Flexible Instruction Delivery Plan (FIDP)

Grade : 12 Semester : First

Core Subject Title : Health Optimizing Physical Education 3: Dance No. of Hours/Semester : 20 hours
Prerequisites (if needed): ----

Core Subject Description : Physical Education and Health offers experiential learning for learners to adopt an active life for fitness and lifelong health. The knowledge, skills and understanding
which include physical and health literacy competencies support them in accessing, synthesizing and evaluating information; making informed decisions; enhancing and
advocating their own as well as others’ fitness and health.

This course on dance includes rhythmical movement patterns; the promotion and appreciation of Philippine folk dance, indigenous and traditional dances as well as
other dance forms. It consists of an array of offerings which learners can choose from.

Culminating Performance Standard: Develop self-efficacy in choosing a recreational activity to enhance overall wellness, thus resulting in a strong character foundation of a true leader.

Learning Competencies Highest Enabling Strategy to Use in

Highest Thinking Skill to
Developing the Highest Thinking Skill to
Assess
Content Most Essential Performance Assess
Content
Standards Topics Standard RBT Flexible Assessment
KUD KUD Enabling General Flexible Learning
Complete Most Essential Level Activities (FAA)
Classification Classification Strategy Strategies (FLS)
Performance Check(s)
First Quarter
HealthOptimizing The learner Pre-Personal The learner LC3 Describe the Understanding LC5 Explain the Understanding An Pre-Personal Health Communication Class lecture
Physical demonstrates Health leads dance connection of health role of physical Assessment Activity Orientation through
Education understanding Inventory events with behaviors to health activity ● Personal Fitness Virtual
of dance in proficiency risks factors and assessment in Contract Conference (Sync)
(H.O.P.E.) 3 optimizing one’s and physical activity managing one’s ● PAR-Q (Physical
Dance health; as confidence assessment stress. Activity Recorded Video
requisite for resulting in performance. Readiness Orientation uploaded to
Reasoning
a. Traditional physical activity independent MELC 1 Self Questionnaire) School LMS (Async)
and Proof
(folk and ethnic) assessment pursuit and in LC5 Explain the role of assess Understanding Eval ● Healthy Lifestyle
performance, influencing physical activity Understanding healthrelated Assessment Printable Study
and as a career others assessment in fitness (HRF) ● Inventory of Guide/Module
b. Modern &
opportunity positively. managing one’s stress. status, barriers to (Distance)
contemporary Barriers to Being
physical activity Active
LC6 Self assess assessment
c. Ballroom
(recreational & healthrelated fitness participation and
competitive) (HRF) status, barriers one’s diet.
to Understanding
physical activity
d. Cheer
assessment
dance
participation and one’s
e. Hip-hop/
diet.
street dance

f. Festival
dance
HealthOptimizing The learner Dance as The learner LC1 Discusses the Knowing MELC 8 Understanding An KWL Chart Making Communication Interactive Sharing
Physical demonstrates Health leads dance nature of the different Recognizes the ● Know Session through Virtual
Education understanding Enhancing events with dances value of ● What to Know Conference (Sync)
of dance in Physical proficiency Understanding optimizing one’s ● Learn
(H.O.P.E.) 3 optimizing one’s Activity and LC 4 Differentiates health through Recorded Instructional
Dance health; as confidence types of eating (fueling participation in Video uploaded to
requisite for resulting in for performance, physical Activities School LMS (Async)
a. Traditional physical activity independent emotional eating, social
(folk and ethnic) assessment pursuit and in eating, eating while Printable Instructional
performance, influencing watching tv or dance Learning Guide/Module
and as a career others events) (Distance)
b. Modern &
opportunity positively. Knowing
contemporary
LC 11 Identify school
c. Ballroom and community
(recreational & resources in case of an
competitive) injury or emergency
Understanding
d. Cheer LC14 Recognizes the
dance value of optimizing
e. Hip-hop/ one’s health through
street dance participation in physical
Activities
f. Festival
dance Safety LC2 Explains how to Knowing MELC 5 Observe Understanding An Dance Injuries Communication Spider Web Sharing
Precautions in optimize the energy personal safety Prevention Checklist Session (Sync)
Dance systems for safe and protocol to avoid ● Before the
Participation improved performance dehydration, Dance Uploaded Instructional
overexertion, ● During the Learning Guide (Async)
LC10 Observe hypo- Dance
Understanding andhyperthermia
personal safety ● After the Dance Printable Instructional
protocol to avoid during MVPA Learning Guide/Module
dehydration, participation. (Distance)
overexertion, hypo -
and - hyperthermia MELC 6 Understanding Connections
during MVPA Demonstrate App
participation. proper etiquette
and safety in the
Understanding
LC12 Demonstrate use of facilities
proper etiquette and and equipment
safety in the use of
facilities and equipment

Elements, LC15 Displays Understanding LC15 Displays Understanding Eval Performance -Based Reasoning Show and Tell Learning
Forms and initiative, responsibility initiative, (Dance Demo Critiquing and Proof Activity (Sync/Async)
Style as and leadership in responsibility and Session)
 Integration to dance leadership in
the Different activities dance activities Printable Instructional
Genre Learning Guide/Module
(Distance)

Second Quarter
HealthOptimizing The learner FITT Dance- The learner LC7 Sets FITT goals Understanding MELC 2 Sets Understanding An Dance Fitness Program Communication Self-Administered
Physical demonstrates Based leads dance based on training FITT goals based Workshop Conditioning Program
Education understanding Program events with principles to achieved on training (Sync/Async/ Distance)
of dance in proficiency and/or maintain HRF principles to Demo 1: Traditional
(H.O.P.E.) 3 optimizing one’s and
Doing
achieved and/or Dances Virtual Gallery
Dance health; as confidence LC8 Engages in maintain HRF Demo 2: Festival Walk (Sync/Async)
requisite for resulting in moderate to vigorous Dances
Doing Problem Solving
a. Traditional physical activity independent physical activities MELC 3 Demo 3: Ballroom Printable Instructional
(folk and ethnic) assessment pursuit and in (MVPAs) for at least 60 Engages Cre Demo 4: Cheer Dance Learning Guide/Module
performance, influencing minutes most days of in moderate to Demo 5: Modern and (Distance)
and as a career others the week in a variety of vigorous Contemporary
b. Modern &
opportunity positively. settings in–and–out of physical Demo 6: Hip-Hop/
contemporary
school. activities Street Dance
(MVPAs) for at
c. Ballroom
LC9 Analyzes least 60 minutes
(recreational & Understanding most days of the
competitive) physiological indicators
such as heart rate, of week in a variety
perceived exertion and of settings in–
d. Cheer and–out of
pacing associated with
dance school.
MVPAs to monitor Understanding Reasoning
and/or adjust and Proof
e. Hip-hop/ participation or effort. MELC 4
street dance Eval
Analyzes
physiological
f. Festival indicators such
dance as heart rate, of
perceived
exertion and
pacing
associated with
MVPAs to
monitor and/or
adjust
participation or
effort.
HealthOptimizing The learner Planning The learner LC13 Participates in an Doing LC13 Doing Cre Dance-Based FitnessProblem Solving Self-Directed Planning
Physical demonstrates and leads dance organized event that Participates in an Program Proposal/ and Organizing Session
Education understanding Organizing: events with addresses health organized event Recital Presentation (Sync/Async)
of dance in Dance-Based proficiency issues and concerns that addresses
(H.O.P.E.) 3 optimizing one’s Fitness Event and health issues and Subject-Self Evaluation Printable Instructional
Dance health; as confidence LC16 Recognizes concerns Learning Guide/Module
requisite for resulting in Understanding
one’s (Distance)
a. Traditional physical activity independent potential for health – MELC 7
(folk and ethnic) assessment pursuit and in and dance related Recognizes Understanding Eval Reasoning
performance, influencing career opportunities. one’s and Proof
and as a career others potential for
b. Modern &
opportunity positively. LC17 Organizes dance health – and
contemporary
event for a target Doing dance related
health issue or concern career
c. Ballroom
opportunities.
(recreational &
competitive)
MELC 9
Organizes dance Doing Cre Problem Solving
d. Cheer
event for a target
dance
health issue or
concern
e. Hip-hop/
street dance

f. Festival
dance

Performance Task: The global health crises that lead to implementation of the different community quarantine caused drastic changes that caught every family unprepared. This pressing situation bring about
emotional,
mental, and physical stress. As a Dance Fitness Instructor, you are task to organize a Family Dance-Based Fitness Program that will develop the student’s proficiency and confidence in performing dance
through exercise routine. The program encourages every family member to engage into various dance genres such as Traditional, Festival, Ballroom, Cheer Dance, Modern and Contemporary and
Hiphop/Street dancing that promote in maintaining family’s’ fitness and at the same time experience enjoyment in managing physical fitness considering the minimum health safety protocol. This output will
be presented to the class. In order to check the rationale and effectiveness of the plan, it should target the following components; Knowledge of Concept, Skills, Preparation and Participation by submitting
the program proposal and Virtual or Pre-recorded Recital Presentation.

G – encourages every family member to engage into various dances genres,

R – Dance Fitness Instructor

A – family member, class and teacher

 S – New normal (community quarantine)

P – program proposal and Virtual or Pre-recorded Recital Presentation.

S – Knowledge of Concept, Skills, Preparation and Participation.

PERFORMANCE TASK RUBRIC

CRITERIA EXCELLENT GOOD FAIR NEEDS IMPROVEMENT

Conceptual Knowledge Students demonstrate a deep Students demonstrate understanding Students demonstrate good Students need improvement in
understanding on the understanding of the appropriateness on the appropriateness of the process understanding on the appropriateness demonstrating his/her
appropriateness of the process in leading and of the process in leading and in leading and organizing recreational of the process in leading and understanding on the
Demonstrate
ng dance activities: organizing recreational activities. activities. organizing recreational activities. appropriateness of the process in
organizi A. Ability to state the rationale/goal of the leading and organizing recreational
proposed dance event All four sub-criterions were actualized. Actualized few incorrect connections in Actualized many incorrect connections activities.
Ability to Identify risk factors and create the sub-criterions. in the sub-criterions.
B.
proactive interventions in case of Shows no connection in any of the
emergency sub-criterions.
C. Ability to establish ethical judgement
following the seven principles of leave no
trace
D. Ability to make meaning from their
learning experiences from the
demonstrated activity.

Skills Students show excellent requisite skills Students show very good requisite Students show good requisite skills in Students need improvement on
Shows proficiency (requisite skills) in creating and in creating and demonstrating the skills in creating and demonstrating creating and demonstrating the requisite skills in creating and
demonstrating the planned activity (organizing organizing recreational activities. the organizing recreational activities. organizing recreational activities. demonstrating the organizing
recreational activities):. recreational activities.
All three sub-criterions were actualized. Actualized connections between two Actualized many incorrect connections
A. Ability to organize and analyze information in sub-criterions. in the sub-criterions. Shows no connection in any of the
order to make meaning and decide what to sub-criterions.
believe or what actions to take.
B. Ability to show flexibility and perseverance when
they encounter challenges.
C. Ability to select strategies, tools and approaches
that are appropriate for planned recreational
activity.
 Preparation Always prepared in his/her required Almost prepared in his/her required Inconsistently prepared in his/her Seldom prepared in his/her
output/task/s and submits the output output/task/s and submits the output on required output/task/s and submits the required output/task/s and failed to
Targets the timeline of accomplishment with efficiency. before the deadline, work is complete, the deadline, work is complete and output after the deadline, work is complete the output and was not
cohesive, and exceeds expectations. cohesive. lacking and incomplete. able submit the output on the
deadline.
(Complete class required output/task/s) (Unprepared for 1 required (Unprepared for 2 required
output/task/s) output/task/s) (Unprepared for 3 or more required
output/task/s)
Participation Give maximum effort, model a high Consistent effort, good level of Displays limited effort contributes little Minimal/poor effort during the
level of participation, self-motivated, and participation, and stays on task/s with to team play and needs to be reminded preparation of the activity
A. Ability to work efficiently during the preparation of encourage others. minimal supervision. to stay on task/s
the output
B. Ability to display clear effort to finish the task
C. Ability to consistently shows positive behavior in
the planning of the task