PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Faculty of Science, Technology and Mathematics

PED 701-MS Pedagogical Theory and Practice

DETAILED LESSON PLAN

Title of the Lesson: Itik-Itik (Filipino Folk Dance)

I. Objectives
a. Content Standards: Demonstrates understanding of participation and assessment of physical activity
and physical fitness
b. Performance Standards:
- participates and assesses performance in physical activities;
- assesses physical fitness
c. Learning Competencies:
1. Explains the nature/background of the dance (PE6RD-IIIb-1)
2. Describes the skills involved in the dance (PE6RD-IIIb-2)
3. Executes the different skills involved in the dance (PE6RD-IIIc-h-4)
4. Displays joy of effort, respect for others during participation in physical activities (PE6PF-IIIa-
21)
d. Learning Objectives:
At the end of the 40-minute lesson, the pupils should be able to:
1. recognize the nature and background of the Filipino Folk Dance, “Itik-itik”;
2. show and/or express appreciation in the Philippine cultural dance such as in “Itik-Itik” during
and after the performance of the Folk Dance
3. execute the steps in the Folk Dance, “Itik-Itik”
e. Skills to be developed:
- In the Physical Activity Pyramid (PE6PF-IIIa-16), dancing is a skill which is under the
recreational activity which should be done regularly (3-5 times a week) because of its
general benefit to our physical fitness. If looked in detail however, dancing comprises on
mini/micro-skills such as timing, body coordination, balance, stamina, flexibility,
strength, confidence, focus, team cooperation and many more. All of these can be
improved by aiming at dancing alone which will be the emphasis of this lesson.
II. Content and Learning Resources
a. Key Concept:
Philippine Folk Dance – reflects the daily life in the past centuries while fascinating modern
audiences at the same time. These types of dance portray the Filipinos’ age old culture and tradition.
In other words, this becomes a mean to pass on to the next generations the story of the lives of the
past people.

b. Materials:
1. LCD Projector
2. Student Observational Sheet
3. Worksheet (Paper-and-pencil Test)
 c. References:
Scribd. (2010, Januar 5). Itik-Itik. Retrieved from Scribd:
https://www.scribd.com/doc/13460402/Itik-Itik

III. Procedures
a. Class Routine Activities:
1. Opening Prayer
2. Setting of the Classroom Arrangement (e.g. Seating arrangement, classroom cleanup, etc.)
3. Setting of the Rules (Hand Signals and Whistle Signals)
b. Reviewing previous lesson/s or presenting new lesson:
1. Can you give me any Filipino Folk Games?
Possible Response: Batuhang Bola, Agawang Panyo, Agawang Base, Tumbang Preso, Luksong
Baka, Araw at Gabi, Sungka, etc.
2. Describe the nature of all the Filipino Folk Games we have learned? How are they similar?
Correct Response: “They reflect the traits, culture and tradition of the Filipinos.”

c. Establishing a purpose for the lesson (Motivation):

“The Jungle Charade”:

1. The class will be divided into 6 groups.
2. Each group shall be assigned with an animal.
3. The leader of each group will act out the animal assigned to their group without using words.
Each performance shall be timed.
4. The first group to guess the animal being portrayed by the leader wins the game.

Statement of the Purpose

“Today we will be learning the Filipino Folk Dance, ‘Itik-Itik’.”

d. Lesson Proper:
Teaching Philosophy
Physical Education by its own right is a learner-centered subject. It requires the full participation of
the pupils to the lessons in order to attain a good result. Their performance of the task is crucial to
satisfy the objective of the lesson. Plus, the activities in this subject are inherently interesting and
motivating for the pupils. This is the reason why pupils often become restless during this time. It is
important to note that whichever is the teaching approach used by the teacher to this subject, as long
as the essence of the subject is brought out, the learning is active for the pupils.

Still, a PE teacher should have the skill to direct the class towards the goal of the day’s lesson. He
should have the skill to take control of the class otherwise every learning will become random. The
learner’s immense energy might be directed elsewhere. This is not bad if the aim the lesson is
exploratory in nature, but if the aim of the lesson is specified to certain knowledge or skills,
predetermined before the instruction, then incidental learning might not be a very good method.

In this case, the teaching and learning processes should be organized in phases by which the PE
teacher maintains the structure of the class routines. For instance, the first phase might be the
teacher’s turn for teaching. Next would be the students’ turn to exhibit if they have learned from the
lesson or not by presenting the skill/s learned.
 Most of the time, in Physical Education in primary level, pupils’ prior knowledge of the lesson
ranges from few to none. For example, for the most of them, it would be their first time to encounter
the dance “Itik-Itik”. At these moments, the teaching to be used should be mimetic in nature. The
teacher might start the lesson with a Direct Model of Teaching, imparting the concepts that surround
the topic of the lesson explicitly in a straightforward manner using lecture method. In the case of this
lesson, interaction occurred only when the pupils were presented a video presentation by which all of
them are able to gather sufficient information to be able to respond to the teacher’s guide questions.

It is also important to note that the aim of the lesson should not be centered on the concepts about the
topic (e.g. nature and background of the dance) because instructional time is limited and should be
spent wisely. Brainstorming with the students about factual information about the topic would be
pointless because in PE the focus should be on the performance of the task. This is the more reason
why the teacher should use Direct Model of Teaching, in the form of lecture method, in teaching the
factual aspects of the lessons.

Ideally, most of the skills, performed physically, in Physical Education are taught best in a one-on-
one basis or in an individualized manner emphasizing on the body awareness putting much
consideration on the details of every figures. However, this is not possible inside the classroom
especially if the teacher has 30 or more pupils. In order to address this limitation, the teacher used the
Jigsaw Puzzle Model of Teaching by which the pupils are taught to master only one part or chunk
(which we can call sub-skill) of the whole with their expertise group. The responsibility of the
members of this expertise group is to correct each other’s mistakes and to help each other better
themselves in the specific sub-skill assigned to them. Of course, when the teacher teaches them the
sub-skill assigned to them, they are in a small group which makes it easier for the teacher to see even
the subtlest mistake the pupils will be making.

Later, as they master the sub-skill with their expertise group, they will go back to their original group
to learn from the other pupils who have learned other sub-skills from their respective expertise
groups for them to learn the entire skill. In the same way, the member who is now the expert of the
sub-skill can now teach his/her groupmates correcting even the slightest detail of the skills. This is
the phase by which they are now fitting the puzzle pieces together.

Teacher
Introduction: Although the exact origin of this dance is not known, there is a tale which tells about a maiden-
dancer, named Kanang who is considered to be the best dancer and performer in Surigao del Norte, who was
asked to perform a native dance in one Baptismal Reception. On this performance, with enthusiasm and spirit
she improvised some steps never seen before. The dance figures appears to imitate the courtship movements
of an itik, a local species of a duck. The spectators liked the dance so much that soon they began to imitate
her. This dance was then called “Itik-Itik”.

Discussion: Itik-Itik is a folk dance in the Philippines which tries to imitate the movement of ducks with its
shorts, sloppy steps on land, and with the splashing of the water on its back as they float on the sea.

Demonstration of the Dance:

Video Presentation of the Dance

 “I want you to go to your respective groups.”
(The teacher will distribute an observation sheet to each group which will guide them while watching the
video presentation)

I want you to watch closely the folk dance, “Itik-Itik”, and use the observation sheet as your guide while
watching the Video Performance of Itik-Itik. Afterwards, you will answer the observation sheet with your
groupmates based on what you have seen in the video.

Processing of information: (The teacher will check the answers of the students by asking some of the members
of each group in a conversational manner)

Teacher Student(s)
Guide Questions
1. Describe the counting of the music? Possible answer/s: Each step receives 3 counts (3/4)

2. What do you observe about the dancers? Possible answer/s: They were all girls. They were
wearing baro’t saya.

3. How many steps/figures have you noticed 5 steps

in the video?

4. Have you seen any familiar step/s? Describe Possible answer/s: Yes. We are familiar with the
Carinosa Step which is the swaying the arms to the
this/these step/s. left then to the right after some small steps.

5. What step/figure struck you the most? Possible answer/s: Yes. We are struck with the step
Describe this step. which looks like the movement of a bird while
flapping its wings. While doing this, they are taking
small, stuttering steps forward.

6. What have you noticed with the position of Possible Answer/s: They move a lot around the stage.
the dancers on the stage? How about the They keep on moving on different direction almost
direction of their movements? covering the whole of the stage.

7. How does the dancers interact with each Possible Answer/s:

other along the dance? There are times that the dancers are touching each
other.
Sometimes, they are with a partner, sometimes they
are dancing alone.
The dancers may also exchange partners.
I want you to keep your observation sheet with you. You will be using that as your guiding principle later on
our activity.

Teaching of Steps (Jigsaw Puzzle Method)

Each member of the group shall be assigned a number. All of the number 1s in each group shall meet in one
area, each number 2s in each group in another, so on and so forth. This temporary group shall be their training
group by which they will master a single step/figure with their temporary group. This temporary group shall
be called Expert Group because they will become expert in this step/figure by helping each other with the
guide of the teacher (e.g. Student No.1 goes to the Expert Group on Step/Figure 1). They will train the step
until they reach mastery with their Expert Group.
Figure 1: Wagging of Tail/Step-Ball-Close
Figure 2: Flapping of Wings/Step-ball-close
Figure 3: Reverse-T/Cross-Ball-Side
Figure 4: Round Doll/Cross-Ball-Side

Fitting the Puzzles Together

The members will go back to their original groups (from their expert groups) to share their expertise to the
group. This is where the creative process takes place. The steps/figures will be put together in the dance of
“Itik-Itik”. The group will arrange and/modify the steps/figures based on the given criteria.

Criteria for Grading

Position/Movement (15%) -refers to how the dancers position themselves along the stage
Execution of the Steps (30%)-refers to the quality of the execution of the steps which involves its timing,
confidence, body control, coordination, balance, etc.
Harmony (15%)- refers to how the dancers interact/connect with each other on the dance floor
Creativity (15%)- refers to the originality of the group which includes modification of the steps and/or
insertion of other folk dance figures not taught in the lesson. This also includes the variation of the
steps/figures in the dance routine
Mastery (25%)- refers to the use of all the steps/figures taught in the lesson . This also includes the
memorization of the dance routine set by the group.

h. Finding practical applications of concepts and skills in daily living

Teacher Student(s)
What do you think is the importance of dancing It’s a form of exercise which keeps our body
Itik-Itik? healthy. Dancing is included in the recreational
activities which should be done for at least 3-5
times a week. Since the Itik-Itik is a Filipino Folk
dance, it is highly recommended for the sake of
cultural awareness and appreciation. That is to
become proud of our traditions and heritages.

i. Making generalizations and abstractions about the lesson:

Teacher Student(s)
“Can you describe the Folk Dance, ‘Itik-Itik’, Itik-Itik is a folk dance which, according to tales,
based on the dance’s nature and/or background?” has originated from Surigao Del Norte, as it was
performed in a special occasion by a maiden-
 dancer as she was asked to exhibit a native dance
from her place. The dance is usually performed by
women and it has a ¾ counts (or time signature)
which appears to imitate the movement of an itik,
a kind of duck in the country, when it is courting
another. Fundamentally, the dance consists of 4
figures which is either modified or supplemented
with other folk dance steps.

j. Evaluating Learning:
k.
“Cultural Festival Dance Competition”: The pupils will perform the Itik-Itik folk dance which they
have prepared in front of the class. They will be rated based on the criteria set (Attached here is the
Rubrics of the Assessment)
Criteria for Grading
Position/Movement (15%)
Execution of the Steps (30%)
Harmony (15%)
Creativity (15%)
Mastery (25%)

l. Additional activities for application or remediation

Assignment: How do you feel after the…
Direction: In not less than 5 sentences, answer the following questions.
a. Do you think it is important for grade 6 pupils, at your age, to learn Folk Dance such as
“Itik-Itik”? Why?
b. As a grade 6 student, How would you promote Folk Dances like “Itik-Itik” to your peers?

IV. Remarks
V. Reflection
c. No. of learners who earned 80% on the formative assessment:
d. No. of learners who require additional activities for remediation:
e. Which of the teaching strategies worked well? Why did these work?
f. What difficulties did I encounter?

Prepared by: Name of Teacher

Date Submitted:
Date Revised:
Date Approved:
Reviewed and Approved by:

https://dance.lovetoknow.com/Philippine_Folk_Dance_History