Grade 8 Learning Module in Physical Education - Complete

Compilation by Ben: [email protected]        

GRADE 8 Learning Module 

PHYSICAL EDUCATION (Qtr 1 to 4) 

1

Grade 8 Learning Materials

(Under K to 12 Curriculum)

MAPEH Grade 8

Physical Education

(First Quarter)

INTRODUCTION

This module is designed for you, as a Grade 8 learner, to explore knowledge

and skills that will help you and your family develop a lifelong habit of physical fitness and

wellness. This actvity will be a real challenge for you and your family.

Nowadays, people become less physically active because of various reasons and one

of those is brought by the advancement of science and technology. Many are no longer

participative in any fitness-relevant activities. We are aware of the health benefits and

importance derived from engaging in physical activities, yet we tend to take its significance

for granted. Unfortunately, many young people do not engage in worthwhile exercises or

physical activities anymore. This may be due to your youth and your ability to execute with

less effort, or your current health status.

Being physically fit and healthy can help you get through with the stresses and

demands of life and this improves your self-esteem, develops your confidence and self-

concept which can only be realized when are much older.

Health-related fitness activities play a vital role in the holistic development of a

person. Fitness activities, usually depend on individual’s choice, age, and ability. Health-

related fitness ensures cardiovascular fitness and thus helps you in the process of aging.

Health–related fitness activities are provided for you to have a better grasp on the

lesson at hand, and they will equip you with various choices in selecting the most appropriate

exercises or activities that will help you and your family to achieve a level of physical

wellness. Expectations from these activities should be clear to you and questions are

encouraged for your better understanding.

You will be encouraged to design an HRF (Health Related Fitness) plan that

will cater to the needs of your family. An HRF plan is a set of fitness goals. These goals that

you establish should take into account your current as well as your desired fitness levels.

Even after the implementation of the designed HRF plan, you will still need to evaluate its

Health Related Fitness

2

success or failure. Accordingly, you then make certain revisions in order to encourage

yourself and your family to continue the HRF activity for life. There is also a need to

emphasize the importance of making the activity fun and enjoyable. In doing so, you’ll have

exercise as a habit for life.

At the end of the lesson, you should be able to

recognize the physical activity habits of the family in terms of health-related fitness

components;

undertake fitness tests;

assess the family’s strengths and weaknesses in the components of HRF;

perform exercises to enhance cardiovascular and muscular fitness;

demonstrate HRF for the family regularly to ensure its promotion of an active lifestyle;

explain why the purpose is critical in ensuring the conduct of activities in the family;

design physical activities that promote cardiovascular and muscular fitness to family

members.

This Pre-test is given to find out how well you know and understand the importance

of physical movements in your daily life. These activities will assess your knowledge and

skills on Health-Related Fitness.

A. Identify and classify the pictures as shown based on the components of health-related

fitness

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

B. Explain briefly how these HRF activities can benefit your family in terms of physical

wellness.

Objectives

Pre-Test

3

C.

1. 2. 3.

4. 5. 6.

7. 8. 9. 10.

The result of your pre-test will not be graded but will help

the teacher determine your knowledge of the lesson.

4

Provide below your expected personal learning goals and targets.

Learning goals and targets are lessons you expect to learn from this learning materials. Example: I will be able

to identify the four components of HRF.

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Congratulations! You have identified your

learning goals and this tme you are ready to explore

the next learning steps .

Learning Goals and

Targets

5

Activity 1

Where Am I?

In this stage, you will reflect on how well you understand the concept of health-

related fitness and your expectations about the topic. You are encouraged to ask questions for

further clarifications. The following activities shall help you assess your knowledge about

health-related fitness exercises. This will give you opportunities to identify and clarify any

misconceptions you have about the lesson.

Let’s play a brain teasing fun game called “Word Scramble”. Find from the untangled

letters that would compose the components associated with Health-Related Fitness. The

words could be in any directions as long as the letters are all inter-connected. In you activity

notebook, write these words and try to define each word identified.

S C E N T E R O W

B T E N D U R A E

O L R V I T A N C

D F L E X I B I L

Y C O M N D Y T I

I S O P O G F Y R

T I O N S P T A G

M A X I M U M H E

My answers:

1.________________________________

2.________________________________

3. ________________________________

4. ________________________________

Part I. WHAT TO KNOW

Remember learners that in this quarter it is expected that you

have enough understanding about physical fitness. Your Grade 7

experience has already given you an overview of physical fitness

as both skill-related and health-related fitness.

6

Components of Health-Related Fitness

Fitness is defined as a condition in which an individual has enough energy to avoid fatigue

and enjoy life. Try to look back and reflect on your day’s activity. Do you have lots of

energy, or do you get tired easily?

Physical fitness is divided into four health- and six skill-related components.

Skill-related fitness enhances one’s performance in athletic or sports events.

Health-related fitness is the ability to become and stay physically healthy.

Health Components Skill Components

Cardiorespiratory fitness Agility

Muscular strength and endurance Balance

Flexibility Power

Body composition Speed

Coordination

Reaction time

Health-related components focus on factors that promote optimum health and prevent the

onset of disease and problems associated with inactivity.

Four Components of Health-Related Fitness

• Cardiovascular fitness is the ability of the heart (cardio) and circulatory system (vascular)

to supply oxygen to muscles for an extended period of time.

Cardiovascular is also called cardiorespiratory (lungs) fitness. Usually the 1km run or some

other type of continuous fitness activity (12-minute run, cycling, step-test, etc.) is used to

assess cardiovascular fitness.

• Muscular strength and endurance is the muscle’s ability to produce effort or perform

work.

If you have found the words and were able to define each, that would mean that you have the basic

knowledge of HRF. Below is a discussion on the

components of HRF. Read it carefully. On your

worksheet, answer the questions following the article.

7

• Muscular endurance refers to the ability of the muscle to work over an extended period of

time without fatigue. Performing push-ups and sit-ups or crunches for one minute is

commonly used in fitness testing of muscular endurance.

• Muscular strength refers to the maximum amount of force a muscle can exert against an

opposing force. Fitness testing usually consists of a one-time maximum lift using weights

(bench press, leg press, etc.).

• Flexibility is the ability to move a body part through a full range of motion (ROM) at a

joint. The sit-and-reach is commonly used to determine flexibility.

• Body composition is the ratio of body fat to lean body mass (including water, bones,

muscles, and connective tissues). Having too much fat tissues is a risk factor for

cardiovascular diseases, diabetes, cancer, and arthritis.

In addition to improving quality of life, health-related fitness

• increases muscle tone and strength;

• decreases susceptibility to injuries and illness;

• improves bone mineral density;

• reduces risk of osteoporosis;

• improves posture;

• increases efficiency of the respiratory and circulatory systems;

• decreases risk of cardiovascular disease and stroke;

• improves blood pressure;

• decreases risk of diabetes and some cancers;

• improves self-esteem and self-confidence;

• decreases body fat and improves metabolism; and

• increases energy level and academic achievement.

After reading this article, answer the following questions below on your worksheet:

1. In your own words, define fitness.

___________________________________________________________________________

________________________________________________________________.

2. Describe the difference between health-related and skill-related fitness components.

___________________________________________________________________________

________________________________________________________________.

8

Reflect on your daily activities and write them down on the table below. Give special

attention to activities that will help improve your HRF and maximize your body potentials.

After a few minutes, group yourselves into 5 or 8 and discuss your answers with the group.

Present your output in class.

My daily routines/tasks HRF components

1.

2.

3.

4.

What are my daily

routines or tasks

associated to

health-related

fitness?

Do you know that doing household

chores helps a lot in maintaining physical

fitness? Think about this: for the whole day,

you have been sitting down in the classroom, listening and writing down notes which make

you immovable. So find time doing household

chores as part of your daily routines.

The next

activity is a

reinforcement of

what you have

learned in part 1.

Activity 2

Quest for Fitness

9

In this activity, you are expected to bring pictures showing different activities of a

person. Display each picture and describe the action and how the person in the picture might

be feeling. List down benefits associated with each activity.

Examples of pictures might include:

A smiling child running (feeling free and happy)

A group of people engaged in a game or sport (having fun)

A figure skater, dancer, or gymnast performing (graceful, powerful)

After displaying your picture parade, ask one of your classmates to report his/her list of

benefits associated with each activity in class. Allow your classmate to explain his/her

answer.

Variation: Create a collage or bulletin board display of cut-out pictures from newspapers or

magazines that will illustrate the benefits of being active.

In this activity, you are to identify the physical activity habits of the family in terms

of health-related fitness components. A table is provided for you to list down important

details of the family that would be of help later when you will be designing your family HRF

activity plan.

Family Members

Age Occupation/

Work/Job

Activities involved in relation to the Occupation/Work/Job

HRF component

involved

Household Chores

HRF component

involved

Example:

Father 54 PUJ Diver Drives and sits for 8

hours

Feeds the chicken, Repair

damages in the house . . .

Activity 3

Picture Parade

Activity 4

Family

Connection

Wow, you have done a

great job! Your presentation was

indeed a work of art. It is now very

clear that you have understood our

lesson well.

10

Mother 48 Housewife

Sister 25 None

Brother 1 22 Laborer

Brother 2

18 Student

Me 14 Student

(Just indicate those people you are living with.)

Activities are provided for you to have a deeper understanding on the importance of exercise in building total fitness and family wellness. The activities will also allow you to develop better understand HRF.

Once again you must undertake the fitness test for comparative purposes in determining general fitness. This is a test given to you every year. So this would not be hard for you to perform. Make sure to follow the instructions to avoid accidents or injuries.

Part II. WHAT TO PROCESS

Great job! That wasn’t too hard,

right? You are now ready to level up. The

succeeding activities awaiting you will be

more interesting and fun-filled . So, hold your

breath and enjoy!

11

Activity 1 Physical Fitness Test (HRF)

1. Prepare for the test.

Review the procedures in conducting the Physical Fitness Test.

Wear appropriate attire.

Do the warm-up exercises on your own or with your partner.

Re-orient yourself on the proper execution of the tests and recording of test results.

Go through with the test without exerting maximum effort.

Observe safety. 2. Perform the test with a partner. 3. Record your test results.

Physical Fitness Test

Health Related Fitness BODY COMPOSITION – is the body’s relative amount of fat to fat-free mass. A. Body Mass Index (BMI)

WEIGHT [in Kilograms] HEIGHT [in Meters]2

Example: 30 30 20.83 (NORMAL) (1.2)2 1.44

CLASSIFICATION: BELOW 18.5 Underweight 18.5 – 24.9 Normal 25 – 29.9 Overweight 30.0 – ABOVE Obese A.1 Weight – the heaviness or lightness of a person.

Equipment: Weighing Scale

12

Procedure:

For you as the test taker:

a. Wear light clothing.

b. On bare feet, stand erect and still with weight evenly distributed on the center of the scale.

For your partner: a. Before the start of weighing, adjust the scale to zero point. b. Record the score in kilograms.

Scoring – record body mass to the nearest 0.5 kilograms

A.2 Height – it is the distance between the floor to the top of the head in standing position.

Equipment:

1. An even and firm floor and flat wall 2. L – square 3. Tape measure laid flat to a concrete wall. The zero point starts at the

bottom of the floor. Procedure:

For you: a. Stand erect on bare feet with heels, buttocks and shoulders pressed

against the wall with tape measure. For your partner:

a. Place the L-square against the wall with the base at the top of the head

of the person being tested. b. Record the score in meters. Scoring – record standing height. * 1 meter = 100 centimeters

B. Waist Circumference

– waist circumference is a good predictor of visceral fat which contributes more risk of cardiovascular disease and diabetes than fat located in other areas of the body.

Equipment: Tape Measure

13

Procedure:

For you:

a. Wear light clothing before taking waist circumference. b. On bare waist, stand erect and wrap tape measure around waist. For your partner:

a. Record the score in centimeters. Standard

Men Women

Risk Centimeter Inches Centimeter Inches

Very High >120 >47 >110 >43.5

High 100 – 120 39.5 – 47 90 – 109 35.5 – 43

Normal 102 40 88 34.6

Low 80 – 99 31.5 – 39 70 – 89 28.3 – 35

Very Low <80 <31.5 <70 <28.5

STRENGTH – refers to the muscle’s ability to generate force against physical objects. In the fitness world, this typically refers to how much weight you can lift for different strength training exercises.

1. 90 – Degree Push-up

Purpose – to measure strength of upper extremities Equipment Exercise mats or any clean mats Procedure For you: a. Lie down on the mat; face down in standard push-up position: palms on

the mat under the shoulders, fingers pointing forward, and legs straight, parallel, and slightly apart, with the toes supporting the feet.

b. FOR BOYS: Straighten the arms, keeping the back and knees straight, then lower the arms until there is a 90-degree angle at the elbows (upper arms are parallel to the floor).

14

FOR GIRLS: With knees in contact with the floor, straighten the arms, keeping the back straight, then lower the arms until there is a 90-degree angle at the elbows (upper arms are parallel to the floor).

c. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per minute (2 seconds going down and 1 second going up).

For the tester: a. As the student assumes the position of push-up, start counting as the

student lowers his body on the ground until he reaches 90-degree angle at the elbow.

b. Make sure that the student performs the push-ups in the correct form. c. The test is terminated when the subject can no longer perform the push-

ups in the correct form (three corrections are allowed), is in pain, voluntarily stops, or when cadence is broken.

Scoring – record the number of push-ups made.

2. Curl-ups

Purpose – to measure strength of abdominal muscles Equipment Exercise mats or any clean mats Procedure For you: a. Lie on your back with the knees flexed and the feet 12 inches from the

buttocks. b. Feet cannot be held or rested against an object. The arms are extended

and are resting on the thighs c. Complete a slow, controlled curl-up, sliding fingertips along the floor

until they touch the second tapeline. d. The curl-up should be performed at a rate of one every 3 seconds or 20

curl-ups per minute (2 seconds going up and 1 second going down). e. There should be no rest at the bottom position, and perform as many

curl-ups as possible without stopping.

15

For the tester

a. One curl-up is counted each time the student’s shoulder blade touches the floor.

b. Make sure that the student performs the curl-ups in the correct form. c. The test is terminated when the subject can no longer perform the curl-

ups in the correct form (three corrections are allowed), is in pain, voluntarily stops or when cadence is broken.

Scoring – record the number of curl-ups made.

FLEXIBILITY – refers to the ability of the joints to move through a full range of motion.

1. Sit and Reach – a test of flexibility for the lower extremities particularly the

hamstring.

Purpose – reach as far as possible without bending the hamstring

Equipment: Tape Measure Procedure For you: a. Sit on the floor with back flat on the wall with feet approximately 12

inches apart. b. Without bending your back, knees, and elbows, place one hand on top

of the other and position the hands on the floor. c. After the tester has positioned the zero point of the tape measure, start

the test by slowly reaching the farthest point possible without bending the knees.

16

For your partner: a. As the student assumes position (b) procedure, position the zero point of

the tape measure at the tip of the finger farthest from the body. b. See to it that the knees are not bent as the test taker reaches the farthest

that he/she could. c. Measure the farthst distance reached. d. record the score in centimetesr.

Scoring - record sit and reach to the nearest 0.1 centimeter.

2. Zipper Test – a test of upper arm and shoulder girdle flexibility intended to

parallel the strength / endurance assessment of the region.

Purpose – to touch the fingertips together behind the back by reaching over the shoulder and under the elbow.

Equipment:

Ruler

Procedure: For you:

a. Stand erect. b. To test the right shoulder, raise your right arm, bend your elbow, and

reach down across your back as far as possible. c. At the same time, extend your left arm down and behind your back, bend

your elbow up across your back, and try to cross your fingers over those of your right hand.

d. Reach with the right hand over the right shoulder and down the back as if to pull a zipper or scratch between the shoulder blades.

e. To test the left shoulder, repeat procedures a – d with the left hand over the left shoulder.

For your partner: a. Observe whether the fingers touched or overlapped each other. b. Measure the distance in which the fingers overlapped. c. Record the score in centimeters.

17

Scoring – record zipper test to the nearest 0.1 centimeter.

Standard 0 – did not touch fingers 1 – just touched fingers 2 – fingers overlapped by 1-2 cms. 3 – fingers overlapped by 3-4 cms. 4 – fingers overlapped by 5-7 cms. 5 – fingers overlapped by 8 cms. or more

CARDIOVASCULAR ENDURANCE – is the ability of the heart, lungs and

blood vessels to deliver oxygen to working muscles and tissues, as well as the ability of those muscles and tissues to utilize that oxygen. Endurance may also refer to the ability of the muscle to do repeated work without fatigue.

1. 3–Minute Step Test

Purpose - to measure cardiovascular endurance

Equipment 1. Step with a height of 12 inches 2. Stopwatch

Procedure For you: a. Position in front of the step. b. At the signal go, step up and down on a bench for 3 minutes at a rate of

24 steps per minute. One step consists of 4 beats, – that is, “up with the left foot, up with the right foot, down with the left foot, down with the right foot.”

c. Immediately after the exercise, stand and relax. Don't talk.

18

d. Right after the activity, locate your pulse. (the first beat is zero.) e. Count the pulse for 10 seconds. Multiply by 6. For your partner:

a. As the student assumes the position in front of the step, signal, “Ready” and “Go”, start the stopwatch for the 3-minute step test.

b. After the test, let the student count his pulse for 10 seconds and multiply it by 6.

Scoring – record the 60-second heart rate for the activity.

PERFORMANCE TARGETS FOR BOYS AGE

STRENGTH FLEXIBILITY ENDURANCE

Partial Curl-

Ups

90 degree

Push-Ups

Sit and Reach

(cm.)

Zipper

Test

3 min. Step

Test

1 Km.

Walk/Run

9 23 15 37 122 4:57

10 25 16 39 121 4:40

11 26 17 41 119 4:27

12 28 18 43 117 4:25

13 32 19 45 115 4:19

14 36 20 50 110 4:18

15 38 21 55 107 4:14

16 42 22 56 105 4:10

17 45 23 64 102 4:00

18 47 24 69 99 3:55

19 49 25 70 98 3:45

20 51 26 72 96 3:35

21 55 27 72 95 3:30

19

PERFORMANCE TARGETS FOR GIRLS

AGE

STRENGTH FLEXIBILITY ENDURANCE

Partial Curl-

Ups

90 Degree

Push-Ups

Sit and Reach

(cm.)

Zipper

Test

3 min. Step

Test

1 Km.

Walk/Run

9 20 7 43 119 5:30

10 21 7 45 117 5:00

11 21 8 47 115 4:55

12 22 9 49 113 4:50

13 22 10 52 111 4:47

14 23 11 54 108 4:38

15 23 12 58 103 4:30

16 24 13 63 101 4:25

17 25 14 68 100 4:17

18 26 14 72 98 4:10

19 27 15 74 96 4:05

20 30 15 75 95 3:37

21 30 16 75 93 3:35

Pictures: Sherwin S. Simangan, Justin Roi V. Dulin, Kim Cepeda, Zhanne Kisner Collado

You did it! So now, you can have a comparison of your previous

fitness test result with your current test result. Have you improved? Well,

that would mean you are doing well physically.

The succeeding activities will assess your skills on HRF. A variety

of activities, like sports and fitness exercises, are prepared for you to

which will suit the needs of your family.

Break a leg,

buddy!

20

Your teacher will provide you with sports equipment available in your school.

Select among these sports equipment what you like. Think about how you’ll use it. Play for 10-15 minutes with your friends. Jot down notes on the different movements to be executed during the game. Relate those movements to the health-related

fitness. Write your observations on your activity sheet/notebook.

What to observe:

What are the different movements you executed? (e.g. running, swinging the bat, throwing the ball . . . ) 1. Identify the parts of the body involved and uninvolved while using the

sports equipment. 2. While performing the sports, what specific skills or movements do you

think will help you build the four (4) components of HRF? 3. Reflect how this sports activity can help enhance your health-related

fitness and achieve a balance and total fitness. 4. Among these activities, what would suit the needs of your family in terms

of HRF?

Alternative Activity: Target Zone In your activity notebook, copy the table as shown, and identify what activity is represented by each sports material. Reflect on the health benefits derived from engaging in these activities. Select the best and most appropriate activity for your family as you design your HRF plan.

Activity 2 Tough Nut to Crack

21

1. You are going to look for a partner (a friend, a relative, a neighbor) for this activity.

2. Review your knowledge on how to check the pulse rate before and after a physical activity.

3. You are to execute the exercises or activities for each component of the HRF. Choose from the suggested exercises below.

4. Observe carefully what exercises are mild or easy, average and intense or difficult.

5. Chart your pulse rate before and after the activity.

Pulse Rate Before After

Exercise A Example: mild

Exercise B

Exercise C

6. On your activity sheet, answer the following questions after performing the

exercises. Assess the physical activity or exercises given to you. a. Do you think that these exercises or physical activities are appropriate for

your family? b. If you are to design a fitness plan for the members of the family, what are

the things to consider? c. What are the possible activities you can give? Cite examples. d. Are these activities suited for each of the member of the family?

Whew! That

was quite fun. Activity 3 below can also be done with your

family at home. This would be excellent if the

family members are involved because the end

product of this quarter is all about designing an

HRF plan for them.

Activity 3 Listen to your Heart

22

Suggested Exercises:

FLEXIBILITY EXERCISES Stretch #1: Shoulder and Chest This can be performed kneeling or standing. Clasp your hands behind your back and straighten your arms. Raise your hands as high as possible and bend your body or trunk forward from the waist and hold the position for ten seconds. Stretch #2: Arm Across Chest

Place one of your arms straight across your chest. Place your other hand on your elbow and pull your arm towards chest and hold. Repeat with your other arm. Stretch #3: Triceps Stretch

Place one hand behind your back with elbow in up. Place your other

hand on the elbow and gently pull towards your head. Hold and repeat

with your other arm.

Stretch #4: Gluteus Stretch

Sitting on the floor with your right leg bent, place your right foot over your left leg. Place your left arm over your right leg so your elbow can be used to push your right knee. Hold and repeat for other side. Stretch #5: Adductor Stretch Stand with your feet as wide apart as is comfortable. Shift weight to one side as your knee bends. Reach towards your extended foot and hold. Repeat for other side. Stretch #6: Single Leg Hamstring Place your leg out straight and bend the other so your foot is flat into your thigh. Bend forward from your waist keeping your back flat. Do the same for the other leg. Stretch #7: Standing Quadriceps Standing on one leg grab the bottom of your other leg (just above ankle). Pull your heel into your buttocks and push your hips out. Your thigh should be perpendicular to the ground. Hold and repeat with the other leg. Stretch #8: Standing Calf Place your feet in front of each other about 18 inches apart. Keep your back leg straight and your heel on the floor. Push against a wall to increase the stretch. Hold and repeat with your other leg.

23

STRENGTH EXERCISES

CARDIOVASCULAR ENDURANCE EXERCISES

These exercises would consist of jogging, cycling, stair climbing, and running.

Review and assess your output in “Family Connection” activity. Focus on the strengths and weaknesses of each family member with regards to the health-related fitness. Give special attention to the aging members of the family and those with physical disabilities. Copy the following table and do your own assessment:

Activity 4 Because I Care

24

Family Health Assessment

Family Members

Age Body Composition (BMI)

Medical history

HRF components

Weaknesses Strengths

Father

Mother

Sister

Brother 1

Brother 2

Me

Propose exercises for flexibility, strength and cardio-respiratory endurance (at least 5 exercises for each component). Your output will be presented to your teacher. Provide your own music. Things to remember when performing your exercises:

1. Chosen exercises are aligned with your HRF goal. Timing and coordination

blend well with the music; there is unified effort of the group members (if done

in groups); and exercises are excellently executed.

So learner, what have you found out? Were you

surprised with the data you have gathered? Well, these

are data you have to remember when planning the HRF

activity of your family.

Activity 5 Work it Out

Now that you

have identified the

weaknesses and

strengths of each

family member, the

next activity will

help you plan

exercises for the

family.

Fantastic learners! You were able to hurdle another

challenge in this quarter. This proves you are doing fine

and going to the right direction. Now that you have

tackled Part II of this quarter, it is understood that you

have fully grasped the essence of these activities.

25

At this stage, you are given opportunities to reinforce and deepen your understanding on the importance of HRF activities and exercises. You will also be provided with activities that will assess the mastery of your understanding.

Activities 2-4 are provided for you to have a deeper understanding on the importance of exercises in building total fitness and family wellness. The activities will also allow you to develop, reflect on, rethink, validate, and revise your understanding of fitness exercises.

You are provided with a reading article below, read it carefully and make a reaction paper based on your readings. Your thoughts and opinion about this article will help you reflect on your understanding of fitness exercise. Write your reaction paper on your worksheet. (For additional reading materials browse on this address: http://www.webmd.com/fitness-exercise/features/exercise-and-music)

Active Video Games Help Some Kids Get Active

By Jennifer Warner WebMD Health News Reviewed by Louise Chang, MD Oct. 1, 2012 -- One type of TV time may actually play a valuable role in the battle against childhood obesity. A new study suggests active video games may help children, especially girls, raise physical activity levels. The results show most teens who play active video games play at moderate or vigorous intensity levels that would help them meet the recommended 60 minutes of physical activity on most days. Researchers say so-called exergames may also help at-risk young people get

moving. “Because exergames can be played in a variety of settings, including unsafe neighborhoods, they can increase opportunities for youth to engage in [physical activity] and decrease sedentary behavior,” researcher Erin O‟Loughlin of the University of Montreal, Canada, and colleagues write in Pediatrics.

Part III. WHAT TO REFLECT AND UNDERSTAND

Activity 1 Health and

Fitness Updates

26

Exergames are screen-based active video games in which individual players or groups interact in a physically active way. They include rhythmic dancing games, virtual bicycles, balance board simulators, and virtual sport simulators. They require a screen, like a TV or computer, and a gaming console, such as the

Nintendo Wii. The video games track the players‟ movements onscreen as they attempt to reach a goal. Active Video Games Count as Exercise In the study, researchers surveyed more than 1,200 10th- and 11th-grade students in the Montreal area about their use of active video games. The results show nearly one-quarter of the children said they played active video games. Gamers played an average of two days per week for about 50 minutes each session. Nearly three-fourths (73%) said they played at a moderate or vigorous level of

physical intensity that would count toward meeting the recommended physical activity guidelines. Researchers also found that exercise video games like "Wii Fit" and "Dance Dance Revolution," which require high amounts of energy, were among the most popular active video games. New Role for Active Video Games? Researchers say the results suggest that active video games may have a unique role in the battle against rising childhood obesity rates. The study shows that boys are more likely to play non-active video games, and

girls were more likely to play active video games. Researchers also found that most children who played active video games played at home, but many also played at friends‟ homes. “It is possible that some girls may be uncomfortable exercising at school or in community settings because they feel scrutinized or judged and therefore prefer exercising at home alone or with friends,” the researchers write. “Lack of school-based exergaming may represent a „missed opportunity‟ to introduce young people to another form of [physical activity],” they write. “The feasibility of exergaming in community centers or at school needs to be tested,

and research on the sustainability of exergaming is warranted.”

27

You need to understand the health benefits derived from physical activity before you can successfully design and implement an HRF (Health-Related Fitness) plan.

Make a report or a powerpoint presentation on the health benefits derived from involving oneself in the HRF activity. Tackle the 4 components: strength, flexibility, endurance and body composition. Below is a sample:

After the presentation, it is expected that you will make a generalization on the

importance of engaging in exercises and the drawbacks or disadvantages of lack of exercise. Reflection / Realization: Complete the sentences below.

1. Cardio-respiratory endurance can help me ______________________________.

2. ____________________________________ can help me achieve an ideal BMI.

3. Bending and stretching allow me to __________________________________.

4. _______________________________________________ strengthen my body.

5. Therefore I have learned that ________________________________________.

Here are your guides for the oral presentation: (Criteria)

1. Presentation of the HRF health benefits should be addressed clearly. 2. Visual and audio presentation should be well-organized and well-explained. 3. Effective communication skills should be evident.

Body Composition

• ideal body type prevent joint problems and diabetis

• that certain amount of fat is needed by the body to function well

Strength • strengthen immunity

• protection against injury

Endurance

• improved Heart-Lungs functioning

• increase oxygen supply

Flexibility • improve posture

• decrease risk of injury

Activity 2 Health Perks

28

Make a scrapbook with pictures of your family showing the progress or regress of the family’s state of health. To be included in the scrapbook are pictures of your family’s past HRF activities (sports, exercises, and recreational activities). The scrapbook should tell a story about family wellness. This activity will help you assess and understand the state of health of your family.

Well learners, that wasn’t tough, right? This is going to

be easy once you have answered all the questions. Try the next

activity below. This has something to do with the lifestyle check

of your family in terms of the HRF issues. This will help you

understand and evaluate how far or how slow is your family’s

involvement with fitness.

Activity 3 Together in Fitness

That was quite enjoyable making your

scrapbook. Scanning over your scrapbook, reflect the

health status of your family. If you have lots of

pictures to show, that would mean your family is

doing great physically.

29

At this stage you will plan for physical activities for your family which can be

considered as your lifetime engagement to achieve family wellness.

By this time, it is affirmed that Health-Related Fitness plays a very important role in your family wellness. Design an HRF plan for your family.

1. Review and assess the output in “Because I Care” by identifying what particular exercises or physical activities are needed by your family members to achieve family wellness and to enjoy lifelong good health. Focus on the HRF activities and exercises. You may choose exercises from the suggested exercises in “Listen to your Heart”.

In designing your HRF Plan it must be simple, enjoyable and suited to the

needs your family in order to attain maximum level of physical wellness. Use the chart found on the next page to plan your activities. Make sure to

include activities for the whole family. Your log should show complete thought and effort and be as detailed as possible.

Part IV. WHAT TO TRANSFER

Activity 1 Goal Setting

Now is the time for you to work on your HRF plan. Setting of your goals here is crucial to the development of your HRF plan. Look into the very needs of your family by referring to the outputs you have on the previous activities as basis for your plan.

Activity 2 Hit the Target

30

Below is an example of a fitness plan for your basis.

Suggested plan: Join community Fun Runs, ballroom dancing; assign household

chores and others.

31

Supplementary activity: Family Day You will submit a narrative report about the actual implementation of the HRF Plan you have designed. You will also provide proof to support the narrative report like pictures, video, signatures or thru other media technologies. It is expected that this implementation will take a while, so you will be given enough time to submit this narrative report and evidences before the end of the first quarter period. Assessment of HRF plan for the family using the following criteria:

Appropriateness of the HRF activities for the family

Relevance to the needs of the family members

Completeness of the plan

Bravo, you made it! Things did turn out well. Did you know that working on this activity brings you closer to your family? Remember, family bonding creates harmony and understanding at home. So, this is a great opportunity for you to experience. Maybe at some point you have encountered difficulties but keep in mind, “The more difficulties one has to encounter, within and without, the more significant and the higher in inspiration his life will be.”

- Horace Bushnell

32

It is expected that by this time you have already understood the essentials of

health-related fitness and its relation to family wellness. This module has provided

you discussions on the importance of HRF and supplied you with different activities

for you to assess yourself and your family in terms of health-related fitness and

thereby guiding you to design an appropriate HRF plan for your family that will

sustain for life. Furthermore, this module is focused on a wide range of activities that

will help you develop appropriate skills, enables you to understand fitness concepts

and their application, as well as fosters confidence and appreciation of physical

activity as a means to wellness.

Part I gives you a brief recall on the HRF components. It also provides you

with activities to help you strengthen your knowledge on the lesson at hand. A brief

assessment of your family’s daily physical activity habits is also asked of you to later

plan the appropriate activities and exercises that will suit each family member.

Part II enables you to perform and demonstrate the HRF test. The result of

the fitness test is your basis for self-assessment. A table is also provided for you to

list down and assess your family health status that is crucial in designing your family

HRF plan.

Part III provides you with different activities and discussion that can help you

reflect and think deeply on the essentials of health-related fitness. It also talks about

the health benefits of engaging in physical activities and exercises. The activities,

exercises and sports introduced in Part III are carefully selected for you to choose

and decide the appropriate HRF activities for you and your family.

Part IV is the final phase of Quarter 1. You are expected to design an

appropriate HRF plan for your family that will sustain a lifelong active lifestyle. Taking

into consideration what you have learned from this chapter and from the activities

provided in Part I-III, you are now equipped to propose an HRF plan.

SUMMARY

33

Collage - form of art in which various materials such as photographs and pieces of

paper or fabric are arranged and stuck to a backing. Fitness – the condition of being physically fit and healthy, especially as a result of

exercise and proper nutrition. HRF (Health-Related Fitness) - ability to become and stay physically healthy.

Perks – Benefits; privileges; bonuses Regress - returning to a former state; get worse or fall back to a previous condition.

SRF (Skill-Related Fitness) - focuses on the performance in a sport. Wellness – the quality or state of being healthy in body and mind, especially as the

result of deliberate effort. SOURCES:

http://www.state.nj.us/education/frameworks/chpe/chapter8f.pdf 11-28-2012

http://fitness.ygoy.com/2010/05/29/health-related-fitness-activities-importance-and-different-types/ 11-28-2012 http://www.commonhealth.virginia.gov/documents/hf/AllTogetherNow.pdf 11-28-2012 http://depedmarikina.ph/resource%20material/DepEd%20Physical%20Fitness%20Test.pdf http://www.jumpusa.com/agility_slats.html 11-28-2012 http://www.muscleandfitness.com/features/athletes-and-celebrities/your-cheat-sheet-london-2012-summer-

olympics?page=6 http://www.bittersweetfitness.com/cardiovascular-exercise/ 11-28-2012 http://www.hygenicblog.com/2011/07/01/systematic-review-supports-balance-training/ 11-28-2012

http://health.howstuffworks.com/wellness/diet-fitness/exercise/back-strengthening-exercises7.htm 11-28-2012

http://www.stayfitbuzz.com/tag/eat-clean-train-dirty/ 11-28-2012 http://www.amazingfitnesstips.com/easy-muscular-strength-exercises 11-28-2012 http://blog.isowhey.com.au/2012/02/09/how-fit-are-you-test-yourself/ 11-28-2012 http://www.thehealthybackblog.com/wp-content/uploads/2011/06/flexibility-exercises-like-pilates-and-yoga-could-prevent-

treat-stiff-arteries1.jpg 11-28-2012

http://blogs.plos.org/obesitypanacea/2012/02/10/why-the-body-mass-index-bmi-is-a-poor-measure-of-your-health/11-28-2012

http://dwellingintheword.files.wordpress.com/2010/04/27-teacher.gif 11-28-2012

http://www.kamogatanishi-e.ed.jp/english/clipart/People.htm 11-28-2012

http://www.glencoe.com/sites/common_assets/health_fitness/gln_health_fitness_zone/pdf/heart_rate_monitor_activities/health_skill_re

lated_itness/health_skill_related_fitness_activity_3.pdf, 11-08-12 http://www.doe.virginia.gov/instruction/physed/fitness_testing/fitness_testing_info.pdf, 10-24-12

http://www.sport-fitness-advisor.com/flexibility-exercises.html 11-28-2012

http://www.amazingfitnesstips.com/fitness-for-life http://www.webmd.com/fitness-exercise/news/20121001/active-video-games-help-some-kids-get-active 11-28-2012

http://www.summitmedicalgroup.com/library/sports_health/strength_training_lower_body/ 11-28-2012

http://www.summitmedicalgroup.com/library/sports_health/strength_training/ 11-28-2012

GLOSSARY OF TERMS

34

PHYSICAL EDUCATION Grade 8, Quarter II (Team Sports-Basketball)

Objectives:

At the end of the lesson, you should be able to

discuss the nature/background of basketball;

practice proper and acceptable behavior (e.g. fairness, respect for authority) when participating in basketball;

proficiently execute basic skills and tactics in basketball;

interpret rules and regulations of basketball;

exhibit enjoyment in playing basketball;

explain the health and fitness benefits derived from playing basketball.

Introduction:

This learning material was made or you! For

sure you are now thinking o another textbook or a

ton of quizzes to do, right? This module is different.

It introduces you to the world of team sports. As you

go along, you will encounter activities that allow you

to demonstrate understanding of the benefits

derived from your engagement and participation in

basketball together with your family, which

eventually promote family fitness, health, and

wellness.

Now that you know where you‟re going, let‟s start activating your prior knowledge about team sports.

35

Pre-Assessment:

Before you proceed any further, consider answering the pre-assessment items below. This may help determine whether you already have prior knowledge on the

terms, skills and understandings in team sports. Read the directions carefully and write your answers in your activity notebook.

1. Below is a table indicating the basic skills in playing basketball, baseball and softball. Your task is to identify which sport is appropriate for each of the skills indicated in the table below.

2. Write the corresponding team sport in the space provided at the right side of the column for basic skills.

BASKETBALL BASEBALL SOFTBALL

3. Let’s find out whether your answers are correct or not. (refer to the answer key to be given by your teacher).

4. Group yourselves into three, then choose one team sport to describe creatively (e. g. demonstration of the basic skills, dramatization of a certain team sport scene, performing the selected team sport skills with an action song, etc.) You will be given five minutes to do that.

BASIC SKILLS

CORRESPONDING TEAM SPORT

1. Dribble

2. Chest Pass

3. Bounce Pass

4. Assist

5. Bat or Batting

6. Pitch

7. Shoot

8. Free Throw

9. Inning

10. Homerun

11. Strike

12. 3-Seconds Violation

13. Home Base

14. Bunt

15. Short Stop

36

5. Present your work to the class.

6. Below are three critical questions prepared for you to answer. Express your answer in your activity notebook. a. What do team sports mean to you? b. What values or virtues can team sports develop in you?

c. What benefits can you derive from participating in team sports?

Goals and Targets:

This time, focus your attention on the team sports engagement survey form. This will assess your engagement in team sports which will serve as your reference in identifying your personal goals and targets.

Here are your tasks:

1. Copy the survey form in your activity notebook and reflect on your participation in team sports by honestly responding to the survey questionnaire below.

2. Just put a checkmark ( ) in the corresponding column below the sport for your responses. It’s quite easy, right? So go on, grab a pen and accomplish the

questionnaire.

I can see that you know something about team sports. This time let‟s draw your

goals and targets as regards team sports by accomplishing the task ahead.

37

3. When you’re done with the preceding task, state in your activity notebook your

targets/goals on involving yourself, your family and community in team sports programs. After accomplishing the activity, share your goals to the class. An example is hereby given:

SURVEY QUESTIONS BASKETBALL BASEBALL SOFTBALL

YES NO YES NO YES NO

1. Do you have experience in playing team sports?

2. Do you play team sports often?

3. Do you play team sports with friends?

4. Do you play team sports with your family?

5. Are you a member of the school varsity team?

6. Do you participate in community sports programs?

7. Do you enjoy participating in team sports?

8. Do you consider the benefits derived from playing team sports?

9. Are there team sports enthusiasts in your family?

10. Do you plan to make team sports as one of your lifetime fitness activities?

“A journey of a thousand miles begins with a single step.” It‟s now time for you to start achieving your goals and targets by accomplishing the given tasks , one at a time. I know you can do it!

Example: Personal Goal/Target: I will make team sports my lifetime fitness activity. Family Goal/Target: I will share my knowledge and skills in team sports with my

siblings, father, and mother so we can enjoy the benefits of playing/participating in it.

Community Goal/Target: I will actively particpate in community team sports activities.

38

PART I: WHAT TO KNOW

Activity 1: Fill-in the missing component

In this activity, your prior knowledge on specific team sports will be diagnosed and pre-assessed. Here are your tasks:

1. Below is a table indicating three columns namely: team sports, basic skills and components of physical fitness involved in performing the basic skills. Copy the table in your activity notebook.

2. The team sports at the first column have already been provided together with the respective basic skills. All you have to do is to identify the component of physical

fitness involved in performing the respective skills. Write your answers in the given column.

Welcome to Part I of your lessons in Basketball! In

this phase of the learning sequence, you will be given

activities to activate your prior knowledge and to know the

key concepts of the lesson at hand. You will also exhibit

tentative responses through provocative and critical

questions; identify misconceptions and alternative

conceptions about the lesson based on your responses; be

informed of the assessment techniques corresponding to

your tasks; be provided with the necessary information you

need to learn about team sports, specifically Basketball.

You can assess your knowledge by answering the given

focus questions at the end of this part of the lesson.

39

Name: __________________________

Section:___________________________

TEAM SPORTS

BASIC SKILLS

Component of Physical Fitness Involved

Basketball: 1. Shooting

2. Passing

3. Dribbling

4. Rebounding

5. Running

Baseball/Softball 1. Throwing

2. Catching

3. Pitching

4. Batting

5. Base Running

3. After accomplishing this, meet with your group, friends or relatives and share

your answers. Consolidate all your answers in another sheet.

4. Identify three most frequent components of physical fitness based on your

group’s, relatives’ or friends’ responses and come up with an exercise of four repetitions each. Make sure that it promotes any of the identified fitness components. Do this in five minutes.

5. Let your group present your work to the class

Activity 2. The team sport that I would like to know more

This activity allows you to share your knowledge about team sports which brings out your expectations of the lesson, your prior knowledge and skills, and the specific team sport you want to learn more.

Always bear in mind that improving your physical fitness together with your family is the main goal of participating in team sports. Keep it up as you go to the specific team sport that you intend to master in this next activity.

40

Here are your tasks:

1. Below is a K-W-L chart. Under K column, write three things that you already know about your chosen team sport. Under W column, write three things that you want to know more about. Don’t write anything yet on the L column. Do this in your activity notebook.

Name: _______________________________ Chosen Team Sport:______________

K-What you KNOW W-What you WANT to know L-What you’ve LEARNED

1. 1.

1.

2. 2.

2.

3. 3.

3.

2. After accomplishing this task, share the things you KNOW and the things you

WANT to KNOW to the class, friends, relatives and members of your family.

3. After sharing the things you KNOW and WANT to KNOW, submit your paper to the teacher and execute the following skills:

a. Do four jumping jacks. b. Catch a passed ball in the 3-point line. c. Dribble the ball in a zigzag pattern as you approach the ring. d. Do a lay-up or jump shot.

4. In case you have a whole court, form two groups. Designate groups to do the activity on one half of the court, the other group will do the same on the other half court.

Activity 3. Can You Meet My Expectations? This time, you need to clarify what is expected of you in terms of products and performance, including how these shall be assessed and rated at the end of the lesson.

So much to expect and do, yet so little time. After sharing your expectations and things you want to know, you also need to know what is expected of you at the end of your lessons.

41

1. At the end of all your lessons, the following are the expected outputs for you to accomplish:

a. Product:

Create a journal containing pictures of your family showing your engagement in team sports. Indicate dates, places and short description

(caption) of each picture including a final essay talking about the benefits that your family derived from engaging in team sports. If you find it difficult to gather said pictures, you may come up with a collection of cut-out magazine pictures of families engaged in team sports. As you include these these pictures or cut-outs on your journal, you may include captions or essays that clarify your ideas about the quote: “The family that plays together, lives longer!”

Criteria for Assessment: Content/relevance of pictures presented Creativity and resourcefulness of presentation Understanding (benefits of team sports to family fitness and wellness)

b. Performance:

Demonstrate your understanding of team sports by executing proficiently the skills and basic rules in playing basketball by your actual participation in a game. This will be done through a mini-tournament within your class. . Criteria for Assessment: Proficiency in the execution of skills in the team sport Ability to adapt or use skills to certain sport situations Behavior in playing team sport

Activity 4: Points to Ponder This activity will help you form tentative understandings of the succeeding lessons. You will be shown video clips and be given questions to answer.

Now that you know what to produce and perform as evidence d by your learning at the end of your lessons, here‟s another challenge for you to think about.

42

Videos to watch:

http://www.youtube.com/watch?v=fxLxPyTcWSg (youtube-Milo Commercial-Annie)

http://www.youtube.com/watch?NR=1&v=IuS3hRTDjuA&feature=endscreen (Milo Kids Mondial 90s hires)

http://www.youtube.com/watch?v=mWJs2Gof538 (Remember the Titans-Inspirational Moments)

http://www.youtube.com/watch?v=ouC5HWVyAi4&feature=related (Space Jam UNRATED)

Questions to answer:

Based on the video clips you’ve seen and from your experiences regarding team sports, answer the following questions. Write your answers in your activity notebook.

What is your favorite team sport? Why? ____________________________________________________________________________________________________

____________________ ____________________

Who influenced or motivated you to choose such team sport to play? How? ____________________________________________________________________________________________________

____________________ ____________________

Do you think playing team sports can promote fitness, health, and wellness among family members? How?

________________________________________________________________________________ ____________________ ____________________

____________________________________________________________

Give your reaction or idea regarding this quote: “ In sports, it’s not winning that matters most, it’s how you play the game.” ___________________________________________________________________________________________________________________________________________________________

What other physical, emotional, mental and social benefits can you derive from playing team sports? ________________________________________________________________________________________________________________________________________________________________

43

Activity 5: Lecture-Discussion A copy of the lecture on basketball is attached in Appendices A-D for your reading. Read them carefully for you to be able to answer the questions which will be given later to assess your knowledge on the following contents:

- Nature and background of basketball - Basic skills - Facilities, equipment and playing attire ans shoes - Basic rules and officiating (Violations and misconduct)

After reading the lecture, do the following activities:

1. Group your class into four. Each shall form two columns with each member

respectively numbered.

2. Each group will be given a set of 10 terms written on strips of paper about basketball.

3. This time, all first members will draw one strip each. Each member then shall

give a description or idea about th term he/she drawn.

4. After giving the description, identify the content classification of each term, then the group performs the warm-up exercise corresponding to the classification of the term.

CONTENT CLASSIFICATION GROUP NAME EXERCISES TO BE EXECUTED

Nature and background Shuffle/Galop Group 4 Left/4 Right Basic skills High Knees Group 8 Forward/8 Backward Facilities, equipment, attire Back Pedal Group 8 In place/8 Backward Basic rules and officiating Jumping Jack Group 4 Repetitions in place

Since you chose basketball along with the benefits you can derive from

participating in it, the next activity will share you more about this particular team sport.

This time, test your retention on the lecture given. Here‟s an activity you will surely enjoy with your friends, classmates and/or family.

44

Activity 6: Pick-Shoot and Answer!

In this activity, you will be given strips of paper containing questions regarding basketball. Read each question, think of the answer and write it in your activity notebook.

1. Your class will be grouped into four.

2. Each group will be provided with a bowl containing numbered paper strips with written questions related to basketball. The groups will assemble in columns facing the blackboard about three meters away. The bowl of questions in front and a basket near the board about three meters away.

3. As the “go” signal is given, the first member of each group picks up a strip of question to answer. Within 10 seconds, he/she answers the question , then crumples the strip and shoot it in the basket provided per group.

4. After shooting, the first members go to the board and write their answers on it.

5. The group with the most number of correct answers and successful shots

combined, wins the game.

Activity 7: Assessment of Knowledge

Now, let’s see if you really read the lecture given in Appendices A-D. Your knowledge will be assessed on matters of adequacy and relevance through the questions hereunder listed. Your score in this activity will be graded and recorded. Write your answers in your activity notebook.

1. What are the basic skills in playing basketball?

2. How does playing basketball develop specific fitness components?

3. Why are rules and regulations essential in playing basketball?

4. What makes basketball an excellent means of enhancing family fitness and wellness?

5. What values can be fostered as you and your family engage and participate in a team sport such as basketball?

So much for enjoyment! You now proceed to a more challenging activity. Your knowledge on basketball and team sports in general will be assessed and rated.

45

Part II: WHAT TO PROCESS

Activity 1: By-Station Drill Lessons This activity will provide an opportunity for you to demonstrate the basic skills you have learned previously. You will be given five skill stations for you to perform a paticular skill based on the demonstration given in Activity 1. You will need

ball

playing area with a ring and board

partner or group aA good pair of playing shoes

You passed the challenges!

You can now proceed to Part

II of your lessons...

Congratulations! You’ve made it to this phase! Prepare

yourself, for you will be provided with various learning resources

and learning experiences to enable you to make sense of the

information, develop, rethink, validate, and revise your

understanding of team sports.

Great job! It‟s good that you pay attention to details. Congratulations for passing the test! I know you can do it again in the next phase of your lessons.

46

Basic skills to be learned are

shooting

dribbling

passing

rebounding

running Here’s how:

1. Form five groups. Select a leader of your group who can proficiently demonstrate

the skills during the drill. He/she must be someone who can assist the group in properly executing the basic skills.

2. Consider the following before starting the activity: proper basketball attire, warm-up exercises, safety precautions.

3. Proceed to the open ground or basketball court designated by your teacher, five stations corresponding to each basic skill will be provided for you. Refer to the drill illustration for guidance.

4. You should pass through each station following the drill lessons on basic skills. After undergoing the drill lesson in one station, move to the next station so that you will experience all drill lessons provided.

5. You should do well in this activity because your performance will be rated based on the criteria set in the rubrics.

6. At the end of the drill lessons, report to your teacher in a circular formation. This

time, share your drill experiences with the class.

7. As you share your experiences, expect and accept reactions from your classmates, be it positive or negative, consider it as a room for you to improve more your basketball performance.

Drill Sequence:

TEAM SPORT

Station I

Station II

Station III

Station IV

Station V

Basketball

Shooting

Dribbling

Passing

Rebounding

Running

47

Drill Illustration: Station 2: Dribbling Start Finish

------------------------------------------------------------------------------------------------------------------------------ Station 3: Passing (Chest and Bounce Pass) Chest Pass Station 1: Shooting Area Bounce Pass Station 4: Rebounding Area -------------------------------------------------------------------------------------------------------------------------

Back Pedal Station 5: Running Drills

Shuffle/Galop Carioca High Knees

How well did you perform the tasks-at-hand? You must be tired after the drill lessons! But before you proceed to your next Basketball challenge, let’s check if you have done well with the given activities. Copy the self-assessment tool table as shown, and perform the given instructions. Just put a checkmark ( ∕ ) in the colum corresponding to your response to the items indicated in the following table based on how well you did in each drill station.

Reflect on the criteria given before you start rating yourself (proficiency in the execution of skills-40%, ability to follow instructions-30%, and behavior during the drill-30%).

SELF-ASSESSMENT TOOL ON BASIC SKILLS IN BASKETBALL

Name: Section: Date:

STATION DRILLS Advanced Proficient Approaching Proficiency

Developing Beginning

Station 1: Shooting

Station 2: Dribbling

Station 3: Passing

Station 4: Rebounding

Station 5: Running

Refer to the rubric indicated at the transfer part of this module for a more accurate self-assessment.

48

Activity 2: Message Relay

Let’s proceed with the introduction of the basic rules and regulations in basketball. Study them carefully because you will need them to overcome the challenges in the next activity. You will need

ball

playing area with a ring and board

partner/Group

a good pair of playing shoes

Basic skills to be learned are

shooting

dribbling

passing

rebounding

running

basic rules and officiating Here are your tasks:

1. The following table shows the most crucial aspects of basketball when it comes to rules and regulations. Be guided accordingly as to how you should play basketball. Remember, we’re talking of amateur basketball, not of professional basketball yet, because in professional basketball like in the Philippine Basketball Association (PBA) or in the National Basketball Association (NBA), rules and regulations are highly technical.

2. Your teacher will discuss more about the aspects of playing basketball indicated

in the table below. You might as well do some research on this matter to enrich your knowledge on basketball rules and regulations. Remember some of the amateur rules indicated and discussed by your teacher may vary depending on the tournament or league agreements like for instance game duration, substitution, and others.

You must be so tired in doing the drill lessons on basketball basics! Anyway, you did great back there. This time while resting, here‟s another activity.

49

ASPECTS OF THE GAME THINGS TO CONSIDER TEAM COMPOSITION 10 Players per team

5 Players to play per quarter

START OF PLAY Jump ball

DURATION OF THE GAME 8 minute quarter (32 minutes per game)

TIME-OUTS 2 time-outs per quarter except in the last quarter which is 3

SUBSTITUTIONS 5 maximum substitutions per quarter

REGULAR FOULS Blocking foul Charging/Offensive Foul Illegal use of hands Holding

REGULAR VIOLATIONS Goal-tending Travelling violation Backing violation Stepping on the line Loose ball

TIME VIOLATIONS 3-second violation 5-second violation 8-second violation Shot clock violation (24-second violation)

SERIOUS OFFENSES/MISCONDUCTS Assault to an opposing player Disrespect to officials

OVERTIME In case of tie, 5-minute overtime is given

OFFICIALS OF THE GAME Referee Umpire Time keeper Scorer

3. This time a game called “Message Relay” will be played. It may sound familiar with it but a little twist is made. The content of the messages will be the referee’s

hand signals or calls corresponding to fouls, violations, or misconduct committed by a player.

4. You will be divided into five groups. Each group shall be named after a basic skill in Basketball (e. g. shoot, pass, dribble, rebound, or run). There should be no duplication of group name. Create your group’s cheers with a demonstration of the skill with which you named yourselves after.

5. Each group shall be in column formation about a meter away from each member.

6. As your teacher calls the first members from each group to move in front and show an image of a referee’s hand signal or call, think of the name of the hand

signal. Refer to the sample illustrations given in this page. Then wait for the “go” signal.

50

7. As soon as the first members hear the “go” signal, they shall immediately go to the group and relay the name of the hand signal shown.

8. As the message reaches the last member, he/she shall run to the front as fast as possible and lead the group in performing the group cheers and skill. He then goes to the teacher and tells the message.

9. The first group to perform their respective cheers and skill and get the correct message or name of the hand signal, gets the point for that round.

10. The last member to give the answer will then move in front. The process

continues.

11. The group with most number of correctly relayed messages wins the game. Example of Referees Hand Signals:

Activity 3: Ignorance of the rules excuses no one

In this activity, you will apply the basic rules in officiating a basketball game that you have learned. It wil be a test of your sense of immediacy and decisiveness.

See?! It pays to listen to the relayed message! Same is true with playing Basketball. It pays to observe the rules and regulations.

51

Here are your tasks:

1. Your class will be grouped into three. Groups 1 and 2 will play first while group 3 will manage and officiate the game. Make sure that participation among your teammates is maximized. You may consider a quarter of 8 minutes only to allow rotation of roles among all groups in your class. For example:

Game 1 Group 1 vs. Group 2 Officials: Group 3 Game 2 Group 2 vs. Group 3 Officials: Group 1 Game 3 Group 3 vs. Group 1 Officials: Group 2

2. You are encouraged to give the best out of your performance in this activity because you will be rated based on the criteria set in the rubrics at the traser part o this guide.

Activity 4: Skills Refinement In this activity, you will be provided with lead-up activities to see how combined basic skills can be applied efficiently and effectively in playing basketball.

You will need

ball

playing area with a ring and board

partner/Group

a good pair of playing shoes

Basic skills to be refined are

Shooting

Dribbling

Passing

Rebounding

Running

Here are your tasks:

1. With the same three groups as the previous activity, groups 1 and 2 will participate in the drill lessons. The third group will manage the drills and retrieve the balls.

So you passed the challenge! You can now proceed to the next level.

52

2. Observe carefully the mechanics of the activity to guide your group on what to do during the activity, and on the role of the third group in managing it. Be reminded that the performance of the third group determines the success of the drill.

3. Rotation shall follow after each group finishes the drill so that every group is able

to experience both the drill and management. Your performance will be rated according to the criteria set in the rubric indicated at the Transfer part of this

module.

4. Be reminded that before starting the activity, you are al in proper attire, you have done warm-up exercises, are reviewed safety precautions.

Drill Matrix: Pass-Dribble-Shoot!

PHASES

GROUP ACTIVITY

Group I Group II Group III

I Dribble and shoot Guards Drill managers and

ball retrievers

II Drill managers and

ball retrievers Dribble and shoot Guards

III Guards Drill managers and

ball retrievers Dribble and shoot

Drill Illustration:

Ball Retrievers

Guards/ Defense

Pass-Dribble-Shoot

53

PHYSICAL BENEFITS

__________________

____________________________________

__________________

EMOTIONAL BENEFITS

___________________

______________________________________

___________________

MENTAL BENEFITS

____________________

____________________

________________________________________

SOCIAL BENEFITS

___________________

______________________________________

___________________

Activity 5: Check Your Understanding

In this activity, your understanding of the essence and benefits of participating in team sports will be assessed. You can present your responses in any form you are comfortable with. Providing entries into the graphic organizer can be one. You can also consider other forms of representing your understanding. Do this activity in a separate sheet of paper or in your notebook.

TEAM SPORTS

You are great! I believe you can make it

through the next challenges!

Your basketball skills are improving! This time let‟s see how much you understood from your participation in the preliminary activities. Here‟s an activity for you to accomplish.

Your Basketball skills are improving! This time let‟s see how much understanding you have developed from participating in the preliminary activities. Here‟s an activity for you to accomplish...

54

Part III. WHAT TO REFLECT AND UNDERSTAND

Activity 1a: Learn from the experts!

In this activity, you will be given opportunities to rethink and refine your understanding of team sports by listening to invited resource persons. They shall speak on how team sports influenced them as an individual and as a member of their family. Here are your tasks:

1. Group yourselves into three.

2. Each group shall determine and decide as to who among the home-grown team

sports enthusiasts in your community interests and inspires you most and could share to your class meaningful insights on his/her participation in team sports. Name at least three persons whom you could invite.

3. Draft an invitation letter requesting them to speak before your class on the

following topics:

a. Persons who influenced them to engage in team sports b. How team sports contributed to their success in life

c. The role of the family in their active participation in team sports d. Their achievements (winnings, awards, recognitions) in team sports e. How team sports influenced them as individuals and as members of their

family.

4. Upon confirmation of the resource persons’ approval of your invitation, prepare your class for their visit.

5. After the sharing of the resource persons in your class, answer the following questions:

a. Who among the three resource persons inspired you most? Why? b. How did their sharings reinforce or enhance your understanding, belief or

view of team sports? c. What role did the family play in their success in team sports and in life? d. Based on the insights shared by the resource persons, what benefits can one

derive from participating in team sports?

Let’s go deeper this time! In this phase, you are

provided with other learning resources and learning

experiences for you to enrich, broaden, and refine your

understanding of the lesson.

55

6. Answer the foregoing questions above using any of the six facets of understanding (explanation, interpretation, application, perspective, empathy, and self-knowledge). Write your answers in your activity notebook.

Alternative Activity: Drawing Inspiration (Alternative activity to Activity 1a) This activity can be an alternative to Activity 1 in case there will be difficulty in inviting resource speakers. Here you will be shown inspirational video clips to react on using the given guide questions below. Ind the video clips using the links hereunder listed.

Video weblinks:

http://www.youtube.com/watch?v=Tui8EOdv_VU&feature=related or

http://www.youtube.com/watch?v=BzFCU7hN2yk

http://www.youtube.com/watch?v=JpVrddlI3Do (story of a person with disability)

http://www.youtube.com/watch?v=kZlXWp6vFdE (Video of an athlete)

Guide Questions: Copy and answer the questions in your activity notebook.

1. How do you think did team sports influence and change the lives of those in the

video clips you watched?

2. If you were one of the characters in the video clips viewed, would the influence of

team sports in your life be the same with them? How?

3. After watching the video clips, how do you perceive team sports now, in relation to your life and your family’s fitness and wellness?

Activity 2: Team Sport Goal-Setting

Quite impressive! With this, a “thumbs up” for everyone. Hope you can do the same in this next activity.

You might have been very much inspired by the stories you‟ve heard. I guess those inpirations may help you in setting your goals for youself, family, and community as regards your participation in team sports.

56

List down your goals as regards your personal, family, and community involvement in basketball and team sports in general. This activity aims to reaffirm your commitment in making team sports your lifetime fitness endeavor. The following is an example of an output on this activity. You are encouraged to have other modes of presentation employing your creativity and resourcefulness in this challenge. Use another paper for your output in this activity.

Example of Team Sports Goal-Setting Format (Refer to the example of goals or targets given in page 37 of this guide): Activity 3: Strips and Dunks!

Here’s your final challenge in this part of the lesson. You will accomplish the

K-W-L chart you have started in Part I of the learning sequence. You will be tasked to share three things you have learned from participating in basketball and in team sports in general. After accomplishing this, share what you have written with your class, friends, or relatives then dunk your paper on the basket provided by your teacher.

Sounds exciting? Let’s do this!

Name: Section:

K-What you KNOW W-What you WANT to know L-What you’ve LEARNED

1. 1. 1.

2. 2. 2.

3. 3. 3.

PERSONAL GOALS 1._________________ 2. _________________ 3._________________

FAMILY GOALS 1._________________ 2. _________________ 3._________________

COMMUNITY GOALS 1._________________ 2. _________________ 3._________________

57

Part IV. WHAT TO TRANSFER

Activity 1: Team sports family journal This activity will encourage you to involve your family in playing team sports. This is a form of fitness activity that requires preparing a documentary of your family’s engagement in team sports.

You are unbelievable! But

you will impress me more if

you can make it through

the next level.

Finally, you’ve made it! This is now your chance to

show everyone that you can proiciently demonstrate the

different skills in basketball as you play with your

classmates. After playing, your task of accomplishing your

final product is up next! Don’t waste this opportunity

because there are no second chances! Your performance

and product will be graded according to the criteria for

assessment as shown given in this activity.

Now that you know that participating and engaging in team sports may enhance not just your personal fitness, health and wellness but also that of your family. It„s high time for you to grab a ball, call your friends or family and play basketball!

58

You will need

photographs of you and your family engaging in team sports

coloring materials

folders or card boards and other similar materials

Writing or printing materials

adhesives or glues

anything good for collage like recyclable materials as in old magazines

computer (with any of these software applications: movie-maker, photoshop, powerpoint, nero, etc.)

camera

blank CD/s

Criteria for Assessment:

Uniqueness and originality This includes the family’s unique way of scheduling or programming team sports activities including the kind of team sport they play and how they are captured in pictures or videos.

Creativity and resourcefulness This involves the use of less expensive materials such as indigenous or recyclable ones with a touch of the learner’s creativity and craftmanship in putting together the artistic elements like color, line, texture, harmony, balance, and proportion.

Deep understanding of the benefits derived from participating in team sports This defines the learner’s understanding of the essence of team sports as shown

through pictures and/or videos relative to the team sport/s participated by the learner.

Involving the family in team sports endeavors Strong evidence that the learner’s family is really involved in any fitness endeavor related to team sports.

Here’s how you will accomplish the activity:

1. Gather some pictures or videos of your family’s team sports activities. Prepare a

documentary by organizing them in a portfolio or scrapbook or any other presentation you wish to do. You are also encouraged to have it digitally presented (videograph, powerpoint presentation, movie-maker presentation and other similar media).

2. Put descriptions or captions for each documented activity. Your descriptions or captions may include the team sport played, date and place it was taken, and the like.

59

3. The last page or final slide, in case you prefer digital presentation, should include your insights gained from participating in basketball and team sports in general. Mention also the benefits that you and your family as a whole have gained from engaging in it.

4. Your uniqueness, imagination, creativity, and resourcefulness will be challenged

through this activity so don’t waste your chance. Go and start your masterpiece!

5. In case you have difficulty in finding or gathering your family’s pictures in their

engagement in team sports, look for pictures of families engaging and participating in team sports in magazines, newspapers or pamphlets. Cut them out, organize, and paste them on a clean bondpaper or colored paper. Put captions on these pictures which may include the benefits that your family derives from participating in team sports.

Activity 2: Mini-Team Sport Tournament

This activity aims to let you synthesize and apply what you have theoretically

and practically learned in the previous phases of the learning sequence. Decision making, critical thinking, and sportsmanship will be revealed and developed. Your performance during this activity will be rated according to the following criteria: appropriateness of skills, execution of skills and behavior during performance.

You will need

ball

playing area with a ring and board

partner or group

proper playing outfit

whistle, score sheet, stop watch, score board, chalk, buzzer/bell Skills to be demonstrated are

Offensive skills

Defensive skills

Proper interpretation of the rules

Proper behavior while playing

You did well in the team sports family journal! Good job! The next activity will reveal your deeper understanding of what team sports are all about as you play, observing the rules and regulations of the game.

60

Here are your tasks:

1. Group yourselves into three. Groups 1 and 2 will play first; group 3 officiates the game. Rotation will be made so that all groups will be able to play and officiate. Make sure that participation among your teammates is maximized. You may consider a quarter of 8 minutes only to allow rotation of roles among all groups in your class. Here is the schedule of games and officials:

Game 1 Group 1 vs. Group 2 Officials: Group 3 Game 2 Group 2 vs. Group 3 Officials: Group 1 Game 3 Group 3 vs. Group 1 Officials: Group 2

HERE’S HOW YOUR PART II-IV PERFORMANCES ARE ASSESSED

Weight Proficiency in the Execution of Skills

Ability to Adapt a Skill to a Certain Sport Situation

Behavior in Playing Team Sport

30% 40% 30%

5

MASTERFUL: Able to use knowledge and skills automatically, effectively, and efficiently in diverse game situations

SKILLFUL: Demonstrates powerful and skillful execution of the game skills with high level of confidence

MATURE: Highly disciplined and able to demonstrate appropriate behavior towards the game, players, and game officials

4

SKILLED: Able to use knowledge and skills competently in diverse game situations

COMPETENT: Demonstrates competently the game skills with confidence

SENSITIVE: Disciplined and able to demonstrate appropriate behavior towards the game, players, and game officials

3

ABLE: Has limited but growing ability to use knowledge and skills in diverse game situations

PRACTITIONER: Demonstrates general level of coordination and competence in the execution of game skills with limited but growing confidence

AWARE: Generally demonstrates proper behavior towards the game, players, and game officials

2

APPRENTICE: Relies on a limited repertoire of knowledge and skills; has limited use of judgment and responsiveness to game situations

APPRENTICE: Demonstrates limited coordination and competence in the execution of game skills with low level of confidence

DECENTERING: Has some capacity for self-discipline but is still limited to own reactions and attitudes towards the game, players, and game officials

1

NOVICE: Can perform only with coaching and relies on highly directed skill execution, procedures and game approaches

NOVICE: Has very low or no coordination in demonstrating game skills; has very low level or no confidence at all

EGOCENTRIC: Has little or no consideration to the rules of the game; behaves untowardly and has no respect for other players, and game officials

61

You are not just a future basketball star! You‟re also an artist as seen in your team sports family journal. You have fostered high level of creativity, resourcefulness, and appreciation of the value of team sports. All of which are essential in becoming a fit and healthy member of the family.

Keep it up! You can

be the next basketball

superstar!!!

62

SYNTHESIS

Your generation has gone a long way in terms of advancements in science and technology. Machines, computers, cellphones, and other advanced gadgets are all around you now. The classroom has been having difficulties in competing with these modern technologies that, in one way or another, always find oppportunities to divert your attention from improving yourself, your studies and your family.

Admit it or not, you tend to spend more time with your friends. You try to do what they do, be what they are and go where they are headed. As your parents struggle everyday to earn for your daily bread and prepare for your future through sending you to school, you always find yourself busy with your classmates and friends doing what the young generation of today do. In fact, you even spend more time with them than with your family!

No matter how difficult it is for our present educational system to regain your interest and refocus your attention back to the basics, it still tries its best to come up with an interactive and engaging way to make you realize that you really need to maximize your stay in school and prepare you for whatever lies ahead.

This module is one of those ways with which efforts were combined to let you learn at the same time enjoy playing. As you worked on with the given activities in each of the four parts of the learning sequence, you were provided with opportunities to reflect and understand that there’s more in team sports.

Through these activities, you were gradually introduced with the essential knowledge and skills you needed to learn about team sports. And as expected, you enjoyed them that much! But those activities did not end up in themselves. Enjoyment was just the beginning of a bigger and better picture. You were provided with opportunities to express and demonstrate your understanding of the benefits that you and your family can derive from engaging and participating in team sports by answering the mind-extracting and thought-provoking questions given.

You were made to realize that in team sports, individual expertise is highly appreciated but not at the expense of sacrificing the whole team. You might have been good or even the best, but you still need the team to back you up and make things

happen together. That’s why it’s called team sports after all. Each member plays an important role in the game. Winning might have been important to you and your team, but how you played the games was even more essential. Your family with all its members, including you, is a perfect analogy of team sports. Each is essentially unique considering their repective roles and areas of expertise but also equally necessary in carrying out a fit and healthy family. Each is contributory to the attainment of the family’s goals and objectives.

As you go out of your class, it is expected that you impart what you have learned about the essentials of team sports with your friends and more importantly, with your family. Team sports strengthens your bond as friends and as members of a family. Cherish every moment as you enjoy playing with those whom you love. Just always remember, a family that plays together, stays forever and lives longer.

63

Appendix A (Nature, background and history of Basketball)

NATURE AND BACKGROUND OF BASKETBALL

Basketball is a team sport, wherein the objective is to shoot a ball through a

basket horizontally positioned to score points while following a set of rules. Usually, two teams of five players play on a marked rectangular court with a basket at each width end. Basketball is one of the world's most popular and widely viewed sports. A regulation basketball hoop consists of a rim 18 inches in diameter and 10 feet high mounted to a backboard. A team can score a field goal by shooting the ball through the basket during regular play. A field goal scores two points for the shooting team if a player is touching or closer to the basket than the three-point line, and three points (known commonly as a 3-pointer or three) if the player is behind the three-point line.

The team with the most points at the end of the game wins, but additional time (overtime) may be issued when the game ends with a draw. The ball can be advanced on the court by bouncing it while walking or running (dribbling) or throwing (passing) it to

a team mate. It is a violation to move without dribbling the ball (travelling), to carry it, or to hold the ball with both hands then resume dribbling (double dribble).

Various violations are generally called "fouls". Disruptive physical contact (a personal foul) is penalized, and a free throw is usually awarded to an offensive player if he is fouled while shooting the ball. A technical foul may also be issued when certain infractions occur, most commonly for unsportsmanlike conduct on the part of a player or coach. A technical foul gives the opposing team a free throw, and the opposing team is also retained possession of the ball. Basketball has evolved many commonly used techniques of shooting, passing, dribbling, and rebounding, as well as specialized player positions and offensive and defensive structures (player positioning) and techniques. Typically, the tallest members of a team will play "center", "power forward" or "small forward" positions, while shorter

players or those who possess the best ball handling skills and speed play "point guard" or "shooting guard". While competitive basketball is carefully regulated, numerous variations of basketball have developed for casual play. Competitive basketball is primarily an indoor sport played on a carefully marked and maintained basketball court, but less regulated variations are often played outdoors in both inner city and remote areas.

Source: http://en.wikipedia.org/wiki/Basketball

HISTORY

Basketball was invented in December 1891 by the Canadian clergyman, educator, and physician James Naismith. Naismith introduced the game when he was an instructor at the Young Men's Christian Association Training School (now Springfield College) in Springfield, Massachusetts. At the request of his superior, Dr. Luther H. Gulick, he organized a vigorous recreation suitable for indoor winter play. The game

64

involved elements of American football, soccer, and hockey, and the first ball used was a soccer ball. Teams had nine players, and the goals were wooden peach baskets affixed to the walls. By 1897-1898, teams of five became standard. The game rapidly spread nationwide and to Canada and other parts of the world, played by both women and men; it also became a popular informal outdoor game. U.S. servicemen in World War II (1939-1945) popularized the sport in many other countries.

A number of U.S. colleges adopted the game between about 1893 and 1895. In

1934 the first college games were staged in New York City's Madison Square Garden, and college basketball began to attract heightened interest. By the 1950s basketball had become a major college sport, thus paving the way for a growth of interest in professional basketball.

The first pro league, the National Basketball League, was formed in 1898 to protect players from exploitation and to promote a less rough game. This league only lasted five years before disbanding; its demise spawned a number of loosely organized leagues throughout the northeastern United States. One of the first and greatest pro teams was the Original Celtics, organized about 1915 in New York City. They played as many as 150 games a season and dominated basketball until 1936. The Harlem Globetrotters, founded in 1927, a notable exhibition team, specializes in amusing court

antics and expert ball handling.

In 1949 two subsequent professional leagues, the National Basketball League (formed in 1937) and the Basketball Association of America (1946) merged to create the National Basketball Association (NBA). The Boston Celtics, led by their center Bill Russell, dominated the NBA from the late 1950s through the 1960s. By the 1960s, pro teams from coast to coast played before crowds of many millions annually. Wilt Chamberlain, a center for the Los Angeles Lakers, was another leading player during the era, and his battles with Russell were eagerly anticipated. Kareem Abdul-Jabbar, also a center, came to prominence during the 1970s. Jabbar perfected his famed "sky hook" shot while playing for the Los Angeles Lakers and dominated the opposition.

The NBA suffered a drop in popularity during the late 1970s, but was resuscitated, principally through the growing popularity of its most prominent players.

Larry Bird of the Boston Celtics, and Magic Johnson of the Los Angeles Lakers are credited with injecting excitement into the league in the 1980s through their superior skills and decade-long rivalry. During the late 1980s Michael Jordan of the Chicago Bulls rose to stardom and helped the Bulls dominate the NBA during the early 1990s. A new generation of basketball stars, including Shaquille O'Neal of the Orlando Magic and Larry Johnson of the Charlotte Hornets, have sustained the NBA's growth in popularity.

In 1959 a Basketball Hall of Fame was founded in Springfield, Massachusetts. Its rosters include the names of great players, coaches, referees, and people who have contributed significantly to the development of the game.

Source: http://library.thinkquest.org/10615/no-frames/basketball/history.html

65

Appendix B. Basic skills in Basketball (How they are properly executed)

Shooting

The 1st basic skill to be learned is shooting. Every basketball player loves to shoot the ball! The most practiced skill in the game is shooting. Players spend a good deal of

their practice time on shooting drills to improve their skill level. After all, if you can't shoot - you can't score! So, here’s how you can improve your shooting skills in basketball:

Remember BEEF (Balance,Elbow, Elbow, Follow Through) when shooting the ball.

Be relaxed and concentrate on the basket.

Know when you have a good shot and then take it.

Be in proper balance when shooting the ball.

Follow through on every shot you take.

Jump naturally.

“Up, hang, shoot!” is an easy way to remember this.

Make sure you have an arc on every shot you take.

Be relaxed when shooting free throws.

Practice all of your shots.

Dribbling

Dribbling in basketball is a skill that you should master. It allows you to move around the court while you’re in possession of the ball. It is a legal method that allows you to advance with the ball and make a score as opposed to that of passing it to a teammate to shoot it for the basket. This move involves bouncing the ball off the floor with your hands as you cover the floor. This is how it’s done:

Dribble the ball with hand and use only the tips of your finger in dribbling it.

Employ the wrist and the forearm to push the ball while covering the court.

Don’t involve the whole hand to avoid losing control of the ball.

Don’t keep your fingers in touch with each other while dribbling.

Spread your fingers to allow full control of the ball as it dribbles.

Dribble the ball in one side of your body and not right in front.

While dribbling in one hand, use the other hand to drive your defender away from the ball.

Source: Vector Clip Art Picture of a Basketball Player Dribbling the Ball in

Front ...@ chumpysclipart.com

Source: The Form Trainer Arm Band The UltimateBasketball Shooting Device @ yhst-12654132427.stores.yahoo.net

66

Passing

Basketball is a team game. By definition, that means all players are involved with the process of playing the game and should function as one. One of the primary skills created to accomplish this is passing. It is a skill that maximizes the involvement of all player in setting up a play to earn successful shots and earn points for the whole team. To learn more about passing, read and practice as instructed below:

Basically, there are two types of pass: air pass and bounce pass. Air pass travels between players without hitting the floor. Bounce pass is thrown to the floor so that it bounces to the intended receiver.

Air passes include chest pass-a pass that originates from the chest to the receiver’s chest level; and overhead pass-a pass that originates from the forehead.With this pass, aim for your

teammate's chin. Don’t bring the ball behind your head, because it can get stolen and it takes a split-second longer to throw the pass.

In executing bounce passes, calculate about 3/3 distance from the receiver as the hitting point so that the ball bounces right to your receiver. But for better accuracy, you have to experiment by yourself because the bounce is directly proportional with how strong the ball hits the floor.

A good pass is a pass a teammate can catch.

When passing, step toward your receiver.

When catching, step toward the pass.

Like shooting, the ball should have a backspin to it. This is accomplished by following through on every pass.

Rebounding

Rebounding is one of the major aspects of the game. It is your ability to jump with power to gain possession of the ball as it bounces to the rim after a failed shot before it touches the floor. Just how important is rebounding? Whenever you grab a rebound, your team gains a chance to shoot again while the other team actually loses it. The difference is double. So, how to make a good rebound, here’s how...

Practice good footwork and vertical leap or jumps.

Anticipate where the ball will land.

The longer the shot or the harder the rim, the farther the bounces.

Source: "Extract" 2.7.2 Zone Defence (This is a Member's Only Section). Basketball ...

basketballcrazy.fortix.com.au

Source: basketball bounce pass. Bounce Pass – Video Clip.

The Chest Pass: The chest ... avcssbasketball.com

Source: overhead basketball pass. Overhead Pass – Video Clip.

The Step Around Pass: avcssbasketball.com

Source: Vector Illustration: Basketball rebound blue @ dreamstime.com

67

When a shooter is a soft shooter, this means he always takes time to put an arc on his shots, the ball bounces near the ring.

When a shooter is a hard shooter, this means there’s a little or no arc on his shots, then the ball bounces far from the ring.

Leg power and strong body are needed in rebounding that’s why it is essential that strength and power exercises should be considered to conditioning your body.

Running

Running is one of the basic skills that a basketball player should possess. Because in this sport, speed defines the best. Whether you’re on the offensive or defensive side of the game, passing, receiving, shooting or rebounding a ball, you always have to run in any way possible. Here are some tips for you to improve your running skills:

Always have a good pair of playing shoes.

Always do a combination of dynamic stretching and warm-up activities across the court before going out to play a game. These exercises have already been introduced to you when you were in Grade 7 but in case you have forgotten them already, here they are:

Dynamic Stretching

Toe Walk Shuffle

Heel Walk Back Pedal Inch Walk Jogging High Knees Carioca Butt Kicks Jumping jacks

Source: Basic Conditioning Drills for BasketballPlayers @ stack.com

68

Appendix C. Facilities and Equipment in Basketball

A. BASKETBALL COURT

Source: High School / College Basketball Court Dimensions @ apollostemplates.com

69

Court Dimensions The size of the court depends on the playing level. The size of the court for NBA and College games is 94 feet long and 50 feet wide. It is smaller for High School and Junior High.

The Backboard and Rim The regulation height above the ground for the rim (hoop) is 10 feet, and the rim is 18 inches in diameter. Backboards are six feet wide (72 inches) by 42 inches tall, with the inner square being 24 inches wide by 18 inches tall.

The Foul Line For all size courts the 'foul line' is 15 feet in front of the backboard.

The Key The key is 12 feet wide, and is the same for all basketball courts. The backboard extends four feet out over the baseline into the key. A half circle of diameter 6 foot extends from the foul line away from the basket to complete the key.

The 3-Point Line (Arc) For NBA Basketball Courts the 3 point arc is 22 feet to the center of the rim on the sides with a straight line extending out 16 feet 9 inches from the baseline. Past those points the line extends out 23 feet 9 inches from the center of the rim.

Line Markings All line markings on the floor are two inches wide and can vary in color.

B. BALL The basket ball is an inflated sphere with an outer covering.

It is 75 to 78 cm in circumference and weighs 600-650 grams. It must be made of leather in the official FIBA competitions.

C. BASKET Also called goal. It is made up of horizontal circular metal rim With a net hanging from it. It is mounted 3.05 m above floor level.

D. BACKBOARD

The rigid rectangular board behind the rim. Standard widths are 24”-42”, 44:-48”,

60”-72”.

E. SHOES High-topped shoes

Sources:

http://www.topendsports.com/sport/basketball/equipment.htm

http://www.livestrong.com/article/376547-what-is-the-size-of-a-basketball backboard/#ixzz2AHUW4eMI

70

Appendix D. Officiating Officials/Rules and Regulations of Basketball

THE OFFICIATING STAFF The makeup of the officiating corps is strictly a matter of choice. The minimum number is five: a referee, an umpire, a scorer, a timer and a shot-clock operator. In some cases, eight officials are used in a lineup comprising a referee, two umpires, a shot-clock operator, two scorers and two timers.

REFEREE IS OFFICIAL IN CHARGE The reeree is the official that controls the game. He is the one who tosses the ball up for the center jump at the start of the game and each overtime period. He duties range from inspecting and approving all equipment before the game's starting time to approving the final score. In between, the referee is responsible for the notification of each team three minutes before each half is to begin and deciding matters of disagreement among the officials. The referee has the power to make decisions on any point not specifically covered in the rules and even to forfeit the game if necessary.

OFFICIALS CONDUCT GAME During actual play, there is no practical difference between the referee and umpire(s). They are equally responsible for the conduct of the game; and, because of the speed of play, their duties are dictated essentially by their respective positions on the court from moment to moment. For this reason, the rules specify that no official has the authority to question decisions made by another official. The officials' control, which begins 30 minutes before starting time for men and 15 minutes for women and concludes with the referee's approval of the final score, includes the power to eject from the court any player, coach or team follower who is guilty of flagrant unsporting conduct. When the referee leaves the confines of the playing area at the end of the game, the score is final and may not be changed.

As we pointed out earlier, jump balls occur only at the start of the game and all overtimes; but officials still must concentrate upon throwing the ball up straight. At other times, play resumes with a throw-in. The team that fails to get the ball after the first center jump will begin the alternating process.

OFFICIALS' SIGNALS When a foul occurs, the official is required by the rules to (a) signal the timer to stop the clock, (b) designate the offender to the scorer and © use his or her fingers to indicate the number of free throws. When a team is entitled to a throw-in, an official must (a) signal what caused the ball to become dead, (b) indicate the throw-in spot (except after a goal) and (c) designate the team entitled to the throw-in.

DUTIES OF SCORERS AND TIMERS Scorers must (a) record, in numerical order, names and numbers of all players, (b) record field goals made and free throws made and missed, (c) keep a running summary of points scored, (d) record fouls called on each player and notify officials when a player-disqualification or bonus-free-throw situation arises, (e) record timeouts and report when a team' s allotted number has been used, and (f) record when a squad member has been ejected for fighting. It is the game-clock and shot-clock operators' responsibility to keep everyone abreast of key factors while carrying out the timing regulations.

Source: http://www.hoopsvibe.com/basketball-training/articles/79171-basketball-rules-officials--their-duties

71

Glossary of Terms: Air pass-a pass that travels between players without hitting the floor. Assist-a pass that subsequently results in a goal being scored.

Back Court-the defensive zone for each team.

Back Pedal-a dynamic stretching exercise which is executed by running backward wherein the heels are almost touching the buttocks. Bounce pass-a kind of pass in Basketball wherein the ball is thrown to the floor so that it bounces to the intended receiver. Carioca-a dynamic stretching exercise which is the same with that of grapevine step in dancing. It is executed through a step sideward followed by a cross-step in front, step sideward and cross-step in rear. It may be done repeatedly. The difference with that of grapevine is that it is executed with a bounce to achieve the stretching effect.

Chest pass-a pass that originates from the chest to the receiver’s chest level.

Defensive Play-a type of play in team sports particularly in basketball wherein the team aims at preventing the opponents from shooting the ball or gaining possession of the ball.

Defensive rebound-a rebound caught by defenders.

Double Team-when two defenders mark one attacker, usually their best player.

Dribbling-a Basketball basic skill that allows you to move around the court while you’re in possession of the ball. It is a legal method that allows you to advance with the ball and make a score as opposed to that of passing it to a teammate to shoot it for the basket. This move involves bouncing the ball off the floor with your hands as you cover the floor.

Drive-an attacking move at full speed.

Dunk Shot-a spectacular scoring maneuver when a player jumps high, reaches above the ring, and stuffs the ball down through the hoop.

Foul-an infraction or violation of the rules of a game.

Goal-Tending-an illegal play in which a player deflects a ball that is on the downward path to the basket or that is already on the rim of the basket, carrying the penalty of an automatic score when committed by the defense or nullifying the field goal when committed by the offense. High Knees-a dynamic stretching exercise which is executed by running forward, lifting the knees until the upper leg is parallel to the ground, toes pointed downward.

72

Misconduct-an unbecoming behavior of a player contributing to the disturbance or unusual flow of a game. Offensive Play-a type of play in team sports particularly in basketball wherein the team plays in possession of the ball aiming at earning points through shooting.

Overhead pass-a pass that originates from the forehead. With this pass, aim for your teammate's chin, don’t bring the ball behind your head, because it can get stolen and it takes a split-second longer to throw the pass. Passing-Basketball is a team game. By definition, that means all players are involved with the process of playing the game and should function as one. One of the primary skills created to accomplish this, is passing. It is a skill that maximizes the involvement of all player in setting up a play to earn successful shots and earn points for the whole team. Rebounding -one of the major aspects of the game. It is your ability to jump with power to gain possession of the ball as it bounces to the rim after a failed shot before it touches the floor. Just how important is rebounding? Whenever you grab a

rebound, your team gains a chance to shoot again while the other team actually loses it. Referee-the term used to refer to the officiating official in Basketball. Running-one of the most basic skills that a basketball player should possess. Because in this sport, speed defines the best. Whether you’re on the offensive or defensive side of the game, you always have to run in any way possible. Shooting-this is the act o throwing the ball with an intention of getting into the ring or basket to earn points. An offensive skill that every basketball player should master to win a game Though it is the most practiced skill in the game, players should spend a good deal of their practice time on shooting drills to improve their skill level.

Shuffle-a dynamic stretching exercise which is also called galop. A combination of step and cut (displace) in one count. It may be done forward, backward and most commonly sideward with one foot always leading. Warm-Up Exercises-these are exercises which are composed of static and dynamic movements intended to gradually increase heart rate at the same time prepare and condition the body to more strenuous physical activities thereby preventing injuries from happening.

73

Web Sources:

www.youth-baketball-tips.com/how-to-shoot-a-basketball.html

www.youth-baketball-tips.com/how-to-dribble-a-basketball.html

www.youth-baketball-tips.com/how-to-rebound-a-basketball.html

www.buzzle.com/articles/how-to-dribble-a-basketball.html

www.buzzle.com/articles/how-to-pass-a-basketball.html

www.buzzle.com/articles/how-to-shoot-a-basketball.html

www.buzzle.com/articles/how-to-run-a-basketball.html

www.wikihow.com/Become-a-better-Basketball-Shooter

http://www.youtube.com/watch?v=YIHjdVteO2A&feature=relmfu

http://www.youtube.com/watch?v=ZNM8e4qReno

http://www.youtube.com/watch?v=3JS9e06FjmI

http://www.youtube.com/watch?v=QIxrXFHfGMc

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

117

QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

INTRODUCTION

Indoor recreational activities are voluntarily undertaken for pleasure, exercise, relaxation,

and leisure. It is a way of rejuvenating the mind and the body especially when you are caught in

situations such as hectic jobs and routine chores. This is why you have these modules, for you to

indulge in some recreational activities like scrabble, chess, and domino.

Scrabble, chess, and domino are varieties of activities that affect what, when, and how

people recreate including chgange in lifestyle, family structure/commitments, work demands, and

work-life balance.

Participating in this leisure and recreational activities can foster a range of positive benefits

including

Opportunities for health, well being, and quality lifestyle for the community.

Personal development, expressions, creativity, individuality, social, physical and intellectual,

and close family ties/relationship.

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

118

INTRODUCTION

Welcome learners’ to word power. This module will provide you an overall outlook on what

you will learn in the game scrabble. Activities will be provided to enhance your knowledge and skills on the following concepts: nature of the game, basic skills and tactics and interpretation of the rules and regulations.

Varied assessment tools will be given to you, this will be used to define your personal

goals and targets, acquire adequate and relevant information and knowledge and broaden your understanding about the game.

You will be given the opportunity to engage in practical application of the principles and

ideas of playing scrabble.

So what are you waiting for? Let the learning begins!

OBJECTIVES: At the end of the lesson, you should be able to

1. discuss the nature/background of the game scrabble; 2. explain the benefits that the family can derive from playing scrabble; 3. practice proper and acceptable behaviour when participating indoor recreational activities; 4. promote indoor recreational activities to family members; 5. execute basic skills and tactics in scrabble; 6. interpret rules and regulations in scrabble; 7. apply knowledge of rules and regulations and strategies in scrabble.

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

119

PRE- ASSESSMENT: You will be provided with sets, of activities to assess and activate your prior knowledge about scrabble. ACTIVITY 1 DO I KNOW THIS INDOOR RECREATIONAL ACTIVITIES?

1. Table A are sets of terms used in playing indoor recreational activities.

2. Select the terms used in playing scrabble and place it on the space provided for in Table B. Table A. TERMS

SPY Boneyard Rice Knight Hardway

Tiles Jail Spade Double Word Cardboard

Double letter Bankrupt Heart Hook Letter Free Space

Soldier Square Triple Word Open Board Queen

Flag Castling Blank Tiles Chance Joker

Rectangle Draw Insignia Rook Count Tiles

Bones Chips Rank Mate Double Challenge

Adjutant Stock Go to Jail False Alarm Shuffle

Indoor recreational activities are undertaken in the

comfort of one’s home or specifically indoor and they

are to recreate the mind and soul of a person.

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

120

Table B

ACTIVITY 2 AGREE OR DISAGREE

Put a positive sign ( + ) if you agree with the statement and negative sign ( - ) if you disagree. You

will be guided by your teacher. ______1.Playing scrabble will enhance your vocabulary. ______2.Scrabble is played with exactly 100 tiles. ______3.The objective of scrabble is to score more points than one’s opponent.

1.

6.

2.

7.

3.

8.

4.

9.

5.

10.

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

121

______4.Playing scrabble with your family will not only enhance your vocabulary but also increase closeness within. ______5. Players cannot place any word which can be found in a Standard English dictionary. ______6. Reading books will help you improve your vocabulary. ______7.Generally, foreign words can be placed on the scrabble word. ______8. You can play blocking to stop your opponent from making a potentially large score. ______9. Enhancing your skills and strategies can be done through online scrabble competition or watching online videos about scrabble strategies and techniques in playing. _____10. Concept of sportsmanship cannot be applied in playing scrabble. Reflection

Ooooops! Before you proceed to the next activity, take time first to reflect on what you have understood

in Activity No. 2. http://www.fotosearch.com/clip-art/minute.html&docid

How will you rate yourself?

Equivalent Descriptions

10 Highly Proficient

Congratulations! You know the concept of the game scrabble

7-9 Proficient

You have an idea about the game scrabble

5-6 Basic

You have at least a partial idea about the game scrabble

BELOW 5 Below Basic

You need to be updated about the game scrabble

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

122

LEARNING GOALS and TARGETS

ACTIVITY 3 To Know You More!

http://www.sophia.org

This activity will give you opportunity to know more about your expectations of the lesson, your

prior knowledge and skills in one of the indoor recreational games called SCRABBLE.

1. Below is a K-W-L chart. In column K, your going to write 4 things that you already KNOW

about scrabble , in column W, which is what you WANT to know, 4 things that you WANT

to know more about. Oops! Please don’t write anything yet in the third column, column

L, you will accomplish this after we are done discussing the first two columns. Is it clear?

Okay, get ready to accomplish the chart, K – W – L Na!

K - What you KNOW W- What you WANT to know L -What you LEARNED

_______________

_______________

____________

____________

_______________

_______________

____________

____________

_______________

_______________

____________

____________

Ok, very good, are you ready with the next encounter? Let’s Go!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

123

PART 1 WHAT TO KNOW?

Hi, Welcome to ACTIVITY 1 CLOSE ENCOUNTER of the SECOND KIND!

This activity will assess your encounter with scrabble and will serve as the basis in planning

the sequence of your learning activities regarding indoor recreational activities. Reflect on your

participation in scrabble game by accomplishing the questionnaires below.

1. Answer the questions by drawing a smiley for YES

and for NO on the column provided for.

2. The result will be the basis of designing future activities in SCRABBLE game. You will

be guided by your teacher. READY to DRAW? READY!, GET SET!, DRAW!

The objective of Scrabble is

to have the highest number

of points at the end of the

game when the extra letters

run out, and one person

doesn't have any letters in

their 'hand'.

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

124

QUESTIONS YES NO

1. Have I experienced playing SCRABBLE?

2. Do I play SCRABBLE often?

3. Do I play SCRABBLE with friends?

4. Do I play SCRABBLE with family?

5. Am I a member of a SCRABBLE team in the school?

6. Do I enjoy participating in a SCRABBLE game?

7. Do I consider the benefits derived from playing SCRABBLE?

8. Are there SCRABBLE game enthusiasts in my family?

9. Do I plan to make SCRABBLE game as one of my lifelong activities?

. . . . Nice drawing! Rest for a while and prepare yourself to go to MMDA.

TARA NA! MagMMDA NA!

http://www.clipartof.com/gallery/clipart/rally.html&docid

ACTIVITY 2 MMDA (Meet my Deep Appreciation)

In this activity, you will be introduce with what is expected of you in terms of product and

performance including how these shall be assessed and rated.

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

125

A. Product:

http://www.google.com.ph/imgres?q=FAMILY+PLAYING+SCRABBLE

Scrapbook containing pictures of your family playing SCRABBLE.

On your scrapbook, paste pictures that you have taken while playing with your family

at home.

Put a short description,including the date and place of each picture/s and write a

short essay on the benefits that your family may derived from playing the game

Criteria for Assessment

o Content / relevance of picture presented 30%

o Creativity and resourcefulness of presentation 30%

o Understanding the benefits from playing SCRABBLE

on family’s fitness and wellness 40%

100%

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

126

B. Performance/s

Demonstrate of your understanding of skills and basic rules in playing scrabble.

Criteria for Assessment:

o Proficiency in the execution of skills 30%

o Ability to adopt / use skills to a particular 40%

game situations

o Behavior in playing SCRABBLE 30%

100%

Check this out !

How did you appreciate playing

scrabble with

your family?

http://www.google.com.ph/imgres?q=thinking+clipart&start

Wow! That’s nice! I appreciate what you have done

ACTIVITY 3 PUNTO for PUNTO

Hello learners This activity will allow you to further understand the lesson. Questions with

increasing difficulty will be given to draw ideas from you.

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

127

GUIDE QUESTIONS:

1. Based on what you have written in the K – W – L chart, what indoor recreational

activities/games does your family play? Write down atleast 3 skills/tactics you

use as you play scrabble with your family and or friends.

2. Give a short description about the nature and background of the game scrabble.

3. Do you think playing scrabble can promote health, fitness and wellness among

family members? How?

Congratulations learners! You can now proceed to your next activity

PART II WHAT TO PROCESS?

In this part, you are provided with various learning resources and learning experiences for you to

develop enrich or broaden your understanding about the lesson.

ACTIVITY 1 INTERNET CONNECTIVITY

Make an internet research on the nature and background of the game scrabble.

o Objectives of the game

o No. of players

o Rules of the game

o Scoring system

o Equipment

o Playing time

Formative assessment will be used to measure your knowledge retention.

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

128

Check this out !

1. What are the objectives of the game scrabble?

2. What are the materials used in playing scrabble?

3. How many players can play in any game of scrabble?

4. Why do you need to follow correctly the rules of the game scrabble?

5. What particular rules of the game will enhance your knowledge/skills about the game

scrabble?

6. What are the values of each tile used in scrabble?

7. How could you determine if you won the game ?

8. What learnings will you get from playing scrabble?

The following rubric will be use for your assessment in activity 1

Descriptions Beginner 1

Novice 2

Intermediate 3

Expert 4

Content and Resource

Requirement

The research work seems haphazard, hurried or unfinished. There are significant factual errors, misconceptions or misunderstanding

The research work has a focus but strays from it at times. There is an organizational structure, though not be consistent enough. There may be factual errors or inconsistencies, but relatively minor.

The research work presents information in an accurate and organized manner that can be understood by the intended audience. There is a focus that is maintained throughout the piece. Information is relevant and useful.

The research work has a clear goal related to a significant topic or issue. Information included reflects broad research and application of critical thinking skills, show notable insight or understanding of the topic, compels the audience’s attention.

Subject Knowledge

The learners does not have group of information. Information is confusing, incorrect or flawed.

Learners is uncomfortable with the information and are able to answer only rudimentary

Learners is at ease and ready with expected answers to all questions, but fails to elaborate.

Learners demonstrates a full range of knowledge and is able to answer all

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

129

questions. Some information are confusing, incorrect or flawed.

Information is clear, appropriate and correct.

questions with explanation and elaboration. All information are clear, appropriate and correct.

Data Collection There is minimal or irrelevant data. None is gathered directly by learners.

Learners attempted to gather their own field data, but were unable to complete the assignment, therefore conclusions cannot be drawn.

Adequate relevant data of at least two types, at least one set gathered directly by learners.

Abundant relevant data with at least three different types, at least one set is gathered by learners should be directly from their own field work.

ACTIVITY 2 WATCH AND LEARN : THE BASIC

The activity aims to introduce to you the basic skills in playing scrabble and how each skill

is properly executed.

Video aided instructional materials will be used for your skill acquisition.

Kindly visit and download this site www.youtube.com/watch?v=62RxWIKEnqM How to play scrabble.

Your teacher will guide you in this activity.

Scrabble Picture/ Video Analysis

Scrabble moves

Sequence of Play

Scoring

Strategies/Techniques

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

130

Note: To enhance your skills in playing scrabble, you can play

online scrabble game at www.games.com>Word Games.

PLAY TIME ! Since you have already an idea on how to play scrabble, you can now proceed to the next activity. ACTIVITY 3 I WANT TO PLAY !

Hello learners! This is now the opportunity for you to demonstrate the basic skills you have seen in the picture/video-aided instructional materials. LET’S PLAY!

1. Form a group with 4 members each.

2. Assign an observer & a recorder while the other members of the group will play. While playing, observer / recorder will record his/her observation on skills / tactics used/applied by the player.

3. At the end of the game, the player, observer / recorder will share their experiences in

the game.

4. The leader of your group will conduct a short discussion to arrive at a generalization regarding the importance of mastery of the basic skills in scrabble.

CONGRATULATIONS LEARNERS ! You know already how to play!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

131

PART III. WHAT TO UNDERSTAND

Hello Learners’!

Scrabble helps build language skills, and your skills

will develop more if you are directly engage with your

family. Scrabble is a social game and it can top the

list of family fun activities. It is a form of recreational

activity that allows you and your family to relax, forget

any pressing concerns and improve mental

capabilities. To sum up everything, it is a way of

enhancing family bonding/camaraderie.

Your understanding of the essence of participating in scrabble games will be assessed. ACTIVITY 1 HOW I APPRECIATE THE GAME

In your activity notebook answer the following questions:

o How do you play scrabble?

o What basic skills/tactics do you need to develop/master in order to be successful in playing SCRABBLE.

o Do you think that your knowledge on the rules and regulations of the game is an

edge for you to win? Why?

o Are there any health and fitness benefits we can get out of playing scrabble? Enumerate at least five of them.

ACTIVITY 2 PLAYING WITH MY FAMILY

Based on the statements you have read above, kindly fill up the chart given below.

Copy the format below in your activity notebook. You will be guided by your teacher.

thebsreport.wordpress.com

http://www.clipartof.com/portfolio/bnpdesignstu

dio/illustration/stick-kids-playing

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

132

ACTIVITY 3 WHAT VALUE WE LEARNED FROM PLAYING SCRABBLE?

One of the important aspects in playing scrabble is developing good values. Complete the survey below and determine the values in playing scrabble. In your activity notebook check the appropriate space based on the importance. After you have completed the table below, look for a partner and discuss with them the values you learn from playing scrabble.

Values Learned Not Important Slightly Important Most Important

1. Developed camaraderie among my peers

2. Established good relationship with my family

3. Made intelligent decisions in my life

4. Made mefacing chalenges

5. Enhanced my capabilities in terms of vocabulary.

Before you proceed to the transfer part, answer the SUMMATIVE ASSESSMENT below:

How the game

scrabbles enhance

bonding in your

family?

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

133

I. Multiple Choices: Choose the correct answer from the given choices below. Write the letter of the correct answer on the space provided for.

ANSWERS 1. Which of the following scrabble tiles have a value of five points? 1.________

A. D B. X C. K

2. What particular color of the cells on the scrabble board 2.________ Corresponds to a triple word score? A. Light Blue B. Dark Red C. Dark Blue

3. How many bonus points will be given to a player who is able to 3.________ place all seven tiles on the board at the same time? A. 50 B. 100 C. 150

4. Which of the following scrabble terms that is used to stop 4.________ the opponent from making a potentially large score? A. Bluffing B. Blocking C. Challenge

5. When a rack has more than one of a given letter, it is called as? 5. ________ A. Dumping B. Hold C. Duplication

II. Completion Type: Complete the given statements below. Write your answer on the space provided for.

ANSWERS

1. Scrabble is played with exactly __________ tiles. 1._________ 2. When a player is able to place all seven tiles from the tile

rack on the board, the player receives _________ point bonus. 2._________ 3. In scrabble the _________ tiles may be used as any letter

desired. 3._________ 4. A _________ square doubles the score of a letter. 4._________ 5. An opponent calls _________ when they think a play is not

acceptable. 5._________

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

134

PART IV. WHAT TO TRANSFER

III. Matching Type: Match the scrabble letter in Column A with the equivalent point value in Column B. Write the letter of the correct answer on the space provided for in Column C.

Column A Column B Column C 1. A,F,I,L,N,O,R,S,T and U A. 10 points 1. ___________ 2. Q and Z B. 4 points 2. ___________ 3. J and X C. 8 points 3. ___________ 4. F,H,V,W, and Y D. 3 points 4. ___________ 5. B,C,M and P E. 1 point 5. ___________

Very Good Learners’ You are now on the last activity of this module, keep it up!

http://www.google.com.ph/imgres?q=clapping+hands+clip+art&hl

In this phase, you are expected to demonstrate a complete product or performance. ACTIVITY 1 HOW WELL DO I KNOW THE GAME This activity gives you chance to re- assess and apply what you have learned about the basic rules of the game scrabble.

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

135

ACTIVITY 2

Using the table below, enumerate the rules on how to play the game scrabble. Copy the table in your activity notebook.

How to play scrabble

1

2

3

4

5

6

7

8

9

10

www.fuzzimo.com/free-hi-res-wooden-scrabble-letter-tiles/&docid

DO YOU STILL REMEMBER ME? Hi learners’!

Kindly identify the common scrabble terms that you have learned before. Complete the corresponding scrabble letters placed on the scrabble board. Use the guide statements below as your reference to complete the scrabble terms. Write your answers in your activity notebook.

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

136

1. In scrabble, it is a term that describes a rack that has more than one of a given letter. 2. It consists of two blanks, the four S’s and the letter J, Q, X and Z. 3. A piece that is being used in playing scrabble. 4. It is a word game in which two to four players score points by forming words from individual

lettered tiles on a game board marked with a 15-by-15 grid. 5. A term used in scrabble when an opponent thinks a play is not acceptable. 6. A letter that will spell a new word when it is played with in the front of or at the end of a

word already on the board. 7. This is a dark red square on the scrabble word. When a word is played using this square,

then the points for the word are multiplied by three. 8. Any word played that uses all seven letters on the rack earning a bonus of 50 points. 9. The act of playing a word on the board that stops the opponent from making a potentially

large score. 10. Term in scrabble wherein the player may “pass” his/her turn by not exchanging tiles and not

making a play on the board.

P W R T L E

U

P L H

S C A B E

I O

A B P

A B L L L

T I E W R S O R

E C T

O G N I

N I E

E G R

G

Rate yourself based on the value of the tiles:

Point values Scrabble Letters

1

2

3

7

5

10

4

8 9

6

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

137

0 Blank tile

1 A,E,I,L,N,O,R,S,T and U

2 D and G

3 B,C,M and P

4 F,H,V,W and Y

5 K

8 J and X

10 Q and Z

2x L (Double Letter Scores) Light Blue Cells

3x L (Triple Letter Scores) Dark Blue Cells

2x W (Double Word Score) Light Red Cells

3x W (Triple Word Score) Dark Red Cells

ACTIVITY 3 MINI SCRABBLE GAME TOURNAMENT

http://www.google.com.ph/imgres?q=scrabble+board+clip+art&start

This activity aims to synthesize and apply what you have theoretically and practically learned in the previous learning sequence. Decision making, critical thinking and sportsmanship will be revealed and developed. Your performance during the activity will be rated according to the following criteria:

appropriateness of skills, execution of skills and behaviour during the performance.

1. Group in such a way that there will be players and game officials. Rotation will be made so that all groups will be able to play and officiate as arbiter/recorder.

2. The winner of each group will be selected to compete with the other winner of the group and came up with the champion.

Check this out!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

138

You are encouraged to integrate/use terms related to social issues such as environmental aspect, drug education, peace education and consumer education.

ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS’ PERFORMANCE

CONGRATULATIONS! YOU DID A GOOD JOB TO FINISH THIS MODULE

Proficiency in the

Execution of Skills

Ability to Adapt a Skill to a Certain Sport Situation

Behavior in Playing

Weight 30% 40% 30%

5

MASTERFUL: Able to use knowledge and skills automatically, effectively and efficiently in game situations

SKILLFUL: Demonstrates powerful and skillful execution of the game skills with high level of confidence

MATURE: Highly disciplined and able to demonstrate appropriate behavior towards the game, players and game officials

4

SKILLED: Able to use knowledge and skills competently in game situations

COMPETENT: Demonstrates competently the game skills with confidence

SENSITIVE: Disciplined and able to demonstrate appropriate behavior towards the game, players and game officials

3

ABLE: Has limited but growing ability to use knowledge and skills in game situations

PRACTITIONER: Demonstrates general level of coordination and competence in the execution of game skills with limited but growing confidence

AWARE: Generally demonstrates proper behavior towards the game, players and game officials

2

APPRENTICE: Relies on limited knowledge and skills; has limited use of judgment and responsiveness to game situations.

APPRENTICE: Demonstrates limited coordination and competence in the execution of game skills with low level of confidence

DECENTERING: Has some capacity for self-discipline but with limited reactions and attitudes towards the game, players and game officials

1

NOVICE: Can perform only with coaching and relies on highly directed skill execution, procedures and game approaches

NOVICE: Has very low or no coordination in demonstrating game skills; has very low level or no confidence at all

EGOCENTRIC: Has little or no consideration to the rules of the game; behaves untowardly and has no respect for other players and game officials

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

139

SUMMARY/SYNTHESIS/GENERALIZATION After doing all the activities, I hope that you have learned a lot specifically on the following parts: Part 1 gives you a brief recall about your concept on the game scrabble including adequate and relevant information and knowledge. Part II enables you to perform/demonstrate activities that will assess your skills and understanding. Part III provides you with different activities and discussion that will help you to reflect and think deeper about the game scrabble Part IV is the final phase in which you are expected to transfer your learning through a product or performance in a new context or situation. I hoped that you gained a lot in terms of knowledge, skills, and value formation from the different activities. Congratulations!

GLOSSARY OF TERMS

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

140

1. BINGO- Any word played that uses all seven letters on the rack, earning a bonus of 50 points.

2. BLOCKING -The act of playing a word on the board that stops the opponent from making a potentially large score. It also refers to the act of playing words that make it harder for either player to score many points.

3. CHALLENGE-An opponent calls a "CHALLENGE" when s/he thinks a play is not

acceptable (i.e. not in the OWL or Merriam-Webster Collegiate Dictionary, Eleventh Edition). A Word Judge is called to verify which words are acceptable or not. Whenever there is a challenge, someone loses exactly one turn.

4. COUNT TILES- players often count tiles at two different times: 1) before a game

begins to ensure that there are 100 tiles; 2) near the end of the game, when knowing exactly how many tiles remain to be played can be crucial for the astute player.

5. DOUBLE-DOUBLE-When a player makes a play with letters that cover two

Double-Word Squares. The bonus for covering two DWSs one play: quadruple the sum of the value of the letters of the "Double-Double" word. The sum should include that extra values earned form any DLS covered that turn only.

6. END GAME-The portion of a SCRABBLE game when there are less than seven

tiles left to draw from the bag.

7. HOOK LETTER (A.K.A. HOOK)-A letter that will spell a new word when it is

played with in the front of or at the end of a word already on the board. Example: With HARD on the board, the letter Y is a hook letter since HARDY is acceptable. Likewise, the letter C can be "hooked: since CHARD is acceptable.

8. PASS-A player may pass his/her turn by not exchanging tiles and not making a

play on the board. The player scores zero and says "Pass!" and starts opponent's timer. It is now opponent's turn. Note that when there are 6 consecutive scores of zero in a game, the game is finished.

9. SCRABBLE- is a word game in which two to four players score points by forming

words from individual lettered tiles on a gameboard marked with a 15-by-15 grid.

10. TILES - Game equipment consisting of a flat thin piece marked with characters

and used in board games like Mah-Jong, Scrabble, etc.

REFERENCES

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

141

1. Wikipedia : The free Encyclopedia

2. www.Scrabblefinder.com

3. www.lifestyle.indianetzone.com

4. http://www.google.com.ph

5. MAPEH-CAT IV By Vilma Perez, et.al.

6. http://www.hasbro.com/scrabble/en_US/glossary.cfm

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

142

Participating in indoor recreational activities is important for a child’s development and can lay a foundation for a healthy life. Play is a good mental and physical activity for children. It develops their physical body, movement, and coordination; encourages self-esteem; fosters social interaction skills; improves thinking skills; and develops emotional skills. Moreover, family relationships can be enhanced when the family has something worthwhile to do altogether.

This module encompasses the basic principles and ideas about one of the indoor recreational activities, i.e., chess. It will lead you to understand the nature/background of the game chess and the benefits derived from playing it. This will help you to become better player or to love chess while learning the basic skills in playing it.

Learning Competencies:

At the end of the lesson, you should be able to

1. discuss the nature/background of the game chess;

2. explain the benefits that the family can derive from playing chess;

3. practice proper and acceptable behavior when participating in indoor

recreational activities;

4. promote indoor recreational activities to family members;

5. execute basic skills and tactics in chess;

6. interpret rules and regulations in chess;

7. apply knowledge of rules and regulations and strategies in chess.

Pre-Assessment

You will be given set of activities to assess and activate your prior knowledge about chess.

In this activity your prior knowledge in the game chess will be assessed.

In your activity notebook, copy the table as shown. Look at the drawing of chess pieces

and equipment of the game. Identify each of the pieces.

Write your answer on the appropriate boxes.

Activity 1: Name Me!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

143

Are you ready? Let’s check it out!

Chess pieces and equipment So, you are…..

The above simple recall and identification have surely activated your prior knowledge in chess. In the next activity, you will be directed to identify your own personal learning goals and objectives of the course. At this point, you will write your expectations for this module.

GOOD JOB LEARNER!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

144

LEARNING GOALS and TARGETS

Define your own personal learning goals and targets about our lesson chess.

Example: Learn the moves of each chess piece.

1.___________________________________________________

2.___________________________________________________

3.___________________________________________________

4.___________________________________________________

5.___________________________________________________

The succeeding activities are classified into four phases of learning. Knowing, processing, reflecting and understanding, and transferring of understanding.

In this phase, you will be given activities to assess your prior knowledge; communicate your

expectations: what you want to know, understand, produce or perform. You will be taught what

you need to learn about chess. You will also be informed of the assessment techniques which will

be used to rate your output and performance at the end of the lesson.

Brief History of Chess

Do you know where chess originated? Chess is a game that has been played for centuries

and was thought to have originated in India in the 15th century. Long ago, it was considered a

game reserved only for kings and members of the upper classes. Nowadays, chess is played by

common people even at an early age.

The modern design of chess pieces bears the name Staunton, who was an English master

in the mid-18OO's. These are the type of pieces that are now used in all tournaments worldwide.

The first international chess tournament was the London Tourney played in 1851. A

German named Adolf Anderssen won the game. He became the unofficial best chess player of

the world because he did not receive any award or title.

PART I: WHAT TO KNOW

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

145

The first great American-born chess player is Paul Morphy. Paul traveled to Europe in the

185O's, where he beat all challengers, including Adolf Anderssen. However, the English champion

of the time (Staunton) refused to play with him, so Morphy never became a world chess champ.

The first official championship chess tournament was played in 1866 in London, with sand

clocks to restrict the length of a game. A Bohemian (Czechoslovakian) Jew named Steinitz won

the game. He became the world's first official chess champion, holding this title until 1894.

Have you wondered who rules in the world of chess today? Recently, Russia dominates the

game of chess. This results from the establishment of government schools for talented chess

players after the communist revolution of 1917. Since 1927, many of the top chess players have

been citizens of the former USSR, and include: Tal, Alekhine, Petrosian, Spassky, Smyslov,

Anatoli Karpov, and Gary Kasparov.

Benefits Derived from Playing Chess.

Chess is an indoor recreational activity which is now being introduced as a major part of

secondary level curriculum because of the benefits it gives to the students.

You probably know some of the benefits derived from playing chess. Here are some of the

benefits which can be derived from playing chess.

1. Chess increases the mathematical and scientific skills of the students. It also enhances the problem solving skills, concentration ability, as well as logical thinking ability of the students.

2. It develops a sense of confidence and self-worth of a student. 3. It also increases communication skills of a student. 4. It gives a lesson of hard work and commitment. 5. Aside from intellectual exercise, chess provides entertainment and relaxation. This game is

free and can provide entertainment even for the observers. 6. Chess also has health benefits. It is considered as a form of recreational therapy. Chess

keeps the mind healthy and a healthy mind results in healthy body. It is used by therapists to help people suffering from cognitive functioning such as anxiety and depression.

7. Chess a form of indoor recreational activity can be used to strengthen family bond. The members of the family can play with each other while at home. In a way, the chess pieces can represent the family members. Each member of the family has a role to play. In chess, the pieces also have specific function to perform to win the game.

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

146

This activity will give you the opportunity to know more about your expectations of the lesson, to assess your prior knowledge and skills in chess, and what you want to know/learn about it.

Copy the illustrations as shown, and write what you currently know about the game chess under box A and what you want to know more about the game under box B. Use the questions as your guide.

Ready Chess Go!

Guide Questions

1. Give a short description about the nature and background of the game chess.

2. Do you think playing chess can promote health, fitness, and wellness among family members? How?

A B

Activity 2: Give Me a Star!

Activity 1: Think of Me!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

147

At this point,questions are provided for you to gauge how you value chess as a game.

In your activity notebook, copy the table as shown, and answer the questions by placing

for always, for sometimes, and for never on the space provided.

QUESTIONS always sometimes never

Have I experienced playing chess?

Do I play chess with my family?

Do I enjoy participating in chess games?

Do I consider the benefits derived from playing chess?

Do I plan to make chess game as one of my lifelong activities?

Do I play chess with friends?

How often do I play chess?

Are there chess enthusiasts in my family?

The two activities above gave information on your personal concepts of the game chess. In the next activity, your answers will be based on the lessons you will learn in the classroom about the nature and background of the game.

Activity 3: Map the Concept!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

148

This time, you will express what concepts you know about chess. Below are chess pieces.

Write a word or phrase inside the pieces which are related to the background and nature of chess.

After writing the four words or phrases, use each word in a sentence. The sentence must be related to the background and nature of chess.

1.

2.

3.

4.

The above activities are only starters and the succeeding ones will enable you to identify the benefits derived from playing chess and the proper conduct when participating in the game.

Below is a chess board containing rumbled details regarding benefits derived from chess

and the proper behavior when participating in this game. Copy the chess board in your activity

notebook.

From the numbered details below, identify which are the benefits derived from chess and

the proper behavior when participating in the game. Write the number on the shaded box below

corresponding to benefits derived from chess and the number on the white box for the proper

behavior when participating in chess game.

Activity 4: Chess Out! All On Board!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

149

1 Develops a sense of confidence and self-

worth.

2 It gives a lesson of

hard work and

commitment.

3

Never boast over a

win

4 Increases

communication

skills.

5

Always show sportsmanship.

6 Chess increases the

mathematical and scientific skills.

7

Chess keeps mind healthy.

8 Don’t show rude behavior over a

defeat.

9

Strengthen family bond.

10

Don’t distract the other players.

11

Provide entertainment.

12

Do not make it obvious if you make

a mistake

13

Never blame others for something they

did not do.

14

Chess provides relaxation.

15

Minimize talking when at the event

venue.

16 If you disagree with what your opponent has done raise your

hand and ask for help.

You have made a lot of progress by learning the overview of the game chess. Now, you

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

150

will learn the basic skills in playing chess. You will be acquainted with the rules and regulations of the game.

This module comes with a video presentation on how to play the game which you can download at https://www.youtube.com/watch?v=unB3BoEtLDo&feature=channel&list=UL

After the video presentation answer the following questions:

1. How does a chess piece move? 2. What are the special features of the chess piece? 3. How can you do castling? 4. When does check or checkmate occur?

In Part I of the module, activities are designed to gauge the knowledge and interests you already possess as well as the evidence of your learning from this module. In the second phase, activities will focus on how you process the information you gained in the first phase.

In this phase, you will be provided with various learning resources and learning experiences to enable you to understand and perform better in the game chess as an indoor recreational activity.

This activity will test your ability to use your hands and eyes together to perform a task

requiring you to synchronize vision, touch, movement, and cognition.

Paper juggling is a fun way to help you develop and maintain your eye-hand coordination

that is essential in playing chess.

1. Make your own paper juggling ball by crumpling 2 sheets of paper.

2. Start the activity by juggling the paper ball alternately with right and left hand.

3. Count how many times you hit the paper ball.

4. If you fail to hit the paper ball, stop counting.

5. Do it three times.

6. Your final score will be the highest in three trials.

Activity 1: Paper Juggling!

Activity 5: Watch Me!

PART II: WHAT TO PROCESS

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

151

You are now on the exciting part of the module. In this activity, you will be acquainted with

the proper positioning of the chess pieces on the chess board.

Try to visualize a chess board with chess pieces placed in their proper initial positions. In

your activity notebook, copy the illustration as shown and locate the following pieces in their initial

positions on the chess board by writing the number in the space provided.

__________ __________

__________ __________

__________ __________

__________ __________

__________

__________

Activity 2: Where do I belong?

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

152

Through the aforementioned activities, you were warmed up by playing paper juggling and identifying the initial positions of the chess pieces. In the proceeding activity, you will perform the moves of each chess piece.

In this next activity, you will be given the opportunity to practice the basic moves of each chess piece. You need to remember each specific move to win a game. Pieces can be moved to capture an opponent's piece. This is done by landing on the square of the opponent’s piece and then replacing it.

Pieces can also be moved to defend other pieces in case of capture, or to control important squares in the game.

Follow the moves of the chess pieces as illustrated below.

The king is the most important piece, however it is also considered one of the weakest. The king only moves one square in any direction - up, down, to the sides, and diagonally. The king may never move himself into check (where he could be captured).

Note: The dot (●) represents the direction of moves of the pieces.

The queen is the most powerful piece. It moves in any one straight direction - forward, backward, sideways, or diagonally. As all the other pieces, except the knight, it cannot move over any intervening piece.

Activity 3: It’s Playtime!

THE KING

THE QUEEN

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

153

The rook may move to any square as far as it wants, but only forward, backward, and to the sides. The rooks are particularly powerful pieces when they are protecting each other and working together!

The bishop may move as far as it wants, but only diagonally. Each bishop starts on one color (light or dark) and must always stay on that color. Bishops work well together because they cover up each other’s weaknesses.

Knights moves by going two squares in one direction, and then one more move just like an “L” shape. Knights are the only pieces that can move over other pieces.

THE ROOK

T H E B I S H O P

THE KNIGHT

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

154

Pawns move forward, but capture diagonally. They can never move backwards. On its first move, the pawn can advance two squares at a time. Succeeding moves will be one square at a time.

Note: the x represents the move for capturing opponent’s piece.

Congratulations! You have gained understanding and knowledge of the basic moves of

each chess piece. You can now proceed to the next activity.

At this point you need to concentrate on the rules and rules and regulations of the game and

be in focused on the game play.

After learning each chess moves, let us review your knowledge on the rules and regulations

in playing chess.

Welcome to your next activity! In your activity notebook, copy the figures and other entries

as shown. You have to identify the move of each illustrated chess piece. With the use of a

straight line, connect column A to column B then, column B to column C. The first one is done for

you.

Activity 4: Mix Match!

THE PAWN

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

155

COLUMN A

COLUMN B

COLUMN C

1.

● ●a

● ●a Pieces that can move over other pieces.

2.

● ●b

● ●b

The most important piece, but it is one of the weakest

3.

● ●c

● ●c

Move to any square as far as it wants, but only forward, backward, and to the sides.

4.

● ●d

● ●d Move and capture along the diagonals

5.

● ●e

● ●e The most powerful piece.

6.

● ●f

● ●f Can be promoted to any piece.

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

156

After finishing the preceding activities, you are now equipped with the basic skills in playing

chess. To further your knowledge and for more excitement,you will now play chess online.

Way to go! Play chess online. You will have the computer as your opponent.

Play chess with your computer at http://www.learn4good.com/games/board/play-chess-

against-the-computer.htm.

In Part II, you were given sets of activities to facilitate better understanding of the game chess. Aside from just knowing the basic required skills in playing the game, a deeper understanding of its importance is necessary. In the next phase, activities are designed to convey the deeper value of chess.

In this phase you have other learning resources and experiences to enrich your understanding of chess.

Below are pictures of chess pieces and members of a typical family. In your notebook, copy

the table as shown. Write the function of each chess pieces and the function of the family

members on the space provided for. After which, relate the functions of each chess piece to the

members of the family or to the family as a whole. Present your work to your teacher.

Activity 5: Online Games!

Activity 1: The King and I !

PART III: WHAT TO REFLECT AND UNDERSTAND

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

157

CHESS

PIECES

FUNCTION IN THE CHESS PIECES

FUNCTION OF THE FAMILY MEMBERS

FAMILY MEMBERS

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

158

Here is a question for you to ponder. This will give you a deeper understanding on the

value of playing chess.

Do you think playing chess can promote health, fitness and wellness among family

members? How?

Copy the illustrations in your notebook, and write your answer on the space provided.

In Part III, you have sets of activities which deepen your understanding of the game chess. In Part IV, your performance and product will be assessed. It’s now time for you to solve chess puzzles and meet other players and do chess match.

Activity 2: Very Essay!

PART IV: WHAT TO TRANSFER

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

159

WOW! Finally, you made it to this part! This is now your chance to show everyone that you

can play chess with your classmate. In the next activities, you need to have a chess set. Your

performance and product will be graded based on a set of criteria.

Below are chess puzzles for you to solve.

Your teacher will rate your ability (by checking the appropriate box) to execute the basic

skills and tactics in playing chess by using the rubrics that follow.

(White to move)

ACTIVITY RATING

4 3 2 1

Activity 1: CHESS PUZZLES!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

160

1. Solve the puzzle in

First Attempt Second

Attempt

Third

Attempt

More than

4 Attempts

2. Time to solve the

Puzzle.

Less than 2

minutes

Less than 3

minutes

Less than

4 minutes

More than

5 minutes

Rating Scale:

4 - Advance 3 - Proficient 2 - Approaching Proficiency 1 - Developing

The aim of this activity is for you to apply what you have learned theoretically and practically in the previous phases of learning sequence.

1. You will be grouped by pairs. Rotation will be done so that you will have the chance to meet the other members of the group.

2. Your performance will be ranked based on the score garnered during the mini-tournament.

Name of Students Score Rank

MINI-CHESS TOURNAMENT

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

161

1.

2.

3.

Note: The number of students to be ranked is not limited to three.

SUMMARY / SYNTHESIS / GENERALIZATION

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

162

This module focuses on different sets of activities that help you develop the required skills

in playing chess. It has enabled you to understand the basic principles and concepts behind the

game. After performing all the required tasks in this module, it is expected that you have already

gained knowledge on the essentials of chess and its deeper value as a recreational activity to

promote good family relationship.

Part 1 gives you a brief recall on the game, chess. It has also provided you with activities

which strengthened your knowledge about the game such as providing you with the opportunity to

enumerate what you know and what you want to know about chess. You are also acquainted with

the benefits derived and the proper behavior when participating in a chess game. Moreover, a

downloadable video clip is prepared for you to help you better understand the rules and

regulations of the game.

Part II enables you to perform activities that evaluated your skills and understanding of the

game. You are tasked to demonstrate the move of each chess piece. Moreover, you are given the

opportunity to play online chess to enhance your skills in playing the game.

Part III provides you with activities to make you reflect and think deeper on the value of

chess as a game.

Finally, in Part IV, you are made to transfer what you have learned in this module through a

product or performance. You are given the chance to apply what you have learned theoretically

and practically in this module. You were made to solve chess puzzles and played mini-chess

tournaments.

Congratulations! You made a good job. Surely, you have gained a lot of knowledge after

performing all the activities in this module. It is hoped that you have also gained the family values

this module wants to convey.

Glossary of Terms

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

163

1. Castling - This is a move of the king and either rook of the same color along the player’s first row. On a player’s turn he may move his king two squares over to one side and then move the rook from that side’s corner to right next to the king on the opposite side.

2. Checkmate - is a situation in chess in which one player's king is threatened with capture (in

check) and there is no way to meet that threat.

3. Chess - A board game for two players, each beginning with 16 pieces of six kinds that are

moved according to individual rules, with the objective of checkmating the opposing king.

4. Draw - a chess game where nobody ends as a winner.

5. En Passant - It is a special pawn capture which can occur immediately after a player moves a pawn two squares forward from its starting position, and an enemy pawn could have captured it had it moved only one square forward. The opponent captures the just-moved pawn as if taking it "as it passes" through the first square. The resulting position is the same as if the pawn had moved only one square forward and the enemy pawn had captured normally.

6. Promotion - Special ability of pawns wherein if it reaches the other side of the board it can

become any other chess piece except the king.

Sources: http://www.fide.com/component/handbook/?id=124&view=article http://www.buzzle.com/articles/basic-rules-of-chess-how-to-play-chess.html Chess basic rules of play http://www.oksports.ie/games-rules/chess/ http://clatskaniechessclub.tripod.com/id70.html The History of chess.http://www.learn-chess.com/the_history_of_chess-27008.php http://lifestyle.indianetzone.com/recreation/1/indoor_recreational_activities.html

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

164

The family needs to have opportunities to have fun and bond altogether. Parents are

important role models and should be active with their children everyday. It is best that activities for

children match their skills and abilities.

Families who spend their leisure time together become closer and indoor activities are the

best ways for them to stay close while having fun!

This module focuses on another indoor recreational activity for the family, the game

domino. It is designed to acquaint you with the principles and ideas behind the game. This module

will assist you in the process of understanding the nature/background, benefits derived, and the

basic skills and tactics in playing the game. You will be given the opportunity to engage in

practical applications, of the principles and ideas of playing domino. As a student, you are

probably familiar with the procedures of playing domino. This time, you can become a better

player and appreciate the game more as you go through this module.

Learning Competencies:

At the end of the lesson, you should be able to

1. discuss the nature/background of the game domino;

2. explain the health and fitness benefit that the family can derive from playing dominos;

3. practice proper and acceptable behavior when participating in indoor recreational activities;

4. execute basic skills and tactics in domino;

5. interpret rules and regulations in domino;

6. applyappropriate rules and regulations in domino;

7. initiate the promotion of indoor recreational activities to family members.

Pre- Assessment:

At this point, you will beprovided withactivities to pre-assess and recall your prior knowledge about the game domino.

Now, start with your lesson!

Activity 1:“BatangHenyo”

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

165

We are going to start with our first activity. You will be divided into 3 teams. You will play

charades on words related to chess. This activity will test how sharp your mind and body act in

coordination when you are short ofsome words.

Here’s what you are to do.

1. The game starts by asking each team to write words related to domino on pieces of paper

then fold and put them on a bowl.

2. Each member of the team will pick a piece from the bowl. When it's your turn, close your

eyes and pick a piece of paper from the bowl. Without saying a word, help your team by

trying to guess the word by giving signals and gestures.

3. Stop when your team guesses the word or time runs out. You will be given a minute to act

out the word.

4. The team with the most number of correct guesses wins the game:

You need to use the following words related to the game.

Bone

Double

Block

Tiles

China

Rectangle

Bar

Dots

The above activity helps facilitate your prior knowledge about domino. In the next activity,

enumerate your own personal learning goals and objectives for the lesson. At this point, you will

write your expectations for this module.

LEARNING GOALS and TARGETS

Express/State your own learning goals and target about our lesson domino.

Example. Learn how to play domino.

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

166

1.____________________________________________________ 2. ____________________________________________________ 3. ____________________________________________________ 4. ____________________________________________________ 5. ____________________________________________________

The succeeding activities are classified into four phases of learning. Knowing, processing,

reflecting and understanding then transferring of knowledge.

In this phase, you will be provided with sets of activities to measure your prior knowledge;

to express your expectations of this course based on what you know, what you want to know and

what you can accomplish in relation to the topics; to equip you with the necessary knowledge

about domino; and to inform you of the assessment techniques which will be used to rate your

output and performance.

History of Dominoes

Dominoes (or dominos) generally refer to the collective gaming pieces making up a domino

set (sometimes called a deck or pack) or to the subcategory of tile games played with domino

pieces. In the area of mathematical tilings and polyominoes, the word domino often refers to any

rectangle formed from joining two congruent squares edge to edge. A domino set may consist of

different number of tiles and dots. The traditional Sino-European domino set consists of 28

dominoes. The totals for all common domino sets is presented in the following table:

Domino Set Number of Tiles Number of Dots

Double Six (6-6) 28 168

Double Nine (9-9) 55 495

PART I: WHAT TO KNOW

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

167

Double Twelve (12-12) 91 1092

Double Fifteen (15-15) 136 2040

Dominoes are called "bones" because the earliest domino tiles were made from animal

bones or ivory. In addition to "bones", dominoes are also called "tiles", "stones", "men", “tickets”,or

“spinners.”. Each domino is a rectangular tile with a line dividing its face into two square ends.

Each end is marked with a number of spots (also called pips) or is blank. The word "pip"

commonly means a "spot" or a "speck", and perhaps that's why a domino's spots are called

"pips".The backs of the dominoes in a set are indistinguishable, either blank or having some

common design. A domino set is a generic gaming device, similar to playing cards or dice, in that

a variety of games can be played with a set.

Evidences show that tile games have been found in China as early as 1120 CE. Some

historians credit Keung T'ai Kung, in the twelfth century BCE for creating them. Other historians

stated that dominoes were invented by a statesman named Chu sz yam in 1120 CE. This person

is said to have presented them to the Emperor Hui Tsung, and that they were circulated abroad by

imperial order during the reign of Hui's son, Kao-Tsung (1127-1163 CE).

You might have notice that there has been no exact data on the origins of domino.

However, one is clear enough, it has existed so long ago that documentation of which is scarce.

Although domino tiles are clearly of Chinese inheritance, there is a debate over whether the

European tile set came from China to Europe in the fourteenth century or was invented

independently.

Have you seen European dominoes? They are rectangular tiles that are twice as long as

they are wide. There is a single tile for each combination of the faces of a pair of dice; the blank

suit is the throws of a single die, for a total of twenty-eight tiles in the standard Double six set.

Other sets with larger numbers of tiles were invented later, with the double nine and Double twelve

sets being the most common extensions.

Where did the word domino came from? The word "domino" is most likely to be derived

from the Latin, dominus (i.e., the master of the house). The vocative, domine, became the Scottish

and English dominie (i.e., schoolmaster). The dative or ablative, domino, became the French and

then the English domino. The word "Domino" is French for a black and white hood worn by

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

168

Christian priests in winter which is probably where the name of the game derives from. Domino

games are played all over the world, but they are most popular in Latin America.

The game domino is very popular in Italy, France, and Britain in the 18th century. France

was also producing domino puzzles. The puzzles were of two types. In the first, you were given a

pattern and asked to place tiles on it in such a way that the ends matched. In the second type, you

were given a pattern and asked to place tiles based on arithmetic properties of the pips, usually

totals of lines of tiles and tile halves.

Benefits from playing dominoes.

As any indoor recreation game, playing dominoes provides fun and interaction for the family.

At the same time, the game provides learning opportunities to stimulate the mind. It also

encourages socializing and important social skills such as learning how to win/lose, teamwork, and

other values. These are values which cannot be gained from playing online games which children

play on their own.

Dominoes cater not only for the young ones but also for the grown-ups. Domino sets come

in different colors, designs, and sizes.

This activity will give you opportunity to know more about your expectations of the lesson,

your prior knowledge and skills in one of the indoor recreational games called domino, and what

you want to know / learn more about the game.

A. In your activity notebook, copy the chart as shown and write what you currently know

about domino under box 1 and what you want to know more about the game under box 2.

Activity 1: Go Domino!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

169

Share your answers with your teacher or resource person. After the activity, each group

will share with the class what they have written. As each group presents their output other groups

are allowed to contribute to the discussion.

B. Below are frequently asked questions about domino. Try to answer each of the following

based on your prior knowledge about the game. Write your answers in your activity notebook.

1. Is domino a game for two persons only? If your answer is no, give a scenario wherein the game

can be played by more than two persons?

2. Why are domino tiles called bones?

3. How many tiles and dots are there in a domino set?

4. What is the origin of dominos?

5. Why are dots on the dominoes called pips?

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

170

The above activities are focused on your personal concept of the game domino. They cover the nature and background of the game. Now, you will further your knowledge on the rules and regulations of the game by watching a video.

This module comes with a video presentation on how to play the game which you can

download at https://www.youtube.com/watch?v=uyy2XQ9n-yM&feature=g-upl.

Now you know how to play domino based on the video you have watched. The next two activities can be answered based on the video you watched.

In your activity notebook, copy the chart shown and write the 7 steps on how to play domino

on the appropriate boxes.

Activity 3: Way to Domino!

Activity 2: Watch a Video!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

171

In this activity, you learn the rules and regulations of domino. Copy the chart in your activity notebook and arrange the statements according to the sequence on how the game is played.

Put a dot on the first step, 2 dots on the second step, 3 dots on the third step, and so on… Place your answers on the box at the left side of the statements.

The first player places the first tile, usually a double-six, on the table. If no one holds the double-six, then the double-five is played, and so on.

Once you begin drawing tiles, they are typically placed on-edge so that you and your opponent can see your own tiles, but without showing the value of the tiles. Every player can thus see how many tiles remain in the other players hands at all times during game.

The dominoes must be shuffled to make a boneyard.

As you take turns placing tiles with your opponent, if someone cannot make a move, you can draw a tile from the boneyard.

The game ends when you have played all your tiles, or when a game is blocked.

Each of the players choose a domino at random, with first move going to the player holding the "heavier" domino.

In Part I of this module, activities are intended to assess the knowledge and interests as well as the proof of your learning from this module. In Part II, activities will deal with how you process the information you gained in Part I.

Activity 4: Domino Rules!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

172

In this phase, you will be provided with various learning resources and learning experiences

to enable you to better understand and perform the game domino as an indoor recreational

activity.

This activity will help you relax, develop, and maintain your coordination and reaction time

all of which are essentials in playing domino.

With your friends/classmates, form a straight line.

1. The first player in front will perform and the next player will follow one after the other.

2. If someone can’t follow, he/she will go in front and make a move to be followed by the

students.

Suggested moves/steps:

1. Sit

2. Squat

3. Turn to the right/left

4. Raise arms

5. Clap

The activity has surely warmed you up. Before you play domino with other players, you

need to answer the following domino puzzles.

Let us gauge your skills in playing domino. Below are domino pieces which need other

pieces to be connected.

Solve the puzzles below by applying the domino game tips.

What will be your best move a, b, or c. Write the letter of your answer in your activity

notebook.

Activity 1: Domino Effect!

Activity 2: DOMINO PUZZLES!

PART II: WHAT TO PROCESS

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

173

1.

2.

3.

4.

5.

After finishing the puzzles, enhance your knowledge on the basic skills in playing domino by playing online games.

Let us further enhance your skills by using the computer as your opponent. Play domino w/

your computer at http://freegamepick.com/free-online-games/domino/.

Activity 3: Online Games!

Activity 4: Online Games!

Activity 4: Online Games!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

174

You are now equipped with the basic skills in playing domino! At this point, you will be

familiarized on how domino tiles look like. You will make your own domino set.

Have the class form three groups, make 28 domino cards using illustration board or

cartolina. The size will be 2 x1 inch. Use pen marker or ballpen to draw dots. The 28 domino cards

will look like the illustration below.

Materials needed: Illustration board, cartolina, scissors and pen marker.

You did a good job in making your own domino cards!

In Part II, you were given sets of activities to facilitate better understanding of the game domino. Aside from just knowing the necessary skills in playing the game, a deeper understanding of its value is necessary. In Part III, the sets of activities are intended to communicate the importance of domino.

In this phase, you will be provided with other learning resources and experiences for you to enrich your understanding of the game domino.

Activity 4: Make your own domino!

PART III: WHAT TO REFLECT AND UNDERSTAND

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

175

Based on what you have learned in this module, has your view on the significance of

playing a recreational activity like domino changed? Start your write up with this statement. I have

come to realize that _____________________________.

Activity 1: Let’s Get Domino!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

176

Below are domino tiles which, when arranged, form the words that complete the two

unknown phrases at the middle (two question marked tiles). Rearrange the letters at the bottom of each word/phrase to find the word. The two unknown words represent the category of the words/phrases. Write your answers in your activity notebook.

Provides

learning

opportunities to

stimulate the

mind

Good Values Teamwork

Interaction

for the

family

Cater not only

for the young

ones but also

for the grown-

ups

Friendship Social skills Fun

E F E S I N T B

Don’t show rude

behavior over a defeat.

Refrain from giving

comments on another

game that is in progress.

Never boast over a victory

Minimize talking

when at the event venue.

Always show

sports-manship.

Never blame

others for something

they did not do.

Don’t distract

the other

players.

Do not make it

obvious if you make a mistake.

I E B A V H O R

The above activity focused on the benefits derived from playing domino and the proper and acceptable behavior in playing the game. In the next activity, it’s your time to share your own idea on the importance of playing domino.

Activity 2: Guess the Word!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

177

Share to the class/friends/relatives your ideas about the value of playing domino. Be guided by the following questions. Write your ideas/answers to the questions in your activity notebook.

How did you feel about playing recreational games like domino?

Would you encourage your family members to play domino? Why?

Is playing domino considered a good recreational activity which fosters good social relationship?

Can you think of other activities which can be paired with domino to make the game more exciting?

In Part III, you have sets of activities which deepened your understanding of the game domino. In the next part, your performance and product will be evaluated. You will play domino matches.

In this phase, you are expected to demonstrate/show a completed output or performance

as required by the lesson.

Activity 3: Sharing Time!

PART IV: WHAT TO TRANSFER

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

178

Finally, you made it to this part! This is now your chance to show everyone that you can play domino with an opponent.

a. Your teacher will ask you to pair with your classmates in a match of domino. b. You will be assessed using the following rating scale:

Numerical Value

Interpretation Descriptive Equivalent

1 Perform the basic skills with no errors Advance

2 Perform the basic skills with some errors Proficient

3 Perform the basic skills with some errors and relied on others’ help

Approaching Proficiency

4 Needs more practice to perform basic skills

Developing

After you have mastered playing domino with your classmates, you are now ready to compete in a mini-tournament. This time, your performance will be ranked based on the score garnered during the tournament.

A game will be composed of four players.

Name of Students Score Rank

1.

2.

3.

Note: The number of students to be ranked is not limited to three.

Activity 1: Let’s Play!

Activity 2: ASSESSMENT OF PERFORMANCE: DOMINO MINI-TOURNAMENT!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

179

Domino mimics family situation wherein the pieces are interconnected and needs to match each other. Like the family, the members of the family have a bond that connects them. Each member needs to be in consonance with each other so that harmony among them will be achieved. This module focuses on activities that facilitated the development of the required skills in

playing domino. It has helped you understand the basic ideas and concepts behind the game.

After performing the required activities in this module, it is expected that you are already equipped

with the knowledge on the basics of domino and it the family values the game wants to promote. .

Part 1 dealt on a short recall on your prior knowledge about domino. It has activities which

strengthened your knowledge about the game such as asking you to enumerate what you already

know and what you want to know about domino. The module also acquainted you with the basic

rules and regulations of the game. The module also comes with a downloadable video clip which

surely helped you to better understand the rules and regulations of the game.

Part II focuses on activities that assessed your skills and understanding of the game chess.

You were tasked to solve domino puzzles as well as make your own domino set. Moreover, you

are given the opportunity to play online chess to enhance your skills in playing the game.

Part III provides you with activities to make you reflect and think deeper on the value of

chess as a game.

Finally, in Part IV, you are made to transfer what you have learned in this module through a

product or performance. You are given the chance to apply what you have learned theoretically

and practically in this module. You are made to compete in mini-chess tournaments.

Great job! Congratulations! You have learned a lot after going through the module. It is

hoped that you have also gained the family values embodied in this module.

GLOSSARY OF TERMS

SUMMARY / SYNTHESIS / GENERALIZATION

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES

180

Bar - refers to the middle line dividing the two squares of a domino tile.

Blocked game - occurs when neither player can play.

Bones - also known as the domino tiles.

Bone yard - refers to the stock of domino pieces.

Dominoes - generally refers to the collective gaming pieces making up a domino set (sometimes called a deck or pack) or to the subcategory of tile games played with domino pieces.

Dots - refers to the spots of a bone.

Draw game - Players are additionally allowed to draw as many tiles as desired from the stock before playing a tile, and they are not allowed to pass before the stock is (nearly) empty. The score of a game is the number of pips in the losing player's hand plus the number of pips in the stock.

Sources: http://www.domino-play.com/Strategy.htm http://en.wikipedia.org/wiki/Dominoes http://www.pagat.com/tile/wdom/history.html

181

Grade 8 Learning Materials Under the K to 12 Curriculum

MAPEH Grade 8

Physical Education Fourth Quarter

Regional and National Dances with Asian Influence

INTRODUCTION

Kumusta! Naimbag nga aldaw! Maayong buntag! Como esta usted? Assalam

Malaykum! Hello Grade 8 learners! How’s your day? I hope that you are as strong,

energetic, athletic and competitive as ever because for all you know, you will be

needing all your strengths for the activities found in this module.

When you were in Grade 7, you have learned to perform examples of local

and Indigenous dances. You also learned to value them in order to maintain good

health and eventually realized that folk dancing is indeed a good recreational activity.

Just like any other sports or games, dancing is also a physical activity that can

promote lifelong fitness and wellness. It is a good source of exercise that could help

develop grace and poise. It can even help in maintaining good health as it highlights

health-related fitness components such as cardio-vascular endurance, flexibility, and

strength.

With the effect of acculturation, indigenous dances of the Philippines may

have been modified since the culture of other countries has influenced our very own

dances. This is evident in the western style adopted in our folk dances. Along with

this are the influences of our Asian neighbors that have enriched our national dances

to a large extent. It is for this reason why there is a need for you to understand our

cultural rootby learning our dances.

This module will introduce you to the different regional and national folk

dances of the Philippines with influences from other Asian countries. We are part of

the on going history of trade and industry and that part and parcel are influences

retained in us like textiles, color of fabrics, and design reflected in the costumes of

the dance.

Furthermore, this module anchors its framework on the holistic approach of

using regional and national dances as potent sources for staying healthy and fit. At

the same time, they are prime educational tools for learners like you.

182

OBJECTIVES:

At the end of the lesson, you should be able to

discuss the origin and location of folk dance through its costume and music

execute selected regional and national dances with Asian influences such

as the Binislakan, Sakuting, Sua-ko-Sua and Pangalay

demonstrate the dance sequence appropriately

identify the meaning of the gestures and hand movements of the dance selected.

approximate interpretation of the dance literature

promote folk dancing as a physical activity for the family.

Pre- Assessment:

To check how ready you are on in terms of familiarity to dances with Asian

influence, here are some basic ideas or concepts which will lead you to answer

queries relative to performing these regional and national dances. Part I- Examine the following pictures and anwer the accompanying questions.

183

1. What general concept can be derived from the given pictures? Explain.

2. If you were to think of Asian countries that would closely relate to the given

pictures, what countries could that be? Justify your answer.

3. Are these dances influenced by other countries? Prove your point.

4. Just by simply looking at their costumes and props, can you give the place of

origin of these dances? What are your proofs to say so?

5. Can you give a storyline for each of these dances just by looking at their poses, costumes, and props?

6. Is there a need for proper expression in folk dancing? Does it speak of something?

7. Can you name examples of Philippine folk dances that have Asian influence? Can you demonstrate examples of foreign folk steps? What are their step patterns?

8. What are the implements that are commonly used in folk dances with Asian influence? What are they for?

9. Can you explain the effects of acculturation in the country based on the kind of dances we have?

(Example: I expect that at the end of this lesson, I will be able to identify and learn examples of regional and national folk dances with Asian influence.)

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

After finishing the test, you are now ready to face the Learning Goals and Targets of this module. As a grade 8 learner, what are your expectations? Write in your activity sheet your own learning goals in relation to this subject. One example of learning goal is basis in making your own.

184

Learning Goal: Describe and discuss the nature and characteristics of the dances. Philippine folk dances speak so much about the heartbeat of our people for they tell about our customs, ideas, beliefs, superstitions, and events of daily living in a certain community.Just by looking at the costumes, props, and implements of a certain group or tribe would tell you of the origin of the dance. The kind of music being used readily also tell about the influences brought about by trade and settlement of our neighboring countries such as China, Malaysia, Indonesia, Burma, Cambodia, Thailand and Japan to name a few. Truly evident is the effect of acculturation in the country as manifested by the kinds of costumes, props, music, and dance steps that are used and integrated in to some of our regional and national folk dances. The use of gongs, kulintangs and the incorporation of pentatonic scale to our musical compositions are just concrete proofs of acculturation in the country. These are the reasons why Philippine folk dances contribute to the very rich culture of the country. The following historical backgrounds and context of the dance literatures of Binislakan, Sakuting, Sua-ku-Sua and Pangalay would give you a clear picture of the nature and background of these regional and national folk dances. This will help you

LESSON I

Now that you have written your personal goals and targets, you may now procede to the next level which is a gateway for you to get acquianted with the basics in folk dancing. So enjoy your journey as you unravel the origin and historical background of the regional and national folk dances with Asian influence. Your journey starts now!!! Goodluck

PART I: WHAT TO KNOW

185

understand its significance and cultural value, including the beauty and complexity of the people’s lives living in those places. Study these dances carefully and imbibe in you their importance to the development of cultural value.

BINISLAKAN (Lingayen)

Dance Researcher : Francisca Reyes

Meaning : With the use of sticks

Dance Culture : Christian Lowland

Place of Origin : Pangasinan

Country of Influence : China

Ethno-linguistic Group : Pangasinense

Classification : Social Dance

www.kalilayan.com

Background:

Lingayen in Pangasinan means having to look backward and upward. It was

derived from “Li-King-Tung”, a Chinese word given to the name Lingayen, the capital

of Pangasinan, by the Chinese settlers of this place a long time ago. The barrio folks

who lived at Almazin, a small place between barrio Pangasinan (Pulong) and

Maniboc danced this to commemorate the stay of Limahong, a Chinese pirate who

built his kingdom here.

The dancers look backward or upward in some of the movements; hence, the

name Lingayen. They also use two sticks to produce rhythms imitating the

chopsticks used by the Chinese in eating, so the dance is also called Binislakan,

which in Pangasinan means, with the use of sticks.

186

Dance Properties:

Costume

Female : Siesgo and kimono with loose and long

sleeves and soft panuelo

Male : Camisa de Chino and red pants

Music : 2/4 composed of two parts: A and B

Count : One, two, one and two, and one and two and

Formation : Partners stand about six feet apart. One or more pairs in

a set can take part in the dance, in any formation

desired.

SUA-KU-SUA

Dance Researcher : Ramon A. Obusan

Meaning : My Pomelo Tree

Dance Culture : Lowland Muslim (Coastal)

Place of Origin : Jolo, Sulu

Country of Influence : China, Malaysia and Indonesia

Ethno-linguistic Group : Tausug

Classification : Courtship Dance

Source: www.kalilayan.com

187

Background/Context:

The Tausug of Sulu, Southern Philippines, though known as fearsome

warriors are also better known as sturdy seafarers and hardy farmers. Extensive

orchards are planted with coconuts and pomelos and fields with staples like rice and

root crops.

At harvest time, pomelo fruits are gathered in big baskets before they are sent

away. The Tausugs depend strongly on the income the pomelo bring them and this

relationship is romanticized by comparing the sua’s gentle leaves, slender branches,

attractive fruits and fragrant flowers to the virtues of a lady. Put to music, it is this

song that is sang by couples while flapping two white fans each resembling leaves

rustling in the wind in the Sua-Ku-Sua Dance.

Sua-ku-sua performers, some men but especially women come to the

festivities with face thickly covered with finely ground rice powder and their eyebrows

and sideburns enhanced with soot- all for beauty’s sake.

Movements/Steps Particular to Dance:

Creative imagery: Fans transform into tiny sails, face mirrors, butterflies,

shields and leaves. Tausug traditional steps with Chinese influence.

Dance Properties:

Costume:

Female:

Top (Barawasi) : Traditional loose blouse, long sleeves wit

deep, plunging key-hole neckline.

Extra panels attached to the right and left

chest decorated with many tiny brass

buttons.

Material : Cheap printed or plain Chinese silk or

cotton.

Pants (Sawal or Kantiu) : Loose Chinese pants with a 10-inch soft

white band

(coco curdo) attached to a wide waist. To

tuck the pants in, the white band is

overlapped in front, one side on top of the

other and rolled out to form a tight belt.

Material : Cheap Chinese silk or any silky material

preferably in navy blue, sunshine yellow,

grass green, red or orange colors

188

Shoulder band (Siyag) : A separate wrap-around malong of rich

material strung over the right shoulder

crossing the chest and hanging on the left

side.

Headpiece:

There are three choices:

1. Gold or brass filigree called tusuk; 2. Paper bills pasted on slender sticks; and 3. Pasteboard cut-out, the front tip 8 to 10 inches high,

similar to Chinese crowns covered with gold foil.

Accessories : Gold or imitation gold earrings, necklace,

bracelets and brooches.

Suggested Footwear : Dancers are in barefoot.

Male:

Top (Bajo) : Short-waist collarless shirt. Open at the

front with the right panel overlapping the

left, studded with many tiny brass buttons

and is not intended to close the front but

used as an additional shirt decoration. It is

allowed to drop on the right side.

Material : cheap printed or plain Chinese silk or

cotton.

Pants (Sawal or Kantiu) : Similar to the female pants but in darker

colors and bolder designs.

Accessories : Money-belt, Sarok hat, pis siyabit

(rectangular hand-woven scarf tied on

the head or hung loosely over one

shoulder); Kris (wavy knife) or Barong (leaf-

knife).

Suggested Footwear : dancers are in barefoot

Music : 2/4 and 4/4; composed of three parts: A, B and

C. Gabbang- bamboo xylophone shaped

like a small boat. Bamboo slats thinned

and cut to graduated sizes to produce three

octaves of pentatonic scale

Count : 1, 2 to a measure in 2/4 time signature

1, 2, 3, 4 to a measure in 4/4/ time

signature

189

PANGALAY

Dance Researcher : Francisca Reyes-Aquino

Meaning : Finger nail

Dance Culture : Lowland Muslim (Coastal)

Place of Origin : Sulu

Country of Influence : Thailand, Malaysia, Burma, Cambodia and

Indonesia

Ethno-linguistic Group : Tausug

Classification : Social Dance

http://images.search.yahoo.com/search/images;_ylt=A0PDoX5F909Qah8A0iSJzbkF?p=pangalay%20dance&fr=yfp-t-521-s&ei=utf-8&n=30&x=wrt&fr2=sg-gac&sado=1

Background/Context:

Pangalay (also known as Daling-Daling or Mengalai in Sabah is the

traditional “fingernail” dance of the Tausūg people of the Sulu Archipelago and

Sabah.[1] This dance is the most distinctively Asian of all the Southern Philippine

dances because dancers must have dexterity and flexibility of the shoulders, elbows,

and wrists[2] – movements that strongly resemble those of “kontaw silat,” a martial art

common in the Malay Archipelago. The Pangalay is performed mainly during

weddings or other festive events [1]. The male equivalent of the Pangalay is

190

the Pangasik and features more martial movements, while a pangalay that features

both a male and female dancer is called Pangiluk.

The original concept of the Pangalay is based on the pre-

Islamic Buddhist concept of male and female celestial angels

(Sanskrit: Vidhyadhari, Bahasa Sūg: Biddadari) common as characters in other

Southeast Asian dances.

Dance Properties:

Costume : Dancer wears a typical Joloana costume

Accessories : Expert and professional dancers use janggay,

extended metal finger nails in each finger. The rich

people have janggay made of solid gold or silver.

Suggested Footwear : dancers are in barefoot.

Music : Played as many times as necessary.

Count one, two or one, and, two and to a measure.

Movements/Steps Particular to Dance:

There are no definite directions, sequence of figures, number and kinds of

steps, hand movements and positions used when performed by the natives. For

teaching purposes the figures of this dance may be created and dancers may form

their own combinations.

TIKLOS

Dance Researcher : Francisca Reyes- Aquino

Meaning : Refers to a group of peasants

Place of Origin : Panay and Leyte

Country of Influence : China, Burma and Cambodia

Classification : Recreational Dance

191

www.folkdance.tk

Background/Context:

For centuries, Tiklos has been a very important factor in the social life of the

peasants of Leyte. Tiklos refers to a group of peasants who agree to work for each other one day each week to clear the forest, prepare the soil for planting, or do any odd job in the farm, including the building of a house. At noontime, the people gather to eat their lunch together and to rest. During this period, Tiklos music is played with a flute accompanied by a guitar and the guimbal or the tambora (kind of drum).

The music of Tiklos is also played to gather the peasants before they start to work. Dance Properties:

Costume : Dancers are dressed in working costumes. Music : Divided into two parts. A and B. Count : one, two or one, ah, two, ah or one, and, two to a measure. Formation : Partners stand opposite each other about six feet apart.

When facing audience, the girl stands at partner’s right side. One to any number of pairs may take part in this dance.

192

SAKUTING

Dance Researcher : Francisca Reyes Aquino

Meaning : Refers to rhythmic sticks producing the

accompaniment for the dance.

Place of Origin : Abra and Ilocos Norte

Country of Influence : China

Classification : Recreatinal and Social Dance

flickr.com

Background/Context:

This is a dance of the ethnic people living in the western side of the Cordilleras way back before the coming of the Americans to our country. During the Christmas, young boys and girls accompanied by their elders would go to the lowlands, especially in Abra and Ilocos Norte to dance in front of the houses and ask for gifts. These young children hold sticks, one on each hand and strike them together to make their dance more lively. The homes would give them money, homemade delicacies and other things. These dancing groups later reached as far as the coastal towns of Ilocos region as years went by. The rhythmic sounds produced by the stick attracted other children and also adults and they also learned the dance. “Sakuting“ is an ethnic term which refer to the rhythmic sticks producing the

accompaniment for the dance.

193

Dance Properties:

Costume : Girl – Native Ilocano kimono style with sleeves of elbow length; skirt of bright-colored plaids shirred at the waist of ankle-length. Boy – Camisa de chino and red trousers, and a native hat. Music : 2/4 and ¾ rhythms and composed of 9 parts : A, B, C, D, E, F, G, H

and I. Formation : Audience X O

O X X O O X One set of dancers

Written Check-up:

Below are jumbled letters which when arranged correspond to regional and national dances. Can you identify each? On a page in your activity notebook put numbers from 1 to 5. Write each formed word on the space provided before

each number and try to share your knowledge about it.

_______________1. GANAPYAL _______________2. LABISNIKAN _______________3. ASU UK ASU _______________4. SIOTLK _______________5. GIKNATUS

194

B. In your activity notebook or sheet, copy the table as shown and fill it in with information called for.

Name of Dance

Literal Meaning of the Name of the Dance

Place of Origin

Dance Classification

Influenced by what Asian Country?

Sua-Ku-Sua Social Dance China, Malaysia, Indonesia

With the use of sticks

Lingayen, Pangasinan

Sakuting Abra Social Dance

Tiklos A group of peasants

Leyte Recreational/Social Dance

Pangalay Wedding Dance Malaysia, Indonesia, Malaysia, Thailand, Burma and Cambodia

Note to the learner: One dance should only be taught by your teacher for the 4th

quarter. However, if time allows you to learn one more dance or all of the five

dances, then that will be a lot better.

Were you able to arrange the jumbled

letters correctly? Please remember that

the jumbled letters reflected on items 1-

5 are the actual names of the dances

which you are about to learn. To a certain

extent, knowing the names of the folk

dances could lead you to create certain

impressions that are innate to the

cultural background of the dance.

To further measure how retentive

your memory is, try to answer the next

activity by recalling the significant

details of the different dances below.

195

WHERE DO I BELONG?

This activity will activate your knowledge on the location and origin of folk dances

based on the costumes worn by the dancers in the video presentation.

1. In a sheet of paper, write the place of origin of the dances you saw in the video presentation by recognizing the costumes and props, facial expressions and body gestures of the performers. Your teacher here will show you a video presentation of different dances with Asian influence like Singkil, Kappa Malong, Pangalay, Sua-ku-Sua, Sakuting, Binislakan, Tiklos etc. If video presentation is not possible, your teacher will show you different pictures of costumes and props that are used for certain dances in various places of the country. Choose one from the following choices:

a.Luzon

b.Visayas c.Mindanao.

Activity 1: Tracing the origin and location of a Dance through its costume.

Have you filled out the correct

information in the table above? After

knowing the important concepts

derived from the previous learning, try

to strengthen your understanding by

doing the following activity.

196

This activity will activate your knowledge on the location and origin of folk

dances based on the costumes worn by the dancers. Study the procedures given

and do what is asked of you to perform. This could be an individual or group activity.

Prepare a miniature boy and girl dancers made of cartolina and post it on the

board. Create different regional costumes in the Philippines made of Manila paper.

Dress up the miniature dancers and name the province where they come from.

In tracing where the costumes are usually worn, consider the geographic location

or terrain where the costumes are suited and the respective props used by the

dancers and even their facial expressions.

Be ready to share your knowledge about the origin and background of the folk

dances considering their costumes, expression and implements used. Justify your

answers.

Were you able to successfully

trace the place of origin of all the

dances presented? If so, try to

apply your learning on the next

activity. However, if you missed

some important points, ask your

teacher to help you analyze the

lesson before doing the next

activity.

Activity 2: DRESS ME UP!

197

Rhythmic Patterns of Selected Regional and National Dances with Asian Influence

1. Close your eyes and listen to the recorded music of Sua-ku-Sua and

Pangalay. What is the time signature of the music? Is it done in duple, triple, or quadruple meter? Why do you say so?

2. Feel the beat and rhythm of the music and do the following activities with your eyes now open:

a. Clap your hands in time with the music. b. Stamp your feet and do some rythmic improvisations using the same

music. c. Use any materials that could be used as percussive instruments as in

beat-box and produce rhythmic sounds. d. Use body gestures or accompany it with vocal sounds in time with the

music being played. 3. For variation, repeat items 1-2 using the recorded music of Tiklos, Binislakan

and Sakuting.

LESSON II

Activity 3. Listening While Playing

Did you enjoy the activity? Did you

observe cooperation and teamwork with

members of your group while doing the

task? If you did, congratulations for

having done a great job! So you are now

ready to go to the next level. You are now

faced with a bigger challenge this time

by doing some movements. Here, you will

have a chance to express your feelings by

doing some rhytmic patterns that will be

needed for the dances cited.

198

In this activity, you’ll learn the importance of rhythm in the performance of folk

dances.

1. Your teacher will group your class into four. 2. Using any medium for sound production, you and your groupmates will

produce sound in time with the rhythm of the music commonly used in the regional and national folk dances. Using the douple meter as your basis in producing the sound, divide your group into two and create different rhythmic combinations for 16 measures to be played simultaneously with your groupmates.

You can use any of the following that could produce sounds:

a. clapping your hands

b. stampping your feetproducing vocal sounds c. snapping your fingers d. using any materials as percussive instruments

Part II- WHAT TO PROCESS

Activity 4: Let’s Get Loud!

Well done! How did you feel

while performing the activity?

Do you think that feeling the

beat and rhythm of the music

plays an important role in any

dance performance in so far

as proper timing is

concerned? You will find the

answer after doing the next

activity. Now you can do another

activity to enhance the skills

you’ve learned.

199

3. This time, create rhythmic combination using the triple meter for another 16 measures.

4. Always observe the principles of accent, intensity, dynamics, and tempo in your routine.

5. After a ten-minute rehearsal, perform your output in class. Perform the rhythmic combination in douple meter first, then the triple meter or vice versa. Refer to the following rubrics to be used for evaluation.

6. After the group performance, discuss in class the importance of rhythm in the

performance of folk dance.

200

ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS’ PERFORMANCE IN RHYTHM

Weight Musicality

(Timing, Dynamics,

and Mastery)

40%

Degree of Difficulty

(Complexity and

Intricacy in the Use

of Rhythmic

Patterns in Various

Meters)

40%

Characterization

(Behavior During

Performance)

20%

5

MASTERFUL: Performs

rhythmic composition with

high level of musicality while

observing proper timing,

dynamics and mastery

SKILLFUL: Creates skillful

composition of complex

and intricate rhythmic

patterns in duple, triple,

and quadruple meters.

MATURE: Demonstrates

proper characterization and

appropriate behavior in the

performance and with high

level of confidence

4

STRATEGIC: Performs

rhythmic compositions with a

certain level of musicality

while observing proper timing,

and mastery but with limited

ability to perfom with

dynamics

COMPETENT: Creates a

certain degree of skillful

composition of complex

rhythmic patterns in

duple, triple, and

quadruple meters.

SENSITIVE: Demonstrates proper characterization and appropriate behavior in the performance and with a certain level of confidence

3

ABLE: Performs rhythmic

compositions with mastery

and limited but growing ability

to perform with timing and

dynamics

PRACTITIONER: Creates a

commonly accepted

composition of simple

rhythmic patterns in

duple, triple, and

quadruple meters.

AWARE: Demonstrates

generally acceptable

characterization and proper

behavior towards the

performance and with a

certain level of confidence

2

APPRENTICE: Performs

srhythmic compositions with

general mastery but could

hardly adapt to varying

dynamics and timing

APPRENTICE: Creates

rhythmic patterns but

could hardly distinguish

differences among duple,

triple, and quadruple

meters

DECENTERING: Displays

inconsistent

characterization and

demonstrates low level of

confidence

1

NOVICE: Performs rhythmic

patterns with low or no

mastery, timing, and dynamics

NOVICE: can not create

any rhythmic pattern at all

EGOCENTRIC: Has little or

no characterization and

behaves inappropriately

towards the performance

201

1. In this activity, I have learned to realize that ________________________. 2. I can create rhythmic patterns by ________________________________.

________________, and using any_______________________________.

3. To be able to make rhythm complete, the principles of accent, intensity, __________ and _______ should be observed.

4. I can make my life more colourful and meaningful by being_______________ in the same manner as it can be applied to music.

5. For me, rhythm is just as important as _____________ because without it, ________________.

PART III- WHAT TO REFLECT AND

UNDERSTAND

Activity 5- Fill-in-the-Gap

You’re smart! Now I think

you’re ready for the next

activity which is more

challenging than the previous

one. Keep going.

202

With the same grouping that you had in Activity 4, Let’s Get Loud, perform

again the rhythmic combinations that you composed while doing the

following:

1. Based on videos you saw earlier in the Pre-assessment Activity and Activity 1, create a dance-improvisation using any hand or body movements that would jibe with the sound or rhytmic pattern you created.

2. Always observe the elements of space and movement while doing the routine.

3. Perform the whole routine of dance and sound improvisations with proper expressions and gestures.

Activity 6- DANCE INTO THE GROOVE!

PART IV: WHAT TO TRANSFER

Now that you have realized the importance

of rhythm, you may now apply the

knowledge you gained to the next activity

which is important in the performance of

any dance.

203

Basic Steps in Folk Dancing

In this lesson, you will be made familiar with the basic steps and arm movements of the dances: “Binislakan, Sakuting, Sua-Ku-Sua, Pangalay and Tiklos”. This will give you a clear understanding of the nature of these folk dances. If you study the literatures of these dances found at the end of this module, you will notice distinct steps and movements that are inherent in each dance. The following dance terms and dance steps are basically used in Binislakan, Sakuting, Sua-Ku-Sua, Pangalay and Tiklos. You are to master all these dance steps which will be used later in your performance test. Study them carefully and demonstrate the dance steps with the help of your teacher.

Padyak - to stamp or tap with one foot and the weight of the body is on the other foot Saludo - it means to bow Arms in Lateral Position - both arms are in one side at shoulder level, either

right or left

Set - a dance formation of two or more couples Bend - to move the body or part of the body around wide axis Leap - to spring one foot and land on the other foot

LESSON III

Did you enjoy the activity? You must be

sweating out now. Perspiring while doing the

activity is a good indication of good health

because your heart beats faster as it

pumps harder while dancing. You know

pretty well that dancing is a good exercise,

thus, you are keeping your heart healthy.

Since you have already started doing

some movements, it’s now time for you

to test your own dancing skills by doing

the next activity. Enjoy and have fun

while mastering the rudiments!

204

Dance Step Music Used No. of counts or

M per step Step Pattern

Slide (glide) 2/4 or 3/4 1M slide, close

Skip 2/4 or 6/8 1 ct. step and hop

Bleking 2/4 or 3/4 1, 2 or 3 cts. heel-place, close

Gallop 2/4 or 6/8 1 ct. step and cut

Mincing 2/4 or 3/4 as many as

required step, step, step and so on

Parallel Tortillier 2/4, 3/4 or 4/4 as many as

required pivot and turn heels, pivot

and turn toes

Pivot Turn 2/4, 2M or 4M Step, ball and turn, step,

ball and turn and so on.

Touch Step 2/4 or 3/4 1, 2 or 3 cts. Touch , close

Change Step 2/4 or 3/4 1M Step close Step

Waltz turn 2/4 or 3/4 2M

Execute 2 waltz steps to make a turn

Waltz step 2/4 or 3/4 2M Step R; step L close to R in rear; step R

Stamping 2/4 or 3/4 1M Stamp(R) (L) and close to supporting foot(L) (R)

Study and analyze the

following table. The

information given will

be needed in your dance

performance. Stay

focus!

205

Your teacher will guide you in using the following legends in the interpretation and execution of a particular dance step. M = Measure

F = Forward B = Backward R = Right L = Left

In this part, you will be given basic steps, arm and bodily movements that are

used in Binislakan, Sua-Ku-Sua, Sakuting, Pangalay and Tiklos. Identify what is being defined.

1. Both arms are in one side at shoulder level, either right or left. 2. To stamp or tap with one foot and the weight of the body is on the other

foot. 3. To spring one foot and land on the other foot. 4. To move the body or part of the body around wide axis. 5. A dance formation of two or more couples.

PART I: WHAT TO KNOW

Activity 7: Tell Me!

Congratulations for having

gone this far! Reaching this

part is a clear indication of

your willingness to learn

more. Now, maximize your

potential by memorizing and

performing with mastery the

basic steps of the regional

and national dances.

206

In this part, you will be given practical applications of the basic steps, arm and

bodily movements used in Binislakan, Sakuting, Tiklos, Sua-Ku-Sua and Pangalay. Read the instructions and make sure to follow them correctly.

Look for a partner and execute the rhythmic steps or dance steps that are commonly used in Binislakan, Sakuting, Sua-Ku-Sua, Tiklos and Pangalay.

Out of the dance steps you learned, create dance-step combinations.

The following rubric will be used to evaluate your performance.

PART II : WHAT TO PROCESS

Activity 8: DANCE WITH ME!

207

ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS’ PERFORMANCE IN FOLK DANCE

Weight Choreography and

Artistic Presentation

40%

Execution and

Mastery of Steps

30%

Characterization and

Behavior During

Performance

30%

5

OUTSTANDING: Performs

steps with high level of

mastery while creating

several formations in the

dance floor

SKILLFUL: Demonstrates

precise and skillful

execution of the steps

with high level of

confidence

SOPHISTICATED:

Demonstrates sophisticated

characterization and

appropriate behavior

towards the dance and

groupmates

4

DYNAMIC: Performs steps

with mastery while creating

sufficient formations in the

dance floor

COMPETENT:

Demonstrates the steps

competently and with

confidence

EXPRESSIVE: Demonstrates

an atypical level of

characterization and

appropriate behavior

towards the dance and

groupmates

3

CREATIVE: Performs steps

with mastery but with

limited yet growing ability

to execute them while

creating formations in the

dance floor

PRACTITIONER:

Demonstrates general

level of coordination and

competence in the

execution of steps with

limited but growing

confidence

REALISTIC: Demonstrates

generally acceptable

characterization and proper

behavior towards the dance

and groupmates

2

FAIR: Performs steps with

general mastery but could

hardly adapt to varying

formations in the dance

floor

APPRENTICE:

Demonstrates limited

coordination and

competence in the

execution of steps with

low level of confidence

IMPROVING: Displays

inconsistent

characterization and

demonstrates generally

acceptable behavior

towards the dance and

groupmates

1

STATIC: Performs steps with

low or no mastery and is not

capable of creating

formations in the dance

floor

NOVICE: Has very low or

no coordination in

demonstrating steps; has

very low level or no

confidence at all

MECHANICAL: Has little or

no characterization and

behaves inappropriately

towards the dance and

groupmates

208

This activity aims to enrich your mastery skills in performing the dance

steps correctly while building cooperation and goodwill with your classmates.

1. Group yourselves into two. Group A for those who are familiar with the dance and Group B for those who are still quite unfamilliar with the dance.

2. Those in group B should choose a partner in group A. 3. Your teacher will provide a list of step patterns with a minimal set of

combinations and directions for you to execute. 4. Help each other in interpreting correctly the step patterns provided. 5. Your teacher will supervise you as he/she guides you in doing the activity. 6. After the given time alloted by your teacher, a performance assessment will

be given. 7. Try to provide feedback on the performance of the other groups.

Part III : WHAT TO REFLECT AND UNDERSTAND

Activity 9: No Man Is An Island!

In your performance, what grade did

you receive? Are you satisfied with

it? If your grade is low, would you

want to improve your performance if

given another chance by your

teacher? If you got a high grade in

your performance, wouldn’t you want

to share your expertise to your fellow

classmates who are still novice? What

do you think?

The next activity will allow you and your

classmates to do peer-teaching. In here,

your teacher will divide your class into

two which will allow advanced learners

to enrich their mastery and the novice

group to remediate their weaknesses by

having learning in a partner or buddy

system. Which group do you belong?

209

In life, we need one another. We need to cooperate and help those who are

in dire need. Along the way, we also need to seek guidance from people who are

knowledgeable on certain issues. Life should be based on a give - take - process.

That way, we can create harmonious working relationship in our community. This

principle is also applied in the teaching – learning - process of a dance

performance.

How did you feel while doing the

activity? If you belong to Group A,

what did you feel while teaching your

classmates? Does it make you proud

having done so? If you belong to

Group B, how did you feel while you

were being taught by your classmate?

Were you a bit embarrassed or

intimidated?

To measure how effective this

activity is, you will now demonstrate

more cooperation and harmony by

showing better performance through

the next activity. Let’s see if you

have improved.

210

This activity will help you check your knowledge of the basic rhythm and step

patterns of folk dances. The leaders of the four groups shall draw lots and perform what is written on the drawn sheet of paper.

1. Perform the dance steps correctly in figures 1 – 3 of Binislakan. (Group A) 2. Execute the dance steps correctly in figures 4-6 of Binislakan. (Group B) 3. Perform the whole dance properly with music accompaniment. (Group C) 4. Make a prelude of the dance Binislakan by presenting a typical scenario of

what is commonly seen in a barrio. Storyline should be related to the theme or cultural background of the dance itself.

Note to the Learner: (Your teacher may select any of the five dances which will be used in the performance.)

PART IV : WHAT TO TRANSFER

Activity 10: Watch Me!

How was your dance performance?

Do you honestly believe that you

performed a lot better this time?

May Take note that performing does

not only mean dancing gracefully.

Proper expressions of the face and

body gestures are also important to

show the emotions needed in a

particular dance. The next activity

will teach you the significance of

gestures and hand movements in

finding the meaning of a certain

dance.

211

In this lesson you will b able to identify the meaning of the gestures and hand movements of the folk dance given. Hand movements and gestures play a very important role in the whole composition of a performance for they give life and meaning to the whole dance. Just a simple movement of the hand or even a simple body gesture or facial expression shown by the dancer would mean a lot in expressing the thoughts, joy, or sorrow of the one performing. You will discover the hidden meanings of certain gestures and hand movements as you read and interpret the dance literature of folk dances later.

This activity aims to activate your creativity in conveying proper emotions and gestures in different situations which will later be needed in the performance of Folk Dances.

The following instructions will be facilitated by your teacher.

LESSON IV

Part I : WHAT TO KNOW

Activity 11- GRAND TABLEAU

In this part, you will be

provided with motivating activities

that will establish your own

understanding of the topic and will

lead you to answer queries relative

to the performance of regional

and national folk dances with Asian

influence.

212

1. Your classmates and you will be grouped into five. 2. The leaders of the five groups will be asked to draw lots. Each piece of paper

describes one particular scene to be portrayed by the group. For one minute, you and your groupmates will conceptualize a typical scenario given these situations:

a. Fishermen pulling up their fishnet from the sea b. Farmers harvesting bountiful grains c. Fiesta celebration of your town d. Wedding ceremony e. A man courting a lady

3. After conceptualization, another 10 seconds will be given for your group to act out

the scenes that you have planned, exhibiting the proper facial expressions and hand or bodily gestures.

4. After the activity, your teacher will discuss on the importance of exhibiting proper expression and gestures in performing activities like dance, music, theater and other performing arts.

This activity aims to amplify your learned skills in expressing proper emotions

in specific situations which are needed in any performance.

Part II : WHAT TO PROCESS

Activity 12- IT’S SHOWTIME!

Did you have fun doing the

activity? I guess so. Now, you are

tasked to apply these learned skills

into the next activity. Applying

emotions and gestures to the step

patterns that you’ve learned will be

more exciting. Good luck! Have fun

213

1. With the same grouping, you and your groupmates will be asked to develop a

story using the theme you have drawn earlier and perform it through movements. Expressing the right emotions needed in the given situations should be observed. Two to three minutes will be allotted for each group performance.

2. Bear in mind that while one group is performing, the other groups will be instructed to note their observations.

3. An evaluation on the performances of the five groups will be conducted by you and your groupmates by answering this question, “Which group do you think performed best?” Why do you say so?

Self- Check:

Put a checkmark on the appropriate line.

To what extent did you learn the dance in terms of: 1. cultural heritage?

___________to a great extent ___________to a moderate extent ___________to a lesser extent

2. cultural values? ____________to a great extent ____________to a moderate extent ____________to a lesser extent

3. movements? ____________to a great extent ____________to a moderate extent ____________to a lesser extent

4. cultural appreciation? ____________to a great extent ____________to a moderate extent ____________to a lesser extent

Part III : WHAT TO REFLECT AND UNDERSTAND

214

Reflection

In life, we always aim to be successful. One way to attain our goals is for us to stay

focused just like the focus that is needed while learning the steps in dancing. We need

to put our heart and mind into the things we do to in order to gain mastery. Through

dancing, we may be able to develop health fitness, such as having cardio-vascular

endurance, flexibility and strength which are key factors in achieving success.

Answer the following questions.

What is the importance of proper expressions in folk dancing?

How are the movements shown in Binislakan, Tiklos, Sakuting, Sua-Ku-Sua and Pangalay reflect the kind of life people have on those places?

Compare the expressions exhibited in the performance of folk dance of Luzon with that of Visayas and Mindanao.

Part IV- WHAT TO TRANSFER

Activity 13- CONTEMPLATION!

How is life connected to dancing? Can

you explain this?

215

Interpret dance literature of Binislakan, Tiklos, Sua-ku- Sua, Pangalay and Sakuting

It is very enriching to be able to interpret a dance literature. Since folk dances

are documented, it is always an edge to correctly interpret the text of a dance literature. Herewith are the dance figures of the four dances. It is hoped that through these dances, your ability to interpret dance literatures will lead for you to appreciate other folk dances.

Note to the learner: One dance should only be taught by your teacher for the fourth quarter. However if there is still time for you to lear one more dance or all of the five dances, then that will be a lot better.

BINISLAKAN (Lingayen)

INTRODUCTION

Music Introduction

Partners face audience.

(a) Cross sticks overhead; R-hand stick over L-hand stick and look upward........................................................................................3M (b) Bend trunk forward and bring down point of crossed sticks

LESSON 5

Congratulations! You’re smart to

be in this level. Check the next

activity. Try as much as you can to

study and analyze the step-

procedures of the dance

literature. This part requires

patience and understanding for

you to interpret perfectly the

dance. Have patience Good luck!

216

close to floor......................................................................................1M

I

Music A.

Face audience.

(a) Starting with R foot, take four change steps sideward right and left alternately, raising alternately the L foot and R foot slightly above the floor;bend trunk sideward right and left alternately. Strike sticks sideward right and left alternately, three times to a measure, R,L,R,L,R,L (cts. 1 and 2) to every measure.....................................................................4M

(b) Execute mincing steps sideward right. Strike sticks overhead four times to a Measure, R,L,R,L,R,L alternately. Look upward.......................................................................................2M

(c) Bend knees and twist trunk to left; strike sticks backward R,L,R(cts.1 and 2); look backward right..............................................1M

(d) Straighten trunk and stamp foot R,L,R (cts. 1 and 2). Strike sticks R, L, R In front of chest.............................................................1M

(e) Starting with L foot, repeat (a-d) to opposite direction, stamp feet L,R,L...........................................................................................8M

II

Music B.

Face audience.

(a) Paw (like scratching foot backward) L foot backward and at the same timeStep R foot sideward four times, step on R foot with springy movementsLike small leap; bend trunk slightly sideward right; R hand bend in frontin level with head, stick pointing toward audience; L hand down in rear, stick pointing sideward left; look at left shoulder (cts.

1,2,1,2)........................................................................................2M

(b) Tap L foot in front two times; bend trunk forward that foot and strike sticks twice In front close to the tapping foot (cts. 1,and); straighten trunk and step L close to R foot, strike sticks once in front........................................................................1M

(c) Repeat (b) with R foot, bend trunk toward R foot.........................1M (d) Repeat (a-c), in reverse direction and position.............................4M (e) Face partner and repeat (a-d).......................................................8M

217

III

Music A.

Face audience.

(a) Jump forward and bend trunk forward. Cross sticks R stick over L stick Below knee level...............................................1M

(b) Straighten trunk and raise gradually the sticks overhead; sticks are still crossed. Look upward.............................................1M

(c) Repeat (a) and (b).........................................................................2M (d) Execute mincing steps going backward; arms are in

reverse “T” position And shiver sticks sideward. Bend head sideward right and left every two counts......................................2M

(e) Execute mincing steps turning right about, finish facing away from audience (1M). Raise R knee and strike sticks once under it (ct.1), straighten knee feet together and strike sticks once in front (ct.and), raise L knee and strike sticks once under it (ct.2).........................................................................2M

(f) Repeat (a-d), facing away from audience......................................6M (g) Repeat (e); finish facing audience.................................................2M

IV

Music B.

Partners face each other. Boy and Girl do their movements simultaneously.

Girl’s Movements:

(a) Starting with R foot, execute eight change steps going clockwise around Boy. Strike sticks overhead and at the back alternatelythree times toa measure. Strike sticks at the back. Kneel on both knees on the last count.........................................8M

(b) Do the movements of Boy below (a-c). Finish facing audience........................................................................................8M

Boy’s Movements:

(a) Kneel on both knees and strike sticks on the floor at the right side three times (cts. 1, and 2); strike sticks overhead three times upward (1M); strike sticks at the left side on the floor three times (1M); strike sticks overhead three times (1M.................................................................................................4M

(b) Repeat (a); stand at the last count.................................................4M (c) Repeat movement of Girl (a). Finish facing audience....................8M

218

V

Music A.

Partners face audience.

(a) Take one change step sideward right (cts. 1,2), raise L foot above the floorin (ct.2), bend trunk sideward right and strike sticks to sideward right threetimes to a measure R,L,R.............................................................................................1M

(b) Repeat (a) three times more, to ideward left and sideward right alternately. Raise R foot above the floor when doing the change step to sideward left and strike sticks L,R,L..............3M

(c) Face partner and strike sticks on floor in front, full knee bending R knee lower than L knee (cts. 1,ah,and,2,and)............1M

(d) Stand, straighten trunk, and strike sticks, R,L,R,L in front (cts. As in (c) )...............................................................................1M

(e) Step R foot forward (ct.1) hop on R foot, raise L foot slightly close to R foot, strike both sticks diagonally right head level, with partner (ct.and). step L foot sideward (ct.2), hop on L foot, and strike sticks diagonally left with partner (ct.and).............1M

(f) Stamp feet R,L,R, strike sticks in front R,L,R (cts.1, and 2)..........1M (g) Repeat (a) and (b), facing audience..............................................4M (h) Repeat (c) and (f), facing audience...............................................4M

VI

Music B.

(a) Starting with R foot, execute two change steps going forward to meet partner at center finish in one line. Girl in front of Boy,facing audience. Strike sticks three times R,L R overhead (look upward) (cts. 1,and 2).......................................2M

(b) Starting with R foot, execute six change steps right and left alternately,Going around clockwise. Strike sticks as in (a). Finish in a circle facing center.................................................6M

(c) Starting with R foot, take four change steps going toward center.Strike sticks as in (b)...........................................................4M

(d) Repeat (c), going backward; finish facing right..............................4M

Saludo

Music Finale.

219

(a) Execute mincing steps going counter clockwise; finish in line formationfacing audience as in Figure I. Arms in reverse “T” position and shake sticks sideward; bend head sideward right and left alternately every two counts............................................................................................3M

(b) Stamp feet R,L,R and strike sticks overhead R,L,R (cts.1 ,and 2). Look upward...........................................................................................1M

(c) Mincing steps, turning right slowly; finish facing audience; sticks are still crossed overhead and looking upward..................3M

(d) Feet together, bend trunk slowly forward, bringing down the crossed sticks below knee. Sticks touch floor in the last count..............................................................................................1M

SUA-KU-SUA

Introduction

Music introduction

Pause

Music A.

Partners face audience. Throughout this figure, the knees are slightly bent

and turned outward. Arms extended sideward with a fan in each hand.

(a) Take 32 walking steps forward turning the hand from the wrist down and up alternately on every count (figure of eight). Bend the head sideward rightand left alternately in time with the hand movement................................................................ 8M

II

Music B

Partners face audience.

(a) Place R heel forward, arms sideward (cts.1,2), take six steps in place, move hands as in Figure I (cts. 3, 4; 1 2, 3,4).......................................................................................... 2M

(b) Place R heel forward two times (cts. 1, 2, 3, 4).............................1M (c) Take four steps turning right about in place, arms and

hand movements as in (a).............................................................1M (d) Repeat all (a-c). Finish the turn facing partner..............................4M

Music C

Partners face each other.

(a) With arms in fourth position, L arm high, step R forward

220

and raise L foot in rear, turning the hands down (ct.1), step L in place, turning hands up(ct.2), step R backward and raise L foot forward, moving R arm to 2nd position and turning hands down (ct.3), step L foot in place turning hands up (ct.4).............................................................................1M

(b) Take four walking steps forward to be in line with partner by R shoulders, arms and hand movements as in Figure I .(cts. 1, 2, 3, 4)..............................................................................1M

(c) Repeat (a) and (b). Finish in partner’s place............................... 2M (d) Turn left about and repeat (a-c). Finish in proper places

(Partners are by L shoulders in (b)...............................................4M

IV

Music A

Partners face each other

Arm Position : Place both arms in front at waist level. Wrist of R hand is

up, finger tips pointing downward, while the L hand in

reverse position. R hand is in front of L.

Arm Movement : With wrist leading, raise R hand up and pull L hand down,

palms in (ct. 1), flip hands to reverse position and

movement (ct.2). Repeat same (ct.2)

(a) Step R across L in front (ct.1), step L sideward (ct.2). Repeat same (cts. 3, 4).................................................................1M

(b) Repeat (a) three times more moving in a circle clockwise, always facing partner. Boy finishes facing audience while Girl finishes behind the Boy..................................3M

(c) Girl: repeat (a) and (b) moving clockwise while facing the line of direction Boy: repeat (a) and (b) in place......................4M

V

Music C

Partners face each other.

(a) Take three walking steps obliquely forward left (cts. 1,2,3), turn right about pivoting on the ball of R foot and raising L foot across the R knee in rear (ct.4). From 2nd position, move the arms downward-forward

(as if scooping). Finish with the palms up (cts. 1,2),

turn both hands toward chest inward. Continue the turn

and end up with arms forward palms facing front, finger

tips in (ct.3), pull hands outward away from each other

(ct.4)...............................................................................................1M

(b) Repeat (a) starting with the L foot turning left about......................1M (c) Repeat (a) and (b) two times more................................................4M (d) Boy: take seven walking steps obliquely forward

left, arms and hands as in Figure I (cts. 1,2,3,4; 1,2,3),

221

point L foot sideward (ct.4). Girl: take four steps turning right about in place (cts. 1

2,3,4) and three steps in place (cts. 1,2,3), point L foot

sideward (ct.4). Hand movement is the same as that of Boy........2M

NOTE: Partners are now in one line facing front, Girl at partner’s right side.

VI

Music A.

(a) Step L across R in front (ct.1), step R sideward (ct.2), arm and hand movement as in Figure I. Repeat same two times more (cts.3,4; 1,2), step L sideward (ct.3),

point R foot sideward (ct.4)...........................................................2M (b) Repeat (a) starting with the R foot moving to the

opposite direction.........................................................................2M (c) Repeat (a) and (b). Close feet together on the last count.............4M

VII

Music B.

Girl turns left about so that R shoulder is toward partner. Extend R arms

sideward, hand of Girl on top of boy’s hand, L arms are raised overhead.

(a) Starting with the R foot, take sixteen walking steps forward moving half-way clockwise. Finish in partner’s place..............................................................................................4M

(b) Turn about and repeat (a) moving counter clockwis with the Boy following the Girl. Reverse position of hands. Finish in proper places..................................................................4M

VIII

Music B

Partners face each other.

(a) Step R forward and move arms to 2nd position (ct.1), raise L foot close to the R knee. Raise arms overhead and flip hands down (ct.2), cross turn right about in place. R arm up. Shake L hand obliquely sideward- downward (cts. 3,4; 1,2,3,4).........................................................2M

(b) Repeat (a) with the L foot. Reverse position of arms...................2M (c) Repeat (a) and (b)........................................................................4M

IX

Partners face each other.

(a) Take four walking steps to Girl’s place. Hands as in Figure VII (d)................................................................................1M

(b) Place R heel forward. Bend trunk forward and place R and L cheek close to that of partner alternately four

222

times (cts. 1,2,3,4). Fans are held close to waist........................1M

(c) Take four walking steps to the center...........................................1M (d) Repeat (b).....................................................................................1M (e) With fans held sideward-downward, palms down,

stamp R foot five times in place(cts. 1, and 2, and 3). Flip fans and strike the thighs with the fans (ct.and), Raise arm sideward, palm down (ct. 4).........................................1M

(f) Take four steps turning right in place, arms obliquely sideward-downward.......................................................................1M

(g) Repeat (e) and (f)..........................................................................2M (h) Take eight steps turning right. Finish facing front..........................2M

X

Music B

(a) Starting with the R foot, take four walking steps forward to meet partner at center, arms as in Figure I.........................................................1M

(b) Place R heel forward. Girl leans back with hands close to hips, palms facing front. Move head sideward left and right alternately four times. Boy taps R and L shoulder of the Girl with the fan held by the R

hand alternately four times (as if chopping) (cts. 1,2,3,4)..............1M

(c) Take four walking steps to Boy’s place. Boy moves backward while Girl moves forward. Arms as in (d)......................1M

(d) Repeat (c). This time the Girl does the choppy movement and the Boy, the head movement................................1M

(e) Take four walking steps to center. Boy moves forward while the Girl moves backward.........................................1M

(f) Repeat (e)......................................................................................1M (g) Stamp R foot five times in place (cts. 1, and 2,

and 3), raise R foot and hit the thighs with both fans (ct.and), flip fans outward (ct.4)............................................1M

(h) Three-step turn right in place (cts.1,2,3), close feet together (ct.4). arms down at sides, tips of fans facing sideward-outward........................................................1M

(i) Repeat (g) and (f)..........................................................................2M (j) Starting with the R foot, take four walking steps

(Boy moving forward, Girl moving backward). Arms in reverse “T” position, fans facing front (cts 1,2,3,4). Sway fans in a figure of eight for every count................1M

(k) Boy bends trunk forward while Girl leans backward. Move the heads (Boy to right side, Girl to left side) (ct.1), reverse the direction (ct.2), repeat the same (cts.3,4)..........................................................................................1M

223

(l) Repeat (j) and (k)...........................................................................2M

(m) Take four steps to face front, arms as in (f)...................................1M (n) Two steps to turn right in place and pause....................................1M

FINALE

(a) Step L sideward (cts. 1,2), step R across L in front, knees are slightly bent (cts. 3,4). Twist trunk to the right, R arm obliquely downward-sideward, L arm obliquely forward-upward shaking fans (cts.

1,2,3,4)..........................................................................................2M

Dancers sing as they perform the dance. The natives often repeat the dance as

many times as they like or until they are made to stop. The song goes this way:

Music A. Sua-ko; Sua-ko, yampa tia num

Sua-ko; Sua-ko, yampa tia num

Ah-Mag dahon pa unom unom

Ah-Mag dahon pa unom unom

Music B. Bang ma-ka tum-tum panon

Bang ma-ka tum-tum panon

Ah atay ko mag ka gomon

Ah atay ko mag ka gomon

Music C. Kan ka pilaran, cambia sara-ran

Di ka dua han, di ka imanan

Ah magpe-pin-tas, ha-la-man

Ah magpe-pin-tas, da koman

My little orange tree I had planted,

With its six lovely green leaves,

Reminds me of her,

Thus causing my heart to beat.

That loveliest beauty among the many,

That pretty one I cannot change,

Walking hurriedly along the street

Hand in hand with me-I

224

To that lovely beauty I lost my heart.

Source of Lyrics: Philippine National Dances

Mrs. Francisca Reyes Tolentino

Literal Translation of the Song by Lt. Alpad Arasad

Source of Lyrics: Philippine National Dances

Mrs. Francisca Reyes Tolentino

Literal Translation of the Song by Lt. Alpad Arasad

PANGALAY

Philippine Folk Dances Francisca Reyes Aquino

Entrance Starting with R foot, walk to center of the room. Both arms down at

sides palms down fingers together and pointed outward. Take 1 count for each step. 4M or 8M I Face audience

(a) Slide R foot forward with only toes touching the floor (ct. 1), put weight on same foot at the end of the slide (ct.2). Knees are slightly bent and turned outward. R hand in front at eye level, L hand down in rear, fingers together and hyper-extended. Turn R hand (from wrist) counterclockwise and turn L hand (from wrist) clockwise simultaneously. ……………..……….…….…. 1 M

(b) Repeat (a), seven more times, L and R foot alternately. Do the same hand movements, L and R alternately in front. ..…………… 7 M

(c) Repeat (a) and (b), moving backward to starting place. ..….……… 8M

II R shoulders towards audience.

(a) Repeat slide step foot movement as in figure I, R, and L alternately, eight times, moving clockwise. Arms in lateral position, turning hands as in figure I, right and left Sideward alternately every two counts……………………….……….. 8M

(b) Turn right about, repeat (a), moving backward to starting place. ……………………………….…………………….…….. 8M

225

III

Face audience. (a) Repeat slide-step movement as in figure I going obliquely

forward right, R and L alternately, eight times. Start with arms down at sides, palms facing front, finger tips pointing downward, raise arms gradually upward to head level (4cts.), turn wrist outward so that finger tips point upward, palms facing front, lower arms gradually downward to starting position (4cts.) Reverse position of arms every four counts. …………………………….……… 8M

(b) Turn right about. Repeat (a), going to starting place. ……..…………. 8M (c) Repeat (a) and (b), going obliquely forward left in (a) …….…..…….. 8M

IV

Face audience. (a) Starting with R foot, take eight steps turning right (clockwise)

in place (1 ct. for each step). Arms bent forward at shoulder level, four fingers together and hyper-extended, thumbs sticking up. Execute a figure of eight movement with the hands every two counts, gradually stretching the arms sideward at shoulder level. ……………………….……………... 4M

(b) Repeat (a), turning counterclockwise. Repeat same hand movement gradually bending elbows to forward bent position. ……………………………………………………….…… 4M

V Face audience

(a) Bend toes or R foot and slide forward the bent toes (ct.1), at the end of the slide straighten toes and put weight on same foot (ct.2). Raise hands in front at the eye level, R hand on top with palm facing the front, fingers together; L hand down, palm facing in (self)for two counts. …….……………… 1M

(b) Repeat (a), turning counterclockwise. Reverse position of the hands every two counts, L and R hand on top alternately, with palms facing self (when hand is down), and palms facing front (when hand is on top). The hand that goes down passes in front. ……..………………………..……...………………….. 7M

(c) Turn right about, repeat (a), going to starting place. …..…..……….. 8M

226

VI

R shoulder towards audience. (a) Execute eight parallel tortillier steps sideward right. Start with

toes pointing sideward first, taking one count for each movement. Arms in lateral position sideward right, palms facing out, finger tips pointing upward (ct.1), flex wrist upward so that finger tips point downward (ct.2).Reverse position of the finger tips every count (or every two counts if desired). ……………………………………………………..…….……. 4M

(b) Repeat (a), moving sideward left. Arms in lateral position, sideward left, doing same movements as in (a). ………..…………... 4M

(c) Face audience. Repeat (a) and (b). ………………....……………….. 8M

VII

R shoulder toward audience. (a) With knees slightly bent, execute shuffling steps forward, moving

clockwise (counting 1, and 2, and for every measure). Bend arms upward, elbows close to waist, hands about two inches over shoulders, palms down. Move fingers (except thumbs) up and down alternately every count. …………….……...…….…..… 8M

(b) Turn right about, repeat (a), moving counterclockwise..…….……… 8M

Saludo Face audience. Place right foot in front, bend body slightly forward, head bent forward, cross hands at wrists down in front, R hand over L, palms down. ……..……….. 2M

Tiklos

Philippine Folk Dances Francisca Reyes Aquino

I

Music A. Partners face front. Throughout this figure Girl holds her skirt, Boy places hands on waist.

(a) Starting with R foot, take two heel and toe change step forward. ……..4M (b) Execute change step sideward, R and L. ……………………………..….2M (c) Starting with R foot, take four steps backward to proper places……......4M

227

(d) Repeat all (a-d)..…………………….......…………………….……….8M II

Music B Partners face front. The same hand position as in figure I.

(a) Cut L backward (ct.1), cut R forward (ct.2). Repeat all (cts. 1,2) …….....2M (b) Take three gallop steps sideward right (cts.1, ah, 2, ah, 1, ah)

step right foot sideward(ct. 2) …………………………………………....….2M (c) Repeat (a), starting with R cut backward. …………………………….…...2M (d) Repeat (b), going sideward left. ……………………………….….…..……2M (e) Repeat all (a-d). ………………………………………………………………8M

III Music A Partners face each other. Throughout this figure clap hands in front of chest in this manner:

Clap three times (cts. 1, and 2,), clap twice (cts. 1, 2). Do this for 16 measures.

(a) Execute change step sideward, starting with R foot (cts. 1, and, 2) hop on R and raise LKnee in front swinging L foot obliquely right backward across R knee in froint (ct.1), hop on R and swing L foot obliquely left forward (ct.2). ………………………….………2M

(b) Repeat (a) starting with the L foot. …………………..………………..……2M (c) Execute a three step-turn right in place (cts. 1, and 2). Point L in

front (ct. 1), point the same foot close to R (ct. 2). ………………………..2M (d) Repeat (c), starting with L foot and turning left. ………………………......2M (e) Repeat all (a-d). ………………………………………………..……….…….8M

IV Music B Partners face each other. The same position of hands as in figure 1.

(a) Take two touch step in front (R , L). …………………………….………….2M (b) Jump to cross R in front of L (ct.1), jump to cross l in front of R

(ct. 2), jump to cross Rin front of L (ct.1) jump to close R to L (ct.2). ...………………………………………………………….2M

(c) Repeat (a) and (b), starting with L foot. ……………………..………...…...4M (d) Repeat all (a-c). ………………………………….........………...……..…….8M

228

SAKUTING

Philippine Folk Dances Francisca Reyes Aquino

Entrance

a. Partners walk side by side in rhythm with the music with Head Pair leading the group into formation. Finish facing partner. R arm bent in front holding stick upward; L hand holding stick placed behind the waist. ……………………………………………………... 16M

FIGURE I Music A. Partners face each other.

a. Head Pair: Face the set. Weave in and out of the set and continue until back to original places. Strike sticks R over L on ct. 1; L over R on ct. and; R over L on ct. 2. Strike starting L over on next measure. Pairs 2, 3 and 4 : perform 32 cut-step-step in place alternately starting with L…………………….…. 32M

FIGURE II Music B. Partners face each other.

a. Bend downward. Strike sticks 3x R and L, L over R, R over L. ………..2M Straighten trunk. Strike sticks in front and waist level 3x L over R, R over L and Lover R.

b. Waltz step R . Waltz L . Strike sticks 3x to a measure. ………….. 2M c. Leap R placing L heel in front (ct. 1) to be by L shoulders

with partner; hold position (cts. 2, 3). Strike L sticks with Partner (ct. 1); strike own sticks 2x (cts. 2, 3). …………………………. 1M

d. Leap on L and place R heel in front (ct. 1) to be in back to back position with partner; hold position (cts. 2, 3). Strike R sticks with partner (ct. 1); strike own sticks 2x (cts. 2, 3). .. 1M

e. Step R and place L in front (ct. 1) to be by L shoulders with partner (ct. 1); hold position (cts. 2, 3) Strike L sticks with partner (ct. 1); strike own sticks 2x (cts. 2, 3). …….…………………..1M

f. Waltz step to proper places. Strike own sticks R over L, L over R, R over L. …………………………………………………………….. 1M

g. Repeat (a) to (f) starting L and standing by L shoulders.

229

Start all strikes of sticks with L over R. ……………..………………….…….. 8M

h. Repeat all (a-g).. ……………………………………………..……………...….16M

FIGURE III Music C. Partners face each other.

a. 2 waltz steps R, L moving diagonally forward. Finish in one line with partner by L to L shoulders. Strike sticks 3x to a measure. ………………………………………..…………….…2M

b. Raise R leg in front (ct. 1); lower leg (cts. 2, 3) Strike own sticks under raised leg (ct.1); strike sticks R over

L and L over R (cts. 2, 3).….…………………………………………….……..1M

c. Face partner. Strike R sticks with partner (ct. 1); strike own sticks R over L and L over R (ct. 2, 3) ……………………………….…...1M

d. Raise L leg in front (ct. 1); lower leg (cts. 2, 3). Strike own sticks under (ct. 1); strike sticks R over L and L over R (cts. 2, 3). ………………………………………….……….…….1M

e. Face partner. Strike R sticks with partner (ct. 1); strike own sticks L over R and R over L (ct. 2, 3) ……………………………….…...1M

f. 2 waltz steps to proper places. Strike sticks 3x to a measure. …………………………………………………………………………. 2M

g. Repeat (a-f) starting L and standing by R to R shoulders with partner. …………………………………………………………. 8M

h. Repeat all (a-g). ……………….……………………………..…………………16M

FIGURE IV Music D. Partners face each other.

a. Repeat (a) of FIGURE I. Finish by moving 2 small steps to get close to partner at center on last 2 cts. Of M. …………………………. …………………...……………….2M

b. Waltz step R . Hold sticks parallel to each other; swing own sticks together from R side and strike both sticks with partner (ct.1); strike own sticks R

230

over L and L over R (cts. 2, 3). ………………………………………………… 1M

c. Waltz step L . Swing own sticks from the L side and strike partner’s sticks together (ct. 1); strike own sticks 2x (cts. 2, 3). …………………………………………………………1M

d. With a spring, step R placing the L heel in front to be in one line with partner at center by L shoulders; trunk erect (cts. 2, 3). Open arms at the sides without strining sticks (ct. 1); strike own sticks 2x with trunk erect (cts. 2, 3). ……………………………………..……..1M

e. Repet (d) of FIGURE II. …………………………………………………… …. 2M

f. Repeat (d) of this FIGURE stepping R . ……………………………………. 1M

g. Repeat (f) of FIGURE II starting with L and standing R shoulders. ………………………………………………………………...…...8M

h. Repeat all (a-g).

…………………………………………………....……..…….16M

FIGURE V

Music E. Partners face each other.

a. Repeat (a) of FIGURE III. ………………………………………………………….. 2M

b. Waltz turn R (2M) moving obliquely forward; finish facing each other in a single line at center. Strike sticks together 3x to a measure. ……………………………… ………….. 2M

c. Stand . Strike R stick once with partner (ct. 1); strike own sticks together 2x (cts. 2, 3). …………………………………………. 1M

d. 2 waltz steps to partner’s place; finish facing each other. Strike sticks together 3x to a measure. …………………………….. 2M

e. Repeat (a) to (d) and finish in proper places. Strike L sticks together with partner. …………………………………………………….. 8M

f. Repeat all (a-c). ……………………………………………………………………..16M

.

.

231

FIGURE VI

Music F. New formation Audience X 1 O X 2 O X 3 O X 4 O 6”

One set of dancers

Pairs 1 and 2 form a square; Pair 3 and 4 do the same.

All face the center of each square.

Simultaneous movements of Girls and Boys.

Girls:

a. 2 change steps to center and finish by R shoulders.

Strike own sticks together 3x to a measure; R over L,

L over R, R over L. ..........................................................................................

2M

b. 2 change steps R, L in place. Strike sticks together

with opposite (ct.1); strike own sticks 2x (cts. and, 2). ....................................

2M

Repeat movement.

c. Turn R about to be by L shoulders; repeat (b). ...............................................

2M

Boys: 8 change steps R, L alternately . ..........................................................

8M

d. Girls perform Boy’s Part while Boys perform Girls part. ..................................

8M

e. New Formtion:

Boy 1 to Face Girl 2 X 1 O Boy 3 to Face Girl 4 X 2 O Boy 2 to Face Girl 1 X 3 O Boy 4 to Face Girl 3 X 4 O

All repeat (a) to (d). ..........................................................................................

8M

f. All Face partners and repeat (a-d) with partnerts. ...........................................

8M

FIGURE VII

.

.

232

Music G. Partners face each other. All stand in place.

a. Bend trunk down. Strike own stick 3x to a measure on floor or close to the ground. ……………….…………………………………. 1M

b. Straighten trunk. Strike sticks in front at waist level. ……………………………1M

c. Raise sticks overhead. Strike sticks overhead. ………………………………… 1M

d. Place hands behind waist. Strike sticks from behind………………………….. 1M

e. Repeat (a-d) 3x more. ………………………………………………………..…….12M

f. Face about, away from partner and repeat all (a-e). ……………………………16M

FIGURE VIII

Music H. Circle formation facing clockwise.

a. 16 waltz steps Strike own sticks 3x to a measure. …………………………….. 16M

b. Turn R about to face and repeat (a) to finish in a double circle formation with Boys inside and Girl partners outside. ………………………………………………………… 16M

FIGURE VIII

Music H. Double circle formation with Boys and Girls outside. Girls hold their 2 sticks horizontally and parallel to each other; R stick at head level and L stick at chest level.

a. Boys face their partners while Girls hold their stick firmly in front. Boy- strike sticks across Girl’s sticks R hand up and L hand low 3x to a measure (cts. 1, and, 2). ………………………………………………………………………. 1M

b. Girl – 3 step turn R still holding sticks as in (a). …………………………… 1M Boy 3 step turn R moving to face the next Girl at his right.

c. Repeat (a). …………………………………………………………………………… 1M

.

.

233

d. Repeat (b). …………………………………………………………………………… 1M

e. Repeat movements (a) and (b); partners meet each other; exit. ………..…….12M

.

This activity aims to assess your mastery of the basic steps in folk dancing, its

step pattern and counting. Complete the following table by filling in the correct step pattern and counting of the given basic steps: Basic Step Step Pattern Number of Counts in a

Measure

Part II- WHAT TO PROCESS

Activity 14-Fill-Me-In

Were you able to understand the dance

literature? Can you interpret each step-

procedure correctly? If so,

congratulations! Just in case you have

difficulty interpreting the dance

literature, please feel free to ask your

teacher for clarification before going

to the next activity. Now, let us check

your understanding about the dance

literature that you have just studied.

Let us see if you can apply the

knowledge you learned through the next

activity.

234

Heel and toe polka Place heel, touch toe, step, close, step

Change Step 1, 2, 3

Slide-cut-hop 1,2,3

Touch Step Step (R),Point (L) -

Mincing 1,2.3

Sua-Sua Step 1, 2

Waltz turn Execute 2 waltz steps to make a turn

Cut-step-step Cut (displace)L with R foot

Gallop Step 1, 2

This activity aims to assess your mastery of the essential understanding by completing these unfinished statements. 1. I learned that________________________________________________________. 2. Folk dance costumes tell about the ______________________________________. 3. Folk dances differ in _______________ because ___________________________.

Activity 15: OPEN-ENDED STATEMENTS

Did you get a perfect score? If

so, well done! You may now

proceed to the next part which

will surely keep you engaged to a

more exciting activity. Goodluck!

Part III- WHAT TO REFLECT AND UNDERSTAND

235

4. ______________ can be a way to enhance an individual’s____________________. 5. I feel I am _____________________________________ in performing folk dances. 6. Folk dances are beneficial to one’s health because __________________________.

Self- Check:

Draw a checkmark in the appropriate line that corresponds to your answer.

To what extent did you…….

1. learn the dance steps? ___________to a great extent ___________to a moderate extent ___________to a lesser extent

2. execute correctly the dance step combinations? ____________to a great extent ____________to a moderate extent ____________to a lesser extent

3. memorize the dance? ____________to a great extent ____________to a moderate extent ____________to a lesser extent

4. express your emotions and feelings on the dance? ____________to a great extent ____________to a moderate extent ____________to lesser extent Self-check

In your activity notebook, copy the numbered statements and put a checkmark on the space before each number that best describe your performance.

___1. I enjoyed executing the dance steps. ___2. I danced gracefully. ___3. I followed the instructions given by the teacher. ___4. I cooperated well with the group. ___5. I performed the basic movements correctly. Reflection Write your answer to these questions in your activity notebook

236

1. Have you ever thought of expressing your feelings through the dance you performed in school? Explain.

2. Do you find dancing an effective way of expressing yourself? Justify.

In this phase, you will perform your folk dance to the class and it will be rated according to these criteria: Choreography and Artistry, execution, and Mastery of the steps.) Change criteria for Mastery, Performance, Staging.

Part IV- WHAT TO TRANSFER

Activity 16: CULTURAL SHOWCASE

You’re Great! Being able to reach this far is a

clear indication of your passion to learn. You

are now about to reach the most important

part of the lesson and that is to experience

performing the dance as a whole.

237

1. Go to the school gym for your culminating performance. If you don’t have a gym, set the classroom in a manner that can provide enough space for your performances.

2. Present your folk dance to the class (costume, props, accessories, and make-up are highly encouraged).

3. Assign somebody from your group to take charge of documenting your performance using video camera or any similar equipment or manner you preference.

4. Your teacher will sequence your performances drawing of lots. 5. Guest observers may be invited to witness the activity, including your parents,

friends or relatives. 6. Provide feedback on the performance of other groups.

1. This time come up with a creative documentary from participating in folk dancing. You may consider doing a portfolio, a narrative or a visual presentation of the experiences, insights and benefits you gained.

2. Invite one member of your family to the class and have him/her share his/her experiences as a folk dance performer when he/she was still young and how folk dancing created impact on family solidarity and wellness in his/her lifestyle.

Activity 17- CREATIVE DOCUMENTARY

Well done! You are now about

to reach the finish line. I know

how tired you must be.

However, there is one more

activity that you need to

accomplish before finishing

the race. This time let’s check

your creativity and artistry by

doing the next activity below.

I know that you can make it!

Carry on!

238

LEARNING GOAL- Promote folk dancing as a physical activity for the whole

family.

An activity becomes more meaningful when done and participated in by the

whole family. The support given upon watching and applauding a family member

LESSON VI

Wow! You did it well! Finishing all the

activities with flying colors is a clear

manifestation that you have learned all

the lessons pretty well. After this phase

what do you intend to do to enrich your

gained. Would’nt you like to share what

you learned to your friends, family

members or to your community? The next

activity will allow you to promote folk

dancing as a form of physical activity. It’s

a good journey after all!

239

boosts ones confidence and self esteem. It is also a good form of bonding for the

whole family watching together dance festivals in any various places in the country

or even just in theatres. Somehow, you’ll be learning different culture through folk

dances while spending leisure hours together. Furthermore, these activities promote

lifelong fitness and wellness for they are potent sources of exercise that could

develop grace, poise, and even help in maintaining good health for you and your

family members.

Suggested Activities: 1. Together with your family, you may join in a field demonstration during your

campus’ Foundation Day or in a stage performance/street dancing during your town fiesta.

2. You and your siblings can also join contests on Philippine folk dances. 3. Your family can go to theaters or museums to watch folk dance festivals and

presentations.

SUMMARY/SYNTHESIS/GENERALIZATION: Now that you are done reading this learning material, I’m pretty sure that you

are ready to face the challenges folk dancing brings in terms of its origin, historical background, dance steps and step patterns, dance interpretations and performance. You discovered that just like any other sports or a game, dancing is also a physical activity that can promote lifelong fitness and wellness. It is a good source of exercise that could help develop grace and poise. It can even help in maintaining good health as it highlights health-related skills such as cardio-vascular endurance, flexibility and strength. Surely, this module has enriched your mind to explore the wonders of folk dancing.

In lesson 1, you have learned the significance of the origins and locations of folk

dances by identifying the performers’ costumes and music. Here, you realized that just by merely looking at the costumes and props and listening to the music would tell you right away about the point of origin of a particular dance. You also learned the effects of acculturation brought about by the trade and settlement from our neighboring countries like China, Malaysia, Indonesia, Burma, Cambodia, Thailand and Japan.

Lesson 2 has provided activities that led you to understand rhythmic patterns of

selected regional and national dances with Asian influence particularly Binislakan, Sakuting, Sua-Ku-Sua, Pangalay and Tiklos. You discovered that rhythm plays an important role in the performance of the dance. Feeling the beat and rhythm of the music is a motivating factor for them to perform well.

Also Lesson 3 has provided you activities that inspired you to demonstrate and

master the basic steps of Binislakan, Tiklos, Sakuting, Sua-Ku-Sua and Pangalay. It enabled you to enhance your dancing skill and motivated you to show and share the

240

steps you’ve learned. Thus, you realized that mastering the basic dance steps could be used in the interpretation of the dance literature to a large extent.

Moreover, Lesson 4 has presented you ways and means to discover the

meaning of the gestures and hand movements in the performance of a particular dance. It enabled you to use your creativity in conveying proper emotions and gestures in different situations as found in the different settings needed in the given dances.

Meanwhile, Lesson 5 has provided you with insights that made you master and

understand the dance literature of Binislakan, Sakuting, Sua-Ku-Sua, Pangalay and Tiklos. Those insights enabled you to perform the dances appropriately and gracefully. In this part, you found out that the correct interpretation of the dance depends on the mastery and accuracy of your understanding of the elements of dance such as dance steps, step patterns and counting.

Finally, Lesson 6 gave you a better perspective on the importance of folk dancing

in relation to your family and community as it gave you opportunities to perform the given dances with your family members during town fiestas and school foundation days. It also gave you time to bond with your family members by watching culminating activities/cultural shows which gave you a chance to develop family solidarity as well as family wellness.

We hope that through this module, you have become more acquainted with the

significance of folk dances, and somehow you could use the knowledge you learned from this module not only during dance performances but also in maintaining a well and fit body and a sustainable life.

GLOSSARY OF TERMS Accent - emphasis on a beat, usually but not always, the first beat

of the measure Acculturation - a process in which members of one cultural group adopt the beliefs and behaviors of another group Culture - the totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought Dynamics - an interactive system or process, especially one involving competing or conflicting forces Folk dance - a form of dance developed by a group of people that reflects the traditional life of the people of a certain

country or region Folk dancing – a great exercise and a fun recreational activity for people of all ages Implements - a device used in the performance of a task Improvisation - created extemporaneously, without planning.

241

Intensity - in music, the loudness and softness of an accompaniment;

in fitness, the degree of vigor or the amount of effort expended during an activity Lifelong Fitness – the condition of being fit and healthy throughout life. Tempo - the rate of speed from fast to slow Traditions - a mode of thought or behavior followed by a group people

continuously from generation to generation; a custom or usage

Wellness - a way of life purposely designed to enjoy the highest level of

health and well-being possible, including nutrition, weight control, avoiding substance abuse, being physically fit

and leading an active life, controlling stress, developing good relationships with others, living with high values and

ethics, and attending to spirituality

References

BOOKS:

Hiyas Philippine Folk Dance Company: Barrio Fiesta Suite

Filipino Songs Atbp.: Philippine Folk Dance History

Campers Point: Philippine Dance

Philippine Folk Dances Volume 1 by Francisca Reyes Aquino

Philippine Folk Dances Volume 2 by Francisca Reyes Aquino

Philippine Folk Dances Volume 3 by Francisca Reyes Aquino

Philippine Folk Dances Volume 4 by Francisca Reyes Aquino

Philippine Folk Dances Volume 5 by Francisca Reyes Aquino

MAPEH for a Better You by Jocelyn V. Bautista, Ma. Rosario C. Franco, Josefino N. Carlos, Danilo S. Duyan, Emilio S. Jacinto, Jr. Rosanna A Diana, Alvenia P. Palu-ay, Hazel P. Copiaco and Gloria M. Gacoscosim.

MAPEH II by Vilma V. Perez, Lilian N. Luna and Crisanto E. Tomas

A Classical Collection of Philippine Golk Dances, Series 4,

Ramon Obusan for the Sua-Ku-Sua Dance Literature Sayaw Dances of Philippine Islands-Philippine Folk Dance Society Vol.

1,2 and 4. 2010 New Secondary Education Curriculum Teaching Guide

ON-LINE SOURCES

242

The History of Filipino Folk Dance | How.com http://www.ehow.com/about_6558571_history-filipino-folk-dance.html#ixzz27RKkEfja November 28, 2012

The History of Filipino Folk Dance | eHow.com http://www.ehow.com/about_6558571_history-filipino-folk-dance.html#ixzz27RK6wqx1 November 28, 2012

The History of Filipino Folk Dance | eHow.com http://www.ehow.com/about_6558571_history-filipino-folk-dance.html#ixzz27RKzSk8d November 28, 2012

http://wiki.answers.com/Q/What_is_sua_sua_folk_dance#ixzz27XedpW18 November 28, 2012

http://www.bangkokcompanies.com/Dance/philipinnesdance1.jpg

.bp.blogspot.com/_LgNn7UyFJLc/SvPQXKIpG4I/AAAAAAAAB3A/djYNO26rbPk/s400/leyte+dance+Theatre.jpg November 28, 2012

http://1.bp.blogspot.com/-tcDLOUN0BlI/TbYivw6NsAI/AAAAAAAAACE/MFbsNavnvNo/s1600/singkil.jpg November 28, 2012

http://home.allgameshome.com/results.php?s=philippine+folk+dance&category=images&start=1 November 28, 2012

http://www.youtube.com/watch?v=8QApCK1lTrU November 28, 2012

www.kalilayan.com November 28, 2012

http://images.search.yahoo.com/search/images;_ylt=A0PDoX5F909Qah8A0iSJzbkF?p=pangalay%20dance&fr=yfp-t-521-s&ei=utf-8&n=30&x=wrt&fr2=sg-gac&sado=1 November 28, 2012

asukacaramel.deviantart.com November 28, 2012

www.pinoyexchange.com November 28, 2012

http://www.flickr.com/photos/14280206@N03/ November 28, 2012

www.fiestafilipina.org November 28, 2012

www.panoramio.com November 28, 2012

www.playle.com November 28, 2012

archives.pia.gov.ph November 28, 2012

Pangalaydance.com/the-pangalay-dance-style-of-the-philippine-an-intangible-cultural-heritage November 28, 2012

243