Respect Others

A SEMI DETAILED LESSON PLAN
In
MAPEH
K – 12 LEARNING STANDARDS
 RYTHM AND DANCE
PEACEBUILDING COMPETENCY
 RESPECT FOR OTHERS - is the acceptance of each other's differences, opinions,
decisions and needs.
BEHAVIORAL INDICATORS
 KNOWLEDGE
The students are able to recognize the importance of individual differences in the
activity.
 SKILLS
The students are able to differentiate what is respecting others or not during the
activity.
 AFFECTIVE
Students are able to appreciate the value of accepting others' opinion, insights and
needs during the activity.
I OBJECTIVES:
1. The students are able to identify the classifications of dance etiquette in social
dancing considering individual differences among the student participants.
2. The students are able to perform the various classifications of dance etiquette with
respect to individual needs and differences.
3. The students are able to appreciate the value of respecting individual differences
in dance etiquette of various classifications.
II. SUBJECT MATTER:
TOPIC: Etiquette in Social Dancing

MATERIALS: Speaker and Laptop
RESOURCES: Learner’s Material Physical Education and Health (Grade 9) 2015 Edition
III. PROCEDURES:
A. Preliminary Activities:
o Classroom Management
o Prayer
o Greetings
o Checking of attendance
B. Review of Past Lesson:
o Ask the students about their previous lesson. (Process student’s response for 1
minute)
C. Motivation Activity
“May I Have this Dance?”
1. Let the students position the chairs around the hall or floor
2. Ask male students to sit on one side of the hall, while female on the opposite side.
3. Play any social dancing music. As the music plays, ask learners to find a partner
and dance with the music. (if the number of males will not cater the number of
females and vice versa, then they can have a female to female or male to male
pair)
4. Remind the male participants to be considerate of the other participants (ladies’)
individual decisions, preferences and choices and respect these individual
decisions.
5. If the girl wishes not to accept the offer the dance, remind the ladies to gently
decline the offer using kind words starting with “I” (e.g I am sorry, I can’t accept
your offer now but thank you for asking!)
D. Lesson Proper
1. Introduction of the lesson

2. Presentation of the learning objectives
3. Discussion of group activity (The teacher has to design appropriate rubrics and
discuss it with the students or ask the students to create rubrics)
4. Present the objective of the lesson to the students.
5. Discussion of the design group activity/lesson
This time, the teacher discusses about the different dance etiquette in social dancing
* asking for a dance

* Personal grooming
*what to wear
* dance floor behaviour
*no fault dancing
*on the floor
This time even without considering yet the proper attire and grooming in
social dancing, asks students to dance according to the music to be played and apply
the dance etiquette they have learned.
Asses their performance using the following criteria:
1. Grooming (10PTS)
2. Courtesy (10PTS)
3. Behaviour during and after dancing (10PTS
IV. ACTIVITY PROPER:
1. Facilitation of the activity (provide the following criteria)
2. Observation
(Students should execute and participate in the given activity following the criteria.)
V. POST – ACTIVITY PROCESSING
A. FEEDBACK INQUIRY
Ask the students the following questions.
a. How was the experience in practicing dance etiquette? What were the challenges in
practicing it? And how did you handle your feelings? What did you find most difficult
to do?
b. Given these difficulties, what aided your practice of dance etiquette? What did you
find very encouraging? What do you think contributed to your success? Did being
considerate and respectful help?
c. Identify and explain the classifications of dance etiquette in social dancing.
B. VALUING
a. How can respecting others in social dance help?
b. How about in your everyday life?
VI. CONCLUSION
SUMMARY/RECAP
 Dance etiquette is a set of guidelines that helped learners navigate the social dimensions
in dancing.
 Students have to care about the dance etiquette because it is essential for them to
maximize how to go about the process of social dancing and have an enjoyable dancing
experience and appreciate each other’s gesture.
VII. REFLECTION
POST SESSION REFLECTIVITY/

 How would learners behave and perform in a certain social dancing activity? The answer
is simple. Learners must practice etiquette in dancing to help them go about successfully
with the social dimensions of dancing and apply it on their daily lives as well.
 Why should learners care about dance etiquette? Because this will just give them a
fruitful dancing experience but will also provide them with a widened social acceptance.
Elements for 1 2 3 4
General Needs Good Very Excellent
Reflexive/Self- Description Improvemen Good
Evaluation t
Subject Matter
delivery/Execution
Peace-building
Teacher Integration
Mastery of the Lesson
(Subject Matter & Peace
Building)
Learning of the Subject
Matter
Students Learning of Peace-
building
Lesson Proper Peace Building Emphasis
TOTAL
SELF – CHECK
Score Interpretation
21-24 Exemplary Peace-building Considered an ideal Peace-

Class building class that is worth
emulating.
15-20 Intermediate Peace-building Considered a proficient Peace-
Class building class with some
minimal areas for improvement
8-14 Novice Peace-building Class A class that has gained a level
of Peace-building experience
that may need guidance from
proficient or exemplary models
7 below Beginner Peace-building Class A class that is still presents
huge areas for improvement in
peace-building

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A SEMI DETAILED LESSON PLAN

II. SUBJECT MATTER:

TOPIC: Etiquette in Social Dancing

“May I Have this Dance?”

1. Introduction of the lesson

* asking for a dance

V. POST – ACTIVITY PROCESSING

Ask the students the following questions.

POST SESSION REFLECTIVITY/

21-24 Exemplary Peace-building Considered an ideal Peace-

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