PARAÑAQUE NATIONAL HIGH SCHOOL-MAIN

SENIOR HIGH SCHOOL PROGRAM

Kay Talise St. Dr. A. Santos Avenue, San Dionisio Parañaque, Metro Manila

Physical Education and

Health 3

MODULE 1
First Quarter

UNIT I:
DANCE: YOUR WAY TO FITNESS

Prepared by:

Jun C. Alave, PhD

Ma. Sharmaine S. Gallon, LPT

Felix A. Rafael, Jr., PhD

 UNIT I:

DANCE: YOUR WAY TO FITNESS

Objectives of the Unit

CONTENT STANDARD:
The learner demonstrates understanding of dance in optimizing one’s health; as requisite for
physical activity assessment performance, and as a career opportunity.

PERFORMANCE STANDARDS:
The learner leads dance events with proficiency and confidence resulting in independent pursuit
and in influencing others positively.

Most Essential Learning Competencies:

1. Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment

participation and one’s diet

2. Sets Frequency Intensity Time Type (FITT) goals based on training principles to achieve and/or
maintain health-related fitness (HRF).

3. Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days
of the week in a variety of settings in- and out- of school.

4. Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing
associated with MVPAs to monitor and/or adjust participation or effort.

5. Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia
during MVPA participation.

6. Demonstrates proper etiquette and safety in the use of facilities and equipment.

7. Participates in an organized event that addresses health/fitness issues and concerns.

8. Organizes fitness event for a target health issue or concern

 CONTENTS
UNIT I:

DANCE: YOUR WAY TO FITNESS

LESSON 1: Introduction to Dance
a) Concept of Dance
b) Elements of Dance
c) Dance as a Physical Activity and Exercise
d) Importance of Dance for Active Lifestyle

LESSON 2: Dance and Stress

a) Concept of Stress
b) Coping with Stress through Dance

LESSON 3: Dance and Fitness

a) Concept of Physical Fitness
b) Activities to Improve Various Types of Fitness

LESSON 4: Designing Personal Fitness Program

a) FITT Principles of Exercise
b) Measuring Heart Rate
c) Target Heart Rate
d) Warm-up and Cool down

LESSON 5: Introduction to Ballroom Dance

a) Concept of Ballroom Dance
b) Basic Dance Positions in Ballroom Dancing
c) Line Dance
d) Line Dance Format and Counting

FINAL ACTIVITIES FOR THE FIRST QUARTER

LESSON 1: Introduction to Dance
A. Objectives
At the end of the lesson, students will be able to:
• recognize the importance of dance to fitness;
• identify and discuss the dance elements;
• recognize dance as a form of physical activity and exercise;
• put into practice the importance of dance for active life.

B. Let’s Go Learn

Concept of Dance

Dance is a good form of exercise. Dance, being a special expression of human being’s motor
behaviors, is the art of reflecting inner world to outside, self-explanation and self-expression through
movements (Cantekin, 2011). Dance contains sports, science, and art in itself- is the expression of feeling
presented with a moving body through physiological process (Esen, 2012). It gives every individual the
opportunity to do more exercises for their own health benefits.
Dance, being the most aesthetic and rhythmic way of movement, is a technical and complex activity
that strengthens the skeleton muscle system and at the same time improves body coordination to move
freely in time and space. Fitness, aesthetic posture, balance, personal discipline, concentration, flexibility,
endurance, speed, and strength (Gokce, 2006) are attained through dance. These are the essential
qualifications for the dance that help an individual increase his/her leisure time physical and social activity.
Dance is an ideal activity to achieve lifelong fitness. Engaging in regular physical exercise helps
prevent several chronic diseases and improves psychological well-being and overall quality of life.
Adilogullari (2014) found that dance training reduces social physique anxiety. This is because dance
provides individuals opportunity to share emotions, express their feelings through body language, socialize
with others, and most importantly, move away from stress of everyday life.

ELEMENTS OF DANCE
1. BODY
Body is the mobile figure or shape, felt by the dancer, seen by others. The body is relatively still and
sometimes changing as the dancer moves in place or travels through area. Dancers may emphasize specific
parts of their body in a dance phase or use their whole body all at once.

2. ACTION
Action is any human movement included in the act of dancing – it can include dance steps, facial
movements, partners lift, gestures, and even everyday movements such as walking. Dance is made up of
streams of movement and pauses, so actions refer not only to steps and sequences, but also to pauses and
movements of relative stillness.

3. SPACE
Dancers interact with space in myriad ways. They may stay in one place or they may travel from
one place to another. They may alter the direction, level, size, and pathways of their movements.
 4. TIME
Human movement is naturally rhythmic in the broad sense that use alternate activity and rest.
Breath and waves are examples of rhythms in nature that repeat, but not as consistently as in or metered
rhythms.

5. ENERGY
Energy is about how the movement happens. Choices about energy include variations in movement
flow and the use of force, tension, and weight

DANCE AS A PHYSICAL ACTIVITY AND EXERCISE

Physical Activity refers to body movements created by skeletal muscles, which involve energy
expenditure, usually from everyday activities such as walking, moving the body around, walking on
multiple floors using the stairs instead of the elevator, performing routine household chores, running,
jogging, and so on. It is generally graded for its function as industrial, transport-related, household and
recreation-related.

Exercise is a form of physical activity that is scheduled, organized, regular and purposeful to
enhance or maintain physical fitness. Sources of workouts that are performed daily and also become a
routine for others are: frequent walking and jogging, Zumba and aerobic dance, swimming, strength training
and sporting events.

IMPORTANCE OF DANCE FOR ACTIVE LIFESTYLES

Regular, moderate to high intensity of physical activity and exercise was proven to improve
overall health and fitness. As such, it:

• improves bone, joint, and muscle strength;

• develops motor control and coordination;
• helps maintain a healthy body composition;
• improves the psychological functioning of an individual;
• increases the efficiency of the lungs and the heart;
• protects from musculoskeletal problems such as “low” back pain;
• reduces the risk of cardiovascular diseases such as coronary artery disease and stroke;
• promotes healthy cholesterol level;
• helps regulate blood pressure;
• improves control over anxiety and depression; and
• builds self-esteem and social interaction.
LESSON 1: ACTIVITY SHEET

NAME: ____________________________________________________
GRADE/STRAND/SECTION:_________________________________

LET’S REFLECT!

1. In what way/s we consider dance as complex and technical?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. How can we achieve lifelong fitness in dance?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

3. As a student, how can you advocate dance in our respective communities as

one main physical activity?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
LESSON 2: Dance and Stress
A. Objectives
At the end of the lesson, the students will be able to:
• recognize the role of dance in coping with stress
• identify stressors and fix them
• plan coping management activities in handling stressors

B. Let’s Go Learn
The Concept of Stress
Living in today’s world is nearly impossible without encountering stress. Stress is present
everywhere. In an unpredictable world that changes every new day, most people find that working under
pressure has become the rule rather than the exception. As a result, stress has become one of the most
common problems we face and undermines our ability to stay well. Stress is defined as the body’s mental,
emotional, and physiological response to any situation that is new, threatening, frightening, or exciting.
Today the term stress is an umbrella for conflict, frustration, trauma, alienation, anxiety, and depression
(Rand 2004). The body’s response to stress prepares the individual to react to the stress-causing event which
is also called stressor. There are also ways in which we react to stress whether eustress or distress. Eustress,
health and performance continue to improve even as stress increases. In the case of distress, unpleasant or
harmful stress under which health and performance begin to deteriorate.
Stress (Hoeger & Hoeger, 2012) is a fact of modern life, and every person does need an optimal
level of stress that is most conducive to adequate health and performance. When stress levels reach mental,
emotional, and physiological limits, stress becomes distress and the peron no longer functioning well.
Constant stress prevents the body from returning to normal, thus making a person feel unmotivated and
mentally exhausted. Dance has the potential to diminish threat and transform emotions. To prevent or cope
with distress, some people talk with friends, drink, eat, become violent, seek solitude or turn to religion
(Snyder 2001; Tipton 2003).
Coping with stress is very necessary in preventing the development of diseases. If individuals
perceive stress as a definite problem, most likely they need several excellent stress management techniques
that would help them cope stress more effectively. In maintaining a stress-free life, a person must recognize
the presence of a problem, identify what seems to be the stressor and gradually eliminate them. Eliminating
stressor is not simple, but once identified, appropriate behavior changes were initiated to correct the
situation.

The following are some stress coping strategies that are helpful in living a stress-free life.
1. Balance personal, work, and family needs and obligations.
2. Have a sense of control and purpose in life.
3. Be optimistic in life.
4. Get adequate sleep every day.
5. Be physically active.
6. Eat well-balanced meal.
7. Actively strive to resolve conflicts with other people.
8. Do not worry about things that you cannot control (weather, calamities)
Coping with Stress Through Dance

How effective is dance in coping with stress?

Dance is exercise, and exercise is the best protection that guards us against the harmful effects of
stress. Regular exercise reduces muscle tension, modifies mood, improves mental health, diverts attention,
and dulls the stress response. Exercise is the best recommendation for stress management as therapy. As an
individual adapts to the increase in heart rate, pressure of the circulation of blood carrying oxygen to the
muscles and the brain, as well as altering the level of certain brain chemicals and stress hormones, the body
is strengthened and conditioned to react more calmly during stress. Depression, anxiety disorder, dementia,
Alzheimer’s, arthritis, coronary issues, and pain have been shown to be reduced with exercise (Fox 1999;
Verghese et al. 2003; Stein 2005). Dance involves physical, cognitive, and emotional aspects; in this
manner, dance becomes the vehicle for a person to cope with stress and become motivated in achieving
goals for a lifelong fitness.
Unwarranted stress, distress, on the other hand cause physical harm and cripple the regular
activities that makes daily life unproductive. When an individual doesn’t know how to escape from or
manage stress, biochemical elements of energy can remain in the body and cause harm. Knowledge of the
positive and negative characteristics of stress and dance help individual examine stressors in order to
diminish their threat.
Dance in relationship to stress contributes a lot to the wellbeing of an individual, it provides positive
emotion through appreciation of the meaning of movement, engagement through frequent dancing,
meaning, positive relationships to partner and other people. Dance becomes humans’ weapon in coping
with the stresses of life, and it helps individuals resist, reduce, and manage stress.
LESSON 2: ACTIVITY SHEET

NAME: ____________________________________________________
GRADE/STRAND/SECTION:_________________________________

LET’S REFLECT!
1. Provide the table below with your answer based on your personal experiences on stress.
Specific Events in Life that Common Reaction to a Specific Ways in Handling
Trigger Stress Response Specific Stressor the Stress

1.

2.

3.

4.

5.

2. Cite at least five (5) best stress management techniques you have probably used that you
find them effective. Why do you think they are effective?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. In what ways dance helps individual resist, reduce, and cope stress?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
LESSON 3: DANCE AND FITNESS

A. Objectives
At the end of the lesson, the students will be able to:
• recognize the role of dance to physical fitness
• identify the components of physical fitness developed in dance
• design activities in improving types of fitness activities

B. Let’s Go Learn

What is fitness, and why is fitness beneficial among dancers?

Physical Fitness is defined as the ability to meet the ordinary as well as the unusual demands of
daily life safely and actively without being overly fatigued and still have energy left for leisure and
recreational activities. Dance is one activity that supports fitness and positive lifestyle among individuals.
According to IADMS (2011), for dancers, the whole body (physical and psychological) is their instrument,
their means of artistic expression. Dance calls upon all aspects of fitness. Good fitness is key to reducing
the risk of injury, enhancing performance, and ensuring longer dancing careers. A healthy dancer is one
who is in a state of being ‘well’ in both body and mind. A physically fit dancer is one who can meet the
demands of a specific physical task at an optimal level. The goal of improving dancers’ fitness is to
minimize the difference between the dancer’s individual maximal abilities and their performance
requirements, so that they can become the best dancer possible.

The following are the suggested activities in improving the various types of fitness (IAMDS, 2011).

1. Aerobic Training. Research suggests that dance will only elicit an improvement in aerobic capacity in a very
unfit group of people, or if an aerobic dance class is taken. Example activities are running, aerobics classes,
swimming, cycling, and skipping, are good examples of aerobic exercise.
2. Anaerobic Training. Anaerobic training utilizes activity that is of a maximal, ‘allout’ effort for short periods of
time. Examples of anaerobic exercises include sprints, quick steps, jumps, and fast skipping.
3. Strength/Endurance Training. Research has demonstrated that supplemental strength training can lead to better
dancing and reduced occurrences of dance injuries, without interfering with key artistic and aesthetic
requirements. Strength training can involve very heavy weights/resistance with minimal repetitions for a
relatively short amount of time.
4. Power Training. Jumping is an integral part of most dance performances and involves the use of both muscular
strength and elasticity. Once the dancers have gained greater understanding of how to elevate themselves, they
can bring correct dance technique back into the movements while trying to maintain as much height as possible.
5. Flexibility Training. Flexibility is an important element of physical fitness. It is crucial in complimenting
muscular strength, building efficiency in movement, coordination, and preventing injuries. Holding muscles in a
stretched position for a prolonged amount of time causes the muscle fibers to become accustomed to the new
length, therefore increasing flexibility.
6. Neuromuscular Coordination. Out of all the components of fitness, it is likely that neuromuscular coordination
is addressed most often in the actual dance technique class. Using imagery and visualization, improved neural
pathways can help facilitate and develop efficiency in movement.
7. Body Composition. Body composition plays an important role in dancers’ health. Appropriate and healthy ratios
of lean muscle mass to fat mass are key factors that can contribute to optimizing physical performance.
8. Rest. The importance of rest in dance training cannot be stressed enough. Rest helps to accelerate muscle
regeneration between training sessions, to decrease fatigue, and to decrease the incidence of injury.
LESSON 3: ACTIVITY SHEET

NAME: ____________________________________________________
GRADE/STRAND/SECTION:_________________________________

LET’S REFLECT!

1. Do you participate in dance or other physical activities to further improve your

fitness? If so, what significant changes did you notice in your body as a
product of physical training?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. Do you think spending time on the activities above will affect your daily
lifestyle and the status of your health and fitness? How?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
LESSON 4: Designing Dance Fitness Program
A. Objectives
At the end of the lesson, students will be able to:
• discuss underlying strategies in designing an exercise program;
• evaluate the importance of warm-up and cool down exercises; and
• design personal fitness program with the use of FITT principle and the three components of
exercise program.

B. Let’s Go Learn

FITT PRINCIPLE OF EXERCISE

The FITT Principle is an acronym for Frequency, Intensity, Time, and Type. These are the key
factors in designing an exercise program that will address the current fitness level, provide means to
overload the body, and trigger positive adaptations.

• The frequency of an exercise program depends on the current fitness level and the type of activity
performed.
• The intensity of an exercise refers to the difficulty level of the workout.
• The time or duration of an exercise session is influenced by the intensity and the type of activity
performed.
• The type of activity is influenced by the fitness goal and the current fitness level.

FITT Principle Table

F Frequency of exercise How Often Beginner 3-5 days per week
Moderate to High 5-7 days per week
I Intensity of Exercise How Hard Beginner Less than 145 BPM
Moderate to High 145-186 BPM
T Time of Exercise How Long Beginner 20-30 minutes
Moderate to High 30-60 minutes
T Type of Exercise Which Exercise A continuous activity that is aerobic
(Requires Oxygen)
Table 5.1. FITT Principle Guide

Measuring Heart Rate

Accurate measurement of exercise heart rate is essential for monitoring exercise intensity.
Although digital heart rate monitors are available and reasonably accurate, pulse rate measurements are
still encouraged. Measurement of heart rate or pulse is shown in beats per minute (bpm). To determine
the number of beats per minute, take the pulse rate, count the first pulse beat as zero for 10 seconds,
then multiply by six.

Target Heart Rate

The popular method for calculating the target heart rate is based on the percentage of the expected
maximum heart rate. Check your pulse at regular intervals (every 5 to 10 minutes) during your exercise
 and compare your heart rate to your target heart rate. If the heart rate is below the target level, increasing
the speed or effort marginally to achieve the required strength. If the heart rate of exercise is above the
target limit, raising the speed or effort marginally to stay within the limit.

TARGET MAXIMUM HEART RATE (MHR) METHOD

1. Maximal Heart Rate 220 - Age = MHR
2. Training Heart Rate Range for Moderate 55% x MHR = Lower Limit
Intensity Exercise
70% x MHR = Upper Limit
3. Training Heart Rate Range for Vigorous 70% x MHR = Lower Limit
Intensity Exercise
85% x MHR = Upper Limit
TARGET HEART RATE RESERVE (HRR) METHOD
1. Heart Rate Reserve MHR – RHR = HRR
2. Training Heart Rate Range for Moderate 50% x HRR+ RHR =Lower Limit
Intensity Exercise
65% x HRR+ RHR = Upper Limit
3. Training Heart Rate Range for Vigorous 65% x HRR+ RHR =Lower Limit
Intensity Exercise
80% x HRR+ RHR = Upper Limit

Table 5.2. Methods of Computing the Target Heart Rate (MHR and HRR)

Warm Up and Cool Down

Warm-up and cool-down both require lower-intensity and slower-up exercise, which increases
athletic performance, avoids injury, and helps with exercise recovery.

Warm up. Warming up before exercise prepares the cardiovascular system for physical activity by
increasing the flow of blood to the muscles and increasing the temperature of the body. It also helps to
reduce the risk of injury — when muscles are properly warmed up, movements, stretching, and strain put
on them during workouts are less severe. It also minimizes muscle discomfort.

Cooling down after exercise aims to slowly bring the heart rate and blood pressure to its normal
level — the level it was at before exercise. To cool down comfortably, slowly decrease the speed of exercise
during the last 10 minutes of the session—for example, if you're jogging, slow down to a fast walk for the
last 10 minutes.
LESSON 4: ACTIVITY SHEET

NAME: ____________________________________________________
GRADE/STRAND/SECTION:_________________________________

Activity #1: Getting Your Target Heart Rate Zone

Calculate target heart rate zone in beats per minute (bpm) and then calculate your resting heart rate
(RHR) by counting how many times your heart beats per minute when you are at rest, such as first thing in
the morning. Count your pulse for 10 seconds and multiply by six.
LESSON 5: Introduction to Ballroom Dance
A. Objectives
At the end of the lesson, the students will be able to:
• Identify and demonstrate the basic dance positions of ballroom dance.
• Execute the basic dance positions of ballroom dance.
• Identify, demonstrate, and perform the basic dance steps of line dance.
• Practice and master the different variations of line dance.
B. Let’s Go Learn
BALLROOM DANCE
Ballroom dance is a form of social dance which is enjoyed both socially and competitively around
the globe. It is a recreational dance with partner enjoyed widely on stage, televisions, films, because of its
performance and entertainment aspects. Ballroom dance also serves as one of the channels of
communication in passing through skills from one generation to the next. This also teaches young men and
women appreciate dance during their younger years as it is included in the secondary curriculum both junior
and senior high. More importantly, through dance, gender-specific behaviors and attitudes are practiced.
BASIC DANCE POSITIONS IN BALLROOM DANCING
Basic dance positions are the very foundation of all the positions applied in ballroom dance.

Abracete Escort Star Butterfly

Swing/Two-hand hold Closed-Ballroom Promenade Open-Ballroom

 Skaters Back Cross Shoulder-Waist Wrap

LINE DANCE
Line dancing is dance performed by group of people dancing in lines to music. Line dance is
composed of repeated series of steps performed in unison by a group of people in lines or rows, dancers’
dances individually without making contact with one another, and movements are choreographed. This
dance is also called L.A walk and square dance.
Dancers perform line dance facing same direction and same steps exactly at the same time. Usually
dance is performed in quarter direction until one full sequence is done.
It was believed that Contra dancing, a form of American folk dance, made an impact in the birth of
line dance. Dancers form two parallel lines and perform a sequence of dance movements with different
partners down the length of the line.
During the 1980s and 1990s, line dances started being created for popular country songs. One
example is a dance made by Billy Ray Cyrus’ 1992 smash hit “Achy Breaky Heart.” Even pop music began
to see an upswing in line dances in 1990s, with “the Macarena” serving as a sort of hybrid folk-pop dance
which made a wave in the history of dance.
The simple steps of line dancing is ideal among people who don’t normally dance, single
individuals who prefer dancing alone, beginners in dance, middle-aged men and women, and senior
citizens. Common among line dances performed today are “cha-cha slide” and “Cupid Shuffle”.

LINE DANCE FORMAT AND COUNTING

Basic line dances focus on movements of the legs and feet, with more advanced dances including
the arms and hands. The movements of a line dance are marked as “counts,” where one count generally
equals one musical beat. A particular movement or step takes place at each beat. The step pattern is step-
close-step-touch, counts 1-2-3-4-5-6-7-8.

A line dance will have a certain number of counts, meaning the number of beats in one complete
sequence of the dance. For example, a 64-count dance would contain 64 beats. The number of the beats
does not necessarily equal the number of steps, however, as steps can be performed between two beats or
even more than one beat.

Note: In order for you to view the commonly used basic steps of line dance, kindly visit this link:

• BASIC STEPS IN LINE DANCING

https://youtu.be/F6A7VmJq1z8
Below is the list of line dance music which you can choose from. Select one as your official
music for your line dance routine.

• GLEE - Wake Me Up Before You Go Go - (Audacity Touch Remix) (3:29 mins)

https://www.youtube.com/watch?v=hcGYUemMMwU

• Rivers of Babylon- Line Dance (4:06 mins)

https://www.youtube.com/watch?v=9JkNekrfRXg

• BEST OF LINE DANCING MUSIC (14:42)

https://www.youtube.com/watch?v=j0lbe7qsknY

• Line Dance (L A walk ) - Dj RenLy (13:32)

https://www.youtube.com/watch?v=LtCWfBG5jZ4
 FINAL ACTIVITIES FOR THE FIRST QUARTER:

The final activities set for the first quarter will serve as the basis in formulating your final
output. All weekly activities should be done and memorized. The memorized steps/variations will
be performed as one routine. It will be recorded and submitted to the teacher as indicated in the
last part of this module.

Dance Exercise Program

Activity #1: Monitoring Log

The monitoring log is done weekly that will serve as basis in checking your weekly
physical activities and is graded. In every daily log, activities are given by the teacher as your
guide on what you are going to do on that particular period (see sample below).

SAMPLE MONITORING LOG:

MONITORING LOG CARD
NAME: VALDEZ, PAUL L.
Frequency: Three (3) days per week
Intensity: _________to __________bpm (MHR)
__________to __________bpm (HRR)
(get your target heart rate zones result: MHR Method and HRR Method in Lesson 4, activity #1)

Dance Mon Tue Wed Thu Fri Sat Sun

Variations
Check the day you
have performed
✔ ✔ ✔
INSTRUCTOR Date March 8, March March
DESIGNED 2021 10, 2021 12, 2021
ACTUAL
AEROBIC
DANCE Time 3:00pm- 3:05pm- 3:00 pm
(Free to choose what 4:00pm 4:05 am 4:00pm
time to do the activity)

Your Signature
LESSON 5: ACTIVITY SHEET

NAME: ____________________________________________________
GRADE/STRAND/SECTION:_________________________________

FIRST WEEK:
This is your first week encounter with the dance. Your task is to practice and perform the
first 3 variations of the dance. Memorize them. Music is provided in the links given to you.
• Visit the link below for the instructional video of Line Dance Variations 1-3:
youtu.be/SwYsrPhexrc

MONITORING LOG CARD

NAME:
Frequency: Three (3) days per week
Intensity: _________to __________bpm (MHR)
__________to __________bpm (HRR)
(get your target heart rate zones result: MHR Method and HRR Method in Lesson 4, activity #1)
Dance Mon Tue Wed Thu Fri Sat Sun
Variations

Line Dance Variations 1-3 Check the day

you have
Variation 1 performed
Basic with Rock Step

Variation 2 Date
Touch Step Series

Variation 3 Time
Horsy and Docky Step

Your Signature
Use your chosen and
preferred music from the
above link.

REMINDERS:
1. Always start your daily physical activities with warm-up and end it with cool down.
2. Wear proper attire when you perform: wear t-shirt (any color) and jogging pants, also wear rubber
shoes. (For girls who have long hair: ponytail your hair; For girls who have short hair: clip your
hair.)
3. Observe social distancing and wearing of face mask.
4. To those students with health problems, perform the activities moderately, if body is not capable
of doing any physical exercise, approach the teacher via online for clarification.
LESSON 5: ACTIVITY SHEET

NAME: ____________________________________________________
GRADE/STRAND/SECTION:_________________________________

SECOND WEEK
This is your second week encounter with the dance. Your task is to practice and perform
the next 3 variations. When memorized, perform variations from 1-6.
• Visit the link below for the instructional video of Line Dance Variations 4-6:
youtu.be/SwYsrPhexrc

MONITORING LOG CARD

NAME:
Frequency: Three (3) days per week
Intensity: _________to __________bpm (MHR)
__________to __________bpm (HRR)
(get your target heart rate zones result: MHR Method and HRR Method in Lesson 4, activity #1)
Dance Mon Tue Wed Thu Fri Sat Sun
Variations

Line Dance Variations 4- Check the day

6 you have
performed
Variation 4
Half Turn with Shuffle
Steps Date

Variation 5
Kick & Shuffle with Half Time
Turn

Variation 6 Your Signature

Mambo with Grapevine

Use your chosen and

preferred music from the
above link.

REMINDERS:

1. Always start your daily physical activities with warm-up and end it with cool down.
2. Wear proper attire when you perform: wear t-shirt (any color) and jogging pants, also wear rubber
shoes. (For girls who have long hair: ponytail your hair; For girls who have short hair: clip your
hair.)
3. Observe social distancing and wearing of face mask.
4. To those students with health problems, perform the activities moderately, if body is not capable
of doing any physical exercise, approach the teacher via online for clarification.
LESSON 5: ACTIVITY SHEET

NAME: ____________________________________________________
GRADE/STRAND/SECTION:_________________________________

THIRD WEEK

This is your third week encounter with the dance. Your task is to practice and perform the
last variation. When memorized, perform variations from 1- 7.
• Visit the link below for the instructional video of Line Dance Variations 7:
https://youtu.be/Nby02yOvTWI

MONITORING LOG CARD

NAME:
Frequency: Three (3) days per week
Intensity: _________to __________bpm (MHR)
__________to __________bpm (HRR)
(get your target heart rate zones result: MHR Method and HRR Method in Lesson 4, activity #1)
Dance Mon Tue Wed Thu Fri Sat Sun
Variations

Line Dance Variation 7 Check the day

you have
Variation 7 performed

Jambalaya Series
Date
Use your chosen and
preferred music from the
Time
above link.

Your Signature

REMINDERS:
1. Always start your daily physical activities with warm-up and end it with cool down.
2. Wear proper attire when you perform: wear t-shirt (any color) and jogging pants, also wear rubber
shoes. (For girls who have long hair: ponytail your hair; For girls who have short hair: clip your
hair.)
3. Observe social distancing and wearing of face mask.
4. To those students with health problems, perform the activities moderately, if body is not capable
of doing any physical exercise, approach the teacher via online for clarification.
ON SUBMISSION OF FINAL OUTPUT FOR THE FIRST QUARTER

A. WHAT TO SUBMIT
1. Answered activities, monitoring logs
2. Video output in Line Dance

B. GRADING PERCENTAGE
1. 40% - Written output (answered activities, monitoring forms)
2. 60% - Recorded video in Line Dance

C. RUBRIC FOR THE RECORDED VIDEO

Choreography - 20%
▪ Different combination of steps.
Mastery of the Routine - 50%
▪ Movements are continuous and perfectly done.
Preparedness - 20%
▪ Impact and awareness of all guidelines and mechanics
Choice of Music
▪ Beats of music per movement, it must be fast beat. - 10%

D. HOW TO SUBMIT
1. Online Submission: Submit your file through Google Drive. Upload your video
performing the line dance

2. Format of Video for Online Submission

Name your file in this format: LastName, Grade&Section, Performanace Output
Example: Valdez_12Aristotle_Performance Output

3. Offline Submission: Submit your whole module to your teacher with your name and
signature written at the end of the module.

E. IMPORTANT REMINDER FOR VIDEO RECORDING

1. The whole performance should NOT be edited. It should be continuously recorded. If
you edited it, you will have a deduction on your final grade.
2. The video performance must be five (5) minutes and beyond. The whole routine
(variations 1-7) does not reach the five (5) minutes allotted time, what you need to do is
perform the routine TWICE using the same music.
3. In any case that the music chosen has less time as required, remix it.
4. Please wear proper attire when you perform: wear t-shirt (any color) and jogging pants,
also wear rubber shoes. (For girls who have long hair: ponytail your hair; For girls who
have short hair: clip your hair. As long as possible boys and girls your face should be seen
in the video)

__________________________________________
Signature over Printed Name/Grade & Section