MATATAG School Grade Level Four

K to 10 Curriculum
Name of Teacher Learning Area MAPEH
Weekly Lesson Log
Teaching Dates and Time February 3-7, 2025 Quarter Third

DAY 1 DAY 2 DAY 3 DAY 4 Day 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learners demonstrate understanding of their cultural identity as expressed The learners demonstrate understanding of healthy eating, and rhythmic activities and dances in promoting
through local Music and Arts’ concepts, processes, and practices, and in the community wellness for active and healthy living.
relevant narratives/ stories in their province.

B. Performance The learners produce creative works about relevant narratives/ stories in their The learners participate in rhythmic activities and dances in promoting community wellness for active and
Standards province or culture using local Music and Arts concepts, processes, and healthy living.
practices.

C. Learning Determine cultural identity based on the concepts, processes and practices Engage actively in different rhythmic activities and dances for improving one’s movement competence and
Competencies and in the Music, Theater, Dance and Art of their respective provinces physical activity participation.
Objectives -Identify the elements of arts
-Determine how these art forms can be used to share and preserve cultural
heritage

Identify the elements of Arts Perform the fundamental dance steps Answer the short quiz
correctly

D. Content I. PERFORMING ARTS Dance Elements

A. Music - Body, Action, Space, Time, Energy
1. Melody - Five Basic Fundamental Dance Steps
• Melodic Direction and Shape of Local Music
B. Theater (Evident in the local traditional rituals)
1. Relevant Elements of Artistic Expression (Lines, Shapes, Space, Textures,
Rhythm, Sound, Movement, and Color)
2. Principles of Composition and Organization
• Harmony, Unity, and Variation
3. Relevant Theater Forms and Performances
C. Dance
1. Elements of Artistic Expression in Relation to Local Context
2. Relevant Dance Forms as Seen in Local Legends and Folklore
II. VISUAL ARTS
1. Relevant Visual Elements and Forms
2. Principles of Visual Arts
• Harmony, Unity and Variation
3. Relevant Local Art Forms
• Painting, Weaving, Carving, Metal Works, etc.

II. LEARNING RESOURCES

CANVA Education; Health Quarter 2 – Module 3: Food Guide Pyramid; Health Lifestyle Society of the Philippines; Lesson Exemplar for Music and Arts, Quarter 3 Lesson 2; Physical Education 10 Fourth Quarter – Module 2
Contemporary Dance; PIVOT IVA - MAPEH (Physical Education) Grade 8

III. TEACHING AND LEARNING PROCEDURES

A. Activating Prior Answer the following questions: Answer the following questions: Answer the following questions: Prracticum in Basic Fundamental Continuation of
Knowledge 1. What are the Principles of 1. What are the three essential 1. What are the Elements of Dance? Dance Steps (Individual) Prracticum in Basic
Composition and Organization? components of effective nutritional 2. Why do you think each element of Fundamental Dance
2. How can each of these art forms guidance, and how do they contribute dance, like body, actions, space, Steps
(Music, Dance, Theater, and Visual to our understanding of healthy eating? time, and energy, is important for
Arts) tell stories? telling a story through movement?
3. Why do you think these elements 2. How does the Daily Nutritional Guide 3. How do you feel when you use
are important? Pyramid for Filipino children suggest that different elements of dance in your
we balance carbs, vegetables, and movements?
fruits in terms of servings?
3. How do the Pinggang Pinoy and the
Food Guide Pyramid work together to
encourage healthy eating for kids and
adults?

B. Establishing Lesson Lesson Purpose Activity 1 .Rubrics Rubrics

Purpose a. What are the dance elements? To the following dance exercise.
b. What are non-locomotor Proper execution 10 pts Proper execution 10 pts
movements?
c. What are examples of 2 4 time Gracefulness 5 pts Gracefulness 5 pts
Philippine folk dance steps?
Timing 5 pts Timing 5 pts
Activity: Word Completion
Procedure: Total 20 pts Total 20
1. Divide the class into two with an pts
equal number of members.
2. Ask the students to be with their
group mates and complete the (Video credit from YouTube Channel
words to be DepEd Philippines)
flashed or posted on the board.
Words to be completed:
Questions:
1 After dancing, how did you feel?
1. S P _ C _ 8. C R _ S S 2. Did the dancing come naturally to
2. B _ D _ 9. H E E L and TOE C H _ you?
N G E STEP 3. What are the benefits of dance?
3. _ C T I _ N 10. T O _ C H STEP
4. T _ M _ 11. C _ O S E STEP
5. E N _ R G _ 12. C _ T STEP
6. R _ I S E 13. P O _ N T STEP Activity 2
7. C _A P 14. G _ L O P STEP Directions: Match the definition in
column A to the words in column B.
Choose the letter of the correct answer.
 Answers)
1. C 2. A 3. D 4. E 5. B

C. Developing Discuss:
and Deepening Dancing is one form of Discuss: Activity 1
Understanding physical fitness. Dances are part of Five Basic Fundamental Dance Steps Watch the video and try to follow the
the traditions or customs of a The fundamental positions are the procedures.
particular people in different areas standard positions of dance which can
of the country. be used in formulating and making
The Elements of Dance different choreography.
The Elements of Dance are
the foundational concepts and BASIC ARMS POSITIONS
vocabularies that help students First Position - Arms in a circle figure
develop movement skills and before your chest
understand dance as an artistic Second Position - Using a smooth curve,
practice. open your arms sideways, in shoulder
The acronym BASTE will help level
(Video credits from YouTube Channel
you remember the elements: Third Position - Lift one arm while
Jenelyn Sabando)
B - Body keeping the other in the second
A - Action position
Questions:
S - Space Fourth Position - In a half circle, lift one
1. Which of the 5 fundamental dance
T - Time arm in front of the chest while keeping
steps did you find the easiest to do,
E - Energy the other overhead
and which one was the most
This framework is a way to Fifth Position - Curve your arms over
challenging?
discuss kinds of movements. While your head in a smooth curve with both
2. How did you feel while practicing
different dance styles call for hands.
these dance steps? Did you have fun
specialized skills and stylization
moving your body?
choices, the underlying elements of BASIC FEET POSITIONS
3. Can you think of a way to combine
dance are visible in all dance First Position - Bring your toes apart and
two of the dance steps to create your
experiences. your heels together.
own unique movement? What would
Second Position - Sideways, spread your
that look like?
Body feet apart
In dance, our body is like a Third Position - Bring the instep of one
moving shape that we can feel foot to the heel of the other.
inside and others can see outside. Fourth Position-To Walk strike, place one Activity 2
Sometimes we stay still, and other foot in front of the other. Directions: Read the following words
times we move around while Fifth Position - put one foot's heel into and their meanings.
dancing. Dancers can focus on contact with the other's toe
certain parts of their body or use Choreography - the art of designing
their entire body to create sequences of movements in which
movements. When we watch a motion, form, or both are specified.
dancer, we think about their overall Position - a specific arrangement or
shape – is it balanced or twisted? location of the arms or feet in dance
We also notice how our muscles, that creates a particular shape or
bones, and breath help us dance form.
and express our feelings and ideas. Instep - the upper part of the foot
between the toes and the ankle, often
Action used in dance to describe foot
Action is any human placement.
movement included in the act of Curve - a smooth, continuous bending
dancing— it can include dance shape, often used to describe the
steps, facial movements, partner movement of the arms in dance
lifts, gestures, and even everyday positions.
movements such as walking. Dance Sequence - a specific order in which
is made up of streams of movement movements or positions are arranged,
and pauses, so action refers not important for creating dance routines
only to steps and sequences, but
also to pauses and moments of
relative stillness.
• Locomotor – walk, run, leap,
gallop, slide, crawl, roll, creep,
slither, alone and in combinations
• Non-locomotor – bend, twist,
stretch, reach, swing, push, pull, fall,
melt, sway, turn, spin, dodge, kick,
poke, life, carve, curl, lunge, slash,
dab, punch, flick, float, glide, press,
wring, shake, rise, shrink, burst,
wiggle, explode, etc.

Space
Dancers can move in many
different ways in the space around
them. They might stay in one spot or
move from one place to another.
Dancers can change how they
move by going up high, down low,
or in different directions. They can
pay attention to what’s happening
around them or think about their
feelings inside. Sometimes, their
movements go straight to a specific
spot, and other times, they can be
more wandering and freer.
Spatial relationships between
dancers or between dancers and
objects are the basis for design
concepts such as beside, in front of,
over, through, around, near or far.
• Place – self or personal, general
space
• Size – big, small, far, near
• Level – high, middle, low
• Direction – forward, backward,
left, right, up, down, diagonally
• Pathway – straight, curved, zigzag

Time
The main word for the
element of time in dance is
“when?” People naturally move in
a rhythm, taking turns between
being active and resting. In nature,
things like breathing and ocean
waves have rhythms that repeat,
but not always in a regular pattern.
Time in dance can be organized in
different ways, like using the clock,
where dancers have to fit their
movements into a specific amount
of time, like 30 seconds. Dancers
can also feel each other's timing,
like when they start walking and
then speed up to run together, or
when they all move from a group
shape in response to each other's
movements.
• Speed – fast, slow, freeze,
suspend
• Rhythm – pulse, beat, pattern,
syncopate

Energy
Energy in dance is all about
how we move. Dancers can
choose different ways to use
energy, like how smooth or strong
their movements are. For example,
when a dancer moves their arm, it
can be free and flowing or it can
stop quickly. They might step into a
pose with a strong push or a gentle
flow. Sometimes, the energy in
dance can change quickly, and
dancers can use different types of
energy at the same time, making it
a special way to express feelings
 without using words.
• Weight – strong, heavy, light
• Energy – sharp, smooth, shaking,
swinging, etc.

D. Making Answer the following questions: Answer the following questions:

Generalization 1. What are the Elements of Dance? 1. What is the essence of fundamentals
2. Why do you think each element in dance?
of dance, like body, actions, space, 2. What are the different physical fitness
time, and energy, is important for components that can be enhanced
telling a story through movement? using these fundamental steps?
3. How do you feel when you use 3. How do these fundamentals develop
different elements of dance in your the motor skills and lifestyle of an
movements? individual?

IV. Evaluating Learning

A. Evaluating Learning Activity 4

Activity 4 Directions: Execute the combination
Group Activity of feet and arm positions. (Left or
Directions: Divide the class into Activity 3 Right)
three (3) groups. Create a group A. Directions: Arrange the feet positions
dance by choosing and circling the by writing letters (A- E) on the boxes.
following from each of the
categories below:

1. Select and circle two (2) axial

movements
2. Select and circle two (2) B. Directions: Arrange the pictures by
locomotor movements writing letters (A- E) on the boxes.
• each of the movements takes
eight (8) counts
3. Select and circle one (1) heavy
or light movement from the
Force/Energy column
4. Ask each group to present their
work to the class.

(Allow students to rehearse for (Answers)

at least 10 minutes.)

Rubrics
B. Teacher’s Remark

C. Teacher’s Reflection

Prepared by: Checked: Noted:

Teacher III Master Teacher II Principal I