0% found this document useful (0 votes)
23 views16 pages

Final g11 Detailed Lesson Plan

This lesson plan focuses on teaching the elements of dance to students in a Physical Education class. The objectives include defining and performing dance elements, as well as expressing creativity through movement. The plan outlines methods, classroom management, and detailed procedures for engaging students in learning about dance through collaborative activities and discussions.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
23 views16 pages

Final g11 Detailed Lesson Plan

This lesson plan focuses on teaching the elements of dance to students in a Physical Education class. The objectives include defining and performing dance elements, as well as expressing creativity through movement. The plan outlines methods, classroom management, and detailed procedures for engaging students in learning about dance through collaborative activities and discussions.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 16

A Detailed Lesson Plan in MAPEH

Physical Education

Schedule: Monday (1-3 PM) Date of Submission: January 29, 2025


Section: 11-Einstein Date of Presentation: February 3, 2025

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.

II. SUBJECT MATTER


A. Topic: Elements of Dance
B. Reference: Physical Education and Health Volume II-First Edition
Ganzon, CL C. (2017). JOURNEY: Contemporary Arts of the Philippines. Quezon City; The
Phoenix Publishing House Inc.
III. METHODS AND STRATEGY
A. Methods of Teaching
Collaborative Learning
B. Skills Integration
Cognitive Skills, Socio-emotional Skills, and Practical Skills
C. Values Integration
Honesty, Respect, and Responsibility
IV. PROCEDURE
Teacher’s Activity Student’s Activity
Teacher’s Activity

A. Preliminaries

1. Greetings
“Good afternoon class!” “Good afternoon, ma’am!”

“Did you enjoy your lunch?” “Yes, ma’am, it was a great lunch.”

“Wow! Perfect everyone.”

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.”

“Thank you, Anna.” “Anna: Thank you, ma’am.”

“You may now take your seats.”

3. Classroom Management

Before anything else class let me introduce myself first,


I am Catherine A. Torres, and you can call me Ma’am
Cath. And also, I am Karien Aguid and you can call me
Ma’am Kar.

Now, class, I want you all to remember these classroom


rules.
1. Respect others: Be kind, listen, and value
diverse perspectives.
2. Be prepared: Arrive on time with materials;
complete assignments.
3. Participate actively: Engage in discussions and
activities; seek help.
4. Follow instructions: Listen carefully and obey
promptly.
5. Respect property: Clean and organize the
classroom; handle materials carefully.

“And finally, when I say SILENCE, you say “Yes, ma’am.”


SSSSSSS……Understood?”

“Now, silence.” “(Ssssssssss…..)”

4. Attendance
“Before our class session, let me check your attendance
first. Who’s absent today?”

“Monitor, who’s absent today?” “Monitor: None so far ma’am.”

“Okay, thank you very much.”


B. Lesson Proper

1. Integration of Learning

(Review Motivation, & Objectives)

“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.”

“Okay, very good may. This time we will be talking


about the deeper meaning of dance. But before that can
someone still remember the definition of dance?”

“Anyone who wants to share his/her idea?”

“Yes, James.” “James: Dance is a performing art form consisting


of sequences of movement, usually rhythmic and
to music. It is a way to express emotions, tell
stories, and celebrate life. Dance can be
performed solo, in pairs, or in groups, and it can
be improvised or choreographed.”

“Wow, Excellent James that’s right.”

“Any other ideas?”


“Yes, Jessica.” “Jessica: Dance is a powerful form of expression
that can bring people together and inspire joy. It is
a valuable part of many cultures around the
world.”
“Wow, Excellent Jessica that’s right.”

“In short, dance is a powerful and multifaceted form of


human expression that involves moving the body
rhythmically, often to music. It's a universal language
communicating emotions, stories, and cultural values
through movement.”

“Now that we have recalled the definition of dance can


someone tell me the history of dance? Or how has the
dance been created?”

“Yes, Kyle you are raising your hand.” “Kyle: Dance was used in rituals, ceremonies,
and celebrations.”

“Yes, Kyle, you are right.”

“Any other hands?”

“Yes, Carl.” “Carl: Dance is created through a combination of


artistry, creativity, and technique.”

“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.”

Okay, I want you all to stand up and make some space


because you will be having a dance session. Follow the
dance flashed on the screen and actively participate.
Okay, class?” “Yes, ma’am.”

“(The teacher is showing a video for the students to


dance.)”

“Very good! Everyone gave a great performance.”

“Inhale, Exhale everyone and you may now sit down.”


“How’s the dance class? Did you enjoy it?” “Yes, ma’am. It is tiring but fun at the same time.”

“That’s great to hear. Amazing everyone!”

“Now, in the dance that you have seen. Do you now


have an idea of what we will be discussing today?”

“Any hands? And share their ideas in front?”

“Okay, none. So, I will be the one to decide. The twist


here is that you must identify if it is x or y because x is
going to be for girls and y is for boys. You must choose
from Y1 to Y13 and X1 to X25. Understood class? “All the students: Yes ma’am.”

So, can you please give me a number? “(Asking a random student.) X15, ma’am.”

“(Looking at the class list for X15)

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.”

“Okay, that’s right, Sarah. We will be discussing how


you move in dancing, which would be the basics we
need to learn. Now, let us tackle the elements of
dance.”

For our 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.

2. Discussion/Demonstration

Disclaimer: Class, I know that you have already


discussed this topic last semester, but today, it is also
an important part of our subject. Because it will serve as
a review for you to be able to recall the topics and be “All the students: Yes, ma’am.”
familiar with them again. Are we good?

Before we will start do you still remember what are the 5


elements of dance?
“Mary: The 5 elements of Dance are Body,
“Yes, Mary?” Action, Space, Time and Energy ma’am.

“Very good Mary all your answers are correct.”


“Okay, let’s start.”

Body: Body shape in dance refers to how the body is


formed in space, including the arrangement of body
parts. Shapes can be rounded, angular, or a mix of
both, and they can be symmetrical or asymmetrical.

 Symmetrical: A balanced shape where


movements are practically identical or similar on
both sides.

 Asymmetrical: An unbalanced shape where


movements of two sides of the body don't match.

”Can anyone give an example of a rounded shape in


dance?"
"Mike: Ma'am, like a fetal position, where our
body is curled up."
“Yes, Mike…”

“Wow! Very good, Mike. That’s right.”

“And what about an angular shape?"


"Red: Ma'am, like a triangle, with our arms and
legs stretched out."
“Yes, Red you are raising your hand.”

"Excellent! You're all understanding the different body


shapes very well. Now let's move on to group shapes."

Group Shapes: A group of dancers performing


movements can create different group shapes (narrow,
rounded, symmetrical, or asymmetrical). These shapes
are viewed as a total picture or arrangement within a
picture frame.

Symmetrical Narrow Group Shape

Asymmetrical Rounded Group Shape

“Now class any questions or clarifications about the


bodily shapes?”

“Okay, none. Perfect everyone.”

Action: any human movement included in the act of


dancing— it can include dance steps, facial movements,
partner lifts, gestures, and even everyday movements
such as walking. Dance is made up of streams of
movement and pauses, so action refers not only to
steps and sequences but also to pauses and moments
of relative stillness.

 Locomotor- movements involve moving from


place to place and include walking, running,
hopping, jumping, leaping, galloping, sliding, and
skipping.

Walking: A transfer of weight from one foot to the other.


Running: A transfer of weight from one foot to the
other, with the body propelled into the air.

Jumping: Pushing off from one or both feet and landing


on both feet.

Hopping: Pushing off from one foot and landing on the


same foot.

Leaping: Pushing off from one foot and landing on the


other foot, with a period of suspension in the air.

Skipping: A combination of a step and a hop on the


same foot, followed by the same movement on the other
foot, with an uneven rhythm.

Galloping: One-foot leads, while the other follows, with


a long-short uneven rhythm.

Sliding: Like a gallop, where the body moves sideways.

“Can anyone in the class volunteer to perform some of


the locomotor movements?”

“Yes, Michaela you’re raising your hand.” “Michaela performing”

“Wow, perfect Michaela.”

 Non-locomotor- movements are done in one


place and involve movements like stretching,
bending, twisting, turning, lifting, rotating,
swinging, and swaying.

Bending: Flexing a body part at a joint.

Stretching: Extending a body part or the whole body.

Twisting: Rotating a body part around an axis while the


base remains stationary.

Turning: Rotating the body around a vertical or


horizontal axis.

Rotating: Circular movement of a body part.

Swinging: Pendular motion of a body part.

Swaying: Shifting the body weight from side to side or


in a circular path.

“This time, the non-locomotor. Anyone who wants to


perform some of it?”
“Okay, Lloyd, you are raising your hand” “Lloyd performing.”

“Great job Lloyd! You are right.”

“Now, class let us proceed to the next topic.”

Space: This refers to the area dancers occupy and


move within. It's broken down into five key aspects:

 Direction: Movement can occur in any direction


(forward, backward, sideways, diagonally,
circularly). Dancers can also face any direction
during movement.

“Can anyone give an example of how direction is used


in dance?”
"Mary: Ma'am, like when we do a pirouette, we
“Yes, Mary…” spin in a circle, so that's a circular direction."

“Yes, that’s right. Very good Mary. Now let us proceed


to the next topic.”

 Size: Movements can vary in size, from large to


small actions.

"And what about size? How can we show different sizes


of movement?"

“Anyone who wants to volunteer or I will be asking for a


number?”

“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."

“Yes, very good Chris. That is right! Now, let us proceed


to the next topic.”

 Level: Movements can be performed at high,


medium, or low levels.

“What about level? How can we change the level of our


movement?"

“Anyone who wants to share his/her idea? Okay, no


one. Now can you please give me a number?”

(The teacher asks a random student) “Number Y8, ma’am.”

“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…”

 Floor Pattern: refers to the path or design that


dancers create on the floor as they move
through space. Floor patterns can be simple or
complex, and they play a crucial role in
choreography by adding visual interest and
structure to a dance piece.

 Focus: Dancers can shift their focus by looking


in different directions.

“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?”

“Okay, very good, everyone. Now, let us proceed to the


next topic.”

“Class, silence…” (Students are saying ssssssssss…..)

Time: Tempo in dance refers to the speed of


movements, which can be faster or slower than an
underlying beat. Varying tempos and including pauses
create rhythmic patterns.

“Just like this class, let us practice by clapping our


hands.”

1 clap
2 claps “Students Performing.”
4 claps
8 claps

“Do you have any questions or clarifications about “None so far ma’am.”
timing?”

“Okay, let us proceed to the next topic.”


“(Students saying sssssssss……)”
“Silence.”

Energy: The use of different gradations of energy to


perform a movement is often described as adding a
dynamic quality to the movement. We have here the six
qualities of dance energy:

(The teacher will show videos of the different qualities of


dance energy.)

Sustained = slow, smooth, continuous, even

Sharp = sudden

Pendulum = sway, swinging

Suspended = stillness, balance

Collapsed = fall, release, relax

Vibratory = shake, tremble, wiggle

"Great job everyone! You're getting good at recognizing


the different dance energies.”

“Now class, what will happen if we dance with no


energy and timing? And what is the connection between
timing and energy?”

“James: Energy gives life to movements, making


Yes, James? them expressive and engaging, while timing
ensures that each step flows smoothly with the
music. And the connection with timing and energy
is that they work together to create a powerful
performance.

“Thank you, James you right.”

“Listen class, time/tempo, and energy are the


inseparable forces that shape dance's rhythm and
expression. Fast tempos often fuel high energy, while
slow tempos foster calm. But energy's quality also
affects tempo's feel: sustained energy slows perception;
sharp energy quickens it. Pauses strategically amplify
energy. Tempo provides the structure; energy provides
the emotional heart.”

“Any questions or clarifications?” “All the students: None, ma’am.”

“Okay, none so far.”

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.”

“Anyone who wants to volunteer and share his/her


idea?”

“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.”

“Yes, that is right. Very good!”

“While you can dance freely, understanding dance


elements enhances movement, making it more
meaningful and expressive. These elements are the
building blocks of dance, allowing for greater
intention and artistry. Am I right class?” “All the students: Yes ma’am.”

“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

Instructions: Choose the best answer for each question.


1. What are the four key aspects of "space" in dance?
A. Level, Focus, Rhythm, Tempo, Floor Pattern
B. Direction, Size, Level, Focus, Floor Pattern
C. Forward, Backward, Sideways, Diagonal, Floor Pattern
D. High, Medium, Low, Circular, Triangle

2. Which aspect of a dancer moves from one side of the stage to the other?

A. Size
B. Direction
C. Focus
D. Level

3. Which aspect of space is an example of a large sweeping in arm movement?


A. Level
B. Size
C. Direction
D. Focus

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

6. What term describes the tempo or speed of movements in dance?


A. Space
B. Rhythm
C. Timing
D. Focus

7. Which element is an example of moving faster than the underlying beat?


A. Space
B. Rhythm
C. Timing
D. Level

8. What dance sequence contributes to pauses or silence?


A. Direction
B. Size
C. Level
D. Rhythmic patterns

9. Which tempo varies throughout a dancer creates movements?


A. A consistent rhythm
B. Rhythmic patterns
C. A static level
D. A single direction

10. Which of these is not a key aspect of space in dance?


A. Direction
B. Tempo
C. Level
D. Size

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

12. Which dance energy is characteristic of trembling or shaking movement?


A. Suspended
B. Collapsing
C. Vibratory
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

14. What is an example of a movement that traces a curved line in space,


followed by a relaxed descent?

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

16. Which energy is a gradual or abrupt descent to the floor?

A. Suspended
B. Vibratory
C. Collapsing
D. Pendulum

17. What body shapes are practically identical on both sides?

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

19. Which type of group shape is a group of dancers arranged in a circle?

A. Angular
B. Narrow
C. Rounded
D. Asymmetrical

20. Which of the following is not a quality of dance energy?


A. Sharp
B. Balanced
C. Suspended
D. Collapsing

(Activity)

Dance Choreography Challenge

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.

Dance Challenge Criteria (50 Points Total)

Choreography Performance Overall Impression


(20 points) (20 points) (10 points)
Creativity (10 points): The dance Technique (10 points): Dancers Visual Appeal (5 points): The
sequence is original and inventive, demonstrate skill and precision in dance is visually engaging and
showcasing unique movement their movements. pleasing to watch.
ideas.
Structure (5 points): The sequence Synchronization (5 points): The Music Integration (5 points): The
has a clear beginning, middle, and group performs in unison, showing choreography complements the
end with smooth transitions. good teamwork. provided music effectively.

Style Integration (5 points): The Energy & Expression (5 points):


choreography effectively uses The performance is energetic and
elements specific to the assigned conveys emotion.

VI. ASSIGNMENT/AGREEMENT

Short Answer Questions

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.

 Accurate Definitions: Correctly defines key terms (symmetrical/asymmetrical shapes, locomotor/non-


locomotor movements, qualities of energy). (2 points per question)
 Relevant Examples: Provide clear and relevant examples from dance to illustrate your understanding.
(2 points per question)
 Complete Sentences: Answers are written in complete, grammatically correct sentences. (2 points per
question)

Prepared by:
Abelo, Reymar
Aguid, Karien
Torres, Catherine

VII. STUDENT TEACHER’S EVALUATION

a. Strength/s
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

b. Needs Improvement
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Checked and reviewed by:

Cooperating Teach

You might also like