A Detailed Lesson Plan in Physical Education

I. Objectives:
At the end of the lesson, 100 % of the students should be able to attain at least 75%
level of proficiency in:

1. Described the historical background and style of Tango briefly.

2. Identify and execute the proper rhythm and basic steps of the Tango.
3. Perform the Tango dance skilfully with feelings.

II. Subject Matter

Topic: Basic Steps in Tango

Unit: IV- Ballroom Dances
Lesson: 14- The Tango

References: Enjoy Life with P.E. and Health- IV Year textbook

Materials: boxes, cartolina, marker, audio materials etc.

III. Teaching Procedures:

A. Rout nary Activities

1. Prayer
2. Greeting the class
3. Checking the attendance
4. Checking and passing of assignment
5. Warm-up

B. Developmental Activities

Teacher’s Activity Student’s Activity

1. Review and Motivation

“Today we’re about to proceed in our next

lesson but before we dig inside, we are going
have an activity, and this activity will serve as
a recap about our recent topics and a clue for
our today’s lesson.”

“Are you in?!”

When I asked you, “Are you in?!” you are “Yes Ma’am!”
going to shout “We are In!”

Again. Are you in?!

 “We are in!”
“Alright. Listen to my instructions because I
will tell it once.”

“First I’ll group you into four.”

“If you notice there is a cartolina at the centre

containing questions that are related to our
recent topics and there are four boxes too.
Actually those boxes contain the answers that
correspond to those questions in cartolina. All
you have to do is to get the answers inside the
box one by one, one question-one member.
The first member will run toward the box to
get the answer in the first question and he/she
will paste it in his/her chest and afterwards
he/she must return in the group and snap the
hand of another group mate to get the answer
of the second question and will paste it in
his/her chest too, and so on, until you complete
the ten questions. In a group there are 12 or 11
members, so one or two members will remain,
those members will be the picker/s. After
completing the ten questions the picker/s must
immediately get the bag that contains puzzle
pieces, and the group should form and arrange
the puzzle. When you are done with the tasks,
you will shout your buzzer.”

And these are your buzzer for each group:

Group 1 - Uno
Group 2 - dos
Group 3 - tres
Group 4 – kuwatro

“The winner group will receive prize.”

“Did I make myself clear?”

“Yes ma’am!”
“Are you in?!”

“We are in!”

“Okay, get ready. At the count of three you’ll
start.”
“1...2...3...go!”

(students start the activity)

Questions:
1. A Latin dance which originated
in Cuba.
2. The recommended speed of music of
cha-cha.
3. Ballroom dance that derived its
name from the German term
“walzen”
4. The rhythm of waltz in in time.
5. The first and important position
in waltz.
6. This ballroom dance includes the basic
chasse.
7. Jive had its beginning since .
8. Ballroom swing started in .
9. “walzen” means?
10. Cha cha dancers use a pattern of
counts.

Answers:
1. Cha-cha
2. 30 bmp (beat per minute)
3. Waltz
4. ¾
5. Closed position
6. Jive
7. 1920’s
8. New York
9. “to roll” or “to turn”
“Let’s give (3) three big claps for the 10. 8 (eight)
winner group!”

“Good for all of you, I’m glad because you (students clapped)
still remember our last lessons.”
“And now, according to the pictures you
had formed in puzzle pieces what do you
think is our lesson for today?”

“Ma’am I think it’s another kind of ballroom

dance, because the pictures shows two
couples in a dance position”
“That’s right! Then what kind of ballroom
dance do you think it is?”

“Ma’am Rumba?”
“Nice try. Try to look at their outfit. What
have you notice?”

“The girls’ dress is sexier and more elegant

and the boys’ costume is formal”
“That’s right. Any wild guess?”

“Nice try again, but it’s not. Another clue is, it “Ma’am foxtrots?”
is very popular in Argentina”

“Ma’am Tango!”
“You got it! Very good”

2. Lesson Proper

“Our lesson for today is Tango.”

“First, let’s talk about the history,
characteristics and style of Tango briefly
before we proceed to the steps.

Gauchos Buenos
or TANG Aires,
“Barrio
Tango de la
was first Ranas
solo
dance
perform
th
ed by Rudolf
woman Valento
and The Becom made
later danc Tango a
e
done e hit.
popula Finally
with sprea
r in the
couples d
using throu dance
gh- conside
castanet
red
s.
respect
“And that’s the historical background of
Tango.”

“The basic rhythm of Tango is in 4/4 time,

which is count like this. 1,2 (slow)- 3, 4
(slow)- 1 (quick)-
2 (quick) – 3, 4 (slow)
(teacher clap the rhythm)

“All together clap the rhythm”

“Let’s listen to a Tango music and count the

rhythm” (students clapped the rhythm)

(the teacher count the rhythm together with the

students while the music is playing)

“Actually there are three styles of Tango: the (the students count the rhythm while the
Argentina, American and International. And music is playing)
we are going to execute the international style
of Tango. Now let’s proceed with the steps.
Stand up; face front then arms forward, down,
and arms side ward. Face left then sideward.
Face front and stand straight.”
 (Students stand up; face front, arms forward
and sideward. Students face left then
“First we will do the “Tango Closed for boys sideward and face front, stand straight)
and girls”

“Let have first the boys. Girls sit down.”

Tango Closed Position for boys-

 step L forward in the line of direction (Girls sit down while boys remain standing)
of the L foot, R toe in place, slow
(ct.1, 2)
 Step R foot forward, L toe in place,
slow (ct. 3, 4)
 Step L forward quick (ct.1)
 Follow through with R foot and step
to the R side quick. (ct. 2)
 Draw L slowly to the arch of the R
foot,
weight on R. (ct. 3, 4)

Use the close handhold throughout the

execution of these steps.

(teacher demonstrate one by one

repeatedly)

(male students follow the demonstration of

“Okay next, boys sit down. Girls stand up.” the teacher)

Tango Closed Position for girls- (Boys sit down while girls stand up)
 step R backward in the line of
direction of the R foot, L toe in place,
slow (ct.1, 2)
 Step L foot backwards, R toe in place,
slow (ct. 3, 4)
 Step R backward quick (ct.1)
 Follow through with L foot and step
to the L side, quick. (ct. 2)
 Draw R slowly to the arch of the L
foot,
weight on L. (ct. 3, 4)
 (teacher demonstrate one by one
repeatedly)

(female students follow the demonstration of

“Alright. Stand up both girls and boys, face the teacher)
your partner and do the tango closed position.
Follow my counts. “

“...1 2 3...go!”

“Good. Now again boys remain standing and (partners do the tango closed position)
girls sit down.”

“Next step is the Tango Promenade” (Girls sit down while boys remain standing)

Tango Promenade-boy
 Facing in the line of direction in
promenade position, step L sideways,
R toe remaining in place, slow (ct. 1,2)
 Step R across in front of L, the R,
swinging the girl into close position
towards the line of direction, slow (ct.3,
4)
 Step L forward, quick (ct.1)
 Follow through with the R foot and
step to the R side, quick (ct.2)
 Draw the L foot slowly to the arch of
the R, weight remaining on the R, slow
(ct.3, 4)

(teacher demonstrate one by one repeatedly)

(male students follow the demonstration of

the teacher)
“Stand up girls and sit down boys.”
Tango Promenade-girls (Boys sit down while girls stand up)
 Facing in the line of direction in
promenade position, step R sideways, L
toe remaining in place, slow (ct. 1,2)
 Step L across in front of R, pivoting
into closed position, slow (ct.3, 4)
 Back in the line of direction, step
back with R , quick (ct.1)
 Follow through with the L and step to
the L side, quick (ct.2)
 Draw the R foot slowly to the arch of
the L, weight remaining on the L, slow
(ct.3, 4)

(teacher demonstrate one by one repeatedly)

(female students follow the demonstration

of the teacher)
“And now stand up both girls and boys.”

“Execute the Tango Promenade step. I will

count”

“...1 2 3...go!”

(Teacher guides the students)

“Alright, and that’s the basic steps of tango. (partners do the steps)
Actually there are many steps in tango but
those are the most important steps that could
not omit.”

3. Generalization

“Again what are the two basic steps of

tango?”
 “Ma’am, the Tango Closed Position, and Tango
“Again, what is the rhythm of Tango? Promenade”
Who can clap the rhythm?”

“Ma’am, 1,2 (slow)- 3, 4 (slow)- 1 (quick)-

“All together, do the Tango Closed 2 (quick) – 3, 4 (slow)”
Position.” (student clap the
rhythm)
(teacher counts)

(students do the steps)

“And second, the Tango Promenade.

(teacher counts)

IV. Application

“And now we are going to apply all the (students do the steps)
basic steps that we discussed a while
ago with music.”

“Execute the steps continually as the

music play. Understood?”

“Are you in?!”

“Okay, let’s start.”

“Yes Ma’am!”
(the teacher start the music)

“We are in!”

 V. Evaluation

A. Identify the following:

1. Another name of tango which

(students do the basic steps in Tango while
means “the dance with many
the music is playing)
dramatic or
artistic poses”
2. He made the Tango a hit in 1921.
3. What is the basic rhythm of Tango?
4. Term for cowboys of Argentina which
said the Tango was started.
B. Enumeration
5-7 the three (3) styles of tango
8-10 give the three basic steps of Tango

Answers:
A.
1. Baile Con Carte
2. Rudolph Valentino
3. Slow, slow, quick, quick, slow
4. Gauchos
VI. Assignment B.
5. Argentina
Group dancing(Tango) 6. American
 Divide your class into four groups
7. International
8. Tango Closed position
 Performed all the basic steps that
9. Tango Step-out position
we tackled
10. Tango Promenade
 Provide you own music (it must be in 4/4
time)
 Maximum of 5 minutes and a minimum
of 3 minutes performance
 Criteria:
-Execution (proper steps, coordination) -30%
-Timing (correct timing with the music) -25%
-Projection (performed with feelings) -20%
-Creativity (uses improvised materials,
stunts etc.for uniformity) -15%
-musical selection
(Tango music in 4/4 time) -10%
100%