Annex 2B.1 to DepEd Order No. 42, s.

2016
School Carrascal National High School Grade Level 8
DETAILED Teacher Nico Michael D. Huelma Learning MAPEH
LESSON Area
PLAN
Teaching Dates September 5, 2022 Set 1
and Time

1. Identify the types of festival dance

I. OBJECTIVES 2. Discuss the nature and background of a festival dance
3. Share appreciation of local festival dances as reflections of society’s real-life events
A. Content Standards The learner demonstrates understanding of lifestyle and weight management to promote community fitness.
The learner maintains an active lifestyle to influence the physical activity participation of the community practices on healthy eating
B. Performance Standards
habits that support an active lifestyle.
C. Learning Competencies
Describes the nature and background of the dance (PE9RD-IIIb-1)
with LC code
II. CONTENT Festival Dances

III. LEARNING RESOURCES

A. References References: Miranda, Q. et al. (2017). MAPEH For Today’s Learner 9. Quezon City Philippines. Phoenix Publishing House, Inc
MAPEH 9 Learner’s Material
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages pp. 297-307

4. Additional Materials from

learning Resource (LR)
portal
B. Other Learning TV, laptop, pentel pen, manila paper, illustration board, wifi modem, cellphones
Resources
IV. Procedures PRELIMINARIES
 The teacher will start with the following with a prayer.
 Greetings
 Checking of attendance
 After the attendance checking, the teacher will set the mood by greeting again the students and start with affirmation by
saying “How are you today?”. The teacher will also let students tap their shoulders and allow them to say to themselves, “I
am Happy today!” and allow them to smile to at least 5 persons to show their happiness.
 After setting the mood, the teacher will also set the standard to ensure smooth conduct of the classroom activities.
 Arrange the chairs accordingly.
 Do not answer in chorus. Raise hands when you want to answer or ask a question.
 Ask permission when going out of the classroom.
 Observe silence during discussion. Participate in class activities.
 Minimize voice when in group tasks to avoid disturbance.
 Listen when there are presentations.
 The teacher will also remind the students of the health protocols
 Always wear face mask
 Sanitize your hands from time to time
 Observe physical distancing
 Refrain from touching with each other.
 When the class is ready, the teacher starts the lesson.
A. Reviewing previous  The teacher will initiate a warm-up exercise in a form of dance (NCCA Unity Dance). All students are required by the
lesson or presenting the teachers to follow the warm-up exercise with energy and enthusiasm.
new lesson  The teacher will then proceed to the conduct of Guess the word (Decoding Image) Game. This guessing game will tackle
highlights of the previous lesson on Filipino ethnic dances.
 The students will be grouped into 2 teams.
 Each team will be given an answer board or illustration board to write their answer.
 The images to be decoded will be flashed on the smart television.
 There are corresponding points in every correct answer per category.
 The team with the highest accumulated points wins the game.
 The winner will receive a surprise award.

B. Establishing a purpose for  The teacher will present the objective by allowing learners to read the objectives. The teacher will then repeat reading the
the lesson objective and will give a little hint to emphasize the learning goals that students will achieve at the end of the lesson.
 After reading the objectives, the teacher will once again ask if the learners are ready for the lessons and the activities.
The teacher will repeat the standards set to prompt students to be ready with the activity.
C. Presenting examples/  After the preliminary activity, the teacher will proceed to the differentiated tasking. But before giving the instructions, the
Instances of the new teacher will remind again the students with necessary health protocols. After the protocol, the teacher will give the general
lesson guidelines:
 Using the same groupings, the students will gather by group in a designated area.
 Each group will be given an activity sheet.
 The activity will be performed within 5 minutes only.
 Each group will assign the following roles to the members.
Leader One who leads the group
Secretary One who writes the answers of the group
Reporter One who reports the output to the class
Timekeeper One who monitors the time
Members Will cooperate and participate in constructing ideas

 The teacher will allow the groups to decide first who are assigned with the different task in a minute. Once the groups are
done with assigning tasks, the teacher will present the rubrics. The teacher will instruct also that this rubric will be used on
rating their own output as part of the presentation.
Criteria 3 2 1
Promptness The group who The group who The group who finished
finished the activity finished the activity 3 the activity more than 5
on or before the given minutes after the minutes the given time.
time. given time.
Cooperation All the members 1 member did not More than 1 member did
actively participated actively participate. not actively participate.
in performing the
activity.
Accuracy All the answers are One answer is not More than one answers
correct. correct. are not correct.

 Now the teacher will give the group tasks.

Activity (Group A) Origin and Background (Graphic Organizer)
Instructions: Identify each photo image about Philippine Festival whether it is religious or secular, then determine its
place of origin. Paste/attach the photos in the graphic organizer.
PHILIPPINE FESTIVALS
Religious Festivals Secular Festivals
Festival Origin Festival Origin

Ati-Atihan Festival

Bangus Festival
 Activity (Group B)
Festival Dance Show
Instructions: Choose a Philippine Festival Dance (Religious or Secular) to be performed. The steps, movements
and actions must be based on the background of the dance given. Performance is limited to a maximum of 90
seconds only.

Activity (Group C)
Festival Costume / Props Exhibit
Instructions: Using the art materials provided, illustrate/draw the different costumes, accessories, and props used in
the Philippine Festivals (Religious or Secular).

Activity (Group D)
Festival Song Concert
Instructions: Choose a Philippine Festival Music or Song (Religious or Secular) to be performed. Performers may
only sing the chorus part or any 2 verses of the song.

 Each group is given at 5 minutes to complete the given tasks.

 Another 2 minutes will be given for the presentation of outputs
 Also present the group rating (based on the rubrics) after the presentation of outputs.
D. Discussing new concepts  The teacher will use the fishbowl method in the processing of questions to elicit responses from the students. In case students
and practicing new skills find it difficult to answer the questions the teacher can use Tagalog language to allow learners to understand better the
#1 questions. In case learners’ answers are needing more support, other learners will be called through the same method, or the
teacher may shift to voluntary modality to allow other learners who are ready to share to answer the questions. The teacher
must ensure also those other learners are given a chance to share their answers.

 How did you find the activity?

 Have you been to places in the Philippines and witnessed a festival dance?
 Do you know any festivals in the Philippines especially in our region?
 Do these festivals showcase dance showdown in the streets?
 From the festivals you have witnessed or from the pictures in the activity, what have you noticed from the props and costumes
of the performers?
  What are the types of Philippine Festival?
 What is a religious festival?
 What is a secular festival?
 Do you think these Philippine festivals have background and origin?
 Do these Philippine festivals follow a dance literature?
 What do you think are the reasons why Filipinos have festival dances?

 After the series of processing questions the teacher will wrap up these series by asking questions about what they understood the
activities. This is to ensure that learners are now ready for the discussion of the lesson. The teacher will make sure that there is
smooth transition from process questions so that learners will see the connectivity of the activities and the lessons.
E. Continuation of  The teacher will provide key inputs and discussions of the lesson proper. The key inputs will deepen the knowledge of students
discussion of new through some sort of discussion, simple question and answer portion and some sort of sharing on the lessons. The teacher might as
concepts leading to well use translation on terms that are difficult or not common to learners.
formative assessment
 Festival dances are dances which showcase customs of a certain group of people accompanied by percussion
instruments usually played by a group of people having a similar culture to typically done out of appreciation for a Patron
Saint or in thanksgiving of an abundant gather. Festival dances might be done for secular and religious purposes. Yet, the
best thing about these festivals is that they add to the enjoyment and fun where they are celebrated, the reason behind
why they are called festival dances. Festival dances draw the individuals' way of life by depicting the individuals' lifestyles
through actions, outfits and tools which originates from their place.

 A portion of the well-known festivals in the nation incorporate Sinulog of Cebu, Panagbenga of Baguio, Dinagyang of Iloilo,
Ati-atihan of Kalibo, Aklan, Buyogan and Lingayan of Leyte, Bangus of Dagupan, T'nalak of South Cotabato, Masskara of
Bacolod City, Bambanti of Isabela, and Kadayawan of Davao. Numerous others, particularly from Luzon, are presently
clearing their approach to join the nation's festival of festivals, the Aliwan Fiesta which is done in the long stretch of April.
Filipinos do festivals basically to celebrate. There are a huge number of explanations behind this explanation. We
commend our solidarity in the midst of the decent variety of societies and we praise our industry achieving a plentiful
gather. Festivals have been the reason for people to go in a specific place to gather and join the celebration that leads to
the elevation of one’s economy because of its travel industry and diversion esteem. Essentially, festivals are a type of
entertainment that draw in outside and household travelers to visit a spot inevitably prompting the rise of the Filipino's
quality of life.

 Whatever celebration we celebrate, be it done to respect a strict symbol or commend our industry. Celebration moves are
an impression of the solidarity of the Filipino people group that regardless of the financial, social, ecological, social and
political difficulties we face each day, there can be no other race stronger than our own.
 Religious and Secular Festivals
RELIGIOUS FESTIVALS

Name of Festival Place of Origin Religious Figure Honoured Month Celebrated

Sinulog Festival Cebu City Sto. Niño January

Dinagyang Festival Iloilo City Sto. Niño January
Ati-atihan Festival Kalibo, Aklan Sto. Niño January
Peñafrancia Bicol Virgin Mary September
Higantes Festival Angono, Rizal Saint Clement November
Longganisa Festival Vigan City, Ilocos Sur Saint Paul January
Kinabayo Festival Dapitan City James the Great July
Pintados de Pasi Passi City, Iloilo Sto. Niño March
Pattarradday Santiago City Señor San Tiago May
Sangyaw Festival Tacloban City Sto. Niño July

SECULAR/ NON- RELIGIOUS FESTIVALS

Name of Festival Place of Origin Industry Month Celebrated
Bangus Festival Dagupan, Pangasinan Milkfish Industry April to May
Bambanti Festival Isabela Scarecrow (farming) January
Mammangui Festival City of Ilagan Corn Industry May
Manggahan Festival Guimaras, Iloilo Mango Industry May
Panagbenga Festival Baguio City Flower Industry February
 Migratory Birds Egg
Ibon Ebon Festival Pampanga February
Industry
Masskara Bacolod City Mask (Sugar Industry) October
T'nalak South Cotabato Tinalak Cloth Weaving July
Gathering of Tribal
Ammungan Festival Nueva Vizcaya May
Industries
Binatbatan Festival Vigan, Ilocos Sur Weaving Industry May
F. Developing Mastery  The teacher will allow learners also to share some of their local festivals or festivals they observed and identify its type and
(Leads to formative related nature.
Assessment 3)  The teacher will also present a video about a religious festival and a secular festival. (Sinulog and Kadayawan).
 After the video viewing, the teacher will ask students to go back to Activity 1 of Group A and check the answers on the table
presented in the output. The teacher will allow the students to correct their answers
G. Finding practical  The teacher will provide different tasks for the learners using differentiated tasks.
applications of concepts
Group A – The Researchers
and skills in daily living
Instructions: Write the brief origin of the Local Festival Dance (Religious or Secular) particularly held in your
community. Describe the origin, nature and background of the festival dance steps in two paragraphs.

Group B - The Creatives

Instructions: Using the art materials provided, illustrate/draw the different costumes, accessories, and props used in
the Local Festival Dance to be worn by the performers.

Group C - The Performers

Instructions: Using the steps and movements of the Local Festival Dance, perform for at least 90 seconds the local
dance chosen based on research

Group D - The Musicians

Instructions: Arrange the music and chants of the Local Festival Dance to be performed by the performers. The
group will use available materials of human voice to create music and sounds

Group E - The Critics

 Instructions: In two paragraphs, the critics will assess the Local Festival Dance presented. Their assessment will
focus on:
 importance of local festival dances as reflections of society’s real-life events
 how the local festival dance presented intensify people’s faith, unity, and cultural understanding

 General Guidelines:

The Dance Showcase

1. The teacher will then repeat the protocols since this is a group activity.

2. The leaders from the 5 groups (Researchers, Creatives, Performers, Musicians and Critics ) will huddle together
for at least 2 minutes to decide on the local festival dance they will showcase and how they will accomplish the
different tasks.
3. After the meeting, each group will be given 3 minutes to do their specific task.
4. When they are done with each task the groups will now prepare for a Dance Showcase.
5. The Dance Showcase will start with a narrator from the researcher’s group, then to be followed by the dance
performers and musicians and to be ended by a wrap-up from the critic’s group.
6. The teachers will then congratulate for the efforts done by everyone.

H. Making generalizations The teacher will allow the students to share short reflections on the appreciation of local dances that reflects their cultural identity.
and abstraction about the
lesson
I. Evaluating learning The teacher will give a shirt quiz about the lessons discussed and presented. The examination will use a combination of multiple
choice and short answer types of test.
J. Additional Activities for Write a short reflection about the importance of the festival dances in our country’s tourism industry and economy.
application or remediation
V. REMARKS
VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lessons.
D. No. Learners who
continue to require
remediation
E. Which of my teaching
strategies 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
used/discover which I
wish to share with other
teachers?