School BNHS (JHS) Grade Level 8

GRADES 7 to 10
Daily Lesson Plan Teacher ROVILYN S. DIZON Learning Area MAPEH (PE)
Teaching Date and
Quarter 4th
Time

I. OBJECTIVES
.
The learner demonstrates understanding of guidelines and
A. Content Standards
principles in exercise program design to achieve fitness
The learner modifies a physical activity program for the
B. Performance Standards
family/school peers to achieve fitness
C. At the end of the lesson, 100% of the students with at least 80%
level of proficiency will be able to:
Learning Competencies / Objectives • identify the steps used in Sua-Ku-Sua (PE7RD-IVd-h-4)
Write the LC code for each • execute and demonstrate the dance sequence of Sua-Ku-
Sua appropriately (PE7RD-IVd-h-4)
• promote folk dancing as a physical activity
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages Physical Education and Health 8 Learner’s Module (pp. 149-198)
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource various websites

IV. PROCEDURES

A. Using the mechanics of Wowowin’s segment “BIGYAN NG

JACKET YAN!”, students will answer questions regarding the
nature and background of the dance Sua-Ku-Sua.

Questions:
• Sua-Ku-Sua literally means ______.
• Sua-Ku-Sua is a dance influenced by _____.
• Sua-Ku-Sua dancers use _____ resembling sua leaves.
Reviewing previous lesson or presenting
• Male dancers of Sua-Ku-Sua wear a shirt called _____.
the new lesson
• Sua-Ku-Sua is classified as a _____ dance.

Answers:
• My Pomelo Tree
• China, Malaysia and Indonesia
• fans
• bajo
• courtship
(*continuation of discussing Philippine Regional and National
B. Establishing a purpose for the Lesson
Dances with Asian Influence – Sua-Ku-Sua)
C. "BATTLE OF THE FANS"

Presenting examples/instances of the new
lesson
The class will be divided into 5 groups with 4 members each. They
will be assigned a fan and a “suha” each. The players would have
to fan the “suha” until it reaches the finish line. When finished, the
group gets a labeled envelope.
D. The envelopes contain the dance literature of Su-Ku-Sua by
Discussing new concepts and practicing
figures. Each group will interpret the dance figure assigned/given
new skills #1
to them.
Each group will demonstrate the dance figure assigned to them
E. based from their own understanding.

Figure I
a.) Arms are extended sideward, with a fan in each hand. Take 32
step in place, turning the hand from the wrist down and up.

Figure II
a.) Place right heel forward raising arms in reverse T position. 3cts
of basic Sua-Ku-Sua steps
b.) Place right heel forward twice raising arms in reverse T position.
2cts. basic Sua-Ku-Sua steps
c.) Repeat a and b
Developing mastery
Figure III
(Leads to Formative Assessment)
a.) Step right foot forward and left foot in rear. Raise left arm up;
right arm forward in front and side the Sua-Ku-Sua basic steps

Figure IV
a.) Both arms forward up and down alternately, move clockwise
(16cts.), and counterclockwise (16cts.

Figure V
a.) Take three walking steps forward starting with your Right foot,
bring hands together in front (as is scooping)
b.) Raise left foot, flip the wrist and jump-turn moving the arms
away from each other
c. Basic Sua-Ku-Sua steps (16 cts)
F. Students will execute the Sua-Ku-Sua dance figures. Each group
will have 10 minutes to practice. The class will be graded based
on the following criteria.

RUBRICS
Excellent Good Minimal
5 3 1
Demonstrates
Demonstrates
excellent Remembers few of
Knowledge of good knowledge of
knowledge of the the steps and
Steps the steps and has
steps and does it movements
few errors
Finding practical applications of concepts well
and skills in daily living Dance figure is
performed with
Little attention is
great attention to Dance figure is
given to how
Performance quality of performed with
movements are
movement, body attention to details
done
position and other
details
Most of the
All members
members are
participated and All members did
Group cooperative and
worked extremely not participate at
Participation did most of the
well with each all.
work assigned to
other.
them.
TOTAL:
G. The Sua-Ku-Sua will be performed by the entire class.

Keep in mind that Filipino folk dance encompasses a wide

Making generalizations and abstractions
spectrum of dancing styles that can define who we are as Filipinos.
about the lesson
Folk dancing allows us to demonstrate our creativity and how we
can use the numerous materials available in our area to create
something unique, therefore let us value and appreciate it.
Identify what dance figure is described in each number. Write only
H. Evaluating Learning
the letter of the correct answer on the space provided.
 A. Figure I B. Figure II C. Figure III
D. Figure IV E. Figure V

__1. Both arms forward up and down alternately, move clockwise

and counterclockwise

__2. Place right heel forward raising arms in reverse T position,

and basic Sua-Ku-Sua steps

__3. Step right foot forward and left foot in rear. Raise left arm up;
right arm forward in front and side, and Sua-Ku-Sua basic steps.

__4. Take three walking steps forward starting with your Right
foot, bring hands together in front (as is scooping)

__5. Arms are extended sideward, with a fan in each hand. Take
32 steps in place, turning the hand from the wrist down and up.

Answers:
1. D. Figure IV
2. B. Figure II
3. C. Figure III
4. E. Figure V
5. A. Figure I
Teach the folk dance you learned to your family. Take photos or
videos to document your activity. Request that your family
I. Assignment/Extended Activities (optional)
members write down their experiences and insights in a clean
sheet of paper / short coupon bond.

Prepared by:

ROVILYN S. DIZON
Teacher I

Noted:

JONATHAN B. BALDEO
Head Teacher III, MAPEH