9

PHYSICAL EDUCATION
Second Quarter

LEARNING ACTIVTIY SHEETS

 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY

COPYRIGHT PAGE
PHYSICAL EDUCATION
Learning Activity Sheets
(Grade 9)

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

“No copy of this material shall subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit.”

This material has been developed for the implementation of K to 12 Curriculum through the Curriculum
and Learning Management Division (CLMD). It can be reproduced for educational purposes and the
source must be acknowledged. Derivatives of the work including creating an edited version, an
enhancement of supplementary work are permitted provided all original works are acknowledged and
the copyright is attributed. No work may be derived from this material for commercial purposes and
profit.
Consultants:
Regional Director : ESTELA L. CARIÑO EdD, CESO IV, DepEd R02
Assistant Regional Director : RHODA T. RAZON EdD, CESO V, DepEd R02
Schools Division Superintendent : FLORDELIZA C. GECOBE PhD, CESO VI, SDO Quirino
Asst. Schools Division Superintendent : MARY JULIE A. TRUS PhD, SDO Quirino
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG PhD, DepEd R02
Chief Education Supervisor, CID : JORGE G. SADDUL, SR.

Development Team
Writer: JOHN MARK P. MANGANTULAO, Teacher III, Maddela Comprehensive HS
Content Editor: SEPHTRELYN A. LIBAN, Master Teacher I, Sta. Ana Fishery National HS
lDAISY M. DORAL, Master Teacher II, Aglipay West Central School
Language Editor: SHERLY C. CAINGUITAN PhD, Education Program Supervisor - English, SDO Quirino
FE G. BUCCAHAN PhD, Education Program Supervisor -Filipino, SDO Quirino
Illustrators: SHERWIN B. SALAS, Teacher III, TIC San Martin Inegrated School
JOEY B. DAGDAG, Teacher III, Saguday National High School
RENIEL IAN GACAYAN, Teacher III, Quirino General High School
Layout Artists: JOHN MARK P. MANGANTULAO, Teacher III, Maddela Comprehensive HS
Focal Persons: DENIS M. AGBAYANI, Education Program Supervisor–MAPEH, CLMD, DepEd R02
RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, CLMD, DepEd R02
RODANTE L. NADAL PhD, Education Program Supervisor–MAPEH, SDO Quirino

Printed by: Curriculum and Learning Management Division

DepEd, Carig Sur, Tuguegarao City

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: (078) 304-3855; (078) 396-9728
Email Address: [email protected] Website: region2.deped.gov.ph
Doc Code: FM-ORD-009 Rev: 00
As of: 07-02-2018 Page: 2
 Table of Contents
Page
Compentency
number
Executes the skills involved in the dance ..................... 1 - 70

1
NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Quarter 2 – MELC 1
Executes the skills involved in the dance

2
NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Name of Learner: _________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

SOCIAL DANCES AND DANCE MIXERS

Background Information for Learners

Fitness is a universal concern. Whatever endeavors we are in, whatever activities we
do, our fitness should always be considered if we are to perform them effectively and
efficiently. Fitness is not just for athletes, sportsmen and Physical Education teachers and
fitness instructors. It is also a concern of students, parents, and other members of the
community. If we are to become strong and productive members of our community, we must
address the very basic requirement of such goal, the sustaining base of any endeavor we
undertake, fitness.

Learning Competency with code

Executes the skills involved in the dance (PE9RD-IIb-h-4) (WEEK 1)

Directions/Instructions:

Hello, learner! It is time for you to accomplish the following activities. If any of the
tasks seem unclear to you, do not hesitate to approach, or contact your teacher. You may start
now. Good luck and enjoy!

3
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 1: HR LOG: Below is an HR log, a template that allows you to self-assess and
report your heart rate before and after you perform a physical activity, the time you spent, and
your Rate of Perceived Exertion (RPE) of the physical activities you do in a daily basis. Reflect
on the physical activities you did today and fill in the needed data in the given template.

Name: _____________________________________________________________________

Time HR HR
Day Date Activity RPE Signature
Spent (Pre) (Post)

Note: Accomplish your HR Log before and after your scheduled daily activities with the
assistance of a family member.
Friendly Reminder: Make sure that you are physically healthy/fit before doing the activity.
Monitor the time spent during the duration of the activity.
Remember:
HR (pre) -your heart rate before doing the activity (count your heart rate in 10 seconds then
multiply the counted heart rate by 6.) HR (post) -your heart rate after doing the activity (count
your heart rate in 10 seconds then multiply the counted heart rate by 6.)

4
NOTE: Practice Personal Hygiene protocols at all times.
The RPE scale is used to measure the intensity of your exercise.

ACTIVITY 2A: MY DAILY WARM-UP: Perform the basic warm-up exercises 2A and
2B. Do this with extra care and record the result in your HR Log Day 1.

1. Neck Rotation- 16 counts 2. Shoulder Rotation – 16 counts

3. Arm Circling- 16 counts 4. Hip Rotation- 16 counts

5
NOTE: Practice Personal Hygiene protocols at all times.
5.Knee Rotation-16 counts 6. Ankle Circling- 16 counts

7. High Knee work out- 16 counts 8. Standing Side Bend- 16 counts

ACTIVITY 2B: MY DAILY WARM -UP (PART II)

Preparatory Movements Counting
a. Clap your hands upward 8 counts
b. Clap your hands downward 8 counts
c. Repeat a & b 16 counts
d. March in place starting with your R foot 16 counts
e. Walk starting with your R foot moving forward, hands on waist 8 counts
f. Repeat e moving backward starting with your R foot 8 counts
g. Jumping Jacks 16 counts
h. Inhale/ Exhale (do it slowly) 4 counts

After the warm-up exercises, use the following rating scale to assess your performance:
I- I can perform the exercises by myself
O- I can perform the exercises with other’s help
W- I will just wait for my next PE class

ACTIVITY 3: SOCIAL DANCING PARTICIPATION QUESTIONNAIRE. Put a check

mark (/) on the column that best describes your participation in the activities below.

6
NOTE: Practice Personal Hygiene protocols at all times.
 SOCIAL DANCING ACTIVITIES ALWAYS SELDOM NEVER
1. I actively participate in social dancing activities
in my community
2. I am a member of the grand cotillion dance
performed in a friend’s debut/social gathering.
3. I wear proper attire in social dancing activities.
4. I am confident in performing social dances in and
outside the school.
5. I insist on doing a dance combination that my
partner could not follow.
6. I do not follow the lead of my partner because I
have my own style of dancing.
7. I dance vigorously whenever I participate in
social dancing activities.
8. I recognize the advantages of my engagement in
social dancing activities to my fitness and well-
being.
9. I share my social dancing skills with my friends,
family, and community.
10. I enjoy participating in social dancing activities.

A scale is provided for you which helps you make meaning of the responses you have
indicated in the survey-questionnaire.

Number of Responses Relative Interpretation

1-3 Is inactive in social dancing activities
4-6 Moderately active in social dancing activities
7-10 Highly active in social dancing activities

Based on your interpretation of your responses to the survey-questionnaire, what does

this reveal about your fitness and community involvement? Express your answer in 3-5
sentences.

7
NOTE: Practice Personal Hygiene protocols at all times.
Rubric for scoring

Score
a. Content (10 pts.)
- Clearly states the result of the survey and gave possible
interventions.
b. Organization (10 pts.)
-Very informative and organize.

c. Writing Conventions (10 pts.)

-No spelling, grammar, and punctuation errors.
TOTAL

Closure/Reflection

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

References for learners

BOOK
• Physical Education and Health – Grade 9
Learner’s Material
Department of Education

8
NOTE: Practice Personal Hygiene protocols at all times.
Answer Key

Activity 1. Answer may vary.

Activity 3. Answer may vary.

Prepared by:

JOHN MARK P. MANGANTULAO

Writer

9
NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Quarter 2 – MELC 1
Executes the skills involved in the dance

10
NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Name of Learner: _________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

SOCIAL DANCES AND DANCE MIXERS

Background Information for Learners

Fitness is a universal concern. Whatever endeavors we are in, whatever activities we
do, our fitness should always be considered if we are to perform them effectively and
efficiently. Fitness is not just for athletes, sportsmen and Physical Education teachers and
fitness instructors. It is also a concern of students, parents, and other members of the
community. If we are to become strong and productive members of our community, we must
address the very basic requirement of such goal, the sustaining base of any endeavor we
undertake, fitness.
Dance etiquette is a set of guidelines that help you navigate the social dimensions of
dancing. Why do you care about dance etiquette? Because it is essential for you to maximize
how to go about the process of social dancing and have a happy dancing experience.

Learning Competency with code

Executes the skills involved in the dance (PE9RD-IIb-h-4) (WEEK 2)

Directions/Instructions:

Hello, learner! It is time for you to accomplish the following activities. If any of the
tasks seem unclear to you, do not hesitate to approach, or contact your teacher. You may start
now. Good luck and enjoy!

11
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 1A: MY DAILY WARM-UP: Perform the basic warm-up exercises 2A and
2B. Do this with extra care and record the result in your HR Log Day 2.

1. Neck Rotation- 16 counts 2. Shoulder Rotation – 16 counts

3. Arm Circling- 16 counts 4. Hip Rotation- 16 counts

5.Knee Rotation-16 counts 6. Ankle Circling- 16 counts

7. High Knee work out- 16 counts 8. Standing Side Bend- 16 counts

12
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 1B: MY DAILY WARM -UP (PART II)
Preparatory Movements Counting
a. Clap your hands upward 8 counts
b. Clap your hands downward 8 counts
c. Repeat a & b 16 counts
d. March in place starting with your R foot 16 counts
e. Walk starting with your R foot moving forward, hands on waist 8 counts
f. Repeat e moving backward starting with your R foot 8 counts
g. Jumping Jacks 16 counts
h. Inhale/ Exhale (do it slowly) 4 counts

After the warm-up exercises, use the following rating scale to assess your performance:
I- I can perform the exercises by myself
O- I can perform the exercises with other’s help
W- I will just wait for my next PE class

ACTIVITY 2: SALUNDIWA. The following terms below are associated with the lesson.
Select one which is most familiar to you. Using the circle, write the term you selected at the
center. Draw as many lines as the connections you can give about the term outside the circle.
At the end of each line, write a word that describes your experience, description, or anything
you can say about the term you chose. Organize your thoughts and connect the words you came
up with to describe the term you have selected.

A. Social Dancing
B. Ballroom Dancing
C. Cottillion/Rigodon de Honor
D. Dancesport (Competitive Ballroom Dancing)

13
NOTE: Practice Personal Hygiene protocols at all times.
Processing Questions:

1. What are social dances? ballroom dances? dance mixers? dancesport?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How are they different from each other? related to each other?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Rubric for scoring

Score
a. Content (10 pts.)
- Answers are clearly stated and gave supporting details.
Answers are direct to the point.
b. Organization (10 pts.)
- Very Informative and well organized.
c. Writing Conventions (10 pts.)
-No spelling, grammar, and punctuation error.
TOTAL

ACTIVITY 3: PICTURE ANALYSIS: In three to five sentences, write your thoughts about
the following pictures. Write your answer on the space provided for you.
___________________________________________
1 ___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

14
NOTE: Practice Personal Hygiene protocols at all times.
 ___________________________________________
2 ___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

___________________________________________
3 ___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

Rubric for scoring

Criteria Score
A. Content (10 pts.)
-Answers clearly describe the pictures. Stated 3 -5 sentences
and supported by examples.
B. Organization (10 pts.)
-Answers are informative and well organized.
C. Grammar Usage & Mechanics (10 pts.)
-Virtually no spelling, punctuation, and grammar errors.
TOTAL

15
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 4: SHORT COMPOSITION. Answer the following questions about dance
etiquette briefly but substantially. Write your answer on the space provided.

1. What happens if there is no decency and respect in a ballroom social dancing activity?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.

2. How should learners behave and perform in a certain social dancing activity?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.

3. Why should learners care about dance etiquette?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.

Rubric for scoring

Criteria Score
A. Content (10 pts.)
-Answers are complete and direct to the point. Ideas
are clearly stated, explained, and supported by
examples.
B. Organization (10 pts.)
- Answers are informative and well organized.
C. Grammar Usage & Mechanics (10 pts.)
-Virtually no spelling, punctuation, and grammar
errors.
TOTAL

16
NOTE: Practice Personal Hygiene protocols at all times.
Closure/Reflection

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

References for learners

BOOK
• Physical Education and Health – Grade 9
Learner’s Material
Department of Education

17
NOTE: Practice Personal Hygiene protocols at all times.
Answer Key

Activity 2. Answer may vary.

Activity 3. Answer may vary.
Activity 4. Answer may vary.

Prepared by:

JOHN MARK P. MANGANTULAO

Writer

18
NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Quarter 2 – MELC 1
Executes the skills involved in the dance

19
NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Name of Learner: _________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

SOCIAL DANCES AND DANCE MIXERS

Background Information for Learners

Fitness is a universal concern. Whatever endeavors we are in, whatever activities we
do, our fitness should always be considered if we are to perform them effectively and
efficiently. Fitness is not just for athletes, sportsmen and Physical Education teachers and
fitness instructors. It is also a concern of students, parents, and other members of the
community. If we are to become strong and productive members of our community, we must
address the very basic requirement of such goal, the sustaining base of any endeavor we
undertake, fitness.
Dance etiquette is a set of guidelines that help you navigate the social dimensions of
dancing. Why do you care about dance etiquette? Because it is essential for you to maximize
how to go about the process of social dancing and have a happy dancing experience.

WHAT TO WEAR
Dancing has its own culture. In social dances and dance mixers, the more formal the dance, the
more formal the outfit.
ATTIRES GENTLEMEN LADIES
Tailcoat, Tuxedo Coat,
Ball Gown, Evening Gown,
Regular Coat, Bow Tie or
Formal Dinner Gown, Cocktail
Regular Necktie, Black
Gown
Trouser
Dress Shirt and Tie, Vest or Dinner Dresses, Flowing
Semi-Formal
Sweater that shows the Tie Pants
Dressy Casual Solid Color T-shirts, Anything that displays a
(Practices, Workshops, Turtleneck, Polo Shirt, conservative, toned-down
Dance Lessons) Cotton Slacks appearance
Button-up shirt, Solid T- Sexy Outfits and Long Slit
shirt, Turtleneck, Dress skirts, Low Necklines and
Latin
Slacks, Bright Colorful Exposed Midriffs are
Outfits are Accepted Popular

DON’Ts IN TERMS OF OUTFITS and DANCE SHOES:

❖ Do not wear sneaker or any shoe with rubber or spongy sole. They can stick to the dance
floor during turns and spins that may cause knee and ankle injuries. Always wear dance
shoes.

20
NOTE: Practice Personal Hygiene protocols at all times.
 ❖ Avoid sleeveless shirts and strapped dresses. It is not pleasant to have your partner
touch your damp skin.
❖ Avoid shaggy, baggy, low armpit upper shirt. Partner’s hand may get caught in the
baggy sleeves.
❖ Avoid accessories like big rings, watches, brooches, loose/long necklaces, and big belt
buckles. They can be dangerous. They can catch in partner’s clothing, causing scratches
and bruises.
❖ Long hair should be put up or tied in a ponytail. It is difficult to get into closed dance
positions when the lady has long flowing hair. They might get caught in partner’s hands
or may even hit your partner’s face.

PERSONAL GROOMING
BEFORE THE DANCE DURING THE DANCE
❖ Shower and use a deodorant ❖ Check your grooming periodically
❖ Brush your teeth and use ❖ Freshen up and towel off periodically
mouthwash/breath mint in the bathroom
❖ Abstain from foods that produce ❖ Carrying an extra shirt is advisable
strong odor for men in case they need to change
❖ Do not smoke, it causes foul mouth
and clothing odor

NO-FAULT DANCING
❖ Never blame a partner for missed execution of figures
❖ Dance to the level of your partner
❖ The show must go on, say “sorry” to your partner if something went wrong

DEMEANOR
❖ Be personable, smile and make eye contact with partner.
❖ Project a positive image on the dance floor even if it is not your personal style.

21
NOTE: Practice Personal Hygiene protocols at all times.
 ❖ Dance at the level of your partner
❖ If you do not know the dance, be honest, refuse promptly if asked to dance.
❖ No teaching on the dance floor. It may insult your partner
❖ Do not cut other dancers off.

Learning Competency with code

Executes the skills involved in the dance (PE9RD-IIb-h-4) (WEEK 3)

Directions/Instructions:

Hello, learner! It is time for you to accomplish the following activities. If any of the
tasks seem unclear to you, do not hesitate to approach, or contact your teacher. You may start
now. Good luck and enjoy!

22
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 1A: MY DAILY WARM-UP: Perform the basic warm-up exercises 2A and
2B. Do this with extra care and record the result in your HR Log Day 3.

1. Neck Rotation- 16 counts 2. Shoulder Rotation – 16 counts

3. Arm Circling- 16 counts 4. Hip Rotation- 16 counts

5.Knee Rotation-16 counts 6. Ankle Circling- 16 counts

7. High Knee work out- 16 counts 8. Standing Side Bend- 16 counts

23
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 1B: MY DAILY WARM -UP (PART II)
Preparatory Movements Counting
a. Clap your hands upward 8 counts
b. Clap your hands downward 8 counts
c. Repeat a & b 16 counts
d. March in place starting with your R foot 16 counts
e. Walk starting with your R foot moving forward, hands on waist 8 counts
f. Repeat e moving backward starting with your R foot 8 counts
g. Jumping Jacks 16 counts
h. Inhale/ Exhale (do it slowly) 4 counts

After the warm-up exercises, use the following rating scale to assess your performance:
I- I can perform the exercises by myself
O- I can perform the exercises with other’s help
W- I will just wait for my next PE class

ACTIVITY 2: DANCE ETIQUETTE. Using the diagram below fill in the different
factors to consider in dance.

ACTIVITY 3: SHORT COMPOSITION. Answer the following questions about dance

etiquette briefly but substantially. Write your answer on the space provided.

1. What happens if there is no decency and respect in a ballroom social dancing activity?
_____________________________________________________________________
_____________________________________________________________________

24
NOTE: Practice Personal Hygiene protocols at all times.
 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.

2. How should learners behave and perform in a certain social dancing activity?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.

3. Why should learners care about dance etiquette?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.

Rubric for scoring

Criteria Score
A. Content (10 pts.)
-Answers are complete. Ideas are direct to point and
can clearly understand.
B. Organization (10 pts.)
- Answers are informative and well organized.
C. Grammar Usage & Mechanics (10 pts.)
-Virtually no spelling, punctuation, and grammar
errors.
TOTAL

25
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 4: SNAPSHOT. Analyze the picture below. Write your reaction if the given
pictures below show the different factors to consider in dance etiquette. Write your answer on
the space provided.
___________________________________________
1 ___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

___________________________________________
2 ___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

___________________________________________
3 ___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

26
NOTE: Practice Personal Hygiene protocols at all times.
Rubric for scoring
Criteria Score
A. Content (10 pts.)
-Answers clearly states the factors in dance etiquette
in each picture.
B. Organization (10 pts.)
-Answers are well informative and well organized.
C. Grammar Usage & Mechanics (10 pts.)
-Virtually no spelling, punctuation, and grammar
errors.
TOTAL

Closure/Reflection

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

References for learners

BOOK
• Physical Education and Health – Grade 9
Learner’s Material
Department of Education

27
NOTE: Practice Personal Hygiene protocols at all times.
Answer Key

Activity 2.

Activity 3. Answer may vary.

Activity 4. Answer may vary.

Prepared by:

JOHN MARK P. MANGANTULAO

Writer

28
NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Quarter 2 – MELC 1
Executes the skills involved in the dance

29
NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Name of Learner: _________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

SOCIAL DANCES AND DANCE MIXERS

Background Information for Learners

Fitness is a universal concern. Whatever endeavors we are in, whatever activities we
do, our fitness should always be considered if we are to perform them effectively and
efficiently. Fitness is not just for athletes, sportsmen and Physical Education teachers and
fitness instructors. It is also a concern of students, parents, and other members of the
community. If we are to become strong and productive members of our community, we must
address the very basic requirement of such goal, the sustaining base of any endeavor we
undertake, fitness.
Dance etiquette is a set of guidelines that help you navigate the social dimensions of
dancing. Why do you care about dance etiquette? Because it is essential for you to maximize
how to go about the process of social dancing and have a happy dancing experience.

WHAT TO WEAR
Dancing has its own culture. In social dances and dance mixers, the more formal the dance, the
more formal the outfit.
ATTIRES GENTLEMEN LADIES
Tailcoat, Tuxedo Coat,
Ball Gown, Evening Gown,
Regular Coat, Bow Tie or
Formal Dinner Gown, Cocktail
Regular Necktie, Black
Gown
Trouser
Dress Shirt and Tie, Vest or Dinner Dresses, Flowing
Semi-Formal
Sweater that shows the Tie Pants
Dressy Casual Solid Color T-shirts, Anything that displays a
(Practices, Workshops, Turtleneck, Polo Shirt, conservative, toned-down
Dance Lessons) Cotton Slacks appearance
Button-up shirt, Solid T- Sexy Outfits and Long Slit
shirt, Turtleneck, Dress skirts, Low Necklines and
Latin
Slacks, Bright Colorful Exposed Midriffs are
Outfits are Accepted Popular

DON’Ts IN TERMS OF OUTFITS and DANCE SHOES:

❖ Do not wear sneaker or any shoe with rubber or spongy sole. They can stick to the dance
floor during turns and spins that may cause knee and ankle injuries. Always wear dance
shoes.

30
NOTE: Practice Personal Hygiene protocols at all times.
 ❖ Avoid sleeveless shirts and strapped dresses. It is not pleasant to have your partner
touch your damp skin.
❖ Avoid shaggy, baggy, low armpit upper shirt. Partner’s hand may get caught in the
baggy sleeves.
❖ Avoid accessories like big rings, watches, brooches, loose/long necklaces, and big belt
buckles. They can be dangerous. They can catch in partner’s clothing, causing scratches
and bruises.
❖ Long hair should be put up or tied in a ponytail. It is difficult to get into closed dance
positions when the lady has long flowing hair. They might get caught in partner’s hands
or may even hit your partner’s face.

PERSONAL GROOMING
BEFORE THE DANCE DURING THE DANCE
❖ Shower and use a deodorant ❖ Check your grooming periodically
❖ Brush your teeth and use ❖ Freshen up and towel off periodically
mouthwash/breath mint in the bathroom
❖ Abstain from foods that produce ❖ Carrying an extra shirt is advisable
strong odor for men in case they need to change
❖ Do not smoke, it causes foul mouth
and clothing odor

NO-FAULT DANCING
❖ Never blame a partner for missed execution of figures
❖ Dance to the level of your partner
❖ The show must go on, say “sorry” to your partner if something went wrong

DEMEANOR
❖ Be personable, smile and make eye contact with partner.
❖ Project a positive image on the dance floor even if it is not your personal style.

31
NOTE: Practice Personal Hygiene protocols at all times.
 ❖ Dance at the level of your partner
❖ If you do not know the dance, be honest, refuse promptly if asked to dance.
❖ No teaching on the dance floor. It may insult your partner
❖ Do not cut other dancers off.

Learning Competency with code

Executes the skills involved in the dance (PE9RD-IIb-h-4) (WEEK 4)

Directions/Instructions:

Hello, learner! It is time for you to accomplish the following activities. If any of the
tasks seem unclear to you, do not hesitate to approach, or contact your teacher. You may start
now. Good luck and enjoy!

32
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 1A: MY DAILY WARM-UP: Perform the basic warm-up exercises 2A and
2B. Do this with extra care and record the result in your HR Log Day 4.

1. Neck Rotation- 16 counts 2. Shoulder Rotation – 16 counts

3. Arm Circling- 16 counts 4. Hip Rotation- 16 counts

5.Knee Rotation-16 counts 6. Ankle Circling- 16 counts

7. High Knee work out- 16 counts 8. Standing Side Bend- 16 counts

33
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 1B: MY DAILY WARM -UP (PART II)
Preparatory Movements Counting
a. Clap your hands upward 8 counts
b. Clap your hands downward 8 counts
c. Repeat a & b 16 counts
d. March in place starting with your R foot 16 counts
e. Walk starting with your R foot moving forward, hands on waist 8 counts
f. Repeat e moving backward starting with your R foot 8 counts
g. Jumping Jacks 16 counts
h. Inhale/ Exhale (do it slowly) 4 counts

After the warm-up exercises, use the following rating scale to assess your performance:
I- I can perform the exercises by myself
O- I can perform the exercises with other’s help
W- I will just wait for my next PE class

ACTIVITY 2: THE BOTTOMLINE. Interview any member of your family to answer the
following questions about dance. Write your answer on the space provided.
1. Is there any dress code during your time?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
2. What to say when someone asks you to dance? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
3. Why would a guy ask you to dance?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
4. In dance etiquette, how should one escort their partner to the dance floor?
_____________________________________________________________________
_____________________________________________________________________

34
NOTE: Practice Personal Hygiene protocols at all times.
 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
5. In dance etiquette, should someone turn down an invitation to dance? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.

Rubric for scoring

Criteria Score
A. Content (10 pts.)
-Answers are comprehensive. Answers are clearly
stated and supported by examples.
B. Organization (10 pts.)
-Answers are informative and organized.
C. Grammar Usage & Mechanics (10 pts.)
-Virtually no spelling, punctuation, and grammar
errors.
TOTAL

ACTIVITY 3: ON THE DANCE FLOOR. Using the diagram below, write the correct
manner of a dancer on a dance floor following the dance etiquette.

35
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ACTIVITY 4: COLLAGE MAKING. Create a collage showing the importance of following
the factors to consider in dance etiquette. Use the space below for your collage.

Rubric for scoring

CREATIVITY Picture Used DESIGN CRAFTMANSHIP TOTAL

(40) (30) (15) (15)
(100)
All the pictures used All the pictures Pictures are cut to Pictures are precisely
in the collage reflect used shows the an appropriate size, cut and well glued
creativity in their following the shape and are down. Images covers
display. Student factors to arranged neatly. the entire page leaving
utilizes numerous consider in dance Looks professional no white space
images, textures, and etiquette and could be showing.
design elements. displayed with
confidence.

36
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Closure/Reflection

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

References for learners

BOOK
• Physical Education and Health – Grade 9
Learner’s Material
Department of Education

37
NOTE: Practice Personal Hygiene protocols at all times.
Answer Key

Activity 2. Answer may vary.

Activity 3.

Activity 4. Answer may vary.

Prepared by:

JOHN MARK P. MANGANTULAO

Writer

38
NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Quarter 2 – MELC 1
Executes the skills involved in the dance

39
NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Name of Learner: _________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

SOCIAL DANCES AND DANCE MIXERS

Background Information for Learners

Fitness is a universal concern. Whatever endeavors we are in, whatever activities we
do, our fitness should always be considered if we are to perform them effectively and
efficiently. Fitness is not just for athletes, sportsmen and Physical Education teachers and
fitness instructors. It is also a concern of students, parents, and other members of the
community. If we are to become strong and productive members of our community, we must
address the very basic requirement of such goal, the sustaining base of any endeavor we
undertake, fitness.

BMI = W (weight in kilogram)

H2 (height in meter2)
BMI classifications:
• Below 18.5 Underweight
• 18.5 - 24.9 Normal
• 25 - 29.9 Overweight
• 30 and Above Obese

Learning Competency with code

Executes the skills involved in the dance (PE9RD-IIb-h-4) (WEEK 5)

Directions/Instructions:

Hello, learner! It is time for you to accomplish the following activities. If any of the
tasks seem unclear to you, do not hesitate to approach, or contact your teacher. You may start
now. Good luck and enjoy!

40
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 1A: MY DAILY WARM-UP: Perform the basic warm-up exercises 2A and
2B. Do this with extra care and record the result in your HR Log Day 5.

1. Neck Rotation- 16 counts 2. Shoulder Rotation – 16 counts

3. Arm Circling- 16 counts 4. Hip Rotation- 16 counts

5.Knee Rotation-16 counts 6. Ankle Circling- 16 counts

7. High Knee work out- 16 counts 8. Standing Side Bend- 16 counts

41
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 1B: MY DAILY WARM -UP (PART II)
Preparatory Movements Counting
a. Clap your hands upward 8 counts
b. Clap your hands downward 8 counts
c. Repeat a & b 16 counts
d. March in place starting with your R foot 16 counts
e. Walk starting with your R foot moving forward, hands on waist 8 counts
f. Repeat e moving backward starting with your R foot 8 counts
g. Jumping Jacks 16 counts
h. Inhale/ Exhale (do it slowly) 4 counts

After the warm-up exercises, use the following rating scale to assess your performance:
I- I can perform the exercises by myself
O- I can perform the exercises with other’s help
W- I will just wait for my next PE class

ACTIVITY 2: BENEFITS OF DANCING. Using the diagram below, write the possible
physical and mental benefits of dance.

Benefits of Dancing

Physical Benefits Mental Benefits

42
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 3: FITNESS TRIANGLE. Study the fitness triangle below. The two base corners
indicate the contribution of social dancing and dance mixers to their fitness. All they need to
do is to enumerate such fitness benefits they can think of and write them inside the fitness
triangle.

ACTIVITY 4: WATCH YOUR WEIGHT! In this activity you will figure out if your weight,
relative to your height, is normal or not through the Body Mass Index (BMI). After finding
whether or not you have a normal BMI, you will be provided with inputs on physical activities
suggested through the Physical Activity Pyramid to maintain or improve your weight at the
same time be oriented with the right kinds and amount of food to eat through the Philippine
Food Pyramid and/or My Food Plate.

Come up with your BMI computation using the following formula:

BMI = W (weight in kilogram)

H2 (height in meter2)
BMI classifications:
• Below 18.5 Underweight
• 18.5 - 24.9 Normal

43
NOTE: Practice Personal Hygiene protocols at all times.
 • 25 - 29.9 Overweight
• 30 and Above Obese

Use the box for below for your solution

My BMI Classification

Processing Questions:

1. Whatever the result of your BMI computation and classification is, do you still have to
engage in physical activities such as social dancing and performing dance mixers?
Why? Why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. In terms of the nutritional aspect of dancing, what are the right foods for you to eat to
maintain or improve an ideal body weight? (Refer to the chart provided)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

44
NOTE: Practice Personal Hygiene protocols at all times.
Rubric for scoring

Criteria Score
A. Content (10 pts.)
-Answers are comprehensive, direct to the point, and
well explained.
B. Organization (10 pts.)
-Answers are well thought-out.
C. Grammar Usage & Mechanics (10 pts.)
-Virtually no spelling, punctuation, and grammar
errors.
TOTAL

Closure/Reflection

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

References for learners

BOOK
• Physical Education and Health – Grade 9
Learner’s Material
Department of Education

45
NOTE: Practice Personal Hygiene protocols at all times.
Answer Key

Activity 2. Answer may vary.

Activity 3.
Social Dancing Dance Mixers
Improves your physical health and fitness Allow dancers to meet new partners
Keeps your mind sharp and improves reflexes Allow beginners to dance with more advanced
dancers.
Combats stress and improves self-confidence
Widens your social circle
Improves your social interactions and can help
conquer shyness
Helps make or enhance a romantic connection
Gives you the means of artistic self-expression
Provides a new cultural experience
Makes you better-looking

Activity 4. Answer may vary.

Prepared by:

JOHN MARK P. MANGANTULAO

Writer

46
NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Quarter 2 – MELC 1
Executes the skills involved in the dance

47
NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Name of Learner: _________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

SOCIAL DANCES AND DANCE MIXERS

Background Information for Learners

Social dances and dance mixers are dances intended primarily to get to know other
people in attendance to a certain social function. They are also called ballroom dances. They
are usually performed in pairs, male and female, but may also be performed in groups. Social
dances are classified into two major classifications namely the Latin American Dances and the
Modern Standard Dances. Social Dances are communal dances performed in social gatherings
in any given space. They are synonymously referred to as ballroom dances, but the former is
performed in balls or formal social functions.
Latin American Dances include the salsa, mambo, meringue, swing, cha-cha-cha,
rumba, samba, jive, boogie, and paso doble. They are called Latin American dances because
most of them are from the Latin-American countries. While the Modern Standard Dances
include the slow waltz, tango, Viennese waltz, foxtrot, and quickstep. Latin dances distinguish
themselves by the costumes worn by performers. They are somewhat revealing, tight-fitting,
sexy yet sophisticated in nature. They are also distinguished by the nature of the movements.
They are freer and can be performed in close or open hold. Standard dances on the other hand,
wear formal, ankle-length gowns for females and coat-and-tie for males. Most of the time,
movements in these are restricted to close ballroom position with partner.
Social or ballroom dances are different from dancesport because the latter is freer in
nature and are primarily intended to widen one’s social horizon, for recreation, and fitness. The
former is performed in competitions and are referred to as competitive ballroom dancing. The
required athleticism has established rules of different levels of difficulty and is limited to five
dances per category only. They are the cha-cha-cha, rumba, samba, paso doble and jive for the
Latin category and slow waltz, tango, Viennese waltz, foxtrot, and quickstep for the standard
category.
The origin of dances in both the Latin American and Modern Standard groups might
also help in understanding the nature and background of social dances and dance mixers. Below
is where each of the dances enumerated came from:
LATIN MODERN PLACE OF
PLACE OF RIGIN
DANCES STANDARD ORIGIN
Cha-cha-cha Cuba Slow Waltz Austria
Rumba Cuba Tango Argentina
Samba Brazil Viennese Walt z Vienna
Paso Doble Spain Quickstep USA
Jive/ Boogie USA Foxtrot USA
Swing USA
Merengue Dominican Republic
Salsa Cuba
Mambo Cuba

48
NOTE: Practice Personal Hygiene protocols at all times.
 Dance mixers, on the other hand, are social dances which allow group of performers to
change partners periodically while dancing to allow chance to get to know other members of
the performing group. Its primary function is to maximize the social dimensions of dancing.
There are specific dance mixers that are performed in social events, but ballroom or social
dance can be converted into dance mixers by expanding it from a pair-dancing to group dancing
activity with exchange of partners periodically while dancing.

Learning Competency with code

Executes the skills involved in the dance (PE9RD-IIb-h-4) (WEEK 6)

Directions/Instructions:

Hello, learner! It is time for you to accomplish the following activities. If any of the
tasks seem unclear to you, do not hesitate to approach, or contact your teacher. You may start
now. Good luck and enjoy!

49
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 1A: MY DAILY WARM-UP: Perform the basic warm-up exercises 2A and
2B. Do this with extra care and record the result in your HR Log Day 6.

1. Neck Rotation- 16 counts 2. Shoulder Rotation – 16 counts

3. Arm Circling- 16 counts 4. Hip Rotation- 16 counts

5.Knee Rotation-16 counts 6. Ankle Circling- 16 counts

7. High Knee work out- 16 counts 8. Standing Side Bend- 16 counts

50
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 1B: MY DAILY WARM -UP (PART II)
Preparatory Movements Counting
a. Clap your hands upward 8 counts
b. Clap your hands downward 8 counts
c. Repeat a & b 16 counts
d. March in place starting with your R foot 16 counts
e. Walk starting with your R foot moving forward, hands on waist 8 counts
f. Repeat e moving backward starting with your R foot 8 counts
g. Jumping Jacks 16 counts
h. Inhale/ Exhale (do it slowly) 4 counts

After the warm-up exercises, use the following rating scale to assess your performance:
I- I can perform the exercises by myself
O- I can perform the exercises with other’s help
W- I will just wait for my next PE class

ACTIVITY 2A: MY TARGET HEART RATE. Determine your Target Heart Rate (THR)
range by following the steps below. Write your answer on the blanks.

Step 1: Find your PMHR in beats per minute by subtracting their age from 220:
❖ 220 - 15 = 205 (PMHR of a 15-year-old individual)
❖ 220 - _____ (your age) = __________

STEP 2: They will need to work out their lowest Target Heart Rate that they need to aim
for during exercise by multiplying their PMHR by 60% (or .6):
❖ 205 x .6 = 123 beats/minute (Lowest THR of 15-year-old individual)
❖ ______ x .6 = ________ beats/minute (Your Lowest THR)

STEP 3: Lastly, learners need to work out for their Highest Target Heart Rate that they
can aim for during exercise by multiplying their PMHR by 80% (or .8):
❖ 205 x .8 = 164 beats/minute (Highest THR of 15-year-old individual)
❖ ______ x .8= ________ beats/minute (Your Highest THR)

ACTIVITY 2B: YOU COMPLETE ME! Complete the table below by computing the
predicted maximum heart rate, lowest target heart rate, and highest target heart rate of the
following. Write your answer on the space provided.

AGE PREDICTED LOWEST TARGET HIGHEST TARGET

MAXIMUM HEART HEART RATE HEART RATE
RATE
16 y/o
17 y/o
18 y/o
19 y/o
20 y/o
21 y/o
22 y/o

51
NOTE: Practice Personal Hygiene protocols at all times.
 23 y/o
24 y/o
25 y/o

ACTIVITY 3A: SENTENCE COMPLETION. Fill in the blanks with the correct word that
will complete each statement. Write your answer on the blanks.

Social dances and dance mixers are dances intended primarily (1)
_____________________________ in attendance to a certain social function. They are also
called (2) _____________________________. They are usually performed in (3)
_____________________________, male and female, but may also be performed in (4)
_____________________________. Social dances are classified into two major classifications
namely the (5) _____________________________and (6)
_____________________________.

ACTIVITY 3B: FILL IN THE TABLE. Fill in the table with the correct information. Write
your answer on the space provided.

LATIN PLACE OF MODERN PLACE OF

DANCES ORIGIN STANDARD ORIGIN

Cha-cha-cha Slow Waltz

Rumba Tango

Samba Viennese Walt z

Paso Doble Quickstep

Jive/ Boogie Foxtrot

Swing
Merengue
Salsa

Mambo

ACTIVITY 4: COMPARISON CHART. Compare Latin dances to Modern Standard dances

in terms of movements and costumes. Write your answer on the space provided.

MOVEMENTS

LATIN DANCES MODERN STANDARD DANCES

52
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 COSTUME

LATIN DANCES MODERN STANDARD DANCES

Closure/Reflection

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

References for learners

BOOK
• Physical Education and Health – Grade 9
Learner’s Material
Department of Education

53
NOTE: Practice Personal Hygiene protocols at all times.
Answer Key
Activity 2A. Answer may vary.
Activity 2B.

Activity 3A.
1. To get to know other people
2. Ballroom dances
3. Pairs
4. Groups
5. Latin American Dances
6. Modern Standard Dances
Activity 3B.
MODERN PLACE OF
LATIN DANCES PLACE OF RIGIN
STANDARD ORIGIN
Cha-cha-cha Cuba Slow Waltz Austria
Rumba Cuba Tango Argentina
Samba Brazil Viennese Walt z Vienna
Paso Doble Spain Quickstep USA
Jive/ Boogie USA Foxtrot USA
Swing USA
Merengue Dominican Republic
Salsa Cuba
Mambo Cuba

Activity 4.
Movements Costume
❖ Latin Dances ❖ Latin Dances
Freer and can be performed in close or open Somewhat revealing, tight-fitting, sexy yet
hold. sophisticated in nature.
❖ Modern Standard Dances ❖ Modern Standard Dances
Restricted to close ballroom position with Wear formal, ankle-length gowns for
partner. females and coat-and-tie for males.

Prepared by:

JOHN MARK P. MANGANTULAO

Writer

54
NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Quarter 2 – MELC 1
Executes the skills involved in the dance

55
NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Name of Learner: _________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

SOCIAL DANCES AND DANCE MIXERS

Background Information for Learners

Social dances and dance mixers are dances intended primarily to get to know other
people in attendance to a certain social function. They are also called ballroom dances. They
are usually performed in pairs, male and female, but may also be performed in groups. Social
dances are classified into two major classifications namely the Latin American Dances and the
Modern Standard Dances. Social Dances are communal dances performed in social gatherings
in any given space. They are synonymously referred to as ballroom dances, but the former is
performed in balls or formal social functions.

Cha – cha – cha

Cha Cha originated in Cuba and evolved from a slow version of Mambo called “Triple
Mambo” or Mambo with guiro rhythm. This musical rhythm inspired dancers to dance a hip
syncopation to the forward and back breaks of a mambo which late evolved to a triple step.
Mambo evolved from a fusion of danzon, son and American jazz. Danzon has its
origins from Europe (chamber music) and African/Haitian drum rhythms. Enrique Jorrin, a
Cuban Violinist created the first cha cha song in 1948. He named it after the shuffling sound
the dancers shoes made when they dance to this type of music.
In 1952, an English dance teacher Pierre Lavelle visited Cuba and saw dancers dancing
this triple step to slow rumba and mambo music. On his return to Britain, he taught this as a
separate dance, and it has since evolved to Ballroom Cha Cha.
Cha Cha was introduced to the US in 1954 which replaced mambo as the latest dance
craze. After its introduction to the US, the traditional violins and flutes were exchanged with
big band instruments such as trumpets, trombones, and saxophones.

Dance Characteristics
Cha Cha is a lively, fun, cheeky and playful dance. It is a non-progressive dance that
emphasizes Cuban motion, distinguished by the chasses (cha-cha-cha) typically danced during
the 4&1 counts of the music. Cuban motion in Cha Cha is more staccato than Rumba to reflect
the music with emphasis on count 1. The Cha Cha frame is a typical Rhythm frame.

Basic Name of Step Step Pattern Counting

Weight Transfer
1 R-Bw, L-Fw 1, 2
(Rock Step)
2 R Chasse Fw R-Fw, L-C to R, R-Fw 1 and 2

56
NOTE: Practice Personal Hygiene protocols at all times.
 Weight Transfer
3 L-Fw, R-Bw 1, 2
(Rock Step)
4 L Chasse Bw L- Bw, B-C to L, L-Bw 1 and 2
L-Fw (Pivot Halfway Turn R), R-Fw
5 Alemana Turn (Pivot Halfway Turn R) leading to a 1, 2
Chasse L Bw
Step L across R in Front, Step R in 1, 2, 1 and 2
6 New York (L over R) Place, Chasse L Sw, Step R over L in
1, 2, 1 and 2
Front, Chasse R Sw
Step R across L in Front, Step L in 1, 2, 1 and 2
7 New York (R over L) Place, Chasse R Sw, Step L over R
1, 2, 1 and 2
in Front, Chasse L Sw
Same with Alemana Turn but done
8 Spot Turn 1, 2
Sw-leading to a chasse Bw

Learning Competency with code

Executes the skills involved in the dance (PE9RD-IIb-h-4) (WEEK 7)

Directions/Instructions:

Hello, learner! It is time for you to accomplish the following activities. If any of the
tasks seem unclear to you, do not hesitate to approach, or contact your teacher. You may start
now. Good luck and enjoy!

57
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 1A: MY DAILY WARM-UP: Perform the basic warm-up exercises 2A and
2B. Do this with extra care and record the result in your HR Log Day 7.

1. Neck Rotation- 16 counts 2. Shoulder Rotation – 16 counts

3. Arm Circling- 16 counts 4. Hip Rotation- 16 counts

5.Knee Rotation-16 counts 6. Ankle Circling- 16 counts

7. High Knee work out- 16 counts 8. Standing Side Bend- 16 counts

58
NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 1B: MY DAILY WARM -UP (PART II)
Preparatory Movements Counting
a. Clap your hands upward 8 counts
b. Clap your hands downward 8 counts
c. Repeat a & b 16 counts
d. March in place starting with your R foot 16 counts
e. Walk starting with your R foot moving forward, hands on waist 8 counts
f. Repeat e moving backward starting with your R foot 8 counts
g. Jumping Jacks 16 counts
h. Inhale/ Exhale (do it slowly) 4 counts

After the warm-up exercises, use the following rating scale to assess your performance:
I- I can perform the exercises by myself
O- I can perform the exercises with other’s help
W- I will just wait for my next PE class

ACTIVITY 2A: IDENTIFICATION. Identify what is being asked. Write your answer on the
space provided in each number.

______________________1. When was cha cha first introduced in USA?

______________________2. Who created the first cha cha song?

______________________3. When was first cha cha song created?

______________________4. Who taught the triple step to slow rumba and mambo music in
Britain?

______________________5. It is a dance originated in Cuba.

______________________6. Cha Cha evolved from a slow version of Mambo called _______.

ACTIVITY 2B: TABLE COMPLETION. Complete the table below with the correct
information. Write your answer on the space provided.

Basic Name of Step Step Pattern Counting

Weight Transfer
1
(Rock Step)
2 R-Fw, L-C to R, R-Fw
3 1, 2
4 L Chasse Bw 1 and 2
L-Fw (Pivot Halfway Turn R), R-Fw
5 (Pivot Halfway Turn R) leading to a
Chasse L Bw

59
NOTE: Practice Personal Hygiene protocols at all times.
 6 New York (L over R)
Step R across L in Front, Step L in
7 Place, Chasse R Sw, Step L over R
in Front, Chasse L Sw
Same with Alemana Turn but done
8
Sw-leading to a chasse Bw

ACTIVITY 3: LET’S DO THE CHA – CHA – CHA. Perform with mastery the basic steps
and combinations in cha-cha-cha. Choose from any of the given basic combinations below for
your individual performance. You may ask assistance from any of your family member in
performing.

Basic Name of Step Step Pattern Counting

Weight Transfer
1 R-Bw, L-Fw 1, 2
(Rock Step)
2 R Chasse Fw R-Fw, L-C to R, R-Fw 1 and 2
Weight Transfer
3 L-Fw, R-Bw 1, 2
(Rock Step)
4 L Chasse Bw L- Bw, B-C to L, L-Bw 1 and 2
L-Fw (Pivot Halfway Turn R), R-Fw
5 Alemana Turn (Pivot Halfway Turn R) leading to a 1, 2
Chasse L Bw
Step L across R in Front, Step R in 1, 2, 1 and 2
6 New York (L over R) Place, Chasse L Sw, Step R over L in
1, 2, 1 and 2
Front, Chasse R Sw
Step R across L in Front, Step L in 1, 2, 1 and 2
7 New York (R over L) Place, Chasse R Sw, Step L over R
1, 2, 1 and 2
in Front, Chasse L Sw
Same with Alemana Turn but done
8 Spot Turn 1, 2
Sw-leading to a chasse Bw

Legend:
L – Left Foot Fw – Forward
R – Right Foot Bw – Backward
C – Close Step

Basic Combinations:
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
1, 2, 5, 2

60
NOTE: Practice Personal Hygiene protocols at all times.
Rubric for scoring

Indicators of Performance O VS S NI P
5 4 3 2 1
Performs the step patterns correctly with mastery.
Performs the step patterns correctly, with mastery and proper
counting.
Displays grace while doing the movements.
Fosters respect and courtesy towards partner and activity.

Indicators of Proficiency:
O - Outstanding Performs without any assistance from anybody yet with mastery
VS - Very Satisfactory Performs without any assistance from anybody but with minimal
errors
S - Satisfactory Performs with little assistance from teacher and/or classmates and with
minimal errors
NI - Needs Improvement Performs with little assistance from teacher and/or classmates
and
with many errors
P - Poor Shows no interest in coping up with the challenges in the activities given

ACTIVITY 4: LET’S DO THE CHA – CHA – CHA. Perform with mastery the basic steps
and combinations in cha-cha-cha. Choose from any of the given basic combinations below for
your performance. Minimum of 2 steps and maximum of 4 steps. (Record your performance
and submit it to your teacher.)

Basic Name of Step Step Pattern Counting

Weight Transfer
1 R-Bw, L-Fw 1, 2
(Rock Step)
2 R Chasse Fw R-Fw, L-C to R, R-Fw 1 and 2
Weight Transfer
3 L-Fw, R-Bw 1, 2
(Rock Step)
4 L Chasse Bw L- Bw, B-C to L, L-Bw 1 and 2
L-Fw (Pivot Halfway Turn R), R-Fw
5 Alemana Turn (Pivot Halfway Turn R) leading to a 1, 2
Chasse L Bw
Step L across R in Front, Step R in 1, 2, 1 and 2
6 New York (L over R) Place, Chasse L Sw, Step R over L in
1, 2, 1 and 2
Front, Chasse R Sw
Step R across L in Front, Step L in 1, 2, 1 and 2
7 New York (R over L) Place, Chasse R Sw, Step L over R
1, 2, 1 and 2
in Front, Chasse L Sw
Same with Alemana Turn but done
8 Spot Turn 1, 2
Sw-leading to a chasse Bw

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Legend:
L – Left Foot Fw – Forward
R – Right Foot Bw – Backward
C – Close Step

Basic Combinations:
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
1, 2, 5, 2

Rubric for scoring

Indicators of Performance O VS S NI P
5 4 3 2 1
Performs the step patterns correctly with mastery.
Performs the step patterns correctly, with mastery and proper
counting.
Displays grace while doing the movements.
Fosters respect and courtesy towards partner and activity.

Closure/Reflection

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

References for learners

BOOK
• Physical Education and Health – Grade 9
Learner’s Material
Department of Education

WEBSITE
• http://www.ballroomdanceacademy.com/the-dances/descriptions-of-dances/cha-cha/

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Answer Key
Activity 2A:
1. 1954
2. Enrique Jorrin
3. 1948
4. Pierre Lavelle
5. Cha Cha
6. “Triple Mambo”

Activity 2B:

Basic Name of Step Step Pattern Counting

Weight Transfer
1 R-Bw, L-Fw 1, 2
(Rock Step)
2 R Chasse Fw R-Fw, L-C to R, R-Fw 1 and 2
Weight Transfer
3 L-Fw, R-Bw 1, 2
(Rock Step)
4 L Chasse Bw L- Bw, B-C to L, L-Bw 1 and 2
L-Fw (Pivot Halfway Turn R), R-Fw
5 Alemana Turn (Pivot Halfway Turn R) leading to a 1, 2
Chasse L Bw
Step L across R in Front, Step R in Place, 1, 2, 1 and 2
6 New York (L over R) Chasse L Sw, Step R over L in Front,
1, 2, 1 and 2
Chasse R Sw
Step R across L in Front, Step L in Place, 1, 2, 1 and 2
7 New York (R over L) Chasse R Sw, Step L over R in Front,
1, 2, 1 and 2
Chasse L Sw
Same with Alemana Turn but done Sw-
8 Spot Turn 1, 2
leading to a chasse Bw

Prepared by:

JOHN MARK P. MANGANTULAO

Writer

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NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Quarter 2 – MELC 1
Executes the skills involved in the dance

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NOTE: Practice Personal Hygiene protocols at all times.
 PHYSICAL EDUCATION 9
Name of Learner: _________________________________ Grade Level: _____
Section: _________________________________________ Date: ____________

LEARNING ACTIVITY SHEET

SOCIAL DANCES AND DANCE MIXERS

Background Information for Learners

Social dances and dance mixers are dances intended primarily to get to know other
people in attendance to a certain social function. They are also called ballroom dances. They
are usually performed in pairs, male and female, but may also be performed in groups. Social
dances are classified into two major classifications namely the Latin American Dances and the
Modern Standard Dances. Social Dances are communal dances performed in social gatherings
in any given space. They are synonymously referred to as ballroom dances, but the former is
performed in balls or formal social functions.

Waltz
History of ballroom dance is filled with important dances and moments when new styles
totally transformed dancing fashion and enabled total transformation of the popular dance
culture. One of the most influential dances that managed to do just that is waltz, that was first
danced in location of modern Germany and Austria between 13th and 18th century, before
managing to reach modern ballrooms where it revolutionized dance fashion and becoming one
of the most popular dances on planet Earth.
The original form of Waltz was first used by 13th century peasants in Germany, who
devised rolling folk dance that was quite different from all court dances that were popular in
that time. Their folk dance filled with rolls, glides and turns was received well, and by 1500s
it reached Volta where it was adapted with styles of other local dances. By the end of 16th
century people of Vienna embraced Waltz and morphed it into dance called Weller, and France
used form called Nizzarda.

Basic Name of Step Step Pattern Counting

1 L Close Change L-Fw (with the heel), R-Sw (with the 1, 2, 3
(Forward) toes), L-C to R (with the toes of both
feet together and down)
2 R Close Change R-Bw (with the heel), L-Sw (with the 1, 2, 3
(Backward) toes), R-C to L (with the toes of both
feet together and down)
3 3 Step Turn R-Sw, R-C to L (Pivoting halfway 1, 2, 3
R), R-in place (Pivoting R halfway 1, 2, 3
R), L-Sw, R-C to L, L in place
4 Natural Turn Male: 1, 2, 3
R-Fw (with the heel), L-Fw (with a 1, 2, 3
quarter turn R, on toes), R-C to L

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 (Movements are (feet then down), L-Sw (with the
done simultaneously) heel), R-quarter Bw R (with the
toes), L-C to R (feet together and
down)
5 Reverse Turn Male: 1, 2, 3
(Movements are L-Fw (with the heel), R-Fw (with a 1, 2, 3
done simultaneously) quarter turn Bw L on toes), L-C to R 1, 2, 3
(feet down), R-Sw (with the heel), L- 1, 2, 3
quarter Bw L (with the toes), R-C to
L (feet together and down)
Female:
R-Bw (with the heel), L-Bw (with a
quarter turn Bw L on toes), R-C to L
(feet down), L-Sw (with the heel), R-
quarter Bw L (with the toes), L-C to
R (feet together and down)

Learning Competency with code

Executes the skills involved in the dance (PE9RD-IIb-h-4) (WEEK 8)

Directions/Instructions:

Hello, learner! It is time for you to accomplish the following activities. If any of the
tasks seem unclear to you, do not hesitate to approach, or contact your teacher. You may start
now. Good luck and enjoy!

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ACTIVITY 1A: MY DAILY WARM-UP: Perform the basic warm-up exercises 2A and
2B. Do this with extra care and record the result in your HR Log Day 8.

1. Neck Rotation- 16 counts 2. Shoulder Rotation – 16 counts

3. Arm Circling- 16 counts 4. Hip Rotation- 16 counts

5.Knee Rotation-16 counts 6. Ankle Circling- 16 counts

7. High Knee work out- 16 counts 8. Standing Side Bend- 16 counts

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ACTIVITY 1B: MY DAILY WARM -UP (PART II)
Preparatory Movements Counting
a. Clap your hands upward 8 counts
b. Clap your hands downward 8 counts
c. Repeat a & b 16 counts
d. March in place starting with your R foot 16 counts
e. Walk starting with your R foot moving forward, hands on waist 8 counts
f. Repeat e moving backward starting with your R foot 8 counts
g. Jumping Jacks 16 counts
h. Inhale/ Exhale (do it slowly) 4 counts

After the warm-up exercises, use the following rating scale to assess your performance:
I- I can perform the exercises by myself
O- I can perform the exercises with other’s help
W- I will just wait for my next PE class

ACTIVITY 2: LET’S DO THE WALTZ. Perform with mastery the basic steps and
combinations in waltz. Choose from any of the given basic combinations below for your
individual performance. You may ask assistance from any of your family member in
performing.

Basic Name of Step Step Pattern Counting

1 L Close Change L-Fw (with the heel), R-Sw (with the 1, 2, 3
(Forward) toes), L-C to R (with the toes of both
feet together and down)
2 R Close Change R-Bw (with the heel), L-Sw (with 1, 2, 3
(Backward) the toes), R-C to L (with the toes of
both feet together and down)
3 3 Step Turn R-Sw, R-C to L (Pivoting halfway 1, 2, 3
R), R-in place (Pivoting R halfway 1, 2, 3
R), L-Sw, R-C to L, L in place
4 Natural Turn Male: 1, 2, 3
(Movements are R-Fw (with the heel), L-Fw (with a 1, 2, 3
done simultaneously) quarter turn R, on toes), R-C to L
(feet then down), L-Sw (with the
heel), R-quarter Bw R (with the
toes), L-C to R (feet together and
down)
5 Reverse Turn Male: 1, 2, 3
(Movements are L-Fw (with the heel), R-Fw (with a 1, 2, 3
done simultaneously) quarter turn Bw L on toes), L-C to R 1, 2, 3
(feet down), R-Sw (with the heel), L- 1, 2, 3
quarter Bw L (with the toes), R-C to
L (feet together and down)
Female:

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 R-Bw (with the heel), L-Bw (with a
quarter turn Bw L on toes), R-C to L
(feet down), L-Sw (with the heel), R-
quarter Bw L (with the toes), L-C to
R (feet together and down)

Legend:
L – Left Foot Fw – Forward
R – Right Foot Bw – Backward
C – Close Step Sw – Sideward

Male Female
Combinations
(Start with L Fw) (Start with R Bw)
Box waltz 1, 2 (3x) 2, 1 (3x)
1, 2 (Raising L arm as the 3 (Raising L arm while
3 Step Turn
female turns) turning R about)
Box waltz 1, 2 (3x) 2, 1 (3x)
1, 2 (Raising L arm as the 3 (Raising L arm while
3 Step Turn
female turns) turning R about)
Reverse Turn 5 5
Reverse Turn 5 5
box waltz 1, 2 (3x) 2, 1 (3x)
1, 2 (Raising L arm as the 3 (Raising L arm while
3 Step Turn
female turns) turning R about)

Rubric for scoring

Indicators of Performance O VS S NI P
5 4 3 2 1
Performs the step patterns correctly with mastery.
Performs the step patterns correctly, with mastery and proper
counting.
Displays grace while doing the movements.
Fosters respect and courtesy towards partner and activity.

Indicators of Proficiency:
O - Outstanding Performs without any assistance from anybody yet with mastery
VS - Very Satisfactory Performs without any assistance from anybody but with minimal
errors
S - Satisfactory Performs with little assistance from teacher and/or classmates and with
minimal errors
NI - Needs Improvement Performs with little assistance from teacher and/or classmates
and
with many errors
P - Poor Shows no interest in coping up with the challenges in the activities given

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NOTE: Practice Personal Hygiene protocols at all times.
ACTIVITY 3: LET’S DO THE WALTZ. Perform with mastery the basic steps and
combinations in waltz. Choose from any of the given basic combinations below for your
performance. Minimum of 2 steps and maximum of 4 steps. (Record your performance and
submit it to your teacher.)

Basic Name of Step Step Pattern Counting

1 L Close Change L-Fw (with the heel), R-Sw (with the 1, 2, 3
(Forward) toes), L-C to R (with the toes of both
feet together and down)
2 R Close Change R-Bw (with the heel), L-Sw (with the 1, 2, 3
(Backward) toes), R-C to L (with the toes of both
feet together and down)
3 3 Step Turn R-Sw, R-C to L (Pivoting halfway 1, 2, 3
R), R-in place (Pivoting R halfway 1, 2, 3
R), L-Sw, R-C to L, L in place
4 Natural Turn Male: 1, 2, 3
(Movements are R-Fw (with the heel), L-Fw (with a 1, 2, 3
done simultaneously) quarter turn R, on toes), R-C to L
(feet then down), L-Sw (with the
heel), R-quarter Bw R (with the
toes), L-C to R (feet together and
down)
5 Reverse Turn Male: 1, 2, 3
(Movements are L-Fw (with the heel), R-Fw (with a 1, 2, 3
done simultaneously) quarter turn Bw L on toes), L-C to R 1, 2, 3
(feet down), R-Sw (with the heel), L- 1, 2, 3
quarter Bw L (with the toes), R-C to
L (feet together and down)
Female:
R-Bw (with the heel), L-Bw (with a
quarter turn Bw L on toes), R-C to L
(feet down), L-Sw (with the heel), R-
quarter Bw L (with the toes), L-C to
R (feet together and down)

Legend:
L – Left Foot Fw – Forward
R – Right Foot Bw – Backward
C – Close Step Sw – Sideward

Male Female
Combinations
(Start with L Fw) (Start with R Bw)
Box waltz 1, 2 (3x) 2, 1 (3x)
1, 2 (Raising L arm as the 3 (Raising L arm while
3 Step Turn
female turns) turning R about)
Box waltz 1, 2 (3x) 2, 1 (3x)

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 1, 2 (Raising L arm as the 3 (Raising L arm while
3 Step Turn
female turns) turning R about)
Reverse Turn 5 5
Reverse Turn 5 5
box waltz 1, 2 (3x) 2, 1 (3x)
1, 2 (Raising L arm as the 3 (Raising L arm while
3 Step Turn
female turns) turning R about)

Rubric for scoring

Indicators of Performance O VS S NI P
5 4 3 2 1
Performs the step patterns correctly with mastery.
Performs the step patterns correctly, with mastery and proper
counting.
Displays grace while doing the movements.
Fosters respect and courtesy towards partner and activity.

Closure/Reflection

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

References for learners

BOOK
• Physical Education and Health – Grade 9
Learner’s Material
Department of Education

WEBSITE
• http://www.dancefacts.net/dance-history/waltz-history/

Prepared by:

JOHN MARK P. MANGANTULAO

Writer

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NOTE: Practice Personal Hygiene protocols at all times.