SUBJECT: ____PE_________ – GRADE ___9___ (______3RD______ QUARTER) – Week ___1__

I. Curriculum Content, Standards, and Lesson Competencies

Content Standards
The learner demonstrates understanding of lifestyle and weight management to promote community fitness

Performance The learner maintains an active lifestyle to influence the physical activity participation of the
Standards community practices healthy eating habits that support an active lifestyle.

Learning Learning Competency:

Competencies and
Objectives  Executes the skills involved in the dance.

Learning Objectives:

 Identify and discuss the different types of festivals (religious and non- religious festival dance);
 Perform the skills involved in the dance.
 Shows respect for the cultural and religious significance of the festival dance.
Content
Social dance: Festival dance (religious and non- religious)

 Religious festival dance

 Sinulog
 Moriones
 Ati-atihan
 Dinagyang

 Non – religious festival dance

 Masskara
 Higantes
 Panagbenga

 Pahiyas

Integration Culture appreciation

II. Learning Resources

III. Teaching and Learning Procedure Teacher’ IDF

s Notes Principle
Used
Activating Mind and Mood Activity Engage –
Prior Always start
Knowledge 4 pics one word where the
(Mind and learners are
Mood) The teacher will flash on the screen different pictures related to festival, then let the
students identify/guess the name of the specific festival. Connection –
Realize the
Sample pictures: connection of
the past
lessons to the
Guide questions: upcoming
1. How did you identify the pictures? lesson
2. Give words that best describes the pictures?
Establishing Lesson Introduction Context –
Lesson Provide
Purpose (Aims) Suggested Time Frame/Schedule: learners what
Week 1: Identifying and discussing the different festivals in the Philippines (Religious and they will learn
Non-religious) for the day

ACTIVITY 2: “Exploring famous festivals in the Philippines”

(__15__minutes)

The teacher will play sample videos representing the different festivals in the Philippines.
 Sinulog
 Masskara

Links:

Processing Questions:
 1. What have you observed from the video?
2. Differentiate the two festivals.

Unlocking Content Vocabulary

The teacher will then proceed to unlocking terms that the students may find helpful in
understanding the lessons for the next two weeks. Using the next set of slides, the teacher
may present the following terms:

Festival – a day or period of celebration, typically a religious commemoration.

Religious festival – a time of special importance marked by adherence to that religion.

Involves worship of a God, a sacred place, and the celebrant who leads a congregation of
the devoted in worshiping the God.

Sinulog – is a vibrant and deeply rooted religious celebration that traces its origin to the
feast of the Santo Niño.

Non – religious festival – a celebration or event that does not have any religious or
spiritual significance.

Masskara – a beacon of hope, designed to lift the spirits of locals and brings smile back to
their faces.

Developing EXPLICITATION: The teacher will provide a brief overview of how each festival dances Explore –
and differ from one another. Discuss the
Deepening lesson using
Understanding the
(Tasks and Religious Festivals appropriate
Thought) pedagogical
Sinulog - a vibrant and deeply rooted religious celebration that traces its origin to the feast approach
of the Santo Niño.
Collaboratio
Moriones – a Lenten and religious festival held annually on Holy week on the Island of n – Emphasize
Marinduque. The term “moriones” are men and women in costumes and mask replicating the need to
the garb of Biblical imperial roman soldiers as interpreted by locals. learn from
others
Ati -atihan – a Philippine festival held annually in January in honor of the Santo Nino in
several towns of the province of Aklan, Panay Island. Creativity –
Allow class to
Dinagyang – religious and cultural festival in Iloilo city Philippines held annually on the realize how
fourth Sunday of January in honor of Santo Nino the holy child. It is one the largest festivals the game
in the Philippines, drawing hundreds of thousands to over a million visitors every year. works through
analysis and
Non – religious festivals modifications

Masskara – a beacon of hope, designed to lift the spirits of locals and brings smile back to Ideational –
their faces. An annual festival with highlights held every fourth Sunday of October in Provide
Bacolod Philippines. learners
opportunities
Higantes – a local festival held annually in Angono, Rizal Philippines where hundreds of giant to analyze the
paper mache puppets are paraded, representing the common people’s mockery of the bad activity to
hacienda owners of the past during Spanish Colonial rule. enrich their
understanding
of the concept
Panagbenga – also called the Baguio flower festival, is a month-long annual flower occasion
in Baguio, Philippines. Integrative –
Relate that
Pahiyas – a festival of thankfulness after a bountiful harvest. pahiyas literally means there are
precious offering, and the practice dates back to the 16 th century. other means
to improve a
Lesson Activity: skill other
The teacher will ask learners to choose two festival dance one from religious, one than the
from non-religious, let them compare and contrast the two dances. Follow the game
identified
diagram below.
Inclusive –
Ensure that all
learners can
do the activity
and provide
constructive
feedback
when possible

Experience –
Provide them
with avenues
 to apply what
they learned

Making Group Reflection Empathize –

Generalization Allow learners
s Group Reflection to reflect on
(Abstractions) Generalizing Insights their
understanding
Activity: Personal Canvas (Learners’ Takeaways) of the lesson

In a journal or MAPEH notebook, learners will write their answers to the following questions: Ideational –
Let learners
1. Why do Filipinos celebrate these festivals in their province? realize how
2. What is the symbolism of festival in Filipino culture? important the
3. What festival do you celebrate in your place? Give your experience. lesson is to
themselves

IV. Evaluation of Learning Teacher’s IDF Principle

Notes Used
Evaluating Dance Performance; 50 points Experience –
Learning (Test) Assess the
The teacher will divide the class into 2 groups. Each group will be learners only on
assigned to perform. what they
learned from
Group 1 – Religious festival
the lesson
Group 2 – Non – religious festival
Innovative –
They will be graded according to the rubric; (see attached file) Ensure that they
apply what they
learned with
modified rules
Teacher’s Remarks Individual Feedback and Annotations
(Annotations) Teacher Observations/ Notes on:
 Relevant observations (critical incident)
 Learning outcomes accomplished
 Tasks that will be continued the next day
Additional activities needed
Reflection (Gains) Teacher’s Reflection
 Recognizing Gains

Sample Guide for teachers:

 Can students articulate how these art forms contribute to the evolution
and preservation of cultural identities in Southeast Asia?
 Could students formulate their own generalizations and insights based
on the information and experiences shared in class?
 Were students actively engaged in explorations and
discussions throughout the lesson?
 Did students apply their understanding to the summative assessment or
creative project in a thoughtful way?

Prepared by: Station:______________________________________

___________________________________________
Teacher ______