P.E Grade 8

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIESwill learn the basic skills in playing chess. You will be acquainted with the rules and regulations ofthe game. Activity 5: Watch Me! This module comes with a video presentation on how to play the game which you candownload 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 youalready 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 experiencesto enable you to understand and perform better in the game chess as an indoor recreationalactivity. Activity 1: Paper Juggling! This activity will test your ability to use your hands and eyes together to perform a taskrequiring you to synchronize vision, touch, movement, and cognition. Paper juggling is a fun way to help you develop and maintain your eye-hand coordinationthat 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

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES Activity 2: Where do I belong? You are now on the exciting part of the module. In this activity, you will be acquainted withthe 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. Inyour activity notebook, copy the illustration as shown and locate the following pieces in their initialpositions on the chess board by writing the number in the space provided. __________ __________ __________ __________ __________ __________ __________ __________ __________ __________151

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES Through the aforementioned activities, you were warmed up by playing paper juggling andidentifying the initial positions of the chess pieces. In the proceeding activity, you will perform themoves 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 eachchess piece. You need to remember each specific move to win a game. Pieces can be moved tocapture an opponent's piece. This is done by landing on the square of the opponent’s piece andthen replacing it. Pieces can also be moved to defend other pieces in case of capture, or to control importantsquares 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. Theking only moves one square in any direction - up, down, to the sides, and diagonally. The kingmay 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 overany intervening piece.152

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES THE ROOK The rook may move to any square as far as it wants, but only forward, backward, and to thesides. The rooks are particularly powerful pieces when they are protecting each other and workingtogether! THE BISHOPThe bishop may move as far as it wants, but only diagonally. Each bishop starts on one color (lightor dark) and must always stay on that color. Bishops work well together because they cover upeach 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

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES THE PAWN Pawns move forward, but capture diagonally. They can never move backwards. On its firstmove, the pawn can advance two squares at a time. Succeeding moves will be one square at atime. Note: the x represents the move for capturing opponent’s piece. Congratulations! You have gained understanding and knowledge of the basic moves ofeach 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 andbe in focused on the game play. Activity 4: Mix Match! After learning each chess moves, let us review your knowledge on the rules and regulationsin playing chess. Welcome to your next activity! In your activity notebook, copy the figures and other entriesas shown. You have to identify the move of each illustrated chess piece. With the use of astraight line, connect column A to column B then, column B to column C. The first one is done foryou.154

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIESCOLUMN A COLUMN B COLUMN C ● ●a ● ●b ● Pieces that1. ●c ● ●a can move ove ● ●d ● other pieces.2. The most3. ● important ●b piece, but it is4. ● one of the weakest5. ● ● Move to any square as far6. as it wants, ●c but only 155 forward, backward, and to the sides. ●d Move and capture along the diagonals The most ●e ● ●e powerful piece. Can be ●f ● ●f promoted to any piece.

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES After finishing the preceding activities, you are now equipped with the basic skills in playingchess. 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 gamechess. Aside from just knowing the basic required skills in playing the game, a deeperunderstanding of its importance is necessary. In the next phase, activities are designed to conveythe deeper value of chess. PART III: WHAT TO REFLECT AND UNDERSTAND In this phase you have other learning resources and experiences to enrich yourunderstanding of chess.Activity 1: The King and I ! Below are pictures of chess pieces and members of a typical family. In your notebook, copythe table as shown. Write the function of each chess pieces and the function of the familymembers on the space provided for. After which, relate the functions of each chess piece to themembers of the family or to the family as a whole. Present your work to your teacher.156

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIESCHESS FUNCTION IN THE FUNCTION OF THE FAMILYPIECES CHESS PIECES FAMILY MEMBERS MEMBERS157

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES Activity 2: Very Essay! Here is a question for you to ponder. This will give you a deeper understanding on thevalue of playing chess. Do you think playing chess can promote health, fitness and wellness among familymembers? 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 chesspuzzles and meet other players and do chess match.PART IV: WHAT TO TRANSFER158

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES WOW! Finally, you made it to this part! This is now your chance to show everyone that youcan play chess with your classmate. In the next activities, you need to have a chess set. Yourperformance 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 basicskills and tactics in playing chess by using the rubrics that follow. (White to move) ACTIVITY RATING 4 3 21159

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES First Attempt Second Third More than Attempt Attempt 4 Attempts1. Solve the puzzle in2. Time to solve the Less than 2 Less than 3 Less than More than Puzzle. minutes minutes 4 minutes 5 minutesRating 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 inthe 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 Rank160

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES1.2.3.Note: The number of students to be ranked is not limited to three. SUMMARY / SYNTHESIS / GENERALIZATION161

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES This module focuses on different sets of activities that help you develop the required skillsin playing chess. It has enabled you to understand the basic principles and concepts behind thegame. After performing all the required tasks in this module, it is expected that you have alreadygained knowledge on the essentials of chess and its deeper value as a recreational activity topromote good family relationship. Part 1 gives you a brief recall on the game, chess. It has also provided you with activitieswhich strengthened your knowledge about the game such as providing you with the opportunity toenumerate what you know and what you want to know about chess. You are also acquainted withthe benefits derived and the proper behavior when participating in a chess game. Moreover, adownloadable video clip is prepared for you to help you better understand the rules andregulations of the game. Part II enables you to perform activities that evaluated your skills and understanding of thegame. You are tasked to demonstrate the move of each chess piece. Moreover, you are given theopportunity 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 ofchess as a game. Finally, in Part IV, you are made to transfer what you have learned in this module through aproduct or performance. You are given the chance to apply what you have learned theoreticallyand practically in this module. You were made to solve chess puzzles and played mini-chesstournaments. Congratulations! You made a good job. Surely, you have gained a lot of knowledge afterperforming all the activities in this module. It is hoped that you have also gained the family valuesthis module wants to convey.Glossary of Terms162

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 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.html163

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES The family needs to have opportunities to have fun and bond altogether. Parents areimportant role models and should be active with their children everyday. It is best that activities forchildren match their skills and abilities. Families who spend their leisure time together become closer and indoor activities are thebest ways for them to stay close while having fun! This module focuses on another indoor recreational activity for the family, the gamedomino. It is designed to acquaint you with the principles and ideas behind the game. This modulewill assist you in the process of understanding the nature/background, benefits derived, and thebasic skills and tactics in playing the game. You will be given the opportunity to engage inpractical applications, of the principles and ideas of playing domino. As a student, you areprobably familiar with the procedures of playing domino. This time, you can become a betterplayer and appreciate the game more as you go through this module.Learning Competencies: At the end of the lesson, you should be able to1. 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 priorknowledge about the game domino.Now, start with your lesson! Activity 1:“BatangHenyo”164

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES We are going to start with our first activity. You will be divided into 3 teams. You will playcharades on words related to chess. This activity will test how sharp your mind and body act incoordination 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 willwrite your expectations for this module.LEARNING GOALS and TARGETSExpress/State your own learning goals and target about our lesson domino.Example. Learn how to play domino.165

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES1.____________________________________________________2. ____________________________________________________3. ____________________________________________________4. ____________________________________________________5. ____________________________________________________ The succeeding activities are classified into four phases of learning. Knowing, processing,reflecting and understanding then transferring of knowledge. PART I: WHAT TO KNOW 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 andwhat you can accomplish in relation to the topics; to equip you with the necessary knowledgeabout domino; and to inform you of the assessment techniques which will be used to rate youroutput and performance. History of Dominoes Dominoes (or dominos) generally refer to the collective gaming pieces making up a dominoset (sometimes called a deck or pack) or to the subcategory of tile games played with dominopieces. In the area of mathematical tilings and polyominoes, the word domino often refers to anyrectangle formed from joining two congruent squares edge to edge. A domino set may consist ofdifferent number of tiles and dots. The traditional Sino-European domino set consists of 28dominoes. 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 495166

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES Double Twelve (12-12) 91 1092 Double Fifteen (15-15) 136 2040 Dominoes are called \"bones\" because the earliest domino tiles were made from animalbones 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 somecommon design. A domino set is a generic gaming device, similar to playing cards or dice, in thata variety of games can be played with a set. Evidences show that tile games have been found in China as early as 1120 CE. Somehistorians credit Keung T'ai Kung, in the twelfth century BCE for creating them. Other historiansstated that dominoes were invented by a statesman named Chu sz yam in 1120 CE. This personis said to have presented them to the Emperor Hui Tsung, and that they were circulated abroad byimperial 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 theEuropean tile set came from China to Europe in the fourteenth century or was inventedindependently. Have you seen European dominoes? They are rectangular tiles that are twice as long asthey are wide. There is a single tile for each combination of the faces of a pair of dice; the blanksuit 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 twelvesets being the most common extensions. Where did the word domino came from? The word \"domino\" is most likely to be derivedfrom the Latin, dominus (i.e., the master of the house). The vocative, domine, became the Scottishand English dominie (i.e., schoolmaster). The dative or ablative, domino, became the French andthen the English domino. The word \"Domino\" is French for a black and white hood worn by167

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIESChristian priests in winter which is probably where the name of the game derives from. Dominogames 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. Francewas also producing domino puzzles. The puzzles were of two types. In the first, you were given apattern and asked to place tiles on it in such a way that the ends matched. In the second type, youwere given a pattern and asked to place tiles based on arithmetic properties of the pips, usuallytotals 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 alsoencourages socializing and important social skills such as learning how to win/lose, teamwork, andother values. These are values which cannot be gained from playing online games which childrenplay on their own. Dominoes cater not only for the young ones but also for the grown-ups. Domino sets comein 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 whatyou want to know / learn more about the game. A. In your activity notebook, copy the chart as shown and write what you currently knowabout domino under box 1 and what you want to know more about the game under box 2.168

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES Share your answers with your teacher or resource person. After the activity, each groupwill share with the class what they have written. As each group presents their output other groupsare 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?169

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES The above activities are focused on your personal concept of the game domino. They coverthe nature and background of the game. Now, you will further your knowledge on the rules andregulations 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 candownload 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 twoactivities 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 dominoon the appropriate boxes.170

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES Activity 4: Domino Rules! In this activity, you learn the rules and regulations of domino. Copy the chart in your activitynotebook 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 aswell as the proof of your learning from this module. In Part II, activities will deal with how youprocess the information you gained in Part I.171

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES PART II: WHAT TO PROCESS In this phase, you will be provided with various learning resources and learning experiencesto enable you to better understand and perform the game domino as an indoor recreationalactivity. Activity 1: Domino Effect! This activity will help you relax, develop, and maintain your coordination and reaction timeall 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, youneed to answer the following domino puzzles. Activity 2: DOMINO PUZZLES! Let us gauge your skills in playing domino. Below are domino pieces which need otherpieces 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 activitynotebook.172

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES 1. 2. 3. 4. 5. After finishing the puzzles, enhance your knowledge on the basic skills inplaying domino by playing online games. Activity 3: Online Games! Activity 4: 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!

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES You are now equipped with the basic skills in playing domino! At this point, you will befamiliarized 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 orcartolina. The size will be 2 x1 inch. Use pen marker or ballpen to draw dots. The 28 domino cardswill 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 gamedomino. Aside from just knowing the necessary skills in playing the game, a deeper understandingof its value is necessary. In Part III, the sets of activities are intended to communicate theimportance of domino. PART III: WHAT TO REFLECT AND UNDERSTAND In this phase, you will be provided with other learning resources and experiences for you toenrich your understanding of the game domino.174

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIESActivity 1: Let’s Get Domino! Based on what you have learned in this module, has your view on the significance ofplaying a recreational activity like domino changed? Start your write up with this statement. I havecome to realize that _____________________________.175

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES Activity 2: Guess the Word! Below are domino tiles which, when arranged, form the words that complete the twounknown phrases at the middle (two question marked tiles). Rearrange the letters at the bottom ofeach word/phrase to find the word. The two unknown words represent the category of thewords/phrases. Write your answers in your activity notebook. Provides Good Values Teamwork Interaction Cater not only Friendship Social skills Fun learning for the for the youngopportunities to E family ones but also B stimulate the for the grown- mind upsEF S I NTDon’t show Refrain from Never Minimize Always Never Don’t Do not rude giving boast talking show blame distract make it over a sports- others for obvious if behavior comments victory when at the manship. something the you make over a on another event they did not other a mistake. defeat. game that is venue. players. in progress. do.I E B A V H OR The above activity focused on the benefits derived from playing domino and the proper andacceptable behavior in playing the game. In the next activity, it’s your time to share your own ideaon the importance of playing domino.176

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES Activity 3: Sharing Time! Share to the class/friends/relatives your ideas about the value of playing domino. Beguided by the following questions. Write your ideas/answers to the questions in your activitynotebook. 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 gamedomino. In the next part, your performance and product will be evaluated. You will play dominomatches. PART IV: WHAT TO TRANSFER In this phase, you are expected to demonstrate/show a completed output or performanceas required by the lesson.177

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES Activity 1: Let’s Play! Finally, you made it to this part! This is now your chance to show everyone that you can playdomino 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 skills Developing Activity 2: ASSESSMENT OF PERFORMANCE: DOMINO MINI-TOURNAMENT! After you have mastered playing domino with your classmates, you are now ready tocompete in a mini-tournament. This time, your performance will be ranked based on the scoregarnered 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.178

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIES SUMMARY / SYNTHESIS / GENERALIZATION Domino mimics family situation wherein the pieces are interconnected and needs to matcheach other. Like the family, the members of the family have a bond that connects them. Eachmember needs to be in consonance with each other so that harmony among them will beachieved. This module focuses on activities that facilitated the development of the required skills inplaying 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 equippedwith 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 whichstrengthened your knowledge about the game such as asking you to enumerate what you alreadyknow and what you want to know about domino. The module also acquainted you with the basicrules and regulations of the game. The module also comes with a downloadable video clip whichsurely 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, youare 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 ofchess as a game. Finally, in Part IV, you are made to transfer what you have learned in this module through aproduct or performance. You are given the chance to apply what you have learned theoreticallyand 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 ishoped that you have also gained the family values embodied in this module.GLOSSARY OF TERMS179

LEARNING MODULE PHYSICAL EDUCATION QUARTER: 3 INDOOR RECREATIONAL ACTIVITIESBar - refers to the middle line dividing the two squares of a domino tile.Blocked gameBones - occurs when neither player can play.Bone yardDominoes - also known as the domino tiles. - refers to the stock of domino pieces. - 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.html180

Grade 8 Learning Materials Under the K to 12 Curriculum MAPEH Grade 8 Physical Education Fourth QuarterRegional and National Dances with Asian InfluenceINTRODUCTION Kumusta! Naimbag nga aldaw! Maayong buntag! Como esta usted? AssalamMalaykum! 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 beneeding all your strengths for the activities found in this module. When you were in Grade 7, you have learned to perform examples of localand Indigenous dances. You also learned to value them in order to maintain goodhealth 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 canpromote lifelong fitness and wellness. It is a good source of exercise that could helpdevelop grace and poise. It can even help in maintaining good health as it highlightshealth-related fitness components such as cardio-vascular endurance, flexibility, andstrength. With the effect of acculturation, indigenous dances of the Philippines mayhave been modified since the culture of other countries has influenced our very owndances. This is evident in the western style adopted in our folk dances. Along withthis are the influences of our Asian neighbors that have enriched our national dancesto a large extent. It is for this reason why there is a need for you to understand ourcultural rootby learning our dances. This module will introduce you to the different regional and national folkdances of the Philippines with influences from other Asian countries. We are part ofthe on going history of trade and industry and that part and parcel are influencesretained in us like textiles, color of fabrics, and design reflected in the costumes ofthe dance. Furthermore, this module anchors its framework on the holistic approach ofusing regional and national dances as potent sources for staying healthy and fit. Atthe same time, they are prime educational tools for learners like you.181

OBJECTIVES: At the end of the lesson, you should be able to 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 Asianinfluence, here are some basic ideas or concepts which will lead you to answerqueries relative to performing these regional and national dances.Part I- Examine the following pictures and anwer the accompanying questions.182

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.)  ______________________________________________________________  ______________________________________________________________  ______________________________________________________________  ______________________________________________________________  ______________________________________________________________ 183

Now that you have written yourpersonal goals and targets, youmay now procede to the nextlevel which is a gateway for youto get acquianted with the basicsin folk dancing. So enjoy yourjourney as you unravel the originand historical background of theregional and national folk danceswith Asian noinwf!l!!ueGnocoed.luckYourjourney starts PART I: WHAT TO KNOW LESSON ILearning Goal: Describe and discuss the nature and characteristics of the dances. Philippine folk dances speak so much about the heartbeat of our people forthey tell about our customs, ideas, beliefs, superstitions, and events of daily living ina certain community.Just by looking at the costumes, props, and implements of acertain group or tribe would tell you of the origin of the dance. The kind of musicbeing used readily also tell about the influences brought about by trade andsettlement of ourneighboring countries such as China, Malaysia, Indonesia, Burma, Cambodia,Thailand and Japan to name a few. Truly evident is the effect of acculturation in thecountry as manifested by the kinds of costumes, props, music, and dance steps thatare used and integrated in to some of our regional and national folk dances. The useof gongs, kulintangs and the incorporation of pentatonic scale to our musicalcompositions are just concrete proofs of acculturation in the country. These are thereasons why Philippine folk dances contribute to the very rich culture of the country. The following historical backgrounds and context of the dance literatures ofBinislakan, Sakuting, Sua-ku-Sua and Pangalay would give you a clear picture of thenature and background of these regional and national folk dances. This will help you184

understand its significance and cultural value, including the beauty and complexity ofthe people’s lives living in those places. Study these dances carefully and imbibe in you their importance to thedevelopment of cultural value. BINISLAKAN (Lingayen)Dance Researcher : Francisca ReyesMeaning : With the use of sticksDance Culture : Christian LowlandPlace of Origin : PangasinanCountry of Influence : ChinaEthno-linguistic Group : PangasinenseClassification : Social Dance www.kalilayan.comBackground: Lingayen in Pangasinan means having to look backward and upward. It wasderived from “Li-King-Tung”, a Chinese word given to the name Lingayen, the capitalof Pangasinan, by the Chinese settlers of this place a long time ago. The barrio folkswho lived at Almazin, a small place between barrio Pangasinan (Pulong) andManiboc danced this to commemorate the stay of Limahong, a Chinese pirate whobuilt his kingdom here. The dancers look backward or upward in some of the movements; hence, thename Lingayen. They also use two sticks to produce rhythms imitating thechopsticks used by the Chinese in eating, so the dance is also called Binislakan,which in Pangasinan means, with the use of sticks.185

Dance Properties:CostumeFemale : Siesgo and kimono with loose and long sleeves and soft panueloMale : Camisa de Chino and red pantsMusic : 2/4 composed of two parts: A and BCount : One, two, one and two, and one and two andFormation : Partners stand about six feet apart. One or more pairs in a set can take part in the dance, in any formation desired.Dance Researcher : SUA-KU-SUAMeaning :Dance Culture : Ramon A. ObusanPlace of Origin : My Pomelo TreeCountry of Influence : Lowland Muslim (Coastal)Ethno-linguistic Group : Jolo, SuluClassification : China, Malaysia and Indonesia Tausug Courtship Dance Source: www.kalilayan.com186

Background/Context: The Tausug of Sulu, Southern Philippines, though known as fearsomewarriors are also better known as sturdy seafarers and hardy farmers. Extensiveorchards are planted with coconuts and pomelos and fields with staples like rice androot crops. At harvest time, pomelo fruits are gathered in big baskets before they are sentaway. The Tausugs depend strongly on the income the pomelo bring them and thisrelationship 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 thissong that is sang by couples while flapping two white fans each resembling leavesrustling in the wind in the Sua-Ku-Sua Dance. Sua-ku-sua performers, some men but especially women come to thefestivities with face thickly covered with finely ground rice powder and their eyebrowsand 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: : Traditional loose blouse, long sleeves witFemale: Top (Barawasi) 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 material187 preferably in navy blue, sunshine yellow, grass green, red or orange colors

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 barefootMusic : 2/4 and 4/4; composed of three parts: A, B andCount C. Gabbang- bamboo xylophone shaped like a small boat. Bamboo slats thinned and cut to graduated sizes to produce three octaves of pentatonic scale : 1, 2 to a measure in 2/4 time signature 1, 2, 3, 4 to a measure in 4/4/ time signature188

Dance Researcher PANGALAYMeaningDance Culture : Francisca Reyes-AquinoPlace of Origin : Finger nailCountry of Influence : Lowland Muslim (Coastal) : SuluEthno-linguistic Group : Thailand, Malaysia, Burma, Cambodia andClassification Indonesia : Tausug : 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=1Background/Context: Pangalay (also known as Daling-Daling or Mengalai in Sabah is thetraditional “fingernail” dance of the Tausūg people of the Sulu Archipelago andSabah.[1] This dance is the most distinctively Asian of all the Southern Philippinedances because dancers must have dexterity and flexibility of the shoulders, elbows,and wrists[2] – movements that strongly resemble those of “kontaw silat,” a martial artcommon in the Malay Archipelago. The Pangalay is performed mainly duringweddings or other festive events [1]. The male equivalent of the Pangalay is189

the Pangasik and features more martial movements, while a pangalay that featuresboth 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 otherSoutheast Asian dances.Dance Properties: : Dancer wears a typical Joloana costume : Expert and professional dancers use janggay,CostumeAccessories 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 ofsteps, hand movements and positions used when performed by the natives. Forteaching purposes the figures of this dance may be created and dancers may formtheir own combinations.Dance Researcher : TIKLOSMeaning :Place of Origin : Francisca Reyes- AquinoCountry of Influence : Refers to a group of peasantsClassification : Panay and Leyte China, Burma and Cambodia Recreational Dance190

www.folkdance.tkBackground/Context: For centuries, Tiklos has been a very important factor in the social life of thepeasants of Leyte. Tiklos refers to a group of peasants who agree to work for eachother one day each week to clear the forest, prepare the soil for planting, or do anyodd job in the farm, including the building of a house. At noontime, the people gatherto eat their lunch together and to rest. During this period, Tiklos music is played witha 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 towork.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.191

SAKUTINGDance Researcher : Francisca Reyes AquinoMeaning : Refers to rhythmic sticks producing the accompaniment for the dance.Place of Origin : Abra and Ilocos NorteCountry of Influence : ChinaClassification : Recreatinal and Social Dance flickr.comBackground/Context: This is a dance of the ethnic people living in the western side of theCordilleras way back before the coming of the Americans to our country. During theChristmas, young boys and girls accompanied by their elders would go to thelowlands, especially in Abra and Ilocos Norte to dance in front of the houses and askfor gifts. These young children hold sticks, one on each hand and strike themtogether 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 Ilocosregion as years went by. The rhythmic sounds produced by the stick attracted otherchildren and also adults and they also learned the dance. “Sakuting“ is an ethnic term which refer to the rhythmic sticks producing theaccompaniment for the dance.192

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.Music Boy – Camisa de chino and red trousers, and a native hat.and : 2/4 and ¾ rhythms and composed of 9 parts : A, B, C, D, E, F, G, H I.Formation : Audience XO OX XO OX One set of dancersWritten 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. GIKNATUS193

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 withinformation called for.Name of Literal Place of Dance InfluencedDance Meaning of Origin Classification by what the Name of AsianSua-Ku-Sua the Dance Social Dance Country? China, Malaysia, IndonesiaSakuting With the use Lingayen, Social DanceTiklos of sticks Pangasinan Recreational/Social Abra DancePangalay A group of Leyte peasants Wedding Dance Malaysia, Indonesia, Malaysia, Thailand, Burma and CambodiaNote to the learner: One dance should only be taught by your teacher for the 4thquarter. However, if time allows you to learn one more dance or all of the fivedances, then that will be a lot better.194

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 dancesbased 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. 195

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 folkdances based on the costumes worn by the dancers. Study the procedures givenand 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.196

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 IIRhythmic 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.197

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 PROCESSIn this activity, you’ll learn the importance of rhythm in the performance of folkdances. 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 instruments198

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.199