Semi-detailed Lesson Plan for Lesson 13 & 14

I. Objectives: At the end of 4o minutes 45 out of 50 2nd year Granada will be able to: 1. give the meaning of Music in Africa. 2. enumerate the uses if Music in Africa. 3. determine the importance of Griots. II. Subject Matter: MAPEH II, Lesson 13 and 14 (Vocal Music and Instruments of Africa) pp. 69-76. III. Devices/ Instructional Materials * Pictures * Visual Aids

A. Routinary Matters Teacher's Activities 1.) Prayer: Lord, once again we come before your Holy throne of grace, mercy. We acknowledge our authority over us that apart from you we are nothing and we can do nothing. Lord, may you always guide us and enlighten is today, Amen. 2.) Attendance: Roll call class, raise your left hand when your name is called. Wow! Perfect attendance class. Very good! 3.) Reminders: I would like to remind you that we will have a long quiz tomorrow, 30 items. And class please study your notes because I do not want to se red markings on my class record tomorrow. B. Review:
Are hand signals on volleyball significant? What is the corresponding respond when a referee says time-out? What is the hand signal for change court?

C. Motivation: I want you to listen carefully to this song and describe it. Tell to the class what you have observed from the song.

D. Presentation:

That is just on example of the Music in Africa. And it shows that song that their songs, music are really alive. Now I will teach you how to sing this song and we will use our hands in order to make it alive.

"KYE KYE KULE"

Kye Kye Kule Kye Kye Kule Kye Kye Ko-fi Nsa Kye Kye Ko-fi Nsa Ko-fi sa langga Ko-fi sa langga Ke-te Kyi langga Ke-te Kyi langga Kum-a-dende Kum-a-dende Kum-aden-de HEY!

E. Explanation: Music is an integral part of the lives of the African people. To every African, music is closely related to every aspect of their lives. It goes much deeper than just singing songs for rituals or special ceremonies. African music is functional. It is used for worship, courtship, easing up hardwork and entertainment. And the most important it is used as a means of communication. It is basically an expression of life through sound.

F. Generalization: So class? What is Music in Africa? Yes, very good! Music is an integral part and it is just more than singing. How about the griots? Are they important class? Very good! Yes, they are important because they are highly-skilled musicians and they pass on the tribal tradition and history. And the uses of African music are for worship, courtship, easing up hardwork and entertainment but the main used is..... Yes, Tomas?

Very good! That is communication.

G. Drill and Application: This time I would like everyone to participate and kindly count 1 to 4. All 1 would be here, 2 here, 3 there and 4 over there. Now each group will present "Kye Kye Kule" with the handclapping. The best group would receive 10 points and the rest 5 points.

H. Evaluation: Keep away all your notes now and get 1/2 sheet of paper. Identification.

___________1. The highly-skilled musicians. ___________2. It is a means of communication to African Tribes. ___________3. To them music is an integral part. ___________4. An expression through sound. ___________5. The griots pass it through and the traditions.

V. Assignment: Read pp. 77-89 and we will have a short quiz tomorrow.

Lesson Plan in PE 5 (Local Dance)

Semi-Detailed Lesson Plan in Physical Education IV

I. Objective: At the end of the period, the pupils are expected to: a. enumerate the basic dance positions in the dance activities; b. develop self-confidence through dancing; and c. perform some local dances. *values integration: self-discipline, creativity, self-confidence, appreciation of local dance

II. Subject Matter: a. Topic: Local Dances b. Reference: c. Materials: CD player, Leron-leron Sinta and Planting Rice music

III. Learning Activities 1. Routines a. Greetings b. Prayer c. Checking of attendance

2. Preparatory Activity a. Stretching and warm up

The teacher will demonstrate some warm- ups and stretching March Step touch Knee lift Slides Arm stretch Grapevine Double arm push Overhead elbow pull

b. Review the students will be grouped into four groups and perform the basic dance steps assigned to them group 1 blecking, close step, touch step, change step group 2 heel and toe change step, cut step, gallop group 3 skip, waltz, cross waltz group 4 step swing, step hop, step-brush-swing-hop

c. Developmental Activity The students will follow the interpretation and perform the two local dances with the aid of teacher.

Dance 1 - Kamayan (Shaking Hands)

Music: Leron-leron Sinta Count: one, two or one and two to measure

Formation: Double circle, boys in the inside circle and facing counterclockwise, girls on the outside circle and facing clockwise.

Directions: a. Starting with the right foot, take four step forward, counterclockwise for boys and clockwise for girls. Arms are down at sides (4 counts). - - - - - - - - - - - - - - - - - - - - - - 2M b. Stop in front of somebody, that is in front of the second dancer, join Right hands and shake hands four times giving own name at the same time (4 counts). - - - - - - - - - - 2M c. Repeat a and b. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4M d. With right hands still joined with the new partner, take four change steps moving once around clockwise, starting with the right foot. Free hands are down at sides. - - - - - - 4M

The whole dance is repeated thrice.

Dance 2 Apat-apat (Four by Four)

Music: Planting Rice Count: one, two to measure or one, two, three, four to measure. Formation: double circle, facing counterclockwise (left shoulders toward center), and boys in the inside of the circle and girls in the outside.

Directions: a. Partners join inside hands, free hands down at sides. Starting with the right foot, take four steps forward (4 counts) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2M b. Release hands, turn right about. Repeat a. - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2M c. Release hands, face each other, starting with the right foot, take four steps backward away from each other, hands down at sides (4 counts) - - - - - - - - - - - - - - - - - - - - - -2M d. Repeat c, moving forward to meet each other. - - - - - - - - - - - - - - - - - - - - - - - - - -2M

e. Face right so that left shoulders are towards each other. Starting with the right foot, take four steps forward, girls moving counterclockwise and boy, clockwise. Hands as in c. (4 counts) - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - -- - - - - - - - - - - - -2M f. Repeat a, moving backward. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2M g. Face each other, join right hands, free hands down at sides. Take four steps forward turning clockwise. Partners finish with Left shoulders towards center. (4 counts) - - - -2M h. Starting with the right foot, boys take four step forward to the next girl. The girls in the meantime, take four steps turning once clockwise in place (4 counts) - - - - - - - - - - - 2M

The whole dance is repeated thrice.

d. Generalization: The students will answers the teachers question: What are the two dances that we performed today? How did you find the dance activities? Did you enjoy dancing them? Why? What values can we derive from learning the local dances in this lesson?

IV. Evaluation List the Basic dance steps in: Kamayan (Shake Hands) Apat-Apat (Four by Four)

V. Assignment: Read the Dance Activity 4 and 5 (Foreign Dances)

Lesson Plan in MAPEH

Semi Detailed Lesson Plan in MAPEH Lesson 1: Philippine Folk dance I. a. b. c. d. II. Objectives: Identify different Philippine folk dance Know the history and origin of the different Philippine folk dances Learn the basic step in different Philippine folk dances Perform a dance presentation Subject matter:

Topic: different Philippine folkdance Materials: pictures, video, computer III. A. B. Procedure: Daily Routine: checking of attendance Motivation: (EXPLORE)

Group the class into 4 with 8-10 members each group. Present some pictures of different Philippine folk dances, tell the student to identify the Philippine folk dance that shown in the picture, (and you can also ask them if they can identify the place where the dance originated or at least identify if it is in luzon, visayas or Mindanao) the group with the most correct answer wins the game.

C. Lesson proper: (FIRM UP) 1. Ask the student to sort the pictures of the different Philippine folk dance based on the region Luzon Visayas Mindanao 2. Have the learner watch some videos of different Philippine folk dance, after each video be sure to prepare some questions with regards to what they have seen.(e.g costume, props, steps). 3. Ask the students to recall and describe the different Philippine folk dances they have seen. 4. From the sharing of the students, explain the history or origin of each folk dances, summarize the discussion have a lecturette about the different Philippines folk dances * history * nature of the dance

5. Divide the class into subgroup with 8-10 people. Tell them that the grouping will be their group for the culminating activity of the class. The group will perform one Philippine folk dance and present it in the class. Assign a particular folk dance for each group: IV. Evaluation: (DEEPEN)

Evaluation of a Performance of different Philippine folk dances based on the following criteria: *Appropriate movements based *Creativity V. *Appropriate sound and music * Appropriate costume *Culturally

Assignment: (TRANSFER)

Sharing of individual thoughts, discoveries and realizations through experience in your paper. Criteria: Insightful Reflective Self-adjusting

Semi-Detailed Lesson Plan in MAPEH 3 October 8, 2012 I Objectives: At the end of the lesson , students will able to: 1. Identify the characteristics Music of Japan

2. Discuss the Culture of Japan 3. Appreciate the uniqueness and beauty of the Music of Japan II Subject Matter: Topic: Music of Japan Materials: Laptop, projector, cut pictures References: Asian Music Values Integrated: Appreciation of ones culture III Teachers Procedure: 1. Checking of attendance

2. Ask a student to lead a prayer 3. Motivation: The teacher will play a music and the students will listen and analyze what the music tries to convey, then the teacher will ask the following question: 1. How did you interpret the Music?

2. Which country do you think the music I played came from?

3. What is the dynamics of the music I played? d. Lesson Proper The teacher will discussed the topic regarding Japan and its Musical instruments e. Application: The teacher will ask some question regarding the lesson that has been discussed by using the dice method. 1. Give the two names of shakuhachi

2. Two types of wind instrument 3. The most popular Biwa ninsrument 4. Other term for plectrum 5. This is a kind of theater that uses mask while performing f. Generalization: The teacher will generalize the topic that has been discussed IV Evaluation The teacher will prepare a 15 points quiz, the student will use a sheet of paper. 1. The oldest remaining theater in the world?

2. _______consist of five scale? 3. Japan is known as? 4. Koto is made of________________? 5. A kind of instrument which is held vertically and has 7 holes? 6. Shaku means__________________? 7. The other term for Taiko? 8. An instrument which is double-headed? 9-11- Three types of musical in Japan 12. A short neck-lute? 13-15- give three characteristics of Japans music V Assignment

Create a creative role play which shows the rich music and culture of Japan you can use Gagaku, Noh and Kabuki. The teacher will provide the music to be used. The deadline for this activity will be on October 13, 2012 worth 75 points and this will be added on the class standing. Criteria for the role play: Interpretation of the music creativity Organization of the idea Mastery 15 20 15 25

Physical Education is education through physical activity, it is all about physical activities and it involves motor skills or human movement. And Physical education does not only deals on the Physical but also deals and includes the different aspects:

* Social * Mental *Emotional * Spiritual *Physical

Social talks about how you will interact with your teammates and how you will socialize with others in order to communicate.

Mental is our cognitive capabilities that deals with the strategies that we've have came up in order to win a game or a sport.

Emotional is our respond to a certain situation, the effect of Physical Education on our emotional needs. Does Physical Education helps or aids us as an individual, Does it gives security and confidence.

Spiritual is when we pray and hope to win a certain game or sport. Does Physical Education contributes to the spiritualism of the individual.

Physical is the human movement, it is the motor skills. It is the development made out from physical activities provided by Physical Education.

Those are the different aspects in Physical Education that deals to the overall aspects of human.

Physical Education has its own allied field and these are the:

* Dance * Health * Recreation

The Aims of Physical Education are the following:

Engage the body to a healthy living. The body may be physically-fit. Enhance the body's capacities.