Daily Lesson Plan - Grade 9-Lithium - Afro-Latin Music - PDF

Department of Education Region 02 Schools Division of Nueva Vizcaya **NUEVA VIZCAYA GENERAL COMPREHENSIVE HIGH SCHOOL** Bayombong **DAILY LESSON PLAN** Name of Teacher: **JOB G. MORRIS** Position: **Student Teacher** ----------------------...

Department of Education Region 02 Schools Division of Nueva Vizcaya **NUEVA VIZCAYA GENERAL COMPREHENSIVE HIGH SCHOOL** Bayombong **DAILY LESSON PLAN** Name of Teacher: **JOB G. MORRIS** Position: **Student Teacher** ----------------------- ---------------------------------------- ------------------------------- Teaching Date & Time: **September 26, 2024 (7:15am-8:15am)** Room: Quarter: **2^nd^** Grade Level: **Grade 9-Lithium** +-----------------------------------+-----------------------------------+ | 1. **OBJECTIVES** | | +===================================+===================================+ | **Content Standard:** | The learner demonstrates | | | understanding of characteristic | | | feature of Afro-Latin American | | | music and popular music. | +-----------------------------------+-----------------------------------+ | **Performance Standard:** | The learner performs dance forms | | | of Afro-Latin American' | +-----------------------------------+-----------------------------------+ | **Learning Competency:** | At the end of the lesson, the | | | learners should be able to: | | | | | | a. Name all basic steps in | | | cha-cha-cha; | | | | | | b. Perform with mastery the | | | basic steps and combinations | | | in cha-cha-cha;and | | | | | | c. Students gain a good | | | understanding about social | | | dance. | +-----------------------------------+-----------------------------------+ | **II. CONTENT:** | **THE CONCEPT of COMMUNITY and | | | ENVIRONMENTAL HEALTH** | +-----------------------------------+-----------------------------------+ | **III. LEARNING RESOURCES** | Physical Education and Learner's | | | Material | +-----------------------------------+-----------------------------------+ | | **Online Resource: | | | ** | | | | | | **mem** | +-----------------------------------+-----------------------------------+ +-----------------+-----------------+-----------------+-----------------+ | **PARTS OF THE | | **PROCEDURES** | **OBSERVATIONS* | | LESSON** | | | * | +=================+=================+=================+=================+ | A. Reviewing | | **Preparatory | | | previous lesson | | Activities:** | | | or presenting | | | | | the new lesson | | **Prayer: Short | | | | | Video Clip** | | | **(ELICI T)** | | | | | | | **Greetings.... | | | **\*collaborati | |..** | | | ve | | | | | work, | | **Attendance... | | | vocabulary** | |...** | | | | | | | | | | **Setting of | | | | | standards...... | | | | |.** | | | | | | | | | | **Activity 1:** | | | | | | | | | | - 1. **What | | | | | dances | | | | | do you | | | | | know?** | | | | | | | | | | 2. **Have | | | | | you | | | | | heard | | | | | of | | | | | cha-cha | | | | | -cha?** | | +-----------------+-----------------+-----------------+-----------------+ | B. Establishing | | **Activity: | | | a purpose for | | Show a short | | | the lesson | | video clip of | | | | | cha-cha-cha | | | **(ENGAGE)** | | performance to | | | | | students | | | **\*collaborati | | interest.** | | | ve | | | | | work, | | - **Discussio | | | vocabulary** | | n | | | | | : Ask | | | | | students | | | | | how the | | | | | dance makes | | | | | them feel | | | | | and what | | | | | they notice | | | | | about the | | | | | movements | | | | | and | | | | | rhythms.** | | +-----------------+-----------------+-----------------+-----------------+ | C. Presenting | | **Activity: | | | examples/ | | divide students | | | instances of | | into small | | | the new lesson | | groups they | | | | | will search | | | **(EXPLORE)** | | about the | | | | | history and | | | **\*collaborati | | cultural | | | ve | | significance of | | | learning | | cha-cha-cha** | | | approach,** | | | | | | | - **Each | | | **Numeracy& | | group | | | vocabulary** | | presents | | | | | their | | | | | findings | | | | | about the | | | | | origin, | | | | | evolution | | | | | and | | | | | importance | | | | | of | | | | | cha-cha-cha | | | | |.** | | | | | | | | | | ***GROUP 1- | | | | | ORIGIN*** | | | | | | | | | | ***GROUP 2- | | | | | EVOLUTION** | | | | | * | | | | | | | | | | ***GROUP 3- | | | | | IMPORTANCE* | | | | | ** | | +-----------------+-----------------+-----------------+-----------------+ | D. Discussing | | **Present a | | | new | | brief lecture | | | **b**concepts | | on the nature | | | and practicing | | and origin of | | | new skills | | cha-cha-cha. By | | | | | using slides to | | | **(EXPLAIN)** | | highlight key | | | | | points and the | | | **\*Integration | | basic steps.** | | | :Science** | | | | | | | **Cha-cha-cha | | | | | is widely | | | | | recognizable by | | | | | its catchy | | | | | rhythm -- one, | | | | | two, cha, cha, | | | | | cha. Its easy | | | | | to learn and | | | | | fun to dance.** | | | | | | | | | | **Like so many | | | | | Latin dances, | | | | | it originates | | | | | from Cuba. It | | | | | was developed | | | | | by the Cuban | | | | | composer and | | | | | violinist | | | | | Enrique Jorrin | | | | | in the middle | | | | | of 1950s. | | | | | Originally it | | | | | was known as | | | | | slowed-down | | | | | mambo or the | | | | | triple mambo | | | | | because of the | | | | | three quick | | | | | steps. It | | | | | gained instant | | | | | popularity due | | | | | to its | | | | | simplicity. In | | | | | time it evolved | | | | | into separate | | | | | dance and | | | | | although it was | | | | | originally | | | | | known as the | | | | | cha-cha-cha, | | | | | the name was | | | | | shortened to | | | | | cha-cha.** | | | | | | | | | | ***Did you | | | | | know*: Bruce | | | | | Lee, the famous | | | | | movie star and | | | | | one of the | | | | | greatest | | | | | martial arts, | | | | | was also an | | | | | accomplished | | | | | Latin dancer. | | | | | He won the Hong | | | | | Kong Cha Cha | | | | | Championship in | | | | | 1958,when he | | | | | was 18 years | | | | | old.** | | +-----------------+-----------------+-----------------+-----------------+ | (Leads to | | **Strategy: | | | Formative | | Demonstrates | | | | | the basic | | | Assessment) | | cha-cha-cha | | | | | steps (basic | | | **(ELABORATE)** | | step, | | | | | forward/backwar | | | **\*Critical | | d | | | thinking | | step) and have | | | skills** | | students | | | | | practice in | | | | | pair.** | | | | | | | | | | **8 BASIC | | | | | STEPS** | | | | | | | | | | **1. Basic | | | | | step** | | | | | | | | | | **2. New york** | | | | | | | | | | **3. Hand to | | | | | hand** | | | | | | | | | | **4. Underarm | | | | | turn** | | | | | | | | | | **5. Spot | | | | | turn** | | | | | | | | | | **6. Shoulder | | | | | to shoulder** | | | | | | | | | | **7. Basic in | | | | | place** | | | | | | | | | | **8. Time | | | | | step** | | | | | | | | | | - ***Encourag | | | | | e | | | | | students to | | | | | share their | | | | | experiences | | | | | while | | | | | practicing | | | | | the steps. | | | | | (Peer | | | | | feedback)** | | | | | * | | +-----------------+-----------------+-----------------+-----------------+ | | | | | +-----------------+-----------------+-----------------+-----------------+ | | | Now each group | | | | | will combine | | | | | the basic steps | | | | | introduced with | | | | | your own choice | | | | | of music. 10 | | | | | minutes to | | | | | practice and | | | | | you will | | | | | perform | | | | | afterwards. | | | | | | | | | | **RUBRIC** | | | | | | | | | | Mastery........ | | | | |............... | | | | | 60% | | | | | | | | | | Proper | | | | | execution...... | | | | |...........30% | | | | | | | | | | Rhythm......... | | | | |............10% | | | | | | | | | | **\ | | | | | ** | | +-----------------+-----------------+-----------------+-----------------+ | | | ***Strategy: | | | | | ANSWERING | | | | | PROCESSING | | | | | QUESTIONS*** | | | | | | | | | | - ***The | | | | | learners | | | | | will answer | | | | | the | | | | | following | | | | | processing | | | | | questions:1 | | | | | /4*** | | | | | | | | | | ***1. How | | | | | do social | | | | | dances | | | | | contribute | | | | | to one's | | | | | fitness and | | | | | wellbeing?* | | | | | ** | | +-----------------+-----------------+-----------------+-----------------+ | I.Additional | | | | | Activities for | | | | | application or | | | | | remdiation | | | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | **Submitted | **JOB G. | **Noted by:** | **MARK EULOGIO | | by**: | MORRIS** | | C. SANTIAGO** | | | | | | | | STUDENT-TEACHER | | Teacher I | +-----------------+-----------------+-----------------+-----------------+ -- -- -- -- -- --