This document outlines a lesson plan for introducing students to dance through four sessions over 8 hours. It includes:
1. An overview of the content, standards, and learning competencies covered in each session, including a brief history of dance, its elements and benefits, and characteristics of good dance.
2. Details of activities and assessments used in each session to help students meet the learning objectives, such as group discussions, video analysis, and choreography assignments.
3. Performance tasks and rubrics to evaluate students' understanding of dance concepts and ability to apply them by the end of the unit.
The lesson plan guides students through exploring different aspects of dance like its history, elements, forms and characteristics over
This document outlines a lesson plan for introducing students to dance through four sessions over 8 hours. It includes:
1. An overview of the content, standards, and learning competencies covered in each session, including a brief history of dance, its elements and benefits, and characteristics of good dance.
2. Details of activities and assessments used in each session to help students meet the learning objectives, such as group discussions, video analysis, and choreography assignments.
3. Performance tasks and rubrics to evaluate students' understanding of dance concepts and ability to apply them by the end of the unit.
The lesson plan guides students through exploring different aspects of dance like its history, elements, forms and characteristics over
This document outlines a lesson plan for introducing students to dance through four sessions over 8 hours. It includes:
1. An overview of the content, standards, and learning competencies covered in each session, including a brief history of dance, its elements and benefits, and characteristics of good dance.
2. Details of activities and assessments used in each session to help students meet the learning objectives, such as group discussions, video analysis, and choreography assignments.
3. Performance tasks and rubrics to evaluate students' understanding of dance concepts and ability to apply them by the end of the unit.
The lesson plan guides students through exploring different aspects of dance like its history, elements, forms and characteristics over
This document outlines a lesson plan for introducing students to dance through four sessions over 8 hours. It includes:
1. An overview of the content, standards, and learning competencies covered in each session, including a brief history of dance, its elements and benefits, and characteristics of good dance.
2. Details of activities and assessments used in each session to help students meet the learning objectives, such as group discussions, video analysis, and choreography assignments.
3. Performance tasks and rubrics to evaluate students' understanding of dance concepts and ability to apply them by the end of the unit.
The lesson plan guides students through exploring different aspects of dance like its history, elements, forms and characteristics over
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TIME CONTENT LEARNING
CONTENT PERFORMANCE ACTIVITY GUIDE EVALUATION
FRAME STANDARD COMPETENCIES Health- The learners…. The learners…. At the end of the optimizing P.E lesson, the students I. Readiness Phase: Group Activity: (H.O.P.E) 3 shall be able to: Guide Questions: Instruct the students Demonstrates Leads dance 1. Know the brief 1. What is dance? to form into two Unit 1 understanding of events with history of dance; 2. Do you know where groups of five to ten (Introduction dance in proficiency and 2. Discuss the nature dances come from? members. Let them to Dance) optimizing one’s confidence of dance; II. Experiential Phase share their answers to health; as resulting in 3. Enumerate the 1. Provide a short lecture their group mates. Ask requisites for independent benefits of dance by presenting a chart one member of the 2 hours Chapter 1: physical activity pursuit and and creative or a PowerPoint group to take down LESSON 1: assessment influencing movements; and presentation on the notes and consolidate performance and others positivity 4. Realized the nature and history of common answers from 1. Brief as a career importance of dance. the group. History and opportunity dance on health 2. Discuss the benefits of nature of and performance. dance in terms of Dance Physical, Psychological/emotion al, social and cultural aspects. 2 hours Chapter 2: At the end of the I. Readiness Phase: Activity: LESSON 2: lesson, the students 1. Instruct the students Using the elements of shall be able to: to prepare a piece of dance, instruct the Elements Of 1. Identify the paper with three students to make a Dance elements of dance columns marked snapshot description 2. Apply these “Activity,” “Place.” of each of the elements in And “Time. following: creating dance Instructions: choreography; Under “Activity,” list 5 a) A Friend and activities which are part of b) A Family 3. Realize the your required daily routine. Member importance of Be as specific as possible. c) An animal elements of dance Under those five, list five on choreography more activities that are no Show a dance clip and and performance. required in your daily ask the students the routine but are those that following questions: you choose to do. Now, go 1. What back over the whole list, and elements of next to each of ten activities dance are that you identified, start used in the another list under “Place” clip that describes where your 2. How did the activities occur. dancers use II. Experiential Phase these a) Provide a short lecture elements by presenting a Power 3. What are the Point presentation on different the elements of dance energies dance. used? 2 hours Chapter 3 At the end of the I. Readiness Phase: Activity: LESSON 3: lesson, the students Guide questions: Allow the students to shall be able to: a) What are the do the activity: Characteristics 1. Define form, motif characteristics of 1. Simple dance of Good Dance and phrasing in dance? Phrase, dance; Show a video clip of 2. Linking a 2. Understand itik-itik dance. Instruct dance phrase choreographic them to observe how 3. Find the motif principles and the dance develops. structures of II. Experiential Phase: From “let’s Do dance; and a) Provide a lecture by This!” on page 3. Explore and create presenting a Power 19 of their movement Point presentation on work text. phrasing and form, phrase and dance form. motif in dance. b) Explain the motif and PERFORMANCE TASK: form used in the video Mastery Phase clip. Activities c) Provide a lecture on Unity, variety, Rubrics: (Page 11: contrast, continuity, Physical Education and transitions, repetition, health II Teachers and climax. Resource material). 2 hours Chapter 3: At the end of the I. Readiness Phase: Activity: LESSON 2: lesson, the students Guide Questions: “Performance Task” shall be able to: 1. What makes a Choreographic 1. Identify the good dance? For 5-10 members Forms choreographic 2. What is a form? per group. Do the forms in dance; 3. What is a activity 6: 2. Remember the phrase? identifying process in making 4. What is a motif? Choreographic a dance; II. Experiential Phase Forms of Dance 3. Create simple a) Provide a short lecture from “ Let’s Do movement about the different this!” on page 20 of choreography choreographic forms their work text using of dance. Show a With the same choreographic video clips on dance grouping ask the forms in dance; choreography. students to create a 4. Appreciate dance b) After the lesson create series of choreography and a simple AB form. movements at least performance; and Create several phase 32-64 counts in 5. Realize the of movement to make length. Choose a importance of an A section. Add choreographic form choreographic more phrases that of their choice and forms of dance in contrast with the A apply it to their creating and section to make up the movement performing dance B section. Teach sequence. routines. you’re A and B sections to the class. Rubrics: Page 14 (Physical Education and health II Teachers Resource material). 2 hours At the end of the I. Readiness Phase: Unit Test: Chapter 3: lesson, the students 1. Choose a short dance LESSON 3: shall be able to: piece or video clip of (Page 17-19) 1. Develops skills, dance choreography (Physical Education Evaluating a and assessing and from any available and health II Teachers Good Dance evaluating resources. Show the Resource material). different forms of video clip to the class dance and dance and ask them to performances; closely observe by 2. Create dance noting down the analysis and composition of the evaluation in a dance in terms of dance elements and the performance; and characteristics of the 3. Appreciate dance dance performance. in different points 2. Guide Questions: of view as that of a) Is it a good dance? a choreographer, b) How should you a dancer, and an know if a dance is spectator. good or not? II. Experiential Phase 1. Provide a short lecture on the different roles of evaluators. Give examples for each. 2 hours Unit 2 At the end of the I. Readiness Phase: Group Activity: lesson, the students Guide questions: World Of shall be able to: 1. What is folk 1. Have the class Dance 1. Review the origin dance? follow and execute of folk dances as 2. Who is the the fundamental Chapter 4: they have founder of folk steps or arms and LESSON 1 developed in dance? feet in Philippine specific folk II. Experiential Phase: folk dance. Folk Dance cultures; a) Provide a lecture on 2. Give a brief back 2. Know the the definition and ground of Sakuting fundamental characteristic of a folk folk dance (For movements of dance. their next which basic folk b) Explain the different Performance Task) dance steps are between folk, made; national, and ethnic 3. Developed the dances. ability to dance c) Discuss the rhythmically with background of poise and well- Sakuting. coordinated body which moves as one unit; 4. Appreciate skills n folk dance that is appropriate in style and spirit for each specific dance; and 5. Appreciate the value of folk dance as an activity for promoting understanding among the peoples of the world. At the end of the I. Readiness phase Group Activity: lesson, the students 1. Show the video clip Performance task Chapter 4 shall be able to: to the class with the LESSON 2: famous a) Let the class 1. Know the brief choreographer practice the five Ballet history of ballet; George Balanchine. different ballet 2. Know the And ask the class to dance position. vocabulary in note down their Give them time to classical ballet and observation of the master these its fundamental movements used in positions. Provide steps; that ballet music to enhance 3. Execute performance. timing and grace. fundamental ballet skills and II. Experiential Phase Rubrics: techniques; 4. Create simple a) Provide a lecture by Page 31 (Physical ballet showing a chart or Education and health II choreography; Power Point Teachers Resource 5. Develop the presentation on the material). ability to dance brief history of rhythmically with ballet as well as how poise and well- ballet started in the coordinated body Philippines. which moves as b) Provide a short one unit; and lecture on the 6. Appreciate and composition of a support ballet ballet class. Explain dance the importance of performance. each part. Show illustration for each segment. c) Explain the importance of basic ballet dance position Chapter 4 At the end of the I. Readiness phase LESSON 3: lesson, the students 1. Ask the students to shall be able to: choose a simple, 1. Define the everyday activity. Modern Dance meaning of Let them do the modern and movements of this contemporary activity as slowly, dance; importantly, and 2. Know and identify directly as possible. the characteristics Your intent should of modern dance; be to transform this 3. Execute and activity into a ritual. perform the 2. Show a video clip or fundamental an excerpt of a movements of modern dance modern dance; performance. Ask 4. Discover the students to note movement as down their medium for the observations in creative terms of movements development and used in the expression of choreography. ideas; 5. Create simple II. Experiential Phase modern dance a) Provide a brief routine; lecture on the 6. Appreciate skill in definition and contemporary characteristics of a dance; and modern dance. b) Provide a chart or a 7. Appreciate power point modern dance presentation on the performances. brief history of modern dance. c) Show illustrations of the pioneers of modern dance. Chapter 5 At the end of the I. Readiness phase: lesson, the students a. Ask the students to LESSON 1: shall be able to: recall a cheer they previously learned. 1. Know the b. Ask them to add a Cheer Dance origins of few hand and body cheerleading actions to go with the and how cheer cheer. dance came II. Experiential about; Phase: 2. Know the a. The beginning fundamental activity of the class movements of uses prior knowledge which cheer to bring the students dances are attention to cheer made of; dance. 3. Execute basic b. Provide a brief gymnastics lecture on the skills such as definition and history jumps and of cheerleading. tumbling; c. 4. Create simple cheer dance skills such as jumps and tumbling; 5. Create simple cheer dance routine; 6. Enhance creativity, skills, fun, and friendship; and 7. Appreciate the skills and value of cheer dance as an activity to build people through cheerleading.