts. 3,4). Twist trunk to the
right, R arm obliquely downward-sideward,
L arm obliquely forward-upward shaking fans (cts.
1,2,3,4)..........................................................................................2M
Dancers sing as they perform the dance. The natives often repeat the dance as
many times as they like or until they are made to stop. The song goes this way:
Music A.
Music B.
Music C.
Source of Lyrics:
PANGALAY
Philippine Folk Dances
Francisca Reyes Aquino
Entrance
Starting with R foot, walk to center of the room. Both arms down at
sides palms down fingers together and pointed outward. Take 1 count for each step.
4M or 8M
I
Face audience
(a) Slide R foot forward with only toes touching the floor (ct. 1), put
weight on same foot at the end of the slide (ct.2). Knees are
slightly bent and turned outward. R hand in front at eye level, L
hand down in rear, fingers together and hyper-extended.
Turn R hand (from wrist) counterclockwise and turn L hand
(from wrist) clockwise simultaneously. ..... 1 M
(b) Repeat (a), seven more times, L and R foot alternately. Do the
same hand movements, L and R alternately in front. .. 7 M
(c) Repeat (a) and (b), moving backward to starting place. ... 8M
II
R shoulders towards audience.
(a) Repeat slide step foot movement as in figure I, R, and L
alternately, eight times, moving clockwise. Arms in lateral
position, turning hands as in figure I, right and left
Sideward alternately every two counts... 8M
(b) Turn right about, repeat (a), moving backward to
starting place. .... 8M
224
III
Face audience.
(a) Repeat slide-step movement as in figure I going obliquely
forward right, R and L alternately, eight times. Start with
arms down at sides, palms facing front, finger tips pointing
downward, raise arms gradually upward to head level
(4cts.), turn wrist outward so that finger tips point
upward, palms facing front, lower arms gradually
downward to starting position (4cts.) Reverse
position of arms every four counts. . 8M
(b) Turn right about. Repeat (a), going to starting place. ... 8M
(c) Repeat (a) and (b), going obliquely forward left in (a) ..... 8M
IV
Face audience.
(a) Starting with R foot, take eight steps turning right (clockwise)
in place (1 ct. for each step). Arms bent forward at
shoulder level, four fingers together and hyper-extended,
thumbs sticking up. Execute a figure of eight movement
with the hands every two counts, gradually stretching the
arms sideward at shoulder level. .... 4M
(b) Repeat (a), turning counterclockwise. Repeat same
hand movement gradually bending elbows to forward
bent position. . 4M
V
Face audience
(a) Bend toes or R foot and slide forward the bent toes (ct.1),
at the end of the slide straighten toes and put weight on
same foot (ct.2). Raise hands in front at the eye level, R
hand on top with palm facing the front, fingers together; L
hand down, palm facing in (self)for two counts. . 1M
(b) Repeat (a), turning counterclockwise. Reverse position of
the hands every two counts, L and R hand on top alternately,
with palms facing self (when hand is down), and palms
facing front (when hand is on top). The hand that goes down
passes in front. ......... 7M
(c) Turn right about, repeat (a), going to starting place. ...... 8M
225
VI
R shoulder towards audience.
(a) Execute eight parallel tortillier steps sideward right. Start with
toes pointing sideward first, taking one count for each
movement. Arms in lateral position sideward right, palms facing
out, finger tips pointing upward (ct.1), flex wrist upward so
that finger tips point downward (ct.2).Reverse position of
the finger tips every count (or every two counts if
desired). .... 4M
(b) Repeat (a), moving sideward left. Arms in lateral position,
sideward left, doing same movements as in (a). ..... 4M
(c) Face audience. Repeat (a) and (b). ...... 8M
VII
R shoulder toward audience.
(a) With knees slightly bent, execute shuffling steps forward, moving
clockwise (counting 1, and 2, and for every measure). Bend
arms upward, elbows close to waist, hands about two
inches over shoulders, palms down. Move fingers (except thumbs)
up and down alternately every count. ....... 8M
(b) Turn right about, repeat (a), moving counterclockwise... 8M
Saludo
Face audience.
Place right foot in front, bend body slightly forward, head bent forward,
cross hands at wrists down in front, R hand over L, palms down. .... 2M
Tiklos
Philippine Folk Dances
Francisca Reyes Aquino
I
Music A.
Partners face front. Throughout this figure Girl holds her skirt, Boy places
hands on waist.
(a) Starting with R foot, take two heel and toe change step forward. ..4M
(b) Execute change step sideward, R and L. ...2M
(c) Starting with R foot, take four steps backward to proper places......4M
226
(d) Repeat
all
(a-d)...........8M
II
Music B
Partners face front. The same hand position as in figure I.
(a) Cut L backward (ct.1), cut R forward (ct.2). Repeat all (cts. 1,2) .....2M
(b) Take three gallop steps sideward right (cts.1, ah, 2, ah, 1, ah)
step right foot sideward(ct. 2) .....2M
(c) Repeat (a), starting with R cut backward. ....2M
(d) Repeat (b), going sideward left. ....2M
(e) Repeat all (a-d). 8M
III
Music A
Partners face each other. Throughout this figure clap hands in front of chest in
this manner:
Clap three times (cts. 1, and 2,), clap twice (cts. 1, 2). Do this for 16
measures.
(a) Execute change step sideward, starting with R foot (cts. 1, and,
2) hop on R and raise LKnee in front swinging L foot obliquely
right backward across R knee in froint (ct.1), hop on R and
swing L foot obliquely left forward (ct.2). .2M
(b) Repeat (a) starting with the L foot. ....2M
(c) Execute a three step-turn right in place (cts. 1, and 2). Point L in
front (ct. 1), point the same foot close to R (ct. 2). ..2M
(d) Repeat (c), starting with L foot and turning left. ......2M
(e) Repeat all (a-d). ....8M
IV
Music B
Partners face each other. The same position of hands as in figure 1.
(a) Take two touch step in front (R , L). ..2M
(b) Jump to cross R in front of L (ct.1), jump to cross l in front of R
(ct. 2), jump to cross Rin front of L (ct.1) jump to
close R to L (ct.2). ....2M
(c) Repeat (a) and (b), starting with L foot. ........4M
(d) Repeat all (a-c). ...............8M
227
SAKUTING
Philippine Folk Dances
Francisca Reyes Aquino
Entrance
a. Partners walk side by side in rhythm with the music with Head
Pair leading the group into formation. Finish facing partner. R
arm bent in front holding stick upward; L hand holding stick
placed behind the waist. ... 16M
FIGURE I
Music A. Partners face each other.
a. Head Pair: Face the set. Weave in and out of the set and
continue until back to original places. Strike sticks R over L
on ct. 1; L over R on ct. and; R over L on ct. 2. Strike starting
L over on next measure. Pairs 2, 3 and 4 : perform 32
cut-step-step in place alternately starting with L.. 32M
FIGURE II
Music B. Partners face each other.
a. Bend downward. Strike sticks 3x R and L, L over R, R over L. ..2M
Straighten trunk. Strike sticks in front and waist level 3x L
over R, R over L and Lover R.
b. Waltz step R . Waltz L . Strike sticks 3x to a measure. .. 2M
c. Leap R placing L heel in front (ct. 1) to be by L shoulders
with partner; hold position (cts. 2, 3). Strike L sticks with
Partner (ct. 1); strike own sticks 2x (cts. 2, 3). . 1M
d. Leap on L and place R heel in front (ct. 1) to be in
back to back position with partner; hold position (cts. 2,
3). Strike R sticks with partner (ct. 1); strike own sticks 2x (cts. 2, 3). .. 1M
e. Step R and place L in front (ct. 1) to be by L shoulders
with partner (ct. 1); hold position (cts. 2, 3) Strike L sticks
with partner (ct. 1); strike own sticks 2x (cts. 2, 3).
...1M
f. Waltz step to proper places. Strike own sticks R over L,
L over R, R over L. ..
1M
g. Repeat (a) to (f) starting L and standing by L shoulders.
228
FIGURE III
Music C. Partners face each other.
FIGURE IV
Music D. Partners face each other.
a. Repeat (a) of FIGURE I. Finish by moving 2 small
steps
to get close to partner at center on
last
2
cts.
Of
M.
.
....2M
b. Waltz step R
. Hold sticks parallel to each other;
swing own sticks together from R side and strike
both sticks with partner (ct.1); strike own sticks R
229
c.
d.
e.
f.
g.
h.
FIGURE V
Music E. Partners face each other.
a. Repeat (a) of FIGURE III. ..
2M
b. Waltz turn R (2M) moving obliquely forward; finish
facing each other in a single line at center.
Strike sticks together 3x to a measure. ..
2M
c. Stand . . Strike R stick once with partner (ct. 1);
strike own sticks together 2x (cts. 2, 3). .
.
1M
d. 2 waltz steps to partners place; finish facing
each other. Strike sticks together 3x to a measure. ..
2M
e. Repeat (a) to (d) and finish in proper places. Strike
L sticks together with partner. ..
8M
f. Repeat
all
(a-c).
..16M
230
FIGURE VI
Music F.
New formation
X
X
X
X
Audience
1
2
3
4
O
O
O
O
6
One set of dancers
Pairs 1 and 2 form a square; Pair 3 and 4 do the same.
All face the center of each square.
Simultaneous movements of Girls and Boys.
Girls:
a. 2 change steps to center and finish by R shoulders.
Strike own sticks together 3x to a measure; R over L,
L over R, R over L. ..........................................................................................
2M
b. 2 change steps R, L in place. Strike sticks together
with opposite (ct.1); strike own sticks 2x (cts. and, 2). ....................................
2M
Repeat movement.
c. Turn R about to be by L shoulders; repeat (b). ...............................................
2M
Boys: 8 change steps R, L alternately . . ..........................................................
8M
.
d. Girls perform Boys Part while Boys perform Girls part. ..................................
8M
e. New Formtion:
Boy 1 to Face Girl 2
X
1
O
Boy 3 to Face Girl 4
X
2
O
Boy 2 to Face Girl 1
X
3
O
Boy 4 to Face Girl 3
X
4
O
All repeat (a) to (d). ..........................................................................................
8M
f. All Face partners and repeat (a-d) with partnerts. ...........................................
8M
FIGURE VII
231
FIGURE VIII
Music H. Circle formation facing clockwise.
a. 16 waltz steps Strike own sticks 3x to a measure. ..
16M
b. Turn R about to face and repeat (a) to finish
in a double circle formation with Boys inside
and Girl partners outside.
16M
FIGURE VIII
Music H. Double circle formation with Boys and Girls outside.
Girls hold their 2 sticks horizontally and parallel to each other; R stick at head level
and L stick at chest level.
a. Boys face their partners while Girls hold their
stick firmly in front. Boy- strike sticks across Girls
sticks R hand up and L hand low 3x to a measure
(cts. 1, and, 2). .
1M
b. Girl 3 step turn R
still holding sticks as in (a).
.
1M
.
Boy 3 step turn R moving to face the next Girl at his right.
c. Repeat (a).
1M
232
d. Repeat (b).
1M
e. Repeat movements (a) and (b); partners meet each other; exit.
...12M
.
correctly?
If
so,
interpreting
the
dance
This activity aims to assess your mastery of the basic steps in folk dancing, its
step pattern and counting.
Complete the following table by filling in the correct step pattern and counting
of the given basic steps:
Basic Step
233
Step Pattern
Number of Counts in a
Measure
Change Step
Touch Step
Mincing
Sua-Sua Step
Waltz turn
Cut-step-step
Gallop Step
1, 2, 3
1,2,3
Slide-cut-hop
Step (R),Point (L) -
1,2.3
1, 2
Execute 2 waltz steps to
make a turn
Cut (displace)L with R foot
1, 2
well
done!
You
may
now
Self- Check:
Draw a checkmark in the appropriate line that corresponds to your answer.
To what extent did you.
1. learn the dance steps?
___________to a great extent
___________to a moderate extent
___________to a lesser extent
2. execute correctly the dance step combinations?
____________to a great extent
____________to a moderate extent
____________to a lesser extent
3. memorize the dance?
____________to a great extent
____________to a moderate extent
____________to a lesser extent
4. express your emotions and feelings on the dance?
____________to a great extent
____________to a moderate extent
____________to lesser extent
Self-check
In your activity notebook, copy the numbered statements and put a
checkmark on the space before each number that best describe your performance.
___1. I enjoyed executing the dance steps.
___2. I danced gracefully.
___3. I followed the instructions given by the teacher.
___4. I cooperated well with the group.
___5. I performed the basic movements correctly.
Reflection
Write your answer to these questions in your activity notebook
235
1. Have you ever thought of expressing your feelings through the dance you
performed in school? Explain.
2. Do you find dancing an effective way of expressing yourself? Justify.
In this phase, you will perform your folk dance to the class and it will be
rated according to these criteria: Choreography and Artistry, execution, and Mastery
of the steps.) Change criteria for Mastery, Performance, Staging.
236
1. Go to the school gym for your culminating performance. If you dont have a gym,
set the classroom in a manner that can provide enough space for your
performances.
2. Present your folk dance to the class (costume, props, accessories, and make-up
are highly encouraged).
3. Assign somebody from your group to take charge of documenting your
performance using video camera or any similar equipment or manner you
preference.
4. Your teacher will sequence your performances drawing of lots.
5. Guest observers may be invited to witness the activity, including your parents,
friends or relatives.
6. Provide feedback on the performance of other groups.
tired
you
must
be.
that
accomplish
you
before
need
to
finishing
237
learned
to
your
friends,
family
LESSON VI
LEARNING GOAL- Promote folk dancing as a physical activity for the whole
family.
An activity becomes more meaningful when done and participated in by the
whole family. The support given upon watching and applauding a family member
238
boosts ones confidence and self esteem. It is also a good form of bonding for the
whole family watching together dance festivals in any various places in the country
or even just in theatres. Somehow, youll be learning different culture through folk
dances while spending leisure hours together. Furthermore, these activities promote
lifelong fitness and wellness for they are potent sources of exercise that could
develop grace, poise, and even help in maintaining good health for you and your
family members.
Suggested Activities:
1. Together with your family, you may join in a field demonstration during your
campus Foundation Day or in a stage performance/street dancing during
your town fiesta.
2. You and your siblings can also join contests on Philippine folk dances.
3. Your family can go to theaters or museums to watch folk dance festivals and
presentations.
SUMMARY/SYNTHESIS/GENERALIZATION:
Now that you are done reading this learning material, Im pretty sure that you
are ready to face the challenges folk dancing brings in terms of its origin, historical
background, dance steps and step patterns, dance interpretations and performance.
You discovered that just like any other sports or a game, dancing is also a physical
activity that can promote lifelong fitness and wellness. It is a good source of
exercise that could help develop grace and poise. It can even help in maintaining
good health as it highlights health-related skills such as cardio-vascular endurance,
flexibility and strength. Surely, this module has enriched your mind to explore the
wonders of folk dancing.
In lesson 1, you have learned the significance of the origins and locations of folk
dances by identifying the performers costumes and music. Here, you realized that
just by merely looking at the costumes and props and listening to the music would
tell you right away about the point of origin of a particular dance. You also learned
the effects of acculturation brought about by the trade and settlement from our
neighboring countries like China, Malaysia, Indonesia, Burma, Cambodia, Thailand
and Japan.
Lesson 2 has provided activities that led you to understand rhythmic patterns of
selected regional and national dances with Asian influence particularly Binislakan,
Sakuting, Sua-Ku-Sua, Pangalay and Tiklos. You discovered that rhythm plays an
important role in the performance of the dance. Feeling the beat and rhythm of the
music is a motivating factor for them to perform well.
Also Lesson 3 has provided you activities that inspired you to demonstrate and
master the basic steps of Binislakan, Tiklos, Sakuting, Sua-Ku-Sua and Pangalay. It
enabled you to enhance your dancing skill and motivated you to show and share the
239
steps youve learned. Thus, you realized that mastering the basic dance steps could
be used in the interpretation of the dance literature to a large extent.
Moreover, Lesson 4 has presented you ways and means to discover the
meaning of the gestures and hand movements in the performance of a particular
dance. It enabled you to use your creativity in conveying proper emotions and
gestures in different situations as found in the different settings needed in the given
dances.
Meanwhile, Lesson 5 has provided you with insights that made you master and
understand the dance literature of Binislakan, Sakuting, Sua-Ku-Sua, Pangalay and
Tiklos. Those insights enabled you to perform the dances appropriately and
gracefully. In this part, you found out that the correct interpretation of the dance
depends on the mastery and accuracy of your understanding of the elements of
dance such as dance steps, step patterns and counting.
Finally, Lesson 6 gave you a better perspective on the importance of folk dancing
in relation to your family and community as it gave you opportunities to perform the
given dances with your family members during town fiestas and school foundation
days. It also gave you time to bond with your family members by watching
culminating activities/cultural shows which gave you a chance to develop family
solidarity as well as family wellness.
We hope that through this module, you have become more acquainted with the
significance of folk dances, and somehow you could use the knowledge you learned
from this module not only during dance performances but also in maintaining a well
and fit body and a sustainable life.
GLOSSARY OF TERMS
Accent
Acculturation
Culture
Dynamics
Folk dance
of
the measure
a process in which members of one cultural group adopt
the beliefs and behaviors of another group
the totality of socially transmitted behavior patterns, arts,
beliefs, institutions, and all other products of human work
and thought
an interactive system or process, especially one involving
competing or conflicting forces
a form of dance developed by a group of people that
reflects the traditional life of the people of a certain
country
240
Folk dancing
Implements
Improvisation
or region
a great exercise and a fun recreational activity for people
of all ages
a device used in the performance of a task
created extemporaneously, without planning.
Intensity
accompaniment;
Lifelong Fitness
Tempo
Traditions
-
Wellness
in
music,
the
loudness
and
softness
of
an
of
health and well-being possible, including nutrition, weight
control, avoiding substance abuse, being physically
fit
and
leading an active life, controlling stress, developing good
relationships with others, living with high values and
ethics,
and attending to spirituality
References
BOOKS:
ON-LINE SOURCES
241
242
The
History
of
Filipino
Folk
Dance
|
How.com http://www.ehow.com/about_6558571_history-filipino-folkdance.html#ixzz27RKkEfja November 28, 2012
The
History
of
Filipino
Folk
Dance
|
eHow.com http://www.ehow.com/about_6558571_history-filipino-folkdance.html#ixzz27RK6wqx1 November 28, 2012
The
History
of
Filipino
Folk
Dance
|
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