Final g11 Detailed Lesson Plan
Final g11 Detailed Lesson Plan
Physical Education
I. OBJECTIVES
At the end of the lesson, the learners will be able to:
A. define the elements of dance;
B. perform elements of dance; and
C. express themselves creatively through movement.
A. Preliminaries
1. Greetings
“Good afternoon class!” “Good afternoon, ma’am!”
“Did you enjoy your lunch?” “Yes, ma’am, it was a great lunch.”
2. Prayer
“Before we start our lesson let us have our prayer first. (Student’s standing up.)
May I request Anna to please lead our prayer.”
3. Classroom Management
4. Attendance
“Before our class session, let me check your attendance
first. Who’s absent today?”
1. Integration of Learning
“Now, here, who can still remember the last thing you
did in your last class session?”
“Anyone who wants to volunteer? Okay, May.” “May: We have practiced our dance for PE Day,
ma’am.”
“Yes, Kyle you are raising your hand.” “Kyle: Dance was used in rituals, ceremonies,
and celebrations.”
“Yes, Carl you are right. All your answers are correct.
But to sum it all up it is uncertain. Because while we
can't definitively say when or how dance began, the
evidence we have suggests it's been a fundamental part
of human expression for millennia. Even with its
uncertain history, dance continues to inspire, connect,
and move us in powerful ways.”
“Now, class are you ready to listen?” “All the Students: Yes, ma’am.”
So, can you please give me a number? “(Asking a random student.) X15, ma’am.”
Okay, Sarah, can you please share your idea?” “Sarah: My idea, ma’am, is that it is still about
dance but now we will be discussing the
movements of dance.”
2. Discussion/Demonstration
“Yes, I see you, Chris.” "Cris: I think in dance, some movements were big
and sweeping, and others were small and quick,
like flicking our wrists."
“Okay, it is you, Jack, you are the lucky person.” "Jack: Ma'am, we can move high, like jumping, or
low, like crawling on the floor."
“That’s right, Jack. Very good! And for the next topic…”
“How does focus play a role in dance?" "Dave: I think it's about where we look. Like, if
we're looking up, it might feel more energetic, but
if we're looking down, it might feel more
“Yes, Dave, you are raising your hand.” introspective."
“Now, class, do you have any questions or clarifications “None so far ma’am.”
about space and its four key aspects?”
1 clap
2 claps “Students Performing.”
4 claps
8 claps
“Do you have any questions or clarifications about “None so far ma’am.”
timing?”
Sharp = sudden
3. Generalization/ Summary
“Class, why is it important that we need to learn about
the elements of dance? Wherein we can just dance in
any way we can.”
“Okay, none. So, can you please give me a number?” “Asking a random student. Number Y10 ma’am.”
(Talking to the number Y10 student.) “Y10 student answered: learning the elements is
like unlocking a secret code that makes dancing
way more expressive, meaningful, and just plain
fun. It's not about restricting us; it's about
expanding our possibilities and making us better
dancers in whatever style we choose.”
“Now let us have a recap. What were the 5 “All the students: It is B.A.S.T.E ma’am.”
Elements of dance? Body
Action
Space
Time
Energy
V. EVALUATION/ASSESSMENT
2. Which aspect of a dancer moves from one side of the stage to the other?
A. Size
B. Direction
C. Focus
D. Level
4. Which aspect of space emphasizes a dancer performing a series of low, grounded movements?
A. Direction
B. Size
C. Level
D. Focus
5. Which aspect of space is a dancer who gazes intently at a specific point in the audience?
A. Direction
B. Size
C. Level
D. Focus
11. Which energy quality describes movements with clear beginnings and
endings, often accented with a thrust of energy?
A. Sustained
B. Vibratory
C. Sharp
D. Pendulum
13. Which energy quality is characterized by movements that lack a clear beginning or end?
A. Sharp
B. Sustained
C. Suspended
D. Collapsing
A. Vibratory energy
B. Swinging energy
C. Suspended energy
D. Collapsing energy
15. Which energy quality demonstrates holding a raised leg for an extended period?
A. Sharp
B. Suspended
C. Collapsing
D. Pendulum
A. Suspended
B. Vibratory
C. Collapsing
D. Pendulum
A. Asymmetrical
B. Angular
C. Symmetrical
D. Rounded
18. What body shape is unbalanced, with movements on two sides of the body?
A. Symmetrical
B. Asymmetrical
C. Angular
D. Rounded
A. Angular
B. Narrow
C. Rounded
D. Asymmetrical
(Activity)
The students will be working in their groups assigned which are the 5 groups.
The Challenge: Each group choreographs a short dance sequence (30 seconds to 1 minute)
incorporating the elements of dance they've learned. There will be five different kinds of dance to be
distributed: Festival dance, Hip-hop, Modern dance, Folk dance, and Contemporary dance. It will be
decided through draw lots. And the music will be provided. You will be given 20 minutes to practice
and choreograph.
VI. ASSIGNMENT/AGREEMENT
Answer the following questions in complete sentences. You will be doing it by group with the same groupings
assigned. Just indicate the name of the member who answered each question.
1. Describe the difference between symmetrical and asymmetrical body shapes in dance. Give an
example of each.
2. What are two examples of locomotor movements? Two examples of non-locomotor movements?
3. Explain how a dancer can use "space" to create visual interest in a dance sequence. Give examples of
direction, level, and size.
4. How does tempo affect the rhythm of a dance?
5. Describe three different qualities of dance energy and give an example of a movement that would
express each.
This rubric assesses your understanding of key dance elements. Each question is worth 2 points.
Prepared by:
Abelo, Reymar
Aguid, Karien
Torres, Catherine
a. Strength/s
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b. Needs Improvement
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Cooperating Teach