MIL AN NATIONAL HIGH

School Grade Level Grade 8

SCHOOL
Teacher in MAPEH – Physical
Adrian del Basilio Learning Area
charge Education

Teaching Date May 24, 2023 Quarter 4TH quarter

DETAILED LESSON PLAN

I. OBJECTIVES
A. Grade Level Standards
Content Standard
The learner demonstrates understanding of guidelines and principles in
exercise program design to achieve fitness
B. Content & Performance Standards
Performance Standard
The learner modifies a physical activity program for the family/school peers to
achieve fitness
C. Learning Competencies Describes the nature and background of the dance PE8RD-IVc-1
1. Review the different basic folk dance steps;
2. Discuss the different folk dances particularly the binislakan, sua-ku-
D. Learning Objectives
sua, sakuting, and pangalay in terms of their background;
3. Nurture the importance of folk dance in the Philippines;
II. CONTENT
PHILIPPINE FOLK DANCES WITH ASIAN INFLUENCE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Physical Education and Health 8
2. Learner’s Materials pages Physical Education and Health 8
3. Textbook pages Pages 153, 154, 155, 156, 157, 158, and 159
4. Additional Materials from
Power point presentation, video clips, pictures, literatures
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Asking the students about the previous lesson
(Randomly call students)

What are the different basic folk-dance steps that we learn last meeting?

A. Reviewing the previous lesson or - Slide (glide) - Touch step

presenting a new lesson - Skip - Change step
- Bleking - Waltz turn
- Gallop - Waltz step
- Mincing - Stamping
- Parallel tortillier
- Pivot turn
Present the objectives of the lesson

B. Establishing a purpose for the 1. Review the different basic folk dance steps;
lesson 2. Discuss the different folk dances particularly the binislakan, sua-
ku-sua, sakuting, and pangalay in terms of their background;
3. Nurture the importance of folk dance in the Philippines;
C. Presenting examples/instances of Unlocking the topic
new lesson
Simply by looking at the pictures, try to guess the picture of the four different
folk dances Sua-Ku-Sua
Pangalay
Binislakan
Sua-ku-sua Sakuting Sakuting
 Pangalay Binislakan
D. Discussing new concepts and Discuss the different Philippine folk dance such as their background,
practicing new skills 1 classification, place of origin, costumes etc.

(Video example for each folk dance will be presented)

1. Binislakan Dance Researcher: Francisca Reyes Aquino

Meaning: With the use of sticks
Dance culture: Christian-lowland
Place of origin: Lingayen, Pangasinan
Country of influence: China
Ethno-linguistic group: Pangasinense
Classification: Social dance
Background:
- Lingayen in Pangasinan means “having to look backward and upward”
it was derived from Ling-King-Tung, a Chinese word given to the
name Lingayen, the capital of Pangasinan.
- They use two sticks to produce rhythms, imitating the chopsticks used
by the Chinese in eating.
Formation:
- Partners stand about six feet apart. One or more pairs in a set can take
part in the dance, in any formation desired.
Costume:
- (Female) Seisgo and kimono with loose and long sleeves and soft
panuelo
- (Male) Camisa de chino and red pants

2. Sua-Ku-Sua
Dance researcher: Ramon A. Obusan
Meaning: My Pomelo Tree
Dance culture: Muslim-lowland
Place of origin: Jolo, Sulu
Country of influence: China, Malaysia, Indonesia
Ethno-linguistic group: Tausug
Classification: Courtship dance

Background:
- Pomelo fruits serve as an important source of income of the people of
Sulu. Their dependence on pomelo fruits for their livelihood inspired
them to create Sua-Ku-Sua dance.
- During the performance, the couples sing while flapping two white
fans which represent the leaves rustling in the wind.
- The performers especially women, dance with faces thickly covered
with finely ground rice powder.
Costume:
- (Female) traditional loose blouse for top (barawasi) loose Chinese
pants with a 10-inch (sawal or kaunti) soft white band attached to a
wide waist. They also have accessories like shoulder band and
handpiece
- (Male) short waist collarless shirt for top(bajo) and (sawal or kaunti)
for pants similarDance researcher: Francisca Reyes-Aquino
for females.
3. Pangalay Meaning: Finger nail
Dance culture: Muslim-lowland
Place of origin: Sulu
Country of influence: Thailand, Malaysia, Burma,
Cambodia, Indonesia
Ethno-linguistic group: Tausug
Classification: wedding/festival dance

Background:
- This dance is the most distinctively Asian of all the southern
Philippine dances because dancers must have dexterity and flexibility

E. Developing mastery
F. Finding practical applications of
concepts and skills in daily living
G. Making generalizations and
abstractions
H. Evaluating learning
of the shoulders, elbow, and wrists.
Costume:
- Dancers wears a typical Joloana costume
Accessories: Expert and professional dancers use Janggay, extended
metal fingernails in each finger.
4. Sakuting
Background:
- During Christmas, young boys and girls accompanied by elders who
would go to lowlands, especially in abra and ilocos norte to dance in
front of the houses and asks for gifts.
- These young children hold sticks, one on each hand and strike them
together to make their dance livelier.
Costume:
- (Female) native Ilocano (kimono) style with sleeves of elbow length;
ankle length skirt of bright colored plaids shirred at the waist
- (Male) camisa de chino, red trousers, and a native hat
Mastery
Classify the classification of the folk-dance being discussed
Ask the students about the classification of the different folk dances
1. Courtship dance = Sua-Ku-Sua
2. Wedding/festival dance = Pangalay
3. Social dance = Binislakan
4. Social dance= Sakuting
Reflection
Asking questions related on the topic. Questions that will allow the students
relate on the topic
1. Among all the folk-dance that we had been learn, what folk-dance do
you want to perform? Why?
Possible answer: Sua-Ku-Sua is what I want to perform because it is a
courtship dance. On our age nowadays, this is the time wherein
courting is usually done.
(Follow up questions to follow depending on the feedbacks of the students)
Generalization
Generalizing the topic
 Folk dances must have to be taught continuously in order to be alive.
Learning this one is preserving our culture because we will pass it to
the younger generation that is coming. Folk dances is not just a dance,
but it is a treasure that we need to keep as it is one of our identities.
Activity
Instruction: Copy and complete the table by filling out the information needed
(2 points each)
 Assignment
I. Additional activities for application Start choosing what particular folk dance you will perform. Next meeting write
or remediation your name on a ¼ sheet of paper by group and write your chosen folk dance to
perform.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
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 this work well?
F. What difficulties did I encounter that
my principal or supervisor can help
solve?
G. Which innovation or localized
materials did I use/discover that I wish
to share with other teachers?

Prepared by: Checked by:

ADRIAN DEL BASILIO AVELLO DONDO JR.

Student Teacher Cooperating Teacher