Republic of the Philippines

Department of Education

Regional Office No. VIII

Schools Division of Eastern Samar

LLORENTE NATIONAL HIGH SCHOOL

Escalo Street, Brgy. 12, Llorente, Eastern Samar

A DETAILED LESSON PLAN FOR MAPEH-9

I. MELC:

· Executes the skills involved in the dance (PE9RD-IIb-h-4)

Specific Objectives: At the end of the lesson, the learners are expected to:

a. Identify the basic steps in Cha-cha-cha;

b. Execute the basic steps in Cha-cha-cha;

c. Value the importance of participating social dance like Cha-cha-cha.

II. SUBJECT-MATTER:

Topic:The Cha-cha-cha

Reference:SLM in P.E 9, Q2-Module 3

Materials:LCD Projector, Video Clip, Laptop, Speaker, etc.

Strategy:Whole-Part-Whole

III. PROCEDURE:

TEACHER’S ACTIVITY

LEARNER’S ACTIVITY

A. Routinary Activity:

Let’s all stand for our class prayer

(the teacher will play the audio of the class prayer)

Good morning class!

You may now take your seats.

How are you today?

Very Good!

Class monitor, kindly report the attendance for today?

B. Review

Last meeting, we have studied all about the nature & background of the Cha-cha-cha.

Am I correct?

Very good! Let me see if you can still remember our lesson previously?

Can you try to associate these pictures to the nature & background of the cha-cha-cha?

The following pictures consists of the following:

1. Cuba

2. Pierre Lavelle

Very Good!

C. Motivation:

ACTIVITY

“What’s the Move, That’s the Word”

Today we will start our lesson with this activity, entitled “What’s the Move, That’s the Word”. Try to observe what is shown in the video. The gestures will tell about the steps in the dance. You will be guided with a jumbled letter to reveal the correct term.

Are you Ready?

Alright, then let’s start.

1. CORK SPET

2. ISED PETS

3. ELAMANA RUNT

4. WEN KROY

5. TOPS NURT

ANALYSIS (Creative-Thinking)

Process Questions:

1. Are you familiar with the steps shown in the clips? Which of those steps are you familiar?

Do you want to learn dancing the cha-cha-cha?

D. Developmental Activity:

1. Presentation of the Lesson & Setting Standards:

That’s Great! Today, we will be proceeding to the Basic Steps in Cha-Cha-Cha. As such, you are all expected to:

(call students to read the objectives)

2. Lesson Proper:

ABSTRACTION (Counter-Demonstration)

In dancing the cha-cha-cha, the first thing you need to master is the step pattern and it’s counting.

Does anyone of you has an idea of its step pattern/counting?

Step Pattern: S, S, Q, Q, S

Counting: 2 3 4 and 1

So for us to further know about our lesson, let’s have this time a counter-demonstration of the basic steps in Cha-cha-cha. I will demonstrate to you the steps in Cha-cha-cha and you are going to follow. Try to get the proper execution of the steps because afterwards you will be making your own Cha-cha-cha routine.

Is it clear?

So, here are basic steps in Cha-cha-cha:

1. Rock Step

2. Side Step

3. Alemana Turn

4. New York

5. Spot Turn

APPLICATION (Independent-Learning Activity)

Now, that you have learned already the basic steps in Cha-cha-cha, it’s about time to create your own Cha-cha-cha routine in five minutes guided with the steps I have demonstrated to you earlier. Choose a comfortable partner. You can combine all the steps and create at-least 4 figures of 16 counts each. And for you to be guided on your activity, your performance will be graded according to the following rubric.

(see the attached rubric & call somebody to read each criterion)

[GROUP PRESENTATION]

Process Questions:

1. Did you enjoy the activity?

2. What are again the basic steps in Cha-cha-cha?

3. What did you feel after dancing?

4. Would you like to recommend Cha-cha-cha to your family members and friends?

(the student will rise)

Good morning sir.

Thank you, sir.

We’re fine sir.

(the class monitor will report the attendance)

Yes, sir.

Cuba is where the cha-cha-cha has been originated.

Pierre Lavelle was an English dance teacher who named the earliest form of cha-cha-cha.

Yes, sir.

[ the slides will start playing]

Key to Corrections:

1. ROCK STEP

2. SIDE STEP

3. ALEMANA TURN

4. NEW YORK

5. SPOT TURN

[answers may depend to student’s familiarity of the steps]

Yes, sir.

a. Identify the basic steps in Cha-cha-cha;

b. Execute the basic steps in Cha-cha-cha;

c. Value the importance of participating social dance like Cha-cha-cha.

The step pattern is slow, slow, quick, quick, slow

The counting is 2 3 4 and 1

Yes, sir.

[the students will follow the demonstration of the teacher]

CRITERIA:

1. Rhythm/Tempo

2. Memory

3. Effort to Learn Dance

4. Technique

[Answers may vary]

Basic step, Rock step, Alemana turn, New York, Spot turn

[answer may depend on the level of execution of students]

[Yes]

IV. EVALUATION:

Individual Activity: “What’s the Move, That’s the Word”

On a 1/4 piece of paper, identify the following steps presented on the slides.

(refer to the power point presentation of the different basic Cha-cha-cha steps)

Key to Correction:

1. Side Step

2. New York

3. Spot Turn

4. Rock Step

5. Alemana Turn

V. ASSIGNMENT:

“Fitness Awareness”

1. On your assignment notebook, state the importance of participating social dance like cha-cha-cha to one’s life.

Prepared by: Approved by:

EUGENIO C. DIALINO JR.SIXTO D. BALITA

Teacher III Principal II

Noted:

MERILYN S. CAMPANERO

Principal-In-Charge

ABELARDO G. CAMPANI, Ph.D.ROBERT S. GUIRA

Education Program Supervisor I-MAPEHEducation Program Supervisor I-MATH

Analytic Rubric for Authentic Assessment (Group Activity)

CRITERIA

EXCELLENT

15 points

ACHIEVING

10 points

DEVELOPING

5 points

Rhythm/Tempo

Accurate in beat, tempo, rhythm of dance sequences

Shows a basic understanding of tempo and beat but sometimes falls behind or makes error in rhythm.

Attempts to keep a rhythm, but gets off beat and doesn’t follow music.

Memory

Students has mastered sequence order and is able to perform in their own.

Students knows most of sequence order still makes errors and follows.

Students tend to follow others and has no knowledge of sequence order of their own.

Effort to Learn Dance

Worked hard to learn dance

Some effort put forth

Minimal effort

Technique

Students has mastered focus of movement utilizing concepts for development fully.

Movements are more defined and students have developed some mastery.

Movements are known but not mastered.

Prepared by:

EUGENIO C. DIALINO JR.

Teacher