MAPEH 7 Syllabus in New Curriculum

ST. JOSEPH’S SCHOOL-MACTAN MACTAN, LAPU – LAPU CITY HIGH SCHOOL DEPARTMENT ACADEMIC YEAR 2012 – 2013

SYLLABUS IN MAPEH 7

Pr!"r# $%& JUSTINE O. BAGUIO MAPEH T"'(r

ST. JOSEPH’S SCHOOL – MACTAN M"')"*, L"!+ – "!+ C)% HIGH SCHOOL DEPARTMENT ACADEMIC YEAR 2012 – 2013

SUBJECT& MAPEH Gr"# S/* SUBJECT TITLE& M+', Ar), P(%'" E#+'")* "*# H")( MAPEH DESCRIPTION& U*#r )( -12 C+rr'++4, "'( +$5') "r" "4 " 6& M+' -It envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celerate

his!her national heritage, while it instills, within every individual "ilipino learner, pride in his!her own cultural identity# Ar) - focuses on the PHILIPPINE ART, CULTURE "*# HERITAGE, appreciating the diversity of our local artists, our arts, crafts,

and indigenous materials to strengthen the student’s identity of eing "ilipino, efore he!she is introduced to the art of other countries#

P.E. - contriutes to the development of fitness, health and wellness among school-age students as provided in the program’s rich and challenging

physical activity experiences# It shall promote the development of a participative and active ody$ learning to use the ody in moving efficiently and effectively in a given space, time, effort and assurance of %uality movement# HEALTH - focuses on the physical, mental, emotional, social, moral and spiritual dimensions of holistic health and enales the learners to ac%uire essential &nowledge, attitudes, and s&ills necessary to promote good nutrition, prevent and control diseases and sustance misuse and ause, reduce health-related ris& ehaviors to pre vent and control in'uries with the end in view of maintaining and improving personal, family, community, and environmental and health#

ST. JOSEPH’S SCHOOL – MACTAN M"')"*, L"!+ – "!+ C)% HIGH SCHOOL DEPARTMENT ACADEMIC YEAR 2012 – 2013

SUBJECT& MAPEH Gr"# S/* SUBJECT TITLE& M+', Ar), P(%'" E#+'")* "*# H")( MAPEH DESCRIPTION& U*#r )( -12 C+rr'++4, "'( +$5') "r" "4 " 6& M+' -It envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and cultural literacy, and celerate

his!her national heritage, while it instills, within every individual "ilipino learner, pride in his!her own cultural identity# Ar) - focuses on the PHILIPPINE ART, CULTURE "*# HERITAGE, appreciating the diversity of our local artists, our arts, crafts,

and indigenous materials to strengthen the student’s identity of eing "ilipino, efore he!she is introduced to the art of other countries#

P.E. - contriutes to the development of fitness, health and wellness among school-age students as provided in the program’s rich and challenging

physical activity experiences# It shall promote the development of a participative and active ody$ learning to use the ody in moving efficiently and effectively in a given space, time, effort and assurance of %uality movement# HEALTH - focuses on the physical, mental, emotional, social, moral and spiritual dimensions of holistic health and enales the learners to ac%uire essential &nowledge, attitudes, and s&ills necessary to promote good nutrition, prevent and control diseases and sustance misuse and ause, reduce health-related ris& ehaviors to pre vent and control in'uries with the end in view of maintaining and improving personal, family, community, and environmental and health#

SCOPE AND SE8UENCE 8+"r) r

MUSIC MUSIC O9 LU:ON H;("*# "*# L"*#

ARTS DRA
"2)K 34. 5 6.I75. I5 )8925 "2)K 34. "32M :I.;. "2)K 34. "32M MI552 P

•

Music of (ordillera Music of the )owlands of )u*on 1+ Music for )iturgy and evotional Music Music of the )owlands of )u*on + .panish Influence in .ecular Music Music of the )owlands of )u*on /+ Philippine Music during the merican and apanese Periods

1

2

MUSIC O9 MINDORO, PALA
• • •

• • •

Music of Mindoro Music of Palawan Music of the :isayas Instrumental Music of the :isayas

MEASURING ONE’S 9ITNESS A*)(r!4)r'

• • • •

•

PRINTING PROCESS IN THE PHILIPPINES •

Printma&ing in the Philippines Printma&ing 4echni%ues and Processes

"inding my Pulse )evels of 6xercise Intensity Physical ctivity Index
INDI=IDUAL SPORTS ATHLETICS R+***; • • • •

PRINTING AND NE< MEDIA • •

Printing using 5ew Media 6volution of the Philippine Printing

HEALTH GRO
•

•

• •

PHYSIC AL EDUCATION

•

Aac&ground!nature Aasics s&ills 3ules and regulations 2fficiating Aenefits of the .port

• • •

re you really healthy@ (hanges in dolescents ealing with
NUTRITION • •

•

MUSIC O9 MINDANAO

3

>

.elected :ocal Music of Mindanao 7ongs of Mindanao )utes of Mindanao Aamoo Music of Mindanao

REPRESENTATI=E COMPOSITIONS O9 THE PHILIPPINES PROMINENT 9ILIPINO COMPOSERS

:ocal Music y 3epresentative "ilipino (omposer 1+ 5ationalistic and )ove .ongs

SCULPTURE "*# 3D ASSEMBLAGES

6arly "orms and 4raditional .culpture in the Philippines Philippine .culptures in the Modern 4imes .culpture during the merican Period up to the Present

DUAL SPORTS ARNIS

•

•

•

•

=ISUAL ARTS IN PHILIPPINE DRAMA AND 9ESTI=ALS •

•

4raditional and Modern Philippine rama Philippine "estivals

•

•

Performing warm-up and dynamic stretching exercises "undamental .&ills in rnis 4welve .tri&ing 4echni%ues in rnis Aloc&ing 4echni%ues in rnis

PHILIPPINE 9OL DANCES TINILING • • •

2rigin of the 4ini&ling dance ance "ormations ance Patterns, "igures and 3outines

CONTROL "*# PRE=ENTION COMMUNICABLE DISEASE •

• •

•

Infectious disease process Prevention strategies (ommon (ommunicale iseases 6merging communicale diseases

COMMUNITY HEALTH • • •

•

Pollution ?aste Management
LEARNING AREA STANDARD MUSIC "*# ART

PHYSICAL EDUCATION

HEALTH

4he learner demonstrates an understanding of asic 4he learner demonstrates understanding of the 4he learner demonstrates understanding &ey

concepts and processes in music and art through concept of physical activities in achieving, concepts of health and fitness in achieving, appreciation, analysis and performance for his!her sustaining, and promoting an active lifestyle for promoting and sustaining wellness for %uality life# self-development, celeration of his!her "ilipino health, lifelong fitness and wellness# cultural identity and diversity, and expansion of his!her world vision#

EY STAGE STANDARD GRADE 7-10 MUSIC "*# ART

4he

learner

PHYSICAL EDUCATION

demonstrates

HEALTH

understanding 6 4he learner demonstrates understanding of through performing, integrating physical activity ehaviors in achieving a 6+*#"4*)" !r' creating, and responding, aimed towards the healthy lifestyle# development of appreciation of music and art, and ac%uisition of asic &nowledge and s&ills#

4he learner demonstrates understanding of &ey concepts of health and fitness in promoting and sustaining wellness for %uality life for the individual, the family and the larger community#

GRADE LE=EL STANDARD GRADE 7 MUSIC "*# ART

PHYSICAL EDUCATION

4he learner demonstrates asic understanding of 4he learner demonstrates understanding of personal the fundamental processes in music and art through health and fitness in achieving individual wellness performing, creating, listening and oserving, and for a healthy lifestyle responding towards appreciation of the cultural richness of the different provinces in the Philippines

HEALTH

4he learner demonstrates understanding of growth and development, nutrition, prevention and control of communicale diseases and community and environmental health and their impact on fitness and health#

CONTENT&

MUSIC 9IRST 8UARTER CONTENT STANDARDS

PER9ORMANCE STANDARDS

M+' 6 L+?* H;("*# "*# L"*#

The learner...

The learner…

demonstrates understanding of musical elements and processes of Philippine music, particularly the music of )u*on highlands and lowlands# 

- :ocal Music - Instrumental Music - (ultural (ontext = - (omposition - .ocial "unctions - Performance .tyles!4echni%ues

LEARNING COMPETENCIES@ OBJECTI=ES The learner…

analy*es examples of Philippine music from )u*on and descries how the musical elements are used# 



develops musical awareness and creativity in expressing oneself while doing the fundamental processes in music#

Music of (ordillera Music of the explains the distinguishing )owlands of characteristics of )u*on 1+ Music representative Philippine for )iturgy and music from )u*on in relation evotional Music to history and culture of the Music of the area# )owlands of )u*on + .panish analy*es the relationship of Influence in functions of Philippine music .ecular Music from )u*on to the lives of the Music of the people# )owlands of )u*on /+ sings representative Philippine Music Philippine music#

LEARNING EPERIENCE@ PER9ORMANC E TAS • • • • •







correlates Philippine music to the Philippine culture#



LEARNING CONTENT@ TOPICS MUSIC O9 LU:ON H;("*# "*# L"*#

analy*es musical elements and processes of Philippine music# 

• •

•

K?) (hart (oncept Mapping Music (omposition Music nalysis 7roup .inging Poster Ma&ing :ideo and Picture nalysis Arainstorming PER9ORMANCE TAS

esigning an Instrument .ustitute =(oconut .hell Maracas>

•

INSTRUCTIONAL MATERIALS@ RESOURCES

Pictures )aptop .pea&ers 4extoo& (harts (artolina Manila Paper and Metastrips (assette and player 3urics (hec&list

performs examples of Philippine music, alone and with others, in appropriate tone, pitch, rhythm, expression and style# 

RE9ERENCE S

283 ?23) 2" MP6< 1 y
=ALUES

•

•

•

•

•

Music ppreciation (ooperation, 4eamwor&, 8nity )ove for Philippine Music Preservation of the Philippine Music (reativity in doing one’s artwor&

E=ALUATION@ ASSESSMENT

Paper pencil 4est =%ui**es, seatwor&s, assignments, etc#> 7roup Presentation Practical 4ests Pro'ects =rtwor&s> 2ral 3ecitation .ight .inging

TIME 9RAME

10 days

songs from )u*on =highlands and lowlands> alone and!or with others# 

during the merican and apanese Periods

?e 3eferences =internet>

performs on availale instruments from )u*on, alone and!or with others# 

improvises simple rhythmic!harmonic accompaniments to selected Philippine music from )u*on# 

explores ways of producing sounds on a variety of sources that would emulate instruments eing studied# 

CONTENT&

MUSIC SECOND 8UARTER CONTENT STANDARDS&

PER9ORMANCE STANDARDS&

M+' 6 M*#r, P"""*, "*# )( ="%"

The learner...

The learner...

demonstrates understanding of musical elements and processes of Philippine music, particularly the music of Mindoro, Palawan and the :isayas#

analy*es musical elements and processes of Philippine music#



- :ocal Music - Instrumental Music - (ultural (ontext = - (omposition - .ocial "unctions - Performance .tyles ! 4echni%ues

LEARNING COMPETENCIES@ OBJECTI=ES The learner...

analy*es examples of Philippine music from Mindoro, Palawan, and the 




correlates Philippine music to Philippine culture#



LEARNING EPERIENCE@ PER9ORMANCE TAS

LEARNING CONTENT@ TOPICS MUSIC O9 MINDORO, PALA


• • •

K?) (hart (oncept Mapping Music (omposition

INSTRUCTIONA L MATERIALS@ RESOURCES

Pictures )aptop .pea&ers


RE9ERENCES

283 ?23) 2" MP6< 1 y
•

•

=ALUES


Music ppreciation (ooperation,

Paper pencil 4est =%ui**es, seatwor&s,

TIME 9RAME

10 days

:isayas, and descries how the musical elements are used# explains the distinguishing characteristics of representative Philippine music from Mindoro, Palawan, and the :isayas, in relation to history and culture of the area# 

analy*es the relationship of functions of Philippine music from Mindoro, Palawan, and the :isayas to the lives of the people# 

sings accurately representative songs from Mindoro, Palawan, and the :isayas, alone and ! or with others# 

performs on availale instruments music from Mindoro, Palawan, and the :isayas, alone and ! or with others# 

improvises simple rhythmic ! harmonic accompaniments to selected Philippine music from Mindoro, Palawan, and the :isayas# 

explores ways of producing sounds on a variety of sources that would emulate the instruments eing studied# 

evaluates music and music



• •

• • •

•

Music of Mindoro Music of Palawan Music of the :isayas Instrumental Music of the :isayas

• •

• • •

Music nalysis 7roup .inging Poster Ma&ing :ideo and Picture nalysis Arainstorming Poetry (omposition Playing musical instruments

4extoo& (harts (artolina Manila Paper and Metastrips (assette and player 3urics (hec&list

(opiaco, et#al

4eamwor&, 8nity •

283 ?23) 2" MP6<  y

•

•

)ove for Philippine Music Preservation of the Philippine Music (reativity in doing one’s artwor&

assignments, etc#> 7roup Presentation Practical 4ests Pro'ects =rtwor&s> 2ral 3ecitation .ight .inging

performances applying &nowledge of musical elements and style#

CONTENT& M+' 6 M*#"*"

MUSIC THIRD 8UARTER CONTENT STANDARDS&


The learner...

The learner...

demonstrates understanding of musical elements and processes of Philippines music, particularly the music of Mindanao#

analy*es musical elements and processes of Philippine music#



- :ocal Music - Instrumental Music - (ultural (ontext = - (omposition - .ocial "unctions - Performance .tyles ! 4echni%ues


analy*es examples of Philippine music from Mindanao and descries how the musical elements are used# 

explains the distinguishing characteristics of representative Philippine music from Mindanao in relation to history and culture of the area# 

analy*es the relationship of functions of Philippine music from Mindanao to the lives of the people# 




.elected :ocal Music of Mindanao 7ongs of Mindanao )utes of Mindanao Aamoo Music of Mindanao





LEARNING CONTENT@ TOPICS MUSIC O9 MINDANAO



• • • • • • •

• • •

K?) (hart (oncept Mapping Music (omposition Music nalysis 7roup .inging Poster Ma&ing :ideo and Picture nalysis Arainstorming Poetry (omposition Playing musical instruments


Pictures )aptop .pea&ers 4extoo& (harts (artolina Manila Paper and Metastrips (assette and player 3urics (hec&list )( Pro'ector


RE9ERENCES

283 ?23) 2" MP6< 1 y
=ALUES

•

•

•

•

•

Music ppreciation (ooperation, 4eamwor&, 8nity )ove for Philippine Music Preservation of the Philippine Music (reativity in doing one’s artwor&


Paper pencil 4est =%ui**es, seatwor&s, assignments, etc#> 7roup Presentation Practical 4ests Pro'ects =rtwor&s> 2ral 3ecitation .ight .inging

TIME 9RAME

10 days

3eferences =internet> sings accurately representative Philippine songs from Mindanao, alone and!or with others# 

performs on availale instruments music from Mindanao# 

improvises simple rhythmic ! harmonic accompaniments to selected Philippine music from Mindanao# 

explores ways of producing sounds on a variety of sources that would emulate the instruments eing studied# 

evaluates music and music performances applying &nowledge of musical elements and style# 

CONTENT&

MUSIC 9OURTH 8UARTER CONTENT STANDARDS&


R!r*)")/ C4!)* 6 )( P(!!*

The learner...

The learner...

demonstrates understanding of representative compositions of the Philippines and appreciation of prominent "ilipino composers# 

-
analy*es musical elements and processes of Philippine music# 




recogni*es the contriutions of the prime exponents of Philippine music # 



Pr4**) 9!* C4!r

give values to Philippine culture as a vehicle towards national identity and unity# 

- 5icanor elardo - "rancisco .antiago - "rancisco Auencamino, .r#

ntonio Molina - ntonino Auenaventura - )ucio .an Pedro - 3odolfo (orne'o - ulian "elipe - uan 5a&pil - )ucrecia Kasilag


descries how a specific idea or story is communicated through Philippine 4raditional Musical "orms# 

illustrates how the different elements of music are comined in creating Philippine 4raditional Musical "orms# 


LEARNING CONTENT@ TOPICS REPRESENTATI=E COMPOSITIONS O9 THE PHILIPPINES PROMINENT 9ILIPINO COMPOSERS

:ocal Music y 3epresentative "ilipino (omposer 1+ 5ationalistic

• • • • • • • •

K?) (hart (oncept Mapping Music (omposition Music nalysis 7roup .inging Poster Ma&ing Picture nalysis Arainstorming


Pictures )aptop .pea&ers 4extoo& (harts (artolina Manila Paper and Metastrips (assette and player 3urics (hec&list

RE9ERENCES

283 ?23) 2" MP6< 1 y
=ALUES

•

•

•

•

•

Music ppreciation (ooperation, 4eamwor&, 8nity )ove for Philippine Music Preservation of the Philippine Music (reativity in


Paper pencil 4est =%ui**es, seatwor&s, assignments, etc#> 7roup Presentation Practical 4ests 2ral 3ecitation .ight .inging

TIME 9RAME

10 days

creates ! improvises appropriate sound, music, gesture, movements, and costume for a rendition of particular Philippine 4raditional Musical "orms#

and )ove .ongs



•

Prominent "ilipino (omposers - 5icanor elardo

researches and analy*es the lives, wor&s, and influences of early

- "rancisco .antiago



- "rancisco Auencamino, .r#

ntonio Molina - ntonino Auenaventura - )ucio .an Pedro - 3odolfo (orne'o - ulian "elipe - uan 5a&pil - )ucrecia Kasilag •

)( Pro'ector

)earner’s Module and 4eaching 7uide ?e 3eferences =internet>

doing one’s artwor&

CONTENT& Pr'&

ARTS 9IRST 8UARTER CONTENT STANDARDS&


The learner...

The learner...

appreciates the distinctive designs, color schemes, 3?I57 B PI54I57 rawing and painting of the fol& art motifs, designs found figures and o'ects coming from the cultural communities found in the three island groups# in artifacts of the cultural groups i )u*on, :isayas, C Luzon: weaving – Abra, kalinga, Vakul, pahiyas, Mindanao

creates a : presentation with a group that compares the distinct artistic designs of artifacts coming from the different cultural communities from the three island groups of the Philippines and explains what inspired or influenced the design#







higantes, barong

E4*)&

C Visayas – hablon, piyaya, C Mindanao kulintang, !along, torogan

)I56. organic, curvilinear geometric, linear (2)23. nature-ased hues$ dyes primary colors secondary, tertiary colors 



writes a comparative visual report on the influences of the .panish and the mericans in the architecture of the Philippines, particularly in the churches and the houses around the pla*a, and the distinct features found in it# 

sees the strong influence of the .panish =D00 yrs> and mericans =E0 yrs> coloni*ers on Phil# culture and lifeways =houses, churches, celerations, education, food, daily utensils, clothing, accessories 

Pr*'!& REPETITION "*# RHYTHM of colors, shapes and



lines#

"paintings o# $hur$hes and plazas% pi$tures o# $ottages at &ohn 'ay, Tea$hers (a!p% Vigan, Taal, )atangas, *loilo, )a$olodthese pla$es have bahay na bato.


'oins a group to do a research on the culture of some indigenous communities coming from one island and creates an audiovisual presentation =drawings, paintings> for the class# 

DRA
'oins a group to write a report on how the .paniards

Picture nalysis 7roup 3esearch "2)K 34. 7roup ctivity 5 6.I75. Arainstorming I5 )8925 7roup .imulation Aas&et ?eaving "2)K 34. Portfolio Ma&ing "32M :I.;. Puso ma&ing ctivity "2)K 34. )anig ?eaving "32M ssemlage • •

•

• • •

•

• • •

• 


LEARNING CONTENT@ TOPICS

• •


Pictures )aptop .pea&ers 4extoo& (harts (artolina Manila Paper and Metastrips 3urics (hec&list )( Pro'ector 3ecycled 4hings for

RE9ERENCES

283 ?23) 2" MP6< 1 y
=ALUES

• • •

•

• • •

rt ppreciation (leanliness 5eatness in one’s artwor& 4eamwor&! (ooperation etermination .elf-discipline Preservation of the Philippine rt

Paper pencil 4est =%ui**es, seatwor&s, assignments, etc#> 7roup Presentation Practical 4ests Pro'ects =rtwor&s>

TIME 9RAME

10 days

and the mericans influenced the culture of the "ilipinos, pulishes the report with illustrations in a class pulication# 

•

MI552 P

•

3eflections

•

Aas&et weaving (harts

recreates a typical Phil# pla*a y drawing!painting during the .panish times and ma&e a mural of this# 

34. )eaner’s Module and 4eaching 7uide ?e 3eferences =internet>

CONTENT&

ARTS SECOND 8UARTER CONTENT STANDARDS&


Process+

The learner...

The learner...

P3I54MKI57 and NE< MEDIA still pictures - camera films - videoclip - videocam - cellphones - screen printing of design 

E4*)&

reali*es that still pictures, film and moving images have a visual language and artistic elements different from still drawings and paintings 

understands that a story can e told through a short film with emphasis on images, color and music or sound, with dialogue not a necessary component# 



=(ine!alaya #il!s% award winning TV ads% other awarded



indie #il!s by +itsi (asi!iro, et$

.<P6., (2)23. "ilm is a series of moving scenes$ color sets mood

Is ale to ma&e a short storyoard of the series of shots he is going to film and the &ind of shots he will ta&e, to e ale to tell his story# 

Pr*'!& CONTRAST is created when opposites are comined+

can ta&e pictures or record an event using a cellphone and other recording devices, and these can e shared with others immediately#

%uiet colors and loud colors$ slow action and frantic movement#





&nows that an original design can e replicated many times through the use of a duplicating machine# =Tea! Manila designs o# -hil. i$ons, !aps, pla$es #or shirts, bags,hats,% Also *sland ouvenirs design #or di##erent provin$es

can analy*e short films, video productions and movies and appreciates the development of the narrative through different shots employed, the use of visual clues and the use of color, music# 

can select well-composed photos and analy*e its composition to show alance, emphasis and proportion of shapes and lines# 


narrates a short story, an event, a celeration, a tragedy, using a camera, cellphone or videocam to record it and present the event# 


LEARNING CONTENT@ TOPICS PRINTING PROCESS IN THE PHILIPPINES

Picture nalysis 7roup 3esearch 7roup ctivity Printma&ing in Arainstorming the Philippines 7roup .imulation Printma&ing 3eflections Portraiture 4echni%ues and Picture 4a&ing ctivity Processes rt (riti%ue )eaf Printing PRINTING AND NE< MEDIA (oin 3uing Printing using :egetale Prints 5ew Media Personali*ed 4shits 6volution of the Philippine ?ood Aloc& Prints (lass 6xhiit Printing •


Pictures )aptop .pea&ers 4extoo& (harts (artolina Manila Paper and Metastrips 3urics (hec&list )( Pro'ector ifferent &inds of paper ifferent &inds of drawing tools

• • • • •

•

• •

has to ma&e %uic& decisions aout the angle of the shots, the &ind of shots =close-up, long-shot, topshot,etc> and the composition of the shots while he is in the process of recording# 

•

• • •

•

• •

•

shares the series of events he recorded to tell his story and presents it and allows his classmates to criti%ue his pictures or film# 

Is ale to ma&e a short storyoard of the series of shots he is going to ta&e and &ind of shots, to e ale to tell his story# can analy*e short films, video productions and movies and appreciate the development of the narrative through different shots, use of 

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TIME 9RAME

10 days

visual clues and use of color, music#

CONTENT&

ARTS THIRD 8UARTER CONTENT STANDARDS&


Process+

The learner...

The learner...



&nows that modern sculptors and craftsmen use any material in their environment to create a / wor&#

.(8)P4836 and



exhiits in his!her assemlage that the material is not important, ut the creativity and imagination of the artist in creating an artistic assemlage

3D ASSEMBLAGE Cr")* 6&



sees that among indigenous groups, it is common to C installation of nature o'ects of &un /ee create musical instruments, pots and fishing and hunting C assemlage of metal parts to create a music instrument weapons, weave cloths, construct houses, according to y Lirio their own distinct# designs using local materials# C Metal scraps sculpture of 0al Arogante C .ac& cloth, seeds, shells, uttons ?all hanging y (hing 

reports that in indigenous communities, constructing#, carving, weaving and creating what they need is part of their lifestyle and ma&es them self-sufficient# 

Mt. -rovin$e –ba!boo based !usi$ instru!ents and !etal gongs, 1oven baskets #or #ood, ri$e. Visayas – guitars, T2boli, ! olded bells, 3ewelry, #igurines.Tiedye aba$a tapestry.Maranaos bronze $ast !etal 3ars, gongs, weapons.

Abad

C .culpture- icycle parts F -i$asso C P+))*; +! " M* M++4 E4*)&

loo&s at his!her own assemlage and those of others and he can 'udge which wor& is most creative and at the same time artistic# 

oserves local craftsmen as they carve or create local crafts and note their mastery of the design and material, which was passed on from generation to generation#

46G4836 of found and natural o'ects .<P6 organic and natural shapes

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

Pr*'!&

(2543.4 6MP<.I.

 


gathers material from his surrounding that is considered trash, and with a group, recycles this material to e part of an "4$"; = plasti$ bottles, $aps% tetra 


LEARNING CONTENT@ TOPICS SCULPTURE "*# 3D ASSEMBLAGES •

6arly "orms and 4raditional .culpture in the

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Picture nalysis 7roup 3esearch 7roup ctivity Arainstorming 7roup .imulation


Pictures )aptop .pea&ers 4extoo& (harts

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rt ppreciation (leanliness 5eatness in one’s artwor& 4eamwor&!


Paper pencil 4est =%ui**es, seatwor&s, assignments, etc#> 7roup

TIME 9RAME

10 days

pa$ks, straws, tin #oil wrappers, et$.. which will e

a creative sculpture#

collects pictures of, or actual / artifacts from different parts of the country and research on its source, material, source of design, use, and !+) +! " 4*4++4 , where each artifact is displayed and laeled properly for students to appreciate#

•



•

Philippines Philippine .culptures in the Modern 4imes .culpture during the merican Period up to the Present

3eflections rt (riti%ue "ruit and :egetale .arimano& Ma&ing your 2wn Aul-ol Ma&ing an Inventory of .culptural ?or&s at
• • •

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•

(artolina Manila Paper and Metastrips 3urics (hec&list )( Pro'ector ifferent &inds of paper ifferent &inds of drawing tools 3ecycled Materials!4hings "ruits

•

y

• • •

(ooperation etermination .elf-discipline Preservation of the Philippine rt
Presentation Practical 4ests Pro'ects =rtwor&s>

• •

CONTENT&

Process+ 

ARTS 9OURTH 8UARTER CONTENT STANDARDS&


The learner...

The learner...

:I.8) 34. I5 Identifies the uni%ue festivals, dramas, celerated all over the country throughout the year, and state the reason for its celeration 

DRAMA  9ESTI=ALS )aguio – -anagbenga Lu$ban -ahiyas )a$olod Maskara Aklan – Atiatihan +avao – 4aa!ulan 'oly 1eek M oriones, anta(ruzan -asyon 5arzuela –)ula$an 6 Luzon provin$es Moro!oro – di##erent provin$es E4*)&

(2)23 46G4836 costumes, mas&s, accesories, decor for venue and stage

&nows that the "ilipino people love a festival, religious ritual or drama where they are re%uired to wear special attires and costumes that show creativity and artistry 

 

creates his!her own festival attire with accessories ased on authentic pictures of the festivals and 'oins the drama group or festival community to celerate the event# 

since this is part of a street or pulic performance# where there is music and dancing# 

appreciates the innate artistry of the townspeople who 'oin yearly in the festivities enthusiastically create an entirely new costume,accessories and dcor every year$ create a photo-essay aout an outstanding local actor in a festival or drama 

Pr*'!&

(2543.4 3<;4
 

defines what ma&es each of the Philippine festivals uni%ue y a visual presentation and report# of selected festivals representing )u*on, :isayas and Mindanao# 

appreciates the uni%ueness of festivals li&e the H-ahiyas7 which the townsfol& prepare for, wee&s in advance y creating the colorful leaf-li&e &iping which hangs as dcor for their homes# 


designs with a group the visual components of a school drama or participates in a town fiesta to create+ the costumes or attire, mas&, headdresses, and accessories and dcor and venue and stage design 


LEARNING CONTENT@ TOPICS =ISUAL ARTS IN PHILIPPINE DRAMA AND 9ESTI=ALS •

Picture nalysis 7roup 3esearch 7roup ctivity 4raditional and Arainstorming Modern 7roup .imulation Philippine 3eflections rama 4raditional rama Philippine nalysis Ma&ing ;our 2wn "estivals Mas&ara .chool "estival of 4alent • • • • • • •

•

•

reports on the history of the festival and its evolution and descries how the towns people participate and contriute to its festivity and gaiety# 

analy*es the uni%ueness of the group that was given recognition for its performance to explain what component contriuted to their eing 

•


RE9ERENCES

Pictures )aptop .pea&ers 4extoo& (harts (artolina Manila Paper and Metastrips 3urics (hec&list )( Pro'ector ifferent &inds of paper ifferent &inds of drawing tools 3ecycled Materials!4hings "ruits

283 ?23) 2" MP6< 1 y

=ALUES

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TIME 9RAME

10 days

CONTENT& 9ITNESS COMPONENTS, BENE9ITS AND TESTING P(%'" 9)*

(oncept and Principle 4est and ssessment .upplemental



PHYSICAL EDUCATION 9IRST 8UARTER CONTENT STANDARDS&


The learner...

The learner...

demonstrates understanding of the concept and principles of physical fitness to improve oneself

designs and implements a personali*ed exercise program to improve and sustain the desired level of fitness





 


recogni*es and appreciates the importance of physical fitness for himself!herself differentiates the physical fitness components promotes the enefits of physical activity e#g# =greater wor& capacity, performance enhancement, healthy weight, prevention of in'uries, cardiovascular diseases and diaetes for optimal health and fitness> for optimal health selects and performs appropriate physical fitness tests that will assess one’s fitness level interprets physical fitness test results# 

MEASURING ONE’S 9ITNESS A*)(r!4)r'  •

•

•

•

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• •

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•

"inding my Pulse )evels of 6xercise Intensity Physical ctivity Index
•

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•

7roup ctivity Monitoring the

Pictures )aptop .pea&ers 4extoo& (harts 4imer ! .topwatch 4ape Measure 3uler ?eighing .cale Meter .tic&

RE9ERENCES

283 ?23) 2" MP6< 1 y

=ALUES

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.elf-iscipline etermination (ooperation lertness Aecome responsile in underta&ing wea&nesses Possess endurance and strength needed to respond %uic&ly to have a peaceful society evelop the students to critical thin&ing towards responsive decision


Paper pencil 4est =%ui**es, seatwor&s, assignments, etc#> 7roup Presentation Practical 4ests

TIME 9RAME

1D days

selects and performs fitness activities that will improve his!her fitness level 

•

"lexiility ssessing the .&ill-3elated Parameters

CONTENT&

PHYSICAL EDUCATION SECOND 8UARTER CONTENT STANDARDS&


The learner...

The learner...

INDI=IDUAL SPORTS =athletics! swimming>

demonstrates understanding of the enefits that can e derived from participating in individual sports 


descries the nature!ac&ground of individual =athletics or swimming> sports explains the enefits derived from playing individual sports exhiits self - direction y correcting himself!herself and others =e#g# peers> when playing individual sports executes proficiently the asic s&ills and tactics of the sports# officiates practice and actual games y applying &nowledge of rules and regulations of the sport#

INDI=IDUAL SPORTS ATHLETICS R+***;



• • •











• •

Aac&ground!nature Aasics s&ills 3ules and regulations 2fficiating Aenefits of the .port

• • •

•

7roup ctivity 7roup 3esearch Performing the 5eeded ctivities efore and after the sport Miniature 4rac& and "ield


Pictures )aptop .pea&ers 4extoo& (harts 4imer ! .topwatch



RE9ERENCES

283 ?23) 2" MP6< 1 y

performs individual sports regularly to achieve fitness

=ALUES

• • • • •

•

•

.elf-iscipline etermination (ooperation lertness Aecome responsile in underta&ing wea&nesses Possess endurance and strength needed to respond %uic&ly to have a peaceful society evelop the students to critical thin&ing towards



TIME 9RAME

1D days

responsive decision

CONTENT&

PHYSICAL EDUCATION THIRD 8UARTER CONTENT STANDARDS&


The learner...

The learner...

DUAL SPORTS =arnis! adminton! tale tennis! tennis>

demonstrates understanding of the enefits that can e derived from participating in dual sports# 


descries the nature!ac&ground of dual =arnis and adminton!tale tennis! tennis> sports# explains the enefits derived from playing dual sports# exhiits self - direction y correcting oneself and others =e#g# peers> when playing dual sports# executes proficiently the asic s&ills and tactics of the sports# officiates practice and actual games y applying &nowledge of rules and 

DUAL SPORTS ARNIS





7roup ctivity 7roup 3esearch Performing warm- Performing the needed up and dynamic exercises stretching efore and after exercises the activity "undamental 6xecuting the .&ills in rnis fundamental 4welve .tri&ing s&ills, stri&ing 4echni%ues in and loc&ing rnis techni%ues in rnis# Aloc&ing (reating a 3outine 4echni%ues in of Movements rnis as used in rnis • •

•







•

•

•

•

•

•


Pictures )aptop .pea&ers 4extoo& (harts rnis .tic& Aody Protector "ace Mas&



RE9ERENCES

283 ?23) 2" MP6< 1 y

performs regularly in dual sports to achieve fitness#

=ALUES

• • • • •

•

•

.elf-iscipline etermination (ooperation lertness Aecome responsile in underta&ing wea&nesses Possess endurance and strength needed to respond %uic&ly to have a peaceful society evelop the students to critical thin&ing towards



TIME 9RAME

1D days

regulations of the sport#

responsive decision

CONTENT&

PHYSICAL EDUCATION 9OURTH 8UARTER CONTENT STANDARDS&


The learner...

The learner...

LOCAL AND INDIGENOUS DANCES

demonstrates understanding of local and indigenous Philippine dances that promote physical fitness#

performs s&illfully local and indigenous dances as physical activity that promotes physical fitness#




discusses the nature!ac&ground of local and indigenous dances# explains significant enefits to health and fitness when fol& dancing# performs asic steps peculiar to each dance# executes rhythmic patterns of selected local and indigenous dances through various ways# descries costumes, props and accessories of local and indigenous fol& dances# interprets dance figures correctly following the step y step instruction of the teacher# performs figures of the dance with grace, form and 

PHILIPPINE 9OL DANCES TINILING •



•



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•

2rigin of the 4ini&ling dance ance "ormations ance Patterns, "igures and 3outines

• • •

•

•

7roup ctivity 7roup 3esearch ance .tep nalysis (reating a ance 3outine Portfolio


Pictures )aptop .pea&ers 4extoo& (harts ( tape of the 4ini&ling .ong



RE9ERENCES

283 ?23) 2" MP6< 1 y

=ALUES

• • • • • •

•

•

.elf-iscipline etermination (ooperation lertness ccuracy Aecome responsile in underta&ing wea&nesses Possess endurance and strength needed to respond %uic&ly to have a peaceful society evelop the students to critical thin&ing



TIME 9RAME

1D days

sense of rhythm#

CONTENT&

towards responsive decision

HEALTH 9IRST 8UARTER CONTENT STANDARDS&


The learner...

The learner...



(hanges in the health dimensions during puerty - Physical - Mental!intellectual - 6motional - .ocial - Moral-spiritual 

Management of health concerns during puerty - Poor eating haits - )ac& of sleep - )ac& of physical activity - ental prolems =dental caries, 

malocclusion, halitosis, gingivitis, periodontal disease> - Aody odor - Postural prolems
demonstrates understanding of holistic health and management of health concerns during puerty 

appropriately manages concerns during puerty to achieve holistic health 

evelopment of self-awareness and self-management s&ills 


discusses the concept of holistic health - explains the dimensions of holistic health =physical, mental! intellectual, emotional, social, and moralspiritual> - analy*es the interplay among the health dimensions in developing holistic health - practices health haits to achieve holistic health recogni*es that changes in different health dimensions are normal during puerty - descries changes in different aspects of growth that happens to oys and girls during puerty - explains that the pattern of change during puerty is similar ut the pace of growth and development is uni%ue for each adolescent applies the selfmanagement s&ills in dealing with health concerns during puerty, such as poor eating haits, lac& of sleep, lac& of

GRO


• •

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



•

•

•

•

re you really healthy@ (hanges in dolescents ealing with
• •

• • • • •

(lass iscussion Arainstorming Picture nalysis Poster!.logan (ontest (oncept Mapping .urvey .ituational nalysis 7roup .imulation Panel iscussion


Pictures
RE9ERENCES

283 ?23) 2" MP6< 1 y

=ALUES

• • • • • •

•

.elf-iscipline etermination (ooperation lertness ccuracy Aecome responsile in underta&ing wea&nesses evelop the students to critical thin&ing towards responsive decision


Paper pencil 4est =%ui**es, seatwor&s, assignments, etc#> 7roup Presentation Pre ssessment Pro'ects

TIME 9RAME

1D days

physical activity, dental prolems, ody odor, and postural prolems analy*es myths, fallacies and eliefs related to adolescent health concerns explains the importance of health appraisal procedures during puerty in order to achieve holistic health =height and weight measurement, self-reast examination for girls, testicular examination for oys, vision screening, scoliosis test, health exam, and dental exam> avails of health services in the school and community in order to appraise one’s health 







CONTENT&

5utritional guidelines - "ood selection ased on adolescent’s nutritional needs# - 4he food pyramid guide or my plate model - 5utritional guidelines for "ilipinos appropriate during puerty - 5utritional prolems 



The learner...

The learner...

demonstrates understanding of nutrition for a healthy life# 


LEARNING CONTENT@ TOPICS CONTROL "*# PRE=ENTION

HEALTH SECOND 8UARTER CONTENT STANDARDS&

•

(lass iscussion


Pictures



RE9ERENCES

283 ?23)

ma&es informed decisions in the choice of food to eat#

=ALUES

•

.elf-iscipline


TIME 9RAME

Paper pencil

1 days

follows the appropriate nutritional guidelines for adolescents for healthful eating - explains the need to select food ased on the nutritional needs during puerty - analy*es one’s current nutritional status 

COMMUNICABL E DISEASE •

•

•

- computes one’s caloric need - evaluates one’s diet in

terms of sugar sodium fat, fier, etc# - follows the "ood Pyramid guide for , adolescents or the My Plate model in choosing foods to eat discusses the nutritional prolems of adolescents - descries the signs, symptoms, prevention, and control of malnutrition =underweight and overweight>, and micronutrient deficiencies - explains the characteristics, signs, symptoms, prevention and control of eating disorders =anorexia nervosa, ulimia nervosa, compulsive eating disorder>

•

Infectious disease process Prevention strategies (ommon (ommunica le iseases 6merging communical e diseases

• • •

• • •

• •

•

• • •



•

Arainstorming Picture nalysis Poster!.logan (ontest (oncept Mapping .urvey Ma&ing a :enn iagram .creening 4est

2" MP6< 1 y

• • • • •

•

etermination (ooperation lertness ccuracy Aecome responsile in underta&ing wea&nesses evelop the students to critical thin&ing towards responsive decision

4est =%ui**es, seatwor&s, assignments, etc#> 7roup Presentation Pre ssessment Pro'ects

CONTENT&

HEALTH THIRD 8UARTER CONTENT STANDARDS&


The learner...

The learner...

demonstrates understanding of the ways to prevent and control communicale diseases

6cology of health and disease

consistently demonstrates healthful practices in order to prevent and control communicale diseases



(ommon eliefs aout the cause of diseases 7eneral factors that influence the health e%uilirium =host, agent, and environment> "actors that influence disease transmission 4he chain of infection 4he stages of infection 7eneral methods of disease prevention and control - 4he three levels of - prevention - .pecific preventive - measures .&in diseases as adolescent health concern+ nature, prevention, and control - cne - ?arts - 4inea =ringworm, 'oc& - itch, athlete’s foot> evelopment of self-monitoring s&ills 





   







LEARNING CONTENT@ TOPICS CONTROL "*# PRE=ENTION COMMUNICABL

• •

(lass iscussion Arainstorming


Pictures
RE9ERENCES

283 ?23) 2" MP6< 1

=ALUES

• •

.elf-iscipline etermination


Paper pencil 4est =%ui**es,

TIME 9RAME

1 days

analy*es the common eliefs aout disease causation discusses the factors that affect disease transmission explains the different elements of the chain of infection discusses the stages of infection recommends actions to prevent and control the spread of communicale diseases explains the nature of common s&in iseases during adolescence practices ways to prevent and control s&in diseases demonstrates selfmonitoring s&ills to prevent communicale diseases common during adolescence 

E DISEASE •



•





•







•

Infectious disease process Prevention strategies (ommon (ommunica le iseases 6merging communical e diseases

• • • • • •

Picture nalysis Poster!.logan (oncept Mapping .ituational nalysis 7roup .imulation Panel iscussion

(harts )aptop 2verhead Pro'ector Manila Paper rawing 4ools

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y

• • • •

•

(ooperation lertness ccuracy Aecome responsile in underta&ing wea&nesses evelop the students to critical thin&ing towards responsive decision

seatwor&s, assignments, etc#> 7roup Presentation Pre ssessment Pro'ects





 

CONTENT&

(ommunity and environmental health issues and their impact on people’s health - Pollution - Pests and rodents - etc# 8tili*ation of community resources to address community health prolems 



HEALTH 9OURTH 8UARTER CONTENT STANDARDS&


The learner...

The learner...

demonstrates understanding of environmental health to attain community wellness 

consistently demonstrates healthful practices in order to prevent and control common community and environmental health prolems 

Prevention and management of common community and environmental health issues 


conducts a survey of the pressing 

environmental prolems in the community - water supply - food supply - disease control - sanitation and eautification - peace and order - health and medical care - moral and spiritual - recreational program - drug ause prevent and control - pollution - pests and rodents - community disaster preparedness critically analy*es the impact of community and environmental issues and prolems on people’s health locates, evaluates and uses community health 




LEARNING CONTENT@ TOPICS COMMUNITY HEALTH • •

•

Pollution ?aste Management
• • • • • • • • •

(lass iscussion Arainstorming Picture nalysis Poster!.logan (oncept Mapping .ituational nalysis 7roup .imulation Panel iscussion 7roup ctivity


Pictures
RE9ERENCES

283 ?23) 2" MP6< 1 y

=ALUES

• • • •

•

•

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.elf-iscipline etermination (ooperation Aecome responsile in underta&ing wea&nesses evelop the students to critical thin&ing towards responsive decision 2penness of one’s thoughts and actions (leanliness and 2rderliness (aring of our 5ature


TIME 9RAME

Paper pencil 4est =%ui**es, seatwor&s, assignments, etc#> 7roup Presentation Pre ssessment Pro'ects

1 days

MAPEH 7 Syllabus in New Curriculum

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