#4:ME

Objectives

          At the end of 40 minutes lesson, the pupils should be able to:

1.    Works creatively in dance with props, costumes, found and natural objects and elements, alone and in group, an

2.    Collaborates in imaginative use of simple props as stimulus material, showing how the same object can represent different things and different moods.

Materials

          Recorded tapes

Anticipatory Set

          The teacher asks learners question about the dances.

-Name the different types of dances you know. The teacher writes the names on the board

e.g traditional dance, kwaito, hip hop, isicathamiya, mohobelo, mokgibo, khoi-san dance,

indlame etc.

-Name the clothes that are used in these dances (T-shirts & jeans, imibhaco (traditional

attire), izibheshu (traditional skirts) animal skins etc)

-Name other things that are used when dancing other than clothes ( sticks, reeds, shields,

scarves, umbrellas, cans etc)

The teacher now explains to learners that the clothes that are worn when dancing are called

costumes and the things that are used are called props.

-Name the instruments that are used in these dances (shakers, drums, maraca, whistlers,

vuvuzela etc)

-Name the relevant music for the mentioned dances.

Some learners demonstrate how these dances are done for the class

INSTRUCTIONAL INPUT/GUIDED PRACTICE

ACTIVITY 2 (Warm-up exercises)

The teacher gives learners instructions:

-Walk around the classroom without bumping into each other, faster and slower.

-Rotate shoulders forward and backward gently.

-Rotate the wrists and bend and release the fingers

-Make arm circles in both directions with bent elbows

-Run forward and backwards, skip forward and backwards 4 times.

-Divide the learners into groups and each group to perform some of the dances that they have mentioned earlier on.

-In your groups decide on props, costumes, music and musical instruments that you will use as a group.

-The learners bring material to design some of the costumes and props in the class. (newspapers, old cloths, sticks, etc)

ACTIVITY 3

-       The learners form a circle and all the objects/props that were used previously are put inside the circle

-       Each learner will enter the circle, one at a time to choose an object as a prop

-       The object may be used as it is in everyday circumstances only once (e.g. a stick can be use to beat).After that, each person in the circle has to find a new way to use it-maybe you choose a stick as a gun, as a broom etc .No one is allowed to use the object in the same way as another person has used it.

ACTIVITY 4

-       The teacher divides the learners into groups of four; each group will be given the same props

to use for different meanings and moods. ( props like a stick and a newspaper) The teacher

will tell each group how to use the props.

Group 1 The Principal reads the newspaper in his office and the teacher punishes the late comers with his stick.

Group 2 The man is selling a newspaper and a tsotsi is robbing the newspaper seller.

Group 3 A street kid sitting on a newspaper begging for money or food, and an old man with a walking stick giving the street kid some money.

Group 4 The mother is making a fire using both the newspaper and a stick. The teacher tells the groups that there will be no talking but miming. The teacher moves around giving advices to each group.

ACTIVITY 5

The learners present their scenarios in groups without telling what is happening through miming .The other groups observe and explain what they think is happening in each scenario.

ACTIVITY 6

The learners write a test

EVALUATION

·         Practical

·         demonstration

·         Performance

·         Discussion

·         Test

Republic of the Philippines

CENTRAL LUZON STATE UNIVERSITY

Science City of Muñoz, Nueva Ecija

College of Education

Department of Elementary Education

A Survey on Diversity of Learners

In Grade V- Aquino of

DepEd-CLSU Elementary (Lab.) School

Researchers:

Judy Lou P. Gutierrez

Elisa Dawn T. Libed

Joycel Ann S. Manabat

Rouselle U. Rara

Leizl M. Francisco

Gemima T. Pascua

Jhacyn Joy G. Lacaden

Julius Victor R. Pronto

Angelyn O. Camus

Shiela Mae J. de Villa

Maria Cecilia A. Bajum

DIVERSITY OF LEARNERS

RESULT AND INTERPRETATION

Table 1.Nationality

Nationalities	Number of Pupils	Percentage (%)
Filipino	38	97.44
Fil-Indian	1	2.56

Table 1 show that out of 39 respondents, 38 pupils or 97.44 % are Filipino and 1 or 2.56% pupil is a Fil-Indian

Table 2. Ethnic Group

Ethnic Groups	Number of Pupils	Percentage (%)
Tagalog	36	92.31
Ilokano	3	7.69

Table 2 shows that out of 39 respondents, 36 pupils or 92.31 % belongs to the Tagalog ethnic group and 3 pupils or 7.69 belongs to Ilokano ethnic group.

Table 3. Religion

Religions	Number of Pupils	Percentage (%)
Roman Catholic	28	71.79
INC	7	17.95
Evangelical Christian	1	2.56
Born Again Christian	3	7.69

            Table 3 shows that out of 39 respondents, 28 pupils or 71.79% are Roman Catholic, 7 pupils or 17.95% are INC, 1 pupil or 2.56 % is Evangelical Christian and 3 pupils or 7.69 % are Born Again Christian.

Table 4. Languages

Languages	Number of Pupils	Percentage (%)
Tagalog	39	100
English	29	74.56
Ilokano	8	20.51
Mumbai	1	2.56

Table 4 shows that out of 39 respondents, 39 pupils or 100% speaks Tagalog, 29 pupils or  74.56% speaks English, 8 pupils or 20.51% speaks Ilokano and 1 pupil or 2.56 % speaks Mumbai.

Table 5. Traits of the Giftedness the Family is known for

Traits of the giftedness the Family is known for	Number of Pupils	Percentage (%)
Business	24	61.54
Soldier	1	2.56
Music	10	25.64
Teacher	6	15.38
Family of Tall	1	2.56
Singer	1	2.56
Driven Mechanic	1	2.56
Police	1	2.56
Engineer	3	7.69
Artist	1	2.56
Nurse	1	2.56

Table 5 shows that out of 39 respondents, 24 pupils or 61.54% came from a family with traits of giftedness in business, 10 pupils or 25.64% came from a family with traits of giftedness in Music, 6 pupils or 15.38 came from a family of teachers, and 1 pupil or 2.56 % came from a family with traits of giftedness as a soldier, singer, driven mechanic, police, engineer, artist, nurse and family of tall

CONCLUSION

The research made by Maria Cecilia Bajum, Gemima Pascua, Rouselle Rara, Jhacyn Joy Lacaden, Elisa Dawn Libed, Julius Victor Pronto, Angelyn Camus, Leizl Francisco, Judy Lou Gutierrez, Shiela Mae de Villa and Joycel Ann Manabat was conducted in Grade V-A of DepEd-CLSU Elementary School.

The researchers found out that most of the pupils in Grade V-A are Filipino belonging to the Tagalog Ethnic Group and mostly Catholic. Their language spoken is tagalog and business is the gidtedness of the family most of the pupils in Grade V-A are known for.