Grade /

School LNNCHS GRADE 9

Level
DAILY LESSON LOG

ARGIE D. MAPEH 9
Teacher Subject
BUTALID

FEBRUARY 8,
Date 2021 Quarter SECOND

WEDNESDAY
1. Identify the different dance etiquettes in social dancing;
2. Appreciate the importance of proper Dance Etiquette in social dancing.
I. OBJECTIVES

1. Demonstrates understanding of lifestyle and weight management to promote

A. Content Standards
community fitness.
Maintains an active lifestyle to influence the physical activity participation of
the community
B. Performance Standards
practices healthy eating habits that support an active lifestyle.

C. Learning Describes the nature and background of the dance PE9RD-IIb-1

Competencies/Objectives
Write the LC Code for
each
Dance Etiquette
Integration: (Learning Area):
II. CONTENT ICT – used of technology during teaching and learning process.
Edukasyon sa Pagpapakatao – Value the importance of dance etiquettes.

III. LEARNING
RESOURCES
A. References : Learner’s Guide Grade 9, Pg. 43-50 Google/www.wikimedia.org
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Review of the past Lesson
lesson or presenting new
lesson
The teacher will ask the students the following questions:
1. Who among you here can still recall our previous topic?
2. What do you mean by social dances?
3. State the difference between Latin American dances and Modern Standard
dances
B. Establishing a purpose
of the new lesson MOTIVATION: Activity 1

Scrambled Letters (DANCE ETTIQUETTE)

The class will be divided into three (3) groups and arranged the scrambled
letters given by the teacher to form the correct word related to social dancing. A
group representative will come in front of the class and share his/her ideas
 about the word they have formed.

C. Presenting Dance - is a performing art form consisting of purposefully selected sequences
examples/instances of the of human movement.
new lesson
Etiquette - is defined as the formal manners and rules that are followed in
social or professional settings.

Dance etiquette - is a set of guidelines that help you navigate the social
dimensions of dancing.
D. Discussing new Activity 2
concepts and practicing
Group the class into three and let them look/find the words posted on the
new skill #1
board related to the SOCIAL DANCE ETIQUETTE.

E. Discussing new Activity: (10 minutes)

concepts and practicing
a.) At this moment you will be group into 6 and you will be given a paper that
new skill #2
contains your topic. You will do brainstorming and sharing of ideas making it
one. You can also portray if necessary, or show pictures. Each group must have
a leader and secretary. You will be given 5 minutes to do it. (teacher can use
different ways on having a timer be it edited music or a simple timer)
GROUP 1
WHAT TO WEAR
Dancing has its own culture. In social dances and dance mixers, the more
formal the dance, the more formal the outfit.
Attire Gentlemen Ladies
Tailcoat, Tuxedo Coat, Ball Gown, Evening
Formal Regular Coat, Bow Tie Gown, Dinner Gown,
or Regular Necktie, Cocktail Gown
Black Trouser

Dress Shirt and Tie, Dinner Dresses,

Semi-Formal Vest or Sweater that Flowing Pants
shows the Tie

Solid Color T-shirts, Anything that displays a

Dressy casual Turtleneck, Polo Shirt, conservative, toned-
(practices, Dance Cotton Slacks down appearance
Lessons)

Button-up shirt, Solid Sexy Outfits and Long

Latin T-shirt, Turtleneck, Slit skirts, Low
Dress Slacks, Bright Necklines and Exposed
Colorful Outfits are Midriffs are Popular
Accepted

Don’ts in Terms of Outfits and Dance Shoes:

• Do not wear sneaker or any shoe with rubber or spongy sole. They can
stick to the dance floor during turns and spins that may cause knee and
ankle injuries. Always wear dance shoes.
• Avoid sleeveless shirts and strapped dresses. It’s not pleasant to have
your partner touch your damp skin
• Avoid shaggy, baggy, low armpit upper shirt. Partner’s hand may get
caught in the baggy sleeves. • Avoid accessories like big rings, watches,
brooches, loose/long necklaces and big belt buckles. They can be
dangerous. They can catch in partner’s clothing, causing scratches and
 bruises.
• Long hair should be put up or tied in a ponytail. It is difficult to get into
closed dance positions when the lady has long flowing hair. They might get
caught in partner’s hands or may even hit your partner’s face.
GROUP 2
PERSONAL GROOMING
GROUP 3
Before the Dance During the Dance
• Shower and use a deodorant Check your grooming periodically
• Brush your teeth and use • Freshen up and towel off
mouthwash/breath mint periodically in the bathroom
• Abstain from foods that produce • Carrying an extra shirt is advisable
strong odor for men in case they need to change
• Don’t smoke, it causes foul mouth
and clothing odor

ON THE DANCE FLOOR1. Line of Direction (Counter clockwise)

2. While on the Floor (Avoid colliding with other pairs)
3. Be Polite (Thank or Compliment your Partner)
4. Accompany your Partner back to her Seat
NOTE: Don’t do aerial choreography yourself. They require training by a
qualified instructor. They may eat up space and disturb other dancers or cause
injuries with other dancing pairs in the dance floor.
GROUP 4
NO-FAULT DANCING
• Never blame a partner for missed execution of figures
• Dance to the level of your partner
• The show must go on, say “sorry” to your partner if something went
wrong
GROUP 5
DEMEANOR
• Be personable, smile and make eye contact with partner.
• Project a positive image on the dance floor even if it’s not your personal
style.
• Dance at the level of your partner.
• If you don’t know the dance, be honest, refuse promptly if asked to dance.
• No teaching on the dance floor. It may insult your partner.
• Do not cut other dancers off.
GROUP 6
ASKING FOR A DANCE
 ``May I have this dance?''
 ``May I have this Waltz/Rumba/Foxtrot/etc.''
 ``Would you like to dance?''
 ``Care to dance?''
 ``Shall we dance?''
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
Activity 3 (Magic Bowl) The teacher will play some music and tell them to pass
the bowl. When the music stops. Anyone who holds the bowl will pick one strip
prepared by the teacher and gives his/her idea about it.
.
What to wear
Personal Grooming
Asking for a dance
On the floor
No- Fault Dancing
Dance Demeanor/Behavior
The class will be divided into two and then role play the importance of Dance
Etiquette as an individual.

H. Making generalizations
and abstraction about the
lesson
I. Evaluating learning
With our discussion this afternoon, what can you share?
1. In what way we can apply Dance Etiquette in real life situation? Cite an
example
2. Why there is a need for us to learn about Dance Etiquette in social
dancing?
3. Give at least two (2) benefits of social dancing.
 IDENTIFICATION
Direction: Answer the following question in a ¼ sheet of pad paper:
1. This dance intended primarily to get to know other people in attendance to a
social function.
2. It is a set of guidelines that help you navigate the social dimensions of
dancing.
3. It is an expression of feelings or emotions through human movement
4 In personal grooming, what to remember before and after the dance. 1
example
5. How important the dance etiquette in a certain
performance of social dancing? (2 pts)

J. Additional activities for

application or remediation Determine the implications of social dances to one’s fitness and well-being.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of 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
use/discover which I wish
to share with other
teachers?