LESSON PLAN IN MAPEH-9 PHYSICAL EDUCATION

GRADE
QUARTER/DOMAIN DATE PAGE NO.
LEVEL
May 8, 2025 - Thursday
9 Third
1:00 – 4:00 PM

I. OBJECTIVES
The learner ….
 The learner demonstrates understanding of lifestyle and weight
A. Content Standards
management to promote community fitness.

The learner….
B. Performance  The learner maintains an active lifestyle to influence the physical
Standards activity participation of the community.

C. Learning
 Execute the skills involved in the dance (PE9RD-IIIb-h-4)
Competency/ Objective
II. CONTENT UNIT 3: FESTIVAL DANCES
III. LEARNING
RESOURCES
A. References
1. Teacher’s Grade 9 Physical Education Teacher’s Guide
Guide pages
2. Learner’s PE & Health Learner’s Material pages 118-131
Materials pages
3. Textbook pages PE & Health Learner’s Material pages 118-131
4. Additional Materials Self- Learning Module’s/ LAS
from Learning Resource
(LR) Portal
B. Other Learning
Resources
1.Materials Video clips, laptop, ppt, pictures

2. Strategies  Discussion
 Cooperative Learning
IV. PROCEDURES
Teacher’s Activity Student’s Activity

1. Prayer
Before we start can someone lead the (The student will
prayer? stand up and pray the
“Our Father”)
Preliminaries
2. Greetings
Good morning, class! Good morning, sir
Arjie!
3. Attendance
Who’s absent for today’s class? Nobody’s absent sir!
 "The teacher prepared an energizer for the
students, a 2-3 minutes Zumba exercise. The (The students stand
A. Drill
students are encouraged to participate." up and participate in
the zumba exercise.)

Direction: Identify what type of social dance it (The students read

is, whether Latin American Dances or the direction.)
Modern Standard Dances and its origin.

1. Cha-cha, Rumba, Salsa

2. Samba 1. Latin-
3. Slow Waltz American
4. Paso Doble Dance/ Cuba
5. Tango 2. Latin American
6. Jive/ Boogie, Swing Dance/ France
7. Quick Step 3. Modern
8. Merengue Standard
9. Viennese Waltz Dance/
10. Foxtrot Australia
4. Latin American
Dance/ Spain
5. Modern
B. Review Standard
Dance/
Argentina
6. Latin American
Dance/ USA
7. Modern
Standard
Dance/ USA
8. Latin American
Dance/
Dominican
Republic
9. Modern
Standard
Dance/Vienna
10. Modern
Standard
Dance/ USA

Activity 1: Guess What?

Direction: Take a look at the picture that
follows. Based on what you see, describe what (The students read
kind of celebration or dance it is. the direction.)

Motivation
 (students answers
may vary)

“Great job! All your answers are correct. Now,

do you have any idea on what’s our topic for
today?”

“Today, we’re going to talk about festival

dances—these are dances performed during
celebrations or festivals in different parts of the
Philippines and learn more where they started,
what they are for, and why people perform
them.”

(The teacher will present the learning

competency)

Activity 2:

 I will divide you into three (3) groups.

Each group should choose one leader.
 As I play the music, listen carefully and
come up with at least two movement
figures, each lasting 16 counts.
 You will have 10 minutes to create and
practice them.
 After that, be ready to execute your
movement figures in front of the class.
Activity
(Pina Festival music will be played) (Students will
proceed to their
respective
“Alright, time’s up! Please settle down. Let’s groupmates)
begin with Group 1, followed by Group 2, and
then Group 3. Get ready to execute your
movement figures.”

(Group 1 and 2
presents their output
“Congratulations to all the groups who did a to the class.)
great job presenting! Let’s give ourselves a big
round of applause!”

Analysis
After the activity, the teacher will ask
students the following questions:
 1. How does it feel coming up with your (Students possible
own festival routine? answers)
2. Was it hard or easy? Why?
3. What should one know and to come up 1. It feels exciting
with an easier festival dance? and fun to
create our own
festival
routine.
2. It was a bit
hard at first
because we
had to think of
steps that
matched the
theme.
3. One should
know the basic
dance steps,
the festival's
meaning, and
use teamwork
to make it
“Good job, everyone! You really showed how easier.
good you are at sharing ideas and answering
each question. I hope you keep that same
energy as we move on to our next activity.”

Abstraction
Festival Dances

 Festival Dances are cultural dances

performed to the strong beats of
percussion instruments by the
community of people sharing the same
culture usually done in honor of patron
saint or in thanksgiving of a bountiful
harvest.
 Festival dances may be religious or
secular in nature. But the best thing
about festivals is that they add to the
merry-making and festivities where they
are celebrated, the reason why they
called festival dances after all.
 Festival dances draw the people’s
culture by portraying the people’s ways
of life through movements, costumes
and implements inherent to their place of
origin.

Religious and Secular Festivals

 As mentioned earlier, festivals may
either be religious, in honor of a certain
religious icon or secular or non-religious,
in thanksgiving or celebration of people’s
 industry and bountiful harvest. The
following are some of the said festivals:

RELIGIOUS FESTIVALS
Name of Place of Religious Month
Festival Origin Figure Celebrated (Students listen
Honoured attentively)
Sinulog Cebu City Sto.Niño January
Festival
Dinagyang Iloilo City Sto. Niño January
Festival
Ati-Atihan Kalibo, Sto. Niño January
Festival Aklan
Peñafrancia Bicol Virgin Mary September
Higantes Angono, Saint November
Festival Rizal Clement
Longganisa Viga City, Saint Paul January
Festival Ilocos Sur
Kinabayo Dapitan City James the July
Festival Great
Pintados de Passi City, Sto. Niño March
Pasi Iloilo
Pattarradday Santiago Señor San May
City Tiago
Sangyaw Tacloban Sto. Niño July
Festival City

SECULAR/NON-RELIGIOUS FESTIVALS
Name of Place of Industry Month
Festival Origin Celebrated
Bangus Dagupan, Milkyfish April to May
Festival Pangasinan Industry
Bambanti Isabela Scarecrow January
Festival (farming)
Mammangui City of Corn May
Festival Iligan Industry
Mango Iba, Mango April
Festival Zambales Industry
Panagbenga Baguio City Flower February
Festival Industry
Ibon Ebon Pampanga Migratory February
Festival Birds Egg
Industry
Masskara Bacolod Mask October
City (Sugar
Industry)
T'nalak South Tinalak July
Cotabato Cloth
Weaving
Ammungan Nueva Gathering of May
Festival Viscaya Trival
Industries
Binatbatan Vigan, Weaving May
Festival Ilocos Sur Industry

All dances start with some basic movements.

We have two classifications of movements:
 Locomotor Movements
 These are movements that allow you to
move from one point in space to
another.

 Step - It is defined as transfer of weight

from one foot to the other.
 Walk - Series of steps executed by both
of your feet alternately in any direction.
 Run - Series of walks executed quickly
in any direction wherein only one foot
stays on the ground while the other is off
the ground.
 Jump - This movement is simply
described by having both feet lose its
contact with the ground.

Non-Locomotor movements (Students listen

attentively)
 These are movements that are
performed in one point in space without
transferring to another point.

 Flexion - It is the act of decreasing the

angle of a joint. Another term for flexion
is to bend.
 Extension - This is the opposite of
flexion. You are extending if you are
increasing the angle of a joint. Stretching
is another word for extension.
 Contraction - A muscle movement done
when it shortens, narrows, and tightens
using sufficient amounts of energy in the
execution.
 Release - A muscle movement opposite
to contraction done when it let goes or
let loose of being held into a shortening
movement.
 Collapse - To deliberately drop the
exertion of energy into a body segment.
 Recover - The opposite of collapse. This
is to regain the energy exerted into a
body segment.
 Rotation - To rotate is to move a body
segment allowing it to complete a circle
with its motion.
 Twist - To move a body segment from
an axis halfway front or back or quarter
to the right or left as in the twisting of the
neck allowing the head to face right or
left and the like.
 Pivot - To change the position of the
feet or any body part that carries the
body's weight allowing the body to face
in a less than 360 degrees turn.
 NAME OF STEP
STEP PATTERN/COUNTING(RHYTHM)
Close Step Step R sideward (1), Close
Step L to R (2)
Bleking Step R. in place (1), Heel Place
L in front (2)
Touch Step Step R sideward (1), Point L in
Front of R (2)
Walk Step R forward (1), Step L
forward (2)
Change Step R (1), Close Step L to R
Step (and), Step R in Place (2)
Cross Cross R over L (1), step L
Change sideward (and), step R in place
Step (2)
Hop Step Step R sideward (1), Hop R in
place (2)
Mincing Point L in place (and), Step R in
place (1), Point L in place (and),
Step R in place (ct. 2)
Cross Step Step R across L. (1), Step L
sideward L. (2)
Heel-toe, Heel place R sideward (1),
change step point L close to R (2), change
step with the R (Maybe
repeated with L)
Elements of movements in space

 Rhythm - In basic music, rhythm is

regular and metered (24, 34 or 44).
Music dictates the speed of movements
we create.
 Level - This refers to the level of
movement. It may be low, when knees
are fully or slightly bent when executing
movement; medium, if knees are
normally straight when executing
 Range - This element refers to the
scope of movement execution. It is
dictated by the space provided.
 Floor Patter/Design - This refers to the
designs created on the floor by the
bodies of dancers.
 Direction - This element adds to the
variety of movement. They may be
performed forward, backward, sideward,
or even upward.
 Focus - This is the focal point of dancer
attention while moving in space.

Application
Activity 3: “Dance to the Beat”
Instructions:
 With you’re the same group, decide what
you wish to celebrate. (Students read the
  Once you’ve decided, use that instructions)
celebration as your theme and guide in
creating your movements.
 Execute the basic movements you have
learned to come up with five different
figures, each lasting 16 counts.
 You have 10 minutes to plan and
practice your routine.

Your performance will be assessed using the

criteria:

Variety of movements 40%

Creativity (Application of 40%
elements of movement in
space)
Cooperation 20%
Total 100%

Any questions/clarifications about the activity?

None, sir!
If none, then proceed to your groupmates and
collaborate with them.
(Students will
proceed to their
respective
groupmates)
“Alright, everyone! It’s time to present your
dance routine. Let’s start with group 1 followed
by group 2, and 3.”
(Group 1-3 presents
their dance)
"Great job, everyone! I can really see how you
applied the different dance steps and
incorporated the elements of movement in
space. Your creativity and teamwork truly
brought your celebration themes to life."

Generalization
To check your understanding of our
lesson, please execute the different dance step
patterns shown below.

1. Close step
2. Bleking step
3. Touch step
4. Walk (Students will
5. Change step execute the steps)
6. Cross change step
7. Hop step
8. Mincing
9. Cross step
 10. Heel-toe change step

“Festival Dance Showcase”

Instructions:

 The class will be divided into two groups.

Group 1 will be assigned to religious
festival and group 2 will be secular/non-
religious festival dance (Students read the
 Choose one festival then Plan and directions)
create a 1–2 minutes dance routine that:
 Incorporates at least 5 basic
dance steps from the step pattern
chart.
 Uses both locomotor and non-
locomotor movements.
Assessment
 Applies at least 3 elements of
movement in space (e.g., level,
direction, floor pattern).
 Reflects the theme or spirit of the
chosen festival through
movement, expression, and
simple props or costumes if
available.
 Practice and execute the routine in front
of the class.

Groups 1 & 2 will

present their dance.
Assignment:
1. Additional
Please study all the lessons we’ve covered in Quarter 3. Be prepared
activities
for a long quiz in our next meeting.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about

your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of the teaching
strategies worked
well? Why did this
 work?
F. What difficulties or
challenges which my
principal or supervisor
can help me solve?
G. What innovation or
localized material did I
use/discover which I
wish to share with
other teachers?

Prepared by: Checked by:

ARJIE D. FERNAN DR. GUILLERMO M. SODOMIA

Student Instructor