MASBATE

NATIONAL
School Grade Level 10
COMPREHENSIVE
HIGH SCHOOL
Learning
Teacher MANILYN N. ESPINOSA MUSIC
Area
Teaching Dates
and Time
Quarter Fourth

DLP CODE __________________________ Date: ____________Y

I. OBJECTIVES
A. Content Standards  The learner demonstrates an understanding of guidelines and
principles in exercise program design to achieve fitness.
B. Performance Standards  The learner modifies a physical activity program for the
family/school peers to achieve fitness.

C. Learning Competencies / Objectives At the end of the lesson, 180 or 75% out of 240 students should be
(Write the LC code for each) able to:

 executes the skills involved in the dance (PE8RD-IVd-h-4)

 describes the nature and background of the dance (PE8RD-IVc-
1)
 reviews goals based on assessment results (PE8PF-Iva-34)
MATHEMATICS

add mentally 1- to 2-digit numbers with sums up to 50 using appropriate

strategies (M2NS-Ih28.3)

II. CONTENT Area: PE

Unit: IV
Topic:
Regional and National Dances with Asian Influence

IV. LEARNING RESOURCES

A. References Grade 8 Physical Education and Health
1. Teacher’s Guide Pages MELC p. 333
2. Learner’s Material Pages p. 149-
3. Textbook Pages

4. Additional Materials from Learning  Hand/ Arm/ Feet Movements in Folk Dance
Resource (LR) Portal  Developing your Fitness Through Local/Indigenous Dances

B. Other Learning Resources  https://www.academia.edu/36175140/

Regional_and_National_Dances_with_Asian_Influence
 Powerpoint presentation, Flash Drive, Folk Dance Music (Sua-
Ku-Sua), Carinosa, and speaker
V. PROCEDURES
ELICIT (5 minutes) Prior concepts or experiences are drawn out from the students by the
*time may vary teacher.

A. Reviewing previous lesson or presenting

the new lesson.
The teacher may ask students with
hearing and visual impairment to
occupy seats appropriate to their
condition (i.e. partially sighted, low
vision).
 The class starts with a prayer said by one of the students
from the assigned group.
 Teacher checks the attendance through a prepared seat
plan.
 Recapitulation on 2-2, 2-4 Basic folk dance step pattern
(Rhythm)

Snellen Chart Test may have been  The last time we had a lesson engagement, you learned that in folk
administered prior to the start of the dance, counting should be in 2-2 or 2-4 time signature where you
say, either one, two or one and two, or yet again, and one and
two.

ENGAGE (5 minutes)
The use of proper lighting and
*time may vary
amplification is encouraged to
accommodate low-vision and hearing-
impaired students.
Establishing a purpose for the lesson
The teacher should use captions to
accommodate students with hearing
impairment and correct seating
arrangement for students with low
C. vision.
Presenting examples/instances of the new lesson
EXPLORE (15 minutes)
*time may vary
note:
Optional Interdisciplinary Contextualization (Icon):
Indigenization, Localization) may be integrated in this part.
E. Discussing new concepts and practicing new
skills #1
 For low vision students, the
“follow the leader scheme”
must apply.
 Verbalize and use descriptive
sentences to ensure
participation from the hearing-
impaired students.
 The use of amplification is
encouraged.
 Never forget to use the first
name of the visually impaired
students in addressing them.
This time, for 4-4 time signature, the counting will be 32 where you
will be counting from one to eight and eight to one. There are two
ways to do it. You can have it done in a fast tempo or a normal one.
Activities that stimulate learners’ thinking are provided to help them access
and connect prior knowledge as a jumpstart to the present lesson.
B.
B. (First Playing of the music)
B. The teacher/learning facilitator plays Cariňosa and executes
B. the 1-8, 8-1 counting scheme.
B.
Teacher: Okay class, to properly follow the 4-4 time signature,
let us follow the counting scheme while it goes with the music
that I will play.
(Second Playing of the music)
 The teacher/learning facilitator plays a video of Sua-ko-Sua.
1. Do you execute the recently discussed movements every day?
2. Will you give an instance where those were performed in your
daily lives?
3. Do you think it is important for you to know the terms of the
movements? Why?
Learners are given time to process information and concepts of the new
lesson: to think, plan, investigate, and organize collected information.
Performance of planned or prepared activities from the Learners’ Manual.
Guide Questions may be provided.
 Discuss the cultural background (origin and location of folk
dance through its costume and music) of Binislakan, Sakuting,
Sua-Ku-Sua, and Pangalay as celebrated dances and encourage
the students to ask questions about the importance of these
dances in terms of cultural and economic relevance.
 The teacher/learning facilitator calls for volunteers (preferably
three males and three females from the visually impaired and
low vision students).
Integration to MATHEMATICS:
add mentally 1- to 2-digit numbers with sums up to 50 using appropriate
strategies (M2NS-Ih28.3)
Discussion on RHYTHM:
 (First playing of the music) Teacher plays SUA-KU-SUA.
 Students are encouraged to count following the 4-4 time
signature while music is being played.
 Students then are instructed to count 1-8, and 8-1
Discussion on LEVEL, RANGE, FLOOR PATTERN, DIRECTION and
FOCUS:
 Volunteers will act as primary examples for the
discussion.
 The teacher/learning facilitator guides the volunteers in
performing the following elements of movements in
space.
 Levels in dance refer to high, medium ,and low:
 Low levels are close to the ground or with the majority of
 the body touching the ground;
 Medium levels are created between the knees and
shoulders, and
 High levels are created above the shoulders and head.

Range in dance is defined as 'the measurement of the extent

to which a joint can go through all of its normal spectrum of
movement'. Range of motion can also be used to describe the
existing amount of motion around a joint.
Teacher plays a video clips on Folk dances.

Floor pattern in dance is “the path or pattern made by a

body part through space (non-locomotor)”. This pathway can
also be called a gestural pattern. the path or pattern a dancer
makes when traveling across the floor (locomotor). This pathway
is also called a floor pattern.

Direction in dance is the line taken by the body. Direction can

refer to shapes, movements, sequences of movements or
relationships between dancers.
 Focus in dance generally refers to the eye line. The focus often
indicates the way in which the dancer and the movement will
travel, or where the dancers want the audience to look. Focus can
be suggested through gestures and the eyes focusing on a
particular part of the stage, while the rest of the body moves in
another direction.

 Teacher/learning facilitator: This time, you will be performing

the different elements of movements in space while counting.
 Learners are to be instructed to follow the 1-8, and 8-1
counting scheme while performing the said elements.

F. Discussing new concepts and practicing new  The teacher-learning facilitator shows the class a video of
skills #2 proper Hand/ Arm/ Feet Movements in Folk Dance.

https://www.youtube.com/watch?v=-hE-Anpzqyw
Ensure safety. Students with low vision
must be guided and instructed to follow or
their leader.
 Teacher-facilitator shows the proper Hand/ Arm/ Feet
Movements in Folk Dance.

The teacher may play the music (Cariňosa) to initiate proper

timing for time signature.

EXPLAIN (15 minutes)

*time may vary

1. The teacher guides the students in performing the basic

hand/arm/feet movements in folk dancing.
2. The teacher explains the importance of proper execution of
the movements, its meaning, and its relevance to folk dances.

G. Developing mastery (Leads to formative

Assessment #3)
1. Perform the basic arm/hand/feet movements in folk dance
using 32 counts per set (faster beat).

2. The teacher instructs the class to form groups of five (5)

people. Students are free to choose their own group mates.
They may also choose to practice outside the classroom.

3. Students are given ten (10) minutes to process the

performances.

(Teacher-facilitator rearranges the chairs in preparation for

performances.)
 RUBRIC
MOVEMENT CREATIVITY AND INCLUSION OF
PERFORMANCE
KNOWLEDGE CHOREOGRAPHY DANCE ELEMENTS

PARTIAL (4 Pts.) PARTIAL (4 Pts.) PARTIAL (4 Pts.) PARTIAL (4 Pts.)

The team The dance
members members At least 2 The dance
sometimes sometimes movements members
performed with worked accurately performed
accuracy and together to shown. without
purpose. The create Some accuracy. They
team members unique, knowledge of were not
seemed interesting the prepared nor
somewhat and movements. engaging.
prepared as unpredictable (Space, Energy,
though they knew choreography Body,
the routine. Lack that all team Movement,
of timing and members Time)
direction. were able to
perform and
teach
somewhat
successfully.

ACCEPTABLE (6 Pts.) ACCEPTABLE (6 ACCEPTABLE (6 ACCEPTABLE (6 Pts.)

The team Pts.) Pts.)
members The dance The dance
performed with members for At least 3 members
accuracy and the most part movements performed with
purpose. The worked accurately little accuracy.
team members together to shown. They were not
were somewhat create Some very prepared
prepared and unique, knowledge of and minimally
knew the interesting the engaging.
routine. and movements.
Some sense of unpredictable (Space, Energy,
timing and choreography Body,
direction. that all team Movement,
members Time)
were able to
perform and
teach
successfully.

GOOD (8 pts.) GOOD (8 pts.) GOOD (8 pts.) GOOD (8 pts.)

The team The dance
members members At least 4 The dance
virtually always virtually Movements are members
performed with always accurately performed with
accuracy and worked shown. some accuracy.
purpose. The together to Somewhat They were
team members create precise. prepared and
were well- unique, (Space, Energy, somewhat
prepared and interesting Body, engaging.
knew the and Movement,
routine. Few unpredictable Time)
mistakes made. choreography
They kept that all team
together and members
have a fairly were able to
good sense of perform and
timing and teach
direction. successfully.

EXCELLENT (10 EXCELLENT (10 EXCELLENT (10 EXCELLENT (10

Pts.) Pts.) Pts.) Pts.)
The team The dance
members members All movements The dance
performed with always are accurately members
perfect accuracy worked shown and well performed with
and purpose. together to precise. perfect accuracy,
The team create (Space, Energy, and they were
members were unique, Body, extremely well-
extremely well- interesting ,a Movement, prepared and
prepared and nd Time) engaging.
knew the unpredictable
routine. choreography
that all team
members
were able to
perform and
teach
successfully.
  Presentation of performances by selected groups.
 Graded presentation will be done next meeting.
ELABORATE (10 minutes) Students are given opportunities to expand and elucidate their
*time may vary understanding of the concept and/or apply it to a real-world situation.
Teacher clarifies learners’ misconceptions (if any) by validating student
responses through standard Science concept/s.
I. Finding practical application of concepts and
skills in daily living  The historical backgrounds and context of the dance literatures of
Binislakan, Sakuting, Sua-Ku-Sua, and Pangalay gave us the
picture of the nature and background of these Regional and
national dances. But since folk dances also offer a wide array of
benefits, it also contributes to promotion of physical health.

 You will also find it useful knowing how to choreograph a dance

as you could earn money out of it.

J. Making Generalizations About the Lesson

Performing folk dances not only promotes healthy lifestyle but helps
preserve and promote cultural heritage.

EVALUATE (5 minutes) Provides a short concept check test items and answer key aligned to the
*time may vary learning objectives, content and performance standards (may be oral or
written formative test). Misconceptions, if any, are also addressed.
K. Evaluating learning Identify the following characteristics. (This will be flashed in
the TV screen)
1. This is the scope of movement execution. It is dictated by the
space provided. If the space is wide then movements shall be
wide and big. If the space is limited, then the movements shall
be small and limited.
2. To deliberately drop the exertion of energy into a body
segment.
3. This is the act of decreasing the angle of a joint.
4. The focal point of dancers’ attention while moving in space.
This is the basis of all locomotor movements. It prepares you to
move in any direction you wish to go.
EXTEND
L. Additional activities for application or remediation 1. Research on the Basic Steps in Folk Dancing, and
2. Be ready for a graded performance next meeting.

VI. REMARKS

VII. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

ho scored below 80%
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or my
supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?
Prepared by:
JACKIELOU D. MERCADER
Teacher-III

Checked by:

JERIC REY
Master Teacher-I