Cheerdance Demo

Grade Level 10 Region III
Quarter Fourth Quarter Teaching Date January 03, 2024

Learning Area MAPEH
I. OBJECTIVES
The learner demonstrates an understanding of dance in optimizing one’s health; as
A. Content Standards
requisite for physical activity assessment performance, and as a career opportunity.
B. Performance The learner leads dance events with proficiency and confidence resulting in independent
Standards pursuit and in influencing others positively.
C. Learning
Discusses the nature of the different dances. PE10PF-IVa-h-39
Competencies/Code
1. Understand the Hand Movements and Positions in Cheer dance: High V, Low V, L
D. Lesson Objective/s Motion, T Motion, and Cheer Stance.
2. Execute and perform the Hand Movements and Positions in Cheer dance, and
3. Engage themselves in an exercise program by dancing cheer dance.
E. Learning Exerts best efforts to achieve positive feelings about self and others. PE8PF-IVd-h-38
Competencies/Code
(1Within
Curriculum)
F. Learning
Competencies/Code
Illustrates polygon: (a) convexity; (b) angles; and (c) sides. M7GE-IIIe-2
(1 Across
Curriculum)
II. CONTENT Other Dance Forms (Cheer Dance)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
Grade 10 Physical Education and Health Learner’s Material.
pages
3. Textbook pages
4. Additional
Materials from  https://www.deped.gov.ph/wp-content/uploads/2019/01/PE-CG.pdf
Learning Resource
(LR) portal
 Video clips
B. Other Learning  Power Point presentation
Resources  Visual Aids
 Speaker
IV. PROCEDURE Teacher Activity Students Activity

Preparatory Activities
1. Greetings
“Good morning, Ma’am!”
“We’re fine, ma’am.”
“A pleasant morning everyone!”
“How are you today?”
“It’s totally okay, ma’am.”
“How was your day?”
“I’m glad that you are all in good condition, it

seems like you are all ready for new learning
today.”
2. Prayer
“May I request anyone who wants to lead the
prayer for today?”
(Random students will volunteer to lead the
“Yes, (name of the student)” prayer.)
Learning Area MAPEH
“Let us bow our heads and feel the

presence of our Almighty God.”
“Dear God, thank you for this beautiful

morning. Thank you for the life and
strength. Thank you for the blessing that we
received every day.
“Lord, guide us in all activities this day,

help us to be good boys and girls, help us to
be alert and attentive so that we can
understand our lesson for today. This our
all we ask, in Jesus’ name,
Amen.”
“Amen.”
(Students will pick up the pieces of paper
“Before you take your seat, please pick up under their chair and will be seated.”
those pieces of paper under your chair and be
seated.”
3. Checking of Attendance
“Secretary, may I know who is absent today?”
“None, Ma’am.”
“All right! Thank you, it seems that all of you
are present today, very good class! Keep it
up!”
“It gives me a good vibe when I see you that

no one is absent, and I think you are all
excited to learn!”
4. Classroom Rules
“Now class, let me remind you of our
classroom rules that must be implemented in
our discussion today.”
“First of all, I’ll give you 10 seconds to

arrange your chairs properly.” (Students will follow the instructions.)
“10,9,8,7,6,5,4,3,2, 1..”
“Stop! Thank you, class, for your cooperation,

you may now be seated.” “Thank you, ma’am.”
“And for our rules during class.”
Rule#1: Listen when your teacher is talking.

Rule#2: Follow every direction carefully.
Rule#3: Raise your hand if you want to
answer.
Rule#4: Respect yourself and other
Rule#5: Be safe, honest, helpful, and neat.
“Are there any questions and concerns “None, Ma’am.”

regarding our classroom rules?”
“Yes, Ma’am.”
“Is that clear to you?”
“Now that we’re settled, let’s continue.”

Learning Area MAPEH
Time Allotment 3 minutes

A. Reviewing the A. Reviewing the previous lesson or
previous lesson or presenting the new lesson
presenting the new
lesson (ELICIT)
“Yesterday, our topic was all about what?” (Random student will raise his/her hand.)
II. Literacy Skills
The activity will widen learners’ “Yes, (name of the student)?”
Critical Thinking: By analyzing “Our topic yesterday is all bout the
and interpreting questions, Traditional dances in the Philippines.”
students develop critical “Very good! Traditional dances in the
thinking skills, allowing them to
evaluate information and form
Philippines, now, for me to further know that
logical responses. you have acquired knowledge about it, let’s
play a game.”
“This game is called Fact or Bluff. The

mechanics of the activity are the following:”
1. I will give you a Red and Blue Card.

2. Then, I will present on the screen a
statement regarding the last lesson.
3. And you must do is answer if the
statement is correct then raise the
IV. Classroom Structure
The learners will answer the
Blue Card and if the statement is
activity by the group to provide incorrect just raise the Red Card.
meaningful learning.
“Do you understand, class?” “Yes, ma’am!”
“If that is so, let’s proceed.”
“Statement#1: A folk dance is a dance that

reflects the life of the people of a certain
country or region.”
III. HOTS “Fact or Bluff?” (The student will answer.)
Asking thought-provoking
questions enhances learners’
pattern critical thinking skills. “All right, the correct answer is Fact!”
“Very good, class! You got it right!”
“Statement#2: The Philippines is home to

several folk dances such as tinikling,
Pandanggo, Carinosa, and Subli?”
“Fact or Bluff?” (Student will answer.)
“All right! The correct answer is Fact!”

“Very good, class! You got it right!”
“Statement#3: Philippine folk dance is not

important culturally because it shows diversity
and uniqueness.”
“Fact or Bluff?” (Student will answer.)
“All right, the correct answer is Bluff!”
“Why is that a bluff?” “Because it is Important.”
“Very good! You all got the correct answers!”
“Excellent! I’m happy you still remember

what you learned from the previous lesson.”
Learning Area MAPEH

“Before we proceed to our next lesson
today, let’s have a short activity, again.”
Establishing a purpose for ACTIVITY 1: “COPY-CUT”

the lesson (ENGAGE)
Mechanics:
1. The students will be divided into
four (4) groups.
VI. Differentiated Learning
2. Each group will be given 15
Experience varied tasks were seconds to prepare and copy the
provided so the learners can
freely choose a task that is
shown picture after they hear the
based on their; word “COPY”.
3. When the teacher says “CUT”
(after 15 seconds), the students
must stop and remain in their
positions.
4. The closest group that copies the
picture will earn 1 star.
“Are you ready, class?” “Yes, ma’am!”
III. HOTS
questions enhances learners’ Follow-up questions:
pattern critical thinking skills.
1. Did you enjoy the activity?
2. Can someone share their
experience or thoughts about the
(Student will answer.)
activity?
IV. Classroom Structure 3. What do you think is the
The learners will perform the
activity in groups to provide connection of the activity in our
meaningful learning. lesson today?
“That is right! It is about the hand
movements and positions in cheerleading.”

B. Presenting (The teacher will discuss the Dance Form.)
examples/instances
of the new lesson “Now class, can someone read the
(EXPLORE) definition?”
“Yes, (name of the student)?
“Dance is a diverse and expressive art form

Learning Area MAPEH
that has evolved and developed in various

cultures around the world. There are numerous
dance forms, each with its own unique style,
technique, and cultural significance.”
“Okay, before we proceed, let’s have an

activity.”
THROWBACK TIME!!
Direction:
1. The teacher will flash the questions
and the student will answer.
2. The teacher will choose the student
who will guess the answer using
numbering.
3. Five seconds will be given to
answer the questions.
“Do you understand the directions class?”

“Yes, ma’am!”
“If that’s so, let’s start!”
(Student will do the activity.)
Follow-up Questions:
1. What are the benefits of dance?

I. Within the Curriculum 2. Why do you think it is important to
Exerts the best effort to engage in different physical
achieve positive feelings activities like dancing? (Student will answer.)
about self and others.
PE8PF-IVd-h-38
“Very good! It can serve as a creative
outlet for self-expression and allow
III. HOTS individuals to channel their emotions
Asking thought-provoking through movement. Dance also has been
questions enhances learners’ linked to reduced stress, increased self-
pattern critical thinking skills.
confidence, improved body image, and
enhanced mood.”
10 minutes
C. Discussing the new “Now class, can someone read the
concepts and definition?” (Students will raise their hands.)
practicing new
skills (EXPLAIN) “Yes, (name of the student)?”
“Cheer dance is a combination of
cheerleading and dance, often performed by
cheerleading squads or dance teams. It
involves synchronized movements, energetic
routines, and a blend of various dance styles,
gymnastics, and cheerleading techniques.”
“Okay class, before we proceed, let’s have a
short activity again. And this is what we call
“Easy Talk with Ma’am Jack!”
“Are you ready, class?”

“Yes, ma’am!”
“Okay, let’s start!”
EASY TALK!!!
Direction:
 The teacher will flash the questions
and the student will answer.
 The teacher will choose the student
Learning Area MAPEH
who will guess the answer using

numbering. (Student will do the activity)
 Five seconds will be given to
answer the question.
o Are you doing cheers or

yells that make fun of other
people or do you do it to
III. HOTS (Student will answer the questions.)
motivate others?
questions enhances learners’ o Why do you think it is bad
pattern critical thinking skills. to tease, mock, and make
fun of other people using
cheers and yelling in a game
or competition?
“Very good, everyone! You’re right that

such behavior can cause emotional distress
and harm to the individuals being targeted.”
“Now, let’s proceed to the different Hand

movements in cheer dance. Let’s check the
different kinds of angle because it has a
connection with our lesson today.”
 An Acute angle measures less than

90° at the vertex.
II. Numeracy Skills
This Activity shows the basic
Counting.
 An obtuse angle is between 90° and

180°.
I. Across Curriculum
Illustrates polygons: (a)
convexity; (b) angles; and (c)
sides.. M7GE-IIIe-2
 A right angle precisely measures

90° at the vertex.
 An angle measuring exactly 180° is

a straight angle.
“Now, let’s procced to the different hand

Learning Area MAPEH
movements in Cheer Dance.”
“Now, can someone read the definition

High-V?”
“Yes, (name of the student)?”
“High V – arms extended up forming a “V”

relax the shoulders.”
. (The teacher will demonstrate the High-V)
“Now, can someone read the definition of

II. Literacy Skills
The activity will widen learners’ Low-V?”
Memorization and Recall:
Learners often need to
memorize routines, formations, “Yes, (name of the student)?”
and specific sequences of
movements. And The activity
will widen learners’
Vocabulary: learners should
have a good grasp of (The teacher will demonstrate the Low-V) “Low “V” – Arms extended down forming a
cheerleading terminology and “V” and feet apart.”
vocabulary.
“Now, can someone read the definition of L-
motion?”
(The teacher will demonstrate the L-motion) “One arm extended to the side with other arm
extended in a punch motion, (Left L Shown)”
“Now, can someone read the definition of T-
motion?”
“T Motion – Both arms extended straight out

(The teacher will demonstrate the T-motion) to the side and parallel to the ground, relax
the shoulders.”
“Now, can someone read the definition of
Diagonal Stance?”
(The teacher will demonstrate the Diagonal

Stance) “One arm is extended in a High V motion,
and one arm is in a Low V motion.”
“Now, let’s see if you know the hand

position and movements. I want you to all
stand up and listen to me. This is the
“GUESS THE ANGLE!” but before that
let us do a warm-up.”
Instruction:
1. The Teacher will demonstrate
simple step to the students.
2. Everyone will follow the
teacher.
3. The teacher will teach the
student the combination of (Student will listen attentively.)
different hand signals with
Learning Area MAPEH
involve counting beats, steps, or

movements.
Follow-up questions:
1. Why do we need to do a warm-up
before conducting an activity?
2. What are the possible injuries we
can get?
ACTIVITY: “GUESS THE ANGLE!”
Mechanics of the Game:
1. The Teacher will group the class

into two (2) groups.
2. Each group will say the word BUZZ
to answer the questions.
3. If the answer is correct, all the group
members will demonstrate the hand
movement.
“Are you ready, class?”
I. Across Curriculum
Illustrates polygons: (a) “Yes, Sir!”
convexity; (b) angles; and (c)
sides.. M7GE-IIIe-2
GUESS THE
ANGLE!
(Student will do the activity.)
“Very good, everyone!”
“After learning the five hand movements

and positions, we learned cheer dance is not
only a sport or activity that supports people
but also a type of exercise we can do as
some of its movements are simple and easy
to conduct.”
“Now, what do you think will be the benefits

of having exercises and doing cheer dance in
our lifestyle?”
“Both exercises and cheer dance involve

“Excellent answer! It not only makes our physical activity, which helps improve
mental health strong but also takes part in cardiovascular health, stamina, flexibility,
making us physically healthy because we and overall physical fitness.”
exert big movements such as it requires our
full body to move like dancing and singing
yell or cheering.”

Learning Area MAPEH
Group Activity: Performance Task (20pts)

Directions: The students will be divided into four (4) groups. Each group will have a
representative that will pick a team from the box which corresponds to the different teams of
UAAP. Based on the team they will be picked; they will have 15 minutes to create a short
cheer and perform it along with the basic hand movements and positions.
2. Developing
Mastery/ Finding The rubrics below will be used for scoring.
Criteria Excellent Very Good (4) Good Poor
practical applications of (5) (3) (2)
concepts and skills in EXECUTION The student was The students were The students The students were not
daily able to execute the able to execute hand were able to able to execute hand
hand movement and movements and execute hand movement and
living/Generalizing and position in the cheer position in cheer movements. position in cheer dance
abstractions about the dance with ease and dance and the body and position in and the body was
the body was was in the correct cheer dance but the totally not in the
lesson (ELABORATE) always in the posture most of the body was not in the correct posture.
correct posture. time. correct posture most
IV. Classroom Structure of the time.
The learners will perform the MASTERY The students have The students mastered The students The students is not
activity in groups to provide the mastery of 70% of hand mastered 50% of familiar with the
meaningful learning. hand movement hand movement hand movement
movement and position in cheer and position in and position in cheer
VI. Differentiated Learning and position in dance. cheer dance. dance.
Experience cheer dance.
Varied tasks were provided so CREATIVITY The students show a The students show a The students show The students did not
the learners can freely choose a spectacular, great, engaging, and quite engaging, and show an engaging, and
task that is based on their engaging, and catchy yell or cheer catchy yell or cheer catchy yell or cheer
catchy yell or cheer performance. performances. performance.
performance.
COOPERATIO The students greatly The students cooperate The students The students did not
N/ cooperate with the well with the group and slightly cooperate show
group and have have discipline. with the group and cooperation but still
DISCIPLINE discipline. have discipline. show some discipline.
TOTAL
WORK IT OUT!
3. Evaluating Part I.
learning Direction: Write only the LETTER that
(EVALUATE) corresponds to the BEST answer. There is
only ONE BEST answer for each question.
______1. It is the hand motion in cheer

dance that you have to extend your arms to
form a V.
A. High V
B. T motion
C. Diagonal
D. Low V
______2. To form this hand motion, you
need to extend your arms down forming a
“V” and feet apart.
A. High V
Objective 9 B. Low V
Summative – determining the
learned skills of the students of C. Diagonal
which rating will be recorded. D. L motion
______3. One arm extended to the side
with the other arm extended in a punch
motion.
A. High V
B. L motion
C. Diagonal
D. Low V
Learning Area MAPEH
______4. Both arms extended straight out

to the side and parallel to the ground, relax
the shoulders.
A. High V
B. T motion
C. Diagonal
D. Low V
______5. One arm is extended in a High V
motion, and one arm is in a Low V motion.
A. High V
B. T motion
C. Diagonal
D. Low V
Part 2.
Essay: Why do you think it is bad to tease,
mock, and make fun of other people using
cheers and yell in a game of competition?
Answer key:
1. High V
2. Low “V”
3. L Motion
4. T Motion
5. Cheer Stance
3 minutes
4. Additional
activities for The teacher will say: For our next meeting, I
application or will play a video presentation, let us all watch
remediation it.”
(EXTEND) (Students will watch the video.)
VI. Differentiated Learning NU Pep Squad full routine | UAAP Season 85

Experience Cheer Dance Competition
Varied tasks were provided so
the learners can freely choose a Link: https://www.youtube.com/watch?
task that is based on their v=v75ZLbdOzHQ
“In your notebook, list down the routines and

movements you have noticed in the video.
You will pass it next meeting.”
“Is everything clear to you?”
“If that’s so, Class dismissed!” “Yes, ma’am!
“Good bye, ma’am!”

V. REMARKS
Learning Area MAPEH
A. No. of learners who earned 80% in

the evaluation
B. No. of students who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners who 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?
F. What difficulties did I encounter
that my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover that I
wish to share with other teachers?
COMMENTS AND SUGGESTIONS
Prepared by:
JACKILYN S. FLORA
Teacher Applicant
Learning Area MAPEH
NAME:_____________________________________________
SECTION:___________________________________________
Part I.
Directions: Write only the LETTER that corresponds to the BEST answer. There is only ONE BEST answer for each
question.
______1. It is the hand motion in cheer dance that you have to extend your arms to form a V.
E. High V
F. T motion
G. Diagonal
H. Low V
______2. To form this hand motion, you need to extend your arms down forming a “V” and feet apart.
E. High V
F. Low V
G. Diagonal
H. L motion
______3. One arm extended to the side with the other arm extended in a punch motion.
E. High V
F. L motion
G. Diagonal
H. Low V
______4. Both arms extended straight out to the side and parallel to the ground, relax the shoulders.
E. High V
F. T motion
G. Diagonal
H. Low V
______5. One arm is extended in a High V motion, and one arm is in a Low V motion.
E. High V
F. T motion
G. Diagonal
H. Low V
Part 2.
Essay: Why do you think it is bad to tease, mock, and make fun of other people using cheers and yell in a game of
competition?
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Grade Level 10 Region III

Quarter Fourth Quarter Teaching Date January 03, 2024

IV. PROCEDURE Teacher Activity Students Activity

“I’m glad that you are all in good condition, it

“Let us bow our heads and feel the

“Dear God, thank you for this beautiful

“Lord, guide us in all activities this day,

“It gives me a good vibe when I see you that

“First of all, I’ll give you 10 seconds to

“Stop! Thank you, class, for your cooperation,

“And for our rules during class.”

Rule#1: Listen when your teacher is talking.

“Are there any questions and concerns “None, Ma’am.”

“Now that we’re settled, let’s continue.”

Time Allotment 3 minutes

“This game is called Fact or Bluff. The

1. I will give you a Red and Blue Card.

“If that is so, let’s proceed.”

“Statement#1: A folk dance is a dance that

“Statement#2: The Philippines is home to

“Fact or Bluff?” (Student will answer.)

“All right! The correct answer is Fact!”

“Statement#3: Philippine folk dance is not

“Fact or Bluff?” (Student will answer.)

“All right, the correct answer is Bluff!”

“Why is that a bluff?” “Because it is Important.”

“Very good! You all got the correct answers!”

“Excellent! I’m happy you still remember

Time Allotment 7 minutes

Establishing a purpose for ACTIVITY 1: “COPY-CUT”

“Are you ready, class?” “Yes, ma’am!”

Time Allotment 5 minutes

“Yes, (name of the student)?

“Dance is a diverse and expressive art form

that has evolved and developed in various

“Okay, before we proceed, let’s have an

“Do you understand the directions class?”

1. What are the benefits of dance?

“Are you ready, class?”

who will guess the answer using

o Are you doing cheers or

“Very good, everyone! You’re right that

“Now, let’s proceed to the different Hand

 An Acute angle measures less than

 An obtuse angle is between 90° and

 A right angle precisely measures

 An angle measuring exactly 180° is

“Now, let’s procced to the different hand

movements in Cheer Dance.”

“Now, can someone read the definition

“Yes, (name of the student)?”

“High V – arms extended up forming a “V”

“Now, can someone read the definition of

“Yes, (name of the student)?”

“T Motion – Both arms extended straight out

(The teacher will demonstrate the Diagonal

“Now, let’s see if you know the hand

involve counting beats, steps, or

ACTIVITY: “GUESS THE ANGLE!”

Mechanics of the Game:

1. The Teacher will group the class

“Are you ready, class?”

“Very good, everyone!”

“After learning the five hand movements