Sample lesson plan

DETAILED LESSON PLAN

Subject: MAPEH (Physical Education)

Grade Level: 7
Topic: Fundamental Hand and Feet Positions in Folk Dance
Time Allotment: 1 hour
Learning Area: Physical Education – Folk Dance
Teacher: [Your Name]

I. OBJECTIVES

At the end of the 60-minute lesson, the students should be able to:

A. Cognitive:

 Identify the five fundamental positions of the arms and feet used in Philippine folk
dance.

B. Psychomotor:

 Demonstrate correctly the fundamental hand and feet positions with proper posture and
grace.

C. Affective:

 Appreciate the importance of proper body alignment and coordination in folk dance as
part of Filipino culture.

II. SUBJECT MATTER

Topic: Fundamental Hand and Feet Positions in Folk Dance

Reference:

 Physical Education Module, DepEd K–12 Curriculum

 “Philippine Folk Dance Manual” by Francisca Reyes Aquino

Materials:

 Music player
 Pictures/Charts showing arm and feet positions
  LCD/Video demonstration (optional)
 Mirror or open space for practice

Value Focus:

 Discipline, Cooperation, Appreciation of Culture

III. PROCEDURE

A. Preliminary Activities (10 minutes)

1. Prayer and Greeting

o Lead a short prayer and greet the class warmly.
2. Attendance Check
3. Motivation / Warm-up Activity
o Ask: “Have you ever joined a school folk dance performance?”
o Show short clips or images of Filipino folk dances like Tinikling or Cariñosa.
o Discuss briefly how dancers move gracefully using specific hand and feet
positions.
4. Warm-up Exercises (3–5 mins)
o Stretching and simple rhythmic movements with music.

B. Lesson Proper (40 minutes)

1. Presentation (10 mins)

 Introduce the topic: Fundamental Hand and Feet Positions in Folk Dance.
 Explain that these positions are the building blocks of all folk dance movements.

2. Discussion (15 mins)

a. Fundamental Arm (Hand) Positions:

1. First Position: Raise arms in a circle in front of the chest.

2. Second Position: Open arms sideward at shoulder level.
3. Third Position: One arm in first position, the other in second.
4. Fourth Position: One arm in first position, the other overhead.
5. Fifth Position: Both arms raised overhead in a graceful curve.

b. Fundamental Feet Positions:

1. First Position: Heels close together, toes apart forming a V.

 2. Second Position: Sideward step; feet apart about 12 inches.
3. Third Position: One foot in front of the other, heel touching instep.
4. Fourth Position: One foot in front of the other with a space of about 12 inches.
5. Fifth Position: Toe of one foot touching the heel of the other.

3. Demonstration and Guided Practice (15 mins)

 Teacher demonstrates each arm and feet position slowly.

 Students imitate step-by-step.
 Pair or group them to correct posture and balance.
 Incorporate simple counts (1-2 or 1-2-3) with background folk music.

4. Application Activity (5 mins)

 Group the students and have each group perform a short routine combining arm and feet
positions.
 Encourage creativity while maintaining correct form.

C. Evaluation (5 minutes)

Performance-Based:

 Ask students to perform any two arm positions and two feet positions correctly.

Written (Optional):

 Match or identify pictures of positions with their names.

Rubrics for Performance:

Criteria Excellent (5) Good (4) Fair (3) Needs Improvement (2)
Accuracy of Position
Grace and Coordination
Posture
Confidence

IV. ASSIGNMENT

 Research about one Philippine folk dance and identify what arm and feet positions are
commonly used in it.
 Prepare for a short performance next meeting.
Would you like me to make a printable version (Word or PDF) or a PowerPoint presentation
that matches this lesson plan?

Here’s a detailed 4A’s Lesson Plan (Activity, Analysis, Abstraction, Application) for PE 12 –
Philippine Folk Dance. This focuses on basic positions and movements while integrating
appreciation of cultural heritage.

4A’s Lesson Plan in Physical Education 12

Topic: Philippine Folk Dance

Subtopic: Basic Positions and Fundamental Steps in Philippine Folk Dance
Grade/Level: PE 12 (Senior High School)
Time Allotment: 1 hour
Learning Area: Physical Education
Teaching Approach: 4A’s (Activity, Analysis, Abstraction, Application)

I. Objectives

At the end of the lesson, the students should be able to:

1. Identify and demonstrate the fundamental hand and foot positions in Philippine folk
dance.
2. Explain the importance of proper posture and movement in folk dance.
3. Appreciate Philippine folk dances as expressions of culture and tradition.
4. Perform basic folk dance movements with coordination and rhythm.

II. Materials

 Multimedia presentation (photos/videos of folk dances)

 Speaker and music player
 Chart of hand and foot positions
 Open space for movement/dance area

III. Procedure (4A’s)

A. Activity

1. Begin with a short warm-up exercise (stretching and breathing).

2. Play a short video clip of a popular Philippine folk dance (e.g., Tinikling, Cariñosa, or
Itik-Itik).
3. Ask:
o “What did you notice about their hand and foot movements?”
o “How do these movements show Filipino culture?”

B. Analysis

1. Discuss the observations of the students.

2. Present the five fundamental hand positions and five foot positions in folk dance using
visuals.
3. Demonstrate each position, explaining:
o Correct body posture
o Arm and hand placement
o Common mistakes to avoid
4. Let students practice each position in pairs or small groups.

C. Abstraction

1. Summarize the key concepts:

o Folk dance reflects Filipino customs, beliefs, and lifestyle.
o Mastery of fundamental positions ensures grace, coordination, and cultural
accuracy.
2. Ask reflective questions:
o “Why is it important to learn these fundamental positions?”
o “How does dancing help preserve our cultural heritage?”

D. Application

1. Divide students into groups.

2. Each group performs a short folk dance routine combining the learned positions (e.g., 4
hand and 4 foot positions).
3. Encourage creativity while maintaining proper technique.
4. Provide feedback and evaluation based on accuracy, coordination, and cultural
appreciation.
IV. Evaluation

 Performance Check: Correct execution of hand and foot positions (10 pts)
 Participation: Enthusiasm and cooperation during activities (10 pts)
 Reflection: Short written response – “What value did you learn from Philippine folk
dance?” (10 pts)

V. Assignment

 Research one regional folk dance from your province.

 Identify its origin, costume, and basic steps.
 Be ready to demonstrate or present next meeting.

Would you like me to make a PowerPoint outline or lesson plan format (with competencies
and objectives aligned to the DepEd MELCs) for this as well? That would make it classroom-
ready.

You said:
yes pls

ChatGPT said:

Perfect 👍 Here’s a classroom-ready 4A’s Detailed Lesson Plan for PE 12 — aligned with
DepEd MELCs and suitable for senior high school (Physical Education 12: Philippine Folk
Dances).

Detailed Lesson Plan (4A’s Method)

Subject: Physical Education 12

Topic: Philippine Folk Dances – Fundamental Hand and Foot Positions
Time Allotment: 1 hour
Grade Level: Senior High School
Teaching Strategy: 4A’s (Activity, Analysis, Abstraction, Application)
Learning Area: Arts and Physical Education
Competency Code: PEH12PF-IIa-b-1 – Perform basic movement patterns and fundamental
skills in Philippine Folk Dances.
Integrated Group Activity: “Cultural Dance Showcase Project”

Title:

“SAYAW KO, KULTURA KO!” (My Dance, My Culture)

Objective:

To integrate learning from Physical Education, Arts, History, Language, and Values
Education by creating and performing a folk-inspired dance presentation that expresses Filipino
cultural identity.

Instructions:

1. Group Formation:
o Divide the class into 4–6 groups (5–8 members each).
o Each group will choose one Philippine folk dance from a specific region (e.g.,
Tinikling, Cariñosa, Singkil, Itik-Itik, Subli, Maglalatik).
2. Tasks (Integrative Components):
o PE Component: Perform a short routine (1–2 minutes) showing the five hand
and foot positions learned.
o Arts Component: Design simple costumes or props inspired by the chosen
dance’s region. (Use recycled or local materials.)
o History/Social Studies Component: Present a 1-minute introduction narrating
the origin, meaning, and cultural background of the dance.
o Language Component: Deliver the narration or introduction in Filipino or
English, focusing on clear communication and expressive speaking.
o Values Education Component: End the performance with a short reflection
statement (30 seconds) about what Filipino value or virtue the dance represents
(e.g., unity, respect, cooperation, love of country).
3. Preparation Time:
o 15–20 minutes for planning and practice (in-class or take-home project).
4. Presentation:
o Groups perform in front of the class.
o Audience gives feedback highlighting what they learned about the culture of the
region.

Integration Summary Table:

 Learning Area Integrated Skill or Value

Physical Education Execution of folk dance movements and positions

Arts Creativity in costume and presentation

History/Social Studies Understanding of cultural origins and traditions

Language (Filipino/English) Oral communication and storytelling

Values Education Appreciation of Filipino identity and teamwork

Assessment Criteria (Rubrics):

Criteria Points

Accuracy of dance positions and steps 10 pts

Creativity and artistry in costume/props 5 pts

Content and clarity of narration 5 pts

Cultural understanding and teamwork 5 pts

Reflection on Filipino values 5 pts

Total 30 pts

🎶 CLAP APPRAISAL CHART

“Let’s Cheer for Our Dancers!”

Clap
How to Do It Meaning / Use
Appraisal
Say: “Isa! Dalawa! Tatlo!” (Clap 3x) → “Galing Celebrates performance and
🩵 1. Folk
sa paa, galing sa puso!” (Clap twice, tap chest) → Filipino pride. Perfect after a
Dance Clap
“Mabuhay ang kulturang Pilipino!” (Raise arms) folk dance activity.
💫 2. Round of Move your hands in a big circle motion while Classic cheer for excellent
Applause clapping, then end with a loud “Wooo!” group work or performance.
Say: “Boom!” (Stomp once) → “Clap!” (Clap
Fun and energetic cheer for
🔥 3. Boom once) → “Boom boom!” (Stomp twice) → “Clap
lively or creative
Clap Cheer clap!” (Clap twice) → Shout: “Great job, Group
performances.
___!”
🌺 4. Husay Clap 3x – say “Husay!” → Clap 2x – say Values-based Filipino cheer
Clap “Galing!” → Clap 1x – say “Bilib kami sa inyo!” that praises skill and effort.
🌈 5. Echo Teacher claps a rhythm (e.g., 👏👏👏 pause 👏). Builds rhythm, focus, and
 Clap
How to Do It Meaning / Use
Appraisal
Students repeat it exactly. Do 2–3 rounds, faster
Clap unity. Great transition activity.
each time, ending with “Excellent performance!”

Motivation:

1. “Guess the Dance!” (Video or Sound Clip Game)

Objective: Activate prior knowledge and spark interest in folk dances.

Procedure:

1. Play short 5–10 second video clips or music snippets from popular folk dances
(Tinikling, Itik-Itik, Cariñosa, Maglalatik).
2. Students guess the name of the dance and the region it came from.
3. Ask:
o “What movements or sounds helped you recognize it?”
o “How do you think their hand and foot movements are different from modern
dances?”
4. Transition: “Now, let’s learn the basic positions that make these dances graceful and
distinct!”

🪗 Integration: Music & Culture

💡 Time: 5 minutes

2. “Pose Like a Dancer” (Freeze Game)

Objective: Encourage body awareness and readiness for learning positions.

Procedure:

1. Play lively folk dance music.

2. When the music stops, shout: “Pose like a folk dancer!”
3. Students freeze in any dance-like pose (hands, arms, feet).
4. Choose 2–3 volunteers to show their poses.
5. Ask:
o “What makes your pose look like a dancer’s pose?”
o “Which body parts did you use the most?”
6. Lead-in: “Today, we’ll learn the real hand and foot positions that make these poses
beautiful and authentic.”
💃 Integration: Movement & Creativity
💡 Time: 5–7 minutes

3. “Cultural Symbol Hunt” (Visual Motivation)

Objective: Build cultural appreciation and curiosity.

Procedure:

1. Show images of Filipino folk dances, costumes, and props (e.g., fans, bamboo poles,
scarves).
2. Ask students:
o “What do these items have in common?”
o “Why do you think dance is important in Filipino culture?”
3. Transition smoothly: “These dances come alive because of the way dancers move their
hands and feet — let’s learn those positions now!”

🎭 Integration: Arts & History

💡 Time: 5 minutes

4. “Sayaw Mo, Katauhan Mo” (Expressive Warm-Up)

Objective: Link movement with self-expression.

Procedure:

1. Ask students to stand and move freely to soft background music.

2. Say: “Show how you feel through simple hand and foot movements — happiness, pride,
excitement.”
3. Afterward, discuss:
o “How did you express emotions through movement?”
o “How can movement tell stories in dance?”
4. Conclude: “That’s what folk dances do — they express Filipino life through movement.
Let’s learn their fundamental steps.”

❤️Integration: Values Education & Arts

💡 Time: 5–7 minutes

🎯 Learning Theories Highlighted in the Motivational Activities

Learning Theory/ies
Activity Explanation / Application in Context
Highlighted

1. “Guess the 🔹 Constructivism Students recall prior knowledge about Filipino dances by
Dance!” (Bruner, Piaget) identifying music and visuals. They construct new meaning
 Learning Theory/ies
Activity Explanation / Application in Context
Highlighted

🔹 Cognitive Theory of through connection-making (linking sound and movement).

Multimedia Learning The use of video engages both auditory and visual
(Mayer) channels, enhancing retention.

🔹 Kinesthetic Learning / Students learn by doing — moving, posing, and using body
2. “Pose Like a Psychomotor Domain awareness. It activates the psychomotor domain, preparing
Dancer” (Freeze (Bloom’s Taxonomy) them physically and mentally for the new skill. The
Game) 🔹 Experiential Learning experience of movement helps them reflect on form and
(Kolb) posture — a key stage in experiential learning.

Students discuss and interpret cultural symbols together,

🔹 Sociocultural Theory engaging in social interaction and shared meaning-making.
3. “Cultural
(Vygotsky) They build understanding of folk dance as a cultural
Symbol Hunt”
🔹 Constructivism expression, with the teacher guiding them within their zone
of proximal development (ZPD).

This activity encourages self-expression, emotional

4. “Sayaw Mo, 🔹 Humanistic Theory
awareness, and creativity, aligning with the humanistic
Katauhan Mo” (Maslow, Rogers)
approach that values self-actualization and personal
(Expressive Warm- 🔹 Affective Domain
meaning. It also addresses the affective domain, helping
Up) (Bloom)
learners appreciate dance as cultural art.

🌺 Summary of Theories in Your Lesson:

Learning Theory Application in the Lesson

Learners build understanding by connecting new content (hand &

Constructivism
foot positions) to what they already know about dance and culture.

Students learn through active participation — observing, imitating,

Experiential Learning (Kolb)
practicing, and performing.

Collaboration and peer learning occur as students work in groups,

Sociocultural Theory (Vygotsky)
observe each other, and learn through guided practice.

Encourages creativity, appreciation of culture, and emotional

Humanistic Theory
connection through self-expression.

Bloom’s Taxonomy (Cognitive, The lesson targets knowledge (identifying positions), skills
Affective, Psychomotor) (demonstrating positions), and attitudes (appreciating culture).
✅ In short:
These activities collectively promote whole-person learning — mind, body, and heart —
through active, meaningful, and culturally grounded experiences.

Would you like me to add a section in your 4A’s Lesson Plan labeled “Learning Theories
Applied,” so you can include it in your printed or submitted plan? It would make it look very
professional and well-researched.