Professional Documents
Culture Documents
Instructional Module (G8) PDF
Instructional Module (G8) PDF
Quarter: First
Music: Southeast Asian Music
Competencies:
1. Analyze the music of Southeast Asia.
2. Perform using the music of Southeast Asia.
3. Analyze examples of Southeast Asian music and describes how the musical elements are
used.
4. Relate Southeast Asian music to the lives of the people.
5. Explain the distinguishing characteristics of representative Southeast Asian music in
relation to history and culture of the area.
6. Perform available instruments from Southeast Asia, alone and/or with others.
7. Improvise simple rhythmic/harmonic accompaniments to selected Southeast Asian music
criteria.
8. Explore ways of producing sounds on a variety of sources that would simulate instruments
being studied.
9. Evaluate the quality of your own and others performances and improvisations of Southeast
Asian music using developed.
Activity 1: Blind Map
Instruction: Discuss among your seatmates and try to identify the countries in the given map
below. Then, answer the following questions.
DESCRIPION OF MUSIC
INSTRUMENTS
SAMPLE SONG
Topic:
Content
Punctuality
Very Good
Show very high sense of
creativity and artistry.
Illustrate
impressive
information.
Submit on or before the
deadline.
Good
Show just enough
creativity
and
artistry
Illustrate
just
information
Submit a day after
the deadline.
TOTAL
2
Poor
Creativity is
showed.
not
U
R
U
O
C
A
R
S
Y
H
I
L
U
N
N
K
T
E
A
L
T
O
S
I
H
N
H
E
N
E
I
D
L
O N
R Q
W E
L X
I G
G E
G M
Z T
Q Y
O A
F S
G
U
O
O
S
X
E
K
U
M
K
K
I
L
Z
A
O
R
H
B
Y
Y
O
E
F
E
I
A
L
O
R
J
L
K E
R Z
I O
Y O
T H
W D
I O
T
K
E
L
I
K
A N
F
A
N
G
E
A
N
S
I
R
T
A
G
I
C
K
L
U
I
E
X
E
S
Y
K
I
T
A
K
M
F
E
R
E
I
T
F
U
N
Q
P
Y
N
N
W
A
Y
A
N
G
K
U
L
I
T
B
E
T
G
V
A
C
R
F
I
E
Prepare the colors of fabric paint or acrylic paint on your palette. Watering down the paint can
create a nice watercolor-like wash. Be careful with adding too much water because your batik
might look old and too washed-out. On the other hand, adding just a little bit of water can give
beautiful deep hues but thick acrylic paint sometimes chips off from the fabric. The best way to find
the right balance is to try it out for yourself on a spare swatch of fabric.
6. Paint the fabric
Classic batik usually makes use of one or two colors. This puts emphasis on the lines rather than on
the colors, although multiple colors are not uncommon. When using two or more colors, you can
paint random splotches of color or paint an ordered pattern (e.g. stripes).180
7. Allow the paint to dry
When you have covered the entire fabric with colors, let the paint dry completely. *To find out if
the glue has effectively resisted the paint, check the flip side of your fabric. The areas with glue
should not absorb any of the colors.
A variation you can do is to use the glue lines as the borders for the colors, quite similar to painting
any picture.
8. Remove the glue
Soak the fabric in warm water for 15 to 30 minutes. You can do this in a basin or directly inside a
sink or bathtub. The glue will soften as it soaks longer. You can speed up the process by rubbing on
the areas with glue. After all the glue has been removed, hang the fabric to dry.
Another method that does not involve soaking in water is to peel off the dry glue lines directly from
the fabric. This does not work for certain types of fabric. However, it works well with canvas batik
but not on cotton tank top.
9. Finishing touches
Once your batik has dried, iron it and it is ready to be framed or displayed as an artwork You may
also hem the edges to turn it into a placemat, napkin or bandana. If you worked on a large piece of
batik, you can sew and transform it into a bag, pillowcase, tablecloth, and other projects.
Cutter
Pencil
Old newspaper
Procedure:
1. Choose a bar of soap. Any soap will work; however, a larger bar is easier to hold and gives more
material to work with. Make sure you have a well-covered area to do your soap carving on.
2. Choose a knife to use. Soap is fairly soft, so a sharp knife is not absolutely necessary. Plastic
knives, spoons, or Popsicle sticks would also work. This is especially important to note if you are
doing this project, to prevent any accidents from using sharp knives.
3. Draw an outline of your carving on one side of the soap. You can either draw the outline first
using a pencil, or directly use a knife, orange wood stick, or toothpick to scrape the outline into the
soap.
4. Remove the soap outside the outline using small slivers or chips. Make sure to scrape away only
small portions at a time, as it would be easier to remove than to put back an over scraped portion.
Cutting off too much would cause the soap to break off into chunks.
5. Add detail to the inside of your outline to refine the design further. When the carving is finished,
wet your finger and rub the surface of the soap to create a smooth finish. Allow it to dry and
harden for a day.
Evaluation: Research Report
Rubric title: Rubric for research report
Target Intelligence: Linguistic
Performance Task: Each group will choose one country in Southeast Asia and they will make a
research report about their arts.
Objective: Give importance to the arts of Southeast Asia.
CRITERIA
10
5
3
RATING
Very Good
Good
Poor
Show very high sense Show just enough Creativity
is
not
Creativity
of
creativity
and creativity and artistry
showed.
artistry.
Illustrate impressive Illustrate
just Content is not seen.
Content
information.
information
Submit on or before Submit a day after the Submit 2 days and
Punctuality the deadline.
deadline.
beyond the deadline
TOTAL
Physical Education: Health Related Fitness
Competencies:
1. Recognize the physical activity habits of the family in terms of health-related fitness
components;
2. Undertake fitness tests;
3. Assess the familys strengths and weaknesses in the components of HRF
4. Perform exercises to enhance cardiovascular and muscular fitness;
5. Demonstrate HRF for the family regularly to ensure its promotion of an active lifestyle;
6. Explain why the purpose is critical in ensuring the conduct of activities in the family;
7. Design physical activities that promote cardiovascular and muscular fitness to family
members.
Activity 1: Where Am I?
Instruction: Introduce to your students this brain teasing fun games called Word Scramble.
Instruct them to find from the untangled letters the components associated with Health-Related
Fitness. The words could be in any directions as long as the letters are all inter-connected. Let them
write these words below and define each.
S C E N T E R O W
B T E N D U R A E
O L R V I T A N C
D F L E X I B I
L
Y C O M N D Y T
I
I S O P O G F Y R
T I O N S P T A G
M A X I M U M H E
My answers:
1.________________________________
5
2.________________________________
3. ________________________________
4. ________________________________
Activity 2: Quest for Fitness
Instruction: Reflect on your daily activities and write them down on the table below. Give special
attention to activities that will help improve your Health-Related Fitness and maximize your body
potentials. After a few minutes, group yourselves into 5 or 8 and discuss your answers with the
group. Present your output in class.
My daily
HRF components
routines/tasks
1.
2.
3.
4.
5.
6.
Activity 3: Picture Parade/collage
Instruction: In this activity, you are expected to bring pictures showing different activities of a
person. Display each picture and describe the action and how the person in the picture might be
feeling. List down benefits associated with each activity.
Examples of pictures might include:
1. A smiling child running (feeling free and happy)
2. A group of people engaged in a game or sport (having fun)
3. A figure skater, dancer, or gymnast performing (graceful, powerful)
After displaying your picture parade, ask one of your classmates to report his/her list of
benefits associated with each activity in class. Allow your classmate to explain his/her answer.
Variation: Create a collage or bulletin board display of cut-out pictures from newspapers or
magazines that will illustrate the benefits of being active.
30 kg. =
30
2
1.10 m 1.10 x 1.10
underweight
normal
overweight
obese
= 30 = 24.79
1.21
RESULT
Physical
Emotional
FITNESS
Social
Spiritual
Mental
Evaluation: Fitness Collage Making
Rubric title: Rubric for Collage
Target Intelligence: Visual-Spatial
Performance Task: The students will be grouped. Each group will create their own collage showing
fitness and wellness of a person.
Objective: Give importance to the holistic wellness of a person.
CRITERIA
10
5
3
RATING
Very Good
Good
Poor
Show very high sense Show just enough Creativity is not
Creativity
of
creativity
and creativity and artistry
showed.
artistry.
Illustrate impressive Illustrate
just Content is not
Content
information.
information
seen.
Submit on or before Submit a day after the Submit 2 days and
Punctuality the deadline.
deadline.
beyond
the
deadline
TOTAL
Health: Family Health
Competencies:
1. Discuss sexuality as an important component of ones personality.
2. Explain the importance and dimensions of human sexuality.
3. Analyze the factors that affect ones attitudes and practices related to sexuality.
4. Assess personal health attitudes that may influence sexual behaviour.
5. Relates the importance of sexuality to family health.
6. Discuss the signs, symptoms, and effects of sexually transmitted infections (STIs), such as
Human Immunodeficiency Virus (HIV) Infection and Acquired Immune Deficiency Syndrome
(AIDS).
7. Enumerate steps in the prevention and control of STIs.
8. Analyze why abstinence is the most effective method for the prevention of HIV and AIDS
and other STIs.
9. Follow government policies in the prevention and control of HIV and AIDS (RA 8504 or
Philippine AIDS Prevention and Control Act).
10. Explain other government efforts in ensuring a clean blood supply to prevent issues and
problems related to sexuality (RA 7719 or Blood Services Act of 1994).
11. Apply decision-making skills in managing sexually-related issues.
Activity 1: How I See Myself How Others See Me
Listed below are characteristics which may or may not
Yes, this is very much me!
represent you. Using the icon at the left side, see if you can rate
X No, not me at all.
o Unsure.
7
yourself. After you are done, fold the paper in half and ask a classmate to rate you.
Extrovert
_____
Extrovert
_____
Extrovert
______
Selfish
____
Selfish
____
Selfish
______
Confident
_____
Confident
_____
Confident
______
Aggressive
____
Aggressive
____
Aggressive
______
Shy
_____
Shy
_____
Shy
______
Attractive
_____
Attractive
_____
Attractive
______
Good listener
____
Good listener
____
Good listener
______
Approachable
____
Approachable
____
Approachable
______
Liked
_____
Liked
_____
Liked
______
Fun
____
Fun
____
Fun
______
Sincere
____
Sincere
____
Sincere
______
Irresponsible
____
Irresponsible
____
Irresponsible
______
Kind
_____
Kind
_____
Kind
______
Dependable
____
Dependable
____
Dependable
______
Other/s:
______ Other/s:
Other/s: _____________
____
_____________________
Activity 2: Loop Word
On your activity sheet, encircle the fifteen (15) words related to gender and human
sexuality.
B
Y
N
O
R
M
S
E
L
F
E
S
G
F
E
D
O
F
R
A
H
F
E
M
A
L
E
A
O
E
A
Q
N
X
Q
I
H
M
L
Q
V
U
D
L
U
M
E
I
E
U
I
S
E
X
P
A
A
L
Z
A
O
T
R
K
E
L
L
Y
O
L
R
O
X
D
E
E
T
I
P
I
R
D
G
I
R
L
H
D
T
T
L
Y
J
B
S
X
V
B
O
Y
Follow-up activity:
In your own words, define the encircled words you have found! Check your answers! Using
the rubrics below, see how you fare in this activity.
13-15
Excellent
10-12
Very Good
7- 9
Good
4- 6
Fair
0- 3
Needs Improvement
Activity 3: Pre-assessment
For each of the following topic/idea, place a check mark in the cell that appropriately
describes your experience.
Topic/Concept
Have
Read it
Have heard
it
Have seen on TV or
movie production
Have written a
report paper on it
So what:
Why is this important?
Now what:
10
COSTUMES
Name of
Country
______
ARTS
CULTURE
differences
similarities
Activity 5: Complete ME
Instruction: Complete the following table by reading and researching the following instruments
used in East music.
Instrument
Description
Classification
Origin
(Chordophone,
Aerophone, (Japan, Korea or China)
Membranophone, Idiophone)
Tsuzum
Tsuridaiko
Taiko
Koto
Shamisen
Biwa
Shakuhachi
Nokan
HIchiriki
Sho
Shinobue
Ryuteki
Yueqin
Pipa
Erhu
Yunluo
Sheng
Dizi
Zheng
Pengling
Kayagum
Geomungo
Haegum
Piri
Changgo
Activity 6: Music Analysis (Sakura)
Instruction: Listen to music of Japan entitled Sakura in using the Youtube. Then, analyze the song
based on the following elements. As possible, try to learn the song and prepare for a performance
in the succeeding activity.
Time Signature
dynamics
timbre
Pitch
Form
A. dynamics
___ 24
___ soft
___ light
___ high
___ strophic
___ moderate
___ 34
___ loud
___ bright
___ low
___ binary
B. tempo
___ 44
___ fast (allegro)
___ dark
___ neutral ___ Ternary
___ moderate (moderato)
___ slow (lento)
___ Rondo
b. How do you feel after hearing the song Sakura? _____________________________________.
Evaluation: Vocal Singing (Sakura)
Rubric title: Rubric for vocal singing
Target Intelligence: musical
Performance Task: Allow the class to sing the Sakura song in small groups.
12
3
RATING
Poor
Unable to sing
the
song
improperly.
Students
perform poorly
and unable to
show what is
expected
Content
Punctuality
10
Very Good
Student shows a very
unique artfolio with the
use of different materials.
The artfolio bares a very
informative product which
explains the details of the
task.
Submits the output on or
before the deadline.
5
Good
Student shows just
enough uniqueness
in the artfolio.
The artfolio bares
inadequate
information.
3
Poor
Students shows no
uniqueness in the
artfolio
The artfolio bares
no information at
all.
RATING
CORRESPONDING TEAM
SPORT(Baseball, softball,
basketball)
BASIC SKILLS
Dribble
Chest Pass
Bounce Pass
Assist
Bat/Batting
Pitch
Shoot
Throw
Catch
Homerun
Strike
Balls
Home Base
Initial Sack
Key Stone
14
CORRESPONDING TEAM
SPORT(Baseball, softball,
basketball)
1.
2.
1.
2.
1.
2.
3.
3.
3.
BASKETBALL
YES
NO
BASEBALL
YES
NO
SOFTBALL
YES
NO
2. Just put a checkmark ( ) on the column of your corresponding response to the items
indicated in the survey questions. Its quite easy, right? So go on, grab a pen and
accomplish the questionnaire.
3. Now that youre done, submit the questionnaire to your teacher during the face-to-face
encounter. The result of the survey may help your teacher in designing your succeeding
activities in team sport
Activity 3: Fill-in the missing component
1. Below is a table indicating three columns namely: team sports, basic skills and components
of physical fitness involved in performing the basic skills. Copy the table in your activity
notebook.
2. The team sports at the first column have already been provided together with the
respective basic skills. All you have to do is to identify the component of physical fitness
involved in performing the respective skills. Write your answers in the given column.
3. After accomplishing this, meet with your group, friends or relatives and share your
answers. Consolidate all your answers in another sheet.
4. Identify three most frequent components of physical fitness based on your groups,
relatives or friends responses and come up with an exercise of four repetitions each. Make
sure that it promotes any of the identified fitness components. Do this in five minutes.
5. Let your group present your work to the class
Name: __________________________
Section:___________________________
TEAM SPORTS
Basketball:
Baseball/Softball
BASIC SKILLS
Shooting
Passing
Dribbling
Rebounding
Running
Throwing
Catching
Pitching
Batting
Base Running
15
Instruction: This activity allows you to share your knowledge about team sports which brings out
your expectations of the lesson, your prior knowledge and skills, and the specific team sport you
want to learn more.
Name: _______________________________ Chosen Team Sport:______________
K-What you KNOW
W-What you WANT to know
L-What youve LEARNED
1.
1.
1.
2.
2.
2.
3.
3.
3.
Activity 5: Lecture-Discussion
Instruction: Research about following components in basketball. Put it in a short bond paper.
- Nature and background of basketball
- Basic skills
- Facilities, equipment and playing attire ans shoes
- Basic rules and officiating (Violations and misconduct)
Activity 6: Pick-Shoot and Answer!
Instruction: In this activity, you will be given strips of paper containing questions regarding
basketball. Read each question, think of the answer and write it in your activity notebook.
1. Your class will be grouped into four.
2. Each group will be provided with a bowl containing numbered paper strips with written
questions related to basketball. The groups will assemble in columns facing the blackboard
about three meters away. The bowl of questions in front and a basket near the board about
three meters away.
3. As the go signal is given, the first member of each group picks up a strip of question to
answer. Within 10 seconds, he/she answers the question , then crumples the strip and
shoot it in the basket provided per group.
4. After shooting, the first members go to the board and write their answers on it.
5. The group with the most number of correct answers and successful shots combined, wins
the game.
Date:
Developing
Beginning
16
Content
Punctuality
10
Very Good
Student shows a very
unique artfolio with the use
of different materials.
The artfolio bares a very
informative product which
explains the details of the
task.
Submits the output on or
before the deadline.
5
Good
Student shows just
enough uniqueness
in the artfolio.
The artfolio bares
inadequate
information.
3
Poor
Students shows no
uniqueness in the
artfolio
The artfolio bares no
information at all.
RATING
P D A T I N G V C T J L
R R M A R R I A G E F O O
E E E H T A L C A R E V U
G N F G N E W B O R N E R
N I N F A T U A T I O N T
A E F R I E N D S H I
P S
N N S Y F X 17
N Y J K W G H
C T T E U L F A M I L
Y I
Activity 2: Picture-connectivity
Family
Life
18
2
2
2
2
2
3
3
3
3
3
4 5
4 5
4 5
4 5
4 5
2
2
3
3
4
4
5
5
Activity 9: SLOGAN-MAKING
Instruction: Create a slogan expressing the responsibilities and roles of parents their duties and
responsibilities of parents
Content
Punctuality
10
Very Good
Student shows a very
unique artfolio with the
use of different materials.
The artfolio bares a very
informative product which
explains the details of the
task.
Submits the output on or
before the deadline.
5
Good
Student shows just enough
uniqueness in the artfolio.
The
artfolio
bares
inadequate information.
19
3
Poor
Students shows no
uniqueness in the
artfolio
The artfolio bares
no information at
all.
Submits the output
2 days and beyond
the deadline.
TOTAL
RATING
SOUTH ASIA
WEST ASIA
Follow-up activity: Make a sketch of Asia and locate the counties you identified in the previous activity.
SIMILARITIES
INDIA
PAKISTAN
DIFFERENCES
INDIA
Time Signature
___ 24
___ 34
___
4
4
Dynamics
C. Dynamics
___ soft
___ moderate
___ loud
D. tempo
___ fast (allegro)
___ moderate (moderato)
___ slow (lento)
timbre
Pitch
Form
___ light
___ high
___ strophic
___ bright
___ low
___ binary
___ dark
___ neutral
___ Ternary
___ Rondo
b. How do you feel after hearing the Zum Gali Gali? _____________________________________.
Evaluation: Vocal Performance
Rubric title: Rubric for Vocal Performance
Target Intelligence: Musical
Performance Task: Students will perform the song Zum Gali Gali with rhythmic accompaniment.
Objective: Show appreciation to the music of a sample Asian music.
CRITERIA
Mastery
Vocal
Rhythm
10
Very Good
Sung the song with
utmost confidence
Performed the song
with correct melody
and pitch throughout
the performance
Performed the song
with consistent
rhythmic pattern.
5
Good
Sung the song with some
inconsistencies.
Performed the song with
some inconsistencies in terms
melody and pitch throughout
the performance.
Performed the song with
inconsistencies in term of
rhythmic pattern
3
Poor
Unable to perform the
whole song.
Performed the song with
very poor pitch accuracy
and melody
RATING
Total
Definition
Plastic cups
PROCEDURE:
1. Draw your design on a piece of paper.
2. Spread out the crepe paper or the colored paper on a flat surface.
3. Pour a small amount of bleach in a plastic cup. Take care not to spill any on your clothes or to get
any on your skin.
4. Lightly dip the tip of a cotton bud in the bleach.
5. Create designs on the crepe paper by gently drawing lines with the cotton buds. Be careful not to
tear the thin crepe paper.
6. Decide on the pattern: repeated or alternative motifs, radial, or border design.
ACTIVITY 3: Lines and curves Map of life
MATERIALS NEEDED:
Oslo paper
Pen, pencil or colored pencils
DIRECTIONS:
1. Recall some of your remarkable childhood memories.
2. Using the diagram below sketch or draw the places that have been a part of your life and are of
interest to the members of your family. Example: From your house, church, malls, parks and school.
3. Answer the questions found on the next page.
22
Content
Punctuality
10
Very Good
Student shows a very unique
portfolio with the use of
different materials.
The portfolio bares a very
informative product which
explains the details of the
task.
Submits the output on or
before the deadline.
5
Good
Student shows just
enough uniqueness
in the portfolio.
The portfolio bares
inadequate
information.
3
Poor
Students shows no
uniqueness in the
portfolio
The portfolio bares no
information at all.
RATING
Practice proper and acceptable behaviour when participating in indoor recreational activities;
Topic:
Scrabble
them to reflect on their participation in a scrabble game by accomplishing the questionnaire below.
Let the learners answer the question using the following smiley,
for YES ; and
for NO.
Note: During the duration of the activity, guide the learners in answering the questions.
QUESTIONS
YES
NO
Have I experience playing SCRABBLE
Do I play SCRABBLE often?
Do I play SCRABBLE with friends?
Do I play SCRABBLE with family?
Am I a member of a SCRABBLE team in school?
Do I enjoy participating in a SCRABBLE game?
Do I consider the benefits derived from playing SCRABBLE?
Is there SCRABBLE game enthusiast in my family?
Do I plan to make SCRABBLE as one of my lifelong activity?
Activity 3: Name Me!
Instruction: Together with your students, analyze the results of your pre-assessment to determine
where they are in terms of knowledge. This will serve as your basis in planning the instructional
activities.
Name
Chess piece
Name
Chess piece
Topic:
Scrabble
Win
10
Very Good
Used the pieces and
functions properly
Won the two games
against an opponent
5
Good
Used some of the
movements
and
functions only
Won only 1 game to an
opponent
TOTAL
24
RATING
STATEMENT
Organisms like bacteria and viruses are all over the environment.
Many of the most common diseases are caused by tiny microorganisms called
pathogens.
Communicable diseases come from one infected person to another.
Stomach ache is one symptom that can be manifested by a communicable disease.
Viral hepatitis is caused by a virus that affects the liver.
Rabies virus can enter only the brain cells while polio virus attacks only the nervous
system.
Malaria is a sickness caused by a carrier mosquito.
Pinworms hatch and live primarily in the intestines of a person.
Stagnant water is a reservoir for mosquitoes to multiply.
It is the nature of pathogens to invade its host through certain points of entry to
cause morbidity.
TRUE
FALSE
Indicator
SCORE
10 TRUE
COMMENT
They are
Advanced
Very Good
INDICATIONS
They really know, understand, and practice the prevention of getting
infected.
7-9 TRUE
They need to review someone so that you will know, understand and
practice the prevention of getting infected.
4-6 TRUE
Good
They are prone to get infected easily.
1-3
Poor
They have to do something because you are in danger of getting sick
TRUE
easily.
Congratulations! Since they did well in this activity, are they now excited to find out whats in store for
them in the next level?
Activity 2: Self-Inventory
Instruction: The students will number their activity notebook from 1 to 20. Read the questions and
respond by writing M if the statement describes them most of the time, S if the statement
describes them some of the time and N if the statement never applies to them. The students will
do this without any assistance from you or from anybody.Total the number of each type of the
response. Proceed to the next section, the How Did You Score each section.
QUESTIONS
1 I keep my immunization
records up-to-date.
2 I stay away from people who
currently have cold or flu.
3 I eat a balanced diet daily.
4 I get at least eight hours of
sleep each night.
N
11
12
13
14
QUESTIONS
I listen and respond to my body that it is
tired or that something may be wrong.
I wash my hands before and after every
meal, before preparing food, and after
using the toilet.
I shower or bathe regularly.
I do not share eating utensils or glasses
with other people
25
15
16
17
18
19
20
Write on the first row the name of the disease (look at the choices below)
2
Caused by
3
Caused by
26
4
Caused by
5
Caused by
6
Bites from
7
Bites from
8
Caused by
9
Caused by
Caused by
10
ACNE
MALARIA
ATHLETES FOOT
PNEUMONIA
DENGUEINFLUENZA
JOCK ITCH
RINGWORM
TUBERCULOCIS
WARTS
27
PORTAL OF EXIT
RESERVOIR
PATHOGEN
PORTAL OF ENTRY
SUSCEPTIBLE
2.
3.
28
Across
1. This is the interval between entrance of pathogen into the body to the appearance of first
symptoms.
2. This is the stage when the sick person exhibits signs and symptoms specific to type of
infections.
3. This is the interval when acute symptoms of infection disappears (length depends on
severity of infection and sick persons state of health).
Down
4. This is the interval from the onset of nonspecific signs and symptoms to the appearance of
more specific symptoms time. When microorganisms grow and multiply, and the sick
person may be more capable of spreading disease to others.
Evaluation: Compilation
Instruction: Each student will make a compilation of all the activities relating to communicable
diseases by following the format below.
Rubric title: Rubric for Compilation
Target Intelligence: Knowledge
Performance Task: Students will compile and collect all the activities in health for third quarter
CRITERIA
Completeness
Content
Neatness
Punctuality
10
Very Good
All activities are in.
5
Good
2 activities are not found.
3
Poor
More than 3 activities are not
found.
No important details are
included.
The whole project is a mess.
rating
Total
How it looks
What it is
Bacteria
One-celled organisms
that is found almost
everywhere.
dangerous bacterium it is estimated
that wisteria causes approximately
Examples
Strep throat,
tuberculosis,
sinus infections
Virus
Fungus
Protozoan
Parasite
Have them reflect on the following:
As a student, what can you do to make our environment clean and keep
SO WHAT NOW?
ourselves free from disease?
Do you believe that
you can do great
things to prevent the
spread of
communicable
disease?
1.
2.
3.
4.
5.
29
Wayang
kulit
Peking
opera
Kabuki
Corner 1
Corner 2
Corner 3
Activity 2: Complete Me
Instruction: Describe the Kabuki base on the cue words below. This could be given as an
assignment.
COSTUME
INSTRUMENT
MUSIC
KABUKI/WAYANG
KULIT/PEKING OPERA
PROPS
30
CRITERIA
Excellent
Good
Fair
Needs
Improvement
DESCRIPTION
Always demonstrates understanding of appropriate physical appearance for
performing and connecting with the audience to convey the message
Usually demonstrates understanding of appropriate physical appearance for
performing and connecting with the audience to convey the message
Sometimes demonstrates understanding of appropriate physical appearance
for performing and connecting with the audience to convey message
Rarely demonstrates understanding of appropriate physical appearance for
performing and connecting with the audience to convey message
RATING
4
3
2
1
Arts: Festivals and Theatre Arts of China, Japan, Indonesia and Thailand
Competencies:
1. Identify the festivals and theatrical forms celebrated in China, Japan, Thailand, and Indonesia.
2. Explain the history of the festival and theatrical composition and its evolution and describe how
the townspeople participate and contribute to its festivity and gaiety.
3. Define what makes each of the Asian festivals unique by a visual presentation and report on
selected festivals representing the different Asian countries.
4. Design with a group the visual components of a school drama
5. Analyze the uniqueness of each group that was given recognition for their performances
6. Explain what component contributed in selecting the performing group
Activity 1: Group dynamics
Instruction: choose one theatre act (Florante at Laura, Ibong Adarna, Romeo and Juliet and Miss
Saigon). Analyze the play according to the theatre aspects in the table below. Be prepared to
explain your analysis in front of the class. You may watch these theatres in a YouTube.
Title of the Elements of Theater
Musical/Stage (Audience,
Actors
and
Play
Actresses, Director, Purpose
of Play Piece, Playwright,
Visual Effect, Sound Effect) (4
points)
Elements of Artistic
Expression
(Line, Color, Sound,
Shape,
Space,
Rhythm, Movement,
Texture) (4 points)
Tools of the
Performers
(Body,
Voice,
Emotion) (4 points
Corner 1
Chinas Spring
Festivals
Corner 2
Japans Taiko Drum
Corner 3
Indonesias Bali Dance
Corner 4
Thailands Lantern
1. Tell something about the Chinese Peking Opera. Describe the make-up and movements done in
the play.
Make-up:___________________________________________________________
Movements:_________________________________________________________
2. Write some spectacular things that you see on the stage of Japans Kabuki play? How did the
costumes in the play make it more interesting to watch?
___________________________________________________________________
3. Describe how the Wayang Kulit puppets are performed in the play. How did the stage set up,
sounds, and lights affect the show?
___________________________________________________________________
4. Compare Thailands Nang (shadow puppet show) to Indonesians Wayang Kulit using the chart
below.
Name of Puppet
Shadow Theatre
1. WAYANG KULIT
2. Nang
Materials Used
Movements
Story
Evaluation: Portfolio Making about the China, Japan, Indonesia, and Thailand Theater Arts (3-4
days)
Rubric title: Rubric for Portfolio Making about the China, Japan, Indonesia, and Thailand Theatre
Arts
Target Intelligence: Visual
Performance Task: Each group will make their a portfolio about the China, Japan, Indonesia, and
Thailand Theatre Arts
Objective: Present a creative output about the China, Japan, Indonesia and Thailand Theatre Arts
CRITERIA
Creativity
Content
Punctuality
10
Very Good
Student shows a very unique
portfolio with the use of
different materials.
The portfolio bares a very
informative product which
explains the details of the task.
Submits the output on or
before the deadline.
5
Good
Student shows just
enough uniqueness
in the portfolio.
The portfolio bares
inadequate
information.
Submits the output
a day after the
deadline
3
Poor
Students shows no
uniqueness in the
portfolio
The portfolio bares no
information at all.
RATING
Topic:
Philippine
Folkdances
32
EXAMPLE
Costume
Female
Siesgo and kimono
with
loose
and
longsleeves and soft
panuelo
Music
Count
Description
2/4 composed of
two parts: A and B
BINISLAKAN
SUA-KU-SUA
PANGALAY
TIKLOS
SAKUTING
Musicality
(Timing, Dynamics, and
Mastery)
40%
MASTERFUL: Performs
rhythmic composition with
high level of musicality while
observing proper timing,
dynamics and mastery
STRATEGIC: Performs
rhythmic compositions with
a certain level of musicality
while observing proper
timing, and mastery but with
limited ability to perform
with dynamics
ABLE: Performs rhythmic
compositions with mastery
and limited but growing
ability to perform with timing
and dynamics
APPRENTICE: Performs
rhythmic compositions with
general mastery but could
hardly adapt to varying
dynamics and timing
NOVICE: Performs rhythmic
patterns with low or no
mastery, timing, and
dynamics
Degree of Difficulty
(Complexity and Intricacy in
the Use of Rhythmic
Patterns in Various Meters)
40%
SKILLFUL: Creates skillful
composition of complex and
intricate rhythmic patterns in
duple, triple, and quadruple
meters.
COMPETENT: Creates a
certain degree of skillful
composition of complex
rhythmic patterns in duple,
triple, and quadruple meters.
PRACTITIONER: Creates a
commonly accepted
composition of simple
rhythmic patterns in duple,
triple, and quadruple meters.
APPRENTICE: Creates
rhythmic patterns but could
hardly distinguish differences
among duple, triple, and
quadruple meters
NOVICE: can not create any
rhythmic pattern at all
Characterization
(Behavior During
Performance)
20%
MATURE: Demonstrates
proper characterization and
appropriate behavior in the
performance and with high
level of confidence
SENSITIVE: Demonstrates
proper characterization and
appropriate behavior in the
performance and with a
certain level of confidence
AWARE: Demonstrates
generally acceptable
characterization and proper
behavior towards the
performance and with a
certain level of confidence
DECENTERING: Displays
inconsistent characterization
and demonstrates low level
of confidence
EGOCENTRIC: Has little or no
characterization and behaves
inappropriately towards the
performance
Explain the impact of drinking alcoholic beverages on the family, community, and country
4. Discuss strategies in the prevention and control of cigarette smoking and drinking alcoholic
beverages
Apply resistance skills in situations related to cigarette and alcohol use.
Enumerate healthy alternatives to cigarette and alcohol use.
Follow school rules and government laws related to cigarette and alcohol use.
Prepare advocacy materials against cigarette and alcohol use.
Activity 1: SELF-INVENTORY (ACTIVE OR PASSIVE?
Instruction: Read and answer each item below by writing YES or NO. Total the number of yes
responses for items 1 to 5, 6 to 13, and 14 and 15.
YES
NO
1.
2.
3.
4.
5.
6.
Do you smoke?
Is there someone who lives with you, who smoke?
Do you have friends who smoke?
Are you often exposed to cigarette smoke?
Do you sometimes find yourself with people who smoke?
When people around you smoke, do you let them know that you do not want to inhale
or smell their smoke?
7. Have you tried giving disapproving look at people who smoke to let them know that
you indirectly dislike smoking?
8. Have you ever commented about someone smoking but not directly to the smoker?
9. Have you ever asked smokers to get rid of their smoke?
10. Have you ever asked smokers to transfer to another place so that you would not inhale
their smoke?
11. Have you ever tried moving away from a smoker who does not listen to your appeal?
12. If you are in a vehicle and someone is smoking, do you roll down the window or turn
towards the window to avoid inhaling smoke?
13. Have you ever tried moving away from a smoker without asking him/ her to move
away instead?
14. Will you just let smokers smoke near you, choosing to be passive, saying nothing and
doing nothing?
15. Are you afraid that if you speak out and ask a smoker to stop smoking or move away
from you, that he/ she will laugh or get mad at you?
SCORE
VALUE
INTERPRETATION
ITEMS
6-13
5 or more
items
AT THE RISK OF
EXPOSURE
TO
SMOKE
ACTIVE ZONE
and you stand for your rights and protect your health
3 or
items
1 or 2
ITEMS
14-15
ITEM (NO
ANSWER)
6-13
SCORE
VALUE
INTERPRETATION
8 items
Passive
smoker
34
PASSIVE ZONE
ACTIVE ZONE
SAYS NO TO SMOKING
(ACTIVE ZONE)
HEADING TOWARDS
BEGINNING TO STAND
FOR RIGHTS
AGAINST SMOKING
AT RISK OF EXPOSURE TO
SMOKE (PASSIVE ZONE)
1.
My first step in standing up for my
rights when I am in danger of being exposed
to cigarette smoke is ___________________.
2.
The last time I inhaled someone elses
smoke, I became a passive smoker because
_____________.
3.
I will do the following steps to become
more active about avoiding passive smoke:
____________________.
4.
I know that the benefits of being active
about avoiding smoke are _______.
1.
I will help passive smokers who are
afraid to stand up for their rights to speak
up for themselves on the issue of second
hand smoke by ____________________.
2.
Every time a person smokes near
me, I politely react by ________________.
3.
The following are my ways of
protecting my health from the dangers of
smoke: ___________________________.
4.
The benefits of sharing this healthy
information will be __________________.
35
INTERPRETATION
Congratulations! You do not have a problem with alcohol.
You could be on your way to having a problem with alcohol.
Chances are you already have a problem with alcohol.
You really need help! You have a serious problem with alcohol.
DRUGS
Why do teenagers
experiment on
more dangerous drugs?
Step 3: What are the ways of saying NO? Choose from any of the following:
Say No. No, Im not interested, or simply say No
Change the topic. Say Im going to the park, you can come with me. or Would you like to see a
movie with me?
Tell the truth. Say I hate smoking, it makes my breath smell bad, or smoking makes the body smell
stinky, or Im too young to die.
Joke about it. Say My parents are good at smelling, I wont get past them, or Are you really ready to
die? Im not!
Give reasons. I dont smoke, its bad for the health, or Im pro-environment, smoking makes the air
dirty, or I have a training today, I need clean air to get going, or Lets play basketball, beat me!
Tell a story. Say My father got really sick with smoking. It was painful, or my grandmother died
from smoking. I dont want that to happen to me or to you!
Walk away if you cant change your friends mind.
36
A L C O H O L
Activity 9: Brainstorming
Instruction: Have you seen a person who has consumed alcoholic beverages? What are your
observations? List them inside the bottle.
1. ________
__
2. ________
__
3. ________
__
4. ________
__
5. ________
__
6. ________
__
Activity 3: The Alcohol Path
7. ________
How does alcohol go into your
body? How is it absorbed? Fill in the blanks with correct information.
__
Within 10-20 heartbeats,
Alcohol enters the body first
alcohol in the bloodstream
through the ______.
reaches the __________.
the
the
37
Labels
Graphics Relevance
Attractiveness
Grammar
4
The advocacy
material includes all
required elements
as well as additional
information.
All items of
importance on the
advocacy material
are clearly labeled
with labels that can
be read from at
least 3 ft. away.
All graphics are
related to the topic
and make it easier
to understand. All
borrowed graphics
have a source
citation.
The advocacy
material is
exceptionally
attractive in terms
of design, layout,
and neatness.
There are no
grammatical/mecha
nical mistakes on
the advocacy
material.
3
All required elements
are included on the
advocacy material.
2
All but 1 of the
required elements
are included on the
advocacy material.
1
Several required
elements were
missing.
Many items of
importance on the
advocacy material
are clearly labeled
with labels that can
be read from at
least 3 ft. away.
All graphics relate
to the topic. One or
two borrowed
graphics have a
source citation.
The advocacy
material is
acceptably
attractive though it
may be a bit messy.
Graphics do not
relate to the topic
or several
borrowed
graphics do not
have a source
citation.
The advocacy
material is
distractingly
messy or very
poorly designed.
It is not attractive.
There are more
than 4
grammatical/mec
hanical mistakes
on the advocacy
material.
References:
Music, Arts, Physical Education and Health Guide for Teachers K to 12)
Manual of Rubrics for Performance based-Activities. Rouel A. Longinos. Southwestern University,
Cebu City
Philippines. 2008 Edition.
A worktext in Self-testing Activities (PE 1). Emma Marilla Unciano. 2003 Revised Edition.
(http://www.ph.net/htdocs/education/arts.htm)
38
39