10

MAPEH
Quarter 1 – Module 5:
Evaluating Music and
Music Performances
MAPEH - Music – Grade 10
Self-Learning Module (SLM)
Quarter 1 – Module 5: Evaluating Music and Music Performances

First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Development Team of the Module

Writer: Eden Ruth D. Tejada

Editors: Kenneth B. Nierra
Reviewers: Pierre Jesu S. Pasuelo, Rosali Joy V. Jao
Layout Artist: Guinevier T. Alloso
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent

Gilbert B. Barrera – Chief, CLMD

Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Magdaleno C. Duhilag Jr. – REPS, MAPEH
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Eden Ruth D. Tejada- Division MAPEH Coordinator

Printed in the Philippines by Department of Education – SOCCSKSARGEN

Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
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MAPEH
Quarter 1 – Module 5:
Evaluating Music and Music
Performances
Introductory Message
For the facilitator:

Welcome to the MAPEH-Grade 10 Self-Learning Module (SLM) on Evaluating

Music and Music Performances!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This module contains rubrics on different
performances in the quarter. These tools will
be used by the learners in doing peer
assessment in every performance

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the MAPEH-Grade 10 Self-Learning Module (SLM) on the Evaluation

of Music and Music performances!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

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 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the Evaluation of Music and Music Performances. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module has only one lesson, namely: Evaluation of Music and Music
Performance

After going through this module, you are expected to:

1. Conduct peer assessment in music and music performances using guided
rubrics.

What I Know

Pre-Assessment

1. This evaluation tool or set of guidelines used to promote the consistent

application of learning objectives in the classroom and measure the performance
compared to a consistent set of criteria.
a. judging sheet.
b. rubric
c. class record
d. calculator
2. A set of standards by which something is judged or assessed.
a. criteria
b. judging sheets
c. score cards
d. checklists
3. This type of rubric looks like a grid with the criteria for a learner product listed
in the leftmost column and with levels of performance listed across the top row
often using numbers and descriptive tags.
a. analytic rubric
b. checklists
c. developmental rubric
d. holistic rubric

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4. This rubric is consisting of a scale with all the criteria included in the evaluation
that are considered together.
a. analytic rubric
b. developmental rubric
c. holistic rubric
d. Checklists
5. This type of rubric does not evaluate an end product or performance but instead
assesses’ to what level are students who engage in achievements in developing
the skill.
a. analytic rubric
b. checklists
c. developmental rubric
d. holistic rubric
6. Which of the following rubrics has only two performance levels where the
decision is binary; yes/no, present/absent, pass/fail?
a. analytic rubric
b. checklists
c. developmental rubric
d. holistic rubric
7. This term refers to judge or determine the worth or quality of performance.
a. assessment
b. evaluation
c. examination
d. experimentation
8. How will you describe a song performance?
a. A song performance should be in an acapella (song without
accompaniment)
b. A song performance can be in acapella or with accompaniment.
c. It is a rendition of vocal piece in acapella or with accompaniment
d. It is an instrumental rendition of a certain music piece.
9. What is a performance practice plan?
a. It is a layout of the performance area or the stage where the performers
perform
b. It is a reaction paper explaining the elements of the performance.
c. It is a list of all props needed in a stage performance
d. These are guidelines in mounting stage shows.
10. This term refers to the proper production of a tone so that it is exactly in tune.
a. intonation
b. posture
c. vocal production
d. tonal production
11. It is the art of creating the visual image of a stage production through sets,
costumes, lighting, and stage mechanisms.
a. Dance arts
b. Drama
c. Painting
d. Stage design

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For items 12 to 15, identify the kind of rubric illustrated below. Select your
answer in the word pool below.

RUBRIC IN DESIGNING EVIDENT NOT SO EVIDENT NOT EVIDENT

PERFORMANCE PRACTICE PLAN (5) (3) (1)
The audience is considered in
stage design.
The event goal reflects the theme
and the stage design which
amplify both.
The stage design tells the event
story or mission.
Good visual composition.

12.___________________________

CRITERION FOR CHOIRS YES NO

1. The sopranos can sing G# above middle C.
2. The altos can reach as low as mi below middle C.
3. The tenors can sing fa above middle C.
4. The basses can sing mi below middle C.

13._____________________________

SONG PERFORMANCE RUBRIC

NEEDS
CRITERIA EXCELLENT GOOD IMPROVEMENT
5 4 3
Tone Quality Pitches are well Pitches are in tune Many notes are out
Tone centered and in tune. and centered. The of tune and not
Production The tone quality is tone quality is centered. Tone
Intonation appropriate to the sufficient for most quality is
music performed of the piece. undesirable.
throughout the
performance.

14.___________________________

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 PIANO PERFORMANCE RUBRIC
Level 1-2 Level 3-4 Level 5-6 Level 7-8 Level 9-10

The student The student The student The student The student
demonstrates demonstrates demonstrates a demonstrates demonstrates
very limited limited satisfactory a good skill of an excellent
knowledge of knowledge of skill of the the piano skill of the
the piano the piano piano piece piece studied piano piece
piece studied piece studied studied as as evident in studied as
evident in their their evident in their
developmental developmental developmental
piano book. piano book. piano book

15. ______________________

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Lesson
Evaluating Music and Music
5 Performances
Hello. You are now in the last module of the quarter. To instill awareness and
appreciation of twentieth-century music styles and other art forms, you will serve
as a judge to the output of your classmates, also known as peer evaluation. This
module will lead you to a judging stint!

What’s In

Before you begin with your judging journey, let me give you a review of the
activities you did in the previous modules.

1. Someday, somehow, __________________

a. somewhere
b. somewhere down the road
c. sometimes
d. someone
2. Which of the following terms is not included in designing layout design?
a. Lighting design
b. Music style with equipment
c. Setting
d. Target Audience
3. What kind of art is Allegro Non Troppo
a. Dance
b. Film
c. Painting
d. Sculpture
4. This type of music is composed of element of unpredictability.
a. Chance music
b. Electronic music
c. Electronic Dance Music
d. Rock music
5. 4’33 is a three-movement composition with duration of 4 minutes and 33
seconds silence written by
a. Bruno Bozzetto
b. Charles Ives
c. Edgar Varese
d. John Cage

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 What’s New
Finally, you will be learning how to evaluate music and music performances using
evaluation tools. But let me lead you first to terms that you will use in your judging
journey
Rubric- is an evaluation tool or set of guidelines used to promote the consistent
application of learning objectives in the classroom and measure the performance
compared to a consistent set of criteria.
Criteria- are a set of standards used for assessment.
Kinds of Rubric
An Analytic Rubric looks like a grid with the criteria for a learner product listed in
the leftmost column and with levels of performance listed across the top row often
using numbers and descriptive tags. A Holistic rubric is consisting of a single
scale used to assess participants’ overall activity or item based on predefined
achievement levels.
A Developmental Rubric does not evaluate an end product or performance, but
instead, it assesses’ to what level are students who engage in achievements in
developing the skill.
A Checklist Rubric has only two performance levels where the decision is binary;
yes/no, present/absent, pass/fail?
Assessment refers to judge or determine the worth or quality of performance.
A song performance a rendition of vocal piece in acapella or with accompaniment
Performance practice plan is a layout of the performance area or the stage where
the performers perform

What is It

I hope you now have an idea about rubrics! Based on the discussion given, identify
the following rubrics below.
NOT SO
RUBRIC IN DESIGNING EVIDENT NOT EVIDENT
EVIDENT
PERFORMANCE PRACTICE PLAN (5) (1)
(3)
The audience is considered in stage
design.
The event goal reflects the theme
and the stage design which amplify
both.
The stage design tells the event story
or mission.
Good visual composition.

1.__________________________

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 CRITERION FOR CHOIRS YES NO

1. The sopranos can sing G# above middle C.

2. The altos can reach as low as mi below middle C.
3. The tenors can sing fa above middle C.
4. The basses can sing mi below middle C.

2.___________________________

SONG PERFORMANCE RUBRIC

EXCELLENT GOOD NEEDS IMPROVEMENT
CRITERIA
5 4 3
Pitches are well Pitches are in Many notes are out of
centered and in tune. tune and tune and not centered.
Tone Quality The tone quality is centered. The Tone quality is
Tone
appropriate to the tone quality is undesirable.
Production
Intonation music performed sufficient for
throughout the most of the piece.
performance.

3._____________________________

PIANO PERFORMANCE RUBRIC

LEVEL 1-2 LEVEL 3-4 LEVEL 5-6 LEVEL 7-8 LEVEL 9-10
The student The student The student The student The student
demonstrates demonstrates demonstrates a demonstrates demonstrates
very limited limited satisfactory a good skill of an excellent
knowledge of knowledge of skill of the the piano skill of the
the piano the piano piano piece piece studied piano piece
piece studied piece studied studied as as evident in studied as
evident in their their evident in their
developmental developmental developmental
piano book. piano book. piano book

4. ___________________________

Let me know your idea first about what you are going to do.

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1. What are you going to evaluate?
__________________________________________________________________________________
__________________________________________________________________________________
2. Who are the participants of the evaluation?
__________________________________________________________________________________
__________________________________________________________________________________
3. Why to Evaluate?
__________________________________________________________________________________
__________________________________________________________________________________

What’s More

Activity 2: Judge na ako!

It’s time to test your judging stint. Here is a video of a choir performance featuring
the General Santos City Children’s Choir. You are going to assess the video based
on the performance practice plan. Here is the link
https://www.youtube.com/watch?v=4bdOZaL6uHY

RUBRIC IN DESIGNING
EVIDENT NOT SO EVIDENT NOT EVIDENT
PERFORMANCE PRACTICE
(5) (3) (1)
PLAN
The audience is considered in
stage design.
The event goal reflects the
theme and the stage design
which amplify both.
The stage design tells the
event story or mission.
Good visual composition.

I believe that you noticed something different in the venue since we use the
performance practice plan.

Give your suggestions about the venue used in the video.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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Activity 3: Understanding the Rubrics

Here are the rubrics that you are going to use in assessing the performance of your
classmates!

Rubric no.1 – For song performance

Rubric no.2 – Lay - outing performance practice plan
Rubric no.3 – Dance: Budots! And Collage of EDM performances
Rubric no.4 – Chance music

Division of ______________________
Name of the School

Name of the Student_____________________________________________________________

Rubric No.1

Song Performance
NEEDS
EXCELLENT GOOD
CRITERIA IMPROVEMENT
5 4
3
Pitches are well Pitches are in tune Many notes are
centered and in tune. and centered. The out of tune and
The tone quality is tone quality is not centered.
Tone Quality
appropriate to the sufficient for most of Tone quality is
Tone Production music performed the piece. undesirable.
Intonation throughout the
performance.

Musicianship Dynamics in the song Most dynamics in the There are few
are observable. song are observable. dynamic
Phrasing that The phrasing suggests changes. The
communicates the an understanding of phrasing is
Dynamics intention of the piece the piece but could absent or very
Phrasing is present. Correct use work. Most poorly thought
and appropriate articulations are out. Many
Articulations
articulations are correct and in an articulations are
evident. appropriate style. incorrect.
Intonation Accurate intonation Mostly accurate An unawareness
with proper breath intonation and breath of tuning
support in all ranges support with some problems. Needs
Breath support
and registers. Instant out-of-tune notes. development of
Pitch adjustment pitch adjustments are Pitch adjustment pitch adjustment
skills observable. skills are still and breath
developing. support skills.

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 Division of ______________

Name of the School

Name of the Student____________________________

Rubric No.2
PERFORMANCE PRACTICE PLAN

RUBRIC IN DESIGNING
EVIDENT NOT SO EVIDENT NOT EVIDENT
PERFORMANCE PRACTICE
(5) (3) (1)
PLAN
The audience is considered in
stage design.
The event goal reflects the
theme and the stage design
which amplify both.

The stage design tells the event

story or mission.
Good visual composition.

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 Division of ______________

Name of the School

Name of the Student____________________________

Rubric No.3-A

BUDOTS RUBRIC

CATEGORY 5 POINTS 4 POINTS 3 POINTS 2 POINTS

The Body The learner uses a The learner The learner The learner
majority of whole- uses some only uses few does not
body actions, whole-body of whole-body show any
either gestures, actions, either actions, either whole-body
locomotor gestures, gestures, actions,
patterns, or body locomotor locomotor either
shapes during the patterns, or patterns, or gestures,
dance body shapes body shapes locomotor
during the during the patterns, or
dance dance body shapes
during the
dance
Time The learner has The learner The learner The learner
rhythm or tempo has rhythm or has rhythm has no
in the dance tempo in the and no music rhythm or
sequence that dance music
matches the sequence, but
matches the it doesn’t
music he/she match the
picked. music he/she
picked.
Space The learner uses The learner The learner The learner
all the three levels uses 2 levels uses 1 of the doesn’t use
of space (low, of space and three levels of different level
med. and high) use few space and use of space in
and move in different one different the dance
different directions. direction. sequence.
directions. different
directions.

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 Division of ______________

Name of the School

Name of the Student____________________________

Rubric No.3-B

COLLAGE RUBRIC

CRITERIA 10-9 POINTS 8 POINTS 7 POINTS 6 POINTS

Creativity Exceptional degree Most of the Only few of Minimal
of student collage the collage creativity.
creativity is reflects reflect
displayed in student student
creating an EDM creativity in creativity.
collage showing creating an
flexibility of EDM collage.
thought and
originality.
Design The organization The The The collage
of the collage organization organization does not unify
synthesizes of the collage of the and appears
independent parts synthesizes collage disjoined.
into a singular all but a synthesizes
work of art that couple(two) but few
unifies and areas into a areas into a
balances. singular work singular
of art that work of art
unifies and that unifies
balances and
balances
Craftsmanship Collage is Collage is well Collage is Half hazard
seamlessly assembled well craftsmanship
assembled. with only a assembled
few (2) pieces with only a
that are not in several
proper place. pieces that
are not in
proper
place.

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 Division of ______________

Name of the School

Name of the Student____________________________

Rubric No.4

CHANCE MUSIC

EXCELLENT GOOD ACCEPTABLE OK

COMPONENTS
10 PTS. 9-7 PTS. 6-4 PTS. 3-1 PTS.
Musicality: Demonstrate Demonstrates Demonstrates Demonstrates
Musical s perfect good with an some knowledge
Elements elements of knowledge of adequate level and is unsure of
Chance Chance Music; of knowledge. performance.
Music with a few
errors only.

Performance Demonstrate Demonstrates Demonstrates Demonstrates with

s excellent great with an little effort in
performance performance adequate performance.
by with few errors. performance.
performing
the Chance
Music

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 What I Have Learned

1. Do you want to join a contest without the board of judges?

__________________________________________________________________
Why?____________________________________________________________
__________________________________________________________________
2. What do you think will happen if we do not have a board of judges
in competitions?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. What lessons did you learn in doing peer assessment?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

What I Can Do

Activity 4: It’s Show Time!

Are you now ready to present your outputs? Do you have a copy of the rubric of
your chosen production? Get available to any of the following outputs to be shown
in your class or virtually.
Things to prepare:
1. Specific rubric for each performance.
2. Internet connectivity for virtual learners.
3. Video of chosen performance.
4. Hard copy of stage lay-outs and collage.

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 Assessment

A. Identify the type of rubric of the following illustrations.

Rubric in Designing Performance Practice Evident Not so Not

Plan evident evident
(5) (3) (1)
The audience is considered in stage design.
The event goal reflects the theme and the stage
design which amplify both.
The stage design tells the event story or
mission.
Good visual composition.

1. __________________________
CRITERION FOR CHOIRS YES NO

1. The sopranos can sing G# above middle C.

2. The altos can reach as low as mi below middle C.
3. The tenors can sing fa above middle C.
4. The basses can sing mi below middle C.

2.______________________________

SONG PERFORMANCE RUBRIC

CRITERIA EXCELLENT GOOD NEEDS

5 4 IMPROVEMENT
3
Pitches are well
centered and in Pitches are in tune Many notes are out
Tone Quality tune. The tone and centered. The of tune and not
Tone Production quality is tone quality is centered. Tone
Intonation appropriate to the sufficient for most quality is
music performed of the piece. undesirable.
throughout the
performance.

3. ___________________________

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 PIANO PERFORMANCE RUBRIC

LEVEL 1-2 LEVEL 3-4 LEVEL 5-6 LEVEL 7-8 LEVEL 9-10
The student The student The student The student The student
demonstrates demonstrates demonstrates demonstrates demonstrates
very limited limited a satisfactory a good skill of an excellent
knowledge of knowledge of skill of the the piano skill of the
the piano the piano piano piece piece studied piano piece
piece studied piece studied studied as as evident in studied as
evident in their evident in
their developmental their
developmental piano book. developmental
piano book. piano book

4.___________________________________
5. This type of rubric consists of a single scale with all criteria to be included in the
evaluation being considered together.
a. analytic rubric
b. developmental rubric
c. holistic rubric
d. Checklists
6. This type of rubric does not to evaluate an end product or performance but
instead, it assess’ to what level are students who engage in performances in
developing the skill.
a. analytic rubric
b. checklists
c. developmental rubric
d. holistic rubric
7. Which of the following rubrics has only two performance levels where the
decision is binary; yes/no, present/absent, pass/fail?
a. analytic rubric
b. checklists
c. developmental rubric
d. holistic rubric
8. This term refers to judge or determine the worth or quality of performance.
a. assessment
b. evaluation
c. examination
d. experimentation
9. How will you describe a song performance?
a. A song performance should be in acapella (song without accompaniment)
b. A song performance can be in acapella or with accompaniment.
c. It is a rendition of vocal piece in acapella or with accompaniment
d. It is an instrumental rendition of a certain music piece.

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10. What is a performance practice plan?
a. It is a layout of the performance area or the stage where the performers
perform
b. It is a reaction paper explaining the elements of the performance.
c. It is a list of all props needed in a stage performance
d. These are guidelines in mounting stage shows.
11. This term refers to the proper production of a tone so that it is exactly in tune.
a. intonation
b. posture
c. vocal production
d. tonal production
12. This is an evaluation tool or set of guidelines used to promote the consistent
application of learning objectives in the classroom, or to measure the performance
compared to a consistent set of criteria.
a. judging sheet
b. rubric
c. class record
d. calculator
13. These are set of standards by which something is judged or assessed.
a. criteria
b. judging sheets
c. score cards
d. checklists
14 -15. An analytic rubric look like a grid with the _____14_____for a learner
product listed in the leftmost column and with levels of performance listed across
the top row often using numbers and/or _____15________tags.
a. checklists
b. criteria
c. descriptive
d. standards

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 22
Assessment What is it Pre-Assessment
1. Holistic rubric 1. Holistic rubric 1. B
2. Checklists rubric 2. Checklists rubric 2. A
3. Analytic rubric 3. Analytic rubric 3. A
4. Developmental 4. Developmental 4. C
rubric rubric 5. C
5. C 6. B
6. C 7. A
7. B What’s In 8. C
8. A 9. A
9. C 1. A 10. A
10. A 2. B 11. D
11. A 3. A 12. Holistic rubric
12. B 4. A 13. Checklists rubric
13. A 14. Analytic rubric
14. B 15. Developmental rubric
15. C
Answer Key
References

2020 MELC in MAPEH-Grade 10, Week 7-8, page 271.

Grade 10 - Quarter 1, Module 1, Week 1. Performance rubric

Grade 10 - Quarter 1, Module 2, Weeks 2-3 Performance rubric

Grade 10 - Quarter 1, Module 3, Weeks 4-5 Performance rubric

Grade 10 - Quarter 1, Module 4, Weeks 5-6 Performance rubric

https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-
grading/rubrics/Pages/types-of-rubrics.aspx

https://www.collinsdictionary.com/dictionary/english/artwork

https://courses.lumenlearning.com/boundless-arthistory/chapter/what-is-art/

https://encyclopedia2.thefreedictionary.com/Stage+Design

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with
the primary objective of preparing for and addressing the new normal. Contents of
this module were based on DepEd’s Most Essential Learning Competencies (MELC).
This is a supplementary material to be used by all learners of Region XII in all
public schools beginning SY 2020-2021. The process of LR development was
observed in the production of this module. This is version 1.0. We highly encourage
feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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