School: ILLURU NATIONAL HIGH SCHOOL Grade Level: 9

Teacher: JONALYN L. DELA CRUZ Learning Area: MAPEH (P.E)

Teaching Dates and

Week 1-2 (4 Sessions) Quarter: Second
Time:
DAILY LESSON LOG

In MAPEH-9

MONDAY TUESDAY WEDNESDAY FRIDAY

I. OBJECTIVES

A. Content
The learner demonstrates understanding of lifestyle and weight management to promote community fitness
Standards:

B. Performance The learner maintains an active lifestyle to influence the physical activity participation of the community practices healthy
Standards: eating habits that support an active lifestyle

The learner…..
C. Learning
Competencies/ ● Undertakes physical activity and physical fitness assessments (PE9PF - IIa - h -23)
Objectives:
● Executes the skills involved in the dance (PE9RD-Iib-h)

II. CONTENT

QUARTER 2: SOCIAL DANCE AND DANCE MIXERS

Dance Etiquette Nature Of Background Of Social Latin-American Dance The Cha-cha-cha

 Dances And Dance Mixers

III. LEARNING
RESOURCES

A. References

1. Teacher’s
Guide Pages

2. Learner’s PE & Health LMs page 68-

PE & Health LMs page 68-77 PE & Health LMs page 68-77 PE & Health LMs page 68-77
Materials Pages 77

3. Textbook Pages

4. Additional
Materials from
Learning PIVOT 4A CALABARZON PE G9
Resource (LR)
portal

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing SWAY WITH THE MUSIC Show Flashcards to the Discuss the difference Play the music chachacha.
previous lesson students and let them do the between the Latin-American From their assignment, let
or presenting The teacher will ask the task. Dance and Modern Standard students execute on their
students to find a partner (Boy Dance. This will serve as own their style in
the new lesson
to Girl) The teacher will played Direction: Classify the item their review of the previous chachacha.
(ELICIT) a video clip (Dancing) Let the whether Latin-American Dance lesson.
student copy the dance steps. or Modern-Standard Dance.

(the teacher may use any 1. Chachacha (5 mins)

video/music) (5 mins)
2. Rumba
 Questions: 3. Slow Waltz

∙ How do you feel while 4. Samba

dancing ? and after dancing?
5. Tango
∙ Do you comfortable with your
6. Swing
partner?
7. Quickstep
∙ What can you say about the
dance? Do you like it ? why do 8. Jive
you say so?
9. Paso Doble

10. Foxtrot
(5 mins)
(5 mins)

B. Establishing a WORD BUILDERS: Define the following: From the boxes below, pick Play the video
purpose for the the dances that are
lesson Let the students do the task 1. Social Dance categorized as Latin-
https://www.youtube.com/watch?v=si3aiGebMFw

below. American Dance.

2. Ballroom Dance
(ENGAGE)
● Connect word(s) (5 mins) Let the students watch
associated to the term 3. Dance Mixers
and familiarize the dance
“DANCE ETIQUETTE” 4. Dance Sports steps for the activity later.
ChachachaRumba
Slow Waltz Tango
(5 mins)
Samba
Viennese
Paso Doble
Jive
C. Presenting IDENTIFICATION: Play samples videos of Latin- The teacher will play Present to the class the
examples/ American and Modern examples of Latin-American basic steps and step
instances of the (The teacher will present Standard dances. Let the dances. Students will analyze pattern of Chachacha.
selected pictures containing students watch and examine the styles and characteristics
new lesson
costumes in ballroom and ask the dance it’s styles and of the dance.
(EXPLORE) the students to do the task) characteristics. (refer to page 18)
Check the following attires
posted on the board/screen. After watching, they will be
Identify if its formal or casual. Process questions: asked to do the task below. Let the students find
Hints: 1. How are they differ Latin Description Place partner and interpret the
from each other? It’s Dances dance steps.
1. Formal similiarities? Chachacha
2. Formal (5 mins) Rumba (10 mins)
3. Casual Samba

4. Formal Paso
Doble
5. Casual
Jive
(5 mins)
Swing

Merengue

Salsa

Mambo

D. Discussing new The teacher will discuss about The teacher will discuss about The teache will discuss about DEMONSTRATION!
concepts and the Dance Etiquette: the nature and background of Latin-American Ballroom
practicing new Social Dances and Dance Dances. The teacher will
skills #1 ● What to Wear Mixers. demonstrate the basic
steps of Chachacha.
● Personal Grooming
 ● On the Dance Floor See LMs page 74-76 (see SLM pages 14)

● No fault dancing and (15 mins)

Demeanor
(15 mins) (15 mins)

(see LMs page 67-69)

(20 mins)

E. Developing Ask the students: Questions to ask: Describe the following COUNTER-
mastery (leads dances: DEMONSTRATION
to formative ● What happens if there’s 1. What are social
assessment) no decency and respect dances? 1. Chachacha ● The students will
in ballroom social then follow the
dancing activity? 2. How are Latin- 2. Samba teacher
(EXPLAIN)
American dances demonstration of
(5 mins) different from Modern 3. Paso Doble
the basic steps in
Standard dances? chachacha.
4. Rumba
3. How do you think can 5. Jive
social dance and
dance mixers help you (20 mins)
in enhancing your
fitness and wellness? (5 mins)

(5 mins)

F. Making May I Have This Dance! Discuss the nature and Briefly discuss the following:
generalizations background of social dances
and (the teacher will play again and dance mixers using the 1. What are latin-
abstractness to music on ballroom dancing) graphic organizer below. american ballroom
and will ask students to apply dances?
the lesson
the dance etiquette on the
Dance Floor. 2. Why they are called
(ELABORATE)
latin-dances? What
is/are its
 (5 mins) characteristics?
- -
Social Dance
and Dance
Ask them: Mixers (5 mins)

1. How is it different this - -

time from the earlier
dance activity you
have?

2. Does the dance

etiquette applied and
observed already on
the dance floor?

3. What is its importance

in social dancing
activity like this?

(5 mins)

G. Evaluating YES NO Answer the given questions in IDENTIFICATION: DrawLots!

learning your notebook.
Respond YES it the statement Identify the place of origin of ● Let each partner
(EVALUATION) shows etiquette, No if it’s not. the following dances. pick a basic step to
execute in 16
1. Dance to the level of 1. What do you think is the role 1. Mambo counts.
your partner. (Yes) of social dances and dance
mixers in this world dominated 2. Salsa
2. Blame a partner for a by technology advancement?
missed execution of 3. Merengue
2. Do you think social dancing
figures (No) and dance mixers are still 4. Swing
3. Project a positive image relevant nowadays? Why? 5. Jive
on the dance floor even 3. How do social dances and
if its not your personal dance mixers contribute to the 6. Paso Doble
style (Yes) fitness and community
 4. Wear sneaker or any building? 7. Samba
shoe with rubber sole
(No) 4. If you were an ambassador 8. Rumba
of fitness, how will you
5. Do aerial choregraphy promote social dances? 9. Cha-cha-cha
(No)

6. Cut other dancers off (5 mins)

(No)

7. Thank or compliment
your partner (Yes)

8. Check your grooming

regularly (Yes)

9. Say “sorry” if something

went wrong. (Yes)

10. No teaching on the

dance floor. It may
insult your partner.
(Yes)

H. Additional Research different examples of Watch from Youtube the Master the basic steps for
activities for Ballroom Dances. basic of cha-cha-cha or you the Culminating Activity
application and may ask your parent/sibling/
remediation friend about it.

(EXTEND)

1. REMARKS

2. REFLECTION

A. Number of learners who

earned 80% in the
 evaluation: _________

B. Number of learners who

scored below 80% who
needs additional
activities for remediation:
_________

C. Did the remedial lesson

work? No. of learners
who have caught up with
the lesson: __________

D. Number of learners who

continue to require
remediation: __________

E. Which of my teaching
strategy/ies worked
well? Why did these
work?

F. What difficulties did I

encounter which my
principal or supervisor
 can help me solve?

G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked by:

JONALYN L. DELA CRUZ,T III AURORA T. GUNDAN, MT II

Subject Teacher Immediate Head

Noted:

GREGORIE R. PASCUA
Officer In-Charge