LIPA MONTESSORI SCHOOL OF LEARNING, INC.

GRADE 7 ARTS
S.Y 2019-2020
ANNUAL LEARNING PLAN

REFERENCE BOOK: MAPEH ON THE GO 6

SUBJECT DESCRIPTION: The course introduces 3-D and Audio-Video Art, Printmaking and Photography, Creative Expression Through Painting, Art and Computer.
TOTAL DAYS: 23 days
CONTENT STANDARD: The learners demonstrate an understanding of art elements and processes by synthesizing and applying prior knowledge and skill and how theatrical
elements (sound, music, gesture, movement and costume) affect the creation and communication of meaning in Philippine Festivals and Theatrical Forms as influenced by history
and culture.
PERFORMANCE STANDARD: The learners create artworks showing the characteristic elements of the arts of the Philippines and exhibit completed artworks for appreciation
and critiquing.

CONTENT LEARNING COMPETENCIES REFERENCE DURATION

First Quarter The learners:

1. Digital Art 1. Analyze elements and principles of art in the production of OHSP Arts Module Q1 2 days
2. Fun With Logo one’s arts and crafts inspired by the arts of Luzon (highlands 2 days
3. Cartoon Character Making and lowlands). Developing Mind and Body 2 days
2. identify characteristics of arts and crafts in specific areas in Through MAPEH 7
Luzon (e.g., papier mâché [taka] from Paete, Ifugao wood
sculptures [bul’ul], Cordillera jewelry and pottery, tattoo, and
Ilocos weaving and pottery [burnay], etc.)
3. reflect on and derive the mood, idea, or message emanating
from selected artifacts and art objects
4. incorporate the design, form, and spirit of the
highland/lowland artifact and object in one’s creation
5. appreciate the artifacts and art objects in terms of their uses
and their distinct use of art elements and principles
6. trace the external (foreign) and internal (indigenous)
influences reflected in the design of an artwork and in the
making of a craft or artefact
7. create crafts that can be locally assembled with local materials,
guided by local traditional techniques (e.g., habi, lilip, etc).
8. derive elements from traditions/history of a community for
one’s artwork

9. shows the relationship of the development of crafts in specific

 areas of the country, according to functionality, traditional
specialized expertise, and availability of resources (e.g.
pottery, weaving, jewelry, baskets)
10. show the relationship of Luzon (highlands and lowlands) arts
and crafts to Philippine culture, traditions, and history (Islamic
influences, Spanish heritage, and American legacies in
education, business, modernization, and entertainment, as well
as in indigenous practices, fiestas, and religious and social
practices)

Second Quarter: The learners:

1. Digital Painting 1. identify characteristics of arts and crafts in specific areas in OHSP Arts Module Q1 3 days
2. Graphic Design MIMAROPA and the Visayas, Marinduque (Moriones masks), 3 days
Palawan (Manunggul Jar), Mindoro (HanunuoMangyan Developing Mind and Body
writing, basketry, and weaving), Bohol (churches), Cebu Through MAPEH 7
(furniture), Iloilo (culinary arts and old houses), Samar (Basey
mats), etc.
2. . reflect on and derive the mood, idea or message emanating
from selected artifacts and art objects
3. appreciate the artifacts and art objects in terms of its utilization
and its distinct use of art elements and principles
4. incorporate the design, form and spirit of artifacts and art
objects from MIMAROPA and the Visayas
5. . trace the external (foreign) and internal (indigenous)
influences that are reflected in the design of an artwork or in
the making of a craft or artefact
6. . create crafts that can be locally assembled with local
materials, guided by local traditional techniques (e.g., habi,
lilip, etc).
7. correlate the development of crafts in specific areas of the
country, according to functionality, traditional specialized
expertise, and availability of resources (e.g., architecture,
weaving, pottery, accessories, masks, and culinary arts)
8. derive elements from traditions/history of a community for
one’s artwork
9. show the relationship of MIMAROPA and Visayas arts and
crafts to Philippine culture, traditions, and history (Islamic
influences, Spanish heritage, and American legacies in
 education, business, modernization, and entertainment, as well
as in indigenous practices, fiestas, and religious and social
practices)
10. mount an exhibit using completed MIMAROPAVisayan-
inspired arts and crafts in an organized manner

Third Quarter: The learners:

1. Printmaking 1. analyze elements and principles of art in the production one’s OHSP Arts Module Q1 3 days
2. Basic Photography arts and crafts inspired by the arts of Mindanao 3 days
2. identify characteristics of arts and crafts in specific areas in Developing Mind and Body
Mindanao (e.g., maritime vessel [balanghay] from Butuan, Through MAPEH 7
vinta from Zamboanga; Maranao’s malong, brasswares, okir,
panolong, torogan, and sarimanok; Yakan’s fabric and face
makeup and body ornamentation; T’boli’s tinalak and
accessories; Tawi-tawi’s Pangalaydance, etc
3. reflect on and derive the mood, idea, or message emanating
from selected artifacts and art objects
4. appreciate the artifacts and art objects in terms of its utilization
and their distinct use of art elements and principles
5. incorporate the design, form, and spirit of artifacts and objects
from Mindanao to one’s creation
6. . trace the external (foreign) and internal (indigenous)
influences that are reflected in the design of an artwork and in
the making of a craft or artefact
7. create crafts that can be locally assembled with local materials,
guided by local traditional techniques (e.g., habi, lilip, etc).
8. . derive elements from traditions/history of a community for
one’s artwork
9. show the relationship of the development of crafts in specific
areas of the country, according to functionality, traditional
specialized expertise, and availability of resources (e.g.,
pottery, weaving, jewelry, and basketry)
10. show the relationship of Mindanao’s arts and crafts to
Philippine culture, traditions, and history, particularly with
Islamic influences and indigenous (Lumad) practices
11. mount exhibit using completed Mindanaoinspired arts and
crafts in an organized manner
Fourth Quarter: The learners:

1. 3-D Product Design 1. identify the festivals and theatrical forms celebrated all over 2 days
2. Audio-Video Art the country throughout the year OHSP Arts Module Q1 2 days
2. research on the history of the festival and theatrical
composition and its evolution, and describe how the Developing Mind and Body
townspeople participate and contribute to the event Through MAPEH 7
3. identify the elements and principles of arts as seen in
Philippine Festivals
4. defines what makes each of the Philippine festivals unique
through a visual presentation
5. Design the visual elements and components of the selected
festival or theatrical form through costumes, props, etc.
6. analyze the uniqueness of each group’s performance of their
selected festival or theatrical form
7. choreograph the movements and gestures reflecting the mood
of the selected Philippine festival/theatrical form
8. improvise accompanying sound and rhythm of the Philippine
festival/theatrical form
9. perform in a group showcase of the selected Philippine
festival/theatrical form

PERFORMANCE TASK

The class will divided into four groups and they will make a 3-D product design.

Prepared by:

DIETHER M. PADUA

REFERENCE BOOK: MAPEH ON THE GO 6
SUBJECT DESCRIPTION: The course introduces the use and importance of the training guidelines, FITT principle.
TOTAL DAYS: 23 days
CONTENT STANDARD: The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness
PERFORMANCE STANDARD: The learner designs an individualized exercise program to achieve personal fitness.
CONTENT
First Quarter
Exercise Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone
strengthening Activities:
A. individual sports
B. dual sports
C. combative sports
Second Quarter:
Exercise Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone
strengthening Activities:
LIPA MONTESSORI SCHOOL OF LEARNING, INC.
GRADE 6 PHYSICAL EDUCATION
S.Y 2019-2020
ANNUAL LEARNING PLAN
LEARNING COMPETENCIES REFERENCE DURATION
The learners:
1. undertakes physical activity and physical fitness assessment OHSP Arts Module Q1
2. sets goals based on assessment results
3. identifies training guidelines and FITT principles MAPEH ON THE GO 6
4. . recognizes barriers(low level of fitness, lack of skill and time)
to exercise
5. prepares an exercise program
6. describes the nature and background of the sport 2 days
7. executes the skills involved in the sport
8. monitors periodically one’s progress towards the fitness goals 2 days
9. distinguishes from fallacies and misconceptions about the
physical activity participation 2 days
10. performs appropriate first aid for sports-related injuries (e.g.
cramps,sprain, heat exhaustion)
11. assumes responsibility for achieving personal fitness
12. keeps the importance of winning and losing in perspective
The learners:
1. undertakes physical activity and physical fitness assessments
2. reviews goals based on assessment results
3. addresses barriers (low level of fitness, lack of skill and time)
to exercise OHSP Arts Module Q1

A. individual sports
B. dual sports
C. combative sports
Third Quarter:
Exercise Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone
strengthening Activities:
Folk (Tinikling)/ indigenous, ethnic,
traditional/ festival dance
Fourth Quarter:
Exercise Programs:
Training Guidelines, FITT Principles
Endurance, Muscle- and Bone
strengthening Activities:
Folk (Tinikling)/ indigenous, ethnic,
traditional/ festival dance
4. describes the nature and background of the sport
5. executes the skills involved in the sport MAPEH ON THE GO 6 2 days
6. monitors periodically one’s progress towards the fitness goals
7. performs appropriate first aid for sports-related injuries 2 days
(e.g.cramps,sprain, heat exhaustion)
8. assumes responsibility for achieving personal fitness 2 days
9. keeps the importance of winning and losing in perspective
The learners:
1. undertakes physical activity and physical fitness assessments OHSP Arts Module Q1
2. reviews goals based on assessment results 3 days
3. addresses barriers (low level of fitness, lack of skill and time) MAPEH ON THE GO 6
to exercise
4. describes the nature and background of the dance
5. executes the skills involved in the dance
6. monitors periodically one’s progress towards the fitness goals 3 days
7. performs appropriate first aid for dance-related injuries (e.g.
cramps,sprain, heat exhaustion)
8. assumes responsibility for achieving personal fitness
9. keeps the importance of winning and losing in perspective
The learners:
1. undertakes physical activity and physical fitness assessments
2. reviews goals based on assessment results OHSP Arts Module Q1
3. addresses barriers (low level of fitness, lack of skill and time) 2 days
to exercise MAPEH ON THE GO 6
4. describes the nature and background of the dance
5. executes the skills involved in the dance
6. monitors periodically one’s progress towards the fitness goals
7. performs appropriate first aid for dance-related injuries (e.g. 3 days
cramps,sprain, heat exhaustion)
8. analyzes the effect of exercise and physical activity
participation on fitness
9. assumes responsibility for achieving personal fitness
 10. keeps the importance of winning and losing in perspective

PERFORMANCE TASK

The class will divided into four groups and they will perform a zumba using the training guidelines, FITT principle.

Prepared by:

DIETHER M. PADUA

REFERENCE BOOK: MAPEH ON THE GO 6
SUBJECT DESCRIPTION: The course introduces the holistic health and its management of health concerns, the growth and development of adolescents.
TOTAL DAYS: 23 days
CONTENT STANDARD: The learners demonstrate an understanding of holistic health and its management of health concerns, the growth and development of adolescents and
how to manage its challenges.
PERFORMANCE STANDARD: The learners appropriately manage concerns and challenges during adolescence to achieve holistic health.
CONTENT
First Quarter
A. Holistic health
B. Stages of growth and
development (infancy to old age)
C. Changes in the health
dimensions during adolescence
D. Management of health concerns
during adolescence
E. Development of selfawareness
and coping skills
LIPA MONTESSORI SCHOOL OF LEARNING, INC.
GRADE 6 HEALTH
S.Y 2019-2020
ANNUAL LEARNING PLAN
LEARNING COMPETENCIES REFERENCE DURATION
The learners:
1. discusses the concept of holistic health OHSP Arts Module Q1 2 days
2. explains the dimensions of holistic health (physical, mental/ 1 day
intellectual, emotional, social, and moral spiritual); MAPEH ON THE GO 6
3. analyzes the interplay among the health dimensions in 1 day
developing holistic health;
4. . practices health habits to achieve holistic health; 1 day
5. describes developmental milestones as one grow
6. recognizes that changes in different health dimensions are 1 day
normal during adolescence;
7. recognizes that changes in different health dimensions are
normal during adolescence; growth that happen to boys and girls
during adolescence;
8. recognizes that changes in different dimensions are normal
during adolescence’
9. explains that the pattern of change during adolescence is similar
but the pace of growth and development is unique for each
adolescent;
10. identifies health concerns during adolescence
11. explains the proper health appraisal procedures
12. demonstrates health appraisal procedures during adolescence in
order to achieve holistic health
Second Quarter:
Exercise Programs:
A. Nutrition during adolescence
B. Nutritional guidelines
C. Nutrition problems of
adolescents
1. Malnutrition and micronutrient
deficiencies
2. Eating disorders
2.1 Anorexia nervosa
2.2 Bulimia
2.3 Compulsive eating disorder
Third Quarter:
A. Mental Health (An Introduction)
B. Understanding stress 1. Eustress
2. Distress
C. Common areas of stressor that
affects adolescents (peer, family,
school, community)
D. Coping with stress
E. Coping with Dying and Death
F. Types and Management of
Common Mental Disorders
The learners:
1. identifies the right foods during adolescence OHSP Arts Module Q1
2. follows the appropriate nutritional guidelines for adolescents 2 days
for healthful eating 1 day
3. identifies the nutritional problems of adolescents MAPEH ON THE GO 6 3 days
4. describes the characteristics, signs and symptoms of
malnutrition and micronutrient deficiencies
5. discusses ways of preventing and controlling malnutrition and
micronutrient deficiencies
6. explains the characteristics, signs and symptoms of eating
disorders
7. discusses ways of preventing and controlling eating disorders
8. applies decision-making and critical thinking skills to prevent
nutritional problems of adolescents
The learners:
1. explains the factors that affect the promotion of good mental OHSP Arts Module Q1 1 day
health 1 day
2. explains that stress is normal and inevitable MAPEH ON THE GO 6
3. differentiates eustress from distress 1 day
4. identifies situations that cause feelings of anxiety or stress
5. . identifies the common stressors that affect adolescents
6. identifies physical responses of the body to stress 1 day
7. identifies people who can provide support in stressful 1 day
situations 1 day
8. differentiates healthful from unhealthful strategies in coping
with stress
9. demonstrates various stress management techniques that one
can use every day in dealing with stress
10. explains the importance of grieving
11. demonstrates coping skills in managing loss and grief
12. recognizes triggers and warning signs of common mental
disorders
13. discusses the types, sign, symptoms, and prevention, treatment
and professional care in managing common mental health
disorders
Fourth Quarter: The learners:

A. Introduction to 1. discusses the nature of non-communicable diseases 2 days

noncommunicable diseases
(NCDs)
B. Common noncommunicable
diseases 1. Allergy 2. Asthma 3.
Cardiovascular diseases 4.
Cancer 5. Diabetes 6. Arthritis 7.
Renal failure
2. explains noncommunicable diseases based on cause and effect, OHSP Arts Module Q1
signs and symptoms, risk factors and protective factors and
possible complications MAPEH ON THE GO 6 3 days
3. corrects myth and fallacies about noncommunicable diseases
4. practices ways to prevent and control non-communicable
diseases
5. demonstrates selfmonitoring to prevent non-communicable
diseases
6. promotes programs and policies to prevent and control
noncommunicable and lifestyle diseases
7. identifies agencies responsible for noncommunicable disease
prevention and control

PERFORMANCE TASK

The class will make a poster that shows on how to prevent the common communicable and non-communicable diseases.

Prepared by:

DIETHER M. PADUA
 LIPA MONTESSORI SCHOOL OF LEARNING, INC.
GRADE 6 MUSIC
S.Y 2019-2020
ANNUAL LEARNING PLAN

REFERENCE BOOK: MAPEH ON THE GO 6

SUBJECT DESCRIPTION: The course introduces the rhythm, notes and rests, rhythmic patterns, and time signatures.
TOTAL DAYS: 23 days
CONTENT STANDARD: The learner demonstrates understanding of rhythm by applying notes and rests, rhythmic patterns, and time signatures.
PERFORMANCE STANDARD: Applies learned concepts of melody and other elements to composition and performance

CONTENT LEARNING COMPETENCIES REFERENCE DURATION

First Quarter The learners:
RHYTHM
1. Notes and Rests 1. identifies the notes / rests used in a particular song p. 3-10 1 day
2. Meter 2. differentiates among and time signatures p.11–p.17 1 day
3. Rhythmic Patterns 3. demonstrates the conducting gestures and time signatures p.18–p.23 2 days
4. Time signature and Conducting 4. identifies through conducting the relationship of the first and p. 24-34 1 day
patterns last measure in an incomplete measure
5. creates rhythmic patterns in and time signatures

Second Quarter: The learners:

MELODY 1. demonstrates the ability to sing, read, and write simple musical
1. Intervals notations p. 35-40 2 days
2. Major Scales 2. analyzes the melodic patterns of songs in C Major, G major, p. 41-49 2 days
3. Minor Scales and F Major keys p. 50-59 2 days
3. sings and plays solo or with group, melodies/songs in C Major,
G Major, and F Major
4. creates simple melodies
5. sings self-composed melodies in C Major, G major, and F
Major keys

Third Quarter: The learners:

Form, Timbre, and Dynamics
1. Structure of Musical Form 1. identifies simple musical forms p. 60-70 1 day
2. Musical Symbols 2. analyzes the musical forms p. 71-82 1 day
3. Introduction of Musical 3. uses the different repeat marks p. 83-89 1 day
Instruments
 4. Variation in Dynamics 4. identifies visually and aurally the instrumental sections of the p. 90-98 2 days
Western orchestra
5. distinguishes aurally the sound of each section of the Western
orchestra
6. identifies the characteristics of each instrument in each section
of the orchestra
7. describes the distinct sound quality of the different instruments
of the orchestra
8. distinguishes varied dynamic levels in a music heard

Fourth Quarter: The learners:

Tempo, Texture, and Harmony
1. Variations of Tempo
2. Variations of Texture
3. Harmony
1. identifies the different tempo p. 99-106 2 days
2. distinguishes between ritardando and accelerando as used in a p. 107-114 2 days
song p.115 2 days
3. demonstrates the different kinds of tempo by following tempo
marks in a familiar song
4. identifies aurally the texture of musical pieces
5. Identifies different textures
6. distinguishes monophonic, homophonic, and polyphonic
textures
7. applies primary chords (I, IV, V) as accompaniment to simple
songs
8. identifies the intervals
9. distinguishes the sound of a major chord from a minor chord
10. uses the major triad as accompaniment to simple songs

PERFORMANCE TASK

The class will divide into four groups and they will sing a folk song in a creative way (Soprano, Alto, Tenor, Bass).

Prepared by:

DIETHER M. PADUA