TANGO Detailed PE Lesson Plan Teaches Basic Tango Steps

5/24/2018 a Deta ile d Le sson Pla n in MAPEH IV 2 - slide pdf.c om
A Detailed Lesson Plan in Physical Education IV

Pablo Roman National High School
Prepared by: Ercielyn Triguero
IV- Jupiter
February 22, 2012
I. Objectives:
At the end of the lesson, 100 % of the students should be able to attain at least 75%
level of proficiency in:
1. Described the historical background and style of Tango briefly.

2. Identify and execute the proper rhythm and basic steps of the Tango.

3. Perform the Tango dance skilfully with feelings.
II. Subject Matter
Topic: Basic Steps in Tango

Unit: IV- Ballroom Dances
Lesson: 14- The Tango
References: Enjoy Life with P.E. and Health- IV Year textbook

Materials: boxes, cartolina, marker, audio materials etc.
III. Teaching Procedures:
A. Rout nary Activities
1. Prayer
2. Greeting the class
3. Checking the attendance
4. Checking and passing of assignment
5. Warm-up
B. Developmental Activities
Teacher’s Activity Student’s Activity
1. Review and Motivation
“Today we’re about to proceed in our next

lesson but before we dig inside, we are going
have an activity, and this activity will serve as
a recap about our recent topics and a clue for
our today’s lesson.”
“Are you in?!”
http://slide pdf.c om/re a de r/full/a -deta ile d-le sson-pla n-in-ma pe h-iv-2-561e 761de 4056 1/10

“Yes Ma’am!”
When I asked you, “Are you in?!” you are
going to shout “We are In!”
Again. Are you in?!
“We are in!”
“Alright. Listen to my instructions because I

will tell it once.”
“First I’ll group you into four.”
“If you notice there is a cartolina at the centre

containing questions that are related to our
recent topics and there are four boxes too.
Actually those boxes contain the answers that
correspond to those questions in cartolina. All
you have to do is to get the answers inside the
box one by one, one question-one member.
The first member will run toward the box to
get the answer in the first question and he/she
will paste it in his/her chest and afterwards
he/she must return in the group and snap the
hand of another group mate to get the answer
of the second question and will paste it in
his/her chest too, and so on, until you complete
the ten questions. In a group there are 12 or 11
members, so one or two members will remain,
those members will be the picker/s. After
completing the ten questions the picker/s must
immediately get the bag that contains puzzle
pieces, and the group should form and arrange

the puzzle. When you are done with the tasks,
you will shout your buzzer.”
And these are your buzzer for each group:
Group 1 - Uno
Group 2 - dos
Group 3 - tres
Group 4 – kuwatro
“The winner group will receive prize.”

“Did I make myself clear?”
“Yes ma’am!”


“Are you in?!”
“We are in!”
“Okay, get ready. At the count of three you’ll

start.”
“1...2...3...go!”
(students start the activity)
Questions:
1. A Latin dance which originated in
Cuba.
2. The recommended speed of music of
cha-cha.
3. Ballroom dance that derived its name
from the German term “walzen”
4. The rhythm of waltz in in __ time.
5. The first and important position in
waltz.
6. This ballroom dance includes the basic
chasse.
7. Jive had its beginning since _____.
8. Ballroom swing started in _______.
9. “walzen” means?
10. Cha cha dancers use a pattern of ___
counts.
Answers:

1.
2. Cha-cha
30 bmp (beat per minute)
3. Waltz
4. ¾
5. Closed position
6. Jive
7. 1920’s
8. New York
9. “to roll” or “to turn”
10. 8 (eight)
“Let’s give (3) three big claps for the winner

group!”
(students clapped)
“Good for all of you, I’m glad because you still

remember our last lessons.”

“And now, according to the pictures you had
formed in puzzle pieces what do you think is
our lesson for today?”
“Ma’am I think it’s another kind of ballroom

dance, because the pictures shows two couples
in a dance position”
“That’s right! Then what kind of ballroom

dance do you think it is?”
“Ma’am Rumba?”
“ Nice try. Try to look at their outfit. What have

you notice?”
“The girls’ dress is sexier and more elegant and

the boys’ costume is formal”
“That’s right. Any wild guess?”
“Ma’am foxtrots?”
“Nice try again, but it’s not. Another clue is, it
is very popular in Argentina”
“Ma’am Tango!”
“You got it! Very good”
2. Lesson Proper
“Our lesson for today is Tango.”

“First, let’s talk about the history,
characteristics and style of Tango briefly
before we proceed to the steps.


Gauchos or Buenos
cowboys TANGO Aires,
“Barrio de la
Ranas
“Baile Con Carte”
th
19 cen. 1900’s 1910-1911 1921
Tango was The Become Rudolf

first solo dance popular in Valento
dance spread made
New York.
performed through Tango a hit.
by woman -out Finally the

Europe dance
and later
considered
done with
respectable
couples
even in
using
Argentina.
castanets.
(Andalusian
Tango-
considered
immoral)
“And that’s the historical background of

Tango.”
“The basic rhythm of Tango is in 4/4 time,

which is count like this. 1,2 (slow)- 3, 4
(slow)- 1 (quick)-
2 (quick) – 3, 4 (slow)
(teacher clap the rhythm)
“All together clap the rhythm”
(students clapped the rhythm)
“Let’s listen to a Tango music and count the
rhythm”
(the teacher count the rhythm together with the
students while the music is playing)
(the students count the rhythm while the music

is playing)
“Actually there are three styles of Tango: the

Argentina, American and International. And
we are going
of Tango. to execute
Now the international
let’s proceed style
with the steps.
Stand up; face front then arms forward, down,
and arms side ward. Face left then sideward.
Face front and stand straight.”

(Students stand up; face front, arms forward

and sideward. Students face left then sideward
and face front, stand straight)
“First we will do the “Tango Closed for boys

and girls”
“Let have first the boys. Girls sit down.”
(Girls sit down while boys remain standing)
Tango Closed Position for boys-

step L forward in the line of direction

of the L foot, R toe in place, slow (ct.1,

2)
 Step R foot forward, L toe in place,
slow (ct. 3, 4)
 Step L forward quick (ct.1)
 Follow through with R foot and step to
the R side quick. (ct. 2)
 Draw L slowly to the arch of the R
foot, weight on R. (ct. 3, 4)
Use the close handhold throughout the

execution of these steps.
(teacher demonstrate one by one

repeatedly)
(male students follow the demonstration of the

teacher)
“Okay next, boys sit down. Girls stand up.”
(Boys sit down while girls stand up)
Tango Closed Position for girls-

step R backward in the line of direction

of the R foot, L toe in place, slow (ct.1,

2)
Step L foot backwards, R toe in place,

slow (ct. 3, 4)
Step R backward quick (ct.1)

Follow through with L foot and step to


the L side, quick. (ct. 2)


Draw R slowly to the arch of the L
foot, weight on L. (ct. 3, 4)
(teacher demonstrate one by one

repeatedly)
(female students follow the demonstration of
the teacher)

“Alright. Stand up both girls and boys, face

your partner and do the tango closed position.
Follow my counts. “
“...1 2 3...go!”
(partners do the tango closed position)
“Good. Now again boys remain standing and

girls sit down.”
(Girls sit down while boys remain standing)
“Next step is the Tango Promenade”
Tango Promenade-boy
Facing in the line of direction in

promenade position, step L sideways, R

toe remaining in place, slow (ct. 1,2)
Step R across in front of L, the R,

swinging the girl into close position

towards the line of direction, slow (ct.3,
4)
 Step L forward, quick (ct.1)
 Follow through with the R foot and step
to the R side, quick (ct.2)
 Draw the L foot slowly to the arch of
the R, weight remaining on the R, slow
(ct.3, 4)
(teacher demonstrate one by one repeatedly) (male students follow the demonstration of the
teacher)
“Stand up girls and sit down boys.”
(Boys sit down while girls stand up)
Tango Promenade-girls
Facing in the line of direction in

promenade position, step R sideways, L

toe remaining in place, slow (ct. 1,2)

Step L across in front of R, pivoting
into closed position, slow (ct.3, 4)
 Back in the line of direction, step back
with R , quick (ct.1)
 Follow through with the L and step to
the L side, quick (ct.2)
 Draw the R foot slowly to the arch of

the L, weight remaining on the L, slow

(ct.3, 4)
(teacher demonstrate one by one repeatedly)
(female students follow the demonstration of

the teacher)
“And now stand up both girls and boys.”
“Execute the Tango Promenade step. I will
count”
“...1 2 3...go!”
(Teacher guides the students) (partners do the steps)
“Alright, and that’s the basic steps of tango.

Actually there are many steps in tango but
those are the most important steps that could
not omit.”
3. Generalization
“Again what are the two basic steps of

tango?”
“Ma’am, the Tango Closed Position, and
Tango Promenade”
“Again, what is the rhythm of Tango?

Who can clap the rhythm?”
“Ma’am, 1,2 (slow)- 3, 4 (slow)- 1 (quick)-

2 (quick) – 3, 4 (slow)”
(student clap the rhythm)
“All together , do the Tango Closed

Position.”
(teacher counts)
(students do the steps)

“And second, the Tango Promenade.
(teacher counts)
(students do the steps)
IV. Application
“And now we are going to apply all the

basic steps that we discussed a while
ago with music.”
“Execute the steps continually as the

music play. Understood?”
“Yes Ma’am!”
“Are you in?!”
“We are in!”
“Okay, let’s start.”
(the teacher start the music)
(students do the basic steps in Tango while the

music is playing)
V. Evaluation
A. Identify the following:

1. Another name of tango which means
“the dance with many dramatic or
artistic poses”
2. He made the Tango a hit in 1921.
3. What is the basic rhythm of Tango?
4. Term for cowboys of Argentina which
said the Tango was started.
B. Enumeration
5-7 the three (3) styles of tango
8-10 give the three basic steps of Tango

Answers:
A.
1. Baile Con Carte
2. Rudolph Valentino
3. Slow, slow, quick, quick, slow
4. Gauchos
B.
5. Argentina
6. American
7. International
8. Tango Closed position

9. Tango Step-out position
10. Tango Promenade
VI. Assignment
Group dancing(Tango)
Divide your class into four groups

Performed all the basic steps that we


tackled
Provide you own music (it must be in 4/4

time)
Maximum of 5 minutes and a minimum of

3 minutes performance
Criteria:

-Execution (proper steps, coordination) -30%

-Timing (correct timing with the music) -25%
-Projection (performed with feelings) -20%
-Creativity (uses improvised materials,
stunts etc.for uniformity) -15%
-musical selection
(Tango music in 4/4 time) -10%
100%

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5/24/2018 a Deta ile d Le sson Pla n in MAPEH IV 2 - slide pdf.c om

A Detailed Lesson Plan in Physical Education IV

1. Described the historical background and style of Tango briefly.

Topic: Basic Steps in Tango

References: Enjoy Life with P.E. and Health- IV Year textbook

III. Teaching Procedures:

A. Rout nary Activities

B. Developmental Activities

Teacher’s Activity Student’s Activity

1. Review and Motivation

“Today we’re about to proceed in our next

“Are you in?!”

5/24/2018 a Deta ile d Le sson Pla n in MAPEH IV 2 - slide pdf.c om

Again. Are you in?!

“We are in!”

“Alright. Listen to my instructions because I

“First I’ll group you into four.”

“If you notice there is a cartolina at the centre

pieces, and the group should form and arrange

And these are your buzzer for each group:

“The winner group will receive prize.”

5/24/2018 a Deta ile d Le sson Pla n in MAPEH IV 2 - slide pdf.c om

“We are in!”

“Okay, get ready. At the count of three you’ll

(students start the activity)

“Let’s give (3) three big claps for the winner

“Good for all of you, I’m glad because you still

5/24/2018 a Deta ile d Le sson Pla n in MAPEH IV 2 - slide pdf.c om

remember our last lessons.”

“Ma’am I think it’s another kind of ballroom

“That’s right! Then what kind of ballroom

“ Nice try. Try to look at their outfit. What have

“The girls’ dress is sexier and more elegant and

“That’s right. Any wild guess?”

“You got it! Very good”

2. Lesson Proper

“Our lesson for today is Tango.”

5/24/2018 a Deta ile d Le sson Pla n in MAPEH IV 2 - slide pdf.c om

Tango was The Become Rudolf

by woman -out Finally the

“And that’s the historical background of

“The basic rhythm of Tango is in 4/4 time,

“All together clap the rhythm”

(students clapped the rhythm)

“Let’s listen to a Tango music and count the

(the students count the rhythm while the music

“Actually there are three styles of Tango: the

5/24/2018 a Deta ile d Le sson Pla n in MAPEH IV 2 - slide pdf.c om

(Students stand up; face front, arms forward

“First we will do the “Tango Closed for boys

“Let have first the boys. Girls sit down.”

(Girls sit down while boys remain standing)

Tango Closed Position for boys-

of the L foot, R toe in place, slow (ct.1,

Use the close handhold throughout the

(teacher demonstrate one by one

(male students follow the demonstration of the

“Okay next, boys sit down. Girls stand up.”

(Boys sit down while girls stand up)

Tango Closed Position for girls-

of the R foot, L toe in place, slow (ct.1,

Follow through with L foot and step to