Living With Mapeh - Gr9tm

Living with
Music, Art,
Physical Education,
&
Health
Teacher’s Manual
and Resource Materials
Pamela Rose S. Sumera • Laya Boquiren

Jo-ann G. Grecia • Conrado S. Contreras, Jr.
9
Mark Kenneth S. Camiling
MAPEH
EDITION
i
Scope and Sequence Chart
Pages
Lesson Titles Objectives Student Teacher’s
Textbook Manual
MUSIC
Unit I Music of the Medieval, Renaissance, and Baroque Period
1 The Music of the Medieval Students will be able to. . . pp. 2-9 pp. 2-5
Period (700-1400) 1. describe musical elements of given Medieval period music.
2. analyze the performance practice (setting, composition, role of composers, performers,
and audience) during Medieval period.
3. listen perceptively to selected vocal and instrumental music of the Medieval period.
4. play simple melodies of a chorale and simple accompaniment of the church music.
5. sing examples of Medieval chant troubadour song madrigal, chorale, and selections from
oratorio.
6. create and/or perform songs in Gregorian and/or troubadour styles.
2 The Music of the Renaissance Students will be able to. . . pp. 10-16 pp. 5-8
ii
Period (1400-1600) 1. recognize the music of the Renaissance period.
2. classify sacred music from secular music of the Renaissance period.
3. describe the performance practice during the Medieval period.
4. listen perceptively to selected vocal and instrumental music of the Renaissance period.
3 The Music of the Baroque Students will be able to. . . pp. 17-24 pp. 9-10
Period (1600-1750) 1. recognize Baroque music through its elements.
2. analyze Baroque music through its elements.
3. listen perceptively to selected vocal and instrumental music of the Baroque music.
4. explore other arts and media that portray Baroque elements.
Unit II Music of the Classical Period
4 The Transition of Music to Students will be able to. . . pp. 28-33 pp. 12-13
Classical Period 1. describe musical elements of Classical period in music.
2. relate Classical music to its historical and cultural background.
3. explain the performance practice (setting, composition, role of composers/performers, and
audience) during Classical period.
4. listen perceptively to selected Classical period music.
5. sing themes or melodic fragments of given Classical period pieces.
6. explore other arts and media that portray Classical elements.
7. create and improvises musical instruments of the period.
5 The Father of Symphony and Students will be able to. . . pp. 34-39 pp. 13-14
His Music 1. describe the characteristics of Haydn’s music and its relation to the Classical period.
2. discover the life and works of Franz Joseph Haydn.
3. relate his music to the historical and cultural background of the period.
4. listen perceptively to his musical works.
5. describe musical elements of given Classical period pieces.
6. analyze the importance of the symphony in this era.
7. sng themes or melodic fragments of given Classical musician.
8. explore other arts and media that portray Haydn’s music.
6 A Child Prodigy and His Students will be able to. . . pp. 40-47 p. 15
Sonata 1. describe the characteristics of Mozart’s music and its relation to the Classical period.
iii
2. discover the life and works of Wolfgang Amadeus Mozart.
6. analyze the importance of the Sonata in this era.
7. sing themes or melodic fragments of given Classical musician.
8. explore others arts and media that portray Mozart’s music.
7 The Prince of All Composers Students will be able to. . . pp. 48-54 p. 16
1. describe the characteristics of Beethoven’s music and its relation to the Classical period.
2. discover the life and works of Ludwig Van Beethoven.
7. sing themes or melodic fragments of given Classical musician.
8. explore others arts and media that portray Beethoven’s music.
Unit III Instrumental Music of the Romantic Period
8 From Classical to Romantic Students will be able to. . . pp. 58-65 pp. 18-19
Music 1. describe musical elements of Romantic period in music.
2. relate Romantic music to its historical and cultural background.
3. explain the performance practice (setting, composition, role of composers/performers, and
audience) during Romantic period.
4. listen perceptively to selected Romantic period music.
5. sing themes or melodic fragments of given Romantic period pieces.
6. explore other arts and media that portray Romantic elements.
9 Franz Liszt and Program Students will be able to. . . pp. 66-70 pp. 19-20
Music 1. describe the characteristics of Liszt’s music and its relation to the Romantic period.
4. describe musical elements of given Romantic period pieces.
6. sing themes or melodic fragments of given Romantic musician.
iv
7. explore others arts and media that portray Liszt’s music.
10 Frederic Chopin and Piano Students will be able to. . . pp. 71-75 p. 20
Music 1. describe the characteristics of Chopin’s music and its relation to the Romantic period.
2. discover the life and works of Frederic Chopin.
8. explore others arts and media that portray Chopin’s music.
11 Peter Ilyich Tchaikovsky and Students will be able to. . . pp. 76-79 p. 21
Ballet Music 1. describe the characteristics of Tchaikovsky’s music and its relation to the Romantic period.
2. discover the life and works of Peter Ilyich Tchaikovsky.
8. explore others arts and media that portray Tchaikovsky’s music.
Unit IV Vocal Music of Romantic Period
12 Franz Peter Schubert and the Students will be able to. . . pp. 82-89 pp. 23-24
Art Song 1. discover the life and works of Franz Peter Schubert.
2. describe the characteristics of an art song.
6. explore others arts and media that portray Schubert’s music.
13 The Romantic Opera Students will be able to. . . pp. 90-95 pp. 24-25
1. discover the opera in the Romantic period.
2. describe musical elements of the opera in the Romantic period.
v
3. relate the opera of Bizet and Wagner to the historical and cultural background of the
period.
4. sing themes or melodic fragments of given Romantic opera.
5. explore others arts and media that portray Romantic opera.
14 Giuseppe Verdi Students will be able to. . . pp. 96-101 pp. 25-26
1. describe the characteristics of Verdi’s music and its relation to the Romantic period.
2. discover the life and works of Guiseppe Verdi as a composer.
3. relate his opera to the historical and cultural background of the period.
5. sing themes or melodic fragments of given Romantic Aria.
6. explore others arts and media that portray Verdi’s music.
15 Giacomo Puccini Students will be able to. . . pp. 102-105 pp. 26-27
1. describe the characteristics of Puccini’s music and its relation to the Romantic period.
2. discover the life and works of Giacomo Puccini.
8. explore others arts and media that portray Puccini’s music.
ART
Unit I From Stone to Empire
1 Art and Its Beginnings Students will be able to. . . pp. 108-112 pp. 29-30
1. distinguish characteristics of early examples of human creativity.
2. identify cultures where archaeological evidence of human creativity was discovered.
3. discuss in written or oral form why the will to create makes the human being unique.
2 The Ancient Megalithic Students will be able to. . . pp. 113-121 pp. 31-32
vi
Civilizations 1. distinguish characteristics of the art of megalithic civilizations and analyze the elements and
principles of art that give these characteristics.
2. identify important megaliths and for whom they were built.
3. discuss in written or oral form the ideas informing the artistic creation of selected examples.
4. determine how art in megalithic civilizations continues to have a lasting legacy in the world.
5. explore how ideas inform artistic creations by creating a project.
3 The Origins of Classical Students will be able to. . . pp. 122-131 pp. 32-34
Beauty 1. distinguish characteristics of the art of Classical Greece and analyze the elements and
2. identify artists, statesmen, and thinkers who have contributed to the Classical style in
Greece.
3. discuss in written or oral form the ideas informing the artistic creation of selected
examples.
4. determine how the Classical style contributed to Western art.
4 All Roads Lead to Rome Students will be able to. . . pp. 132-140 pp. 34-35
1. distinguish characteristics of the art of Roman Empire and analyze the elements and
2. identify leaders and city-states who contributed to the creation and dissemination of art at
the height of the Roman Empire.
examples.
4. determine how the art of imperial Rome contributed to Western art.
UNIT II The Cross and the Crown
5 Empire of Heaven Students will be able to. . . pp. 144-151 pp. 37-39
1. distinguish characteristics of Byzantine art and analyze the elements and principles of art
that give these characteristics.
2. identify the centers of imperial power that initiated artistic developments at this time.
examples.
vii
4. determine how Byzantine art contributed to Western art.
6 For God and Glory Students will be able to. . . pp. 152-162 pp. 39-40
1. distinguish characteristics of the art of early Christian and Romanesque art and analyze the
elements and principles of art that give these characteristics.
2. identify conquerors and leaders from the clergy, artisans, and centers of artistic
development.
examples.
4. determine why early Christian and Romanesque art has an enduring legacy in Western art.
7 Age of the Cathedrals Students will be able to. . . pp. 163-172 pp. 41-42
1. distinguish characteristics of Gothic art and analyze the elements and principles of art that
give these characteristics.
2. identify leaders of the clergy or systems of artisanal labor that made the creation of these
artistic feats possible.
examples.
4. determine how Gothic art made a lasting contribution to the Western world.
UNIT III The Enduring Legacy of Renaissance and Baroque Art
8 Rational Order and the Students will be able to. . . pp. 176-189 pp. 44-46
Resurgence of the Classics 1. distinguish characteristics of Renaissance style and analyze the elements and principles of
art that give these characteristics.
2. identify renowned artists who have contributed to the Renaissance style.
3. discuss in written or oral form the ideas informing the artistic creation of selected examples
from Renaissance.
4. determine the lasting legacy of the Renaissance style in art.
9 Dynamic Forms in Theatrical Students will be able to. . . pp. 190-200 pp. 46-48
Space
viii
1. distinguish characteristics of the Baroque style and analyze the elements and principles of
2. identify renowned artists who have contributed to the Baroque style.
from Baroque art.
4. determine the lasting legacy of the Baroque style in art.
UNIT IV Reason and Sentiment
10 The Enlightened Ones Students will be able to. . . pp. 204-211 pp. 50-52
1. distinguish characteristics of the Neoclassical style and analyze the elements and principles
of art that give these characteristics.
2. identify renowned artists who have contributed to the Neoclassical style.
from Neoclassical art.
4. determine the lasting legacy of the Neoclassical style in art.
11 Romantic Sentiment ad Students will be able to. . . pp. 212-219 pp. 52-53
Overwhelming Nature 1. distinguish characteristics of the Romantic style and analyze the elements and principles of
2. identify renowned artists who have contributed to the Romantic style.
from Romantic art.
4. determine the lasting legacy of theRomantic style in art.
12 Sound, Spectacle, and Space Students will be able to. . . pp. 220-225 pp. 54-55
1. distinguish how theatrical elements affect the creation and communication of meaning.
2. identify renowned artists who have contributed to the Romantic style.
from the lesson.
4. determine the lasting legacy of theater in Western art.
ix
PHYSICAL EDUCATION
UNIT I Lifestyle and Weight Management
1 Your Physical Fitness: Students will be able to. . . pp. 230-238 pp. 57-58
Assessment and Goals 1. assess one’s physical fitness levels.
2. participate in regular moderate to vigorous physical activities.
3. monitor progress towards fitness goals through periodic assessments.
2 Eating Habits Assessment Students will be able to... pp. 239-248 pp. 58-59
and Evaluating Information 1. assess one’s eating habits.
2. distinguish facts from myths and misinformation associated with eating habits.
3 Risk Factors for Lifestyle Students will be able to. . . pp. 249-260 pp. 60-61
Diseases determine risk factors for lifestyle diseases (obesity, physical inactivity, poor nutrition, smok-
ing) for major non-communicable diseases lifestyle-related (e.g. diabetes, heart disease, stroke.
cancer).
4 Being a Sports Official Students will be able to... pp. 261-270 pp. 61-62
officiate pracice and competitive games.
5 Fit and Ready Students will be able to... pp. 271-277 pp. 62-63
1. perform appropriate first aid for injuries and emergency situations in physical activity and
sports settings (e.g. cramps, sprain, heat exhaustion).
6 The Active and Helpful You Students will be able to... pp. 278-283 p. 63
1. involves oneself in community service through sports officiating and physical activity
programs.
2. recognizes the needs of others in real life and in meaningful ways.
UNIT II Social Dances
7 Move Your Body Students will be able to. . . pp. 288-293 p. 65

1. understand the relationship of dance to fitness and wellness.
2. use dances to promote fitness ans socialization.
3. practice healthy eating habits that support an active lifestyle.
8 Keep on Dancing Students will be able to. . . pp. 294-300 p. 66

1. describe the nature and background of the Line dance.
x
2. execute the skills involved in the dance.
3. identity and perform the dance steps.
9 Cha Cha Cha Students will be able to. . . pp. 301-305 pp. 66-67
1. describe the nature and background of the Cha cha cha.
2. execute the skills involved in the dance.
3. identity and perform the dance steps.
UNIT III Dancing and Festivals

10 Philippine Festivals Students will be able to. . . pp. 308-312 pp. 69-70
1. appreciate Philippine festivals.
2. perform the basic dance steps used in festival dances.
3. use dances to promote fitness and socialization.
11 Enjoying Dancing Students will be able to. . . pp. 313-317 pp. 70

1. understand dance choreography.
2. use dances to promote fitness and socialization.
3. involve oneself in community service through dancing.
UNIT IV Active Recreation (Indoor and Outdoor)
12 Get Active! Students will be able to. . . pp. 320-327 pp. 72-73
1. describe the nature and background of indoor and outdoor recreational activities.
2. discuss the nature and background of individual and dual sports such as badminton, table
tennis, and tennis.
3. participate in active recreations such as badminton, table tennis, and tennis.
13 Let’s Team Up! Students will be able to. . . pp. 328-334 pp. 73-9574
1. discuss the nature and background of team sports such as basketball, volleyball, football,
baseball, and softball.
2. participate in active recreations such as basketball, volleyball, football, baseball, and softball.
14 Move to the Beat! Students should be able to… pp. 335-339 pp. 74-75
1. discuss the nature and background of dance.
2. participate in active recreations such as creative folk, social, ballroom, contemporary,
xi
modern, jazz, Latin, hip-hop, ballet, tap, stomp, and line dance.
15 Let’s Go Outside! Students should be able to… pp. 340-348 pp. 75-76
1. discuss the nature and background of outdoor recreational activities such as hiking/trekking
and camping.
2. participate in active recreations such as hiking/trekking and camping.
3. practice environmental ethics (e.g., Leave No Trace) during participation in recreational
activities of the community.
16 Move to Do Outdoors! Students should be able to… pp. 349-357 pp. 76-77
1. discuss the nature and background of orienteering and biking.
2. participate in active recreations such as orienteering and biking.
17 Get Others to Move! Students should be able to… pp. 358-363 pp. 78
advocate community efforts to increase participation in physical activities and improve
nutrition practices.
HEALTH
Unit I Live in a Healthy Community and Environment
1 Healthy Community Living Students will be able to. . . pp. 368-373 pp. 80-81
1. define community and environmental health.
2. describe a healthy community.
3. explain the impact of a healthy community and environment to people.
2 Nature’s Problems Students will be able to. . . pp. 374-381 pp. 81-82
1. identify environmental issues and concerns.
2. descibe the nature and causes of the of the environmental issues and concerns.
3. analyze the impact of the environmental issues and concerns on the people’s health.
3 My Community and Students will be able to. . . pp. 382-388 pp. 82-83
Environmental Responsibility 1. explain the role of oneself, the community, and the government in the protection of the
environment.
2. suggest ways on how to prevent and manage environmental health issues.
xii
Unit II No to Illegal Drugs
4 Drugs: Illegal or Legal? Students will be able to. . . pp. 392-401 pp. 85-86
1. define the word “drug.“
2. identify different types of drugs.
3. analyze the short- and long-term negative health effects of drugs.
5 The Impact of Illegal Drugs Students will be able to. . . pp. 402-407 p. 87
1. explain the different dimensions of illegal drug use and abuse.
2. identify warning signs of illegal drug use and abuse.
6 The Drug Scenario Students will be able to. . . pp. 408-413 pp. 88-89
1. describe the drug scenario in the world and in the Philippines.
2. identify agencies responsible for the prevention and control of drug use and abuse.
7 Your Risk, Your Life Students will be able to. . . pp. 414-420 pp. 89-90
1. discuss the risks and protective factors in the use and abuse of illegal.
2. analyze situations for use and non-use of illegal drugs.
3. correct myths and misconceptions about the use and abuse of illegal drugs.
4. discuss strategies in the prevention and control of drug and abuse.
5. develop decision-making and resistance skills.
6. suggest healthy alternatives to drug use and abuse.
Unit III I Am Ready for Emergencies
8 To the Rescue! Students will be able to. . . pp. 424-432 pp. 92-94
1. define injury, emergency, action, and first aid.
2. identify the principles of emergency action and first aid.
3. identify the roles and responsibilites of a good first aider.
4. demonstrate proper conduct of emergency action and first aid.
5. demonstrate basic life support to the injured.
9 Alert for First Aid Students will be able to. . . pp. 433-440 pp. 95-96
1. identify common unintentional injuries that may be addressed with first aid procedures.
2. demonstrate proper first aid procedures for common unintentional injuries.
10 Dressing, Bandaging, and Students will be able to. . . pp. 441-450 pp. 96-98
xiii
Transporting Skills 1. explain function of dressing and bandaging.
2. identify the principles of dressing and bandaging.
3. demonstrate appropriate bandaging techniques.
4. demonstrate proper techniques in carrying and transporting the injured.
5. explain the latest HIV and AIDS status in the country.
6. appreciate the help of government in controlling the spread of HIV and AIDS.
7. decide to live a healthy behavior as this is the best prevention for HIV and AIDS.
Unit IV A Healthy and Violence-Free Community
11 No to Bullying Students will be able to. . . pp. 454-461 pp. 100-102

1. defune bullying.
2. identify the characters involved in a bullying situation.
3. identify the types of bullying and describe examples of acts.
4. explain the impact of bullying to the characters involved in the situation.
5. identify ways to handle and avoid a bullying situation.
12 Building Healthy Friendships Students will be able to. . . pp. 462-468 pp. 102-103
1. define hazing and gang.
2. identify harmful activities.
3. explain the impact of hazing and gang violence on a person.
4. identify ways to handle and avoid hazing and gang violence.
13 Stop the Abuse! Students will be able to. . . pp. 469-475 pp. 103-104
1. define abuse.
xiv
2. identify the types of abuse and describe examples of acts.
3. explain the impact of abuse to the characters involved in the situation.
4. identify ways to handle and avoid abuse.
14 I am Safe with Strangers Students will be able to. . . pp. 476-481 pp. 104-105
1. define extortion, stalking, kidnapping, abduction, and terror attack.
2. explain the impact of violent acts to people involved in the situation.
3. identify ways to handle and avoid violent acts.
Music, Art,
Physical Education,
& Health
xv
Part 1 MUSIC
Unit I
Music of the Medieval, Renaissance, and Baroque Period
In this unit, the students will learn the history of music during the Medieval, Renaissance, and
Baroque period. Listening samples of vocal and instrumental pieces will be provided for deeper
appreciation.
Content Standards Performance Standards

The learner demonstrates understanding The learner Performs selected songs from the Medieval,
of the Medieval, the Renaissance, and the Renaissance, and Baroque periods
Baroque period music. a. Chants d. Chorales
b. Madrigals e. Troubadour
c. Excerpts from Oratorio
Lesson 1: The Music of the Medieval Period (700-1400)

Time Allotment : Two sessions
Target Competencies:
a. describe the musical elements of given Medieval period music;
b. analyze the performance practice (setting, composition, role of composers/performers, and
audience) during Medieval period;
c. listen perceptively to instrumental and selected vocal music of the Medieval period;
d. play simple melodies of a chorale and simple accompaniment of the church music;
e. sing examples of Medieval chant, troubadour songs, madrigal, chorale and selections from an
Oratorio; and
f. create and/or perform songs in the Gregorian and/or troubadour styles.
Day 1
What to Prepare:
Textbook for MAPEH Grade 9, music for listening, audio equipment for listening, PowerPoint
presentation, musical piece, notebook, and pencil
How to Facilitate:
Warming Up 1. Play a popular medieval music. Ask the students to describe the music heard.
2. Ask the students to find a partner and answer the questions listed under Let’s Process
on p. 2.
Transition Question What do you think is the significance of Medieval music in today’s generation?
2
Lesson Proper 1. Facilitate discussion about Medieval period music. Occasionally, refer to the
textbook for some definition and content reading.
2. Start the lesson by providing pictures of evolution of musical notation.
Sixteenth
Eighth
Quarter
Half
Whole
Double
3. Emphasize on the important Medieval terms:

a. Chant/Gregorian Chant d. Minstrels
b. Neums e. Troubadour Music
c. Vocal Music
4. Discuss on the importance of Medieval music and its characteristics.
Elements of Music Characteristics

Rhythm Plainsong rhythm
Triple meter for sacred music and free meter for
secular
Development of system of notation
Melody Use recitative tone
Vocal style
Harmony Use of organum
Modal
Texture Monophonic in the early times
Polyphonic after 1300
Instrumentation/ Instruments were occasionally used
Tone Color
3
Synthesis Question What is the role of the Catholic church in the growth of the music?
Checking Learning 1. Facilitate the class in doing Activity 1.
and Deepening 2. Facilitate the Activity 2 using the same groupings.
Understanding 3. Discuss how the Deepening Understanding activity will be performed in class. Tell
your students that this activity will serve as their first performance practice.
4. You may give your students additional musical learning by giving them a musical
notation of a Gregorian chant below:
Pange Lingua
Gregorian Chant
Looking Back and 1. Review the characteristics of Medieval period music.

Wrapping Up 2. You may suggest the following movies/films set during the medieval period for
culture and music appreciation.
Brave Heart, First Knight, Brave (Disney Movie), Troy…etc.
3. Emphasize how chants are important in church music and how they are performed.
Day 2
What to Prepare:
4
How to Facilitate:
Warming Up Play an example of a medieval music in class. Ask the students to evaluate the music
heard based on the following elements of music.
Song Rhythm Melody Dynamics Tempo Harmony Timbre
Title
1.
2.
Transition Question How did music develop during the Medieval period?
Lesson Proper 1. Facilitate discussion about Medieval period composers.
2. Direct the students on their textbook for reference and content reading.
3. Show pictures of musicians and the musical instruments used during that time.
4. Emphasize on the important Medieval terms:
a. Instrumental Music c. Viol
b. Rebec d. Harpsichord
5. Ask the students to present their own compositions of the Gregorian chant in
Filipino.
Synthesis Question What particular characteristics of the Medieval period do you think is still applicable in
today’s standard of music? Which of the composers do you like most? Why?
Checking Learning 1. Facilitate activities 1 and 2 on p. 7.
and Deepening 2. Discuss the activity under Deepening Understanding on p. 8. Explain the rubric of
Understanding evaluation.
Looking Back and 1. Review important keywords that were dicussed in the lesson.
Wrapping Up 2. Facilitate a short quiz as evaluation.
3. Reiterate to the class the important points of the lsson using Wrapping Up on p. 8.
4. Ask: What significant development in music happened during the Medieval period?
Lesson 2: The Music of the Renaissance Period (1400-1600)

Time Allotment: Two sessions
a. recognize the music of the Renaissance period;
b. classify the music of the sacred music to secular music;
c. describe the performance practice of the Renaissance period music;
d. listen perceptively to selected vocal and instrumental music of the Renaissance period.
Day 1
What to Prepare:
presentation, pictures, musical piece, notebook, and pencil
5
How to Facilitate:
Warming Up 1. Present a picture of some famous artworks in class. Allow your students to name all
them.
Example:
a. Parol from Pampanga
b. Bamboo Organ from Las Piñas
c. Panagbenga flower arrangement from Baguio
d. Spoliarium by Juan Luna
2. Present pictures of a famous artworks during the Renaissance period.
3. Facilitate the discussion on the famous artworks found in the textbook.
Transition Question Why is the Renaissance period also known as the period of “rebirth” in music?
Lesson Proper 1. Facilitate discussion about the Renaissance period.
3. Start the lesson by giving them important details of the Renaissance period in
history.
4. Emphasize on the important Vocal Music Renaissance terms:
a. Sacred Music d. Madrigal
b. Mass, Motet, and Chorale e. A Cappella Singing
c. Secular Music
5. Start the discussion on the importance of Renaissance vocal music and its
characteristics.

Rhythm Free form metric phrasing
Syncopation or metric accent were used
Melody Expressive
Modal/ easy to perform
Melodic lines usually moves within an octave
Imitation among voices is evident
Harmony Simultaneously sounding of more or less
independent lines of melody
Authentic cadence
Intervallic
Texture Mostly Polyphonic
Instrumentation/ Voice was the medium of performance
Tone Color Instruments were only used as reinforcement
6. Show the of musical piece Kyrie by Palestrina on p. 7. Notice how the notes were
written. This also shows examples of how musical piece were written in the time
where printing press were introduced.
6
Synthesis Question Why is it that the Renaissance period is considered as the “Golden Age of A Cappella
Music?” Can you name some group performers that sing A Cappella music in the
Philippines? Show pictures of the following group performers.
1. Philippine Madrigal Singers
2. The Company
3. Filharmonika
4. UST Singers
5. Loboc Children’s Choir
Checking Learning 1. Discuss activity 1 under Checking Learning on pp. 14-15.
and Deepening 2. Facilitate learning of the following examples of sacred songs:
Understanding
Kyrie Eleison
Sanctu
7
Agnus Dei
Looking Back and 1. Review the characteristics of Renaissance period music.

Wrapping Up 2. Give importance to the development of the vocal music.
3. Ask: What particular discoveries or development in Music were made during the
Renaissance period?
Day 2
What to Prepare:
presentation, musical piece, notebook, pencil, and coloring materials
How to Facilitate:
Warming Up Listening Skills: Let your students listen to examples of Renaissance music. Ask the
students to identify if it is a mass or madrigal.
Transition Question What musical instruments were popular during the Renaissance period?
Lesson Proper 1. Facilitate discussion about the Instrumental Music of the Renaissance period
3. Show pictures of musicians at that time and the common musical instruments used.
4. Emphasize on the important Renaissance instrument called Lute.
Synthesis Question What particular characteristics of the Renaissance instrumental music do you think is
still applicable in today’s standard of music?
Checking Learning 1. Discuss Activity 2 under Checking Learning on p. 15.
and Deepening 2. Discuss the activity under Deepening Understanding on p. 15. Explain the rubric for
Looking Back and 1. Review important keywords that were discussed in the lesson.
Wrapping Up 2. Give a short quiz as evaluation.
8
Lesson 3: The Music of the Baroque Period (1600-1750)
Time Allotment : Two sessions
a. recognize the music of the Baroque through its elements;
b. analyze Baroque music through its elements;
c. listen perceptively to selected vocal and instrumental music of the Baroque music; and
d. explore other arts and media that portray Baroque elements.
Day 1
What to Prepare:
How to Facilitate:
Warming Up 1. Ask the students to do the activity on p. 17.
2. Facilitate personal reflection of the questions listed in Let’s Process on p. 17.
Transition Question What significant changes do you think happened in the music of the Baroque period?
Lesson Proper 1. Facilitate discussion about the Baroque period. Occasionally, refer to the textbook
for some definition and content reading.
2. Start the lesson by giving them important details of the Baroque period music.
3. Emphasize on the important Vocal Music Baroque terms:
a. Opera Music
b. Oratorio Music
c. Cantata Singing
4. Start the discussion on the importance of Baroque vocal music and its characteristics.

Rhythm Repetitive meter
Constant tempos
Melody Creation of recitatives and arias
Precursor of Bel Canto style (Beautiful Singing)
Harmony Figured Bass (chordal harmony)
Use of chromaticism and dissonance
Texture Homophonic
Instrumentation/ Violin family
Tone Color Orchestra
5. Show pictures of the following :
Baroque Opera Cantata
Oratorio
6. Provide listening activities.
9
Synthesis Question Which of the three periods do you like most? Why?
a. Medieval
b. Renaissance
c. Baroque
Checking Learning Facilitate the class in doing Activities 1 and 2 on p. 22.
Wrapping Up 2. Ask: What particular music or song in the Baroque period do you like most?
Day 2
What to Prepare:
presentation, musical piece, notebook, pencil, and coloring materials.
How to Facilitate:
Warming Up 1. Play sample songs from the Medieval, Renaissance, and Baroque period.
2. Ask the students to reflect on the songs heard.
3. Call some students to share their reflection in class.
Transition Question What do you think is the main purpose of Baroque period music?
Lesson Proper 1. Facilitate discussion about the Instrumental music of the Baroque period
3. Show pictures of the musical instruments particularly the pianoforte.
4. Emphasize on the important Baroque instrumental music terms
a. Concerto
b. Concerto Grosso
c. Fugue
Synthesis Question What is the characteristic of the Baroque period music based on the Baroque churches
in the Philippines?
Checking Learning 1. Facilitate the class in presenting the Deepening Understanding activity.
and Deepening 2. Discuss the direction and the rubric.
Understanding
3. What significant discovery during the Baroque period helped in the development of
our music today?
10
Unit Test
Time Allotment: One session
Answer Key:
A. 1. A
2. A
3. B
4. B
5. C
6. D
7. A
8. D
9. B
10. C
B. 11. George Friedrich Handel

12. Claudio Monteverdi
13. Adam de la Halle
14. Antonio Vivaldi
15. Giovanni Pierluigi da Palestrina
C. 16. G
17. B
18. E
19. C
20. D
21. H
22. I
23. J
24. A
25. F
Culminating Activity
1. Discuss the details of the Culminating Activity on p. 26
2. Explain the rubric for evaluating the performance.
11
Unit II
Music of the Classical Period
This unit will discuss the music of the Classical period. It will tackle the fundamental changes in
musical styles that differentiated the Baroque from the Classical.
The learner demonstrates understanding of The learner sings and performs themes of symphonic
characteristic features of the Classical period music. and other instrumental forms.
Lesson 4: The Transition of Music to Classical Period

a. describe the musical elements of Classical period in music;
b. relate Classical Music to its historical and cultural background;
c. explain the performance practice (setting, composition, role of composers/performers, and
audience) during Classical period;
d. listen perceptively to selected Classical period music;
e. sing themes or melodic fragments of given Classical period pieces;
f. explore other arts and media that portray Classical elements; and
g. create and improvises musical instruments of the period.
Day 1
What to Prepare:
How to Facilitate:
2. Facilitate personal reflection of the questions lited in Let’s Process on p. 28.
Transition Question What do you think is the function of music during the Classical period?
12
Lesson Proper 1. Facilitate discussion about Classical period music. Occasionally, refer to the
2. Show pictures of the nobles, patrons, and the rich families in Europe during the
Classical period. Discuss how they look like.
3. Start the discussion on the importance of Classical music and its characteristics.

Rhythm Use of Alberti bass
Melody Lyricism
Short
Use of cadences
Harmony Simple
Tonal with harmonic rhythms
Alberti bass was used
Texture Homophonic
Music is light
Instrumentation/ Instrumental
Tone Color Gallant style
5. Discuss the vocal and instrumental music during this period.
Synthesis Question What are the remarkable developments that happened during the Classical period?
Checking Learning 1. Facilitate the class in doing Activity 1 and 2 on p. 31.
and Deepening 2. In groups of four, discuss your assignment found in the Deepening Understanding of
Understanding your book.
Looking Back and 1. Facilitate the group discussion for the presentation during your next meeting.
Wrapping Up 2. Discuss the rubric found in your textbook.
3. Facilitate a short quiz for evaluation.
Day 2
What to Prepare:
Costume and props for the presentation, improvised keyboard instrument
Performance Task:
Facilitate the class in doing the activity under Deepening Understanding on p. 31. Discuss the
rubrics for evaluating the performance.
Lesson 5: The Father of Symphony and His Music

a. describe the characteristics of Haydn’s music and its relation to the Classical period;
b. discover the life and works of Franz Joseph Haydn;
c. relate his music to the historical and cultural background of the period;
13
d. listen perceptively to his musical works;
e. describe musical elements of given Classical period pieces;
f. analyze the importance of the symphony in this era;
g. sing themes or melodic fragments of given Classical musician; and
h. explore other arts and media that portray Haydn’s music.
What to Prepare:
How to Facilitate:
2. Facilitate personal reflections of the questions listed in Let’s Process on p. 34.
Transition Question What do you think is Franz Haydn’s greatest contribution to music history?
Show sample of a surprise symphony excerpt musical piece.
Lesson Proper 1. Facilitate discussion by introducing Franz Joseph Haydn.
2. Start the lesson by giving them important details about his life as a musician:
a. His life
b. His music
c. The Symphony
d. His famous works
Synthesis Question Why was Franz Joseph Haydn called the Father of Symphony?
Checking Learning 1. Facilitate the class in doing Activity 1 on p. 37. Have them analyze the movement of
and Deepening the “Symphony No. 94 in G Major.”
Understanding
Movement Meter Description of Characteristics
each movement
First Movement
Second Movement
Third Movement
Fourth Movement
2. Ask the students to research on three other famous works of Haydn. Allow them to
share their respective outputs in class.
3. Facilitate the class in doing the activity under Deepening Understanding on p. 38.
14
Lesson 6: A Child Prodigy and His Sonata
a. describe the characteristics of Mozart’s music and its relation to the Classical period;
b. discover the life and works of Wolfgang Amadeus Mozart;
f. analyze the importance of the Sonata in this era;
g. sing themes or melodic fragments of given Classical musician; and
h. explore other arts and media that portray Mozart’s music.
What to Prepare:
Textbook for MAPEH Grade 9, video presentation (BBC Animation: The Magic Flute, music for
listening, audio equipment for listening, PowerPoint presentation, musical piece, notebook, and pencil
How to Facilitate:
2. Let them share their finished outputs in class.
Transition Activity Facilitate personal reflection of the questions listed in Let’s Process on p. 40.
Lesson Proper 1. Facilitate discussion on the life of Wolfgang Amadeus Mozart. Occasionally, refer to
the textbook for some definition and content reading.
2. Emphasize on the following points:
a. His life
b His music
c. HIs sonatas
d. Other famous works
3. Facilitate the class in listening to a sonata.
4. Play and sing the song “Ring Sweet Bells, So Merrily.”
5. Facilitate the class in listening to a Sonata-Allegro form music.
Synthesis Question Why do you think was Mozart considered the greatest musical genius of all time?
Checking Learning 1. Facilitate Activities 1 and 2 on p. 45.
and Deepening 2. Discuss the activity under Deepening Understanding on p. 46. Explain the rubric for
Wrapping Up 2. Facilitate a short quiz as evaluation
15
Lesson 7: The Prince of All Composers
a. describe the characteristics of Beethoven’s music and its relation to the Classical period;
b. discover the life and works of Ludwig Van Beethoven;
d. listen percepetively to his musical works;
g. sing themes or melodic fragments of given Classical pieces; and
h. explore other arts and media that portray Beethoven’s music.
What to Prepare:
How to Facilitate:
Warming Up 1. Ask the students to list at least five popular music that Beethoven composed in their
notebooks.
2. Play some of Beethoven’s Music.
3. Facilitate recitation by asking them whether the music they heard was from either a
movie or television.
Transition Question Why do you think Beethoven is popular in the history of music?
Lesson Proper 1. Facilitate discussion by introducing Ludwig Van Beethoven in class.
2. Start the lesson by giving them important details about his life as a musician:
a. His life
b. His music
c. His other famous works
Synthesis Question How did Ludwig Van Beethoven bridge the music of the late Classical era to the Romantic
period music.
and Deepening 2. Discuss the activity under Deepening Understanding on pp. 52-53. Explain the
Understanding rubric for evaluation.
Looking Back and 1. Review important keywords that were discussed on the lesson.
Wrapping Up 2. Reiterate to the class the important points of the lesson using Wrapping Up on p. 53.
16
Unit Test
Answer Key:
A. B.
1. C 11. F
2. B 12. I
3. A 13. B
4. B 14. J
5. C 15. D
6. D 16. E
7. A 17. G
8. C 18. C
9. B 19. H
10. D 20. A
1. Discuss the details of the Culminating Activity on p. 56.
17
Unit III
Instrumental Music of the Romantic Period
In this unit, the students will learn all about the instrumental music during the Romantic period.
The purpose of of music during this period will be discussed and prominent composers who contributed
to the development of instrumental music will be introduced.

The learner demonstrates understanding of The learner sings and performs themes of selected
characteristic features of the instrumental music in the instrumental pieces.
Romantic period.
Lesson 8: From Classical to Romantic Music

a. describe the musical elements of Romantic period in music;
b. relate Romantic music to its historical and cultural background;
c. explain the performance practice (setting, composition, role of composers/performers, and
audience) during Romantic period;
d. listen perceptively to selected Romantic period music;
e. sing themes or melodic fragments of given Romantic period pieces; and
f. explore other arts and media that portray Romantic elements.
What to Prepare:
How to Facilitate:
Transition Question How often do you listen to an instrumental music?
Lesson Proper 1. Facilitate discussion about instrumental music of the Romantic period. Occasionally,
refer to the textbook for some definition and content reading.
2. Show pictures of the baton, conductor, metronome, and piano. Discuss their
importance during the Romantic period.
3. Start the discussion on the importance of instrumental music of the Romantic period
and its characteristics.
4. Discuss the composers of the Romantic period and their contribution to the era.
a. Camille Saint-Saens d. Robert and Clara Schumann
b. Hector Berlioz e. Johannes Brahms
c. Felix Mendelssohn f. Niccolo Paganini
18
Synthesis Question Why is instrumental music important during the Romantic Period?
Checking Learning 1. Facilitate Activities 1 and 2 on p. 64
and Deepening 2. Discuss the activity under Deepening Understanding on p. 64. Explain the rubrics
Understanding for evaluation.
Lesson 9: Franz Liszt and Program Music

a. describe the characteristics of Liszt’s music and its relation to the Romantic period;
b. relate his music to the historical and cultural background of the period;
c. listen perceptively to his musical works;
d. describe musical elements of given Romantic period pieces;
e analyze the importance of program music in this era;
f. sing themes or melodic fragments of given Romantic musician; and
g. explore other arts and media that portray Liszt’s music.
What to Prepare:
How to Facilitate:
2. Let them share their outputs in class.
Transition Question Facilitate personal reflection on the questions listed under Let’s Process on p. 66.
Lesson Proper 1. Facilitate discussion on the life of Franz Liszt. Occasionally, refer to the textbook
a. His life
b. His music
c. Program music
Synthesis Question How will you be able to recognize a Program Music?
Checking Learning 1. Facilitate Activity 1 on p. 68. You may choose from the titles below. Ask the students
and Deepening to answer the question listed under the activity.
Understanding • Liebestraum
• Mephisto Waltz
• La Campanella
• Un Sospiro
2. Facilitate Activity 2 in class. Discuss the rubrics for the presentation.
3. Discuss the activity under Deepening Understanding on p. 69. Explain the rubric for
evaluation.
19
3. Facilitate a short quiz as evaluation.
4. Ask: What made Franz Liszt one of the notable names in the Romantic period
particularly for instrumental music?
Lesson 10: Frederic Chopin and Piano Music

Time Allotment : One session
a. describe the characteristics of Chopin’s music and its relation to the Romantic period;
b. discover the life and works of Frederic Chopin;
e. describe musical elements of given romantic period pieces;
g. sing themes of melodic fragments of given Romantic pieces; and
h. explore other arts and media that portray Chopin’s music.
What to Prepare:
Textbook for MAPEH Grade 9, video presentation, music for listening, audio equipment for listening,
PowerPoint presentation, musical piece, notebook, and pencil
How to Facilitate:
Warming Up 1. Facilitate the activity on p. 71.
2. Facilitate personal reflection of the questions listed on Let’s Process on p. 71.
Transition Question What significant changes did Frederic Chopin make in piano music?
Lesson Proper 1. Introduce Frederic Chopin in class.
2. Facilitate discussion on the following:
a. His life
b. His music
c. Piano Music
d. His famous works
Synthesis Question What made Frederic Chopin as the “Poet of the Piano?”
Checking Learning 1. Facilitate Activites 1 and 2 on p. 74.
on Deepening 2. Discuss the activity under Deepening Understanding on pp. 74-75. Explain the
20
Lesson 11: Peter Ilyich Tchaikovsky and Ballet Music
a. describe the characteristics of Tchaikovsky’s music and its relation to the Romantic period;
b. discover the life and works of Peter Ilyich Tchaikovsky;
d. listen perceptively to his musical works;s
e. describe musical elements of the given Romantic period pieces;
f. analyze the importance of the ballet music in this era;
g. sing themes or melodic fragments of given Romantic pieces; and
h. explore other arts and media that portray Tchaikovsky’s music.
What to Prepare:
PowerPoint presentation, musical piece, notebook, and pencil
How to Facilitate:
2. Let them share their finished outputs in class.
Transition Question Can you guess what particular form of music did Tchaikovsky give the Romantic Period?
Lesson Proper 1. Introduce Peter Ilyich Tchaikovsky in class.
2. Facilitate discussion on the following :
a. His life
b. His music
c. Ballet Music
d. His famous works
Synthesis Question Aside from Ballet music, what other form of music did Tchaikovsky give importance to?
and Deepening 2. Discuss the Deepening Understanding activity on p. 78. Explain the rubric for
Wrapping Up 2. Reiterate to the class the important parts of the lesson using Wrapping Up on p. 79.
3. Ask: What is the significant contribution of Peter Ilyich Tchaikovsky in the Romantic
Period? How did he show nationalism in his music?
Performance Task: Dance Performance

Perform a dance mash-up in class. Choose any ballet music of Tchaikovsky and mash it up with any
hip-hop music today. Use the rubric in the book for the performance.
21
Unit Test
Answer Key:
A. B.
1. Germany 11. T
2. Beethoven 12. N
3. Brahms 13. T
4. T 14. A
5. T 15. R
6. Program Music 16. A
7. Franz Liszt 17. I
8. Square Piano 18. M
9. T 19. C
10. The Sleeping Beauty 20. O
1. Discuss the details of the culminating activity on p. 80.
2. Explain the rubrics for evaluating the performance.
22
Unit IV
Vocal Music of the Romantic Period
In this unit, the students will be introduced to the vocal music of the Romantic period such as the
art song and the Romantic opera. Prominent components behind the development of these vocal music
will also be introduced.

The learner demonstrates understanding of The learner sing and performs themes of selected
characteristic features of the vocal music in the songs.
Romantic period.
Lesson 12: Franz Peter Schubert and the Art Song

a. discover the life and musical works of Franz Peter Schubert;
b. describe the characteristics of an art song;
e. sing themes or melodic fragments of given Romantic musician; and
f. explore other arts and media that portray Schubert’s music.
What to Prepare:
How to Facilitate:
Transition Question What do you think is Franz Peter Schubert’s contribution to the vocal music of the
Romantic period?
Lesson Proper 1. Introduce Franz Peter Schubert in class. Occasionally, refer to the textbook for some
definition and content reading.
a. His life
b. His music
c. Art song
d. His famous works
Synthesis Question What is your idea of an Art Song?
23
and Deepening 2. Discuss the activity under Deepening Understanding on pp. 86-88. Explain the
3. Facilitate a short quiz for evaluation.
Lesson 13: The Romantic Opera

a. discover the opera in the Romantic Period;
b. describe the musical elements of the opera in the Romantic Period;
c. relate the opera of Bizet and Wagner to the historical and cultural background of the period;
d. sing themes or melodic fragments of given Romantic opera; and
e. explore other arts and media that portray Romantic opera.
What to Prepare:
How to Facilitate:
Transition Question What do you think is the difference between the Romantic opera and the opera today?
Lesson Proper 1. Facilitate discussion about the Romantic opera. Occasionally, refer to the textbook
2. Discuss the different types of Opera.
a. Italian Opera
b. French Opera
c. German Opera
d. Naturalistic Opera
3. Tackle the different components of the Opera.
a. Libretto
b. Overture
c. Recitative
d. Aria
e. Duo, trio, and other ensemble
f. Chorus
g. Orchestra
h. Ballet
i. Acts or scene
24
4. Explain the different kinds of voice classification.
a. Female
• Alto
• Mezzo
• Soprano
b. Male
• Bass
• Baritone
• Tenor
5. Introduce the diferent Romantic opera composers.
a. George Bizet and French opera
b. Wilhem Richard Wagner and Music Drama
Synthesis Question How will you describe an opera?
Checking Learning 1. Facilitate Activities 1 and 2 on p. 94

and Deepening 2. Discuss the activity under Deepening Understanding on page 94. Explain the rubric
Understanding for evaluation.
Looking Back and 1. Review the keywords that were discussed in the lesson.
3. Facilitate a short quiz as evaluation.
4. Ask: How will you describe the evaluation of an opera?
Lesson 14: Giuseppe Verdi

a. describe the characteristics of Verdi’s music and it’s relation to the Romantic period;
b discover the life and works of Giuseppe Verdi as a composer;
c. relate his opera to the historical background of the period;
e. sing themes or melodic fragments of given Romantic Aria; and
f. explore other arts and media that portray Verdi’s music.
What to Prepare:
power point presentation, musical piece, notebook, and pencil
25
How to Facilitate:
Warming Up 1. Ask th students to do the activity on p. 96.
Transition Question What are Giuseppe Verdi’s influence in the Romantic opera?
Lesson Proper 1. Introduce Giuseppe Verdi.
2. Facilitate discussion on the following :
a. His life
b. His music
c. His famous works
Synthesis Question If you will be given a chance to watch a full opera show, which of his opera will you
and Deepening choose and why?
Understanding a. Aida
b. Rigoletto
and Deepening 2. Dsicuss the activity under Deepening Understanding on pp. 99-101. Explain the
3. Reiterate to the class the important poiints of the lesson using Wrapping Up on p. 101.
Lesson 15: Giacomo Puccini

a. describe the characteristics of Puccini’s music and its relation to the Romantic period;
b. discover the life and works of Giacomo Puccini;
e. describe musical elements of given Romantic period pieces;
f. analyze the importance of the opera in this era;
g. sing themes or melodic fragments of given Romantic musician; and
h. explore other arts and media that portray Puccini’s music.
What to Prepare:
Textbook for MAPEH Grade 9, music for listening, audio equipment for listening, video presentation
“Emir,” musical piece, notebook, and pencil
26
How to Facilitate:
2. Facilitate personal reflection of the questions listed in Let’ Process on p. 102.
Transition Question What style did Giacomo Puccini use in his Romantic opera composition?
Lesson Proper 1. Introduce Giacomo Puccini.
2. Facilitate discussion on the following:
a. His life
b. His music
c. His famous works
Synthesis Question How did Puccini play an important part in the evolution of Italian opera?
Checking Learning 1. Facilitate Activities 1 and 2 on p. 104 of the TX.
and Deepening 2. Discuss the activity for Deepening Understanding on p. 104. Explain the rubric for
Looking Back and 1. Review important keywords that were discusssed in the lesson.
3. Reiterate to the class the important points of the lesson using Wrapping Up on
p. 105.
4. Ask: Why is Puccini considered the greatest Italian opera composer?
27
Unit Test
Answer Key:
A. B.
1. T 11. Schubert
2. T 12. Verdi
3. T 13. Schubert
4. Lieder 14. Puccini
5. T 15. Verdi
6. Rigolletto 16. Schubert
7. T 17. Verdi
8. three 18. Wagner
9. T 19. Puccini
10. T 20. Wagner
2. Explain the rubric for evaluation.
28
Part 2 ART
Unit I
From Stone to Empire
This unit is divided into several lessons with a discussion on select examples across Western Art
contexts: evidences of early creative impetus in pre-historic contexts; exemplars from the ancient
civilizations of Mesopotamia and Egypt; art in the Classical Greece or the Hellenic and Hellenistic
period; and art that flourished during the expansion of the Roman Empire.
The teacher must not simply survey the list of artworks or recite names of artists and ask students
to memorize them. Instead, the teacher must handle the lessons using philosophical foundations in art
as integral to human formation. This is your hidden curriculum. The role of the teacher is to explain the
development of ideas through time as seen in art. The synthesis questions provide the framework of the
discussion per chapter.
The learner is provided with: The learner will be able to:
a. a review of the art elements and processes. a. participate competently in a presentation of a
b. synthesis of knowledge of art elements and creative impression of a period. For this unit,
processes with acquired introductory knowledge several contexts are studied: the pre-historic,
on the culture and history of Western Art contexts ancient Mesoptamia and Egypt, Classical Greece,
from the pre-historic period to the Roman Empire. and the Roman Empire.
c. explanation on how the arts serves as integral to b. recognize the difference and uniqueness of the
the development of societies, spiritual beliefs, art styles of the different periods (techniques,
historical events, scientific discoveries, natural process, elements, and principles of art) with
disasters, and other phenomena. specific learning competencies per lesson.
Lesson 1: Art and its Beginnings

a. distinguish characteristics of early examples of human creativity using archaeological finds
typically categorized as art;
b. identify cultures where archaeological evidence of human creativity was discovered; and
c. discuss in written or oral form why the will to create makes the human being unique.
All competencies excluding competency #13 in the DepEd CG for Art are integrated in the learning
objectives above. These competencies are listed as objectives in the student’s TX. The activities in
the TX target competencies pertaining to evaluation, application of concepts, and creation as learning
evidences.
29
What to Prepare:
Photos of the Hall of the Bulls and the Woman of Willendorf
How to Facilitate:
Warming Up Collaborative work to be answered directly on the TX. You have the option to ask the
students to prepare for this beforehand so that they will only share their answers by the
time you meet for class. In Ancient Wonders of the World, ask the students to identify
at least five wonders of the world cited by UNESCO and the places where they can
be found. You may call students to share their outputs with the class for a dynamic
classroom discussion. If there are too many of them, you may ask them to form groups
of not more than five members and choose a representative to share their consolidated
answers to the class. You may check the students’ TX to ensure that each individual
student really answered the questions on the TX and participated in the activity. Set aside
ten minutes for this activity.
Transition Question 1. What makes the UNESCO Wonders of the World remarkable creations of human
beings?
2. What observations can you make out of their physical characteristics such as lines,
colors, textures, shapes, etc.? Cite as many observations.
3. Since these wonders are archaeological discoveries unlike artworks found in
museums or architectural landmarks, cite one reason why they are important in
human civilization?
Lesson Proper 1. Facilitate a discussion on the sample artworks indicated in the TX. Discuss form,
content, and context.
2. Emphasize the following points:
a. The cave paintings at the Hall of the Bulls and the Woman of Willendorf are
objects created by humans that reveal aspects of culture.
b. The existence of the objects reveal the will to create from imagination and in a
manner that goes beyond perceived physical characteristics that one sees in the
natural world.
c. The creations reveal the human ability to imagine, remember, and draw up
sentiments about the world around them. They go beyond the instinct to survive.
Synthesis Question Are archaeological artifacts considered art? Why or why not?
Checking Learning 1. Discuss the instructions in Tales from the Cave. The student is asked to create an
and Deepening illustration and to explain his or her output. Give importance to the concepts as
Understanding articulated in written form more than the illustrations. Explain the rubric in detail
and establish deadlines.
2. Discuss the Ancient Achievements of Our Own activity. While the activity asks for a
list, devote time scrutinizing the reasons articulated because the analysis component
demonstrates higher order thinking skills that you must nurture as a teacher.
Looking Back and Ask the students to write their reflections on the journal that demonstrate their learning
Wrapping Up competencies. You may ask them to expound on their insights gathered in Deepening
Understanding and respond to the Synthesis Question so that they will have a better
appreciation of local examples of human creativity as they engage with a bigger system
of knowledge on art.
30
Lesson 2: The Ancient and Megalithic Civilizations
a. distinguish characteristics of the art of megalithic civilizations in Egypt and Mesopotamia and then
analyze the elements and principles of art that give these characteristics;
b. identify important megaliths and for whom they were built;
c. discuss in written and oral form the ideas informing the artistic creation of selected examples;
d. determine how art in megalithic civilizations continues to have a lasting legacy in the world; and
e. explore how ideas inform artistic creations by creating a project.
evidences.
What to Prepare:
Prepare PowerPoint slides of all the works discussed in the TX.
How to Facilitate:
Warming Up Collaborative work to be answered directly on the TX. The teacher may ask the students
to prepare for this beforehand so that they will only share their answers in class. In
Ancient Megaliths, ask the students to observe physical characteristics in the photograph
of the Palace of Ashurnasirpal in the ancient city of Nimrud. You may call students to
share their outputs with the class for a dynamic classroom discussion. You may ask them
to choose a representative to share their consolidated answers to the class. Check the
students’ TX to ensure that each individual student really answer the questions on the TX
and participated in the activity. Set aside ten minutes for this activity.
Transition Question 1. What purpose do you think these architectural structures serve? Cite at least one
or Activity answer.
2. The statues show a human-like figure with a beard and military head adornments.
However, the body is that of an animal – the four legs of a powerful, muscular beast,
and wings that seem to spread wide in the air. What attributes do they suggest? Cite
at least two attributes.
3. Why do you think was it important for rulers to use monuments of great scale and
symbols of themselves and their rule in objects and architectural ornamentation?
Cite at least two answers.
31
Lesson Proper 1. Facilitate a discussion on the sample artworks indicated in the TX. Make sure that in
the discussion of the socio-historical aspects or context of the work, a discussion on
the elements and principles of organization in the artwork or form is not neglected.
a. Megalithic civilizations tend to be invested in building architectural structures
that exhibit colossal size, and they are built not only to commemorate rulers
but display the power and might of their domains. They asserted the economic
status and military prowess of the civilizations that built them.
b. These colossal structures were built by deploying a huge labor force of followers
and/or slaves, and so the social world and the multicultural character of the
conquered domains are seemingly embedded in these colossal structures.
c. The legacy of ancient civilizations has endured until the present day.
Synthesis Question How do ancient architectural landmarks and functional objects create an impression of
greatness and power?
Checking Learning 1. Discuss the instructions in Megaliths for Eternity. The student is tasked to create
and Deepening an illustration and to provide a rationale output. Give importance to the concepts as
Understanding articulated in written form more than the illustrations. Explain the rubric in detail
and establish deadlines.
2. Discuss the Megaliths in Our Time activity. While the activity asks for a list, the
teacher must scrutinize the analysis because this portion demonstrates higher order
thinking skills that must be encouraged among students.
appreciation of the legacy of Mesopotamian and Egyptian civilizations as they engage
with a bigger system of knowledge on art.
Lesson 3: The Origins of Classical Beauty

a. distinguish characteristics of the art of classical Greece and analyze the elements and principles of
art that give these characteristics;
b. identify artists, statesmen, and thinkers who have contributed to the Classical style in Greece;
d. determine how the classical style contributed to Western Art; and
evidences.
32
What to Prepare:
Prepare PowerPoint slides of the works discussed in the TX.
How to Facilitate:
Warming Up Collaborative work to be answered directly on the TX. You may ask the students to
prepare for this beforehand so that they will only share their answers by the time you
meet for class. As a take-off point in Beauty and Elegance, ask the students to fill in the
blanks and share them to a small group of three to five students.
1. Think of a sculpture that features heroes and heroines from Greek mythology.
Describe the physical appearance of these mythological characters? Provide at least
three descriptions.
2. Observe the Parthenon in the photograph on the TX. What are some physical
characteristics you can immediately observe? Identify at least three observations.
You may ask them to choose a representative to share their consolidated answers
to the class. You may check the students’ TX to ensure that each individual student
really answers the questions on the TX as proof that he or she participates in the
activity. Set aside ten minutes for this activity.
Transition Question 1. What is your idea of ideal beauty? Is there such a thing?
2. Why does the Parthenon possess timeless elegance?
Lesson Proper 1. Facilitate a discussion on the sample artworks indicated in the TX. Keep in mind the
inseparability of form and content. Pay attention to the elements and principles of
art as seen in the works discussed in the TX. Encourage a close reading of the form
even as you discuss the content and historical and cultural context of the works.
a. Art in Classical Greece generally sought to idealize the natural world by
attempting perfection.
b. The Greeks mastered rendering perfect forms in marble and even after Greece
became reduced to a province of Rome, features of art in Classical Greece were
admired, imitated, and disseminated by the Roman Empire.
c. The conventions of classical architecture and sculptures in Greece have been
disseminated worldwide and have informed standards of beauty.
d. Classical beauty is associated with heroic virtue and humanism, the triumph of
order and chaos, and the quest for perfect forms
Synthesis Question What makes the classical sculptures and architecture pleasing to the eyes?
Checking Learning 1. Discuss the instructions in the activity Greek Avatar. The student is asked to create
and Deepening a visual study and to provide an explanation of his or her output. Give importance
Understanding to the concepts as articulated in written form more than the visual study. Explain the
rubric in detail and establish deadlines.
2. Discuss the Timeless Elegance activity. While the activity asks for photographs,
devote time scrutinizing the analysis because these items demonstrate higher order
thinking skills that you must nurture as a teacher. Encourage critical thinking by
asking the student to reflect on the idea of beauty and timeless elegance.
33
appreciation of Greek Architecture and Sculpture as they engage with a bigger system of
knowledge on beauty and art.
Lesson 4: All Roads Lead to Rome

a. distinguish characteristics of the art of the Roman Empire and analyze the elements and principles
of art that give these characteristics;
b. identify leaders and city states who contributed to the creation and dissemination of art at the height
of the Roman Empire;
d. determine how the art of imperial Rome contributed to Western Art; and
All competencies excluding competency #13 in the DedEd CG for Art are integrated in the learning
evidences.
What to Prepare:
How to Facilitate:
students to prepare for this beforehand so that they will only share their answers in class.
In Imagining the Empire, ask the students the following:
1. List as many architectural landmarks you can find in the Philippines that make use
of arches, domes, and columns?
2. Where do you find amphitheaters and colosseums in the Philippines? List as many
as you can think of
3. List three immediate physical characteristics you see in the Pantheon.
From these, the teacher can gather their perceived characteristics of the Roman
Empire manifested in the architectural innovations, how scale and grandiosity of
their civic spaces communicate the ambition of the Romans.
You may call students to share their outputs with the class for a dynamic
classroom discussion. Ask them to choose a representative to share their consolidated
student really answered the questions on the TX and participated in the activity. Set
aside ten minutes for this activity.
34
Transition Question 1. What purpose do these landmarks serve and how do they enrich civic life?
2. How does the Pantheon façade demonstrate the importance given to scale and the
grandiosity of civic spaces communicating the ambition of the Romans?
Lesson Proper 1. Facilitate a discussion on the sample artworks indicated in the TX. Discuss the
formal aspects of each work first before discussing their historical context. The
teacher may call on students and ask them to share their observations on this.
a. Public life is important to the Romans, and so they built architectural feats
meant for public life and expansion of their domains.
b. Art in the Roman Empire tended to espouse ideas of valor in warfare – this dark
history of Roman Art need not be celebrated but instead revisited critically.
c. The Romans left a lasting artistic legacy to the world in terms of style and use
of materials.
Synthesis Question How different and similar are the artistic feats of Romans to that of the Greeks?
Checking Learning 1. Discuss the instructions in When in Rome. The teacher deploys visual methods
and Deepening in order to encourage shared inquiry in the classroom. The teacher must give
Understanding importance to the ideas articulated in written form more than the visual study itself.
Explain the rubric in detail and establish deadlines.
2. Discuss the Timeless Elegance activity. While the activity asks for a diagram, devote
time scrutinizing the analysis because these items demonstrate higher order thinking
skills that you must nurture as a teacher.
appreciation of how classical ideals were sustained throughout time.
35
Unit Test
The answers can be found on the relevant segments of the TX. Discuss each answer for clarity.
I. Modified True or false (5 points; if false, supply the correct answer)

All true except:
3. Classical beauty is a celebration of how chaos prevails against order. (order prevails against
chaos)
II. Identification (10 points or 1 point each for every blank filled up with the correct answer)
1. ziggurat
2. ashlar
3-4. proportions, organic unity
5. Laocoon
6-7. Doryphoros, harmony of opposites
8. Colloseum
9. Hermes with Dionysus, Aphrodite of Knidos
10. Pantheon
III. Short Essay (10 points)

The answers may vary but you may evaluate the student based on clarity of ideas and accuracy
based on the TX.
Discuss the rubric for the exhibit and establish deadlines. Instruct the students to set up and pack
up the exhibit.
36
Unit II
The Cross and the Crown
Recognize the difference and uniqueness of the art styles of the different periods (techniques,
process, elements, and principles of art) with specific learning competencies per lesson.
This unit covers the Age of Faith from the early 4th century to the 14th century. Three dominant
artistic styles are featured: Byzantine, Romanesque, and Gothic. On the one hand, scholars used the
term “medieval” or “middle ages” to refer to the interim between the fall of the Roman Empire and
the resurgence of classical ideals during the Renaissance. However, the Medieval Ages may instead be
regarded as an age of the Christian faith. Selected artworks are foregrounded by the prevailing ideas,
social environment, and worldviews present at the time of their creation. Although the categories “art”
and “artist” were not yet in use at these junctures, this unit includes a discussion on guilds and master
craftsmen.
In the discussion, the teacher bridges a discussion of materials, techniques, elements and principles
of design—the formal aspects of the work—with the historical contexts where they belong. The teacher
must anchor the discussion of the formal aspects of artworks on philosophical ideas through time.
The learner is provided with: The learner will be able to participate competently in
a. a review of the art elements and processes. a presentation of a creative impression of a period.
b. synthesis of knowledge of art elements and For this unit, several contexts are studied: Byzantine,
processes with acquired introductory knowledge Romanesque, and Gothic.
on the culture and history of Western Art contexts
inclusive of the Byzantine Empire, Romanesque
period, and Gothic period.
c. explanation on how the arts serves as integral
to the development of societies, spiritual belief,
historical events, scientific discoveries, natural
disasters, and other phenomena.
Lesson 5: The Empire of Heaven

a. distinguish characteristics of Byzantine art and analyze the elements and principles of art that give
these characteristics;
b. identify the centers of imperial power that initiated artistic developments at this time;
d. determine how Byzantine art contributed to Western Art; and
37
evidences.
What to Prepare:
How to Facilitate:
Warming Up Collaborative work to be answered directly on the TX. In Imperial Splendor, ask the
students about the legacy of the Eastern Roman Empire or the Byzantine Empire in
Western Art. Ask them to do the following:
1. Think of the most grandiose church you have entered. From your own experience,
list at least three reasons why church interiors appear splendid-looking? Give a
visual description of the elements you see.
2. List at least three observations on the mosaic at the San Vitale shown in the
photograph
You may call students to share their outputs with the class for a dynamic
classroom discussion. If there are too many of them, you may choose a representative
to share their consolidated answers to the class. Check the students’ TX to ensure
that each individual student really answered the questions on the TX and participated
in the activity. Set aside ten minutes for this activity.
Transition Question 1. Based on your experience going inside a church, why do these church interior
or Activity characteristics inspire awe?
2. Based on the photograph of the San Vitale mosaic, what does it suggest about the
political relationship between the emperor and the archbishop? Cite at least one
inference.
3. There was a time that artistic splendor showed how imperial expansion is conflated
with Christianity. How does the Byzantine mosaic demonstrate this idea?
Lesson Proper 1. Facilitate a discussion on the sample artworks indicated in the TX.
a. The Byzantine emperors considered themselves Romans and presented
themselves as heirs to the Roman Empire. The range of artistic production were
informed by this maxim.
b. As Christianity became the official religion of the empire, the emperors
considered themselves the mediators of the Christian God’s will and thus
reigned as both leader of the church and the empire. The iconography or visual
motifs in art were informed by such ideas.
c. The Byzantine style was a result of an ambitious project of building numerous
churches of monumental scale showing the harmonious fusion of the East and
the West.
d. The architectural feats that flourished due to the patronage of the wealthy church
borrowed elements from the enduring classical style although the symbolic
importance of images took a higher precedence over the classical rules of
rendering.
38
Synthesis Question How does the Byzantine style present Christianity as absolute and powerful?
Checking Learning 1. Discuss the instructions in Imperial Splendor. The student is asked to create a visual
and Deepening study and to provide an explanation of his or her output. Give importance to the
Understanding concepts as articulated in written form more than the visual study. Explain the rubric
in detail and establish deadlines.
2. Discuss the Father Says activity. While the activity requires an interview with a
priest, teachers must encourage the student to reflect on the insights they learn
during the conversation.
appreciation of the enduring legacy of Byzantine Art.
Lesson 6: For God and Glory

a. distinguish characteristics of early Christian and Romanesque art and analyze the elements and
principles of art that give these characteristics;
b. identify conquerors and leaders from the clergy, artisans, and centers of artistic development;
d. determine why early Christian and Romanesque art has an enduring legacy in Western Art; and
evidences.
What to Prepare:
How to Facilitate:
Warming Up 1. Collaborative work to be answered directly on the TX. You have the option to ask
the students to prepare for this beforehand so that they will only share their answers
by the time you meet for class. In Remnants of the Old World, ask the students about
some films or animated series showing castles as part of the production design to
gather their impressions on Romanesque art. Use this as a jump-off point for the
discussion. Task the students with these:
39
• Work in small groups of three to five. List five ideas that come to mind whenever
you hear the terms “Middle Ages” or “Dark Ages” being used.
• List at least five films (live action or animation) that depicted the so-called Dark
Ages. For each, what plot conflicts were highlighted?
• What are some physical characteristics of castles that you immediately observe?
You may use the photograph of the London Tower as an example. Cite at least
three observations.
2. You may ask them to choose a representative to share their consolidated answers to
the class. Set aside 10 minutes for this activity.
Transition Question 1. Using your initial impressions, how do you compare the so-called Middle Ages or
Dark Ages with Classical Greece and Rome? Cite at least two answers.
2. Based on the films you listed, how does popular culture form impressions on the
Middle/Dark Ages?
3. How can the physical characteristics of the London Tower that you listed guarantee
safety for its inhabitants?
Lesson Proper 1. Facilitate a close reading of the formal elements of the sample artworks indicated in
the TX. Discuss what the works are about based on the TX.
2 Emphasize the following points when you discuss the context of the works:
a. Religious orders stimulated many cultural achievements, supervised the building
of architectural landmarks like churches, ornamentation through painting and
sculpture, and the writing of scripture in illuminated manuscripts.
b. Monarchic rule was divinely ordained and the middle ages was characterized by
feudalism, knighthood, and crusades.
c. Castles and advances in fortifications also emerged from and due to prevalent
political instability.
d. Romanesque art emerged when the powers of the cross and the sword
were furthered across the world. Artistic activity—church building and
ornamentation—coincided with Christian expansion amidst conflict.
e. Craftspeople organized themselves into guilds.
Synthesis Question How do architectural styles and sculptural ornamentation display the divine power of the
cross and the imperial might of the sword?
Checking Learning 1. Discuss the instructions in Fortified in Stone. The interactive exercise works like
and Deepening a simulated game. The activity asks students to work with a group and explore
Understanding architectural features that will lead them to attain their goal and respond to the
hypothetical issue in the activity. The teacher must look at how the students’ ideas
unfold in response to the lessons in the TX. Illustrations are just tools for expounding
on these explorations. Explain the rubric in detail and establish deadlines.
2. Discuss the No Stone Unturned group activity. While the activity asks the group
to explore a church or abbey, devote time scrutinizing the analysis of elements
transformed in local contexts.
appreciation of how Romanesque stylistic elements were transported globally and
transformed locally.
40
Lesson 7: Age of the Cathedrals
a. distinguish the characteristics of Gothic art and analyze the elements and principles of art that give
these characteristics;
b. identify leaders of the clergy or systems of artisanal labor that made the creation of these artistic
feats possible;
d. determine how Gothic art made a lasting contribution to the Western world; and
evidences.
What to Prepare:
How to Facilitate:
by the time you meet for class. In The Holy and Lofty, ask the students their initial
impressions of cathedrals.
2. The Hunchback of Notre Dame is a popular novel adapted for live action feature
film, animation, and others. What are the immediate physical characteristics of
Notre Dame that you observe? Work with a partner and list five observations on
Notre Dame.
3. What are the visual characteristics of Salisbury Cathedral that you immediately
observed?
4. The teacher will call on students to share their outputs with the class for a dynamic
classroom discussion. You may also ask them to compare their answers with other
pairs. If the students are too many, ask them to organize themselves into groups for
a focused discussion. You may check the students’ TX to ensure that each individual
student really answered the questions on the TX and participated in the activity. Set
Transition Question 1. Based on the designs of any of the films you have seen of Notre Dame, what are your
initial impressions of it? Explain your reasons.
2. Based on the visual characteristics that you and your partner identified, how does the
Salisbury Cathedral represent the desire to transcend the physical world and ascend
to heaven?
41
Lesson Proper 1. Facilitate a discussion on the sample artworks indicated in the TX. Carefully discuss
the formal aspects of the works.
2. Emphasize the following points when you discuss the context of the works:
a. The Gothic period, the age of cathedrals, was distinguished as the time when
architecture became completely distinct from the Romanesque.
b. Intermittent wars, famine, and epidemics like the Black Death, inquisitions with
systematic torture also took place, but the Gothic period was also the time when
high artistic developments and engineering innovations took place.
c. The architectural features of cathedrals emphasize flight to heavenly realms and
light piercing the dark. These are associated with Christian symbolisms.
d. Thanks to craftspeople organized into guilds, beautiful cathedrals with highly
detailed ornamentation flourished.
Synthesis Question Why is there a need for cathedrals to convey the impression of heavenward ascent and
an otherworldly realm?
Checking Learning 1. Discuss the instructions in Game of the Guilds. The student is asked to work with
and Deepening a group and simulate guilds to explore cathedral features. The groups will make a
Understanding proposal as though they are an actual guild. The teacher must give importance to
the concepts as articulated in written form more than the visual studies made by the
students. Explain the rubric in detail and establish deadlines.
2. Discuss the Philippine Cathedrals activity. Devote time scrutinizing the analysis
because these items demonstrate higher order thinking skills that you must nurture
as a teacher. Explain that the activity allows the student to situate Philippine art
within a larger artworld.
appreciation of how Gothic elements were transported and disseminated, in effect
creating a larger imagined community of people that transcends geographical and
political borders.
42
Unit TesT
I. Modified True or False (5 points; if false, supply the correct answer)

1. Justinian
2-4. True
5. The power of the monarchy and the church was maintained through feudalism.
II. Identification (15 points)

1. Hagia Sophia in Constantinople
2. Patriarchal Cathedral Basilica of Saint Mark
3. Basilica
4. Cathedral of Saint Trophime
5. Portal of Glory or Portico da Gloria
6. Château d'Harcourt
7. Groin vault or cross vault
8. Curtain wall
9. Buttress
10. Quadripartite vault
11. Flying buttresses
12. Spires
13-14. Chartres, rose window
15. Rayonnant
III. Essay (5 points)

based on the TX.
Discuss the rubric for the exhibit. Instruct the students to set up and pack up the exhibit.
43
Unit III
The Enduring Legacy of Renaissance and Baroque Art
This unit is divided into several lessons with a discussion on the Renaissance and Baroque styles that
emerged out of cultural transformations in Europe from the early 15th to the close of the 17th centuries.
The social, economic, and political circumstances within each arc of art history tend to produce distinct
styles in art. The elements and principles of art deployed in the select examples are discussed as a means
for the student to recognize these differences. The lessons also identify representative artists and their
lasting contributions in the field of art history. In this unit, each selected art work is an embodiment of
the milieu, historical moment, national character, local culture, political climate, economic conditions,
and artist’s individual imagination. The student is encouraged to compare across art historical styles
and evaluate their importance.
The contents of the chapter are selected with the intention that the students appreciate the importance
of the human person. The teacher must guide the student so that they will appreciate the importance of
beauty that leads to the good and the true.

b. synthesis of knowledge of art elements and creative impression of a period. For this unit, the
processes with acquired introductory knowledge Renaissance and Baroque contexts are studied.
on the culture and history of Western Art contexts These two are important foundations of Fine Art
from the Renaissance to the Baroque. since the academies of art and long-held standards
c. explanation on how the arts serves as integral to of beauty were codified during these two crucial
the development of societies, spiritual beliefs, art historical periods.
historical events, scientific discoveries, natural b. recognize the difference and uniqueness of the
disasters, and other phenomena. art styles of the different periods (techniques,
process, elements, and principles of art) with
specific learning competencies per lesson.
Lesson 8: Rational Order and the Resurgence of the Classics
a. distinguish characteristics of the Renaissance style and analyze the elements and principles of art
that give these characteristics;
b. identify renowned artists who have contributed to the Renaissance style;
c. discuss in written and oral form the ideas informing the artistic creation of selected examples from
Renaissance art;
d. determine the lasting legacy of the Renaissance style in art; and
44
evidences.
What to Prepare:
Prepare PowerPoint slides of the works discussed in the TX. The Renaissance is an important hallmark
of Western Art. A rigorous discussion on the elements and principles of organization in the art is
necessary in this chapter.
How to Facilitate:
students to prepare for this beforehand so that they will only share their answers by the
time you meet for class.
The Great Humanists’ Roleplay
Task the students with the following:
• Work in groups of 10-15 students. Use the Internet to find out who these figures are.
Name at least seven of them.
• Try to imagine the scene in the painting on p. 176. Brainstorm with your group
on the possible activities and conversations transpiring among the figures in the
painting. Use the Internet to search for the key ideas of the seven personalities
identified by your group that are often quoted all over the world. Come up with a
short reenactment that you will present in class for five minutes.
• You may call students to share their outputs or choose a representative to share their
consolidated answers to the class. You may check the students’ TX to ensure that
each individual student really answers the questions on the TX as proof that he or
she participates in the activity. Set aside ten minutes for this activity.
Transition Question 1. What are your general impressions of the Renaissance period?
2. What is the place of origin of the personalities identified by your group?
3. Observe the painting of Raphael. What are some architectural and sculptural features
depicted in the painting? What immediate visual characteristics do you observe? Do
they remind you of concepts learned from previous lessons?
Lesson Proper 1. Facilitate a discussion on the sample artworks indicated in the TX.
a. Geographic expeditions, maps, advances in shipbuilding and weaponry,
colonial expansion, and changing lifestyles were among the landmarks of the
Renaissance period.
b. Successful merchants became the new patrons of painting, sculpture, and
architecture. They were the new patrons of the arts.
c. Italian cities became artistic centers, the site of an artistic, humanistic,
technological, and scientific transformation.
d. During the Renaissance, palaces were a display of authority and splendor.
Architecture then served as monuments of prestige than military fortifications.
45
e. The cultural environment changed because of humanism and the translation of
classical literary texts supported the tendency of artists to explore the strong
linkage between art and poetry.
f. Divine inspiration and heroic virtue were often depicted in sculpture.
g. Classical orders were borrowed in architectural designs. There was much
emphasis on rational thought.
h. The Renaissance period also brought forth innovations in materials, technique,
and the use of different painting surfaces. The artists of the Renaissance also
introduced techniques in art that somehow reorganized ways of seeing.
Synthesis Question How did artistic techniques in representing the world convey the spirit of the Renaissance
in painting, sculpture, and architecture?
Checking Learning 1. Discuss the instructions in The Renaissance Eye. It is an interactive exercise that
and Deepening compels the student to make an analysis of artworks. Give importance to the
2. Discuss the Learning the Renaissance Way activity. While the activity requires the
student to consult an art expert, the student is encouraged to reflect on the insights
gathered and ask further questions. Devote time scrutinizing the analysis because
these items demonstrate higher order thinking skills that you must nurture as a
teacher.
appreciation of how the innovations during the Renaissance lasted through time.
Lesson 9: Dynamic Forms in Theatrical Space

a. distinguish characteristics of the Baroque style and analyze the elements and principles of art that
give these characteristics;
b. identify renowned artists who have contributed to the Baroque style;
Baroque art;
d. determine the lasting legacy of the Baroque style in art; and
evidences.
46
What to Prepare:
How to Facilitate:
students to prepare for this beforehand so that they will only share their answers by
the time you meet for class.
Theater Within the Frame
Work individually and observe the work above. What are the elements and principles of
art immediately seen in the artwork? Identify at least two elements and two principles.
What are your general impressions of the work by Andrea Pozzo?
You may call students to share their outputs with the class for a dynamic classroom
discussion. If there are too many of them, you may ask them to form groups of note more
than five members and choose a representative to share their consolidated answers to
the class. You may check the students’ TX to ensure that each individual student really
answers the questions on the TX as proof that he or she participates in the activity. Set
Transition Question How is the story of Saint Ignatius dramatically reflected in the work using the elements
and principles of art?
Lesson Proper 1. Facilitate a discussion on the sample artworks indicated in the TX. Point out the
elements and principles of art that account for the dramatic representation and
theatricality of Baroque images. Explain why the artworks look dynamic.
a. The Baroque period was a time of counter-reformation efforts along with the
continuation of classical education.
b. The papal office sponsored projects that secured Rome’s position as the center
of classical learning and Catholic grandeur.
c. Artists from Europe visit Rome to study the many masterpieces in civic
architecture, sculpture, and paintings.
d. The drama of light and space and the theatricality of solid dynamic forms are
key characteristics of the Baroque style.
e. An academy of Fine Arts that regulated and disseminated style was established
in France, under the auspices of the monarchy.
Synthesis Question How do Baroque paintings, sculpture, and architecture convey drama and why is this
important?
Checking Learning 1. Discuss the instructions in Shooting the Drama. The student is asked to make or
and Deepening create a visual study through a photograph and answer analytical questions. Give
Understanding importance to the concepts as articulated in written form more than the visual study.
2. Discuss the Sacred Visions activity. While the activity asks for a diagram, devote
time scrutinizing the analysis because these items demonstrate higher order thinking
skills that you must nurture as a teacher.
47
appreciation of how Baroque style was widely disseminated and no longer confined to
Europe.
48
Unit Test
I. Matching Type (13 pts)

Draw a line to match artist and key art works.
1. Gianlorenzo Benini - The Ecstasy of Saint Theresa, Fountain of the Four Rivers, Saint Peter's
Basilica welcoming arms
2. Diego Velazquez - Las Meninas
3. Rembrandt van Rijn - The Night Watch
4. Peter Paul Rubens - Elevation of the Cross and The Fall of Phaeton
5. Andrea Pozzo - Sant’Ignazio quadratura
6. Michelangelo de Merisi da Caravaggio - The Conversion of Saint Paul
7. Raffaello Sanzio - Scuola di Atene
8. Leonardo Da Vinci - Madonna of the Rocks
9. Michelangelo Buonarroti Simoni - Pieta
10. Donato Bramante - Tempietto
11. Donato di Niccolo Bardi - Gattamelata
12. Lorenzo Ghiberti - Gates of Paradise
13. Sandro Boticelli - Primavera
II. Identification (12 pts)

1. sfumato
2-3. Merode Triptych, The Ingelbrecht family
4. Trompe l’oeil
5. Giovanni di Mone Cassai (1401-1428) or Masaccio.
6-7. Cosimo Medici, The Accademia del Disegno
8. linear perspective
9. sfumato
10. chiaroscuro
11. disegno
12. rebirth (here, the answers may vary or expounded)
Explain the rubric and establish deadlines for the collaborative video.
49
Unit IV
Reason and Sentiment
This unit is divided into several lessons with a discussion on the Neoclassical and Romantic
styles that emerged because of cultural transformations in Europe during the 18th to the 19th centuries.
Each lesson is a walkthrough of the different distinguishing characteristics of art as influenced by
a prevailing philosophy or intellectual movement. The social, economic, and political circumstances
within each arc produced the overlapping Neoclassical and Romantic tendencies in art. The lessons
include activities that allow students to explore how these styles were borrowed and transformed in
the Philippine context through artists who trained in European academies of fine art. The lessons also
identify representative artists and key artworks that defined their individual approach to the styles. In
addition, this unit contains a lesson on the unity of elements in a musical theatre, with special attention
given to the visual aspects of creating scenes for the stage.
The ideas in this unit are grouped together in such a way that the teacher can contrast values of the
Enlightenment with critiques of the Enlightenment. The teacher can discuss artworks along with some
crucial shifts in philosophical thought.

b. synthesis of knowledge of art elements and creative impression of a period. For this unit, the
processes with acquired introductory knowledge Neoclassical and Romantic contexts are studied.
on the culture and history of Western Art contexts b. recognize the difference and uniqueness of the
from the Neoclassical to the Romantic period. art styles of the different periods (techniques,
c. explanation on how the arts serves as integral process, elements, and principles of art) with
to the development of societies, spiritual belief, specific learning competencies per lesson.
historical events, scientific discoveries, natural
disasters, and other phenomena.
Lesson 10: The Enlightened Ones

a. distinguish characteristics of the Neoclassical style and analyze the elements and principles of art
that give these characteristics;
b. identify renowned artists who have contributed to the Neoclassical style;
Neoclassical art;
d. determine the lasting legacy of the Neoclassical style in art; and
50
evidences.
What to Prepare:
How to Facilitate:
by the time you meet for class. Ask the students their impressions of the Neoclassical
period.
2. Roleplay: The Enlightened Ones
Task the students to:
Work in groups of 10-15 students. Try to imagine the scene in the painting on
p. 204. Brainstorm with your group on the possible activities and conversations
transpiring among them. Come up with a short reenactment that you will present in
class for five minutes.
3. Check the students’ TX to ensure that each individual place his or her reflections on
the TX as proof that he or she participates in the activity. Set aside ten minutes for
this activity.
Transition Question 1. What are your general impressions of the Neoclassical period?
2. Observe the painting of Jacques Louis david. What are some architectural and
sculptural features depicted in the painting?
3. What immediate visual characteristics do you observe among the figures depicted
on the two-dimensional painting on canvas?
4. Do they remind you of concepts learned from previous lessons? Why?
Lesson Proper 1. Facilitate a discussion on the sample artworks indicated in the TX. Point out styles
or approaches to formal elements and principles of art that were borrowed from
previous art historical contexts and explain how they have been transformed.
2. Emphasize the following:
The Neoclassical style emerged from the imitation of works from Classical
antiquity, giving importance to human reason as seen in paintings and sculpture.
Synthesis Question How do the characteristics of neo-classical painting, sculpture, and architecture embody
the ideals of the Enlightenment?
Checking Learning 1. Discuss the instructions in Heroes at Home. The students are asked to create a visual
and Deepening study and to provide an explanation of his or her output. Give importance to the
2. Discuss the activity Neoclassical taste in the Philippines. The activity asks for
a stylistic analysis of works in a museum. Devote time scrutinizing the analysis
because these items demonstrate higher order thinking skills that you must nurture
as a teacher.
51
Understanding and respond to the Synthesis Question so they will reflect on how the
Enlightenment informs the artistic tendencies of the period.
Lesson 11: Romantic Sentiment and Overwhelming Nature

a. distinguish characteristics of the Romantic style and analyze the elements and principles of art that
give these characteristics;
b. identify renowned artists who have contributed to the Romantic style;
Romantic art;
d. determine the lasting legacy of the Romantic style in art; and
evidences.
What to Prepare:
How to Facilitate:
by the time you meet for class. Ask the students their perceived characteristics of the
Romantic period.
2. And the Romantics Were Prompted
Task the students to:
Work in pairs. Try to imagine the scene in the painting on p. 212. Brainstorm
with your group on the possible activities and conversations transpiring among the
figures in the painting. Come up with a short reenactment that you will present in
class for five minutes.
3. You may call students to share their outputs with the class for a dynamic classroom
discussion. If there are too many of them, you may ask them to form groups of note
more than five members and choose a representative to share their consolidated
student really answers the questions on the TX as proof that he or she participates in
the activity. Set aside ten minutes for this activity. Process this and let the students
answer on their TX.
52
Transition Question 1. What are your general impressions of the Romantic period?
2. Study the painting of Eugene Delacroix. What are the types of people depicted in the
painting?
3. What immediate visual characteristics do you observe in the painting? Do they
remind you of concepts learned from previous lessons? Why?
Lesson Proper 1. Facilitate a discussion on the sample artworks indicated in the TX. Again, be ready
to point out stylistic approaches that were borrowed from previous art historical
contexts. However, point out their differences in terms of content and several other
formal elements.
The teacher may need to explain that contrary to colloquial understanding,
Romanticism in art cannot be reduced to the representation of romantic love.
a. Romanticism emerged for several reasons: a response to the disillusionment
with the values of the Enlightenment and the Industrial Revolution; innovative
ways of representation in art; studies in psychology.
b. Liberalism and radicalism also gained credence as modern nation-states were
formed.
c. Proponents of the Romanticism considered the artist’s intuition and feeling as
the true source of the artistic experience.
d. An approach that favored individual and subjective thought was considered
by intellectuals as oppositional to an approach that favored the objective
rationalism of the Enlightenment.
e. Art was created not merely to show the likeness of nature of the resemblance
of painting to the natural world but as a means to confront the human soul and
approximate the sublime.
Synthesis Question How does the Romantic style give importance to intuition, feeling, and irrational thought
paintings?
Checking Learning 1. Discuss the instructions in The Romantic Spirit. The student is asked to create
and Deepening a storyboard concept and to provide an explanation of his or her output. Give
2. Discuss the The Philippine Romantics activity. The activity asks for a stylistic
analysis. Devote time scrutinizing the analysis because these items demonstrate
higher order thinking skills that you must nurture as a teacher.
appreciation of the Romantic spirit.
53
Lesson 12: Sound, Spectacle, and Space
a. distinguish how theatrical elements affect the creation and communication of meaning;
b. identify renowned artists who have contributed to the Romantic style;
the lesson;
d. determine the lasting legacy of theater in Western art; and
evidences.
What to Prepare:
How to Facilitate:
Warming Up 1. Individual work to be answered directly on the TX. You have the option to ask the
students to prepare for this beforehand so that they will only share their answers
by the time you meet for class. Ask the students their perceived characteristics of a
musical theatre.
2. My Favorite Musical
Instruct students to:
• Work with a partner and think of a musical play that captured your attention.
_________
• List at least three characteristics that make this musical notable
3. You may call students to share their outputs with the class for a dynamic classroom
discussion. If there are too many of them, you may ask them to form groups of note
more than five members and choose a representative to share their consolidated
student really answers the questions on the TX as proof that he or she participates in
the activity. Set aside ten minutes for this activity.
Transition Question 1. In what ways do gestures, sounds, constructed sets, and costumes maintain a
consistent look and feel in the musical play?
2. How do the visual elements of the musical play match the story?
54
Lesson Proper 1. Facilitate a discussion on the sample artworks indicated in the TX. Remember
that this lesson is incongruous to the previous chapters in visual arts but since it is
mandated by the Department of Education, the teacher simply has to emphasize the
visual aspects of a musical theatre, specifically the Opera.
a. A well-made play demonstrates the organic unity of sound, spectacle, and
gesture and movement all situated in a space conducive for watching the
theatrical work to unfold.
b. A musical theatre may have backdrops that are painted, sets that are constructed,
and lighting fixtures that are carefully placed to provide illumination and add to
the dramatic look and feel of the play.
Synthesis Question How does theater unify several art forms in a work?
Checking Learning a. Discuss the instructions in The Ring Cycle Production Concept. The student is asked
and Deepening to create a visual study and to provide an explanation of his or her output. Give
b. Discuss the Thespians Speak. While the activity asks the student to conduct an
interview, devote time scrutinizing the analysis because these items demonstrate
higher order thinking skills that you must nurture as a teacher.
appreciation of the idea of Gesamkuntswerk or the total work in an Opera.
55
Unit Test
I. Matching Type
Place the artist beside the title of his creation. An item may have more than one answer (10 points).
1. Napoleon Bonaparte as Mars - Antonio Canova
2. Tristan and Isolde - Richard Wagner
3. Wanderer Above the Sea of Fog - Caspar David Friedrich
4. Ring Cycle - Richard Wagner
5. Liberty Leading the People - Eugene Delacroix
6. Les Miserables - Victor Hugo
7. Massacre at Chinois - Theodore Gericault
8. Fishermen at Sea - JMW Turner
9. Raft of the Medusa - Eugene Delacroix
10. Oath of the Horatii - Jacques Louis David
II. Identification
Fill up the following blanks (10 points).
1. Arc of Triumph, Arc of Titus, astylar, French republic, Liberty
2. Gesamtkunswerk
3. well made play
4. rational thought
5. feeling of terror
III. Essay
How do social upheavals, philosophical developments, and scientific discoveries influence the
creation of artworks? Answer in five sentences (5 points).
based on the TX.
Establish deadlines and explain clear guidelines for the creation of a video.
56
Part 3 PHYSICAL EDUCATION
Unit I
Lifestyle and Weight Management
This unit is designed to aid the students in adopting a more hands-on and informed approach to
becoming a healthier individual. They will be able to apply their learnings on lifestyle and weight
management through maintenance of an active lifestyle and adopting healthy eating habits. Also, this
unit will provide the students knowledge of sports officiating which they use as avenues in becoming
more involved in their communities.

The learner demonstrates understanding of lifestyle The learner will be able to:
and weight management to promote community a. maintain an active lifestyle to influence the
fitness. physical activity participation of the community.
b. practice healthy eating habits that support an
active lifestyle.
Lesson 1: Your Physical Fitness: Assessment and Goals

a. assess one’s physical fitness levels;
b. participate in regular moderate to vigorous physical activities; and
c. monitor progress towards fitness goals through periodic assessments.
What to Prepare:
Physical fitness test log, physical activity pyramid
How to Facilitate:
Warming Up 1. Ask students to pair with somebody and get a piece of paper. Ask them to do the
activity on p. 230.
2. Facilitate processing by asking the students the questions listed under Let’s Process
on p. 230.
Transition Question Why do you have to assess your physical fitness level every school year?
Lesson Proper 1. Facilitate discussion of the importance of monitoring one’s physical fitness level.
Explain reasons why physical fitness tests are undertaken every school year.
Elaborate by giving examples.
2. Facilitate discussion of physical activity test protocols. Pair or group students to
facilitate easy administration of physical fitness tests and recording of results.
Emphasize on following protocols of each physical test and students taking turns so
recording of results will be easier.
57
3. Facilitate discussion on how to understand one’s physical fitness test results and
how to make use of these results to help reach one’s physical fitness goals. State
examples.
4. Explain lifestyle physical activities and recall physical activity pyramid to
emphasize these types of activities. Explain illustration on p. 233. Emphasize on the
numerous benefits of engaging in physical activities. Ask students to share personal
experiences when exercising.
5. Emphasize on monitoring of physical fitness by explaining the value of a physical
activity plan. Explain how to use the plans on p. 234-235.
Synthesis Question How does one make use of the physical fitness test results?
Checking Learning 1. Facilitate accomplishing of activities in the book.
and Deepening a. Activity 1: Those Ordinary Things
Understanding Give about five minutes for students to do this. Give examples that students
usually do. Emphasize that minutes spent per day doing the lifestyle physical
activities are only estimates. Remind students to refer to the physical activity
pyramid shown beforehand.
b. Activity 2: Physical Activity Plan
Give about five minutes for students to do this. Remind them that realistic
planning is important and that their physical activity preferences should be
considered to encourage them to stick to their plan.
If more time is needed, give this as an assignment. Get updates from your
students every now and then on how their physical activity participation is
going.
2. Group students with five members each. Discuss the activity in Deepening
Understanding. Set a deadline for the activity and explain the rubrics for evaluation.
Looking Back and 1. Recall the importance of monitoring physical fitness level and undertaking physical
Wrapping Up fitness tests.
2. Recall how to interpret and make use of the physical fitness test results.
3. Recall the importance of lifestyle physical activities and how they can be included
in the physical activity plan.
4. Emphasize on utilizing the physical fitness test results and lifestyle physical activities
in their physical activity log.
5. Facilitate answering of reflection activity in the book.
Lesson 2: Eating Habits Assessment and Evaluating Information

a. assess one’s eating habits
b. distinguish facts from myths and misinformation associated with eating habits.
What to Prepare:
Food labels of different food products
58
How to Facilitate:
Warming Up 1. Ask students to get a piece of paper and do the activity on p. 239. Give examples
aside from those in the book.
2. Facilitate discussion by asking the questions listed under in the Let’s Process on
p. 239. Emphasize the importance of healthy eating habits.
Transition Question What are your eating habits?
Lesson Proper 1. Facilitate discussion of eating habits. Explain how adopting eating habits can help in
maintaining a healthy lifestyle by emphasizing the illustration on p. 241.
2. Elaborate on eating habits by explaining their effects on body composition. Continue
by assessing eating habits using Philippine Food Pyramid, Pinggang Pinoy, and 10
Kumainments on pp. 241-242.
3. Explain ways on how factors that can be altered affect one’s health.
4. Facilitate discussion on distinguishing reliable nutrition information from unreliable
ones. Give examples to elaborate. Distribute food labels of different food products
to analyze nutrition information.
Synthesis Question How critical are eating habits to one’s physical fitness?
and Deepening a. Activity 1: Your Eating Habits
Understanding Answers will vary. Give about five minutes to accomplish this. Ask students
to think about their routines during each meal. Ask for volunteers to share their
answers.
b. Activity 2: Do They Match?
Give this as an assignment.
c. Activity 3: Your Eating Triggers
Answers will vary. Give about five minutes to accomplish this. Ask
students to evaluate each eating trigger carefully. Ask for volunteers to share
their answers.
d. Activity 4: What To Do Next?
Answers will vary. Give about five minutes to accomplish this. Give this as
assignment if more time is needed.
2. Group students accordingly. Discuss the activities in Deepening Understanding.
Elaborate on the choices to help groups decide. Set a deadline for the activity and
explain the rubrics for evaluation.
Looking Back and 1. Recall importance of understanding the importance of having healthy eating habits
Wrapping Up and their effects on physical fitness.
2. Recall Philippine Food Pyramid, Pinggang Pinoy, and 10 Kumainments.
3. Recall how to distinguish reliable nutrition information.
4. Emphasize on utilizing the learning in this lesson in their physical activity log.
59
Lesson 3: Risk Factors for Lifestyle Diseases
Target Competency:
determine risk factors for lifestyle diseases (obesity, physical inactivity, poor nutrition, smoking)
for major non-communicable diseases lifestyle-related (e.g. diabetes, heart disease, stroke, cancer).
What to Prepare:
Sample article in a magazine or Internet promoting healthy lifestyle, Physical Fitness Score Card .
How to Facilitate:
Warming Up 1. Arrange for the class to be held in the library. Ask students to do the activity on
p. 249. Show the sample article you have prepared. Give the students enough time
to do this.
2. Ask students to share their articles and answers with the class. Elaborate on the
students’ sharing.
3. Facilitate discussion of Let’s Process on p. 249 and explain further students’ answers.
Transition Question How does your lifestyle affect your physical fitness, health, and wellness?
Lesson Proper 1. Facilitate discussion on lifestyle and adopting a healthy lifestyle. Emphasize by
explaining the illustration on p. 251.
2. Facilitate discussion of non-communicable diseases (NCDs) and risk factors.
Explain thoroughly the table on p. 251 on risk factors and how to counter risks factors.
3. Facilitate discussion of how to assess one’s lifestyle by explaining World Health
Organization’s (WHO) recommendations on physical activity participation.
Synthesis Question How can you minimize risk factors for lifestyle diseases?
and Deepening a. Activity 1: How Healthy is Your Lifestyle?
Understanding Give ample time for students to finish. Explain items that need elaboration
such as #s 14, 16, 17, 18. Explain that adopting a healthy lifestyle should be done
even when they have their own families already, which is why #s 17-18 are there.
Make sure to guide students in interpreting their scores correctly. Explain
that some #s are more important than others but all items refer to adopting a
healthy lifestyle.
b. Activity 2: Sum Them All Up!
Give this as an assignment. Emphasize on keeping track of their physical
activity participation. Elaborate on modifications they can do to meet the
recommendations by WHO.
c. Activity 3: Assess Your Risks
Give ample time for students to finish this. Guide students in assessing
their risks by helping them interpret their scores.
d. Activity 4: Risks for Heart Diseases
Give this as an assignment. Make sure that they ask about their family
history. Guide the students in assessing their risks by explaining the items.
2. Discuss the activity in Deepening Understanding. Ask students to share their findings
in class.
60
Looking Back and 1. Recall importance of adopting a healthy lifestyle.
Wrapping Up 2. Recall importance of understanding risk factors and assessing one’s risks for diseases.
Lesson 4: Being a Sports Official

Time Allotment: One to two sessions
Target Competency:
officiate practice and competitive games.
What to Prepare:
Video of sports official in actual game, score sheets of different sports
How to Facilitate:
Warming Up 1. Prepare video of sports official in an actual game. Give guide questions for students
before showing the video. Ask students to observe the sports official carefully.
2. Ask for volunteers to share their answers
3. Facilitate Let’s Process! activity and share your own experiences as well.
Transition Question What is sports officiating?
Lesson Proper 1. Facilitate discussion of sports officiating and the roles and responsibilities of sports
officials. Elaborate on the types of officials and share your own experiences as sports
officials.
2. Facilitate discussion of characteristics of a good sports official and basics of sports
officiating. Elaborate on the rules of the sports especially those that are complicated
and game situations. Prepare different sports lingo to invite participation of students.
3. Emphasize discussion of mechanics of officiating and styles of sports officiating.
Discuss specifics according to the sports played in school.
Synthesis Question How important are sports officials in a game?
and Deepening a. Activity 1: How About These Sports
Understanding Give this as an assignment. Make sure that students get the correct labels of
sports officials for each sport.
b. Activity 2: Stats Matter!
If possible, assign this to students who will officiate these specific sports or
those who play these sports.
c. Activity 3: Analyze This!
Group students accordingly. Give this an assignment so that groups can
formulate a philosophy better.
d. Activity 4: Sports Lingo
Ask for volunteers to answer. Elaborate on students’ answers. Mention the
sports lingo you have prepared and ask students to explain these as well.
e. Activity 5: Perfect Fit
Guide students in analyzing the game situations. Take note of the different
contexts of these situations which require close interventions of sports officials.
61
f. Activity 6: Choose Your Own Adventure…Again!
Groups students accordingly. For #1, emphasize on the sports played in school
so that students can practice officiating even outside your class. For #2, allot
discussion on how to accomplish score sheets of sports played in school. Make sure
students each have a score sheet and they use pencil when practicing table scoring.
2. Discuss the activity in Deepening Understanding. Make sure to guide students in
managing the mini tournament. Make sure that students rotate officiating games as
well. After the mini tournament, make sure that students do the self-evaluation.
Looking Back and 1. Recall importance of sports officials, their roles and responsibilities, types of sports
Wrapping Up officials, styles of sports officiating, and characteristics of good officials.
2. Recall rules of sports, mechanics of officiating, and other important aspects of sports
officiating.
Lesson 5: Fit and Ready

Target Competency:
perform appropriate first aid for injuries and emergency situations in physical activity and sports
settings (e.g. cramps, sprain, heat exhaustion).
What to Prepare:
Manila paper, markers, first aid kit
How to Facilitate:
Warming Up 1. Group students according to seating arrangement. Give each group a Manila paper
and marker. Show different contents of a first aid kit and ask students to label each
object and identify their functions.
2. Facilitate activity in Let’s Process! Elaborate on students’ answers and explain
thoroughly appropriate first aid procedures for the given situations.
Transition Question Why is it important to know first aid?
Lesson Proper 1. Facilitate discussion of first aid and contents of first aid kit. Emphasize that
knowledge of first aid benefits not only the individual but also the family.
2. Facilitate discussion of first aid procedures for common injuries and conditions. Ask
students to share their experience of suffering from these conditions or administering
first aid. Demonstrate procedures as much as possible.
Synthesis Question How important is knowledge of first aid when participating in physical activities?
and Deepening a. Activity 1: Where is it?
Understanding Schedule a visit of the class to the school clinic. Ask students to prepare
questions for the clinic staff about first aid. Make a list of first aid supplies with
the class and answer the questions in the book.
b. Activity 2: Your Home’s Kit?
62
c. Activity 3: What else?
Give this as an assignment. Set a deadline.
2. Discuss the activity in Deepening Understanding.
Group students accordingly and help students in accomplishing their chosen
tasks. Set a deadline for these tasks.
Looking Back and 1. Recall meaning of first aid, contents of first aid kit, and first aid procedures for
Wrapping Up common injuries and conditions.
2. Emphasize on utilizing the learning in this lesson as students engage in physical
activity.
Lesson 6: The Active and Helpful You

a. involve oneself in community service through sports officiating and physical activity programs;
and
b. recognize the needs of others in real life and in meaningful ways.
What to Prepare:
SWOT analysis table
How to Facilitate:
Warming Up 1. Ask students to answer Warming Up activity.
2. Facilitate Let’s Process to introduce lesson. Ask for volunteers to share their answers.
Transition Question How can you become involved with the activities in your community?
Lesson Proper 1. Explain the importance of being involved in the community.
2. Facilitate discussion of becoming more involved through doing SWOT analysis and
participating, volunteering, or organizing in the various activities in the community.
Synthesis Question How can you contribute to your community?
and Deepening a. Activity 1: Sectors of My Community
Understanding Group students who belong to the same community. Give this as an
assignment.
b. Activity 2: SWOT Analysis
Do the same as in Activity 1.
c. Activity 3: Identify to Satisfy
Do the same as in Activities 1 and 2.
2. Discuss the activity in Deepening Understanding. Give this as an assignment.
Looking Back and 1. Recall importance of getting involved in your community through making SWOT
Wrapping Up analysis and participating, volunteering, or organizing.
2. Emphasize on utilizing the learning in this lesson.
63
Unit TEst
A. 1. a
2. b
3. c
4. d
5. c
6. c
7. c
8. a
9. b
10. c
B. 1-4. See answers on TX, p. 233

5. a. Obesity
b. Physical Inactivity
c. Poor nutrition
d. Smoking
C. 1. F– even if it mean that a change in the rules of a game is done while at play
2. F– not important
3. T
4. T
5. T
6. T
7. F – First aid
8. T
9. F– ligaments
10. F– within
64
Unit II
Social Dances
This unit will cover social dances such as the Line dance and the Cha cha cha. The lessons will
help the students learn and develop their dancing skills. The activities in each lesson will also stress
the relationship between dance and fitness. They will also have the opportunity to promote community
fitness through social dancing.

The learner demonstrates understanding of The learner will be able to:
lifestyle and weight management to promote a. maintain an active lifestyle to influence the physical activity
community fitness. and participation of the community.
b. practices healthy eating habits that support an active
lifestyle.
Lesson 7: Move Your Body

a. understand the relationship of dance to fitness to wellness;
b. use dances to promote illness and socialization; and
c. practice healthy eating habits that support an active lifestyle.
What to Prepare:
Multimedia, sound system, music
How to Facilitate:
Transition Question How does healthy eating habits support an active lifestyle?
Lesson Proper 1. Facilitate discussion on Dancing and Being Fit. Occasionally, refer to the textbook
2. Emphasize on the importance of eating a well-balanced meal.
Synthesis Question Why should everything be taken moderately?
Checking Learning 1. Facilitate Activities 1 and 2 on pp. 291-292.
2. Discuss the activity under Deepening Understanding. Set deadline for submission of
work. Explain the rubric for evaluation.
Looking Back and 1. Ask students if they understand the relationship of dance to fitness and wellness.
Wrapping Up 2. Ask students if they use dance in promoting fitness and wellness.
3. Ask students if they practice healthy eating habits.
4. Ask the students to accomplish the Fitness Log on p. 300.
65
Lesson 8: Keep on Dancing
Time Allotment: Four sessions
a. describe the nature and background of the Line dance;
b. execute the skills involved in the dance; and
c. identify and perform the dance steps.
What to Prepare:
Sound system, music, cutout star, multi-media presentation.
How to Facilitate:
Warming Up Facilitate the activity on p. 294
Transition Activity Facilitate personal reflection of the questions listed in Let’s Process It on p. 294.
Lesson Proper 1. Facilitate discussion on the history of Line dance. Occasionally, ask the students to
refer to the textbook for content reading.
2. Discuss the following topics:
a. Common Injuries in Dancing
b RICE Therapy
3. Demonstrate the basic dance steps.
4. Ask the students to execute the different variations of Line dance. Do an on-the-spot
correction while the students are performing the step patterns.
5. Allow the students to review all the steps and variations after a minute of rest.
Synthesis Question What are benefits in learning social dances?
2. Discuss the activity under Deepening Understanding. Set deadline for the
presentation. Explain the rubric for evaluation.
Looking Back and 1. Recall the history and background of the dance.
Wrapping Up 2. Allow the students to add more tips to avoid injuries while dancing.
Lesson 9: Cha Cha Cha

a. describe the nature and background of Cha cha cha;
b. execute the skills in the dance; and
c. identify and perform the dance steps.
What to Prepare:
Multimedia presentations, sound systems, music
66
How to Facilitate:
Warming Up Ask the students to do the activity on p. 301.
Transition Activity Facilitate discussion of Let’s Process on p. 301.
Lesson Proper 1. Facilitate discussion on the history of Cha cha cha. Occasionally, refer to the
2. Demonstrate the basic dance steps.
3. Ask the students ti execute the different variations of Cha cha cha. Do an on-the-spot
correction while the students are performing the step patterns.
Synthesis Question What are the health benefits in dancing the Cha cha cha?
Checking Learning 1. Facilitate the Activities 1 and 2 on p. 304.
and Deepening 2. Discuss the activity for Deepening Understanding. Set deadline for presentation.
Understanding Explain the rubric for evaluation.
Looking Back and 1. Recall the history and background of the dance.
Wrapping Up 2. Ask the students if they executed and performed the dance correctly and with grace.
3. Allow the students to add more tips to avoid injuries while dancing
67
Unit Test
I. 1. ballroom – folk
2. lead – banjo
3. True
4. True
5. Western – country
6. Jim Ferrazzano – Enrique Jorrin
7. an American – Cuban
8. 2/4 – 4/4
9. slow, slow, quick, quick – slow, quick, quick, slow
10. Salsa – Mambo
II. 1. See answers on TX, p. 296

2. See answers on TX, pp. 295-296
68
Unit III
Dancing and Festivals
This unit will introduce the students to the different festivals held in the country. They will learn
the basic dance steps that are performed in festival dances. They will be given opportunities to work
not only as an individual but as a team which will help them develop a strong value of camaraderie and
teamwork.

The learner demonstrates understanding of lifestyle The learner will be able to maintain an active lifestyle
and weight management to promote community to influence the physical activity and participation of
fitness. the community.
Lesson 10: Philippine Festivals

a. appreciate the Philippine festivals;
b. perform the basic dance steps used in festival dances; and
c. use dances to promote fitness and socialization.
What to Prepare:
Multimedia presentations, sound system, music
How to Facilitate:
Warming Up Facilitate the guessing game activity on p. 308.
Lesson Proper 1. Facilitate discussion on the origin of Philippine festivals. Occasionally, ask the
students to refer to the textbook for content reading.
• Name of the festival
• Date range
• Location
3. Demonstrate the basic steps used in Philippine festivals.
4. Do an on-the-spot correction while the students are performing the step patterns.
Synthesis Question How can you help promote our Philippine festivals?
and Deepening 2. Discuss the activity for Deepening Understanding. Set deadline for presentation.
69
Looking Back and 1. Ask students if they appreciate Philippine festivals.
Wrapping Up 2. Ask students if they mastered and performed the basic dance steps correctly.
3 Ask students if the Philippine festival dances can promote fitness and socialization.
Lesson 11: Enjoying Dancing

a. understand dance choreography;
b. use dances to promote fitness and socialization; and
c. involve oneself in community service through dancing.
What to Prepare:
Sound system, music, multimedia presentation.
How to Facilitate:
Warming Up Facilitate the activity on p. 313.
Lesson Proper 1. Facilitate discussion on choreography. Occasionally, ask the students to refer to the
textbook for content reading.
2. Emphasize on the following elements of choreography:
a. Formations
b. Costumes
c. Music
d. Movements
Synthesis Question How important is choreography in dancing?
and Deepening 2. Discuss the activity under Deepening Understanding. Set deadline for presentation.
Looking Back and 1. Recall the name, dates, and location of the different Philippine festival dance.
Wrapping Up 2. Ask the students the importance of choreography.
3. Ask the students the use of dances in promoting fitness and socialization.
4. Ask the students the benefit of involving oneself in community service through
dancing.
70
Unit Test
I. 1. Christianity
2. Christianity
3. Philippine folk dance steps
4. Choreography
5-6. Formation and levelling
7. Costumes
8-9. Warm-up and conditioning exercises
10. Music
II. 1. See answers on TX, page 310

2. See answers on TX, pg. 309-310
71
Unit IV
Active Recreation (Indoor and Outdoor)
This unit will engage the students in active recreation. Active recreation involves the students
actively taking part in recreational activities that requires physical effort and movement. Although
recreation also includes activities that are not much physically demanding like cross-stitching, playing
chess, and solving puzzles, it is highly encouraged that the students will participate in more active
forms of recreation.

The learner demonstrates understanding of lifestyle The learner will be able to maintain an active lifestyle
and weight management to promote community to influence the physical activity and participation of
fitness. the community.
Lesson 12: Get Active!

a. describe the nature and background of indoor and outdoor recreational activities;
b. discuss the nature and background of individual and dual sports such as badminton, table tennis,
and tennis; and
c. participate in active recreation such as badminton, table tennis, and tennis.
What to Prepare:
Sheets of paper, rulebooks of different individual and dual sports
How to Facilitate:
Warming Up 1. Group students and answer the Warming Up activity.
2. Facilitate processing by asking the students question in p. 320.
Transition Question What is active recreation?
Lesson Proper 1. Facilitate discussion of recreation. Explain difference of indoor and outdoor
recreation, and active and passive recreation. Emphasize the different sports that fall
into these categories of recreation.
2. Facilitate discussion of different individual and dual sports. Elaborate on the
necessary skills and rules. Whenever possible, discuss how to officiate these sports
including table officiating. Encourage students to research on these sports.
Synthesis Question How can participation in individual and dual sports improve one’s physical fitness?
72
and Deepening a. Activity 1: How Do I Recreate
Understanding Give about five minutes for students to do this. Briefly review FITT
principle if necessary.
b. Activity 2: Spot the Difference
Give ample time for students to do this. Give this as an assignment if
necessary.
c. Activity 3: Keep Score!
Make a game schedule for the class beforehand. Post this schedule during
games for easy transition. Review rules of sports whenever necessary and
officiate games.
Assign students to officiate games and rotate with others whenever they do
not have games.
Emphasize records keeping for all students, both with their own games and
as table officials.
2. Pair or group students together. Discuss the activity in Deepening Understanding
and set standards for evaluation.
Looking Back and 1. Recall the importance of recreation and being active.
Wrapping Up 2. Recall the difference of indoor and outdoor recreation, and passive and active
recreation. Recall different individual and dual sports, their rules, and skills
necessary for each sport.
3. Emphasize on utilizing individual and dual sports in their physical activity log.
Lesson 13: Let’s Team Up!

a. discuss the nature and background of indoor and outdoor recreational activities such as basketball, volleyball,
football, baseball, and softball; and
b. participate in active recreation such as basketball, volleyball, football, baseball, and softball.
What to Prepare:
Manila paper and marker, rulebooks of different team sports
How to Facilitate:
Warming Up 1. Group students with seven members each. Ask them to answer the Warming Up!
activity. Facilitate discussing their answers.
2. Facilitate discussion by asking questions in the Let’s Process! part. Emphasize the
importance of participating in active recreation.
Transition Question What are team sports?
73
Lesson Proper 1. Facilitate discussion of team sports. Explain differences of team sports by elaborating
on the table in p. 329. Explain how participating in team sports can help improve
one’s physical fitness.
2. Facilitate discussion of different team sports. Elaborate on the necessary skills
and rules. Whenever possible, discuss how to officiate these sports including table
officiating. Encourage students to research on these sports.
Synthesis Question How can participation in team sports improve one’s physical fitness?
and Deepening a. Activity 1: FITT for Team Sports
Understanding Answers will vary. Give about five minutes to accomplish this. Review
FITT principle if necessary
b. Activity 2: What Else?
Give about five minutes to accomplish this. Ask for volunteers to share
their answers.
c. Activity 3: Keep Score!
Make a game schedule for the class beforehand. Post this schedule during
games for easy transition. Review rules of sports whenever necessary and
officiate games.
Assign students to officiate games and rotate with others whenever they do
not have games.
Emphasize records keeping for all students, both with their own games and
as table officials.
2. Pair or group students together. Discuss the activity in Deepening Understanding
and set standards for evaluation.
Looking Back and 1. Recall importance of participating in active recreation such as team sports.
Wrapping Up 2. Recall different team sports, their rules, and skills necessary for each sport.
3. Emphasize on utilizing individual and dual sports in their physical activity log.
4 Facilitate answering of reflection activity in the book.
Lesson 14: Move to the Beat!

a. discuss the nature and background of dance; and
b. participate in active recreation such as creative, folk, social, ballroom, hip-hop, ballet, tap, stomp,
and line dance.
What to Prepare:
Music player, speakers, pictures or videos of different types of dances
74
How to Facilitate:
Warming Up 1. Group students accordingly. Prepare different types of music and ask them to
identify these. Prepare more than one sample of music for each type.
2. Facilitate discussion of Let’s Process!
Transition Question What is dancing?
Lesson Proper 1. Facilitate discussion on dance and how dancing can improve one’s physical fitness.
Explain how the FITT principle can be used in dancing.
2. Facilitate discussion of different types of dances. Show pictures or videos if possible.
Demonstrate basic steps of different types of dances if possible.
Synthesis Question How can you make use of dancing as a means of improving your physical fitness?
and Deepening a. Activity 1: What’s Out There?
Understanding Give this as an additional input in their physical activity log.
b. Activity 2: Your Own Simple Routine
Group students accordingly. Make sure to assign students who are confident
in dancing and making choreography to different groups. Make sure all types of
dances are chosen by groups or make them draw lots.
Give about 15-20 minutes for this activity.
2. Discuss the activity in Deepening Understanding. Ask students to share their findings
in class.
Looking Back and 1. Recall importance of dancing as a physical activity.
Wrapping Up 2. Recall different types of dances.
3. Emphasize on utilizing dancing in their physical activity log.
Lesson 15: Let’s Go Outside!

a. discuss the nature and background of indoor and outdoor recreational activities such as hiking/
trekking and camping;
b. participate in active recreation such as hiking/trekking and camping; and
c. practice environmental ethics (e.g., Leave No Trace) during participation in recreational activities
of the community.
What to Prepare:
Sheets of paper, pictures or video documentaries on outdoor ethics
How to Facilitate:
Warming Up 1. Ask students to do the Warming Up! activity.
2. Facilitate Let’s Process! activity and share your own experiences as well.
Transition Question What is outdoor recreation?
75
Lesson Proper 1. Facilitate discussion of outdoor recreation and give examples of local destinations
famous for outdoor recreation.
2. Facilitate discussion of outdoor ethics. Elaborate on ways to practice these by
showing pictures or video documentaries.
3. Facilitate discussion of hiking, trekking, and camping. Discuss the checklist on
p. 345. Discuss important things to remember and give practical tips whenever
possible. Share your own experiences of participating in outdoor recreation, if any.
Synthesis Question How can outdoor recreation improve one’s physical fitness?
and Deepening a. Activity 1: Leave No Trace in Practice
Understanding Give this as an assignment either individually, by pair, or by group.
Students belonging in the same neighborhood can be grouped. Set format for
the portfolio and rubrics. Set a deadline as well.
b. Activity 2: Where Else?
Group students accordingly. Groups can be further subdivided into regions.
Ask students to present their research as if they were working in a travel agency
trying to convince customers to visit the assigned hiking destinations. Set
criteria for grading and schedule of presentation.
c. Activity 3: Camping Stuff to Do
Group students accordingly. Give this an assignment so that groups can
formulate a philosophy better.
2. Discuss the activity in Deepening Understanding. Make sure that the contents of the
students’ outputs are consistent. Make arrangements with the school or immediate
community to distribute and post the students’ outputs.
Looking Back and 1. Recall meaning of outdoor recreation and practicing outdoor ethics.
Wrapping Up 2. Recall different types of outdoor recreation such as hiking, trekking, and camping
and important things to remember when participating in these physical activities.
3. Emphasize on utilizing outdoor recreation in their physical activity log.
Lesson 16: More to Do Outdoors!

a. participate in active recreation such as orienteering and biking;
b. discuss the nature and background of indoor and outdoor recreational activities such as orienteering
and biking; and
c. practice environmental ethics (e.g., Leave No Trace) during participation in recreational activities
of the community.
What to Prepare:
Bond or intermediate paper, pencil or ballpen, maps for practice and for activity, compass
76
How to Facilitate:
Warming Up 1. Ask students to do Warming Up! activity. Remind them to label landmarks and
include features such as humps, road repairs, open spaces, parked vehicles, etc.
2. Facilitate activity in Let’s Process! Elaborate on students’ answers and share your
experiences, if any.
Transition Question What is orienteering?
Lesson Proper 1. Facilitate discussion of orienteering. Explain skills needed in orienteering including
reading maps and map symbols, and using compass. Explain how orienteering can
help improve physical fitness.
2. Facilitate discussion of biking. Emphasize importance of knowing different parts of
a bike and accomplishing a biking checklist. Explain how biking can help improve
physical fitness.
Synthesis Question How can orienteering and biking help improve one’s physical fitness?
and Deepening a. Activity 1: Set It Up!
Understanding Give this as an assignment.
b. Activity 2: Map Walk
Group students accordingly. Prepare a map for the activity. Give ample
time for groups to finish.
c. Activity 3: Word Search
Allot five minutes for this activity.
d.. Activity 4: Classroom Map
Prepare markers for mini-controls. Group students together to control
number of students entering the classroom. Allot 10-15 minutes for this.
e.. Activity 5: Urban Biking
f.. Activity 6: Bike Routes
g. Activity 7: To Navigate or To Bike? Or Both?
Give this as an assignment. If possible, encourage students to include this
in their physical activity log.
2. Discuss the activity in Deepening Understanding. Group students accordingly and
help students in accomplishing their chosen topic. Set a date for group presentation.
Looking Back and 1. Recall meaning of orienteering and biking, and the important things to remember
Wrapping Up when participating in these physical activities.
2. Emphasize on utilizing orienteering and biking in their physical activity log.
77
Lesson 17: Get Others to Move!
Target Competency:
advocate community efforts to increase participation in physical activities and improve nutrition
practices.
What to Prepare:
Pictures of community facilities and community activities
How to Facilitate:
Warming Up 1. Ask students to do Warming Up! activity. Elaborate on community as referring to
their neighborhood.
2. Facilitate activity in Let’s Process! Elaborate on students’ answers and share your
thoughts.
Transition Question What is community assessment?
Lesson Proper 1. Facilitate discussion of community assessment. Elaborate on the physical activity
recommendations by the World Health Organization (WHO) and how community
assessment can address these recommendations. Show pictures of community
facilities.
2. Facilitate discussion of short- and long-term community activities and how these
activities promote physical fitness. Show pictures of community activities.
Synthesis Question How can community assessment improve the community’s physical fitness?
and Deepening a. Activity 1: Your Own Ocular Visit
Understanding Give this as an assignment. This can be done by groups of students
belonging to the same community.
b. Activity 2: Address those Factors
Allot five minutes for this activity. Ask for volunteers to share their answers.
c. Activity 3: Setting Them All Up
Give this as an assignment. Groups will present on a set deadline.
Emphasize that priorities and action plans should be realistic.
2. Discuss the activity in Deepening Understanding.
Looking Back and 1. Recall importance of community assessment and how this can address physical
Wrapping Up activity recommendations of WHO.
2. Recall importance of short- and long-term community activities.
78
Unit Test
A. 1. a
2. b
3. d
4. d
5. d
6. c
7. c
8. b
9. b
10. c
11. b
12. b
13. b
14. d
15. a
B. 1. dance
2. creative dance
3. social/ballroom dance
4. contemporary/modern dance
5. hip-hop
6. Latin dance
7. ballet
8. tap dance
9. line dance
10. stomp
C. 1. See answers on TX, page 321

2. See answers on TX, page 321
4. Easy, Rewarding, Safe
79
Part 4 HEALTH
Unit I
Live in a Healthy Community and Environment
This learning unit will deepen the students’ understanding of their community and environment.
The lessons will expose them to various existing and emerging community and environmental issues
and concerns that may influence their health and well-being. The primary role of the teacher is to
make the students aware of their shared community and environmental responsibility. By doing so,
the students will develop skills that will help protect and preserve the community they live in, and
positively impact both community and personal health.

The learner demonstrates understanding of the The learner will be able to consistently demonstrate
principles in protecting the environment for community healthful practices to protect the environment for
wellness. community wellness.
Lesson 1: Healthy Community Living

a. define community and environmental health;
b. describe a healthy community and environment; and
c. explain how a healthy environment positively impacts the health of people and communities
What to Prepare:
Pictures of communities around the school
How to Facilitate:
Warming Up 1. Ask the students to group themselves according to the barangay in which they live.
2. Direct each group to a space in the classroom where they may work together.
3. Distribute the Community Profile sheets.
4. Explain the mechanics of the activity.
5. Allot ten minutes for the groups to accomplish the profile.
6. Facilitate one of the options below:
a. If there are plenty of groups, ask all the students to move back to their seats.
Instruct them to do a pair-share activity to compare their respective community
profiles.
b. If there are only a few groups, call volunteers to share information about their
Community Profile. Facilitate a discussion on the similarities and differences of
the communities.
80
Transition Question How does your community affect your health and well-being?
Lesson Proper 1. Facilitate discussion on the definition of community and environment. Occasionally
ask the students to refer to the textbook for content reading.
a. characteristics of a healthy community and environment
b. factors that contribute to a healthy community and environment
c. impact of a healthy environment to the community
Synthesis Question Based on what you have learned in the lesson, how will you evaluate the condition of the
community and environment where you live?
Checking Learning 1. Facilitate the answering of activities in the book.
and Deepening a. Activity 1: Define and Draw
Understanding Answers may vary. Allow students to explain their answers and illustrations.
b. Activity 2: My Healthy Community
Facilitate sharing of reflection.
2. Discuss the activity for Deepening Understanding. Set deadline for submission of
Looking Back and Ask the students to accomplish Health Check by writing a pledge that advocates for a
Wrapping Up healthy community and environment.
Lesson 2: Nature’s Problems

Time Allotment: Three sessions
a. identify existing and emerging environmental issues;
b. discuss the nature of the existing and emerging environmental issues; and
c. analyze the effects of the existing and emerging environmental issues on people’s health
What to Prepare:
Pictures of existing and emerging environmental issues and concerns
How to Facilitate:
2. Allot time for sharing of groups.
3. Record on the board the similar and different responses of the groups.
81
Lesson Proper 1. Recall the responses on the board.
2. Start the discussion with the keywords given by the groups.
3. Emphasize the following points as you discuss each environmental concern.
a. its nature and causes
b. its impact and effects to living and non-living things in the environment
Note: Below is the suggested segmentation of the topics for the three sessions.
a. Session 1: pollution and global warming
b. Session 2: illegal mining, deforestation, and soil erosion, and pesticide drift
c. Session 3: cyanide fishing, coral reef degradation, and oil spill
4. Extend discussion on environmental issues that were not mentioned during the
Warming Up activity. Emphasize the same points.
5. Occasionally ask the students to refer to the textbook for content reading.
Synthesis Question How will you advocate for community and environmental responsibility?
Checking Learning 1. Facilitate the answering of Activity 1: Triad of Concerns on p. 379. Answers may
and Deepening vary. Allow students to explain their answers.
Understanding 2. Discuss the activity for Deepening Understanding. Set deadline for submission of
Looking Back and Ask the students to accomplish Health Check.
Wrapping Up
Lesson 3: My Community and Environmental Responsibility

a. explain the role of oneself, the community, and the government in the protection of the environment;
and
b. suggest ways to prevent and manage existing and emerging environmental health issues.
What to Prepare:
Additional description of environmental laws listed on p. 385
How to Facilitate:
2. Allot time for sharing of groups.
3. Record on the board the similar and different responses of the groups.
Transition Activity Facilitate pair reflection using Let’s Process on p. 382.
Lesson Proper 1. Facilitate discussion on the community and environmental responsibility of humans.
Occasionally ask the students to refer to the textbook for content reading.
a. concrete steps to manage and prevent environmental issues
b. legal implications of environmental issues management
Synthesis Question What causal factor is the common denominator of the existing and emerging
environmental factors?
82
a. Activity 1: Take Part
Answers may vary. Allow students to explain their answers and illustrations.
b. Activity 2: 5Rs
Below is an example of set of possible answers.
Waste Strategy Procedure
plastic bottle Reuse Bring to school for
refilling of water.
empty boxes Reuse Use for storage of
household items.
scratch paper Recycle Create art pieces that may
be sold.
old clothes Recycle Create bags, wallets, or
purses out of cloth.
metal scrap Recycle Create art pieces that may
be sold.
2. Answers may vary. Evaluate the feasibility of the strategy with the procedure.
Looking Back and 1. Recall again the media platform where keywords were recorded.
Wrapping Up 2. Ask students to slash keywords that were discussed in the lesson.
3. Allow the students to add more keywords if there is a need.
4. Ask the students to accomplish Health Check.
83
Unit Test
The answers in the activity on p. 389 may vary. Assess and evaluate the accuracy of responses of
the students.
2. Explain the rubrics for evaluating the output. Set deadline for submission.
84
Unit II
No to Illegal Drugs
This learning unit will provide a deeper and wider understanding of substance use and abuse. The
lessons are designed to introduce to the students the various concepts related to drugs, its types, and
effects to the body. The primary role of the teacher is to develop the students’ resistance and decision-
making skills so they will decrease the risk factors and strengthen the protective factors against
substance use and abuse.

The learner demonstrates understanding of the dangers The learner will be able to share responsibility
of substance use and abuse on the individual, family, with community members through participation in
and community. collective action to prevent and control substance use
and abuse.
Lesson 4: Drugs: Illegal or Legal?

a. define drugs and other related concepts such as substance use, misuse, abuse, and dependence;
b. identify and describe the different types of drugs;
c. correct myths and misconceptions about substance use and abuse; and
d. recognize warning signs of substance abuse and its harmful short- and long-term effects to the
body.
Session 1: Introduction to Drugs and Its Types
What to Prepare:
Representations of drugs (medicines, powder, crystals, etc.)
How to Facilitate:
Warming Up 1. Present the prepared fake samples of drugs to the students.
2. Observe how they will react upon presentation.
3. Ask the students why such reaction was exhibited.
4. Write the word “drugs” on the board.
5. Facilitate the Warming Up activity on p. 392.
6. Upon sharing of output, avoid making judgment on the students’ responses. Suspend
until the lesson proper for validation.
Transition Question From the sharing of the class, how will you define drugs in one sentence?
85
Lesson Proper 1. Facilitate discussion on the definition of drugs.
a. effects of drugs in the body (both positive and negative)
b. concepts of responsible drug use, drug misuse, drug abuse, and drug dependence
3. Occasionally ask the students to browse through the content on pp. 393-394.
Synthesis Questions 1. Why do people think all drugs are illegal?
2. What factors may contribute to this misconception?
3. How will you help in correcting this misconception?
Checking Learning Facilitate the answering of Activity 1: Your Own Terms on p. 400. Answers may vary.
Validate responses by basing on the book definition of the terms presented.
Session 2: Types of Controlled Drugs
What to Prepare:
Pictures of types of controlled drugs
How to Facilitate:
Warming Up 1. resent pictures of different types of controlled drugs. Ask students if they can identify
them.
2. Ask students why these drugs are labelled as “controlled.”
Transition Activity On a sheet of paper, list negative effects of controlled drugs when taken in the body.
Lesson Proper 1. Facilitate discussion on the description of each controlled drug.
a. nature of the drug
b. effects of drug abuse in the body
3. Occasionally ask the students to browse through the content on pp. 394-399.
Synthesis Questions 1. Why do people take and abuse controlled drugs?
2. What could be long-term effects of use and abuse of controlled drugs to a person’s
life and the people around him or her?
Checking Learning 1. Facilitate the answering of Activity 2: Your Own Terms on p. 400. Below are correct
and Deepening answers.
Understanding
Stimulants Depressants Narcotics Hallucinogens Inhalants
Ephedrine Barbiturate Codein Ketamine Gasoline
Cocaine Benzodiazepine Heroin LSD Hairspray
Amphetamine
2. Discuss the activity in Deepening Understanding on p. 400. Set parameters and
expectations. Adjust according to what will be agreed upon by the class. Discuss the
rubrics for evaluation.
Looking Back and 1. Facilitate a short review of the day’s lesson.
Wrapping Up 2. Ask students to accomplish Health Check.
86
Lesson 5: The Impact of Illegal Drugs
a. discuss the harmful effects of substance abuse and abuse on the individual, family, school, and
community; and
b. explain the health, socio-cultural, psychological, legal, and economic dimensions of substance use
and abuse.
What to Prepare:
News clippings that feature enforcement of drug laws
How to Facilitate:
Warming Up 1. Facilitate the Warming Up activity on p. 402.
2. Ask students to post their work on the walls of the room.
3. Allot time for the students to do a gallery viewing of the outputs.
Lesson Proper Use two sessions to extensively discuss the topic. Use the discussion guide below.
1. Facilitate discussion on the Illegal Drug Circles. Occasionally ask the students to
refer to the textbook for content reading.
2. Deepen the discussion by analyzing the interaction of the circles with the layers of
the person’s life: as an individual, family member, community member, and citizen.
For example, analyze the implications of the psychological circle of illegal drugs for
the person’s role in the community. Example scenario: an illegal drug user who is
psychologically unhealthy may commit crime in the neighborhood.
3. For discussion of the legal implications for illegal drug use and abuse, cite more
features of the laws. Use news articles to provide illustration of enforcement of drug
laws.
Synthesis Question What is the most important circle of illegal drugs? (Cue: All circles contribute to the
overall impact of illegal drug use to a person’s life. They are interrelated with each other.)
Checking Learning 1. Facilitate the answering of Face the Impact on p. 405. Answer each item together.
Suggested scheme:
a. Allot two minutes for the students to read the scenario.
b. Give them another two minutes to answer the question.
c. Call volunteers to share their answers. Facilitate discussion and validation of
answers.
d. Do the same procedure until activity is finished.
Looking Back and 1. Recall the circles of illegal drugs and their implications on a person’s life.
Wrapping Up 2. Call volunteers to give a one-sentence summary of the diagram. Provide feedback to
the responses. Clarify misconceptions if there are still any.
3. Ask the students to accomplish Health Check.
87
Lesson 6: The Drug Scenario
a. describe the drug scenario in the Philippines; and
b. identify agencies responsible for the prevention and control of drug use and abuse.
What to Prepare:
News articles that depict the drug scenario in the Philippines and feature international anti-drug
campaigns and programs
How to Facilitate:
Warming Up 1. Ask students to read the news excerpt in p. 408.
2. Use the questions in Let's Process to facilitate discussion on the news excerpt..
Transition Question Aside from the issue of drug mules, what other drug-related problems are experienced
in the country?
Lesson Proper 1. List on the board the responses of the students to the Transition Question.
2. Go over each response and initiate discussion on the nature of the drug-related
problem. If there is an available news excerpt or feature article suited for the problem
being analyzed, use it to enrich the discussion. Use data presented on pp. 410-411 to
support instruction.
Note: If discussion takes the whole first session, continue to the next session.
Ask students to search for international anti-drug campaigns and programs and their
sponsoring agencies. Start the class with the following guide.
a. Ask the questions below to link the discussion of the drug-related problems to
the government programs that address them.
a. What does the government do to address these concerns?
b. What existing anti-drug campaigns/programs do you know?
b. Refer to pp. 409-411 in discussing government anti-drug campaigns and their
sponsoring agencies.
c. Ask students to share about their homework (international anti-drug campaign
and programs). Enrich discussion during the sharing. Provide more examples of
global efforts toward a drug-free world.
d. Deepen the analysis by comparing and connecting the local and international
anti-drug campaigns and programs.
Synthesis Question How will you evaluate the efforts of the government in eradicating drug use and abuse
in the country?
88
and Deepening a. Activity 1: Fact or Bluff
Understanding Items that are a Fact: #1, 2, 6, 7, 10
Items that are a Bluff: #3, 4, 5, 8, 9
b. Activity 2: Reflect
Ask students to do this as a homework. Read and comment on the output of the
students. Correct misconceptions if there are any. Provide feedback.
Looking Back and 1. Ask comprehension check questions to validate learning.
Lesson 7: Your Risk, Your Life

a. discuss the risk factors and protective factors in substance use and abuse;
b. analyze situations for the use and non-use of illegal substances
c. identify strategies in the prevention and control of substance use and abuse;
d. develop decision-making and resistance skills to prevent substance use and abuse; and
e. enumerate healthy alternatives to substance use and abuse.
What to Prepare:
None
How to Facilitate:
Warming Up Facilitate the People At Risk activity on p. 414. Below is the suggested format of the
group work.
a. Ask students to form groups with four to five members each.
b. Distribute a sheet of paper to each group.
c. At your signal, the first member writes his or her answer on the sheet of paper.
d. At your next signal, the first member passes the sheet of paper and pen to the next
person.
e. Repeat this until all the members have answered.
f. The group reads all the answers and discusses the responses.
g. Allow each group to share their reflection points.
Transition Question Recall the drug-related news you recently read or watched. What is the profile of people
frequently involved in use or distribution of controlled drugs? What do you think led
them to do such?
89
Lesson Proper 1. Initiate discussion on the risk factors that increase the likelihood of a person to use
or abuse illegal drugs. Refer to the content on p. 415. Discuss comprehensively each
risk factor. Analyze the possible causes of the factor and possible background of the
person involved.
2. Ask the students, “How can these risk factors be lessened or totally eliminated?”
3. Continue discussion by introducing the concept of protective factors. Expound
on resiliency and decision-making skills as critical in strengthening the protective
factors.
4. Role-play the scenario on p. 417 to demonstrate application of resistance skills.
Synthesis Questions As a teenager, how will you spread awareness of drug use and abuse protective factors
in the community?
Checking Learning 1. Facilitate the answering of Checking Learning activities on p. 418. Answers may
and Deepening vary. Assess and evaluate the accuracy of responses.
Understanding 2. Discuss the activity for Deepening Understanding. Set deadline for submission of
Looking Back and 1. Facilitate a review of the comparison and examples of risk and protective factors.
90
Unit Test
Below are the answers to the Unit Test on p. 421.
I. Drugs are substances used to treat, cure, and prevent illnesses. There are different types of drugs
according to the way they are acquired. Prescription drugs are obtained upon presentation of a
written order from a doctor. Over-the-counter drugs are products that may be easily accessed in
commercial stores. The sale, use, purchase, and manufacturing of controlled drugs are supervised
by the government. Responsible drugs use refers to the proper use of drugs in addressing a specific
medical concern. Drug misuse refers to the improper use of drugs to address a medical concern.
Drug abuse refers to the intentional use of drugs for other reasons. Drug abuse refers to the condition
where the use of drugs contributes to the normal functioning of a person.
II.
Stimulants Depressants Narcotics Hallucinogens Inhalants
These are drugs These are drugs Examples of these Examples of these Examples of these
that speed up the that slow down the are opium and are LSD, PCP, and are gasoline,
processes of the processes of the morphine. ketamine. wood varnish, and
nervous system. nervous system. These are drugs These drugs provide hairspray.
They are also called These are also that cause an instant high
uppers. called sedatives or hallucinations. when inhaled.
Examples of these downers.
are cocaine, crack, Examples of these
amphetamine, are barbiturate and
metamphetamine, benzodiazepine.
ephedrine, and These are drugs
MDMA. used to relieve
pain. These are also
called painkillers.
III. Read through the letters of the students. Provide feedback.
91
Unit III
I Am Ready for Emergencies
This unit will equip the students with knowledge and skills to respond to emergency situations that
result in unintentional injuries. The primary role of the teacher is to demonstrate appropriate and correct
first aid procedures and allow the students to accurately counter-demonstrate them. This Teaching
Manual will provide a recommended outline on how learning of safety, first aid, and injury prevention
should be facilitated.

The learner demonstrates understanding of first aid The learner will be able to perform first aid procedures
principles and procedures. with accuracy.
Lesson 8: To the Rescue!

Time Allotment: Four to five sessions
a. discuss the basic information about first aid (principles, roles, responsibilities, and characteristics
of a good first aider);
b. demonstrate the conduct of primary and secondary survey of the victim; and
c. assess an emergency situation.
Session 1: Introduction to Emergency Action and First Aid
What to Prepare:
Media platform (digital or print) where responses may be recorded and retrieved in the next sessio
How to Facilitate:
Warming Up 1. Ask the students to study the picture on p. 424.
2. Facilitate the Warming Up activity.
3. Call volunteer pairs to share their role-play experience.
4. Record responses on the prepared media platform. Inform the students that the class
will verify the responses as you progress through the lesson.
Transition Question How important is knowing how to respond to emergency situations?
Lesson Proper 1. Initiate discussion by developing in the students the definitions of injury and first aid.
a. objectives of first aid
b. principles of emergency action and first aid
c. roles, responsibilities, and characteristics of a first aider
3. Occasionally ask the students to read through the content on pp. 425-427.
4. As the class proceeds with the lesson, you may lead the students in creating a
diagram (flowchart) of the first aid and emergency care concepts.
92
Synthesis Question What possible concerns may hinder the first aider in doing emergency care? (Cue:
Emphasize the ability to overcome panic and anxiety during emergency situations.)
Checking Learning Facilitate answering and checking of Activity 1: 4-3-2-1 on p. 430. Below are possible
the answers.
1. Characteristics of a first aider
a. gentle
b. observant
c. resourceful
d. tactful
e. empathetic
f. respectful
2 Objectives of first aid
a. prolong the life of the victim
b. alleviate suffering
c. prevent further injury
3. Principles of emergency action and first aid
a. Provide care if you witness an emergency situation.
b. Put personal safety first before emergency care.
c. Provide correct first aid procedures.
d. Remain calm.
4. First aid is the immediate and temporary care given to a victim before professional
help arrives. Emergency action in the swift response to a pressing situation.
Sessions 2-4: Basic First Aid Procedures
What to Prepare:
• Media platform where responses in the first session were recorded
• Dummy injured person
• Mouth cover for dummy injured person
How to Facilitate:
Warming Up 1. Recall the media platform where responses of the students were recorded.
2. Ask the following questions to process the sharing.
a. Of the suggested actions in responding to an accident, which should be done
first?
b. Is there an order of steps in emergency care?
Transition Question How important is knowing the correct steps in responding to emergency situations?
Lesson Proper 1. Present the dummy injured person.
2. Go over each step in basic first aid procedure. Refer to pp. 427-428.
3. Simulate each step using the dummy injured person.
4. As the class goes through each step, invite students to ask questions. Clarify
misconceptions if any arises.
5. Emphasize the acronym AID-FIRST so students may easily recall the procedure.
Note: Each step may take time to simulate. You may stop after the CPR simulation.
Continue with the demonstration in the next session.
93
Synthesis Question What possible problems may arise as you perform the basic first aid procedures? How
should these concerns be addressed?
Checking Learning Note: If there is extra time during the third session, do the task below. If there is no time
left, ask the students to do the task at home.
Facilitate answering and checking of Activity 2: Don’t Forget on p. 430. Below are the
answers.
a. Primary assessment
Circulation
Airway
Breathing
b. Victim history
Signs and symptoms
Allergies
Medication
Previous medical conditions
Last oral intake
Events that led to the accident
c. Head-to-toe examination
Deformity or fractures
Open wounds
Tender body parts
Swollen body parts
Session 4: Return Demonstration

Allot the whole fourth session for return-demonstration of the first aid procedures. Choose any of
the activity formats below:
a. Use several dummy injured person (if available) for students to demonstrate the first aid
procedures. Replace the mouth cover after every use.
b. Ask the students to form pairs to demonstrate the first aid procedures to each other. Provide
safety guidelines and close monitoring of the activity. Mouth-to-mouth resuscitation should not
be done but will just be simulated without body contact. The force in the performance of chest
compression should also be regulated to avoid injuries.
Looking Back and 1. Ask students to accomplish Health Check.
Wrapping Up 2. Additional activity if time permits:
Session 5: Interaction with Certified Rescuers

Invite certified first aiders or members of emergency response teams to enrich learning of the
lesson. Contact the local government to connect with possible guest experts.
94
Lesson 9: Alert for First Aid
a. explain the nature of common unintentional injuries; and
b. demonstrate proper first aid procedures for common unintentional injuries.
What to Prepare:
• cold compress
• bandage
• cloth
How to Facilitate:
Warming Up 1. Facilitate the Warming Up and Let’s Process activities on p. 433.
2. Allot time for sharing of experiences and responses to the questions.
Transition Questions Can first aid and emergency care be given to oneself, too? Which emergency situations
may allow the person to apply first aid and emergency care to himself or herself?
Lesson Proper 1. List on the board the responses of the students to the transition questions. Recall
the definition of unintentional injuries.
2. If the following emergency situations were cited by the students, initiate discussion
on each.
a. musculoskeletal injuries (sprain, strain, fracture, dislocation)
b. nosebleeding
c. burns
d. heat emergencies
e. poisoning
f. choking
3. For each emergency situation, emphasize the following points:
a. nature
b. signs and symptoms
c. basic first aid procedure
4. Demonstrate the first aid procedures for each emergency situation.
5. After discussing the abovementioned emergency situations, allot time to process
those that were not cited by the students. You may ask the students to research
about the other scenarios. If you are knowledgeable about the other scenarios,
share significant information about them.
Note: First aid procedures for each emergency situation may take time to simulate.
Continue with the demonstrations in the next session.
Synthesis Question What are ways to avoid unintentional injuries?
95
Checking Learning Note: If there is extra time during the second session, do the task below. If there is no
time left, ask the students to do the task at home.
Facilitate answering and checking of Activity 1: The Injury on p. 438. Below are the
possible answers.
1. sprain – tearing of ligament (partial or complete)
2. strain – overstretching of the muscles and tendons
3. fracture – break or crack in the bone (partial or complete)
4. dislocation – incorrect position of two bones
5. burn – inflammation of the layers of the skin
6. choking – blockage in the passage of air
Session 2: Return Demonstration
Allot the whole third session for return-demonstration of the first aid procedures for common
unintentional injuries. Vary the formats of the activity. You may utilize independent, pair, or group
structures.
Looking Back and 1. Ask students to accomplish Health Check.
Wrapping Up 2. Additional activity if time permits:
Session 3: Interaction with Professionals

Invite professionals (sports therapist, nurse, medical doctor, etc.) to enrich knowledge on first aid
and emergency care for common unintentional injuries.
Lesson 10: Dressing, Bandaging, and Transporting Skills

a. explain the importance and function of dressing, bandaging, and transporting skills;
b. identify emergency situations that call for dressing, bandaging, and transporting skills;
c. explain the principles of wound dressing;
d. demonstrate appropriate bandaging techniques; and
e. demonstrate proper techniques in carrying and transporting the victim of unintentional injuries.
Sessions 1-2: Wound Dressing and Bandaging Techniques
What to Prepare:
• cloth
• povidine-iodine solution
• cotton
• dressing
• triangular bandage
96
How to Facilitate:
Warming Up 1. Facilitate the Warming Up activity on p. 441.
Transition Activity Facilitate sharing of responses to the questions in Let’s Process.
Lesson Proper 1. Present a dressing kit to the students. Ask them to enumerate the materials that
should be found inside the kit.
2. Verify their responses by showing each material in the kit.
3. Initiate discussion on wound dressing. Emphasize and demonstrate the following:
a. Basic first aid procedure
b. Principles of wound dressing
4. Ask the students, How will you protect the dressing from being taken off?
5. Introduce the concept of bandaging as a way to keep the dressing in place.
6. Emphasize that bandaging is also performed to immobilize the body part which
has musculoskeletal injury.
7. Initiate discussion on and demonstration of bandaging techniques.
Note: Discussion, demonstration, and return-demonstration should take two
sessions.
Synthesis Question What might happen if the dressing and bandaging techniques are not properly done?
Checking Learning 1. Facilitate a counter-demonstration of the dressing and bandaging techniques.
2. Facilitate answering and checking of items 1-10 in the Right or Wrong activity on
p. 449. The following are the correct answers.
1. R
2. W
3. R
4. R
5. W
6. R
7. W
8. R
9. W
10. R
Session 3: Transporting Techniques
What to Prepare:
• chair (monobloc/wooden)
• blanket
How to Facilitate:
Warming Up Ask the students:
a. What if the injury causes the person to become immobile?
b. How will you transport the person to a safer and more comfortable location without
further harming him or her?
97
Lesson Proper Initiate discussion on transporting techniques. Demonstrate the procedures. Refer to
the TX on pp. 446-448.
Note: Transporting techniques may require more than two first aiders. Practice and
ensure safety of volunteer students who will assist you as you demonstrate each
technique.
Synthesis Question What might happen if the transporting techniques are not properly done?
Checking Learning 3. Facilitate a counter-demonstration of the transporting techniques.
4. Facilitate answering and checking of items 11-15 in the Right or Wrong activity on
p. 449. The following are the correct answers.
11. W
12. R
13. W
14. R
15. W
98
Unit Test
Below are the answers to the Unit Test on pp. 451-452.

I. 1. Objectives of first aid
a. alleviate suffering
b. prolong life
c. prevent further injuries
2. Roles and responsibilities of a first aider
a. Serve as provider of emergency care while medical and professional service is absent.
b. Ensure safety of oneself, the victim, and the bystanders.
c. Assess the emergency situation for first aid.
d. Perform correct and appropriate first aid procedures on the victim.
e. Document important information upon interaction with the victim.
f. Turn over the victim and documented information to professionals upon their arrival.
3. Characteristics of a good first aider
a gentle
b. observant
c resourceful
d. tactful
e. empathetic
f. respectful
II.
A Ask for help.
I Inspect the scene.
D Determine possible threats.
F Face the victim and introduce oneself.
I Intervene and conduct assessment.
R Remember and record the procedures done.
S Stay with the victim until professional help arrives.
T Turn over the victim to medical professionals and inform them of the scenario.
99
Unit IV
A Healthy and Violence-Free Community
This unit will enable the students to better understand the nature of intentional injuries. These
injuries are more complex to handle because they are caused by persons with the intention to impose
violence over one or more victims. The primary role of the teacher is to allow the students to analyze
the profile of the characters involved in violent scenarios. With these analyses, the students will be able
to understand the risk factors, impact, and ways to prevent and handle the violent situations.

The learner demonstrates understanding of of the The learner will be able to consistently demonstrate
concepts and principles of safety education in the resilience, vigilance, and proactive behaviors to
prevention of intentional injuries. prevent intentional injuries.
Lesson 11: No to Bullying!

a. differentiate unintentional from intentional injuries;
b. describe the nature of bullying;
c. identify the characters involved in bullying;
d. analyze the risk factors related to bullying; and
e. enumerate ways to prevent and handle bullying.
Session 1: The Nature of Bullying
What to Prepare:
Features of Anti-Bullying Act of 2013 (R.A. 10627)
How to Facilitate:
Warming Up 1. Write the word “bullying” on the board.
2. Facilitate the Think-Share-Reflect activity on p. 454.
3. During the sharing of responses, record the keywords on the board to form a
semantic web about bullying. See format below.
Transition Activity Extend sharing of reflection through the questions in Let’s Process. Additional
questions: How is the nature of bullying injuries compare to the injuries discussed in
the previous unit?
100
Lesson Proper 1. Introduce the concept of intentional injuries and bullying as one of its causes.
2. Ask the students about a typical bullying situation. Build up on their examples by
emphasizing the following:
a. characters in a bullying scenario
b. factors that define bullying
c. types of bullying
3. Enrich the discussion by analyzing the situation of each character in a bullying
scenario. Ask the students about the possible impact of bullying to the following.
a. bully
b. bullied
c. bystander
4. Gather responses from students about ways to prevent and handle bullying
scenarios. You may opt to facilitate a role-play activity in eliciting responses from
students.
5. Ask the students to read through the content on pp.455-458.
Synthesis Activity Present features of the Anti-Bullying Act of 2013 (R.A. 10627). Gather reactions and
reflections from the students. Emphasize that bullying is a serious situation that may
have grave effects to a person.
Checking Learning 1. Facilitate answering and checking of Activity 1: Stop Bullying on p. 459. Below
are the possible answers.
1
Type of bullying Verbal
Bullying acts Teasing, laughing at, saying offensive
remarks
Possible impact to the bullied person Decreased self-esteem
May leave school
May be scared to go to school
May hurt one’s self
2
Type of bullying Physical
Bullying acts Hitting, pushing
Possible impact to the bullied person Physical injuries
May leave the varsity teams
May lose interest in the sport
May be scared to go to school
3
Type of bullying Relational
Bullying acts Editing picture to turn into malicious
Possible impact to the bullied person
May pose threat
May cause a fake online scandalous
profile
May be scared to go out
2. Ask students to do Activity 2: A Text Away as homework.
101
Looking Back and Ask students to write in Health Check a one-sentence pledge towards a bullying-free
Wrapping Up environment.
Session 2: Interaction with Guidance Counselor
Invite the school guidance counselor to enrich the learning of the nature of bullying and how to
prevent it.
Lesson 12: Building Healthy Friendships

a. describe the nature of group (gangs, fraternities, and sororities) violence;
b. explain the impact of group violence to the victim; and
c. suggest ways to prevent group violence.
What to Prepare:
None
How to Facilitate:
Warming Up 1. Facilitate the Warming Up and Let’s Process activities on p. 462.
Transition Activity Write the words gang, fraternity, and sorority on the board. Ask students what they
about these groups.
Lesson Proper Initiate discussion on exclusive groups and violence that they may pose. Emphasize the
following points.
• Not all fraternities and sororities are violent.
• Fraternities and sororities become violent when they take advantage of their
members through physical or emotional attacks.
• All gangs are violent because they involve themselves in violent and illegal
activities.
• One may belong to a group of friends without being violent.
Synthesis Activity Present features of the Anti-Hazing Law of 1995 (R.A. 8049). Gather reactions and
reflections from the students. Emphasize that group violence is a serious situation that
may have even lead to death of a victim.
Checking Learning 1. Facilitate answering and checking of Activity 1: True or False on p. 465. Below are
and Deepening the possible answers.
Understanding Hazing
True False
It results to physical injuries or even It tests the friendship among groups.
leads to death. It is a tradition.
It is abuse of power and authority over It will make a person stronger.
a person.
It is prohibited by law.
102
Gang Violence
True False
It results to physical injuries or even It tests the friendship among groups.
leads to death. It is a tradition.
It is abuse of power and authority over It will make a person stronger.
a person.
It promotes activities prohibited by
law.
2. Facilitate the answering of Activity 2: Team Healthy Friendships on p. 466. Allow
students to share their outputs. You may also invite the students to propose a
friendship group as a class and fill out the table together.
3. Ask the students to do Deepening Understanding on p. 467 at home.
Looking Back and Ask students to accomplish Health Check.
Wrapping Up
Lesson 13: Stop The Abuse!

a. describe the nature of abuse and its kinds;
b. explain the impact of abuse to the victim; and
c. suggest ways to prevent abuse.
What to Prepare:
Pictures of abuse victims (without exposing their faces)
How to Facilitate:
Warming Up 1. Show the pictures of abuse victims.
2. Facilitate the Warming Up and Let’s Process activities on p. 469.
3. Allow groups to share their reflection. Take note of relevant keywords from the
reporting. These may be used during the discussion.
Transition Question What are different forms of abuse?
Lesson Proper 1. List the responses of the students to the Transition Question. Lead the sharing into
identifying scenarios where abuse may happen.
Within the family
a. in the neighborhood
b. at school
c. within friends
d. at work
2. Initiate discussion on the definition of abuse, its kinds, and characters involved in
the scenario.
103
3. Enrich the discussion by analyzing the situation of each character in an abuse
scenario. Ask the students about the possible impact of abuse to the following.
a. abused
b. abuser/victim
Synthesis Question With abuse being a very serious and grave situation, how can it be handled properly?
(Discuss ways to prevent abuse.)
Checking Learning 1. Facilitate the answering and checking of Activity 1: Abuse Diagram on p. 471.
and Deepening Below are the possible answers.
Understanding Abuse involves the abuser (the person who does the maltreatment), the abused
(the person who receives the abuse), and the witness/bystander (others aware of
the abuse).
It has four kinds:
a. physical abuse
Examples: hitting, kicking, spanking, etc.
b. neglect
Examples: leaving without providing basic needs, ignoring
c. mental and emotional abuse
Examples: insulting, demeaning, discriminating
d. sexual abuse
Examples: touching private parts, making sexual remarks, raping
2. Ask students to do Activity 2: Parent Advisory on p. 472 as homework.
3. Explain the project mechanics in Deepening Understanding. Present the rubrics for
evaluation. Set deadline for submission of work.
Looking Back and Ask students to make a creative reflection (poem, drawing, icon, or symbol) as Health
Wrapping Up Check entry. If it is an illustration, write a short explanation about it.
Session 2: Interaction with a Social Worker

Invite a local social worker to enrich learning about the nature of abuse.
Lesson 14: I Am Safe with Strangers

a. enumerate and explain the nature of other forms of violence that may occur in the public;
b. explain the impact of these forms of violence to the victim and his/her family and friends; and
c. suggest ways to stay away from violence in public.
What to Prepare:
News clips (print or digital) about kidnapping, abduction, terrorism
104
How to Facilitate:
Warming Up 1. Write on the board, Do not talk to strangers.
2. Ask students if they were taught by their family about the famous saying.
3. Facilitate the Warming Up and Let’s Process activities on p. 476.
Transition Activity Ask students to form groups with four to five members. Distribute news clips to each
group. Ask them to read and discuss the content of the article.
Lesson Proper 1. Allow each group to share their discussion on the news article.
2. As each group shares their reflection, initiate discussion on the assigned form of
public violence. Emphasize the nature of the following:
a. extortion
b. stalking
c. kidnapping and abduction
3. Occasionally ask the students to refer to content on pp. 477-478.
4. After the reporting of groups, segue into the discussion of stranger safety.
5. Gather responses from students about how to avoid public violence.
Synthesis Question How will you describe the safety of the public in the country?
Checking Learning 1. Facilitate the answering and checking of Same and Different activity on p. 479.
and Deepening Answers may vary. Validate answers by revisiting the content on p. 477.
Understanding 2. Ask students to do Deepening Understanding on p. 480 as homework.
Looking Back and Ask students to accomplish Health Check.
Wrapping Up
105
Unit Test
Below are the answers to the Unit Test on pp. 482-483.
I. 1. bullying – repeated use of power over an inferior person through different violent acts
2. hazing – violent act done as part of being a member of a group
3. gang violence – violent acts prohibited by law that a gang promotes
4. abuse – harmful and dangerous treatment to a person
5. extortion – forceful obtaining of a person’s money or property
6. stalking – repeated harassment towards a person by following him/her
7. abduction – forceful taking of a person from his or her family
8. kidnapping – forceful taking of a person and setting ransom for his or her release
9. terror attack – act of violence to scare the public
II. Answers may vary. Revisit content in the whole learning unit to verify answers.
2. Explain the rubric for evaluating the output. Set deadline for submission.
106

Living With Mapeh - Gr9tm

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Living With Mapeh - Gr9tm

Uploaded by

Copyright:

Available Formats

Living with

Pamela Rose S. Sumera • Laya Boquiren

Unit II Music of the Classical Period

Unit IV Vocal Music of Romantic Period

UNIT II The Cross and the Crown

UNIT III The Enduring Legacy of Renaissance and Baroque Art

UNIT IV Reason and Sentiment

UNIT II Social Dances

7 Move Your Body Students will be able to. . . pp. 288-293 p. 65

8 Keep on Dancing Students will be able to. . . pp. 294-300 p. 66

UNIT III Dancing and Festivals

11 Enjoying Dancing Students will be able to. . . pp. 313-317 pp. 70

Unit III I Am Ready for Emergencies

Unit IV A Healthy and Violence-Free Community

11 No to Bullying Students will be able to. . . pp. 454-461 pp. 100-102

Content Standards Performance Standards

Lesson 1: The Music of the Medieval Period (700-1400)

3. Emphasize on the important Medieval terms:

Elements of Music Characteristics

Looking Back and 1. Review the characteristics of Medieval period music.

Lesson 2: The Music of the Renaissance Period (1400-1600)

Elements of Music Characteristics

Looking Back and 1. Review the characteristics of Renaissance period music.

Elements of Music Characteristics

B. 11. George Friedrich Handel

Lesson 4: The Transition of Music to Classical Period

Elements of Music Characteristics

Lesson 5: The Father of Symphony and His Music

Content Standards Performance Standards

Lesson 8: From Classical to Romantic Music

Lesson 9: Franz Liszt and Program Music

Lesson 10: Frederic Chopin and Piano Music

Performance Task: Dance Performance

Content Standards Performance Standards

Lesson 12: Franz Peter Schubert and the Art Song

Lesson 13: The Romantic Opera

Checking Learning 1. Facilitate Activities 1 and 2 on p. 94

Lesson 14: Giuseppe Verdi

Lesson 15: Giacomo Puccini

Lesson 1: Art and its Beginnings

Lesson 3: The Origins of Classical Beauty

Lesson 4: All Roads Lead to Rome

I. Modified True or false (5 points; if false, supply the correct answer)

III. Short Essay (10 points)

Lesson 5: The Empire of Heaven

Lesson 6: For God and Glory

I. Modified True or False (5 points; if false, supply the correct answer)

II. Identification (15 points)

III. Essay (5 points)

Content Standards Performance Standards

Lesson 9: Dynamic Forms in Theatrical Space

I. Matching Type (13 pts)

II. Identification (12 pts)

Content Standards Performance Standards

Lesson 10: The Enlightened Ones

Lesson 11: Romantic Sentiment and Overwhelming Nature

Content Standards Performance Standards

Lesson 1: Your Physical Fitness: Assessment and Goals

Lesson 2: Eating Habits Assessment and Evaluating Information

Lesson 4: Being a Sports Official

Lesson 5: Fit and Ready

Lesson 6: The Active and Helpful You

B. 1-4. See answers on TX, p. 233