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GRADE 8
Learning Module

PHYSICAL
EDUCATION
(Qtr 1 to 4)

Compilation by Ben: r_borres@yahoo.com
Grade 8 Learning Materials
(Under K to 12 Curriculum)
MAPEH Grade 8
Physical Education
(First Quarter)
Health Related Fitness

INTRODUCTION
This module is designed for you, as a Grade 8 learner, to explore knowledge

and skills that will help you and your family develop a lifelong habit of physical fitness and
wellness. This actvity will be a real challenge for you and your family.
Nowadays, people become less physically active because of various reasons and one
of those is brought by the advancement of science and technology. Many are no longer
participative in any fitness-relevant activities. We are aware of the health benefits and
importance derived from engaging in physical activities, yet we tend to take its significance
for granted. Unfortunately, many young people do not engage in worthwhile exercises or
physical activities anymore. This may be due to your youth and your ability to execute with
less effort, or your current health status.
Being physically fit and healthy can help you get through with the stresses and
demands of life and this improves your self-esteem, develops your confidence and self-
concept which can only be realized when are much older.
Health-related fitness activities play a vital role in the holistic development of a
person. Fitness activities, usually depend on individual’s choice, age, and ability. Health-
related fitness ensures cardiovascular fitness and thus helps you in the process of aging.
Health–related fitness activities are provided for you to have a better grasp on the
lesson at hand, and they will equip you with various choices in selecting the most appropriate
exercises or activities that will help you and your family to achieve a level of physical
wellness. Expectations from these activities should be clear to you and questions are
encouraged for your better understanding.
You will be encouraged to design an HRF (Health Related Fitness) plan that
will cater to the needs of your family. An HRF plan is a set of fitness goals. These goals that
you establish should take into account your current as well as your desired fitness levels.
Even after the implementation of the designed HRF plan, you will still need to evaluate its
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success or failure. Accordingly, you then make certain revisions in order to encourage
yourself and your family to continue the HRF activity for life. There is also a need to
emphasize the importance of making the activity fun and enjoyable. In doing so, you’ll have
exercise as a habit for life.
Objectives
At the end of the lesson, you should be able to

 recognize the physical activity habits of the family in terms of health-related fitness
components;
 undertake fitness tests;
 assess the family’s strengths and weaknesses in the components of HRF;
 perform exercises to enhance cardiovascular and muscular fitness;
 demonstrate HRF for the family regularly to ensure its promotion of an active lifestyle;
 explain why the purpose is critical in ensuring the conduct of activities in the family;
 design physical activities that promote cardiovascular and muscular fitness to family
members.
Pre-Test
This Pre-test is given to find out how well you know and understand the importance
of physical movements in your daily life. These activities will assess your knowledge and
skills on Health-Related Fitness.
A. Identify and classify the pictures as shown based on the components of health-related
fitness
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B. Explain briefly how these HRF activities can benefit your family in terms of physical
wellness.
2
C.
1. 2. 3.
4. 5. 6.
7. 8. 9. 10.
The result of your pre-test will not be graded but will help
the teacher determine your knowledge of the lesson.
3
Learning
Goals and
Targets
Provide below your expected personal learning goals and targets.
Learning goals and targets are lessons you expect to learn from this learning materials. Example: I will be able
to identify the four components of HRF.
 _____________________________________________
 _____________________________________________
 _____________________________________________
 _____________________________________________
 _____________________________________________
 _____________________________________________
 _____________________________________________
 _____________________________________________
Congratulations! You have identified your

learning goals and this tme you are ready to explore
the next learning steps .
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Remember learners that in this quarter it is expected that you
have enough understanding about physical fitness. Your Grade 7
experience has already given you an overview of physical fitness
as both skill-related and health-related fitness.
Part I. WHAT TO KNOW
In this stage, you will reflect on how well you understand the concept of health-
related fitness and your expectations about the topic. You are encouraged to ask questions for
further clarifications. The following activities shall help you assess your knowledge about
health-related fitness exercises. This will give you opportunities to identify and clarify any
misconceptions you have about the lesson.
Activity 1
Where Am I?
Let’s play a brain teasing fun game called “Word Scramble”. Find from the untangled
letters that would compose the components associated with Health-Related Fitness. The
words could be in any directions as long as the letters are all inter-connected. In you activity
notebook, write these words and try to define each word identified.
S C E N T E R O W
B T E N D U R A E
O L R V I T A N C
D F L E X I B I L
Y C O M N D Y T I
I S O P O G F Y R
T I O N S P T A G
M A X I M U M H E
My answers:
1.________________________________
2.________________________________
3. ________________________________
4. ________________________________
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If you have found the words and were able to define
each, that would mean that you have the basic
knowledge of HRF. Below is a discussion on the
components of HRF. Read it carefully. On your
worksheet, answer the questions following the article.
Components of Health-Related Fitness
Fitness is defined as a condition in which an individual has enough energy to avoid fatigue
and enjoy life. Try to look back and reflect on your day’s activity. Do you have lots of
energy, or do you get tired easily?
Physical fitness is divided into four health- and six skill-related components.
Skill-related fitness enhances one’s performance in athletic or sports events.
Health-related fitness is the ability to become and stay physically healthy.
Health Components Skill Components

Cardiorespiratory fitness Agility
Muscular strength and endurance Balance
Flexibility Power
Body composition Speed
Coordination
Reaction time
Health-related components focus on factors that promote optimum health and prevent the
onset of disease and problems associated with inactivity.
Four Components of Health-Related Fitness
• Cardiovascular fitness is the ability of the heart (cardio) and circulatory system (vascular)
to supply oxygen to muscles for an extended period of time.
Cardiovascular is also called cardiorespiratory (lungs) fitness. Usually the 1km run or some
other type of continuous fitness activity (12-minute run, cycling, step-test, etc.) is used to
assess cardiovascular fitness.
• Muscular strength and endurance is the muscle’s ability to produce effort or perform
work.
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• Muscular endurance refers to the ability of the muscle to work over an extended period of
time without fatigue. Performing push-ups and sit-ups or crunches for one minute is
commonly used in fitness testing of muscular endurance.
• Muscular strength refers to the maximum amount of force a muscle can exert against an
opposing force. Fitness testing usually consists of a one-time maximum lift using weights
(bench press, leg press, etc.).
• Flexibility is the ability to move a body part through a full range of motion (ROM) at a
joint. The sit-and-reach is commonly used to determine flexibility.
• Body composition is the ratio of body fat to lean body mass (including water, bones,
muscles, and connective tissues). Having too much fat tissues is a risk factor for
cardiovascular diseases, diabetes, cancer, and arthritis.
In addition to improving quality of life, health-related fitness
• increases muscle tone and strength;

• decreases susceptibility to injuries and illness;
• improves bone mineral density;
• reduces risk of osteoporosis;
• improves posture;
• increases efficiency of the respiratory and circulatory systems;
• decreases risk of cardiovascular disease and stroke;
• improves blood pressure;
• decreases risk of diabetes and some cancers;
• improves self-esteem and self-confidence;
• decreases body fat and improves metabolism; and
• increases energy level and academic achievement.
After reading this article, answer the following questions below on your worksheet:
1. In your own words, define fitness.
___________________________________________________________________________
________________________________________________________________.
2. Describe the difference between health-related and skill-related fitness components.
___________________________________________________________________________
________________________________________________________________.
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Activity 2
Quest for Fitness
What are my daily

routines or tasks
associated to
health-related
fitness?
Reflect on your daily activities and write them down on the table below. Give special
attention to activities that will help improve your HRF and maximize your body potentials.
After a few minutes, group yourselves into 5 or 8 and discuss your answers with the group.
Present your output in class.
My daily routines/tasks HRF components
1.
2.
3.
4.
Do you know that doing household

chores helps a lot in maintaining physical
fitness? Think about this: for the whole day,
you have been sitting down in the classroom,
listening and writing down notes which make The next
you immovable. So find time doing household
activity is a
chores as part of your daily routines.
reinforcement of
what you have
learned in part 1.
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Activity 3
Picture Parade
In this activity, you are expected to bring pictures showing different activities of a
person. Display each picture and describe the action and how the person in the picture might
be feeling. List down benefits associated with each activity.
Examples of pictures might include:

 A smiling child running (feeling free and happy)
 A group of people engaged in a game or sport (having fun)
 A figure skater, dancer, or gymnast performing (graceful, powerful)
After displaying your picture parade, ask one of your classmates to report his/her list of
benefits associated with each activity in class. Allow your classmate to explain his/her
answer.
Variation: Create a collage or bulletin board display of cut-out pictures from newspapers or
magazines that will illustrate the benefits of being active.
Wow, you have done a

great job! Your presentation was
indeed a work of art. It is now very
clear that you have understood our
lesson well.
Activity 4
Family
Connection
In this activity, you are to identify the physical activity habits of the family in terms
of health-related fitness components. A table is provided for you to list down important
details of the family that would be of help later when you will be designing your family HRF
activity plan.
Family Age Occupation/ Activities involved in HRF Household HRF

Members relation to the component Chores component
Work/Job Occupation/Work/Job involved involved
Example: Feeds the

Drives and sits for 8 chicken,
Father 54 PUJ Diver
hours Repair
damages in
the house . . .
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Mother 48 Housewife
Sister 25 None
Brother 1 22 Laborer
Brother
18 Student
2
Me 14 Student
(Just indicate those people you are living with.)
Great job! That wasn’t too hard,

right? You are now ready to level up. The
succeeding activities awaiting you will be
more interesting and fun-filled . So, hold your
breath and enjoy!
Part II. WHAT TO PROCESS
Activities are provided for you to have a deeper understanding on the

importance of exercise in building total fitness and family wellness. The activities will
also allow you to develop better understand HRF.
Once again you must undertake

the fitness test for comparative purposes
in determining general fitness. This is a
test given to you every year. So this
would not be hard for you to perform.
Make sure to follow the instructions to
avoid accidents or injuries.
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Activity 1
Physical Fitness Test (HRF)
1. Prepare for the test.

 Review the procedures in conducting the Physical Fitness Test.
 Wear appropriate attire.
 Do the warm-up exercises on your own or with your partner.
 Re-orient yourself on the proper execution of the tests and recording of
test results.
 Go through with the test without exerting maximum effort.
 Observe safety.
2. Perform the test with a partner.
3. Record your test results.
Physical Fitness Test
Health Related Fitness
BODY COMPOSITION – is the body’s relative amount of fat to fat-free mass.
A. Body Mass Index (BMI)
WEIGHT [in Kilograms]

HEIGHT [in Meters]2
Example: 30 30 20.83 (NORMAL)

(1.2)2 1.44
CLASSIFICATION:
BELOW 18.5 Underweight
18.5 – 24.9 Normal
25 – 29.9 Overweight
30.0 – ABOVE Obese
A.1 Weight – the heaviness or lightness of a person.
Equipment:
Weighing Scale
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Procedure:
For you as the test taker:

a. Wear light clothing.
b. On bare feet, stand erect and still with weight evenly distributed on the
center of the scale.
For your partner:

a. Before the start of weighing, adjust the scale to zero point.
b. Record the score in kilograms.
Scoring – record body mass to the nearest 0.5 kilograms
A.2 Height – it is the distance between the floor to the top of the head in standing
position.
Equipment:
1. An even and firm floor and flat wall
2. L – square
3. Tape measure laid flat to a concrete wall. The zero point starts at the
bottom of the floor.
Procedure:
For you:
a. Stand erect on bare feet with heels, buttocks and shoulders pressed
against the wall with tape measure.
For your partner:

a. Place the L-square against the wall with the base at the top of the head
of the person being tested.
b. Record the score in meters.
Scoring – record standing height.

* 1 meter = 100 centimeters
B. Waist Circumference
– waist circumference is a good predictor of visceral fat which
contributes more risk of cardiovascular disease and diabetes
than fat located in other areas of the body.
Equipment:
Tape Measure
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Procedure:
For you:
a. Wear light clothing before taking waist circumference.
b. On bare waist, stand erect and wrap tape measure around waist.
For your partner:

a. Record the score in centimeters.
Standard
Men Women
Risk Centimeter Inches Centimeter Inches
Very High >120 >47 >110 >43.5
High 100 – 120 39.5 – 47 90 – 109 35.5 – 43
Normal 102 40 88 34.6
Low 80 – 99 31.5 – 39 70 – 89 28.3 – 35
Very Low <80 <31.5 <70 <28.5
STRENGTH – refers to the muscle’s ability to generate force against physical

objects. In the fitness world, this typically refers to how much
weight you can lift for different strength training exercises.
1. 90 – Degree Push-up
Purpose – to measure strength of upper extremities
Equipment
Exercise mats or any clean mats
Procedure
For you:
a. Lie down on the mat; face down in standard push-up position: palms on
the mat under the shoulders, fingers pointing forward, and legs straight,
parallel, and slightly apart, with the toes supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees straight,
then lower the arms until there is a 90-degree angle at the elbows
(upper arms are parallel to the floor).
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FOR GIRLS: With knees in contact with the floor, straighten the arms,
keeping the back straight, then lower the arms until there is a 90-degree
angle at the elbows (upper arms are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20

push-ups per minute (2 seconds going down and 1 second going up).
For the tester:

a. As the student assumes the position of push-up, start counting as the
student lowers his body on the ground until he reaches 90-degree angle
at the elbow.
b. Make sure that the student performs the push-ups in the correct form.
c. The test is terminated when the subject can no longer perform the push-
ups in the correct form (three corrections are allowed), is in pain,
voluntarily stops, or when cadence is broken.
Scoring – record the number of push-ups made.
2. Curl-ups
Purpose – to measure strength of abdominal muscles
Equipment
Exercise mats or any clean mats
Procedure
For you:
a. Lie on your back with the knees flexed and the feet 12 inches from the
buttocks.
b. Feet cannot be held or rested against an object. The arms are extended
and are resting on the thighs
c. Complete a slow, controlled curl-up, sliding fingertips along the floor
until they touch the second tapeline.
d. The curl-up should be performed at a rate of one every 3 seconds or 20
curl-ups per minute (2 seconds going up and 1 second going down).
e. There should be no rest at the bottom position, and perform as many
curl-ups as possible without stopping.
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For the tester
a. One curl-up is counted each time the student’s shoulder blade touches
the floor.
b. Make sure that the student performs the curl-ups in the correct form.
c. The test is terminated when the subject can no longer perform the curl-
ups in the correct form (three corrections are allowed), is in pain,
voluntarily stops or when cadence is broken.
Scoring – record the number of curl-ups made.
FLEXIBILITY – refers to the ability of the joints to move through a full range of
motion.
1. Sit and Reach – a test of flexibility for the lower extremities particularly the
hamstring.
Purpose – reach as far as possible without bending the hamstring
Equipment:
Tape Measure
Procedure
For you:
a. Sit on the floor with back flat on the wall with feet approximately 12
inches apart.
b. Without bending your back, knees, and elbows, place one hand on top
of the other and position the hands on the floor.
c. After the tester has positioned the zero point of the tape measure, start
the test by slowly reaching the farthest point possible without bending
the knees.
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For your partner:
a. As the student assumes position (b) procedure, position the zero point of
the tape measure at the tip of the finger farthest from the body.
b. See to it that the knees are not bent as the test taker reaches the farthest
that he/she could.
c. Measure the farthst distance reached.
d. record the score in centimetesr.
Scoring - record sit and reach to the nearest 0.1 centimeter.
2. Zipper Test – a test of upper arm and shoulder girdle flexibility intended to
parallel the strength / endurance assessment of the region.
Purpose – to touch the fingertips together behind the back by reaching

over the shoulder and under the elbow.
Equipment:
Ruler
Procedure:
For you:
a. Stand erect.
b. To test the right shoulder, raise your right arm, bend your elbow, and
reach down across your back as far as possible.
c. At the same time, extend your left arm down and behind your back, bend
your elbow up across your back, and try to cross your fingers over those
of your right hand.
d. Reach with the right hand over the right shoulder and down the back as if
to pull a zipper or scratch between the shoulder blades.
e. To test the left shoulder, repeat procedures a – d with the left hand over
the left shoulder.
For your partner:

a. Observe whether the fingers touched or overlapped each other.
b. Measure the distance in which the fingers overlapped.
c. Record the score in centimeters.
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Scoring – record zipper test to the nearest 0.1 centimeter.
Standard
0 – did not touch fingers
1 – just touched fingers
2 – fingers overlapped by 1-2 cms.
5 – fingers overlapped by 8 cms. or more
CARDIOVASCULAR ENDURANCE – is the ability of the heart, lungs and

blood vessels to deliver oxygen to working muscles and tissues,
as well as the ability of those muscles and tissues to utilize that
oxygen. Endurance may also refer to the ability of the muscle to
do repeated work without fatigue.
1. 3–Minute Step Test
Purpose - to measure cardiovascular endurance
Equipment
1. Step with a height of 12 inches
2. Stopwatch
Procedure
For you:
a. Position in front of the step.
b. At the signal go, step up and down on a bench for 3 minutes at a rate of
24 steps per minute. One step consists of 4 beats, – that is, “up with the
left foot, up with the right foot, down with the left foot, down with the right
foot.”
c. Immediately after the exercise, stand and relax. Don't talk.
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d. Right after the activity, locate your pulse. (the first beat is zero.)
e. Count the pulse for 10 seconds. Multiply by 6.
For your partner:

a. As the student assumes the position in front of the step, signal, “Ready”
and “Go”, start the stopwatch for the 3-minute step test.
b. After the test, let the student count his pulse for 10 seconds and multiply
it by 6.
Scoring – record the 60-second heart rate for the activity.
PERFORMANCE TARGETS FOR BOYS

ENDURANCE
STRENGTH FLEXIBILITY
AGE 1 Km.
Partial Curl- 90 degree Sit and Reach Zipper 3 min. Step
Walk/Run
Ups Push-Ups (cm.) Test Test
4:57
9 23 15 37 122
4:40
10 25 16 39 121
4:27
11 26 17 41 119
4:25
12 28 18 43 117
4:19
13 32 19 45 115
4:18
14 36 20 50 110
4:14
15 38 21 55 107
4:10
16 42 22 56 105
4:00
17 45 23 64 102
3:55
18 47 24 69 99
3:45
19 49 25 70 98
3:35
20 51 26 72 96
3:30
21 55 27 72 95
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PERFORMANCE TARGETS FOR GIRLS
ENDURANCE
STRENGTH FLEXIBILITY
AGE 1 Km.
Partial Curl- 90 Degree Sit and Reach Zipper 3 min. Step Walk/Run
Ups Push-Ups (cm.) Test Test
5:30
9 20 7 43 119
5:00
10 21 7 45 117
4:55
11 21 8 47 115
4:50
12 22 9 49 113
4:47
13 22 10 52 111
4:38
14 23 11 54 108
4:30
15 23 12 58 103
4:25
16 24 13 63 101
4:17
17 25 14 68 100
4:10
18 26 14 72 98
4:05
19 27 15 74 96
3:37
20 30 15 75 95
3:35
21 30 16 75 93
Pictures: Sherwin S. Simangan, Justin Roi V. Dulin, Kim Cepeda, Zhanne Kisner Collado
You did it! So now, you can have a comparison of your previous
fitness test result with your current test result. Have you improved? Well,
that would mean you are doing well physically.
The succeeding activities will assess your skills on HRF. A variety

of activities, like sports and fitness exercises, are prepared for you to
which will suit the needs of your family.
Break a leg,
buddy!
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Activity 2
Tough Nut to Crack
Your teacher will provide you with sports equipment available in your school.
Select among these sports equipment what you like. Think about how you’ll use it.
Play for 10-15 minutes with your friends. Jot down notes on the different movements
to be executed during the game. Relate those movements to the health-related
fitness. Write your observations on your activity sheet/notebook.
What to observe:
 What are the different movements you executed? (e.g. running, swinging the
bat, throwing the ball . . . )
1. Identify the parts of the body involved and uninvolved while using the
sports equipment.
2. While performing the sports, what specific skills or movements do you
think will help you build the four (4) components of HRF?
3. Reflect how this sports activity can help enhance your health-related
fitness and achieve a balance and total fitness.
4. Among these activities, what would suit the needs of your family in terms
of HRF?
Alternative Activity: Target Zone

In your activity notebook, copy the table as shown, and identify what activity is
represented by each sports material. Reflect on the health benefits derived from
engaging in these activities. Select the best and most appropriate activity for your
family as you design your HRF plan.
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Whew! That
was quite fun. Activity 3 below can also be done with your
family at home. This would be excellent if the
family members are involved because the end
product of this quarter is all about designing an
HRF plan for them.
Activity 3
Listen to your Heart
1. You are going to look for a partner (a friend, a relative, a neighbor) for this
activity.
2. Review your knowledge on how to check the pulse rate before and after a
physical activity.
3. You are to execute the exercises or activities for each component of the HRF.
Choose from the suggested exercises below.
4. Observe carefully what exercises are mild or easy, average and intense or
difficult.
5. Chart your pulse rate before and after the activity.
Pulse Rate Before After

Exercise A Example: mild
Exercise B
Exercise C
6. On your activity sheet, answer the following questions after performing the
exercises. Assess the physical activity or exercises given to you.
a. Do you think that these exercises or physical activities are appropriate for
your family?
b. If you are to design a fitness plan for the members of the family, what are
the things to consider?
c. What are the possible activities you can give? Cite examples.
d. Are these activities suited for each of the member of the family?
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Suggested Exercises:
FLEXIBILITY EXERCISES
Stretch #1: Shoulder and Chest

This can be performed kneeling or standing. Clasp your hands
behind your back and straighten your arms. Raise your hands as
high as possible and bend your body or trunk forward from the
waist and hold the position for ten seconds.
Stretch #2: Arm Across Chest

Place one of your arms straight across your chest. Place your other hand
on your elbow and pull your arm towards chest and hold. Repeat with
your other arm.
Stretch #3: Triceps Stretch

Place one hand behind your back with elbow in up. Place your other
hand on the elbow and gently pull towards your head. Hold and repeat
with your other arm.
Stretch #4: Gluteus Stretch

Sitting on the floor with your right leg bent, place your right
foot over your left leg. Place your left arm over your right leg
so your elbow can be used to push your right knee. Hold and
repeat for other side.
Stretch #5: Adductor Stretch

Stand with your feet as wide apart as is comfortable. Shift weight to
one side as your knee bends. Reach towards your extended foot and
hold. Repeat for other side.
Stretch #6: Single Leg Hamstring

Place your leg out straight and bend the other so your foot is flat into
your thigh. Bend forward from your waist keeping your back flat. Do the
same for the other leg.
Stretch #7: Standing Quadriceps

Standing on one leg grab the bottom of your other leg (just above ankle).
Pull your heel into your buttocks and push your hips out. Your thigh should
be perpendicular to the ground. Hold and repeat with the other leg.
Stretch #8: Standing Calf

Place your feet in front of each other about 18 inches apart. Keep your
back leg straight and your heel on the floor. Push against a wall to
increase the stretch. Hold and repeat with your other leg.
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STRENGTH EXERCISES
CARDIOVASCULAR ENDURANCE EXERCISES

These exercises would consist of jogging, cycling, stair climbing, and running.
Activity 4
Because I Care
Review and assess your output in “Family Connection” activity. Focus on the
strengths and weaknesses of each family member with regards to the health-related
fitness. Give special attention to the aging members of the family and those with
physical disabilities. Copy the following table and do your own assessment:
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Family Health Assessment
Family Age Body Composition Medical HRF components
Members (BMI) history Weaknesses Strengths
Father
Mother
Sister
Brother 1
Brother 2
Me
So learner, what have you found out? Were you Now that you
surprised with the data you have gathered? Well, these have identified the
are data you have to remember when planning the HRF weaknesses and
activity of your family. strengths of each
family member, the
next activity will
help you plan
exercises for the
family.
Activity 5
Work it Out
Propose exercises for flexibility, strength and cardio-respiratory endurance (at

least 5 exercises for each component). Your output will be presented to your
teacher. Provide your own music.
Things to remember when performing your exercises:

1. Chosen exercises are aligned with your HRF goal. Timing and coordination
blend well with the music; there is unified effort of the group members (if done
in groups); and exercises are excellently executed.
Fantastic learners! You were able to hurdle another

challenge in this quarter. This proves you are doing fine
and going to the right direction. Now that you have
tackled Part II of this quarter, it is understood that you
have fully grasped the essence of these activities.
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Part III. WHAT TO REFLECT
AND UNDERSTAND
At this stage, you are given opportunities to reinforce and deepen your
understanding on the importance of HRF activities and exercises. You will also be
provided with activities that will assess the mastery of your understanding.
Activities 2-4 are provided for you to have a deeper understanding on the
importance of exercises in building total fitness and family wellness. The activities
will also allow you to develop, reflect on, rethink, validate, and revise your
understanding of fitness exercises.
Activity 1
Health and
Fitness Updates
You are provided with a reading article below, read it carefully and make a
reaction paper based on your readings. Your thoughts and opinion about this article
will help you reflect on your understanding of fitness exercise. Write your reaction
paper on your worksheet.
(For additional reading materials browse on this address:
http://www.webmd.com/fitness-exercise/features/exercise-and-music)
Active Video Games Help Some Kids Get Active

By Jennifer Warner
WebMD Health News Reviewed by Louise Chang, MD
Oct. 1, 2012 -- One type of TV time may actually play a valuable role in the battle
against childhood obesity.
A new study suggests active video games may help children, especially girls,
raise physical activity levels.
The results show most teens who play active video games play at moderate or
vigorous intensity levels that would help them meet the recommended 60 minutes
of physical activity on most days.
Researchers say so-called exergames may also help at-risk young people get
moving.
“Because exergames can be played in a variety of settings, including unsafe

neighborhoods, they can increase opportunities for youth to engage in [physical
activity] and decrease sedentary behavior,” researcher Erin O‟Loughlin of the
University of Montreal, Canada, and colleagues write in Pediatrics.
25
Exergames are screen-based active video games in which individual players or
groups interact in a physically active way. They include rhythmic dancing games,
virtual bicycles, balance board simulators, and virtual sport simulators.
They require a screen, like a TV or computer, and a gaming console, such as the
Nintendo Wii. The video games track the players‟ movements onscreen as they
attempt to reach a goal.
Active Video Games Count as Exercise
In the study, researchers surveyed more than 1,200 10th- and 11th-grade
students in the Montreal area about their use of active video games.
The results show nearly one-quarter of the children said they played active video
games. Gamers played an average of two days per week for about 50 minutes
each session.
Nearly three-fourths (73%) said they played at a moderate or vigorous level of

physical intensity that would count toward meeting the recommended physical
activity guidelines.
Researchers also found that exercise video games like "Wii Fit" and "Dance
Dance Revolution," which require high amounts of energy, were among the most
popular active video games.
New Role for Active Video Games?
Researchers say the results suggest that active video games may have a unique
role in the battle against rising childhood obesity rates.
The study shows that boys are more likely to play non-active video games, and
girls were more likely to play active video games.
Researchers also found that most children who played active video games
played at home, but many also played at friends‟ homes.
“It is possible that some girls may be uncomfortable exercising at school or in

community settings because they feel scrutinized or judged and therefore prefer
exercising at home alone or with friends,” the researchers write.
“Lack of school-based exergaming may represent a „missed opportunity‟ to

introduce young people to another form of [physical activity],” they write. “The
feasibility of exergaming in community centers or at school needs to be tested,
and research on the sustainability of exergaming is warranted.”
26
Activity 2
Health Perks
You need to understand the health benefits derived from physical activity
before you can successfully design and implement an HRF (Health-Related Fitness)
plan.
Make a report or a powerpoint presentation on the health benefits derived
from involving oneself in the HRF activity. Tackle the 4 components: strength,
flexibility, endurance and body composition. Below is a sample:
• ideal body type prevent

joint problems and
Body diabetis
Composition • that certain amount of
fat is needed by the
body to function well
• strengthen immunity
Strength
• protection against injury
• improved Heart-Lungs
Endurance functioning
• increase oxygen supply
• improve posture
Flexibility
• decrease risk of injury
After the presentation, it is expected that you will make a generalization on the
importance of engaging in exercises and the drawbacks or disadvantages of lack of
exercise.
Reflection / Realization: Complete the sentences below.
1. Cardio-respiratory endurance can help me
______________________________.
2. ____________________________________ can help me achieve an ideal
BMI.
3. Bending and stretching allow me to
__________________________________.
4. _______________________________________________ strengthen my
body.
5. Therefore I have learned that
________________________________________.
Here are your guides for the oral presentation: (Criteria)

1. Presentation of the HRF health benefits should be addressed clearly.
2. Visual and audio presentation should be well-organized and well-explained.
3. Effective communication skills should be evident.
27
Well learners, that wasn’t tough, right? This is going to
be easy once you have answered all the questions. Try the next
activity below. This has something to do with the lifestyle check
of your family in terms of the HRF issues. This will help you
understand and evaluate how far or how slow is your family’s
involvement with fitness.
Activity 3
Together in Fitness
Make a scrapbook with pictures of your family showing the progress or

regress of the family’s state of health. To be included in the scrapbook are pictures
of your family’s past HRF activities (sports, exercises, and recreational activities).
The scrapbook should tell a story about family wellness. This activity will help you
assess and understand the state of health of your family.
That was quite enjoyable making your

scrapbook. Scanning over your scrapbook, reflect the
health status of your family. If you have lots of
pictures to show, that would mean your family is
doing great physically.
28
Part IV.
WHAT TO TRANSFER
At this stage you will plan for physical activities for your family which can be
considered as your lifetime engagement to achieve family wellness.
Activity 1
Goal Setting
By this time, it is affirmed that Health-Related Fitness plays a very important role
in your family wellness. Design an HRF plan for your family.
1. Review and assess the output in “Because I Care” by identifying what
particular exercises or physical activities are needed by your family members
to achieve family wellness and to enjoy lifelong good health. Focus on the
HRF activities and exercises. You may choose exercises from the suggested
exercises in “Listen to your Heart”.
Now is the time for you to work on your HRF plan. Setting
of your goals here is crucial to the development of
your HRF plan. Look into the very needs of your
family by referring to the outputs you have on the
previous activities as basis for your plan.
Activity 2
Hit the Target
In designing your HRF Plan it must be simple, enjoyable and suited to the
needs your family in order to attain maximum level of physical wellness.
Use the chart found on the next page to plan your activities. Make sure to
include activities for the whole family. Your log should show complete thought and
effort and be as detailed as possible.
29
Below is an example of a fitness plan for your basis.
Suggested plan: Join community Fun Runs, ballroom dancing; assign household
chores and others.
30
Supplementary activity: Family Day
You will submit a narrative report about the actual implementation of the HRF
Plan you have designed. You will also provide proof to support the narrative report
like pictures, video, signatures or thru other media technologies. It is expected that
this implementation will take a while, so you will be given enough time to submit this
narrative report and evidences before the end of the first quarter period.
Assessment of HRF plan for the family using the following criteria:
 Appropriateness of the HRF activities for the family
 Relevance to the needs of the family members
 Completeness of the plan
Bravo, you made it! Things

did turn out well. Did you know that
working on this activity brings you
closer to your family? Remember,
family bonding creates harmony
and understanding at home. So,
this is a great opportunity for you to
experience. Maybe at some point
you have encountered difficulties
but keep in mind, “The more
difficulties one has to encounter,
within and without, the more
significant and the higher in
inspiration his life will be.”
- Horace Bushnell
31
SUMMARY
It is expected that by this time you have already understood the essentials of
health-related fitness and its relation to family wellness. This module has provided
you discussions on the importance of HRF and supplied you with different activities
for you to assess yourself and your family in terms of health-related fitness and
thereby guiding you to design an appropriate HRF plan for your family that will
sustain for life. Furthermore, this module is focused on a wide range of activities that
will help you develop appropriate skills, enables you to understand fitness concepts
and their application, as well as fosters confidence and appreciation of physical
activity as a means to wellness.
Part I gives you a brief recall on the HRF components. It also provides you
with activities to help you strengthen your knowledge on the lesson at hand. A brief
assessment of your family’s daily physical activity habits is also asked of you to later
plan the appropriate activities and exercises that will suit each family member.
Part II enables you to perform and demonstrate the HRF test. The result of
the fitness test is your basis for self-assessment. A table is also provided for you to
list down and assess your family health status that is crucial in designing your family
HRF plan.
Part III provides you with different activities and discussion that can help you
reflect and think deeply on the essentials of health-related fitness. It also talks about
the health benefits of engaging in physical activities and exercises. The activities,
exercises and sports introduced in Part III are carefully selected for you to choose
and decide the appropriate HRF activities for you and your family.
Part IV is the final phase of Quarter 1. You are expected to design an

appropriate HRF plan for your family that will sustain a lifelong active lifestyle. Taking
into consideration what you have learned from this chapter and from the activities
provided in Part I-III, you are now equipped to propose an HRF plan.
32
GLOSSARY OF
TERMS
Collage - form of art in which various materials such as photographs and pieces of
paper or fabric are arranged and stuck to a backing.
Fitness – the condition of being physically fit and healthy, especially as a result of
exercise and proper nutrition.
HRF (Health-Related Fitness) - ability to become and stay physically healthy.
Perks – Benefits; privileges; bonuses
Regress - returning to a former state; get worse or fall back to a previous condition.
SRF (Skill-Related Fitness) - focuses on the performance in a sport.
Wellness – the quality or state of being healthy in body and mind, especially as the
result of deliberate effort.
SOURCES:
http://www.state.nj.us/education/frameworks/chpe/chapter8f.pdf 11-28-2012
http://fitness.ygoy.com/2010/05/29/health-related-fitness-activities-importance-and-different-types/ 11-28-2012
http://www.commonhealth.virginia.gov/documents/hf/AllTogetherNow.pdf 11-28-2012
http://depedmarikina.ph/resource%20material/DepEd%20Physical%20Fitness%20Test.pdf
http://www.jumpusa.com/agility_slats.html 11-28-2012
http://www.muscleandfitness.com/features/athletes-and-celebrities/your-cheat-sheet-london-2012-summer-
olympics?page=6
http://www.bittersweetfitness.com/cardiovascular-exercise/ 11-28-2012
http://www.hygenicblog.com/2011/07/01/systematic-review-supports-balance-training/ 11-28-2012
http://health.howstuffworks.com/wellness/diet-fitness/exercise/back-strengthening-exercises7.htm 11-28-2012
http://www.stayfitbuzz.com/tag/eat-clean-train-dirty/ 11-28-2012
http://www.amazingfitnesstips.com/easy-muscular-strength-exercises 11-28-2012
http://blog.isowhey.com.au/2012/02/09/how-fit-are-you-test-yourself/ 11-28-2012
http://www.thehealthybackblog.com/wp-content/uploads/2011/06/flexibility-exercises-like-pilates-and-yoga-could-prevent-
treat-stiff-arteries1.jpg 11-28-2012
http://blogs.plos.org/obesitypanacea/2012/02/10/why-the-body-mass-index-bmi-is-a-poor-measure-of-your-health/11-28-
2012
http://dwellingintheword.files.wordpress.com/2010/04/27-teacher.gif 11-28-2012
http://www.kamogatanishi-e.ed.jp/english/clipart/People.htm 11-28-2012
http://www.glencoe.com/sites/common_assets/health_fitness/gln_health_fitness_zone/pdf/heart_rate_monitor_activities/health_skill_re
lated_itness/health_skill_related_fitness_activity_3.pdf, 11-08-12
http://www.doe.virginia.gov/instruction/physed/fitness_testing/fitness_testing_info.pdf, 10-24-12
http://www.sport-fitness-advisor.com/flexibility-exercises.html 11-28-2012
http://www.amazingfitnesstips.com/fitness-for-life
http://www.webmd.com/fitness-exercise/news/20121001/active-video-games-help-some-kids-get-active 11-28-2012
http://www.summitmedicalgroup.com/library/sports_health/strength_training_lower_body/ 11-28-2012
http://www.summitmedicalgroup.com/library/sports_health/strength_training/ 11-28-2012
33
PHYSICAL EDUCATION Grade 8, Quarter II (Team Sports-Basketball)
Introduction:
This learning material was made or you! For
sure you are now thinking o another textbook or a
ton of quizzes to do, right? This module is different.
It introduces you to the world of team sports. As you
go along, you will encounter activities that allow you
to demonstrate understanding of the benefits
derived from your engagement and participation in
basketball together with your family, which
eventually promote family fitness, health, and
wellness.
Objectives:
 discuss the nature/background of basketball;

 practice proper and acceptable behavior (e.g. fairness, respect for authority) when
participating in basketball;
 proficiently execute basic skills and tactics in basketball;
 interpret rules and regulations of basketball;
 exhibit enjoyment in playing basketball;
 explain the health and fitness benefits derived from playing basketball.
Now that you know where you‟re going, let‟s start activating your prior
knowledge about team sports.
34
Pre-Assessment:
Before you proceed any further, consider answering the pre-assessment items
below. This may help determine whether you already have prior knowledge on the
terms, skills and understandings in team sports. Read the directions carefully and write
your answers in your activity notebook.
1. Below is a table indicating the basic skills in playing basketball, baseball and
softball. Your task is to identify which sport is appropriate for each of the skills
indicated in the table below.
2. Write the corresponding team sport in the space provided at the right side of the
column for basic skills.
BASKETBALL BASEBALL SOFTBALL
BASIC SKILLS CORRESPONDING TEAM SPORT
1. Dribble
2. Chest Pass
3. Bounce Pass
4. Assist
5. Bat or Batting
6. Pitch
7. Shoot
8. Free Throw
9. Inning
10. Homerun
11. Strike
12. 3-Seconds Violation
13. Home Base
14. Bunt
15. Short Stop
3. Let’s find out whether your answers are correct or not. (refer to the answer key to
be given by your teacher).
4. Group yourselves into three, then choose one team sport to describe creatively
(e. g. demonstration of the basic skills, dramatization of a certain team sport
scene, performing the selected team sport skills with an action song, etc.) You
will be given five minutes to do that.
35
5. Present your work to the class.
6. Below are three critical questions prepared for you to answer. Express your
answer in your activity notebook.
a. What do team sports mean to you?

b. What values or virtues can team sports develop in you?
c. What benefits can you derive from participating in team sports?
I can see that you know something about team sports. This time let‟s draw your
goals and targets as regards team sports by accomplishing the task ahead.
Goals and Targets:
This time, focus your attention on the team sports engagement

survey form. This will assess your engagement in team sports which will
serve as your reference in identifying your personal goals and targets.
Here are your tasks:
1. Copy the survey form in your activity notebook and reflect on your participation in
team sports by honestly responding to the survey questionnaire below.
2. Just put a checkmark (  ) in the corresponding column below the sport for your
responses. It’s quite easy, right? So go on, grab a pen and accomplish the
questionnaire.
36
SURVEY QUESTIONS BASKETBALL BASEBALL SOFTBALL
YES NO YES NO YES NO
1. Do you have experience in playing team
sports?
2. Do you play team sports often?
3. Do you play team sports with friends?
4. Do you play team sports with your family?
5. Are you a member of the school varsity team?
6. Do you participate in community sports
programs?
7. Do you enjoy participating in team sports?
8. Do you consider the benefits derived from
playing team sports?
9. Are there team sports enthusiasts in your
family?
10. Do you plan to make team sports as one of
your lifetime fitness activities?
3. When you’re done with the preceding task, state in your activity notebook your
targets/goals on involving yourself, your family and community in team sports
programs. After accomplishing the activity, share your goals to the class. An
example is hereby given:
Example:
Personal Goal/Target: I will make team sports my lifetime fitness activity.
Family Goal/Target: I will share my knowledge and skills in team sports with my
siblings, father, and mother so we can enjoy the benefits of
playing/participating in it.
Community Goal/Target: I will actively particpate in community team sports activities.
“A journey of a thousand miles begins with a single step.” It‟s now time for you
to start achieving your goals and targets by accomplishing the given tasks , one at a time.
I know you can do it!
37
PART I: WHAT TO KNOW
Welcome to Part I of your lessons in Basketball! In

this phase of the learning sequence, you will be given
activities to activate your prior knowledge and to know the
key concepts of the lesson at hand. You will also exhibit
tentative responses through provocative and critical
questions; identify misconceptions and alternative
conceptions about the lesson based on your responses; be
informed of the assessment techniques corresponding to
your tasks; be provided with the necessary information you
need to learn about team sports, specifically Basketball.
You can assess your knowledge by answering the given
focus questions at the end of this part of the lesson.
Activity 1: Fill-in the missing component
In this activity, your prior knowledge on specific team sports will be diagnosed and
pre-assessed.
1. Below is a table indicating three columns namely: team sports, basic skills and
components of physical fitness involved in performing the basic skills. Copy the
table in your activity notebook.
2. The team sports at the first column have already been provided together with the
respective basic skills. All you have to do is to identify the component of physical
fitness involved in performing the respective skills. Write your answers in the
given column.
38
Name: __________________________ Section:___________________________
TEAM SPORTS BASIC SKILLS Component of Physical Fitness Involved
Basketball: 1. Shooting
2. Passing
3. Dribbling
4. Rebounding
5. Running
Baseball/Softball 1. Throwing
2. Catching
3. Pitching
4. Batting
5. Base Running
3. After accomplishing this, meet with your group, friends or relatives and share
your answers. Consolidate all your answers in another sheet.
4. Identify three most frequent components of physical fitness based on your

group’s, relatives’ or friends’ responses and come up with an exercise of four
repetitions each. Make sure that it promotes any of the identified fitness
components. Do this in five minutes.
5. Let your group present your work to the class
Always bear in mind that improving your physical fitness together with your
family is the main goal of participating in team sports. Keep it up as you go to the
specific team sport that you intend to master in this next activity.
Activity 2. The team sport that I would like to know more

This activity allows you to share your knowledge about team sports which brings
out your expectations of the lesson, your prior knowledge and skills, and the specific
team sport you want to learn more.
39
1. Below is a K-W-L chart. Under K column, write three things that you already
know about your chosen team sport. Under W column, write three things that
you want to know more about. Don’t write anything yet on the L column. Do this
in your activity notebook.
Name: _______________________________ Chosen Team Sport:______________
K-What you KNOW W-What you WANT to know L-What you’ve LEARNED
1. 1. 1.
2. 2. 2.
3. 3. 3.
2. After accomplishing this task, share the things you KNOW and the things you
WANT to KNOW to the class, friends, relatives and members of your family.
3. After sharing the things you KNOW and WANT to KNOW, submit your paper to
the teacher and execute the following skills:
a. Do four jumping jacks.

b. Catch a passed ball in the 3-point line.
c. Dribble the ball in a zigzag pattern as you approach the ring.
d. Do a lay-up or jump shot.
4. In case you have a whole court, form two groups. Designate groups to do the
activity on one half of the court, the other group will do the same on the other half
court.
So much to expect and do, yet so little time. After sharing your expectations and
things you want to know, you also need to know what is expected of you at the end of
your lessons.
Activity 3. Can You Meet My Expectations?
This time, you need to clarify what is expected of you in terms of products and
performance, including how these shall be assessed and rated at the end of the lesson.
40
1. At the end of all your lessons, the following are the expected outputs for you to
accomplish:
a. Product:
Create a journal containing pictures of your family showing your

engagement in team sports. Indicate dates, places and short description
(caption) of each picture including a final essay talking about the benefits that
your family derived from engaging in team sports.
If you find it difficult to gather said pictures, you may come up with a
collection of cut-out magazine pictures of families engaged in team sports. As
you include these these pictures or cut-outs on your journal, you may include
captions or essays that clarify your ideas about the quote: “The family that
plays together, lives longer!”
Criteria for Assessment:

Content/relevance of pictures presented
Creativity and resourcefulness of presentation
Understanding (benefits of team sports to family fitness and wellness)
b. Performance:
Demonstrate your understanding of team sports by executing proficiently the

skills and basic rules in playing basketball by your actual participation in a game. This
will be done through a mini-tournament within your class.
. Criteria for Assessment:

Proficiency in the execution of skills in the team sport
Ability to adapt or use skills to certain sport situations
Behavior in playing team sport
Now that you know what to produce and perform as evidence d by your learning
at the end of your lessons, here‟s another challenge for you to think about.
Activity 4: Points to Ponder
This activity will help you form tentative understandings of the succeeding lessons.
You will be shown video clips and be given questions to answer.
41
Videos to watch:
 http://www.youtube.com/watch?v=fxLxPyTcWSg
(youtube-Milo Commercial-Annie)
 http://www.youtube.com/watch?NR=1&v=IuS3hRTDjuA&feature=endscreen
(Milo Kids Mondial 90s hires)
 http://www.youtube.com/watch?v=mWJs2Gof538
(Remember the Titans-Inspirational Moments)
 http://www.youtube.com/watch?v=ouC5HWVyAi4&feature=related
(Space Jam UNRATED)
Questions to answer:
Based on the video clips you’ve seen and from your experiences regarding team
sports, answer the following questions. Write your answers in your activity notebook.
What is your favorite Who influenced or Do you think playing

team sport? Why? motivated you to choose team sports can promote
such team sport to play? fitness, health, and
How? wellness among family
____________________ ____________________ members? How?
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________
Give your reaction or idea ____________________
What other physical, emotional,
regarding this quote: “ In sports, it’s not ____________________
mental and social benefits can you
winning that matters most, it’s how you derive from playing team sports?
play the game.”
_______________________________ ________________________________
_______________________________ ________________________________
_______________________________ ________________________________
_______________________________ ________________________________
_______________________________ ________________________________
42
Since you chose basketball along with the benefits you can derive from
participating in it, the next activity will share you more about this particular team sport.
Activity 5: Lecture-Discussion
A copy of the lecture on basketball is attached in Appendices A-D for your

reading. Read them carefully for you to be able to answer the questions which will be
given later to assess your knowledge on the following contents:
- Nature and background of basketball

- Basic skills
- Facilities, equipment and playing attire ans shoes
- Basic rules and officiating (Violations and misconduct)
After reading the lecture, do the following activities:
1. Group your class into four. Each shall form two columns with each member
respectively numbered.
2. Each group will be given a set of 10 terms written on strips of paper about
basketball.
3. This time, all first members will draw one strip each. Each member then shall
give a description or idea about th term he/she drawn.
4. After giving the description, identify the content classification of each term, then
the group performs the warm-up exercise corresponding to the classification of
the term.
CONTENT CLASSIFICATION GROUP NAME EXERCISES TO BE EXECUTED
Nature and background Shuffle/Galop Group 4 Left/4 Right

Basic skills High Knees Group 8 Forward/8 Backward
Facilities, equipment, attire Back Pedal Group 8 In place/8 Backward
Basic rules and officiating Jumping Jack Group 4 Repetitions in place
This time, test your retention on the lecture given. Here‟s an activity you will
surely enjoy with your friends, classmates and/or family.
43
Activity 6: Pick-Shoot and Answer!
In this activity, you will be given strips of paper containing questions regarding
basketball. Read each question, think of the answer and write it in your activity
notebook.
1. Your class will be grouped into four.
2. Each group will be provided with a bowl containing numbered paper strips with
written questions related to basketball. The groups will assemble in columns
facing the blackboard about three meters away. The bowl of questions in front
and a basket near the board about three meters away.
3. As the “go” signal is given, the first member of each group picks up a strip of
question to answer. Within 10 seconds, he/she answers the question , then
crumples the strip and shoot it in the basket provided per group.
4. After shooting, the first members go to the board and write their answers on it.
5. The group with the most number of correct answers and successful shots
combined, wins the game.
So much for enjoyment! You now proceed to a more challenging activity. Your
knowledge on basketball and team sports in general will be assessed and rated.
Activity 7: Assessment of Knowledge

Now, let’s see if you really read the lecture given in Appendices A-D. Your
knowledge will be assessed on matters of adequacy and relevance through the
questions hereunder listed. Your score in this activity will be graded and recorded.
Write your answers in your activity notebook.
1. What are the basic skills in playing basketball?
2. How does playing basketball develop specific fitness components?
3. Why are rules and regulations essential in playing basketball?
4. What makes basketball an excellent means of enhancing family fitness and

wellness?
5. What values can be fostered as you and your family engage and participate in a
team sport such as basketball?
44
Great job! It‟s good that you pay attention to details. Congratulations for passing
the test! I know you can do it again in the next phase of your lessons.
You passed the challenges!

You can now proceed to Part
II of your lessons...
Part II: WHAT TO PROCESS
Congratulations! You’ve made it to this phase! Prepare

yourself, for you will be provided with various learning resources
and learning experiences to enable you to make sense of the
information, develop, rethink, validate, and revise your
understanding of team sports.
Activity 1: By-Station Drill Lessons
This activity will provide an opportunity for you to demonstrate the basic skills
you have learned previously. You will be given five skill stations for you to perform a
paticular skill based on the demonstration given in Activity 1.
You will need
 ball
 playing area with a ring and board
 partner or group
aA good pair of playing shoes
45
Basic skills to be learned are
 shooting
 dribbling
 passing
 rebounding
 running
Here’s how:
1. Form five groups. Select a leader of your group who can proficiently demonstrate
the skills during the drill. He/she must be someone who can assist the group in
properly executing the basic skills.
2. Consider the following before starting the activity: proper basketball attire, warm-
up exercises, safety precautions.
3. Proceed to the open ground or basketball court designated by your teacher, five
stations corresponding to each basic skill will be provided for you. Refer to the
drill illustration for guidance.
4. You should pass through each station following the drill lessons on basic skills.
After undergoing the drill lesson in one station, move to the next station so that
you will experience all drill lessons provided.
5. You should do well in this activity because your performance will be rated based
on the criteria set in the rubrics.
6. At the end of the drill lessons, report to your teacher in a circular formation. This
time, share your drill experiences with the class.
7. As you share your experiences, expect and accept reactions from your
classmates, be it positive or negative, consider it as a room for you to improve
more your basketball performance.
Drill Sequence:
TEAM SPORT Station I Station II Station III Station IV Station V
Basketball Shooting Dribbling Passing Rebounding Running
46
Drill Illustration:
Station 2: Dribbling
Start Finish
---------------------------------------------------------------------------------------------------------------------
---------
Station 3: Passing (Chest and Bounce Pass)
Chest Pass
Station 1:
Shooting Area
Bounce Pass
Station 4:
Rebounding Area
-------------------------------------------------------------------------------------------------------------------------
Back Pedal Station 5:
Running Drills
Shuffle/Galop Carioca
High Knees
How well did you perform the tasks-at-hand?
You must be tired after the drill lessons! But before you proceed to your next
Basketball challenge, let’s check if you have done well with the given activities. Copy
the self-assessment tool table as shown, and perform the given instructions.
Just put a checkmark ( ∕ ) in the colum corresponding to your response to the

items indicated in the following table based on how well you did in each drill station.
Reflect on the criteria given before you start rating yourself (proficiency in the execution
of skills-40%, ability to follow instructions-30%, and behavior during the drill-30%).
SELF-ASSESSMENT TOOL ON BASIC SKILLS IN BASKETBALL

Name: Section: Date:
STATION DRILLS Advanced Proficient Approaching Developing Beginning
Proficiency
Station 1: Shooting
Station 2: Dribbling
Station 3: Passing
Station 4: Rebounding
Station 5: Running
Refer to the rubric indicated at the transfer part of this module for a more accurate self-
assessment.
47
You must be so tired in doing the drill lessons on basketball basics! Anyway, you
did great back there. This time while resting, here‟s another activity.
Activity 2: Message Relay
Let’s proceed with the introduction of the basic rules and regulations in basketball.
Study them carefully because you will need them to overcome the challenges in the
next activity.
You will need
 ball
 partner/Group
 a good pair of playing shoes
Basic skills to be learned are

 shooting
 dribbling
 passing
 rebounding
 running
 basic rules and officiating
1. The following table shows the most crucial aspects of basketball when it comes
to rules and regulations. Be guided accordingly as to how you should play
basketball. Remember, we’re talking of amateur basketball, not of professional
basketball yet, because in professional basketball like in the Philippine Basketball
Association (PBA) or in the National Basketball Association (NBA), rules and
regulations are highly technical.
2. Your teacher will discuss more about the aspects of playing basketball indicated
in the table below. You might as well do some research on this matter to enrich
your knowledge on basketball rules and regulations. Remember some of the
amateur rules indicated and discussed by your teacher may vary depending on
the tournament or league agreements like for instance game duration,
substitution, and others.
48
ASPECTS OF THE GAME THINGS TO CONSIDER
TEAM COMPOSITION 10 Players per team
5 Players to play per quarter
START OF PLAY Jump ball
DURATION OF THE GAME 8 minute quarter (32 minutes per game)
TIME-OUTS 2 time-outs per quarter except in the
last quarter which is 3
SUBSTITUTIONS 5 maximum substitutions per quarter
REGULAR FOULS Blocking foul
Charging/Offensive Foul
Illegal use of hands
Holding
REGULAR VIOLATIONS Goal-tending

Travelling violation
Backing violation
Stepping on the line
Loose ball
TIME VIOLATIONS 3-second violation
5-second violation
8-second violation
Shot clock violation (24-second violation)
SERIOUS OFFENSES/MISCONDUCTS Assault to an opposing player
Disrespect to officials
OVERTIME In case of tie, 5-minute overtime is given
OFFICIALS OF THE GAME Referee
Umpire
Time keeper
Scorer
3. This time a game called “Message Relay” will be played. It may sound familiar
with it but a little twist is made. The content of the messages will be the referee’s
hand signals or calls corresponding to fouls, violations, or misconduct committed
by a player.
4. You will be divided into five groups. Each group shall be named after a basic
skill in Basketball (e. g. shoot, pass, dribble, rebound, or run). There should be
no duplication of group name. Create your group’s cheers with a demonstration
of the skill with which you named yourselves after.
5. Each group shall be in column formation about a meter away from each member.
6. As your teacher calls the first members from each group to move in front and
show an image of a referee’s hand signal or call, think of the name of the hand
signal. Refer to the sample illustrations given in this page. Then wait for the “go”
signal.
49
7. As soon as the first members hear the “go” signal, they shall immediately go to
the group and relay the name of the hand signal shown.
8. As the message reaches the last member, he/she shall run to the front as fast as
possible and lead the group in performing the group cheers and skill. He then
goes to the teacher and tells the message.
9. The first group to perform their respective cheers and skill and get the correct
message or name of the hand signal, gets the point for that round.
10. The last member to give the answer will then move in front. The process
continues.
11. The group with most number of correctly relayed messages wins the game.
Example of Referees Hand Signals:
See?! It pays to listen to the relayed message! Same is true with playing Basketball.
It pays to observe the rules and regulations.
Activity 3: Ignorance of the rules excuses no one

In this activity, you will apply the basic rules in officiating a basketball game that
you have learned. It wil be a test of your sense of immediacy and decisiveness.
50
1. Your class will be grouped into three. Groups 1 and 2 will play first while group 3
will manage and officiate the game. Make sure that participation among your
teammates is maximized. You may consider a quarter of 8 minutes only to allow
rotation of roles among all groups in your class. For example:
Game 1 Group 1 vs. Group 2 Officials: Group 3
2. You are encouraged to give the best out of your performance in this activity
because you will be rated based on the criteria set in the rubrics at the traser part
o this guide.
So you passed the challenge! You can now proceed to the next level.
Activity 4: Skills Refinement
In this activity, you will be provided with lead-up activities to see how combined basic
skills can be applied efficiently and effectively in playing basketball.
You will need

 ball
 partner/Group
 a good pair of playing shoes
Basic skills to be refined are
 Shooting
 Dribbling
 Passing
 Rebounding
 Running

1. With the same three groups as the previous activity, groups 1 and 2 will
participate in the drill lessons. The third group will manage the drills and retrieve
the balls.
51
2. Observe carefully the mechanics of the activity to guide your group on what to do
during the activity, and on the role of the third group in managing it. Be reminded
that the performance of the third group determines the success of the drill.
3. Rotation shall follow after each group finishes the drill so that every group is able
to experience both the drill and management. Your performance will be rated
according to the criteria set in the rubric indicated at the Transfer part of this
module.
4. Be reminded that before starting the activity, you are al in proper attire, you have
done warm-up exercises, are reviewed safety precautions.
Drill Matrix: Pass-Dribble-Shoot!
GROUP ACTIVITY
PHASES Group I Group II Group III
Drill managers and
I Dribble and shoot Guards ball retrievers
Drill managers and
II ball retrievers Dribble and shoot Guards
Drill managers and
III Guards ball retrievers Dribble and shoot
Drill Illustration:
Ball Retrievers
Guards/
Defense
Pass-Dribble-Shoot
52
Your basketball skills are improving! This time let‟s see how much you
understood from your participation in the preliminary activities. Here‟s an activity for
you to accomplish.
Activity 5: Check Your Understanding
In this activity, your understanding of the essence and benefits of participating in

team sports will be assessed. You can present your responses in any form you are
comfortable with. Providing entries into the graphic organizer can be one. You can also
consider other forms of representing your understanding. Do this activity in a separate
sheet of paper or in your notebook.
TEAM SPORTS
PHYSICAL BENEFITS EMOTIONAL BENEFITS MENTAL BENEFITS SOCIAL BENEFITS

__________________ ___________________ ____________________ ___________________
__________________ ___________________ ____________________ ___________________
__________________ ___________________ ____________________ ___________________
__________________ ___________________ ____________________ ___________________
Your Basketball skills are improving! This time let‟s see how much understanding
you have developed from participating in the preliminary activities. Here‟s an activity for
you to accomplish...
You are great!

I believe you can make it
through
the next challenges!
53
Part III. WHAT TO REFLECT AND UNDERSTAND
Let’s go deeper this time! In this phase, you are

provided with other learning resources and learning
experiences for you to enrich, broaden, and refine your
understanding of the lesson.
Activity 1a: Learn from the experts!

In this activity, you will be given opportunities to rethink and refine your
understanding of team sports by listening to invited resource persons. They shall speak
on how team sports influenced them as an individual and as a member of their family.

1. Group yourselves into three.
2. Each group shall determine and decide as to who among the home-grown team
sports enthusiasts in your community interests and inspires you most and could
share to your class meaningful insights on his/her participation in team sports.
Name at least three persons whom you could invite.
3. Draft an invitation letter requesting them to speak before your class on the
following topics:
a. Persons who influenced them to engage in team sports
b. How team sports contributed to their success in life
c. The role of the family in their active participation in team sports
d. Their achievements (winnings, awards, recognitions) in team sports
e. How team sports influenced them as individuals and as members of their
family.
4. Upon confirmation of the resource persons’ approval of your invitation, prepare

your class for their visit.
5. After the sharing of the resource persons in your class, answer the following
questions:
a. Who among the three resource persons inspired you most? Why?
b. How did their sharings reinforce or enhance your understanding, belief or
view of team sports?
c. What role did the family play in their success in team sports and in life?
d. Based on the insights shared by the resource persons, what benefits can one
derive from participating in team sports?
54
6. Answer the foregoing questions above using any of the six facets of
understanding (explanation, interpretation, application, perspective, empathy,
and self-knowledge). Write your answers in your activity notebook.
Alternative Activity: Drawing Inspiration (Alternative activity to Activity 1a)
This activity can be an alternative to Activity 1 in case there will be difficulty in

inviting resource speakers. Here you will be shown inspirational video clips to react on
using the given guide questions below. Ind the video clips using the links hereunder
listed.
Video weblinks:
 http://www.youtube.com/watch?v=Tui8EOdv_VU&feature=related or
 http://www.youtube.com/watch?v=BzFCU7hN2yk
 http://www.youtube.com/watch?v=JpVrddlI3Do (story of a person with disability)
 http://www.youtube.com/watch?v=kZlXWp6vFdE (Video of an athlete)
Guide Questions:
Copy and answer the questions in your activity notebook.
1. How do you think did team sports influence and change the lives of those in the
video clips you watched?
2. If you were one of the characters in the video clips viewed, would the influence of
team sports in your life be the same with them? How?
3. After watching the video clips, how do you perceive team sports now, in relation
to your life and your family’s fitness and wellness?
You might have been very much inspired by the stories you‟ve heard. I guess
those inpirations may help you in setting your goals for youself, family, and community
as regards your participation in team sports.
Activity 2: Team Sport Goal-Setting
Quite impressive! With this, a “thumbs up” for everyone. Hope you can do the
same in this next activity.
55
List down your goals as regards your personal, family, and community
involvement in basketball and team sports in general. This activity aims to reaffirm your
commitment in making team sports your lifetime fitness endeavor. The following is an
example of an output on this activity. You are encouraged to have other modes of
presentation employing your creativity and resourcefulness in this challenge. Use
another paper for your output in this activity.
FAMILY GOALS
PERSONAL GOALS 1._________________
1._________________ COMMUNITY GOALS
2. _________________
2. _________________ 1._________________
3._________________
3._________________ 2. _________________
3._________________
Example of Team Sports Goal-Setting Format (Refer to the example of goals or targets
given in page 37 of this guide):
Activity 3: Strips and Dunks!
Here’s your final challenge in this part of the lesson. You will accomplish the
K-W-L chart you have started in Part I of the learning sequence. You will be tasked to
share three things you have learned from participating in basketball and in team sports
in general. After accomplishing this, share what you have written with your class,
friends, or relatives then dunk your paper on the basket provided by your teacher.
Sounds exciting? Let’s do this!
Name: Section:
K-What you KNOW W-What you WANT to know L-What you’ve LEARNED
1. 1. 1.
2. 2. 2.
3. 3. 3.
56
Now that you know that participating and engaging in team sports may enhance
not just your personal fitness, health and wellness but also that of your family. It„s high
time for you to grab a ball, call your friends or family and play basketball!
You are unbelievable! But

you will impress me more if
you can make it through
the next level.
Part IV. WHAT TO TRANSFER
Finally, you’ve made it! This is now your chance to

show everyone that you can proiciently demonstrate the
different skills in basketball as you play with your
classmates. After playing, your task of accomplishing your
final product is up next! Don’t waste this opportunity
because there are no second chances! Your performance
and product will be graded according to the criteria for
assessment as shown given in this activity.
Activity 1: Team sports family journal
This activity will encourage you to involve your family in playing team sports. This is
a form of fitness activity that requires preparing a documentary of your family’s
engagement in team sports.
57
You will need
 photographs of you and your family engaging in team sports

 coloring materials
 folders or card boards and other similar materials
 Writing or printing materials
 adhesives or glues
 anything good for collage like recyclable materials as in old magazines
 computer (with any of these software applications: movie-maker, photoshop,
powerpoint, nero, etc.)
 camera
 blank CD/s

 Uniqueness and originality
This includes the family’s unique way of scheduling or programming team sports
activities including the kind of team sport they play and how they are captured in
pictures or videos.
 Creativity and resourcefulness

This involves the use of less expensive materials such as indigenous or
recyclable ones with a touch of the learner’s creativity and craftmanship in putting
together the artistic elements like color, line, texture, harmony, balance, and
proportion.
 Deep understanding of the benefits derived from participating in team

sports
This defines the learner’s understanding of the essence of team sports as shown
through pictures and/or videos relative to the team sport/s participated by the
learner.
 Involving the family in team sports endeavors

Strong evidence that the learner’s family is really involved in any fitness
endeavor related to team sports.
Here’s how you will accomplish the activity:
1. Gather some pictures or videos of your family’s team sports activities. Prepare a
documentary by organizing them in a portfolio or scrapbook or any other
presentation you wish to do. You are also encouraged to have it digitally
presented (videograph, powerpoint presentation, movie-maker presentation and
other similar media).
2. Put descriptions or captions for each documented activity. Your descriptions or

captions may include the team sport played, date and place it was taken, and the
like.
58
3. The last page or final slide, in case you prefer digital presentation, should include
your insights gained from participating in basketball and team sports in general.
Mention also the benefits that you and your family as a whole have gained from
engaging in it.
4. Your uniqueness, imagination, creativity, and resourcefulness will be challenged

through this activity so don’t waste your chance. Go and start your masterpiece!
5. In case you have difficulty in finding or gathering your family’s pictures in their
engagement in team sports, look for pictures of families engaging and
participating in team sports in magazines, newspapers or pamphlets. Cut them
out, organize, and paste them on a clean bondpaper or colored paper. Put
captions on these pictures which may include the benefits that your family
derives from participating in team sports.
You did well in the team sports family journal! Good job! The next activity will
reveal your deeper understanding of what team sports are all about as you play, observing
the rules and regulations of the game.
Activity 2: Mini-Team Sport Tournament
This activity aims to let you synthesize and apply what you have theoretically
and practically learned in the previous phases of the learning sequence. Decision
making, critical thinking, and sportsmanship will be revealed and developed. Your
performance during this activity will be rated according to the following criteria:
appropriateness of skills, execution of skills and behavior during performance.
You will need
 ball
 partner or group
 proper playing outfit
 whistle, score sheet, stop watch, score board, chalk, buzzer/bell
Skills to be demonstrated are

 Offensive skills
 Defensive skills
 Proper interpretation of the rules
 Proper behavior while playing
59
1. Group yourselves into three. Groups 1 and 2 will play first; group 3 officiates the
game. Rotation will be made so that all groups will be able to play and officiate.
Make sure that participation among your teammates is maximized. You may
consider a quarter of 8 minutes only to allow rotation of roles among all groups in
your class. Here is the schedule of games and officials:

HERE’S HOW YOUR PART II-IV PERFORMANCES ARE ASSESSED
Weight Proficiency in the Execution Ability to Adapt a Skill to a Behavior in Playing Team Sport
of Skills Certain Sport Situation
30% 40% 30%

MASTERFUL: Able to use SKILLFUL: Demonstrates MATURE: Highly disciplined and
5 knowledge and skills powerful and skillful execution able to demonstrate appropriate
automatically, effectively, and of the game skills with high behavior towards the game,
efficiently in diverse game level of confidence players, and game officials
situations
SKILLED: Able to use COMPETENT: Demonstrates SENSITIVE: Disciplined and able to
4 knowledge and skills competently the game skills demonstrate appropriate behavior
competently in diverse game with confidence towards the game, players, and
situations game officials
ABLE: Has limited but growing PRACTITIONER: Demonstrates AWARE: Generally demonstrates
ability to use knowledge and general level of coordination proper behavior towards the game,
3 skills in diverse game and competence in the players, and game officials
situations execution of game skills with
limited but growing confidence
APPRENTICE: Relies on a APPRENTICE: Demonstrates DECENTERING: Has some capacity
2 limited repertoire of limited coordination and for self-discipline but is still limited
knowledge and skills; has competence in the execution of to own reactions and attitudes
limited use of judgment and game skills with low level of towards the game, players, and
responsiveness to game confidence game officials
situations
NOVICE: Can perform only NOVICE: Has very low or no EGOCENTRIC: Has little or no
1 with coaching and relies on coordination in demonstrating consideration to the rules of the
highly directed skill execution, game skills; has very low level game; behaves untowardly and has
procedures and game or no confidence at all no respect for other players, and
approaches game officials
60
You are not just a future basketball star! You‟re also an artist as seen in your team
sports family journal. You have fostered high level of creativity, resourcefulness, and
appreciation of the value of team sports. All of which are essential in becoming a fit and
healthy member of the family.
Keep it up! You can

be the next basketball
superstar!!!
61
SYNTHESIS
Your generation has gone a long way in terms of advancements in science and
technology. Machines, computers, cellphones, and other advanced gadgets are all
around you now. The classroom has been having difficulties in competing with these
modern technologies that, in one way or another, always find oppportunities to divert
your attention from improving yourself, your studies and your family.
Admit it or not, you tend to spend more time with your friends. You try to do what
they do, be what they are and go where they are headed. As your parents struggle
everyday to earn for your daily bread and prepare for your future through sending you to
school, you always find yourself busy with your classmates and friends doing what the
young generation of today do. In fact, you even spend more time with them than with
your family!
No matter how difficult it is for our present educational system to regain your
interest and refocus your attention back to the basics, it still tries its best to come up
with an interactive and engaging way to make you realize that you really need to
maximize your stay in school and prepare you for whatever lies ahead.
This module is one of those ways with which efforts were combined to let you
learn at the same time enjoy playing. As you worked on with the given activities in each
of the four parts of the learning sequence, you were provided with opportunities to
reflect and understand that there’s more in team sports.
Through these activities, you were gradually introduced with the essential
knowledge and skills you needed to learn about team sports. And as expected, you
enjoyed them that much! But those activities did not end up in themselves. Enjoyment
was just the beginning of a bigger and better picture. You were provided with
opportunities to express and demonstrate your understanding of the benefits that you
and your family can derive from engaging and participating in team sports by answering
the mind-extracting and thought-provoking questions given.
You were made to realize that in team sports, individual expertise is highly
appreciated but not at the expense of sacrificing the whole team. You might have been
good or even the best, but you still need the team to back you up and make things
happen together. That’s why it’s called team sports after all. Each member plays an
important role in the game. Winning might have been important to you and your team,
but how you played the games was even more essential. Your family with all its
members, including you, is a perfect analogy of team sports. Each is essentially unique
considering their repective roles and areas of expertise but also equally necessary in
carrying out a fit and healthy family. Each is contributory to the attainment of the
family’s goals and objectives.
As you go out of your class, it is expected that you impart what you have learned
about the essentials of team sports with your friends and more importantly, with your
family. Team sports strengthens your bond as friends and as members of a family.
Cherish every moment as you enjoy playing with those whom you love. Just always
remember, a family that plays together, stays forever and lives longer.
62
Appendix A (Nature, background and history of Basketball)
NATURE AND BACKGROUND OF BASKETBALL
Basketball is a team sport, wherein the objective is to shoot a ball through a

basket horizontally positioned to score points while following a set of rules. Usually, two
teams of five players play on a marked rectangular court with a basket at each width
end. Basketball is one of the world's most popular and widely viewed sports.
A regulation basketball hoop consists of a rim 18 inches in diameter and 10 feet high
mounted to a backboard. A team can score a field goal by shooting the ball through the
basket during regular play. A field goal scores two points for the shooting team if a
player is touching or closer to the basket than the three-point line, and three points
(known commonly as a 3-pointer or three) if the player is behind the three-point line.
The team with the most points at the end of the game wins, but additional time
(overtime) may be issued when the game ends with a draw. The ball can be advanced
on the court by bouncing it while walking or running (dribbling) or throwing (passing) it to
a team mate. It is a violation to move without dribbling the ball (travelling), to carry it, or
to hold the ball with both hands then resume dribbling (double dribble).
Various violations are generally called "fouls". Disruptive physical contact

(a personal foul) is penalized, and a free throw is usually awarded to an offensive player
if he is fouled while shooting the ball. A technical foul may also be issued when certain
infractions occur, most commonly for unsportsmanlike conduct on the part of a player
or coach. A technical foul gives the opposing team a free throw, and the opposing team
is also retained possession of the ball.
Basketball has evolved many commonly used techniques of shooting, passing,
dribbling, and rebounding, as well as specialized player positions and offensive and
defensive structures (player positioning) and techniques. Typically, the tallest members
of a team will play "center", "power forward" or "small forward" positions, while shorter
players or those who possess the best ball handling skills and speed play "point guard"
or "shooting guard".
While competitive basketball is carefully regulated, numerous variations of
basketball have developed for casual play. Competitive basketball is primarily an indoor
sport played on a carefully marked and maintained basketball court, but less regulated
variations are often played outdoors in both inner city and remote areas.
Source: http://en.wikipedia.org/wiki/Basketball
HISTORY
Basketball was invented in December 1891 by the Canadian clergyman,

educator, and physician James Naismith. Naismith introduced the game when he was
an instructor at the Young Men's Christian Association Training School (now Springfield
College) in Springfield, Massachusetts. At the request of his superior, Dr. Luther H.
Gulick, he organized a vigorous recreation suitable for indoor winter play. The game
63
involved elements of American football, soccer, and hockey, and the first ball used was
a soccer ball. Teams had nine players, and the goals were wooden peach baskets
affixed to the walls. By 1897-1898, teams of five became standard. The game rapidly
spread nationwide and to Canada and other parts of the world, played by both women
and men; it also became a popular informal outdoor game. U.S. servicemen in World
War II (1939-1945) popularized the sport in many other countries.
A number of U.S. colleges adopted the game between about 1893 and 1895. In
1934 the first college games were staged in New York City's Madison Square Garden,
and college basketball began to attract heightened interest. By the 1950s basketball
had become a major college sport, thus paving the way for a growth of interest in
professional basketball.
The first pro league, the National Basketball League, was formed in 1898 to
protect players from exploitation and to promote a less rough game. This league only
lasted five years before disbanding; its demise spawned a number of loosely organized
leagues throughout the northeastern United States. One of the first and greatest pro
teams was the Original Celtics, organized about 1915 in New York City. They played as
many as 150 games a season and dominated basketball until 1936. The Harlem
Globetrotters, founded in 1927, a notable exhibition team, specializes in amusing court
antics and expert ball handling.
In 1949 two subsequent professional leagues, the National Basketball League

(formed in 1937) and the Basketball Association of America (1946) merged to create the
National Basketball Association (NBA). The Boston Celtics, led by their center Bill
Russell, dominated the NBA from the late 1950s through the 1960s. By the 1960s, pro
teams from coast to coast played before crowds of many millions annually. Wilt
Chamberlain, a center for the Los Angeles Lakers, was another leading player during
the era, and his battles with Russell were eagerly anticipated. Kareem Abdul-Jabbar,
also a center, came to prominence during the 1970s. Jabbar perfected his famed "sky
hook" shot while playing for the Los Angeles Lakers and dominated the opposition.
The NBA suffered a drop in popularity during the late 1970s, but was
resuscitated, principally through the growing popularity of its most prominent players.
Larry Bird of the Boston Celtics, and Magic Johnson of the Los Angeles Lakers are
credited with injecting excitement into the league in the 1980s through their superior
skills and decade-long rivalry. During the late 1980s Michael Jordan of the Chicago
Bulls rose to stardom and helped the Bulls dominate the NBA during the early 1990s. A
new generation of basketball stars, including Shaquille O'Neal of the Orlando Magic and
Larry Johnson of the Charlotte Hornets, have sustained the NBA's growth in popularity.
In 1959 a Basketball Hall of Fame was founded in Springfield, Massachusetts. Its
rosters include the names of great players, coaches, referees, and people who have
contributed significantly to the development of the game.
Source: http://library.thinkquest.org/10615/no-frames/basketball/history.html
64
Appendix B. Basic skills in Basketball (How they are properly executed)
Shooting
The 1st basic skill to be learned is shooting. Every basketball player loves to shoot
the ball! The most practiced skill in the game is shooting. Players spend a good deal of
their practice time on shooting drills to improve their skill level. After all, if you can't
shoot - you can't score! So, here’s how you can improve your shooting skills in
basketball:
 Remember BEEF (Balance,Elbow, Elbow, Follow Through) when shooting the

ball.
 Be relaxed and concentrate on the basket.
 Know when you have a good shot and then take it.
 Be in proper balance when shooting the ball.
 Follow through on every shot you take.
 Jump naturally.
 “Up, hang, shoot!” is an easy way to remember this.
 Make sure you have an arc on every shot you take.
 Be relaxed when shooting free throws.
Source: The Form Trainer Arm Band
 Practice all of your shots. The UltimateBasketball
Shooting Device @ yhst-
12654132427.stores.yahoo.net
Dribbling
Dribbling in basketball is a skill that you should master. It allows you to move
around the court while you’re in possession of the ball. It is a legal method that allows
you to advance with the ball and make a score as opposed to that of passing it to a
teammate to shoot it for the basket. This move involves bouncing the ball off the floor
with your hands as you cover the floor. This is how it’s done:
 Dribble the ball with hand and use only the tips
of your finger in dribbling it.
 Employ the wrist and the forearm to push
the ball while covering the court.
 Don’t involve the whole hand to avoid losing
control of the ball.
 Don’t keep your fingers in touch with
each other while dribbling.
 Spread your fingers to allow full control
of the ball as it dribbles.
 Dribble the ball in one side of your body
and not right in front.
 While dribbling in one hand, use the other Source: Vector Clip Art Picture of
hand to drive your defender away from a Basketball Player Dribbling the Ball in
the ball. Front ...@ chumpysclipart.com
65
Passing
Basketball is a team game. By definition, that means all players are involved with the
process of playing the game and should function as one. One of the primary skills
created to accomplish this is passing. It is a skill that maximizes the involvement of all
player in setting up a play to earn successful shots and earn points for the whole team.
To learn more about passing, read and practice as instructed below:
 Basically, there are two types of pass: air pass and bounce pass.
Air pass travels between players without hitting the floor.
Bounce pass is thrown to the floor so that
it bounces to the intended receiver.
 Air passes include chest pass-a pass that originates
from the chest to the receiver’s chest level;
and overhead pass-a pass that originates Source: "Extract" 2.7.2 Zone Defence
(This is a Member's Only
from the forehead.With this pass, aim for your Section). Basketball ...
teammate's chin. Don’t bring the ball behind basketballcrazy.fortix.com.au
your head, because it can get stolen and it takes
a split-second longer to throw the pass.
 In executing bounce passes, calculate about
3/3 distance from the receiver as the hitting point
so that the ball bounces right to your receiver. Source: basketball bounce pass.
But for better accuracy, you have to experiment Bounce Pass – Video Clip.
The Chest Pass: The chest ...
by yourself because the bounce is directly avcssbasketball.com
proportional with how strong the ball hits the floor.
 A good pass is a pass a teammate can catch.

 When passing, step toward your receiver.
 When catching, step toward the pass.
 Like shooting, the ball should have a backspin to it. Source: overhead basketball
pass. Overhead Pass – Video Clip.
This is accomplished by following through on every The Step Around Pass:
pass. avcssbasketball.com
Rebounding
Rebounding is one of the major aspects of the game. It is your ability to jump with
power to gain possession of the ball as it bounces to the rim after a failed shot before it
touches the floor. Just how important is rebounding? Whenever you grab a rebound,
your team gains a chance to shoot again while the other team actually loses it. The
difference is double. So, how to make a good rebound, here’s how...
 Practice good footwork and vertical leap or jumps.
 Anticipate where the ball will land.
 The longer the shot or the harder the rim,
the farther the bounces.
Source: Vector Illustration: Basketball

rebound blue @ dreamstime.com
66
 When a shooter is a soft shooter, this means
he always takes time to put an arc on his shots,
the ball bounces near the ring.
 When a shooter is a hard shooter, this means
there’s a little or no arc on his shots, then the ball
bounces far from the ring.
 Leg power and strong body are needed in rebounding
that’s why it is essential that strength and power exercises
should be considered to conditioning your body.
Running
Running is one of the basic skills that a basketball player should possess. Because
in this sport, speed defines the best. Whether you’re on the offensive or defensive side
of the game, passing, receiving, shooting or rebounding a ball, you always have to run
in any way possible. Here are some tips for you to improve your running skills:
 Always have a good pair of playing shoes.

 Always do a combination of dynamic stretching
and warm-up activities across the court before
going out to play a game. These exercises have
already been introduced to you when you were
in Grade 7 but in case you have forgotten
them already, here they are:
 Dynamic Stretching
Toe Walk Shuffle

Heel Walk Back Pedal
Inch Walk Jogging
High Knees Carioca
Butt Kicks Jumping jacks
Source: Basic Conditioning Drills

for BasketballPlayers @ stack.com
67
Appendix C. Facilities and Equipment in Basketball
A. BASKETBALL COURT
Source: High School / College Basketball Court Dimensions @ apollostemplates.com
68
Court Dimensions
The size of the court depends on the playing level. The size of the court for NBA and
College games is 94 feet long and 50 feet wide. It is smaller for High School and Junior
High.
The Backboard and Rim

The regulation height above the ground for the rim (hoop) is 10 feet, and the rim is 18
inches in diameter. Backboards are six feet wide (72 inches) by 42 inches tall, with the
inner square being 24 inches wide by 18 inches tall.
The Foul Line

For all size courts the 'foul line' is 15 feet in front of the backboard.
The Key
The key is 12 feet wide, and is the same for all basketball courts. The backboard
extends four feet out over the baseline into the key. A half circle of diameter 6 foot
extends from the foul line away from the basket to complete the key.
The 3-Point Line (Arc)

For NBA Basketball Courts the 3 point arc is 22 feet to the center of the rim on the sides
with a straight line extending out 16 feet 9 inches from the baseline. Past those points
the line extends out 23 feet 9 inches from the center of the rim.
Line Markings
All line markings on the floor are two inches wide and can vary in color.
B. BALL
The basket ball is an inflated sphere with an outer covering.
It is 75 to 78 cm in circumference and weighs 600-650 grams.
It must be made of leather in the official FIBA competitions.
C. BASKET
Also called goal. It is made up of horizontal circular metal rim
With a net hanging from it. It is mounted 3.05 m above floor level.
D. BACKBOARD
The rigid rectangular board behind the rim.
Standard widths are 24”-42”, 44:-48”,
60”-72”.
E. SHOES
High-topped shoes
Sources:
 http://www.topendsports.com/sport/basketball/equipment.htm
 http://www.livestrong.com/article/376547-what-is-the-size-of-a-basketball
backboard/#ixzz2AHUW4eMI
69
Appendix D. Officiating Officials/Rules and Regulations of Basketball
THE OFFICIATING STAFF
The makeup of the officiating corps is strictly a matter of choice. The minimum number is
five: a referee, an umpire, a scorer, a timer and a shot-clock operator. In some cases, eight
officials are used in a lineup comprising a referee, two umpires, a shot-clock operator, two
scorers and two timers.
REFEREE IS OFFICIAL IN CHARGE
The reeree is the official that controls the game. He is the one who tosses the ball up for the
center jump at the start of the game and each overtime period. He duties range from
inspecting and approving all equipment before the game's starting time to approving the
final score. In between, the referee is responsible for the notification of each team three
minutes before each half is to begin and deciding matters of disagreement among the
officials. The referee has the power to make decisions on any point not specifically covered
in the rules and even to forfeit the game if necessary.
OFFICIALS CONDUCT GAME
During actual play, there is no practical difference between the referee and umpire(s). They
are equally responsible for the conduct of the game; and, because of the speed of play,
their duties are dictated essentially by their respective positions on the court from moment
to moment. For this reason, the rules specify that no official has the authority to question
decisions made by another official. The officials' control, which begins 30 minutes before
starting time for men and 15 minutes for women and concludes with the referee's approval
of the final score, includes the power to eject from the court any player, coach or team
follower who is guilty of flagrant unsporting conduct. When the referee leaves the confines
of the playing area at the end of the game, the score is final and may not be changed.
As we pointed out earlier, jump balls occur only at the start of the game and all overtimes;
but officials still must concentrate upon throwing the ball up straight. At other times, play
resumes with a throw-in. The team that fails to get the ball after the first center jump will
begin the alternating process.
OFFICIALS' SIGNALS
When a foul occurs, the official is required by the rules to (a) signal the timer to stop the
clock, (b) designate the offender to the scorer and © use his or her fingers to indicate the
number of free throws. When a team is entitled to a throw-in, an official must (a) signal
what caused the ball to become dead, (b) indicate the throw-in spot (except after a goal)
and (c) designate the team entitled to the throw-in.
DUTIES OF SCORERS AND TIMERS
Scorers must (a) record, in numerical order, names and numbers of all players, (b) record
field goals made and free throws made and missed, (c) keep a running summary of points
scored, (d) record fouls called on each player and notify officials when a player-
disqualification or bonus-free-throw situation arises, (e) record timeouts and report when a
team' s allotted number has been used, and (f) record when a squad member has been
ejected for fighting. It is the game-clock and shot-clock operators' responsibility to keep
everyone abreast of key factors while carrying out the timing regulations.
Source: http://www.hoopsvibe.com/basketball-training/articles/79171-basketball-rules-officials--their-duties
70
Glossary of Terms:
Air pass-a pass that travels between players without hitting the floor.
Assist-a pass that subsequently results in a goal being scored.
Back Court-the defensive zone for each team.
Back Pedal-a dynamic stretching exercise which is executed by running backward

wherein the heels are almost touching the buttocks.
Bounce pass-a kind of pass in Basketball wherein the ball is thrown to the floor so that
it bounces to the intended receiver.
Carioca-a dynamic stretching exercise which is the same with that of grapevine step in
dancing. It is executed through a step sideward followed by a cross-step in front, step
sideward and cross-step in rear. It may be done repeatedly. The difference with that of
grapevine is that it is executed with a bounce to achieve the stretching effect.
Chest pass-a pass that originates from the chest to the receiver’s chest level.
Defensive Play-a type of play in team sports particularly in basketball wherein the team
aims at preventing the opponents from shooting the ball or gaining possession of the
ball.
Defensive rebound-a rebound caught by defenders.
Double Team-when two defenders mark one attacker, usually their best player.
Dribbling-a Basketball basic skill that allows you to move around the court while you’re
in possession of the ball. It is a legal method that allows you to advance with the ball
and make a score as opposed to that of passing it to a teammate to shoot it for the
basket. This move involves bouncing the ball off the floor with your hands as you cover
the floor.
Drive-an attacking move at full speed.
Dunk Shot-a spectacular scoring maneuver when a player jumps high, reaches above
the ring, and stuffs the ball down through the hoop.
Foul-an infraction or violation of the rules of a game.
Goal-Tending-an illegal play in which a player deflects a ball that is on the downward
path to the basket or that is already on the rim of the basket, carrying the penalty of an
automatic score when committed by the defense or nullifying the field goal when
committed by the offense.
High Knees-a dynamic stretching exercise which is executed by running forward, lifting
the knees until the upper leg is parallel to the ground, toes pointed downward.
71
Misconduct-an unbecoming behavior of a player contributing to the disturbance or
unusual flow of a game.
Offensive Play-a type of play in team sports particularly in basketball wherein the team
plays in possession of the ball aiming at earning points through shooting.
Overhead pass-a pass that originates from the forehead. With this pass, aim for your
teammate's chin, don’t bring the ball behind your head, because it can get stolen and it
takes a split-second longer to throw the pass.
Passing-Basketball is a team game. By definition, that means all players are involved
with the process of playing the game and should function as one. One of the primary
skills created to accomplish this, is passing. It is a skill that maximizes the involvement
of all player in setting up a play to earn successful shots and earn points for the whole
team.
Rebounding -one of the major aspects of the game. It is your ability to jump with
power to gain possession of the ball as it bounces to the rim after a failed shot
before it touches the floor. Just how important is rebounding? Whenever you grab a
rebound, your team gains a chance to shoot again while the other team
actually loses it.
Referee-the term used to refer to the officiating official in Basketball.
Running-one of the most basic skills that a basketball player should possess. Because
in this sport, speed defines the best. Whether you’re on the offensive or defensive side
of the game, you always have to run in any way possible.
Shooting-this is the act o throwing the ball with an intention of getting into the ring or
basket to earn points. An offensive skill that every basketball player should master to
win a game Though it is the most practiced skill in the game, players should spend a
good deal of their practice time on shooting drills to improve their skill level.
Shuffle-a dynamic stretching exercise which is also called galop. A combination of step
and cut (displace) in one count. It may be done forward, backward and most commonly
sideward with one foot always leading.
Warm-Up Exercises-these are exercises which are composed of static and dynamic
movements intended to gradually increase heart rate at the same time prepare and
condition the body to more strenuous physical activities thereby preventing injuries from
happening.
72
Web Sources:
 www.youth-baketball-tips.com/how-to-shoot-a-basketball.html
 www.youth-baketball-tips.com/how-to-dribble-a-basketball.html
 www.youth-baketball-tips.com/how-to-rebound-a-basketball.html
 www.buzzle.com/articles/how-to-dribble-a-basketball.html
 www.buzzle.com/articles/how-to-pass-a-basketball.html
 www.buzzle.com/articles/how-to-shoot-a-basketball.html
 www.buzzle.com/articles/how-to-run-a-basketball.html
 www.wikihow.com/Become-a-better-Basketball-Shooter
 http://www.youtube.com/watch?v=YIHjdVteO2A&feature=relmfu
 http://www.youtube.com/watch?v=ZNM8e4qReno
 http://www.youtube.com/watch?v=3JS9e06FjmI
 http://www.youtube.com/watch?v=QIxrXFHfGMc
73
LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES
QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES
INTRODUCTION
Indoor recreational activities are voluntarily undertaken for pleasure, exercise, relaxation,
and leisure. It is a way of rejuvenating the mind and the body especially when you are caught in
situations such as hectic jobs and routine chores. This is why you have these modules, for you to
indulge in some recreational activities like scrabble, chess, and domino.
Scrabble, chess, and domino are varieties of activities that affect what, when, and how
people recreate including chgange in lifestyle, family structure/commitments, work demands, and
work-life balance.
Participating in this leisure and recreational activities can foster a range of positive benefits
including
Opportunities for health, well being, and quality lifestyle for the community.
Personal development, expressions, creativity, individuality, social, physical and intellectual,
and close family ties/relationship.
117
INTRODUCTION
Welcome learners’ to word power. This module will provide you an overall outlook on what
you will learn in the game scrabble. Activities will be provided to enhance your knowledge and
skills on the following concepts: nature of the game, basic skills and tactics and interpretation of
the rules and regulations.
Varied assessment tools will be given to you, this will be used to define your personal
goals and targets, acquire adequate and relevant information and knowledge and broaden your
understanding about the game.
You will be given the opportunity to engage in practical application of the principles and
ideas of playing scrabble.
So what are you waiting for? Let the learning begins!
OBJECTIVES:
1. discuss the nature/background of the game scrabble;

2. explain the benefits that the family can derive from playing scrabble;
3. practice proper and acceptable behaviour when participating indoor recreational activities;
4. promote indoor recreational activities to family members;
5. execute basic skills and tactics in scrabble;
6. interpret rules and regulations in scrabble;
7. apply knowledge of rules and regulations and strategies in scrabble.
118
PRE- ASSESSMENT:
You will be provided with sets, of activities to assess and activate your prior knowledge about
scrabble.
ACTIVITY 1 DO I KNOW THIS INDOOR RECREATIONAL ACTIVITIES?
Indoor recreational activities

are undertaken in the
comfort of one’s home or
specifically indoor and they
are to recreate the mind and
soul of a person.
1. Table A are sets of terms used in playing indoor recreational activities.
2. Select the terms used in playing scrabble and place it on the space provided for in Table B.
Table A. TERMS
SPY Boneyard Rice Knight Hardway

Tiles Jail Spade Double Word Cardboard
Double letter Bankrupt Heart Hook Letter Free Space
Soldier Square Triple Word Open Board Queen
Flag Castling Blank Tiles Chance Joker
Rectangle Draw Insignia Rook Count Tiles
Bones Chips Rank Mate Double Challenge
Adjutant Stock Go to Jail False Alarm Shuffle
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Table B
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
ACTIVITY 2 AGREE OR DISAGREE
Put a positive sign ( + ) if you agree with the statement and negative sign ( - ) if you disagree. You
will be guided by your teacher.
______1.Playing scrabble will enhance your vocabulary.

______2.Scrabble is played with exactly 100 tiles.
______3.The objective of scrabble is to score more points than one’s opponent.
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______4.Playing scrabble with your family will not only enhance your vocabulary but also increase
closeness within.
______5. Players cannot place any word which can be found in a Standard English dictionary.
______6. Reading books will help you improve your vocabulary.
______7.Generally, foreign words can be placed on the scrabble word.
______8. You can play blocking to stop your opponent from making a potentially large score.
______9. Enhancing your skills and strategies can be done through online scrabble competition or
watching online videos about scrabble strategies and techniques in playing.
_____10. Concept of sportsmanship cannot be applied in playing scrabble.
Reflection
Ooooops! Before you proceed to the next activity,

take time first to reflect on what you have understood
in Activity No. 2.
http://www.fotosearch.com/clip-art/minute.html&docid
How will you rate yourself?
Equivalent Descriptions
10 Congratulations!
Highly Proficient You know the concept of the game scrabble
7-9 You have an idea about the game scrabble
Proficient
5-6 You have at least a partial idea about the game
Basic scrabble
BELOW 5 You need to be updated about the game
Below Basic scrabble
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LEARNING GOALS and TARGETS
ACTIVITY 3 To Know You More!

http://www.sophia.org
This activity will give you opportunity to know more about your expectations of the lesson, your
prior knowledge and skills in one of the indoor recreational games called SCRABBLE.
1. Below is a K-W-L chart. In column K, your going to write 4 things that you already KNOW
about scrabble , in column W, which is what you WANT to know, 4 things that you WANT
to know more about. Oops! Please don’t write anything yet in the third column, column
L, you will accomplish this after we are done discussing the first two columns. Is it clear?
Okay, get ready to accomplish the chart, K – W – L Na!
K - What you KNOW W- What you WANT to know L -What you LEARNED
 _______________  _______________  _______________
 _______________  _______________  _______________
 ____________  ____________  ____________
 ____________  ____________  ____________
Ok, very good, are you ready with the next encounter? Let’s Go!
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PART 1 WHAT TO KNOW?
The objective of Scrabble is

to have the highest number
of points at the end of the
game when the extra letters
run out, and one person
doesn't have any letters in
their 'hand'.
Hi, Welcome to ACTIVITY 1 CLOSE ENCOUNTER of the SECOND KIND!
This activity will assess your encounter with scrabble and will serve as the basis in planning
the sequence of your learning activities regarding indoor recreational activities. Reflect on your
participation in scrabble game by accomplishing the questionnaires below.
1. Answer the questions by drawing a smiley for YES
and for NO on the column provided for.
2. The result will be the basis of designing future activities in SCRABBLE game. You will
be guided by your teacher. READY to DRAW? READY!, GET SET!, DRAW!
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QUESTIONS YES NO
1. Have I experienced playing SCRABBLE?
2. Do I play SCRABBLE often?
3. Do I play SCRABBLE with friends?
4. Do I play SCRABBLE with family?

5. Am I a member of a SCRABBLE team in the
school?
6. Do I enjoy participating in a SCRABBLE game?
7. Do I consider the benefits derived from
playing SCRABBLE?
8. Are there SCRABBLE game enthusiasts in my
family?
9. Do I plan to make SCRABBLE game as one of
my lifelong activities?
. . . . Nice drawing! Rest for a while and prepare yourself to go to MMDA.
TARA NA! MagMMDA NA!
http://www.clipartof.com/gallery/clipart/rally.html&docid
ACTIVITY 2 MMDA (Meet my Deep Appreciation)
In this activity, you will be introduce with what is expected of you in terms of product and
performance including how these shall be assessed and rated.
124
A. Product:
http://www.google.com.ph/imgres?q=FAMILY+PLAYING+SCRABBLE
Scrapbook containing pictures of your family playing SCRABBLE.
 On your scrapbook, paste pictures that you have taken while playing with your family
at home.
 Put a short description,including the date and place of each picture/s and write a
short essay on the benefits that your family may derived from playing the game
 Criteria for Assessment
o Content / relevance of picture presented 30%

o Creativity and resourcefulness of presentation 30%
o Understanding the benefits from playing SCRABBLE
on family’s fitness and wellness 40%
100%
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B. Performance/s
 Demonstrate of your understanding of skills and basic rules in playing scrabble.

o Proficiency in the execution of skills 30%
o Ability to adopt / use skills to a particular 40%
game situations
o Behavior in playing SCRABBLE 30%
100%
Check this out !
How did you appreciate playing

scrabble with
your family?
http://www.google.com.ph/imgres?q=thinking+clipart&start
Wow! That’s nice! I appreciate what you have done
ACTIVITY 3 PUNTO for PUNTO
Hello learners This activity will allow you to further understand the lesson. Questions with
increasing difficulty will be given to draw ideas from you.
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GUIDE QUESTIONS:
1. Based on what you have written in the K – W – L chart, what indoor recreational
activities/games does your family play? Write down atleast 3 skills/tactics you
use as you play scrabble with your family and or friends.
2. Give a short description about the nature and background of the game scrabble.
3. Do you think playing scrabble can promote health, fitness and wellness among
family members? How?
Congratulations learners! You can now proceed to your next activity
PART II WHAT TO PROCESS?
In this part, you are provided with various learning resources and learning experiences for you to
develop enrich or broaden your understanding about the lesson.
ACTIVITY 1 INTERNET CONNECTIVITY
 Make an internet research on the nature and background of the game scrabble.
o Objectives of the game

o No. of players
o Rules of the game
o Scoring system
o Equipment
o Playing time
 Formative assessment will be used to measure your knowledge retention.
127
Check this out !
1. What are the objectives of the game scrabble?

2. What are the materials used in playing scrabble?
3. How many players can play in any game of scrabble?
4. Why do you need to follow correctly the rules of the game scrabble?
5. What particular rules of the game will enhance your knowledge/skills about the game
scrabble?
6. What are the values of each tile used in scrabble?
7. How could you determine if you won the game ?
8. What learnings will you get from playing scrabble?
The following rubric will be use for your assessment in activity 1
Descriptions Beginner Novice Intermediate Expert

1 2 3 4
Content and The research work The research work The research The research
Resource seems haphazard, has a focus but work presents work has a clear
Requirement hurried or strays from it at information in an goal related to a
unfinished. times. There is an accurate and significant topic
There are organizational organized or issue.
significant factual structure, though manner that can Information
errors, not be consistent be understood by included
misconceptions or enough. the intended reflects broad
misunderstanding There may be audience. There research and
factual errors or is a focus that is application of
inconsistencies, maintained critical thinking
but relatively throughout the skills, show
minor. piece. notable insight
Information is or
relevant and understanding
useful. of the topic,
compels the
audience’s
attention.
Subject The learners does Learners is Learners is at Learners
Knowledge not have group of uncomfortable ease and ready demonstrates a
information. with the with expected full range of
Information is information and answers to all knowledge and
confusing, incorrect are able to answer questions, but is able to
or flawed. only rudimentary fails to elaborate. answer all
128
questions. Information is questions with

Some information clear, appropriate explanation and
are confusing, and correct. elaboration.
incorrect or All information
flawed. are clear,
appropriate and
correct.
Data Collection There is minimal or Learners Adequate Abundant
irrelevant data. attempted to relevant data of relevant data
None is gathered gather their own at least two with at least
directly by learners. field data, but types, at least three different
were unable to one set gathered types, at least
complete the directly by one set is
assignment, learners. gathered by
therefore learners should
conclusions be directly from
cannot be drawn. their own field
work.
ACTIVITY 2 WATCH AND LEARN : THE BASIC
The activity aims to introduce to you the basic skills in playing scrabble and how each skill
is properly executed.
Video aided instructional materials will be used for your skill acquisition.
Kindly visit and download this site www.youtube.com/watch?v=62RxWIKEnqM How to play scrabble.
Your teacher will guide you in this activity.
Scrabble moves
Sequence of Play
Scoring
Strategies/Techniques
Scrabble Picture/
Video Analysis
129
PLAY TIME ! Since you have already an idea on how to play scrabble, you can now
proceed to the next activity.
ACTIVITY 3 I WANT TO PLAY !
Hello learners! This is now the opportunity for you to demonstrate the basic skills you have
seen in the picture/video-aided instructional materials. LET’S PLAY!
1. Form a group with 4 members each.
2. Assign an observer & a recorder while the other members of the group will play. While
playing, observer / recorder will record his/her observation on skills / tactics
used/applied by the player.
3. At the end of the game, the player, observer / recorder will share their experiences in
the game.
4. The leader of your group will conduct a short discussion to arrive at a generalization
regarding the importance of mastery of the basic skills in scrabble.
Note: To enhance your skills in playing scrabble, you can play

online scrabble game at www.games.com>Word Games.
CONGRATULATIONS LEARNERS ! You know already how to play!
130
PART III. WHAT TO UNDERSTAND
Your understanding of the essence of participating in scrabble games will be assessed.
ACTIVITY 1 HOW I APPRECIATE THE GAME
Hello Learners’!
In your activity notebook answer the following questions:
o How do you play scrabble?
o What basic skills/tactics do you need to develop/master in order to be

thebsreport.wordpress.com successful in playing SCRABBLE.
o Do you think that your knowledge on the rules and regulations of the game is an
edge for you to win? Why?
o Are there any health and fitness benefits we can get out of playing scrabble?
Enumerate at least five of them.
ACTIVITY 2 PLAYING WITH MY FAMILY
Scrabble helps build language skills, and your skills

will develop more if you are directly engage with your
family. Scrabble is a social game and it can top the http://www.clipartof.com/portfolio/bnpdesignstu
dio/illustration/stick-kids-playing
list of family fun activities. It is a form of recreational
activity that allows you and your family to relax, forget
any pressing concerns and improve mental
capabilities. To sum up everything, it is a way of
enhancing family bonding/camaraderie.
Based on the statements you have read above,

kindly fill up the chart given below.
Copy the format below in your activity notebook.
You will be guided by your teacher.
131
How the game

scrabbles enhance
bonding in your
family?
ACTIVITY 3 WHAT VALUE WE LEARNED FROM PLAYING SCRABBLE?
One of the important aspects in playing scrabble is developing good values. Complete the survey
below and determine the values in playing scrabble. In your activity notebook check the
appropriate space based on the importance.
After you have completed the table below, look for a partner and discuss with them the values you
learn from playing scrabble.
Values Learned Not Important Slightly Important Most Important

1. Developed camaraderie
among my peers
2. Established good
relationship with my
family
3. Made intelligent
decisions in my life
4. Made mefacing
chalenges
5. Enhanced my
capabilities in terms of
vocabulary.
Before you proceed to the transfer part, answer the SUMMATIVE ASSESSMENT below:
132
I. Multiple Choices: Choose the correct answer from the given choices
below. Write the letter of the correct answer on the
space provided for.
ANSWERS
1. Which of the following scrabble tiles have a value of five points? 1.________
A. D B. X C. K
2. What particular color of the cells on the scrabble board 2.________
Corresponds to a triple word score?
A. Light Blue B. Dark Red C. Dark Blue
3. How many bonus points will be given to a player who is able to 3.________
place all seven tiles on the board at the same time?
A. 50 B. 100 C. 150
4. Which of the following scrabble terms that is used to stop 4.________
the opponent from making a potentially large score?
A. Bluffing B. Blocking C. Challenge
5. When a rack has more than one of a given letter, it is called as? 5. ________
A. Dumping B. Hold C. Duplication
II. Completion Type: Complete the given statements below. Write your
answer on the space provided for.
ANSWERS
1. Scrabble is played with exactly __________ tiles. 1._________
2. When a player is able to place all seven tiles from the tile
rack on the board, the player receives _________ point bonus. 2._________
3. In scrabble the _________ tiles may be used as any letter
desired. 3._________
4. A _________ square doubles the score of a letter. 4._________
5. An opponent calls _________ when they think a play is not
acceptable. 5._________
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III. Matching Type: Match the scrabble letter in Column A with the
equivalent point value in Column B.
Write the letter of the correct answer on the space
provided for in Column C.
Column A Column B Column C
1. A,F,I,L,N,O,R,S,T and U A. 10 points 1. ___________

2. Q and Z B. 4 points 2. ___________
3. J and X C. 8 points 3. ___________
4. F,H,V,W, and Y D. 3 points 4. ___________
5. B,C,M and P E. 1 point 5. ___________
Very Good Learners’ You are now on the last activity of this module,
keep it up!
http://www.google.com.ph/imgres?q=clapping+hands+clip+art&hl
PART IV. WHAT TO TRANSFER
In this phase, you are expected to demonstrate a complete product or

performance.
ACTIVITY 1 HOW WELL DO I KNOW THE GAME
This activity gives you chance to re- assess and apply what you have learned about the basic
rules of the game scrabble.
134
Using the table below, enumerate the rules on how to play the game scrabble.
Copy the table in your activity notebook.
How to play scrabble
10
www.fuzzimo.com/free-hi-res-wooden-scrabble-letter-tiles/&docid
ACTIVITY 2 DO YOU STILL REMEMBER ME?
Hi learners’!
Kindly identify the common scrabble terms

that you have learned before.
Complete the corresponding scrabble letters

placed on the scrabble board.
Use the guide statements below as your

reference to complete the scrabble terms.
Write your answers in your activity notebook.
135
1. In scrabble, it is a term that describes a rack that has more than one of a given letter.
2. It consists of two blanks, the four S’s and the letter J, Q, X and Z.
3. A piece that is being used in playing scrabble.
4. It is a word game in which two to four players score points by forming words from individual
lettered tiles on a game board marked with a 15-by-15 grid.
5. A term used in scrabble when an opponent thinks a play is not acceptable.
6. A letter that will spell a new word when it is played with in the front of or at the end of a
word already on the board.
7. This is a dark red square on the scrabble word. When a word is played using this square,
then the points for the word are multiplied by three.
8. Any word played that uses all seven letters on the rack earning a bonus of 50 points.
9. The act of playing a word on the board that stops the opponent from making a potentially
large score.
10. Term in scrabble wherein the player may “pass” his/her turn by not exchanging tiles and not
making a play on the board.
1 3
2 P W R T L E
U
P 5 L 6 H
4 S C A B E
I O
8 A 9 B 10 P
A B L L L
7 T I E W R S O R
E C T
O G N I
N I E
E G R
G
Rate yourself based on the value of the tiles:
Point values Scrabble Letters

136
0 Blank tile
1 A,E,I,L,N,O,R,S,T and U
2 D and G
3 B,C,M and P
4 F,H,V,W and Y
5 K
8 J and X
10 Q and Z
2x L (Double Letter Scores) Light Blue Cells
3x L (Triple Letter Scores) Dark Blue Cells
2x W (Double Word Score) Light Red Cells
3x W (Triple Word Score) Dark Red Cells
ACTIVITY 3 MINI SCRABBLE GAME TOURNAMENT
http://www.google.com.ph/imgres?q=scrabble+board+clip+art&start
This activity aims to synthesize and apply what you have theoretically and practically
learned in the previous learning sequence. Decision making, critical thinking and sportsmanship
will be revealed and developed.
Your performance during the activity will be rated according to the following criteria:
appropriateness of skills, execution of skills and behaviour during

the performance.
1. Group in such a way that there will be players and game officials. Rotation will be made
so that all groups will be able to play and officiate as arbiter/recorder.
2. The winner of each group will be selected to compete with the other winner of the group
and came up with the champion.
Check this out!
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You are encouraged to integrate/use terms related to social

issues such as environmental aspect, drug education, peace education and consumer
education.
ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS’ PERFORMANCE
Proficiency in the Ability to Adapt a Skill to Behavior in Playing

Execution of Skills a Certain Sport Situation
Weight 30% 40% 30%
MASTERFUL: Able to use SKILLFUL: Demonstrates MATURE: Highly
5 knowledge and skills powerful and skillful disciplined and able to
automatically, effectively execution of the game demonstrate appropriate
and efficiently in game skills with high level of behavior towards the
situations confidence game, players and game
officials
SKILLED: Able to use COMPETENT: SENSITIVE: Disciplined
4 knowledge and skills Demonstrates and able to demonstrate
competently in game competently the game appropriate behavior
situations skills with confidence towards the game, players
and game officials
ABLE: Has limited but PRACTITIONER: AWARE: Generally
growing ability to use Demonstrates general demonstrates proper
3 knowledge and skills in level of coordination and behavior towards the
game situations competence in the game, players and game
execution of game skills officials
with limited but growing
confidence
APPRENTICE: Relies on APPRENTICE: DECENTERING: Has
2 limited knowledge and Demonstrates limited some capacity for self-
skills; has limited use of coordination and discipline but with limited
judgment and competence in the reactions and attitudes
responsiveness to game execution of game skills towards the game, players
situations. with low level of and game officials
confidence
NOVICE: Can perform NOVICE: Has very low or
EGOCENTRIC: Has little
1 only with coaching and no coordination in
or no consideration to the
relies on highly directed demonstrating game skills;
rules of the game; behaves
skill execution, procedures has very low level or no
untowardly and has no
and game approaches confidence at all
respect for other players
and game officials
CONGRATULATIONS! YOU DID A GOOD JOB TO FINISH THIS MODULE
138
SUMMARY/SYNTHESIS/GENERALIZATION
After doing all the activities, I hope that you have learned a lot specifically on the following parts:
Part 1 gives you a brief recall about your concept on the game scrabble including adequate and
relevant information and knowledge.
Part II enables you to perform/demonstrate activities that will assess your skills and
understanding.
Part III provides you with different activities and discussion that will help you to reflect and think
deeper about the game scrabble
Part IV is the final phase in which you are expected to transfer your learning through a product or
performance in a new context or situation.
I hoped that you gained a lot in terms of knowledge, skills, and value formation from the different
activities. Congratulations!
GLOSSARY OF TERMS
139
1. BINGO- Any word played that uses all seven letters on the rack, earning a bonus
of 50 points.
2. BLOCKING -The act of playing a word on the board that stops the opponent from
making a potentially large score. It also refers to the act of playing words that
make it harder for either player to score many points.
3. CHALLENGE-An opponent calls a "CHALLENGE" when s/he thinks a play is not

acceptable (i.e. not in the OWL or Merriam-Webster Collegiate Dictionary,
Eleventh Edition). A Word Judge is called to verify which words are acceptable or
not. Whenever there is a challenge, someone loses exactly one turn.
4. COUNT TILES- players often count tiles at two different times: 1) before a game
begins to ensure that there are 100 tiles; 2) near the end of the game, when
knowing exactly how many tiles remain to be played can be crucial for the astute
player.
5. DOUBLE-DOUBLE-When a player makes a play with letters that cover two

Double-Word Squares. The bonus for covering two DWSs one play: quadruple
the sum of the value of the letters of the "Double-Double" word. The sum should
include that extra values earned form any DLS covered that turn only.
6. END GAME-The portion of a SCRABBLE game when there are less than seven
tiles left to draw from the bag.
7. HOOK LETTER (A.K.A. HOOK)-A letter that will spell a new word when it is
played with in the front of or at the end of a word already on the board. Example:
With HARD on the board, the letter Y is a hook letter since HARDY is acceptable.
Likewise, the letter C can be "hooked: since CHARD is acceptable.
8. PASS-A player may pass his/her turn by not exchanging tiles and not making a
play on the board. The player scores zero and says "Pass!" and starts opponent's
timer. It is now opponent's turn. Note that when there are 6 consecutive scores of
zero in a game, the game is finished.
9. SCRABBLE- is a word game in which two to four players score points by forming
words from individual lettered tiles on a gameboard marked with a 15-by-15 grid.
10. TILES - Game equipment consisting of a flat thin piece marked with characters
and used in board games like Mah-Jong, Scrabble, etc.
REFERENCES
140
1. Wikipedia : The free Encyclopedia

2. www.Scrabblefinder.com
3. www.lifestyle.indianetzone.com
4. http://www.google.com.ph
5. MAPEH-CAT IV By Vilma Perez, et.al.
6. http://www.hasbro.com/scrabble/en_US/glossary.cfm
141
Participating in indoor recreational activities is important for a child’s development and can
lay a foundation for a healthy life. Play is a good mental and physical activity for children. It
develops their physical body, movement, and coordination; encourages self-esteem; fosters social
interaction skills; improves thinking skills; and develops emotional skills. Moreover, family
relationships can be enhanced when the family has something worthwhile to do altogether.
This module encompasses the basic principles and ideas about one of the indoor
recreational activities, i.e., chess. It will lead you to understand the nature/background of the game
chess and the benefits derived from playing it. This will help you to become better player or to
love chess while learning the basic skills in playing it.
Learning Competencies:
1. discuss the nature/background of the game chess;
2. explain the benefits that the family can derive from playing chess;
3. practice proper and acceptable behavior when participating in indoor
recreational activities;
4. promote indoor recreational activities to family members;

5. execute basic skills and tactics in chess;
6. interpret rules and regulations in chess;
7. apply knowledge of rules and regulations and strategies in chess.
Pre-Assessment
You will be given set of activities to assess and activate your prior knowledge about chess.
Activity 1: Name Me!
In this activity your prior knowledge in the game chess will be assessed.
In your activity notebook, copy the table as shown. Look at the drawing of chess pieces
and equipment of the game. Identify each of the pieces.
Write your answer on the appropriate boxes.
142
Are you ready? Let’s check it out!
Chess pieces and equipment So, you are…..
The above simple recall and identification have surely activated your prior knowledge in
chess. In the next activity, you will be directed to identify your own personal learning goals and
objectives of the course. At this point, you will write your expectations for this module.
GOOD JOB LEARNER!
143

Define your own personal learning goals and targets about our lesson chess.
Example: Learn the moves of each chess piece.
1.___________________________________________________
2.___________________________________________________
3.___________________________________________________
4.___________________________________________________
5.___________________________________________________
The succeeding activities are classified into four phases of learning. Knowing, processing,
reflecting and understanding, and transferring of understanding.

In this phase, you will be given activities to assess your prior knowledge; communicate your
expectations: what you want to know, understand, produce or perform. You will be taught what
you need to learn about chess. You will also be informed of the assessment techniques which will
be used to rate your output and performance at the end of the lesson.
Brief History of Chess

Do you know where chess originated? Chess is a game that has been played for centuries
and was thought to have originated in India in the 15th century. Long ago, it was considered a
game reserved only for kings and members of the upper classes. Nowadays, chess is played by
common people even at an early age.
The modern design of chess pieces bears the name Staunton, who was an English master
in the mid-18OO's. These are the type of pieces that are now used in all tournaments worldwide.
The first international chess tournament was the London Tourney played in 1851. A
German named Adolf Anderssen won the game. He became the unofficial best chess player of
the world because he did not receive any award or title.
144
The first great American-born chess player is Paul Morphy. Paul traveled to Europe in the
185O's, where he beat all challengers, including Adolf Anderssen. However, the English champion
of the time (Staunton) refused to play with him, so Morphy never became a world chess champ.
The first official championship chess tournament was played in 1866 in London, with sand
clocks to restrict the length of a game. A Bohemian (Czechoslovakian) Jew named Steinitz won
the game. He became the world's first official chess champion, holding this title until 1894.
Have you wondered who rules in the world of chess today? Recently, Russia dominates the
game of chess. This results from the establishment of government schools for talented chess
players after the communist revolution of 1917. Since 1927, many of the top chess players have
been citizens of the former USSR, and include: Tal, Alekhine, Petrosian, Spassky, Smyslov,
Anatoli Karpov, and Gary Kasparov.
Benefits Derived from Playing Chess.

Chess is an indoor recreational activity which is now being introduced as a major part of
secondary level curriculum because of the benefits it gives to the students.
You probably know some of the benefits derived from playing chess. Here are some of the
benefits which can be derived from playing chess.
1. Chess increases the mathematical and scientific skills of the students. It also enhances the
problem solving skills, concentration ability, as well as logical thinking ability of the students.
2. It develops a sense of confidence and self-worth of a student.
3. It also increases communication skills of a student.
4. It gives a lesson of hard work and commitment.
5. Aside from intellectual exercise, chess provides entertainment and relaxation. This game is
free and can provide entertainment even for the observers.
6. Chess also has health benefits. It is considered as a form of recreational therapy. Chess
keeps the mind healthy and a healthy mind results in healthy body. It is used by therapists
to help people suffering from cognitive functioning such as anxiety and depression.
7. Chess a form of indoor recreational activity can be used to strengthen family bond. The
members of the family can play with each other while at home. In a way, the chess pieces
can represent the family members. Each member of the family has a role to play. In chess,
the pieces also have specific function to perform to win the game.
145
Activity 1: Think of Me!
This activity will give you the opportunity to know more about your expectations of the
lesson, to assess your prior knowledge and skills in chess, and what you want to know/learn about
it.
Copy the illustrations as shown, and write what you currently know about the game chess
under box A and what you want to know more about the game under box B. Use the questions
as your guide.
Ready Chess Go!
A B
Guide Questions
1. Give a short description about the nature and background of the game chess.
2. Do you think playing chess can promote health, fitness, and wellness among family members?
How?
Activity 2: Give Me a Star!
146
At this point,questions are provided for you to gauge how you value chess as a game.
In your activity notebook, copy the table as shown, and answer the questions by placing
for always, for sometimes, and for never on the space provided.
QUESTIONS always sometimes never
Have I experienced playing chess?
Do I play chess with my family?
Do I enjoy participating in chess games?
Do I consider the benefits derived from playing

chess?
Do I plan to make chess game as one of my

lifelong activities?
Do I play chess with friends?
How often do I play chess?
Are there chess enthusiasts in my family?
The two activities above gave information on your personal concepts of the game chess. In the
next activity, your answers will be based on the lessons you will learn in the classroom about the
nature and background of the game.
Activity 3: Map the Concept!

147
This time, you will express what concepts you know about chess. Below are chess pieces.
Write a word or phrase inside the pieces which are related to the background and nature of chess.
After writing the four words or phrases, use each word in a sentence. The sentence
must be related to the background and nature of chess.
1.
2.
3.
4.
The above activities are only starters and the succeeding ones will enable you to identify
the benefits derived from playing chess and the proper conduct when participating in the game.
Activity 4: Chess Out! All On Board!
Below is a chess board containing rumbled details regarding benefits derived from chess
and the proper behavior when participating in this game. Copy the chess board in your activity
notebook.
From the numbered details below, identify which are the benefits derived from chess and
the proper behavior when participating in the game. Write the number on the shaded box below
corresponding to benefits derived from chess and the number on the white box for the proper
behavior when participating in chess game.
148
1 2 3 4
Develops a sense of It gives a lesson of Increases
confidence and self- hard work and Never boast over a communication
worth. commitment. win skills.
5 6 7 8
Chess increases the Don’t show rude
Always show mathematical and Chess keeps mind behavior over a
sportsmanship. scientific skills. healthy. defeat.
9 10 11 12
Strengthen family Don’t distract the Provide Do not make it

bond. other players. entertainment. obvious if you make
a mistake
13 14 15 16
If you disagree with
Never blame others Chess provides Minimize talking what your opponent
for something they relaxation. when at the event has done raise your
did not do. venue. hand and ask for
help.
You have made a lot of progress by learning the overview of the game chess. Now, you
149
will learn the basic skills in playing chess. You will be acquainted with the rules and regulations of
the game.
Activity 5: Watch Me!
This module comes with a video presentation on how to play the game which you can
download at https://www.youtube.com/watch?v=unB3BoEtLDo&feature=channel&list=UL
After the video presentation answer the following questions:

1. How does a chess piece move?
2. What are the special features of the chess piece?
3. How can you do castling?
4. When does check or checkmate occur?
In Part I of the module, activities are designed to gauge the knowledge and interests you
already possess as well as the evidence of your learning from this module. In the second phase,
activities will focus on how you process the information you gained in the first phase.
PART II: WHAT TO PROCESS

In this phase, you will be provided with various learning resources and learning experiences
to enable you to understand and perform better in the game chess as an indoor recreational
activity.
Activity 1: Paper Juggling!
This activity will test your ability to use your hands and eyes together to perform a task
requiring you to synchronize vision, touch, movement, and cognition.
Paper juggling is a fun way to help you develop and maintain your eye-hand coordination
that is essential in playing chess.
1. Make your own paper juggling ball by crumpling 2 sheets of paper.

2. Start the activity by juggling the paper ball alternately with right and left hand.
3. Count how many times you hit the paper ball.
4. If you fail to hit the paper ball, stop counting.
5. Do it three times.
6. Your final score will be the highest in three trials.
150
Activity 2: Where do I belong?
You are now on the exciting part of the module. In this activity, you will be acquainted with
the proper positioning of the chess pieces on the chess board.
Try to visualize a chess board with chess pieces placed in their proper initial positions. In
your activity notebook, copy the illustration as shown and locate the following pieces in their initial
positions on the chess board by writing the number in the space provided.
__________ __________
__________ __________
__________ __________
__________ __________
__________ __________
151
Through the aforementioned activities, you were warmed up by playing paper juggling and
identifying the initial positions of the chess pieces. In the proceeding activity, you will perform the
moves of each chess piece.
Activity 3: It’s Playtime!
In this next activity, you will be given the opportunity to practice the basic moves of each
chess piece. You need to remember each specific move to win a game. Pieces can be moved to
capture an opponent's piece. This is done by landing on the square of the opponent’s piece and
then replacing it.
Pieces can also be moved to defend other pieces in case of capture, or to control important
squares in the game.
Follow the moves of the chess pieces as illustrated below.
THE KING
The king is the most important piece, however it is also considered one of the weakest. The
king only moves one square in any direction - up, down, to the sides, and diagonally. The king
may never move himself into check (where he could be captured).
Note: The dot (●) represents the direction of moves of the pieces.
THE QUEEN
The queen is the most powerful piece. It moves in any one straight direction - forward,
backward, sideways, or diagonally. As all the other pieces, except the knight, it cannot move over
any intervening piece.
152
THE ROOK
The rook may move to any square as far as it wants, but only forward, backward, and to the
sides. The rooks are particularly powerful pieces when they are protecting each other and working
together!
THE BISHOP
The bishop may move as far as it wants, but only diagonally. Each bishop starts on one color (light
or dark) and must always stay on that color. Bishops work well together because they cover up
each other’s weaknesses.
THE KNIGHT
Knights moves by going two squares in one direction, and then one more move just like an
“L” shape. Knights are the only pieces that can move over other pieces.
153
THE PAWN
Pawns move forward, but capture diagonally. They can never move backwards. On its first
move, the pawn can advance two squares at a time. Succeeding moves will be one square at a
time.
Note: the x represents the move for capturing opponent’s piece.
Congratulations! You have gained understanding and knowledge of the basic moves of
each chess piece. You can now proceed to the next activity.
At this point you need to concentrate on the rules and rules and regulations of the game and
be in focused on the game play.
Activity 4: Mix Match!
After learning each chess moves, let us review your knowledge on the rules and regulations
in playing chess.
Welcome to your next activity! In your activity notebook, copy the figures and other entries
as shown. You have to identify the move of each illustrated chess piece. With the use of a
straight line, connect column A to column B then, column B to column C. The first one is done for
you.
154
COLUMN A COLUMN B COLUMN C
Pieces that
● ●a ● ●a can move ove
1. other pieces.
The most
important
● ●b ● ●b piece, but it is
2. one of the
weakest
Move to any
square as far
as it wants,
3. ● ●c ● ●c but only
forward,
backward, and
to the sides.
Move and
● ●d ● ●d capture along
4.
the diagonals
The most
● ●e ● ●e powerful
5.
piece.
Can be
● ●f ● ●f promoted to
6. any piece.
155
After finishing the preceding activities, you are now equipped with the basic skills in playing
chess. To further your knowledge and for more excitement,you will now play chess online.
Activity 5: Online Games!
Way to go! Play chess online. You will have the computer as your opponent.
Play chess with your computer at http://www.learn4good.com/games/board/play-chess-
against-the-computer.htm.
In Part II, you were given sets of activities to facilitate better understanding of the game
chess. Aside from just knowing the basic required skills in playing the game, a deeper
understanding of its importance is necessary. In the next phase, activities are designed to convey
the deeper value of chess.
PART III: WHAT TO REFLECT AND UNDERSTAND
In this phase you have other learning resources and experiences to enrich your
understanding of chess.
Activity 1: The King and I !
Below are pictures of chess pieces and members of a typical family. In your notebook, copy
the table as shown. Write the function of each chess pieces and the function of the family
members on the space provided for. After which, relate the functions of each chess piece to the
members of the family or to the family as a whole. Present your work to your teacher.
156
CHESS FUNCTION IN THE FUNCTION OF THE FAMILY

PIECES CHESS PIECES FAMILY MEMBERS MEMBERS
157
Activity 2: Very Essay!
Here is a question for you to ponder. This will give you a deeper understanding on the
value of playing chess.
Do you think playing chess can promote health, fitness and wellness among family
members? How?
Copy the illustrations in your notebook, and write your answer on the space provided.
In Part III, you have sets of activities which deepen your understanding of the game chess.
In Part IV, your performance and product will be assessed. It’s now time for you to solve chess
puzzles and meet other players and do chess match.
PART IV: WHAT TO TRANSFER

158
WOW! Finally, you made it to this part! This is now your chance to show everyone that you
can play chess with your classmate. In the next activities, you need to have a chess set. Your
performance and product will be graded based on a set of criteria.
Activity 1: CHESS PUZZLES!
Below are chess puzzles for you to solve.

Your teacher will rate your ability (by checking the appropriate box) to execute the basic
skills and tactics in playing chess by using the rubrics that follow.
(White to move)
RATING
ACTIVITY
4 3 2 1
159
Second Third More than

First Attempt
Attempt Attempt 4 Attempts
1. Solve the puzzle in
2. Time to solve the Less than 2 Less than 3 Less than More than
Puzzle. minutes minutes 4 minutes 5 minutes
Rating Scale:
4 - Advance
3 - Proficient
2 - Approaching Proficiency
1 - Developing
MINI-CHESS TOURNAMENT
The aim of this activity is for you to apply what you have learned theoretically and practically in
the previous phases of learning sequence.
1. You will be grouped by pairs. Rotation will be done so that you will have the chance to meet
the other members of the group.
2. Your performance will be ranked based on the score garnered during the mini-tournament.
Name of Students Score Rank
160
1.
2.
3.
Note: The number of students to be ranked is not limited to three.
SUMMARY / SYNTHESIS / GENERALIZATION
161
This module focuses on different sets of activities that help you develop the required skills
in playing chess. It has enabled you to understand the basic principles and concepts behind the
game. After performing all the required tasks in this module, it is expected that you have already
gained knowledge on the essentials of chess and its deeper value as a recreational activity to
promote good family relationship.
Part 1 gives you a brief recall on the game, chess. It has also provided you with activities
which strengthened your knowledge about the game such as providing you with the opportunity to
enumerate what you know and what you want to know about chess. You are also acquainted with
the benefits derived and the proper behavior when participating in a chess game. Moreover, a
downloadable video clip is prepared for you to help you better understand the rules and
regulations of the game.
Part II enables you to perform activities that evaluated your skills and understanding of the
game. You are tasked to demonstrate the move of each chess piece. Moreover, you are given the
opportunity to play online chess to enhance your skills in playing the game.
Part III provides you with activities to make you reflect and think deeper on the value of
chess as a game.
Finally, in Part IV, you are made to transfer what you have learned in this module through a
product or performance. You are given the chance to apply what you have learned theoretically
and practically in this module. You were made to solve chess puzzles and played mini-chess
tournaments.
Congratulations! You made a good job. Surely, you have gained a lot of knowledge after
performing all the activities in this module. It is hoped that you have also gained the family values
this module wants to convey.
Glossary of Terms
162
1. Castling - This is a move of the king and either rook of the same color along the player’s first
row. On a player’s turn he may move his king two squares over to one side and then move
the rook from that side’s corner to right next to the king on the opposite side.
2. Checkmate - is a situation in chess in which one player's king is threatened with capture (in
check) and there is no way to meet that threat.
3. Chess - A board game for two players, each beginning with 16 pieces of six kinds that are
moved according to individual rules, with the objective of checkmating the opposing king.
4. Draw - a chess game where nobody ends as a winner.
5. En Passant - It is a special pawn capture which can occur immediately after a player moves
a pawn two squares forward from its starting position, and an enemy pawn could have
captured it had it moved only one square forward. The opponent captures the just-moved
pawn as if taking it "as it passes" through the first square. The resulting position is the same
as if the pawn had moved only one square forward and the enemy pawn had captured
normally.
6. Promotion - Special ability of pawns wherein if it reaches the other side of the board it can
become any other chess piece except the king.
Sources:
http://www.fide.com/component/handbook/?id=124&view=article
http://www.buzzle.com/articles/basic-rules-of-chess-how-to-play-chess.html
Chess basic rules of play http://www.oksports.ie/games-rules/chess/
http://clatskaniechessclub.tripod.com/id70.html
The History of chess.http://www.learn-chess.com/the_history_of_chess-27008.php
http://lifestyle.indianetzone.com/recreation/1/indoor_recreational_activities.html
163
The family needs to have opportunities to have fun and bond altogether. Parents are
important role models and should be active with their children everyday. It is best that activities for
children match their skills and abilities.
Families who spend their leisure time together become closer and indoor activities are the
best ways for them to stay close while having fun!
This module focuses on another indoor recreational activity for the family, the game
domino. It is designed to acquaint you with the principles and ideas behind the game. This module
will assist you in the process of understanding the nature/background, benefits derived, and the
basic skills and tactics in playing the game. You will be given the opportunity to engage in
practical applications, of the principles and ideas of playing domino. As a student, you are
probably familiar with the procedures of playing domino. This time, you can become a better
player and appreciate the game more as you go through this module.
Learning Competencies:
1. discuss the nature/background of the game domino;
2. explain the health and fitness benefit that the family can derive from playing dominos;
3. practice proper and acceptable behavior when participating in indoor recreational activities;
4. execute basic skills and tactics in domino;
5. interpret rules and regulations in domino;
6. applyappropriate rules and regulations in domino;
7. initiate the promotion of indoor recreational activities to family members.
Pre- Assessment:
At this point, you will beprovided withactivities to pre-assess and recall your prior
knowledge about the game domino.
Now, start with your lesson!
Activity 1:“BatangHenyo”
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We are going to start with our first activity. You will be divided into 3 teams. You will play
charades on words related to chess. This activity will test how sharp your mind and body act in
coordination when you are short ofsome words.
Here’s what you are to do.
1. The game starts by asking each team to write words related to domino on pieces of paper
then fold and put them on a bowl.
2. Each member of the team will pick a piece from the bowl. When it's your turn, close your
eyes and pick a piece of paper from the bowl. Without saying a word, help your team by
trying to guess the word by giving signals and gestures.
3. Stop when your team guesses the word or time runs out. You will be given a minute to act
out the word.
4. The team with the most number of correct guesses wins the game:
You need to use the following words related to the game.
 Bone
 Double
 Block
 Tiles
 China
 Rectangle
 Bar
 Dots
The above activity helps facilitate your prior knowledge about domino. In the next activity,
enumerate your own personal learning goals and objectives for the lesson. At this point, you will
write your expectations for this module.
Express/State your own learning goals and target about our lesson domino.
Example. Learn how to play domino.

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1.____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
5. ____________________________________________________
The succeeding activities are classified into four phases of learning. Knowing, processing,
reflecting and understanding then transferring of knowledge.

In this phase, you will be provided with sets of activities to measure your prior knowledge;
to express your expectations of this course based on what you know, what you want to know and
what you can accomplish in relation to the topics; to equip you with the necessary knowledge
about domino; and to inform you of the assessment techniques which will be used to rate your
output and performance.
History of Dominoes
Dominoes (or dominos) generally refer to the collective gaming pieces making up a domino
set (sometimes called a deck or pack) or to the subcategory of tile games played with domino
pieces. In the area of mathematical tilings and polyominoes, the word domino often refers to any
rectangle formed from joining two congruent squares edge to edge. A domino set may consist of
different number of tiles and dots. The traditional Sino-European domino set consists of 28
dominoes. The totals for all common domino sets is presented in the following table:
Domino Set Number of Tiles Number of Dots

Double Six (6-6) 28 168
Double Nine (9-9) 55 495
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Double Twelve (12-12) 91 1092

Double Fifteen (15-15) 136 2040
Dominoes are called "bones" because the earliest domino tiles were made from animal
bones or ivory. In addition to "bones", dominoes are also called "tiles", "stones", "men", “tickets”,or
“spinners.”. Each domino is a rectangular tile with a line dividing its face into two square ends.
Each end is marked with a number of spots (also called pips) or is blank. The word "pip"
commonly means a "spot" or a "speck", and perhaps that's why a domino's spots are called
"pips".The backs of the dominoes in a set are indistinguishable, either blank or having some
common design. A domino set is a generic gaming device, similar to playing cards or dice, in that
a variety of games can be played with a set.
Evidences show that tile games have been found in China as early as 1120 CE. Some
historians credit Keung T'ai Kung, in the twelfth century BCE for creating them. Other historians
stated that dominoes were invented by a statesman named Chu sz yam in 1120 CE. This person
is said to have presented them to the Emperor Hui Tsung, and that they were circulated abroad by
imperial order during the reign of Hui's son, Kao-Tsung (1127-1163 CE).
You might have notice that there has been no exact data on the origins of domino.
However, one is clear enough, it has existed so long ago that documentation of which is scarce.
Although domino tiles are clearly of Chinese inheritance, there is a debate over whether the
European tile set came from China to Europe in the fourteenth century or was invented
independently.
Have you seen European dominoes? They are rectangular tiles that are twice as long as
they are wide. There is a single tile for each combination of the faces of a pair of dice; the blank
suit is the throws of a single die, for a total of twenty-eight tiles in the standard Double six set.
Other sets with larger numbers of tiles were invented later, with the double nine and Double twelve
sets being the most common extensions.
Where did the word domino came from? The word "domino" is most likely to be derived
from the Latin, dominus (i.e., the master of the house). The vocative, domine, became the Scottish
and English dominie (i.e., schoolmaster). The dative or ablative, domino, became the French and
then the English domino. The word "Domino" is French for a black and white hood worn by
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Christian priests in winter which is probably where the name of the game derives from. Domino
games are played all over the world, but they are most popular in Latin America.
The game domino is very popular in Italy, France, and Britain in the 18th century. France
was also producing domino puzzles. The puzzles were of two types. In the first, you were given a
pattern and asked to place tiles on it in such a way that the ends matched. In the second type, you
were given a pattern and asked to place tiles based on arithmetic properties of the pips, usually
totals of lines of tiles and tile halves.
Benefits from playing dominoes.
As any indoor recreation game, playing dominoes provides fun and interaction for the family.
At the same time, the game provides learning opportunities to stimulate the mind. It also
encourages socializing and important social skills such as learning how to win/lose, teamwork, and
other values. These are values which cannot be gained from playing online games which children
play on their own.
Dominoes cater not only for the young ones but also for the grown-ups. Domino sets come
in different colors, designs, and sizes.
Activity 1: Go Domino!
This activity will give you opportunity to know more about your expectations of the lesson,
your prior knowledge and skills in one of the indoor recreational games called domino, and what
you want to know / learn more about the game.
A. In your activity notebook, copy the chart as shown and write what you currently know
about domino under box 1 and what you want to know more about the game under box 2.
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Share your answers with your teacher or resource person. After the activity, each group
will share with the class what they have written. As each group presents their output other groups
are allowed to contribute to the discussion.
B. Below are frequently asked questions about domino. Try to answer each of the following
based on your prior knowledge about the game. Write your answers in your activity notebook.
1. Is domino a game for two persons only? If your answer is no, give a scenario wherein the game
can be played by more than two persons?
2. Why are domino tiles called bones?
3. How many tiles and dots are there in a domino set?
4. What is the origin of dominos?
5. Why are dots on the dominoes called pips?
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The above activities are focused on your personal concept of the game domino. They cover
the nature and background of the game. Now, you will further your knowledge on the rules and
regulations of the game by watching a video.
Activity 2: Watch a Video!
This module comes with a video presentation on how to play the game which you can
download at https://www.youtube.com/watch?v=uyy2XQ9n-yM&feature=g-upl.
Now you know how to play domino based on the video you have watched. The next two
activities can be answered based on the video you watched.
Activity 3: Way to Domino!
In your activity notebook, copy the chart shown and write the 7 steps on how to play domino
on the appropriate boxes.
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Activity 4: Domino Rules!
In this activity, you learn the rules and regulations of domino. Copy the chart in your activity
notebook and arrange the statements according to the sequence on how the game is played.
Put a dot on the first step, 2 dots on the second step, 3 dots on the third step, and so on…
Place your answers on the box at the left side of the statements.
The first player places the first tile, usually a double-six, on the table. If no
one holds the double-six, then the double-five is played, and so on.
Once you begin drawing tiles, they are typically placed on-edge so that you
and your opponent can see your own tiles, but without showing the value of
the tiles. Every player can thus see how many tiles remain in the other
players hands at all times during game.
The dominoes must be shuffled to make a boneyard.
As you take turns placing tiles with your opponent, if someone cannot
make a move, you can draw a tile from the boneyard.
The game ends when you have played all your tiles, or when a game is
blocked.
Each of the players choose a domino at random, with first move going to
the player holding the "heavier" domino.
In Part I of this module, activities are intended to assess the knowledge and interests as
well as the proof of your learning from this module. In Part II, activities will deal with how you
process the information you gained in Part I.
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PART II: WHAT TO PROCESS
In this phase, you will be provided with various learning resources and learning experiences
to enable you to better understand and perform the game domino as an indoor recreational
activity.
Activity 1: Domino Effect!
This activity will help you relax, develop, and maintain your coordination and reaction time
all of which are essentials in playing domino.
With your friends/classmates, form a straight line.
1. The first player in front will perform and the next player will follow one after the other.
2. If someone can’t follow, he/she will go in front and make a move to be followed by the
students.
Suggested moves/steps:
1. Sit
2. Squat
3. Turn to the right/left
4. Raise arms
5. Clap
The activity has surely warmed you up. Before you play domino with other players, you
need to answer the following domino puzzles.
Activity 2: DOMINO PUZZLES!
Let us gauge your skills in playing domino. Below are domino pieces which need other
pieces to be connected.
Solve the puzzles below by applying the domino game tips.
What will be your best move a, b, or c. Write the letter of your answer in your activity
notebook.
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1.
2.
3.
4.
5.
After finishing the puzzles, enhance your knowledge on the basic skills in
playing domino by playing online games.

Let us further enhance your skills by using the computer as your opponent. Play domino w/
your computer at http://freegamepick.com/free-online-games/domino/.
173Activity 4: Online Games!

You are now equipped with the basic skills in playing domino! At this point, you will be
familiarized on how domino tiles look like. You will make your own domino set.
Activity 4: Make your own domino!
Have the class form three groups, make 28 domino cards using illustration board or
cartolina. The size will be 2 x1 inch. Use pen marker or ballpen to draw dots. The 28 domino cards
will look like the illustration below.
Materials needed: Illustration board, cartolina, scissors and pen marker.
You did a good job in making your own domino cards!
In Part II, you were given sets of activities to facilitate better understanding of the game
domino. Aside from just knowing the necessary skills in playing the game, a deeper understanding
of its value is necessary. In Part III, the sets of activities are intended to communicate the
importance of domino.
PART III: WHAT TO REFLECT AND UNDERSTAND

In this phase, you will be provided with other learning resources and experiences for you to
enrich your understanding of the game domino.
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Activity 1: Let’s Get Domino!
Based on what you have learned in this module, has your view on the significance of
playing a recreational activity like domino changed? Start your write up with this statement. I have
come to realize that _____________________________.
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Activity 2: Guess the Word!
Below are domino tiles which, when arranged, form the words that complete the two
unknown phrases at the middle (two question marked tiles). Rearrange the letters at the bottom of
each word/phrase to find the word. The two unknown words represent the category of the
words/phrases. Write your answers in your activity notebook.
Cater not only

Provides Interaction for the young
learning Good Values Teamwork for the ones but also Friendship Social skills Fun
opportunities to family for the grown-
stimulate the ups
mind
E F E S I N T B
Refrain from Never

Don’t show Minimize Don’t Do not
giving Never Always blame
rude talking distract make it
comments boast show others for
behavior when at the the obvious if
on another over a sports- something
over a event other you make
game that is victory manship. they did not
defeat. venue. players. a mistake.
in progress. do.
I E B A V H O R
The above activity focused on the benefits derived from playing domino and the proper and
acceptable behavior in playing the game. In the next activity, it’s your time to share your own idea
on the importance of playing domino.
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Activity 3: Sharing Time!
Share to the class/friends/relatives your ideas about the value of playing domino. Be
guided by the following questions. Write your ideas/answers to the questions in your activity
notebook.
How did you feel about playing recreational games like domino?
Would you encourage your family members to play domino? Why?
Is playing domino considered a good recreational activity which fosters good social
relationship?
Can you think of other activities which can be paired with domino to make the game more
exciting?
In Part III, you have sets of activities which deepened your understanding of the game
domino. In the next part, your performance and product will be evaluated. You will play domino
matches.
In this phase, you are expected to demonstrate/show a completed output or performance

as required by the lesson.
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Activity 1: Let’s Play!
Finally, you made it to this part! This is now your chance to show everyone that you can play
domino with an opponent.
a. Your teacher will ask you to pair with your classmates in a match of domino.
b. You will be assessed using the following rating scale:
Numerical Interpretation Descriptive

Value Equivalent
1 Perform the basic skills with no errors Advance
2 Perform the basic skills with some errors Proficient
Perform the basic skills with some errors Approaching
3
and relied on others’ help Proficiency
Needs more practice to perform basic
4 Developing
skills
Activity 2: ASSESSMENT OF PERFORMANCE: DOMINO MINI-TOURNAMENT!
After you have mastered playing domino with your classmates, you are now ready to
compete in a mini-tournament. This time, your performance will be ranked based on the score
garnered during the tournament.
A game will be composed of four players.
Name of Students Score Rank
1.
2.
3.
Note: The number of students to be ranked is not limited to three.
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SUMMARY / SYNTHESIS / GENERALIZATION
Domino mimics family situation wherein the pieces are interconnected and needs to match
each other. Like the family, the members of the family have a bond that connects them. Each
member needs to be in consonance with each other so that harmony among them will be
achieved.
This module focuses on activities that facilitated the development of the required skills in
playing domino. It has helped you understand the basic ideas and concepts behind the game.
After performing the required activities in this module, it is expected that you are already equipped
with the knowledge on the basics of domino and it the family values the game wants to promote. .
Part 1 dealt on a short recall on your prior knowledge about domino. It has activities which
strengthened your knowledge about the game such as asking you to enumerate what you already
know and what you want to know about domino. The module also acquainted you with the basic
rules and regulations of the game. The module also comes with a downloadable video clip which
surely helped you to better understand the rules and regulations of the game.
Part II focuses on activities that assessed your skills and understanding of the game chess.
You were tasked to solve domino puzzles as well as make your own domino set. Moreover, you
are given the opportunity to play online chess to enhance your skills in playing the game.
Part III provides you with activities to make you reflect and think deeper on the value of
chess as a game.
Finally, in Part IV, you are made to transfer what you have learned in this module through a
product or performance. You are given the chance to apply what you have learned theoretically
and practically in this module. You are made to compete in mini-chess tournaments.
Great job! Congratulations! You have learned a lot after going through the module. It is
hoped that you have also gained the family values embodied in this module.
GLOSSARY OF TERMS
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Bar - refers to the middle line dividing the two squares of a domino tile.
Blocked game - occurs when neither player can play.
Bones - also known as the domino tiles.
Bone yard - refers to the stock of domino pieces.
Dominoes - generally refers to the collective gaming pieces making up a domino
set (sometimes called a deck or pack) or to the subcategory of tile
games played with domino pieces.
Dots - refers to the spots of a bone.

Draw game - Players are additionally allowed to draw as many tiles as desired
from the stock before playing a tile, and they are not allowed to pass
before the stock is (nearly) empty. The score of a game is the
number of pips in the losing player's hand plus the number of pips in
the stock.
Sources:
http://www.domino-play.com/Strategy.htm
http://en.wikipedia.org/wiki/Dominoes
http://www.pagat.com/tile/wdom/history.html
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Grade 8 Learning Materials
Under the K to 12 Curriculum
MAPEH Grade 8
Physical Education
Fourth Quarter
Regional and National Dances with Asian Influence
INTRODUCTION
Kumusta! Naimbag nga aldaw! Maayong buntag! Como esta usted? Assalam
Malaykum! Hello Grade 8 learners! How’s your day? I hope that you are as strong,
energetic, athletic and competitive as ever because for all you know, you will be
needing all your strengths for the activities found in this module.
When you were in Grade 7, you have learned to perform examples of local
and Indigenous dances. You also learned to value them in order to maintain good
health and eventually realized that folk dancing is indeed a good recreational activity.
Just like any other sports or games, dancing is also a physical activity that can
promote lifelong fitness and wellness. It is a good source of exercise that could help
develop grace and poise. It can even help in maintaining good health as it highlights
health-related fitness components such as cardio-vascular endurance, flexibility, and
strength.
With the effect of acculturation, indigenous dances of the Philippines may

have been modified since the culture of other countries has influenced our very own
dances. This is evident in the western style adopted in our folk dances. Along with
this are the influences of our Asian neighbors that have enriched our national dances
to a large extent. It is for this reason why there is a need for you to understand our
cultural rootby learning our dances.
This module will introduce you to the different regional and national folk
dances of the Philippines with influences from other Asian countries. We are part of
the on going history of trade and industry and that part and parcel are influences
retained in us like textiles, color of fabrics, and design reflected in the costumes of
the dance.
Furthermore, this module anchors its framework on the holistic approach of

using regional and national dances as potent sources for staying healthy and fit. At
the same time, they are prime educational tools for learners like you.
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OBJECTIVES:
 discuss the origin and location of folk dance through its costume and music
 execute selected regional and national dances with Asian influences such
as the Binislakan, Sakuting, Sua-ko-Sua and Pangalay
 demonstrate the dance sequence appropriately
 identify the meaning of the gestures and hand movements of the dance selected.
 approximate interpretation of the dance literature
 promote folk dancing as a physical activity for the family.
Pre- Assessment:
To check how ready you are on in terms of familiarity to dances with Asian
influence, here are some basic ideas or concepts which will lead you to answer
queries relative to performing these regional and national dances.
Part I- Examine the following pictures and anwer the accompanying questions.
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1. What general concept can be derived from the given pictures? Explain.
2. If you were to think of Asian countries that would closely relate to the given
pictures, what countries could that be? Justify your answer.
3. Are these dances influenced by other countries? Prove your point.
4. Just by simply looking at their costumes and props, can you give the place of
origin of these dances? What are your proofs to say so?
5. Can you give a storyline for each of these dances just by looking at their
poses, costumes, and props?
6. Is there a need for proper expression in folk dancing? Does it speak of
something?
7. Can you name examples of Philippine folk dances that have Asian influence?
Can you demonstrate examples of foreign folk steps? What are their step
patterns?
8. What are the implements that are commonly used in folk dances with Asian
influence? What are they for?
9. Can you explain the effects of acculturation in the country based on the kind
of dances we have?
After finishing the test, you are now

ready to face the Learning Goals and
Targets of this module. As a grade 8
learner, what are your expectations?
Write in your activity sheet your own
learning goals in relation to this
subject. One example of learning
goal is basis in making your own.
(Example: I expect that at the end of this lesson, I will be able to identify and learn
examples of regional and national folk dances with Asian influence.)
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
 ______________________________________________________________
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Now that you have written your
personal goals and targets, you
may now procede to the next
level which is a gateway for you
to get acquianted with the basics
in folk dancing. So enjoy your
journey as you unravel the origin
and historical background of the
regional and national folk dances
with Asian influence. Your
journey starts now!!! Goodluck 
LESSON I
Learning Goal: Describe and discuss the nature and characteristics of the dances.
Philippine folk dances speak so much about the heartbeat of our people for
they tell about our customs, ideas, beliefs, superstitions, and events of daily living in
a certain community.Just by looking at the costumes, props, and implements of a
certain group or tribe would tell you of the origin of the dance. The kind of music
being used readily also tell about the influences brought about by trade and
settlement of our
neighboring countries such as China, Malaysia, Indonesia, Burma, Cambodia,

Thailand and Japan to name a few. Truly evident is the effect of acculturation in the
country as manifested by the kinds of costumes, props, music, and dance steps that
are used and integrated in to some of our regional and national folk dances. The use
of gongs, kulintangs and the incorporation of pentatonic scale to our musical
compositions are just concrete proofs of acculturation in the country. These are the
reasons why Philippine folk dances contribute to the very rich culture of the country.
The following historical backgrounds and context of the dance literatures of

Binislakan, Sakuting, Sua-ku-Sua and Pangalay would give you a clear picture of the
nature and background of these regional and national folk dances. This will help you
184
understand its significance and cultural value, including the beauty and complexity of
the people’s lives living in those places.
Study these dances carefully and imbibe in you their importance to the
development of cultural value.
BINISLAKAN (Lingayen)
Dance Researcher : Francisca Reyes

Meaning : With the use of sticks
Dance Culture : Christian Lowland
Place of Origin : Pangasinan
Country of Influence : China
Ethno-linguistic Group : Pangasinense
Classification : Social Dance
www.kalilayan.com
Background:
Lingayen in Pangasinan means having to look backward and upward. It was

derived from “Li-King-Tung”, a Chinese word given to the name Lingayen, the capital
of Pangasinan, by the Chinese settlers of this place a long time ago. The barrio folks
who lived at Almazin, a small place between barrio Pangasinan (Pulong) and
Maniboc danced this to commemorate the stay of Limahong, a Chinese pirate who
built his kingdom here.
The dancers look backward or upward in some of the movements; hence, the
name Lingayen. They also use two sticks to produce rhythms imitating the
chopsticks used by the Chinese in eating, so the dance is also called Binislakan,
which in Pangasinan means, with the use of sticks.
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Dance Properties:
Costume
Female : Siesgo and kimono with loose and long
sleeves and soft panuelo
Male : Camisa de Chino and red pants
Music : 2/4 composed of two parts: A and B
Count : One, two, one and two, and one and two and
Formation : Partners stand about six feet apart. One or more pairs in
a set can take part in the dance, in any formation
desired.
SUA-KU-SUA
Dance Researcher : Ramon A. Obusan

Meaning : My Pomelo Tree
Dance Culture : Lowland Muslim (Coastal)
Place of Origin : Jolo, Sulu
Country of Influence : China, Malaysia and Indonesia
Ethno-linguistic Group : Tausug
Classification : Courtship Dance
Source: www.kalilayan.com
186
Background/Context:
The Tausug of Sulu, Southern Philippines, though known as fearsome

warriors are also better known as sturdy seafarers and hardy farmers. Extensive
orchards are planted with coconuts and pomelos and fields with staples like rice and
root crops.
At harvest time, pomelo fruits are gathered in big baskets before they are sent
away. The Tausugs depend strongly on the income the pomelo bring them and this
relationship is romanticized by comparing the sua’s gentle leaves, slender branches,
attractive fruits and fragrant flowers to the virtues of a lady. Put to music, it is this
song that is sang by couples while flapping two white fans each resembling leaves
rustling in the wind in the Sua-Ku-Sua Dance.
Sua-ku-sua performers, some men but especially women come to the
festivities with face thickly covered with finely ground rice powder and their eyebrows
and sideburns enhanced with soot- all for beauty’s sake.
Movements/Steps Particular to Dance:
Creative imagery: Fans transform into tiny sails, face mirrors, butterflies,
shields and leaves. Tausug traditional steps with Chinese influence.
Dance Properties:
Costume:
Female:
Top (Barawasi) : Traditional loose blouse, long sleeves wit
deep, plunging key-hole neckline.
Extra panels attached to the right and left
chest decorated with many tiny brass
buttons.
Material : Cheap printed or plain Chinese silk or
cotton.
Pants (Sawal or Kantiu) : Loose Chinese pants with a 10-inch soft
white band
(coco curdo) attached to a wide waist. To
tuck the pants in, the white band is
overlapped in front, one side on top of the
other and rolled out to form a tight belt.
Material : Cheap Chinese silk or any silky material
preferably in navy blue, sunshine yellow,
grass green, red or orange colors
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Shoulder band (Siyag) : A separate wrap-around malong of rich
material strung over the right shoulder
crossing the chest and hanging on the left
side.
Headpiece:
There are three choices:
1. Gold or brass filigree called tusuk;
2. Paper bills pasted on slender sticks; and
3. Pasteboard cut-out, the front tip 8 to 10 inches high,
similar to Chinese crowns covered with gold foil.
Accessories : Gold or imitation gold earrings, necklace,

bracelets and brooches.
Suggested Footwear : Dancers are in barefoot.
Male:
Top (Bajo) : Short-waist collarless shirt. Open at the
front with the right panel overlapping the
left, studded with many tiny brass buttons
and is not intended to close the front but
used as an additional shirt decoration. It is
allowed to drop on the right side.
Material : cheap printed or plain Chinese silk or

cotton.
Pants (Sawal or Kantiu) : Similar to the female pants but in darker
colors and bolder designs.
Accessories : Money-belt, Sarok hat, pis siyabit
(rectangular hand-woven scarf tied on
the head or hung loosely over one
shoulder); Kris (wavy knife) or Barong (leaf-
knife).
Suggested Footwear : dancers are in barefoot
Music : 2/4 and 4/4; composed of three parts: A, B and

C. Gabbang- bamboo xylophone shaped
like a small boat. Bamboo slats thinned
and cut to graduated sizes to produce three
octaves of pentatonic scale
Count : 1, 2 to a measure in 2/4 time signature
1, 2, 3, 4 to a measure in 4/4/ time
signature
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PANGALAY
Dance Researcher : Francisca Reyes-Aquino

Meaning : Finger nail
Dance Culture : Lowland Muslim (Coastal)
Place of Origin : Sulu
Country of Influence : Thailand, Malaysia, Burma, Cambodia and
Indonesia
Ethno-linguistic Group : Tausug
Classification : Social Dance
http://images.search.yahoo.com/search/images;_ylt=A0PDoX5F909Qah8A0iSJzbkF?p=p
angalay%20dance&fr=yfp-t-521-s&ei=utf-8&n=30&x=wrt&fr2=sg-gac&sado=1
Background/Context:
Pangalay (also known as Daling-Daling or Mengalai in Sabah is the

traditional “fingernail” dance of the Tausūg people of the Sulu Archipelago and
Sabah.[1] This dance is the most distinctively Asian of all the Southern Philippine
dances because dancers must have dexterity and flexibility of the shoulders, elbows,
and wrists[2] – movements that strongly resemble those of “kontaw silat,” a martial art
common in the Malay Archipelago. The Pangalay is performed mainly during
weddings or other festive events [1]. The male equivalent of the Pangalay is
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the Pangasik and features more martial movements, while a pangalay that features
both a male and female dancer is called Pangiluk.
The original concept of the Pangalay is based on the pre-

Islamic Buddhist concept of male and female celestial angels
(Sanskrit: Vidhyadhari, Bahasa Sūg: Biddadari) common as characters in other
Southeast Asian dances.
Dance Properties:
Costume : Dancer wears a typical Joloana costume

Accessories : Expert and professional dancers use janggay,
extended metal finger nails in each finger. The rich
people have janggay made of solid gold or silver.
Suggested Footwear : dancers are in barefoot.
Music : Played as many times as necessary.
Count one, two or one, and, two and to a measure.
Movements/Steps Particular to Dance:
There are no definite directions, sequence of figures, number and kinds of

steps, hand movements and positions used when performed by the natives. For
teaching purposes the figures of this dance may be created and dancers may form
their own combinations.
TIKLOS
Dance Researcher : Francisca Reyes- Aquino

Meaning : Refers to a group of peasants
Place of Origin : Panay and Leyte
Country of Influence : China, Burma and Cambodia
Classification : Recreational Dance
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www.folkdance.tk
Background/Context:
For centuries, Tiklos has been a very important factor in the social life of the
peasants of Leyte. Tiklos refers to a group of peasants who agree to work for each
other one day each week to clear the forest, prepare the soil for planting, or do any
odd job in the farm, including the building of a house. At noontime, the people gather
to eat their lunch together and to rest. During this period, Tiklos music is played with
a flute accompanied by a guitar and the guimbal or the tambora (kind of drum).
The music of Tiklos is also played to gather the peasants before they start to
work.
Dance Properties:
Costume : Dancers are dressed in working costumes.

Music : Divided into two parts. A and B.
Count : one, two or one, ah, two, ah or one, and, two to a measure.
Formation : Partners stand opposite each other about six feet apart.
When facing audience, the girl stands at partner’s right side.
One to any number of pairs may take part in this dance.
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SAKUTING
Dance Researcher : Francisca Reyes Aquino

Meaning : Refers to rhythmic sticks producing the
accompaniment for the dance.
Place of Origin : Abra and Ilocos Norte
Country of Influence : China
Classification : Recreatinal and Social Dance
flickr.com
Background/Context:
This is a dance of the ethnic people living in the western side of the
Cordilleras way back before the coming of the Americans to our country. During the
Christmas, young boys and girls accompanied by their elders would go to the
lowlands, especially in Abra and Ilocos Norte to dance in front of the houses and ask
for gifts. These young children hold sticks, one on each hand and strike them
together to make their dance more lively. The homes would give them money,
homemade delicacies and other things.
These dancing groups later reached as far as the coastal towns of Ilocos
region as years went by. The rhythmic sounds produced by the stick attracted other
children and also adults and they also learned the dance.
“Sakuting“ is an ethnic term which refer to the rhythmic sticks producing the
accompaniment for the dance.
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Dance Properties:
Costume : Girl – Native Ilocano kimono style with sleeves of elbow length;
skirt of bright-colored plaids shirred at the waist of ankle-length.
Boy – Camisa de chino and red trousers, and a native hat.
Music : 2/4 and ¾ rhythms and composed of 9 parts : A, B, C, D, E, F, G, H

and
I.
Formation : Audience
X O
O X
X O
O X
One set of dancers
Written Check-up:
Below are jumbled letters which when arranged correspond to regional

and national dances. Can you identify each? On a page in your activity notebook
put numbers from 1 to 5. Write each formed word on the space provided before
each number and try to share your knowledge about it.
_______________1. GANAPYAL
_______________2. LABISNIKAN
_______________3. ASU UK ASU
_______________4. SIOTLK
_______________5. GIKNATUS
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Were you able to arrange the jumbled
letters correctly? Please remember that
the jumbled letters reflected on items 1-
5 are the actual names of the dances
which you are about to learn. To a certain
extent, knowing the names of the folk
dances could lead you to create certain
impressions that are innate to the
cultural background of the dance.
To further measure how retentive
your memory is, try to answer the next
activity by recalling the significant
details of the different dances below.
B. In your activity notebook or sheet, copy the table as shown and fill it in with
information called for.
Name of Literal Place of Dance Influenced

Dance Meaning of Origin Classification by what
the Name of Asian
the Dance Country?
Sua-Ku-Sua Social Dance China,
Malaysia,
Indonesia
With the use Lingayen,
of sticks Pangasinan
Sakuting Abra Social Dance
Tiklos A group of Leyte Recreational/Social
peasants Dance
Pangalay Wedding Dance Malaysia,
Indonesia,
Malaysia,
Thailand,
Burma and
Cambodia
Note to the learner: One dance should only be taught by your teacher for the 4th
quarter. However, if time allows you to learn one more dance or all of the five
dances, then that will be a lot better.
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Have you filled out the correct
information in the table above? After
knowing the important concepts
derived from the previous learning, try
to strengthen your understanding by
doing the following activity.
Activity 1: Tracing the origin and location of a Dance through its costume.
WHERE DO I BELONG?
This activity will activate your knowledge on the location and origin of folk dances
based on the costumes worn by the dancers in the video presentation.
1. In a sheet of paper, write the place of origin of the dances you saw in the
video presentation by recognizing the costumes and props, facial expressions
and body gestures of the performers. Your teacher here will show you a video
presentation of different dances with Asian influence like Singkil, Kappa
Malong, Pangalay, Sua-ku-Sua, Sakuting, Binislakan, Tiklos etc. If video
presentation is not possible, your teacher will show you different pictures of
costumes and props that are used for certain dances in various places of the
country.
Choose one from the following choices:

a.Luzon
b.Visayas
c.Mindanao.
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Were you able to successfully
trace the place of origin of all the
dances presented? If so, try to
apply your learning on the next
activity. However, if you missed
some important points, ask your
teacher to help you analyze the
lesson before doing the next
activity.
Activity 2: DRESS ME UP!
This activity will activate your knowledge on the location and origin of folk
dances based on the costumes worn by the dancers. Study the procedures given
and do what is asked of you to perform. This could be an individual or group activity.
 Prepare a miniature boy and girl dancers made of cartolina and post it on the
board. Create different regional costumes in the Philippines made of Manila paper.
 Dress up the miniature dancers and name the province where they come from.
 In tracing where the costumes are usually worn, consider the geographic location
or terrain where the costumes are suited and the respective props used by the
dancers and even their facial expressions.
 Be ready to share your knowledge about the origin and background of the folk
dances considering their costumes, expression and implements used. Justify your
answers.
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Did you enjoy the activity? Did you
observe cooperation and teamwork with
members of your group while doing the
task? If you did, congratulations for
having done a great job! So you are now
ready to go to the next level. You are now
faced with a bigger challenge this time
by doing some movements. Here, you will
have a chance to express your feelings by
doing some rhytmic patterns that will be
needed for the dances cited.
LESSON II
Rhythmic Patterns of Selected Regional and National Dances with Asian Influence
Activity 3. Listening While Playing
1. Close your eyes and listen to the recorded music of Sua-ku-Sua and
Pangalay. What is the time signature of the music? Is it done in duple, triple,
or quadruple meter? Why do you say so?
2. Feel the beat and rhythm of the music and do the following activities with your
eyes now open:
a. Clap your hands in time with the music.
b. Stamp your feet and do some rythmic improvisations using the same
music.
c. Use any materials that could be used as percussive instruments as in
beat-box and produce rhythmic sounds.
d. Use body gestures or accompany it with vocal sounds in time with the
music being played.
3. For variation, repeat items 1-2 using the recorded music of Tiklos, Binislakan
and Sakuting.
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Well done! How did you feel
while performing the activity?
Do you think that feeling the
beat and rhythm of the music
plays an important role in any
dance performance in so far
as proper timing is
concerned? You will find the
answer after doing the next
activity.
Now you can do another
activity to enhance the skills
you’ve learned.
Part II- WHAT TO PROCESS
In this activity, you’ll learn the importance of rhythm in the performance of folk
dances.
Activity 4: Let’s Get Loud!
1. Your teacher will group your class into four.

2. Using any medium for sound production, you and your groupmates will
produce sound in time with the rhythm of the music commonly used in the
regional and national folk dances. Using the douple meter as your basis in
producing the sound, divide your group into two and create different rhythmic
combinations for 16 measures to be played simultaneously with your
groupmates.
You can use any of the following that could produce sounds:
a. clapping your hands

b. stampping your feetproducing vocal sounds
c. snapping your fingers
d. using any materials as percussive instruments
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3. This time, create rhythmic combination using the triple meter for another 16
measures.
4. Always observe the principles of accent, intensity, dynamics, and tempo in

your routine.
5. After a ten-minute rehearsal, perform your output in class. Perform the

rhythmic combination in douple meter first, then the triple meter or vice versa.
Refer to the following rubrics to be used for evaluation.
6. After the group performance, discuss in class the importance of rhythm in the
performance of folk dance.
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ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS’ PERFORMANCE IN RHYTHM
Weight Musicality Degree of Difficulty Characterization
(Timing, Dynamics, (Complexity and (Behavior During

and Mastery) Intricacy in the Use Performance)
of Rhythmic
Patterns in Various
Meters)
40% 40% 20%
MASTERFUL: Performs SKILLFUL: Creates skillful MATURE: Demonstrates

rhythmic composition with composition of complex proper characterization and
high level of musicality while and intricate rhythmic appropriate behavior in the
5
observing proper timing, patterns in duple, triple, performance and with high
dynamics and mastery and quadruple meters. level of confidence
STRATEGIC: Performs COMPETENT: Creates a SENSITIVE: Demonstrates

rhythmic compositions with a certain degree of skillful proper characterization and
certain level of musicality composition of complex appropriate behavior in the
4 performance and with a
while observing proper timing, rhythmic patterns in
certain level of confidence
and mastery but with limited duple, triple, and
ability to perfom with quadruple meters.
dynamics
3 ABLE: Performs rhythmic PRACTITIONER: Creates a AWARE: Demonstrates

compositions with mastery commonly accepted generally acceptable
and limited but growing ability composition of simple characterization and proper
to perform with timing and rhythmic patterns in behavior towards the
dynamics duple, triple, and performance and with a
quadruple meters. certain level of confidence
APPRENTICE: Performs APPRENTICE: Creates DECENTERING: Displays

srhythmic compositions with rhythmic patterns but inconsistent
general mastery but could could hardly distinguish characterization and
2
hardly adapt to varying differences among duple, demonstrates low level of
dynamics and timing triple, and quadruple confidence
meters
NOVICE: Performs rhythmic NOVICE: can not create EGOCENTRIC: Has little or
patterns with low or no any rhythmic pattern at all no characterization and
mastery, timing, and dynamics behaves inappropriately
1
towards the performance
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You’re smart! Now I think
you’re ready for the next
activity which is more
challenging than the previous
one. Keep going. 
PART III- WHAT TO REFLECT AND

UNDERSTAND
Activity 5- Fill-in-the-Gap
1. In this activity, I have learned to realize that ________________________.

2. I can create rhythmic patterns by ________________________________.
________________, and using
any_______________________________.
3. To be able to make rhythm complete, the principles of accent, intensity,
__________ and _______ should be observed.
4. I can make my life more colourful and meaningful by
being_______________ in the same manner as it can be applied to music.
5. For me, rhythm is just as important as _____________ because without it,
________________.
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Now that you have realized the importance
of rhythm, you may now apply the
knowledge you gained to the next activity
which is important in the performance of
any dance.
Activity 6- DANCE INTO THE GROOVE!
With the same grouping that you had in Activity 4, Let’s Get Loud, perform
again the rhythmic combinations that you composed while doing the
following:
1. Based on videos you saw earlier in the Pre-assessment Activity and

Activity 1, create a dance-improvisation using any hand or body
movements that would jibe with the sound or rhytmic pattern you
created.
2. Always observe the elements of space and movement while doing the
routine.
3. Perform the whole routine of dance and sound improvisations with

proper expressions and gestures.
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Did you enjoy the activity? You must be
sweating out now. Perspiring while doing the
activity is a good indication of good health
because your heart beats faster as it
pumps harder while dancing. You know
pretty well that dancing is a good exercise,
thus, you are keeping your heart healthy.
Since you have already started doing
some movements, it’s now time for you
to test your own dancing skills by doing
the next activity. Enjoy and have fun
while mastering the rudiments!
LESSON III
Basic Steps in Folk Dancing
In this lesson, you will be made familiar with the basic steps and arm
movements of the dances: “Binislakan, Sakuting, Sua-Ku-Sua, Pangalay and
Tiklos”. This will give you a clear understanding of the nature of these folk dances.
If you study the literatures of these dances found at the end of this module,
you will notice distinct steps and movements that are inherent in each dance.
The following dance terms and dance steps are basically used in Binislakan,
Sakuting, Sua-Ku-Sua, Pangalay and Tiklos. You are to master all these dance
steps which will be used later in your performance test. Study them carefully and
demonstrate the dance steps with the help of your teacher.
Padyak - to stamp or tap with one foot and the weight of the
body is on the other foot
Saludo - it means to bow
Arms in Lateral Position - both arms are in one side at shoulder level, either
right or left
Set - a dance formation of two or more couples
Bend - to move the body or part of the body around wide
axis
Leap - to spring one foot and land on the other foot
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Study and analyze the
following table. The
information given will
be needed in your dance
performance. Stay
focus! 
No. of counts or
Dance Step Music Used M per step Step Pattern
Slide (glide) 2/4 or 3/4 1M slide, close
Skip 2/4 or 6/8 1 ct. step and hop
Bleking 2/4 or 3/4 1, 2 or 3 cts. heel-place, close
Gallop 2/4 or 6/8 1 ct. step and cut
as many as step, step, step and so
Mincing 2/4 or 3/4 required on
as many as
Parallel Tortillier 2/4, 3/4 or 4/4 required pivot and turn heels, pivot
and turn toes
Pivot Turn 2/4, 2M or 4M Step, ball and turn, step,
ball and turn and so on.
Touch Step 2/4 or 3/4 1, 2 or 3 cts. Touch , close
Change Step 2/4 or 3/4 1M Step close Step
Execute 2 waltz steps to

Waltz turn 2/4 or 3/4 2M make a turn
Step R; step L close to R
Waltz step 2/4 or 3/4 2M in rear; step R
Stamp(R) (L) and close
Stamping 2/4 or 3/4 1M to supporting foot(L) (R)
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Your teacher will guide you in using the following legends in the interpretation and
execution of a particular dance step.
M = Measure
F = Forward
B = Backward
R = Right
L = Left
Activity 7: Tell Me!
In this part, you will be given basic steps, arm and bodily movements that are
used in Binislakan, Sua-Ku-Sua, Sakuting, Pangalay and Tiklos. Identify what is
being defined.
1. Both arms are in one side at shoulder level, either right or left.
2. To stamp or tap with one foot and the weight of the body is on the other
foot.
3. To spring one foot and land on the other foot.
4. To move the body or part of the body around wide axis.
5. A dance formation of two or more couples.
Congratulations for having

gone this far! Reaching this
part is a clear indication of
your willingness to learn
more. Now, maximize your
potential by memorizing and
performing with mastery the
basic steps of the regional
and national dances.
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PART II : WHAT TO PROCESS
Activity 8: DANCE WITH ME!
In this part, you will be given practical applications of the basic steps, arm and
bodily movements used in Binislakan, Sakuting, Tiklos, Sua-Ku-Sua and Pangalay.
Read the instructions and make sure to follow them correctly.
 Look for a partner and execute the rhythmic steps or dance steps that
are commonly used in Binislakan, Sakuting, Sua-Ku-Sua, Tiklos and
Pangalay.
 Out of the dance steps you learned, create dance-step combinations.
 The following rubric will be used to evaluate your performance.
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ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS’ PERFORMANCE IN FOLK DANCE
Weight Choreography and Execution and Characterization and

Artistic Presentation Mastery of Steps Behavior During
Performance
30%
40% 30%
OUTSTANDING: Performs SKILLFUL: Demonstrates SOPHISTICATED:

steps with high level of precise and skillful Demonstrates sophisticated
mastery while creating execution of the steps characterization and
5
several formations in the with high level of appropriate behavior
dance floor confidence towards the dance and
groupmates
DYNAMIC: Performs steps COMPETENT: EXPRESSIVE: Demonstrates

with mastery while creating Demonstrates the steps an atypical level of
sufficient formations in the competently and with characterization and
4
dance floor confidence appropriate behavior
towards the dance and
groupmates
CREATIVE: Performs steps PRACTITIONER: REALISTIC: Demonstrates

with mastery but with Demonstrates general generally acceptable
limited yet growing ability level of coordination and characterization and proper
to execute them while competence in the behavior towards the dance
creating formations in the execution of steps with and groupmates
3 dance floor limited but growing
confidence
FAIR: Performs steps with APPRENTICE: IMPROVING: Displays

general mastery but could Demonstrates limited inconsistent
hardly adapt to varying coordination and characterization and
2
formations in the dance competence in the demonstrates generally
floor execution of steps with acceptable behavior
low level of confidence towards the dance and
groupmates
STATIC: Performs steps with NOVICE: Has very low or MECHANICAL: Has little or
low or no mastery and is not no coordination in no characterization and
capable of creating demonstrating steps; has behaves inappropriately
1
formations in the dance very low level or no towards the dance and
floor confidence at all groupmates
207
In your performance, what grade did
you receive? Are you satisfied with
it? If your grade is low, would you
want to improve your performance if
given another chance by your
teacher? If you got a high grade in
your performance, wouldn’t you want
to share your expertise to your fellow
classmates who are still novice? What
do you think?
The next activity will allow you and your

classmates to do peer-teaching. In here,
your teacher will divide your class into
two which will allow advanced learners
to enrich their mastery and the novice
Partto
group III remediate
: WHAT TO REFLECT
their ANDby
weaknesses UNDERSTAND
having learning in a partner or buddy
system. Which group do you belong?
Activity 9: No Man Is An Island!
This activity aims to enrich your mastery skills in performing the dance
steps correctly while building cooperation and goodwill with your classmates.
1. Group yourselves into two. Group A for those who are familiar with the dance
and Group B for those who are still quite unfamilliar with the dance.
2. Those in group B should choose a partner in group A.
3. Your teacher will provide a list of step patterns with a minimal set of
combinations and directions for you to execute.
4. Help each other in interpreting correctly the step patterns provided.
5. Your teacher will supervise you as he/she guides you in doing the activity.
6. After the given time alloted by your teacher, a performance assessment will
be given.
7. Try to provide feedback on the performance of the other groups.
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How did you feel while doing the
activity? If you belong to Group A,
what did you feel while teaching your
classmates? Does it make you proud
having done so? If you belong to
Group B, how did you feel while you
were being taught by your classmate?
Were you a bit embarrassed or
intimidated?
In life, we need one another. We need to cooperate and help those who are
in dire need. Along the way, we also need to seek guidance from people who are
knowledgeable on certain issues. Life should be based on a give - take - process.
That way, we can create harmonious working relationship in our community. This
principle is also applied in the teaching – learning - process of a dance
performance.
To measure how effective this

activity is, you will now demonstrate
more cooperation and harmony by
showing better performance through
the next activity. Let’s see if you
have improved.
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PART IV : WHAT TO TRANSFER
Activity 10: Watch Me!
This activity will help you check your knowledge of the basic rhythm and step
patterns of folk dances. The leaders of the four groups shall draw lots and perform
what is written on the drawn sheet of paper.
1. Perform the dance steps correctly in figures 1 – 3 of Binislakan. (Group A)

2. Execute the dance steps correctly in figures 4-6 of Binislakan. (Group B)
3. Perform the whole dance properly with music accompaniment. (Group C)
4. Make a prelude of the dance Binislakan by presenting a typical scenario of
what is commonly seen in a barrio. Storyline should be related to the theme or
cultural background of the dance itself.
Note to the Learner: (Your teacher may select any of the five dances which will be
used in the performance.)
How was your dance performance?

Do you honestly believe that you
performed a lot better this time?
May Take note that performing does
not only mean dancing gracefully.
Proper expressions of the face and
body gestures are also important to
show the emotions needed in a
particular dance. The next activity
will teach you the significance of
gestures and hand movements in
finding the meaning of a certain
dance.
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LESSON IV
In this lesson you will b able to identify the meaning of the gestures and
hand movements of the folk dance given.
Hand movements and gestures play a very important role in the whole
composition of a performance for they give life and meaning to the whole dance.
Just a simple movement of the hand or even a simple body gesture or facial
expression shown by the dancer would mean a lot in expressing the thoughts,
joy, or sorrow of the one performing.
You will discover the hidden meanings of certain gestures and hand
movements as you read and interpret the dance literature of folk dances later.
In this part, you will be

provided with motivating activities
that will establish your own
understanding of the topic and will
lead you to answer queries relative
to the performance of regional
and national folk dances with Asian
influence.
Part I : WHAT TO KNOW
Activity 11- GRAND TABLEAU
This activity aims to activate your creativity in conveying proper emotions and
gestures in different situations which will later be needed in the performance of Folk
Dances.
The following instructions will be facilitated by your teacher.

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1. Your classmates and you will be grouped into five.
2. The leaders of the five groups will be asked to draw lots. Each piece of paper
describes one particular scene to be portrayed by the group. For one minute, you
and your groupmates will conceptualize a typical scenario given these situations:
a. Fishermen pulling up their fishnet from the sea
b. Farmers harvesting bountiful grains
c. Fiesta celebration of your town
d. Wedding ceremony
e. A man courting a lady
3. After conceptualization, another 10 seconds will be given for your group to act out
the scenes that you have planned, exhibiting the proper facial expressions and
hand or bodily gestures.
4. After the activity, your teacher will discuss on the importance of exhibiting proper
expression and gestures in performing activities like dance, music, theater and
other performing arts.
Part II : WHAT TO PROCESS
Did you have fun doing the

activity? I guess so. Now, you are
tasked to apply these learned skills
into the next activity. Applying
emotions and gestures to the step
patterns that you’ve learned will be
more exciting. Good luck! Have fun

Activity 12- IT’S SHOWTIME!
This activity aims to amplify your learned skills in expressing proper emotions
in specific situations which are needed in any performance.
212
1. With the same grouping, you and your groupmates will be asked to develop a
story using the theme you have drawn earlier and perform it through movements.
Expressing the right emotions needed in the given situations should be observed.
Two to three minutes will be allotted for each group performance.
2. Bear in mind that while one group is performing, the other groups will be instructed
to note their observations.
3. An evaluation on the performances of the five groups will be conducted by you
and your groupmates by answering this question, “Which group do you think
performed best?” Why do you say so?
Part III : WHAT TO REFLECT AND UNDERSTAND
Self- Check:
Put a checkmark on the appropriate line.
To what extent did you learn the dance in terms of:

1. cultural heritage?
___________to a great extent
___________to a moderate extent
___________to a lesser extent
2. cultural values?
____________to a great extent
____________to a moderate extent
____________to a lesser extent
3. movements?
4. cultural appreciation?
213
Reflection
How is life connected to dancing? Can

you explain this?
In life, we always aim to be successful. One way to attain our goals is for us to stay
focused just like the focus that is needed while learning the steps in dancing. We need
to put our heart and mind into the things we do to in order to gain mastery. Through
dancing, we may be able to develop health fitness, such as having cardio-vascular
endurance, flexibility and strength which are key factors in achieving success.
Part IV- WHAT TO TRANSFER
Activity 13- CONTEMPLATION!
Answer the following questions.
 What is the importance of proper expressions in folk dancing?

 How are the movements shown in Binislakan, Tiklos, Sakuting, Sua-
Ku-Sua and Pangalay reflect the kind of life people have on those
places?
 Compare the expressions exhibited in the performance of folk dance of
Luzon with that of Visayas and Mindanao.
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Congratulations! You’re smart to
be in this level. Check the next
activity. Try as much as you can to
study and analyze the step-
procedures of the dance
literature. This part requires
patience and understanding for
you to interpret perfectly the
dance. Have patience Good luck!
LESSON 5
Interpret dance literature of Binislakan, Tiklos, Sua-ku- Sua, Pangalay and

Sakuting
It is very enriching to be able to interpret a dance literature. Since folk dances

are documented, it is always an edge to correctly interpret the text of a dance
literature. Herewith are the dance figures of the four dances. It is hoped that through
these dances, your ability to interpret dance literatures will lead for you to appreciate
other folk dances.
Note to the learner: One dance should only be taught by your teacher for the fourth
quarter. However if there is still time for you to lear one more dance or all of the five
dances, then that will be a lot better.
BINISLAKAN (Lingayen)
INTRODUCTION
Music Introduction
Partners face audience.
(a) Cross sticks overhead; R-hand stick over L-hand stick and
look
upward........................................................................................3M
(b) Bend trunk forward and bring down point of crossed sticks
215
close to
floor......................................................................................1M
Music A.
Face audience.
(a) Starting with R foot, take four change steps sideward right
and left alternately, raising alternately the L foot and R
foot slightly above the floor;bend trunk sideward right and
left alternately. Strike sticks sideward right and left
alternately, three times to a measure, R,L,R,L,R,L (cts. 1
and 2) to every
measure.....................................................................4M
(b) Execute mincing steps sideward right. Strike sticks
overhead four times to a Measure, R,L,R,L,R,L alternately.
Look
upward.......................................................................................2M
(c) Bend knees and twist trunk to left; strike sticks backward
R,L,R(cts.1 and 2); look backward
right..............................................1M
(d) Straighten trunk and stamp foot R,L,R (cts. 1 and 2). Strike
sticks R, L, R In front of
chest.............................................................1M
(e) Starting with L foot, repeat (a-d) to opposite direction, stamp
feet
L,R,L...........................................................................................8M
II
Music B.
Face audience.
(a) Paw (like scratching foot backward) L foot backward and at
the same timeStep R foot sideward four times, step on R
foot with springy movementsLike small leap; bend trunk
slightly sideward right; R hand bend in frontin level with
head, stick pointing toward audience; L hand down in rear,
stick pointing sideward left; look at left shoulder (cts.
1,2,1,2)........................................................................................2M
(b) Tap L foot in front two times; bend trunk forward that foot
and strike sticks twice In front close to the tapping foot (cts.
1,and); straighten trunk and step L close to R foot, strike
sticks once in front........................................................................1M
(c) Repeat (b) with R foot, bend trunk toward R foot.........................1M
(d) Repeat (a-c), in reverse direction and position.............................4M
(e) Face partner and repeat (a-d).......................................................8M
216
III
Music A.
Face audience.
(a) Jump forward and bend trunk forward. Cross sticks R
stick over L stick Below knee level...............................................1M
(b) Straighten trunk and raise gradually the sticks overhead;
sticks are still crossed. Look upward.............................................1M
(c) Repeat (a) and (b).........................................................................2M
(d) Execute mincing steps going backward; arms are in
reverse “T” position And shiver sticks sideward. Bend head
sideward right and left every two counts......................................2M
(e) Execute mincing steps turning right about, finish facing
away from audience (1M). Raise R knee and strike sticks
once under it (ct.1), straighten knee feet together and strike
sticks once in front (ct.and), raise L knee and strike sticks
once under it (ct.2).........................................................................2M
(f) Repeat (a-d), facing away from audience......................................6M
(g) Repeat (e); finish facing audience.................................................2M
IV
Music B.
Partners face each other. Boy and Girl do their movements simultaneously.
Girl’s Movements:
(a) Starting with R foot, execute eight change steps going
clockwise around Boy. Strike sticks overhead and at the back
alternatelythree times toa measure. Strike sticks at the back.
Kneel on both knees on the last count.........................................8M
(b) Do the movements of Boy below (a-c). Finish facing
audience........................................................................................8M
Boy’s Movements:
(a) Kneel on both knees and strike sticks on the floor at the
right side three times (cts. 1, and 2); strike sticks overhead
three times upward (1M); strike sticks at the left side on the
floor three times (1M); strike sticks overhead three times
(1M.................................................................................................4M
(b) Repeat (a); stand at the last count.................................................4M
(c) Repeat movement of Girl (a). Finish facing audience....................8M
217
V
Music A.
(a) Take one change step sideward right (cts. 1,2), raise L
foot above the floorin (ct.2), bend trunk sideward right
and strike sticks to sideward right threetimes to a measure
R,L,R.............................................................................................1M
(b) Repeat (a) three times more, to ideward left and sideward
right alternately. Raise R foot above the floor when doing
the change step to sideward left and strike sticks L,R,L..............3M
(c) Face partner and strike sticks on floor in front, full knee
bending R knee lower than L knee (cts. 1,ah,and,2,and)............1M
(d) Stand, straighten trunk, and strike sticks, R,L,R,L in front
(cts. As in (c) )...............................................................................1M
(e) Step R foot forward (ct.1) hop on R foot, raise L foot slightly
close to R foot, strike both sticks diagonally right head level,
with partner (ct.and). step L foot sideward (ct.2), hop on L
foot, and strike sticks diagonally left with partner (ct.and).............1M
(f) Stamp feet R,L,R, strike sticks in front R,L,R (cts.1, and 2)..........1M
(g) Repeat (a) and (b), facing audience..............................................4M
(h) Repeat (c) and (f), facing audience...............................................4M
VI
Music B.
(a) Starting with R foot, execute two change steps going

forward to meet partner at center finish in one line. Girl in
front of Boy,facing audience. Strike sticks three times R,L
R overhead (look upward) (cts. 1,and 2).......................................2M
(b) Starting with R foot, execute six change steps right and
left alternately,Going around clockwise. Strike sticks as in
(a). Finish in a circle facing center.................................................6M
(c) Starting with R foot, take four change steps going toward
center.Strike sticks as in (b)...........................................................4M
(d) Repeat (c), going backward; finish facing right..............................4M
Saludo
Music Finale.
218
(a) Execute mincing steps going counter clockwise; finish
in line formationfacing audience as in Figure I. Arms in
reverse “T” position and shake sticks sideward; bend
head sideward right and left alternately every two
counts............................................................................................3M
(b) Stamp feet R,L,R and strike sticks overhead R,L,R (cts.1
,and 2). Look
upward...........................................................................................1M
(c) Mincing steps, turning right slowly; finish facing audience;
sticks are still crossed overhead and looking upward..................3M
(d) Feet together, bend trunk slowly forward, bringing down
the crossed sticks below knee. Sticks touch floor in the last
count..............................................................................................1M
SUA-KU-SUA
Introduction
Music introduction
Pause
Music A.
Partners face audience. Throughout this figure, the knees are slightly bent
and turned outward. Arms extended sideward with a fan in each hand.
(a) Take 32 walking steps forward turning the hand from the
wrist down and up alternately on every count (figure of
eight). Bend the head sideward rightand left alternately in
time with the hand movement................................................................ 8M
II
Music B
(a) Place R heel forward, arms sideward (cts.1,2), take
six steps in place, move hands as in Figure I (cts. 3, 4; 1
2, 3,4).......................................................................................... 2M
(b) Place R heel forward two times (cts. 1, 2, 3, 4).............................1M
(c) Take four steps turning right about in place, arms and
hand movements as in (a).............................................................1M
(d) Repeat all (a-c). Finish the turn facing partner..............................4M
Music C
Partners face each other.
(a) With arms in fourth position, L arm high, step R forward
219
and raise L foot in rear, turning the hands down (ct.1),
step L in place, turning hands up(ct.2), step R backward
and raise L foot forward, moving R arm to 2nd position
and turning hands down (ct.3), step L foot in place turning
hands up (ct.4).............................................................................1M
(b) Take four walking steps forward to be in line with partner
by R shoulders, arms and hand movements as in Figure I
.(cts. 1, 2, 3, 4)..............................................................................1M
(c) Repeat (a) and (b). Finish in partner’s place............................... 2M
(d) Turn left about and repeat (a-c). Finish in proper places
(Partners are by L shoulders in (b)...............................................4M
IV
Music A
Partners face each other
Arm Position : Place both arms in front at waist level. Wrist of R hand is
up, finger tips pointing downward, while the L hand in
reverse position. R hand is in front of L.
Arm Movement : With wrist leading, raise R hand up and pull L hand down,
palms in (ct. 1), flip hands to reverse position and
movement (ct.2). Repeat same (ct.2)
(a) Step R across L in front (ct.1), step L sideward (ct.2).

Repeat same (cts. 3, 4).................................................................1M
(b) Repeat (a) three times more moving in a circle
clockwise, always facing partner. Boy finishes facing
audience while Girl finishes behind the Boy..................................3M
(c) Girl: repeat (a) and (b) moving clockwise while facing
the line of direction Boy: repeat (a) and (b) in place......................4M
V
Music C
(a) Take three walking steps obliquely forward left (cts.
1,2,3), turn right about pivoting on the ball of R foot
and raising L foot across the R knee in rear (ct.4).
From 2nd position, move the arms downward-forward
(as if scooping). Finish with the palms up (cts. 1,2),
turn both hands toward chest inward. Continue the turn
and end up with arms forward palms facing front, finger
tips in (ct.3), pull hands outward away from each other
(ct.4)...............................................................................................1M
(b) Repeat (a) starting with the L foot turning left about......................1M
(c) Repeat (a) and (b) two times more................................................4M
(d) Boy: take seven walking steps obliquely forward
left, arms and hands as in Figure I (cts. 1,2,3,4; 1,2,3),
220
point L foot sideward (ct.4).
Girl: take four steps turning right about in place (cts. 1
2,3,4) and three steps in place (cts. 1,2,3), point L foot
sideward (ct.4). Hand movement is the same as that of Boy........2M
NOTE: Partners are now in one line facing front, Girl at partner’s right side.
VI
Music A.
(a) Step L across R in front (ct.1), step R sideward (ct.2),

arm and hand movement as in Figure I. Repeat same
two times more (cts.3,4; 1,2), step L sideward (ct.3),
point R foot sideward (ct.4)...........................................................2M
(b) Repeat (a) starting with the R foot moving to the
opposite direction.........................................................................2M
(c) Repeat (a) and (b). Close feet together on the last count.............4M
VII
Music B.
Girl turns left about so that R shoulder is toward partner. Extend R arms
sideward, hand of Girl on top of boy’s hand, L arms are raised overhead.
(a) Starting with the R foot, take sixteen walking steps
forward moving half-way clockwise. Finish in partner’s
place..............................................................................................4M
(b) Turn about and repeat (a) moving counter clockwis
with the Boy following the Girl. Reverse position of hands.
Finish in proper places..................................................................4M
VIII
Music B
(a) Step R forward and move arms to 2nd position (ct.1),
raise L foot close to the R knee. Raise arms overhead
and flip hands down (ct.2), cross turn right about in
place. R arm up. Shake L hand obliquely sideward-
downward (cts. 3,4; 1,2,3,4).........................................................2M
(b) Repeat (a) with the L foot. Reverse position of arms...................2M
(c) Repeat (a) and (b)........................................................................4M
IX

(a) Take four walking steps to Girl’s place. Hands as in
Figure VII (d)................................................................................1M
(b) Place R heel forward. Bend trunk forward and place
R and L cheek close to that of partner alternately four
221
times (cts. 1,2,3,4). Fans are held close to waist........................1M
(c) Take four walking steps to the center...........................................1M

(d) Repeat (b).....................................................................................1M
(e) With fans held sideward-downward, palms down,
stamp R foot five times in place(cts. 1, and 2, and 3).
Flip fans and strike the thighs with the fans (ct.and),
Raise arm sideward, palm down (ct. 4).........................................1M
(f) Take four steps turning right in place, arms obliquely
sideward-downward.......................................................................1M
(g) Repeat (e) and (f)..........................................................................2M
(h) Take eight steps turning right. Finish facing front..........................2M
Music B
(a) Starting with the R foot, take four walking steps

forward to meet partner
at center, arms as in Figure I.........................................................1M
(b) Place R heel forward. Girl leans back with hands
close to hips, palms facing front. Move head sideward
left and right alternately four times. Boy taps R
and L shoulder of the Girl with the fan held by the R
hand alternately four times (as if chopping) (cts. 1,2,3,4)..............1M
(c) Take four walking steps to Boy’s place. Boy moves
backward while Girl moves forward. Arms as in (d)......................1M
(d) Repeat (c). This time the Girl does the choppy
movement and the Boy, the head movement................................1M
(e) Take four walking steps to center. Boy moves
forward while the Girl moves backward.........................................1M
(f) Repeat (e)......................................................................................1M
(g) Stamp R foot five times in place (cts. 1, and 2,
and 3), raise R foot and hit the thighs with both
fans (ct.and), flip fans outward (ct.4)............................................1M
(h) Three-step turn right in place (cts.1,2,3), close
feet together (ct.4). arms down at sides, tips of
fans facing sideward-outward........................................................1M
(i) Repeat (g) and (f)..........................................................................2M
(j) Starting with the R foot, take four walking steps
(Boy moving forward, Girl moving backward).
Arms in reverse “T” position, fans facing front (cts
1,2,3,4). Sway fans in a figure of eight for every count................1M
(k) Boy bends trunk forward while Girl leans backward.
Move the heads (Boy to right side, Girl to left side)
(ct.1), reverse the direction (ct.2), repeat the same
(cts.3,4)..........................................................................................1M
222
(l) Repeat (j) and (k)...........................................................................2M
(m)Take four steps to face front, arms as in (f)...................................1M

(n) Two steps to turn right in place and pause....................................1M
FINALE
(a) Step L sideward (cts. 1,2), step R across L in front,

knees are slightly bent (cts. 3,4). Twist trunk to the
right, R arm obliquely downward-sideward,
L arm obliquely forward-upward shaking fans (cts.
1,2,3,4)..........................................................................................2M
Dancers sing as they perform the dance. The natives often repeat the dance as
many times as they like or until they are made to stop. The song goes this way:
Music A. Sua-ko; Sua-ko, yampa tia num

Sua-ko; Sua-ko, yampa tia num
Ah-Mag dahon pa unom unom
Ah-Mag dahon pa unom unom
Music B. Bang ma-ka tum-tum panon

Bang ma-ka tum-tum panon
Ah atay ko mag ka gomon
Ah atay ko mag ka gomon
Music C. Kan ka pilaran, cambia sara-ran

Di ka dua han, di ka imanan
Ah magpe-pin-tas, ha-la-man
Ah magpe-pin-tas, da koman
My little orange tree I had planted,

With its six lovely green leaves,
Reminds me of her,
Thus causing my heart to beat.
That loveliest beauty among the many,
That pretty one I cannot change,
Walking hurriedly along the street
Hand in hand with me-I
223
To that lovely beauty I lost my heart.
Source of Lyrics: Philippine National Dances

Mrs. Francisca Reyes Tolentino
Literal Translation of the Song by Lt. Alpad Arasad
Source of Lyrics: Philippine National Dances
Mrs. Francisca Reyes Tolentino
Literal Translation of the Song by Lt. Alpad Arasad
PANGALAY
Philippine Folk Dances
Francisca Reyes Aquino
Entrance
Starting with R foot, walk to center of the room. Both arms down at
sides palms down fingers together and pointed outward. Take 1 count for each step.
4M or 8M
I
Face audience
(a) Slide R foot forward with only toes touching the floor (ct. 1), put
weight on same foot at the end of the slide (ct.2). Knees are
slightly bent and turned outward. R hand in front at eye level, L
hand down in rear, fingers together and hyper-extended.
Turn R hand (from wrist) counterclockwise and turn L hand
(from wrist) clockwise simultaneously. ……………..……….…….…. 1 M
(b) Repeat (a), seven more times, L and R foot alternately. Do the
same hand movements, L and R alternately in front. ..…………… 7 M
(c) Repeat (a) and (b), moving backward to starting place. ..….……… 8M
II
R shoulders towards audience.
(a) Repeat slide step foot movement as in figure I, R, and L
alternately, eight times, moving clockwise. Arms in lateral
position, turning hands as in figure I, right and left
Sideward alternately every two counts……………………….……….. 8M
(b) Turn right about, repeat (a), moving backward to
starting place. ……………………………….…………………….…….. 8M
224
III
Face audience.
(a) Repeat slide-step movement as in figure I going obliquely
forward right, R and L alternately, eight times. Start with
arms down at sides, palms facing front, finger tips pointing
downward, raise arms gradually upward to head level
(4cts.), turn wrist outward so that finger tips point
upward, palms facing front, lower arms gradually
downward to starting position (4cts.) Reverse
position of arms every four counts. …………………………….……… 8M
(b) Turn right about. Repeat (a), going to starting place. ……..…………. 8M
(c) Repeat (a) and (b), going obliquely forward left in (a) …….…..…….. 8M
IV
Face audience.
(a) Starting with R foot, take eight steps turning right (clockwise)
in place (1 ct. for each step). Arms bent forward at
shoulder level, four fingers together and hyper-extended,
thumbs sticking up. Execute a figure of eight movement
with the hands every two counts, gradually stretching the
arms sideward at shoulder level. ……………………….……………... 4M
(b) Repeat (a), turning counterclockwise. Repeat same
hand movement gradually bending elbows to forward
bent position. ……………………………………………………….…… 4M
Face audience
(a) Bend toes or R foot and slide forward the bent toes (ct.1),
at the end of the slide straighten toes and put weight on
same foot (ct.2). Raise hands in front at the eye level, R
hand on top with palm facing the front, fingers together; L
hand down, palm facing in (self)for two counts. …….……………… 1M
(b) Repeat (a), turning counterclockwise. Reverse position of
the hands every two counts, L and R hand on top alternately,
with palms facing self (when hand is down), and palms
facing front (when hand is on top). The hand that goes down
passes in front. ……..………………………..……...………………….. 7M
(c) Turn right about, repeat (a), going to starting place. …..…..……….. 8M
225
VI
R shoulder towards audience.

(a) Execute eight parallel tortillier steps sideward right. Start with
toes pointing sideward first, taking one count for each
movement. Arms in lateral position sideward right, palms facing
out, finger tips pointing upward (ct.1), flex wrist upward so
that finger tips point downward (ct.2).Reverse position of
the finger tips every count (or every two counts if
desired). ……………………………………………………..…….……. 4M
(b) Repeat (a), moving sideward left. Arms in lateral position,
sideward left, doing same movements as in (a). ………..…………... 4M
(c) Face audience. Repeat (a) and (b). ………………....……………….. 8M
VII
R shoulder toward audience.

(a) With knees slightly bent, execute shuffling steps forward, moving
clockwise (counting 1, and 2, and for every measure). Bend
arms upward, elbows close to waist, hands about two
inches over shoulders, palms down. Move fingers (except thumbs)
up and down alternately every count. …………….……...…….…..… 8M
(b) Turn right about, repeat (a), moving counterclockwise..…….……… 8M
Saludo
Face audience.
Place right foot in front, bend body slightly forward, head bent forward,
cross hands at wrists down in front, R hand over L, palms down. ……..……….. 2M
Tiklos

I
Music A.
Partners face front. Throughout this figure Girl holds her skirt, Boy places
hands on waist.
(a) Starting with R foot, take two heel and toe change step forward. ……..4M
(b) Execute change step sideward, R and L. ……………………………..….2M
(c) Starting with R foot, take four steps backward to proper places……......4M
226
(d) Repeat all (a-d)..…………………….......…………………….……….8M
II
Music B
Partners face front. The same hand position as in figure I.
(a) Cut L backward (ct.1), cut R forward (ct.2). Repeat all (cts. 1,2) …….....2M
(b) Take three gallop steps sideward right (cts.1, ah, 2, ah, 1, ah)
step right foot sideward(ct. 2) …………………………………………....….2M
(c) Repeat (a), starting with R cut backward. …………………………….…...2M
(d) Repeat (b), going sideward left. ……………………………….….…..……2M
(e) Repeat all (a-d). ………………………………………………………………8M
III
Music A
Partners face each other. Throughout this figure clap hands in front of chest in
this manner:
Clap three times (cts. 1, and 2,), clap twice (cts. 1, 2). Do this for 16
measures.
(a) Execute change step sideward, starting with R foot (cts. 1, and,
2) hop on R and raise LKnee in front swinging L foot obliquely
right backward across R knee in froint (ct.1), hop on R and
swing L foot obliquely left forward (ct.2). ………………………….………2M
(b) Repeat (a) starting with the L foot. …………………..………………..……2M
(c) Execute a three step-turn right in place (cts. 1, and 2). Point L in
front (ct. 1), point the same foot close to R (ct. 2). ………………………..2M
(d) Repeat (c), starting with L foot and turning left. ………………………......2M
(e) Repeat all (a-d). ………………………………………………..……….…….8M
IV
Music B
Partners face each other. The same position of hands as in figure 1.

(a) Take two touch step in front (R , L). …………………………….………….2M
(b) Jump to cross R in front of L (ct.1), jump to cross l in front of R
(ct. 2), jump to cross Rin front of L (ct.1) jump to
close R to L (ct.2). ...………………………………………………………….2M
(c) Repeat (a) and (b), starting with L foot. ……………………..………...…...4M
(d) Repeat all (a-c). ………………………………….........………...……..…….8M
227
SAKUTING

Entrance
a. Partners walk side by side in rhythm with the music with Head
Pair leading the group into formation. Finish facing partner. R
arm bent in front holding stick upward; L hand holding stick
placed behind the waist. ……………………………………………………... 16M
FIGURE I
Music A. Partners face each other.
a. Head Pair: Face the set. Weave in and out of the set and
continue until back to original places. Strike sticks R over L
on ct. 1; L over R on ct. and; R over L on ct. 2. Strike starting
L over on next measure. Pairs 2, 3 and 4 : perform 32
cut-step-step in place alternately starting with L…………………….…. 32M
FIGURE II
Music B. Partners face each other.

a. Bend downward. Strike sticks 3x R and L, L over R, R over L. ………..2M
Straighten trunk. Strike sticks in front and waist level 3x L
over R, R over L and Lover R.
b. Waltz step R . Waltz L . Strike sticks 3x to a measure. ………….. 2M
c. Leap R placing L heel in front (ct. 1) to be by L shoulders
with partner; hold position (cts. 2, 3). Strike L sticks with
Partner (ct. 1); strike own sticks 2x (cts. 2, 3). …………………………. 1M
d. Leap on L and place R heel in front (ct. 1) to be in
back to back position with partner; hold position (cts. 2,
3). Strike R sticks with partner (ct. 1); strike own sticks 2x (cts. 2, 3). .. 1M
e. Step R and place L in front (ct. 1) to be by L shoulders
with partner (ct. 1); hold position (cts. 2, 3) Strike L sticks
with partner (ct. 1); strike own sticks 2x (cts. 2, 3).
…….…………………..1M
f. Waltz step to proper places. Strike own sticks R over L,
L over R, R over L. ……………………………………………………………..
1M
g. Repeat (a) to (f) starting L and standing by L shoulders.
228
Start all strikes of sticks with L over R. ……………..………………….……..
8M
h. Repeat all (a-g)..
……………………………………………..……………...….16M
FIGURE III
Music C. Partners face each other.
a. 2 waltz steps R, L moving diagonally forward. Finish

in one line with partner by L to L shoulders. Strike
sticks 3x to a measure.
………………………………………..…………….…2M
b. Raise R leg in front (ct. 1); lower leg (cts. 2, 3) Strike
own sticks under raised leg (ct.1); strike sticks R over
L and L over R (cts. 2,
3).….…………………………………………….……..1M
c. Face partner. Strike R sticks with partner (ct. 1); strike
own sticks R over L and L over R (ct. 2, 3)
……………………………….…...1M
d. Raise L leg in front (ct. 1); lower leg (cts. 2, 3). Strike
own sticks under (ct. 1); strike sticks R over L
and L over R (cts. 2, 3).
………………………………………….……….…….1M
e. Face partner. Strike R sticks with partner (ct. 1); strike
own sticks L over R and R over L (ct. 2, 3)
……………………………….…...1M
f. 2 waltz steps to proper places. Strike sticks 3x to a
measure. ………………………………………………………………………….
2M
g. Repeat (a-f) starting L and standing by R to R
shoulders with partner. ………………………………………………………….
8M
h. Repeat all (a-g).
……………….……………………………..…………………16M
FIGURE IV
Music D. Partners face each other.
a. Repeat (a) of FIGURE I. Finish by moving 2 small

steps to get close to partner at center on
last 2 cts. Of M. ………………………….
…………………...……………….2M
b. Waltz step R . Hold sticks parallel to each other;
swing own sticks together from R side and strike
both sticks with partner (ct.1); strike own sticks R
229
over L and L over R (cts. 2, 3). …………………………………………………
1M
c. Waltz step L . Swing own sticks from the L side
and strike partner’s sticks together (ct. 1); strike
own sticks 2x (cts. 2, 3).
…………………………………………………………1M
d. With a spring, step R placing the L heel in
front to be in one line with partner at center by L
shoulders; trunk erect (cts. 2, 3). Open arms at
the sides without strining sticks (ct. 1); strike own
sticks 2x with trunk erect (cts. 2, 3).
……………………………………..……..1M
e. Repet (d) of FIGURE II. …………………………………………………… ….
2M
f. Repeat (d) of this FIGURE stepping R . …………………………………….
1M
g. Repeat (f) of FIGURE II starting with L and standing
R shoulders.
………………………………………………………………...…...8M
h. Repeat all (a-g).
…………………………………………………....……..…….16M
FIGURE V
Music E. Partners face each other.
a. Repeat (a) of FIGURE III. …………………………………………………………..

2M
b. Waltz turn R (2M) moving obliquely forward; finish
facing each other in a single line at center.
Strike sticks together 3x to a measure. ……………………………… …………..
2M
c. Stand . . Strike R stick once with partner (ct. 1);
strike own sticks together 2x (cts. 2, 3). ………………………………………….
.
1M
d. 2 waltz steps to partner’s place; finish facing
each other. Strike sticks together 3x to a measure. ……………………………..
2M
e. Repeat (a) to (d) and finish in proper places. Strike
L sticks together with partner. ……………………………………………………..
8M
f. Repeat all (a-c).
……………………………………………………………………..16M
230
FIGURE VI
Music F.
New formation Audience
X 1 O
X 2 O
X 3 O
X 4 O
6”
One set of dancers
Pairs 1 and 2 form a square; Pair 3 and 4 do the same.
All face the center of each square.
Simultaneous movements of Girls and Boys.
Girls:
a. 2 change steps to center and finish by R shoulders.
Strike own sticks together 3x to a measure; R over L,
L over R, R over L. ..........................................................................................
2M
b. 2 change steps R, L in place. Strike sticks together
with opposite (ct.1); strike own sticks 2x (cts. and, 2). ....................................
2M
Repeat movement.
c. Turn R about to be by L shoulders; repeat (b). ...............................................
2M
Boys: 8 change steps R, L alternately . . ..........................................................

8M .
d. Girls perform Boy’s Part while Boys perform Girls part. ..................................
8M
e. New Formtion:
Boy 1 to Face Girl 2 X 1 O
All repeat (a) to (d). ..........................................................................................

8M
f. All Face partners and repeat (a-d) with partnerts. ...........................................
8M
FIGURE VII
231
Music G. Partners face each other.
All stand in place.

a. Bend trunk down. Strike own stick 3x to a measure
on floor or close to the ground. ……………….………………………………….
1M
b. Straighten trunk. Strike sticks in front at waist level.
……………………………1M
c. Raise sticks overhead. Strike sticks overhead. …………………………………
1M
d. Place hands behind waist. Strike sticks from behind…………………………..
1M
e. Repeat (a-d) 3x more.
………………………………………………………..…….12M
f. Face about, away from partner and repeat all (a-e).
……………………………16M
FIGURE VIII
Music H. Circle formation facing clockwise.
a. 16 waltz steps Strike own sticks 3x to a measure. ……………………………..

16M
b. Turn R about to face and repeat (a) to finish
in a double circle formation with Boys inside
and Girl partners outside. …………………………………………………………
16M
FIGURE VIII
Music H. Double circle formation with Boys and Girls outside.

Girls hold their 2 sticks horizontally and parallel to each other; R stick at head level
and L stick at chest level.
a. Boys face their partners while Girls hold their

stick firmly in front. Boy- strike sticks across Girl’s
sticks R hand up and L hand low 3x to a measure
(cts. 1, and, 2). ……………………………………………………………………….
1M
b. Girl – 3 step turn R still holding sticks as in (a). ……………………………
.
1M
.
Boy 3 step turn R moving to face the next Girl at his right.
c. Repeat (a). ……………………………………………………………………………
1M
232
d. Repeat (b). ……………………………………………………………………………
1M
e. Repeat movements (a) and (b); partners meet each other; exit.
………..…….12M
.
Were you able to understand the dance

literature? Can you interpret each step-
procedure correctly? If so,
congratulations! Just in case you have
difficulty interpreting the dance
literature, please feel free to ask your
teacher for clarification before going
to the next activity. Now, let us check
your understanding about the dance
literature that you have just studied.
Let us see if you can apply the
knowledge you learned through the next
activity.
Part II- WHAT TO PROCESS
Activity 14-Fill-Me-In
This activity aims to assess your mastery of the basic steps in folk dancing, its
step pattern and counting.
Complete the following table by filling in the correct step pattern and counting
of the given basic steps:
Basic Step Step Pattern Number of Counts in a

Measure
233
Heel and toe polka Place heel, touch toe,
step, close, step
Change Step 1, 2, 3
Slide-cut-hop 1,2,3
Touch Step Step (R),Point (L) -
Mincing 1,2.3
Sua-Sua Step 1, 2
Waltz turn Execute 2 waltz steps to
make a turn
Cut-step-step Cut (displace)L with R foot
Gallop Step 1, 2
Did you get a perfect score? If

so, well done! You may now
proceed to the next part which
will surely keep you engaged to a
more exciting activity. Goodluck!
Part III- WHAT TO REFLECT AND UNDERSTAND
Activity 15: OPEN-ENDED STATEMENTS
This activity aims to assess your mastery of the essential understanding by

completing these unfinished statements.
1. I learned
that________________________________________________________.
2. Folk dance costumes tell about the
______________________________________.
3. Folk dances differ in _______________ because
___________________________.
234
4. ______________ can be a way to enhance an
individual’s____________________.
5. I feel I am _____________________________________ in performing folk
dances.
6. Folk dances are beneficial to one’s health because
__________________________.
Self- Check:
Draw a checkmark in the appropriate line that corresponds to your answer.
To what extent did you…….
1. learn the dance steps?

___________to a great extent
___________to a moderate extent
___________to a lesser extent
2. execute correctly the dance step combinations?

3. memorize the dance?

4. express your emotions and feelings on the dance?
____________to lesser extent
Self-check
In your activity notebook, copy the numbered statements and put a

checkmark on the space before each number that best describe your performance.
___1. I enjoyed executing the dance steps.

___2. I danced gracefully.
___3. I followed the instructions given by the teacher.
___4. I cooperated well with the group.
___5. I performed the basic movements correctly.
Reflection
Write your answer to these questions in your activity notebook
235
1. Have you ever thought of expressing your feelings through the dance you
performed in school? Explain.
2. Do you find dancing an effective way of expressing yourself? Justify.
You’re Great! Being able to reach this far is a

clear indication of your passion to learn. You
are now about to reach the most important
part of the lesson and that is to experience
performing the dance as a whole.
Part IV- WHAT TO TRANSFER
Activity 16: CULTURAL SHOWCASE
In this phase, you will perform your folk dance to the class and it will be
rated according to these criteria: Choreography and Artistry, execution, and Mastery
of the steps.) Change criteria for Mastery, Performance, Staging.
236
1. Go to the school gym for your culminating performance. If you don’t have a gym,
set the classroom in a manner that can provide enough space for your
performances.
2. Present your folk dance to the class (costume, props, accessories, and make-up
are highly encouraged).
3. Assign somebody from your group to take charge of documenting your
performance using video camera or any similar equipment or manner you
preference.
4. Your teacher will sequence your performances drawing of lots.
5. Guest observers may be invited to witness the activity, including your parents,
friends or relatives.
6. Provide feedback on the performance of other groups.
Well done! You are now about

to reach the finish line. I know
how tired you must be.
However, there is one more
activity that you need to
accomplish before finishing
the race. This time let’s check
your creativity and artistry by
doing the next activity below.
I know that you can make it! 
Carry on!
Activity 17- CREATIVE DOCUMENTARY
1. This time come up with a creative documentary from participating in folk

dancing. You may consider doing a portfolio, a narrative or a visual
presentation of the experiences, insights and benefits you gained.
2. Invite one member of your family to the class and have him/her share his/her
experiences as a folk dance performer when he/she was still young and how
folk dancing created impact on family solidarity and wellness in his/her
lifestyle.
237
Wow! You did it well! Finishing all the
activities with flying colors is a clear
manifestation that you have learned all
the lessons pretty well. After this phase
what do you intend to do to enrich your
gained. Would’nt you like to share what
you learned to your friends, family
members or to your community? The next
activity will allow you to promote folk
dancing as a form of physical activity. It’s
a good journey after all! 
LESSON VI
LEARNING GOAL- Promote folk dancing as a physical activity for the whole
family.
An activity becomes more meaningful when done and participated in by the

whole family. The support given upon watching and applauding a family member
238
boosts ones confidence and self esteem. It is also a good form of bonding for the
whole family watching together dance festivals in any various places in the country
or even just in theatres. Somehow, you’ll be learning different culture through folk
dances while spending leisure hours together. Furthermore, these activities promote
lifelong fitness and wellness for they are potent sources of exercise that could
develop grace, poise, and even help in maintaining good health for you and your
family members.
Suggested Activities:
1. Together with your family, you may join in a field demonstration during your
campus’ Foundation Day or in a stage performance/street dancing during
your town fiesta.
2. You and your siblings can also join contests on Philippine folk dances.
3. Your family can go to theaters or museums to watch folk dance festivals and
presentations.
SUMMARY/SYNTHESIS/GENERALIZATION:
Now that you are done reading this learning material, I’m pretty sure that you
are ready to face the challenges folk dancing brings in terms of its origin, historical
background, dance steps and step patterns, dance interpretations and performance.
You discovered that just like any other sports or a game, dancing is also a physical
activity that can promote lifelong fitness and wellness. It is a good source of
exercise that could help develop grace and poise. It can even help in maintaining
good health as it highlights health-related skills such as cardio-vascular endurance,
flexibility and strength. Surely, this module has enriched your mind to explore the
wonders of folk dancing.
In lesson 1, you have learned the significance of the origins and locations of folk
dances by identifying the performers’ costumes and music. Here, you realized that
just by merely looking at the costumes and props and listening to the music would
tell you right away about the point of origin of a particular dance. You also learned
the effects of acculturation brought about by the trade and settlement from our
neighboring countries like China, Malaysia, Indonesia, Burma, Cambodia, Thailand
and Japan.
Lesson 2 has provided activities that led you to understand rhythmic patterns of
selected regional and national dances with Asian influence particularly Binislakan,
Sakuting, Sua-Ku-Sua, Pangalay and Tiklos. You discovered that rhythm plays an
important role in the performance of the dance. Feeling the beat and rhythm of the
music is a motivating factor for them to perform well.
Also Lesson 3 has provided you activities that inspired you to demonstrate and
master the basic steps of Binislakan, Tiklos, Sakuting, Sua-Ku-Sua and Pangalay. It
enabled you to enhance your dancing skill and motivated you to show and share the
239
steps you’ve learned. Thus, you realized that mastering the basic dance steps could
be used in the interpretation of the dance literature to a large extent.
Moreover, Lesson 4 has presented you ways and means to discover the
meaning of the gestures and hand movements in the performance of a particular
dance. It enabled you to use your creativity in conveying proper emotions and
gestures in different situations as found in the different settings needed in the given
dances.
Meanwhile, Lesson 5 has provided you with insights that made you master and
understand the dance literature of Binislakan, Sakuting, Sua-Ku-Sua, Pangalay and
Tiklos. Those insights enabled you to perform the dances appropriately and
gracefully. In this part, you found out that the correct interpretation of the dance
depends on the mastery and accuracy of your understanding of the elements of
dance such as dance steps, step patterns and counting.
Finally, Lesson 6 gave you a better perspective on the importance of folk dancing
in relation to your family and community as it gave you opportunities to perform the
given dances with your family members during town fiestas and school foundation
days. It also gave you time to bond with your family members by watching
culminating activities/cultural shows which gave you a chance to develop family
solidarity as well as family wellness.
We hope that through this module, you have become more acquainted with the
significance of folk dances, and somehow you could use the knowledge you learned
from this module not only during dance performances but also in maintaining a well
and fit body and a sustainable life.
GLOSSARY OF TERMS
Accent - emphasis on a beat, usually but not always, the first beat
of
the measure
Acculturation - a process in which members of one cultural group adopt
the beliefs and behaviors of another group
Culture - the totality of socially transmitted behavior patterns, arts,
beliefs, institutions, and all other products of human work
and thought
Dynamics - an interactive system or process, especially one involving
competing or conflicting forces
Folk dance - a form of dance developed by a group of people that
reflects the traditional life of the people of a certain
country
or region
Folk dancing – a great exercise and a fun recreational activity for people
of all ages
Implements - a device used in the performance of a task
Improvisation - created extemporaneously, without planning.
240
Intensity - in music, the loudness and softness of an
accompaniment;
in fitness, the degree of vigor or the amount of effort
expended during an activity
Lifelong Fitness – the condition of being fit and healthy throughout life.
Tempo - the rate of speed from fast to slow
Traditions - a mode of thought or behavior followed by a group people
continuously from generation to generation; a custom or
usage
Wellness - a way of life purposely designed to enjoy the highest level
of
health and well-being possible, including nutrition, weight
control, avoiding substance abuse, being physically fit
and
leading an active life, controlling stress, developing good
relationships with others, living with high values and
ethics,
and attending to spirituality
References
BOOKS:
 Hiyas Philippine Folk Dance Company: Barrio Fiesta Suite

 Filipino Songs Atbp.: Philippine Folk Dance History
 Campers Point: Philippine Dance
 Philippine Folk Dances Volume 1 by Francisca Reyes Aquino
 MAPEH for a Better You by Jocelyn V. Bautista, Ma. Rosario C.
Franco, Josefino N. Carlos, Danilo S. Duyan, Emilio S. Jacinto, Jr.
Rosanna A Diana, Alvenia P. Palu-ay, Hazel P. Copiaco and Gloria M.
Gacoscosim.
 MAPEH II by Vilma V. Perez, Lilian N. Luna and Crisanto E. Tomas
 A Classical Collection of Philippine Golk Dances, Series 4,
 Ramon Obusan for the Sua-Ku-Sua Dance Literature
 Sayaw Dances of Philippine Islands-Philippine Folk Dance Society Vol.
1,2 and 4.
 2010 New Secondary Education Curriculum Teaching Guide
ON-LINE SOURCES
241
 The History of Filipino Folk Dance |
How.com http://www.ehow.com/about_6558571_history-filipino-folk-
dance.html#ixzz27RKkEfja November 28, 2012
eHow.com http://www.ehow.com/about_6558571_history-filipino-folk-
dance.html#ixzz27RK6wqx1 November 28, 2012
eHow.com http://www.ehow.com/about_6558571_history-filipino-folk-
dance.html#ixzz27RKzSk8d November 28, 2012
 http://wiki.answers.com/Q/What_is_sua_sua_folk_dance#ixzz27Xedp
W18 November 28, 2012
 http://www.bangkokcompanies.com/Dance/philipinnesdance1.jpg
 .bp.blogspot.com/_LgNn7UyFJLc/SvPQXKIpG4I/AAAAAAAAB3A/djYN
O26rbPk/s400/leyte+dance+Theatre.jpg November 28, 2012
 http://1.bp.blogspot.com/-
tcDLOUN0BlI/TbYivw6NsAI/AAAAAAAAACE/MFbsNavnvNo/s1600/sin
gkil.jpg November 28, 2012
 http://home.allgameshome.com/results.php?s=philippine+folk+dance&c
ategory=images&start=1 November 28, 2012
 http://www.youtube.com/watch?v=8QApCK1lTrU November 28, 2012
 www.kalilayan.com November 28, 2012
 http://images.search.yahoo.com/search/images;_ylt=A0PDoX5F909Qa
h8A0iSJzbkF?p=pangalay%20dance&fr=yfp-t-521-s&ei=utf-
8&n=30&x=wrt&fr2=sg-gac&sado=1 November 28, 2012
 asukacaramel.deviantart.com November 28, 2012
 www.pinoyexchange.com November 28, 2012
 http://www.flickr.com/photos/14280206@N03/ November 28, 2012
 www.fiestafilipina.org November 28, 2012
 www.panoramio.com November 28, 2012
 www.playle.com November 28, 2012
 archives.pia.gov.ph November 28, 2012
 Pangalaydance.com/the-pangalay-dance-style-of-the-philippine-an-
intangible-cultural-heritage November 28, 2012
242
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Health Related Fitness

This module is designed for you, as a Grade 8 learner, to explore knowledge

At the end of the lesson, you should be able to

Provide below your expected personal learning goals and targets.

Congratulations! You have identified your

Part I. WHAT TO KNOW

Components of Health-Related Fitness

Skill-related fitness enhances one’s performance in athletic or sports events.

Health-related fitness is the ability to become and stay physically healthy.

Health Components Skill Components

Four Components of Health-Related Fitness

In addition to improving quality of life, health-related fitness

• increases muscle tone and strength;

What are my daily

My daily routines/tasks HRF components

Do you know that doing household

Examples of pictures might include:

Wow, you have done a

Family Age Occupation/ Activities involved in HRF Household HRF

Example: Feeds the

(Just indicate those people you are living with.)

Great job! That wasn’t too hard,

Part II. WHAT TO PROCESS

Activities are provided for you to have a deeper understanding on the

Once again you must undertake

1. Prepare for the test.

Physical Fitness Test

Health Related Fitness

BODY COMPOSITION – is the body’s relative amount of fat to fat-free mass.

A. Body Mass Index (BMI)

WEIGHT [in Kilograms]

Example: 30 30 20.83 (NORMAL)

A.1 Weight – the heaviness or lightness of a person.

For you as the test taker:

For your partner:

Scoring – record body mass to the nearest 0.5 kilograms

For your partner:

Scoring – record standing height.

For your partner:

STRENGTH – refers to the muscle’s ability to generate force against physical

Purpose – to measure strength of upper extremities

c. Perform as many repetitions as possible, maintaining a cadence of 20

For the tester:

Scoring – record the number of push-ups made.

Purpose – to measure strength of abdominal muscles

Scoring – record the number of curl-ups made.

Purpose – reach as far as possible without bending the hamstring

Scoring - record sit and reach to the nearest 0.1 centimeter.

Purpose – to touch the fingertips together behind the back by reaching

For your partner:

CARDIOVASCULAR ENDURANCE – is the ability of the heart, lungs and

1. 3–Minute Step Test

Purpose - to measure cardiovascular endurance

For your partner:

Scoring – record the 60-second heart rate for the activity.

PERFORMANCE TARGETS FOR BOYS

The succeeding activities will assess your skills on HRF. A variety

Alternative Activity: Target Zone

Pulse Rate Before After

Stretch #1: Shoulder and Chest

Stretch #2: Arm Across Chest

Stretch #3: Triceps Stretch

Stretch #4: Gluteus Stretch

Name: _________________ Chosen Team Sport: