4

Quart
Quarter 3

Lesson Exemplar Qua

Lesson

for PE and Health 4

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for PE and Health Grade 4
Quarter 3: Lesson 4 (for Week 5-8)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writers:
• Teresita D. Ignacio (Saint Louis University)
• Irma L. Escobia (Philippine Normal University – Manila)
Validator:
• Rolly R. Balbutin (Philippine Normal University – Mindanao)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
 LESSON EXEMPLAR

PE and Health / QUARTER 3 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of healthy eating and rhythmic activities and dances in promoting community wellness
Standards for active and healthy living.

B. Performance The learners participate in rhythmic activities and dances in promoting community wellness for active and healthy living.
Standards

C. Learning Learning Competency

Competencies 1. Engage actively in different rhythmic activities and dances for improving one’s movement competence and physical activity
and Objectives participation.
The learners...
1. Identify the dance elements.
2. Identify non-locomotor movements.
3. Apply the dance elements in performing movement skills and Philippine folk dance steps in 2 4 time signatures.
4. Participate in rhythmic and physical activities for active and healthy living.

D. Content Physical Activity Participation: Rhythmic Activities and Dances

Suggested Activities: Dance Exercise (i.e., DepEd Galaw Pilipinas), Movement
Exploration, Fundamental Dance Movements (local context), Fundamental
Dance Steps (2 4-time), and/or Social Dance Mixers (2 4-time)

E. Integration Values:
SDG 3: Good Health and Well-being - A balanced diet contributes to overall health and well-being by providing essential nutrients
that support physical and mental health.

II. LEARNING RESOURCES

Anna Varron. (2020, November 9). Cut step [Video]. YouTube. https://www.youtube.com/watch?v=XMWPI91KLoY
Aquino, F. R. (1960). Philippine Folk Dances (Vol. 2). Kayumanggi Press.
Better Health. (2013). Dance - health benefits. Vic.gov.au. https://www.betterhealth.vic.gov.au/health/HealthyLiving/dance-health-benefits

1
Charellen Abulencia. (2020, October 14). Fundamental Positions of arms and Feet | Philippine folk dance [Video]. YouTube.
https://www.youtube.com/watch?v=DYe4kisejWs
Christertainment. (2021, June 24). THREE STEP TURN/ DANCE STEP IN 2/4 TIME SIGNATURE [Video]. YouTube.
https://www.youtube.com/watch?v=HSvPJiRANgs
G Videos. (2021, October 16). Heel toe change [Video]. YouTube. https://www.youtube.com/watch?v=j6paQzmD-QY
Hall, D., Berkeley, K., Spieth, D., & Kamath, L. (2022). Exploring the Arts. In louis.pressbooks.pub. LOUIS: The Louisiana Library Network.
https://louis.pressbooks.pub/exploringarts/
Laurence and Precy Official. (2021, April 25). GALOP (1M) 2/4 or 6/8 TIME SIGNATURE FOLKDANCE STEP [Video]. YouTube.
https://www.youtube.com/watch?v=LCjhUQGIX7g
Muyot, F. R., Zamora, C., Baarde, M. C. G., & San Jose-Mathews, J. (2017). Exploring the world of MAPEH 4. The Inteligente Publishing House.
Oxford Languages. (2024). Oxford languages. Oxford Languages; Oxford University Press. https://languages.oup.com/google-dictionary-en/
Titser Raymund Channel. (2021, March 22). Basic Folk Dance Steps PE-7 Quarter 3 Week 1 (Video lesson) [Video]. YouTube.
https://www.youtube.com/watch?v=e6QeUkfBvGs

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior WEEK 1: DAY 1

Knowledge
1. Short Review
Activity: Nutrition Body Spelling
Procedure:
1. Divide the class into two groups with an equal number of members.
2. The teacher will give each group a flag to raise whenever they want to answer.
The first group to raise their flag will make the first attempt to answer. The group
will present their answer by correctly spelling the nutrient through any of their
body parts – head, hands, buttocks, or feet). The other group may steal the
chance if the first group does not spell the word correctly.
3. The teacher will first give an example before finally asking the class to do the
activity. For example, the teacher will flash the word NUTRIENT and spell it
correctly with her hands.

List of words to be spelled:

1. Carbohydrates 6. Legumes
2. Vitamins 7. Hydration
3. Squash 8. Minerals

2
 4. Proteins 9. Cereal
5. Fruits 10. Carrots

2. Feedback (Optional)
After the activity, the teacher will ask the students the following:
1. Why is there a need to eat a balanced diet?

2. What are the benefits of eating a balanced diet in performing physical

activities?

B. Establishing 1. Lesson Purpose The teacher may add other non-

Lesson Purpose a. What are the dance elements? locomotor movements and
b. What are non-locomotor movements? Philippines folk dance steps to be
c. What are examples of 2 4 time Philippine folk dance steps? identified by the students.
The time for the activity will
Activity: Word Completion depend on the teacher’s
Procedure: assessment of the students’
1. Divide the class into two with an equal number of members. capabilities.
2. Ask the students to be with their group mates and complete the words to be
flashed or posted on the board. Answers key:
1. Space
Words to be completed: 2. Body
3. Action
1. SP_C_ 8. CR_SS 4. Time
2. B_D_ 9. H E E L and TOE C H _ N G E STEP 5. Energy
3. _CTI_N 10. T O _ C H STEP 6. Raise
4. T_M_ 11. C _ O S E STEP 7. Clap
5. EN_RG_ 12. C _ T STEP 8. Cross
9. Heel and Toe Change Step
6. R_ISE 13. P O _ N T STEP
10. Touch Step
7. C _A P 14. G _ L O P STEP 11. Close Step
12. Cut Step
3. The group that will complete the greatest number of words will win the game. 13. Point Step
14. Galop Step
2. Unlocking Content Vocabulary

Dance elements: B.A.S.T.E.

According to Hall et. al. (2022):
● Body - The body is the dancer’s instrument of expression. When an audience looks at
dance, they see the dancer’s body and what is moving. The dance could be made up
3
 of a variety of actions and still poses. It could use the whole body or emphasize one
part of the body. Exploring body shapes and movement actions increases our
awareness of movement possibilities.
● Action -Dance movements or actions fall into two main categories:
▪ Locomotor: (traveling moves) walk, run, jump, hop, skip, leap, gallop, crawl,
roll, etc.
▪ Nonlocomotor: (moves that stay in place) melt, stretch, bend, twist, swing,
turn, shake, stomp, etc.
● Space - This is where the dance takes place. Is the dance expansive, using lots of
space, or is it more intimate, using primarily personal space? An exploration of space
increases the awareness of the visual design aspects of movement.
● Time - Dance is a time art; movement develops and reveals itself in Time. Adding a
rhythmic sense to movement helps transform ordinary movement into dance and
informs when the dancer moves.
● Energy - An exploration of “how” a movement is done rather than “what” it is gives
us a richer sense of dance as an expressive art. A dancer can walk, reach for an
imaginary object, and turn, making these movements look completely different by
changing the use of Energy. For example, anger could be shown with a loud quick
walk, a sharp reach, and a strong twisting turn. Happiness could be depicted by
using a delicate gliding walk, a gentle reach out, and a smooth, light turn. Energy is
what brings the dancer’s intent or emotion to the audience. The element of Energy is
sometimes called “efforts” or “movement qualities”.
• Non-Locomotor Movements - movements that are done in place.
• 2 4 Time Signature Dance Steps and Movements - dance steps and movements
that are done with 2 beats in every measure.

To apply what the students learned during the lesson, an activity will be given. See
the worksheet for the activity which students will accomplish. Kindly refer to Activity
1.

3.Developing and DAY 2

Deepening
Understanding SUB-TOPIC 1: Dance Elements
1. Explicitation The teacher may personally
a. How to execute the Fundamental Dance Position of the Arms and Feet In Folk demonstrate the fundamental feet
Dancing applying the dance elements? and arm position in folk dancing
or may show the video to the
2. Worked Example students in the link below:

4
 ● The teacher will give a short introduction about folk dance to the students. Folk
dancing is an expression of culture. Folk dancing is an essential part of our culture Charellen Abulencia. (2020,
and a way to pass down traditions from one generation to the next, so we should October 14). Fundamental
study and learn it. The ability to pick up the proper way of performing a folk dance Positions of arms and Feet |
is a clear sign that the culture is still alive and well. The learners need to start with Philippine folk dance [Video].
this because It acts as a starting point for training. Because the exercise offers five YouTube.
different positions for you to practice and perform step-by-step, it helps improve https://www.youtube.com/watch?
memory. It also facilitates dancers' timing and coordination exercises. v=DYe4kisejWs
● Demonstration of the proper execution of the fundamental folk dance arm and feet
positions. The practice time of the students
for the return demonstration of the
Fundamental Arm and Feet Positions fundamental arm and feet
positions will be decided by the
teacher based on the capability
and readiness of the students.

The Teacher may use any 2 4 time

signature folk dance music in this
activity.

Combination:

5
3. Lesson Activity
Activity A: Practice and Return Demonstration of the Fundamental Arm and Feet
Positions
● Divide the class into five groups with an equal number of members.
● Give time to the students to practice the fundamental arm and feet positions and
the combination of the arm and feet positions.
● With a 2 4-time signature folk dance music, let the students present the
fundamental arm positions, feet positions, and the combination of the arm and
feet positions.

The students will be graded using the following sample criteria:

Proper execution 10 pts

Gracefulness 5 pts

Timing 5 pts

Total 20 pts

Activity B: 2-Minute Dance Craze

● Divide the class into five groups with an equal number of members.
● Applying the knowledge of the students on the elements of dance (energy, body,
actions, space, and time), ask the students to create a dance using combinations
of locomotor and non-locomotor steps and the fundamental arm and feet
positions.

6
 The students will be graded using the following sample criteria:

Application of the dance elements 10 pts

Gracefulness 5 pts

Timing 5 pts

Creativity 5 pts

Total 15 pts

WEEK 2: DAY 1

SUB-TOPIC 2: Health and Wellness Promotion Through Dance Activity

1. Explicitation
a. What is the history of “Tiklos”? The teacher may use her method
b. What are the movements and steps used in “Tiklos”? or technique how they will teach
c. How can dance activity promote health and wellness? the topic with their students. The
teacher may perform it together
2. Worked Example with a folk dance music, for
The teacher gives a brief background of the dance that will be performed in class. example “Pandango sa Ilaw”.
“Tiklos” (also called “pintakasi”) is the Waray equivalent to the “bayanihan”. Groups of
people work for somebody without hoping for anything in return. They work odd jobs
like clearing forests, digging the earth for wells, moving a nipa hut to a new location
or even building a house! In all these for free. Of course, grateful benefactors would
offer drinks and food; but it is not always expected. The peasants cooperate for the
social and economic progress of their community.

“Tiklos” is a native peasant dance of Leyte. Very early in the morning, the leader of the
tiklos beats the tambora, a kind of drum made from a hollow trunk of a tree with a
carabao hide head. Next comes sounds of the subing (bamboo flutes) and the guimbal-
a small snare drum with a head of a parchment made from the skin of a wildcat.

The peasants come out with grass hooks, bols and other garden tools and farm
implements. Led by the band, they march together to work in the fields. During breaks
the peasants enjoy themselves with tuba (a native wine) and the rest dance the tiklos

7
 accompanied by the subing (plawta), guimbal and tambora drums or when available,
the “sista” played by the band. The tiklos music is also played to call them back to The steps and movements that will
work. be demonstrated will be those that
will be used in the dance activity of
Demonstration of the dance movements and steps (tiklos). the students.

Dance Movements How to do it?

Clap Strike the palms of (one's hands) together repeatedly, typically in

order to applaud someone or something (Oxford Languages, 2024).

Raise lift or move to a higher position or level (Oxford Languages, 2024).

Swing move or cause to move back and forth or from side to side while
suspended or on an axis (Oxford Languages, 2024).

Cross go or extend across or to the other side of (a path, road, stretch of

water, or area) (Oxford Languages, 2024).

Close a short distance away or apart in space or time (Oxford Languages,

2024). The teacher needs to demonstrate
the dance if the video is not
Step an act or movement of putting one leg in front of the other in walking accessible.
or running (Oxford Languages, 2024).

Point step Step, point (Titser Raymund Channel, 2021)

Titser Raymund Channel. (2021, March 22). Basic Folk Dance Steps
PE-7 Quarter 3 Week 1 (Video lesson) [Video]. YouTube.
https://www.youtube.com/watch?v=e6QeUkfBvGs

Close step Step, close (Titser Raymund Channel, 2021)

Titser Raymund Channel. (2021, March 22). Basic Folk Dance Steps
PE-7 Quarter 3 Week 1 (Video lesson) [Video]. YouTube.
https://www.youtube.com/watch?v=e6QeUkfBvGs

Touch Step Point, close (Titser Raymund Channel, 2021)

Titser Raymund Channel. (2021, March 22). Basic Folk Dance Steps
PE-7 Quarter 3 Week 1 (Video lesson) [Video]. YouTube.
https://www.youtube.com/watch?v=e6QeUkfBvGs

8
Change step Step, close, step (Titser Raymund Channel, 2021)
Titser Raymund Channel. (2021, March 22). Basic Folk Dance Steps
PE-7 Quarter 3 Week 1 (Video lesson) [Video]. YouTube.
https://www.youtube.com/watch?v=e6QeUkfBvGs

Heel and toe change step Heel and toe, step, close, step (G Videos, 2021)
G Videos. (2021, October 16). Heel toe change [Video]. YouTube.
https://www.youtube.com/watch?v=j6paQzmD-QY

Galop step Step, cut, step, cut (Laurence and Precy Official, 2021)
Laurence and Precy Official. (2021, April 25). GALOP (1M) 2/4 or 6/8
TIME SIGNATURE FOLKDANCE STEP [Video]. YouTube.
https://www.youtube.com/watch?v=LCjhUQGIX7g

Cut step Cut, step (Anna Varon, 2020)

Anna Varron. (2020, November 9). Cut step [Video]. YouTube.
https://www.youtube.com/watch?v=XMWPI91KLoY

Three-step turn step, turn, step (Chrisentertainment, 2021)

Christertainment. (2021, June 24). THREE STEP TURN/ DANCE
STEP IN 2/4 TIME SIGNATURE [Video]. YouTube.
https://www.youtube.com/watch?v=HSvPJiRANgs

To apply what the students learned during the lesson, an activity will be given. See
the worksheet for the activity which students will accomplish. Kindly refer to Activity
2.

DAY 2

The teacher needs to set a time for

1. Lesson Activity
the practice.
A. Folk Dance Demonstration
The teacher has to facilitate the
Procedure: discussion of the answers of the
students to the questions:
1. Ask the students to be with their partners.

9
2. The teacher will demonstrate the dance to the students. The teacher may use other
instructional materials or
resources.

B. Practice/ Drill: Dance Steps and Movements

Procedure:

1. Divide the class into five groups with an equal number of members.
2. Ask the students to practice the dance in a group. The students shall ensure
that they observe the dance elements as they perform the dance movements
and steps.
3. The teacher moves around to check the performance of the different groups.
4. After the activity, ask the students the following questions:
● What are the steps and movements that you did well?

● How did you feel after the dance practice/ drill?

● What is the importance of eating a balanced diet in performing dance

activities?

● How does participation in dance activities promote good health?

10
 Importance of eating a balanced diet in performing dance activities

Health benefits of dancing

Dancing can be a way to stay fit for people of all ages, shapes, and sizes. According to
Better Health (2013), it has a wide range of physical and mental benefits including:

● improved condition of your heart and lungs

● increased muscular strength, endurance, and motor fitness
● increased aerobic fitness
● improved muscle tone and strength
● weight management
● stronger bones, and reduced risk of osteoporosis
● better coordination, agility and flexibility
● improved balance and spatial awareness
● increased physical confidence
● improved mental functioning
● improved general and psychological wellbeing
● greater self-confidence and self-esteem
● better social skills

4. Making 1. Learners’ Takeaways The recommended rubrics may or

Generalizat Infographics may not be used by the Teacher.
ions Create Infographics of the summary of what you learned in the Third Quarter. She is free to choose how to grade
Students may use any kind of platform to create Infographics. For example (via the students' output. This project
online Canva, Powerpoint, or any) or students may draw. Students may start the might be in a group or individual.
infographics with the following topic:
a. Fundamental Dance Position Below is the sample expected
b. Tiklos output of students:
c. Health Benefits

The following rubrics will be used for grading:

11
 2. Reflection on Learning
Through this task, the students might be able to remember the activities that they
learned for the Third Quarter. Also, they will showcase their Creativity and ability to
plan. They can use both images and text in a visual format to explain concepts.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating This activity may be done by

Learning 1. Formative Assessment group.
Practical Test I
The recommended rubrics may or
Each Student will execute the Fundamental Dance Position of the arm and Feet may not be used by the Teacher.
accompanied by music. They will be graded with the following rubrics: She is free to choose how to grade
the students' performance.

12
 This activity may be done by
group.

Practical Test 2
Each Student will execute the 2 4 time signature dance steps accompanied by music.
1. Touch step
2. Point step
3. Close step
4. Cut step
5. Galop step
6. Heel and toe change step The recommended rubrics may or
7. Change step may not be used by the teacher.
She is free to choose how to grade
They will be graded with the following rubrics: the students' performance.

13
 2. Homework (Optional)
● Ask the students to practice the dance (Tiklos).

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used
engagement and other related
stuff.
learner engagement/
interaction Teachers may also suggest
ways to improve the different
others activities explored.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/ facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
Did I attain all my lesson objectives? consider this as an input for
How did I encourage my students to participate in the class discussions and the LAC/Collab sessions.
activities?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
Did my pupils actively participate in all the class activities that I prepared?
Were the instructions in the class activities clear to the pupils?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?
What challenges did I encounter in implementing the class activities?

14