Northwestern Agusan Colleges

Bayview Hill, Nasipit, Agusan del Norte

LEARNING PLAN IN MAPEH

(NOVEMBER 4-8)
GRADE: 7
UNIT TOPIC: MUSIC OF MINDANAO
UNIT STANDARDS:
Grade Level Standard:
The learners demonstrate understanding of the music of Mindanao.

Content Standard:
 Demonstrate an understanding of musical elements and processes of Philippine music, particularly the
music of Mindanao.
 Develop musical awareness and creativity in expressing oneself while doing the fundamental processes
in music.

Performance Standard:
The learners express creatively their appreciation of the music from Mindanao.
LEARNING COMPETENCIES:
1. Identifies the musical characteristics of representative selections of Mindanao after listening;
2. Analyzes the musical elements of some vocal and instrumental selections from Mindanao after listening;
3. Sing songs from the Mindanao;
4. Explains the distinguishing characteristics of representative music from Mindanao in relation to its culture
and geography;
5. Explores ways of producing sounds on a variety of sources that is similar to the instruments being studied;
6. Improvises simple rhythmic/melodic accompaniments to selected music from the Mindanao;
7. Performs instruments/improvised instruments from Mindanao, alone and/or with others;
8. Provides accompaniment to the selected music of the Mindanao;
9. Creates appropriate movements to accompany music from the Mindanao; and
10. Evaluates music and music performances applying knowledge of musical elements and styles.
LEARNING TARGETS
- Identifies the musical characteristics of representative selections of Mindanao;
- Sing songs from the Mindanao in a form of group presentation;
- Explains the distinguishing characteristics of representative music from Mindanao in relation to its
culture and geography through essay;
- Distinguish the differences of musical elements from different regions that represents its culture and
geography;
- Explores ways of producing sounds on a variety of sources that is similar to the instruments being
studied; and
- Value the importance of music in the life and culture of Mindanao people.
EXPLORE
Day 1
1. Review of the past topic
2. Motivation (Video Analyses) https//youtube/NmomWsQXEhE?list=PLnOSH5j1sQh-7uYJsMshWnjhZviV0KpHt
Follow-up Questions:
1. Describe the music that you just heard.
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
2. What element of music stands out in this video?

End of Explore
- Ask: What are the important characteristics of Mindanao music?
FIRM UP
Process Questions:
1. How different is Mindanao music from what you used to hear?
 Mindanao Vocal Music
- Mindanao Indigenous Groups

Act 1: Video Presentation

Act 2: Music Analyses
Act 3: write-pair-share
DEEPEN
Day 2
 The Vocal Music of Mindanao
- Langan Bata-Bata
- Maranao Darangen
 Mindanao Instrumental Ensemble
- kulintang
Day 3
 Mindanao Bamboo and Solo Instruments
- Kubing
- Gabbang
- Suling
- Bantula
- Sludoy
- zither
Day 4
 Non-Islamic Music
- Manobo
- T’boli
- Teduray
- Bagobo

Act 4:Interactive Demonstration

Act 5: Exploration Table
Act 6: Let them give their insights about what they have learned from the lesson.
TRANSFER
Day 5
- Sing songs from the Mindanao entitled “Ili-Ili Tulog Anay” in a form of group presentation
CATEGORY 5 4 3 2 1
MELODY He/She is able He/She is able He/She is able He/She is able He/She could
to sing the to sing the to sing the to sing the not follow
songs in the songs in the songs in the songs in the melodic lines.
correct pitch correct pitch correct pitch correct pitch
without any with only few with several but with a lot
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
mistake. mistakes. mistakes. of wrong notes.
RHYTHM He/She is able Able to Able to Had a lot of Rhythmic
to interpret all interpret the interpret the difficulty in patterns were
the notes and notes and rests notes and rests following the not followed.
rests correctly but with 1-3 but with rhythmic
or without mistakes. difficulty. patterns.
mistake.
TIMBRE He/She can Sound quality is Sound quality is Sound quality is He/She has has
sing the whole inconsistent in inconsistent in airy and weak tone
piece in the some parts of most parts of breathy. production.
prescribed the song. the song but is
sound quality. clear and
beginning to
focus in some
parts.
DYNAMICS Dynamics was Improper use Improper use Improper use Dynamics was
properly used of dynamics in of dynamics in of dynamics in not used
in all parts of 1-2 parts of the 3-4 parts of the most parts of properly at all.
the song. songs. songs. the songs.
Dynamics was Dynamics was
properly used properly used
in the rest of in the rest of
the song. the song.
LEARNING PLAN IN MAPEH
(NOVEMBER 11-15)
GRADE: 7
UNIT TOPIC: MUSIC OF MINDANAO
UNIT STANDARDS:
Grade Level Standard:
The learners demonstrate understanding of the music of Mindanao.

Content Standard:
 Demonstrate an understanding of musical elements and processes of Philippine music, particularly the
music of Mindanao.
 Develop musical awareness and creativity in expressing oneself while doing the fundamental processes
in music.

Performance Standard:
The learners express creatively their appreciation of the music from Mindanao.
LEARNING COMPETENCIES:
1. Identifies the musical characteristics of representative selections of Mindanao after listening;
2. Analyzes the musical elements of some vocal and instrumental selections from Mindanao after listening;
3. Sing songs from the Mindanao;
4. Explains the distinguishing characteristics of representative music from Mindanao in relation to its culture and
geography;
5. Explores ways of producing sounds on a variety of sources that is similar to the instruments being studied;
6. Improvises simple rhythmic/melodic accompaniments to selected music from the Mindanao;
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
7. Performs instruments/improvised instruments from Mindanao, alone and/or with others;
8. Provides accompaniment to the selected music of the Mindanao;
9. Creates appropriate movements to accompany music from the Mindanao; and
10. Evaluates music and music performances applying knowledge of musical elements and styles.
NOTE: Continuation of the competencies (2,7,8,9,and10).
LEARNING TARGETS
- Performs instruments/improvised instruments from Mindanao (dabakan), alone and/or with others;
- Provides accompaniment to the selected music of the Mindanao in a form of group presentation;
- Creates appropriate movements to accompany music from the Mindanao; and
- Evaluates music and music performances applying knowledge of musical elements and styles.
EXPLORE
Day 1
1. Review of the past topic
2. Motivation (Video Analyses) https//youtube/NmomWsQXEhE?list=PLnOSH5j1sQh-7uYJsMshWnjhZviV0KpHt
Follow-up Questions:
1. Describe the music that you just heard.
2. What element of music stands out in this video?

End of Explore
- Ask: What are the important characteristics of Mindanao music?
FIRM UP
Process Questions:
1. How different is Mindanao music from what you used to hear?
 Mindanao Vocal Music
- Mindanao Indigenous Groups

Act 1: Video Presentation

Act 2: Music Analyses
Act 3: write-pair-share

DEEPEN
 The Vocal Music of Mindanao
- Langan Bata-Bata
- Maranao Darangen
 Mindanao Instrumental Ensemble
- kulintang
Day 3
 Mindanao Bamboo and Solo Instruments
- Kubing
- Gabbang
- Suling
- Bantula
- Sludoy
- zither
Day 4
 Non-Islamic Music
- Manobo
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
- T’boli
- Teduray
- Bagobo

Act 4:Interactive Demonstration

Act 5: Exploration Table
Act 6: Let them give their insights about what they have learned from the lesson.
TRANSFER
Day 5-10
PERFORMANCE DAY

LEARNING PLAN IN MAPEH

(NOVEMER 18-22)
GRADE: 7
UNIT TOPIC: Arts and Crafts of Mindanao
UNIT STANDARDS:
Grade Level Standard:
The learners demonstrate understanding of the arts and crafts of Mindanao.

Content Standard:
The learner…
 Art elements and processes by synthesizing and applying prior knowledge and skills.
 The salient features of the arts of MIMAROPA and Visayan Islands by showing the relationship of the
elements of art and processes among culturally diverse communities in the country.
 The Philippines as having a rich artistic and cultural tradition from pre-colonial to present times.
Performance Standard:
The learner…
 Create artworks showing the characteristic elements of the arts of Mindanao.
 Exhibit completed artworks for appreciating and critiquing.
LEARNING COMPETENCIES:
1. Identify characteristics of arts and crafts in specific areas in Mindanao (e.g., maritime vessel [balanghay] from
Butuan, 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 Pangalay
dance;
2. Distinguish the relationship of the development of craft in specific areas of the functionality, traditional
specialized expertise, and availability of resources (e.g., pottery, weaving, jewelry, and basketry) in a form of
buzz session;
3. Trace the external (foreign) and internal (indigenous) influences that reflected in the design of an artwork or
in the making of a craft or artifact;
4. Reflect on and derive the mood, idea, or message emanating from selected artifacts and art objects;
5. Show the relationship of Mindanao’s arts and crafts to Philippine culture, traditions, and history, particularly
with Islamic influence and indigenous (Lumad).
LEARNING TARGETS
- Identify characteristics of arts and crafts in selected areas of Mindanao;
- Distinguish the relationship of the development of craft in specific areas of the functionality, traditional
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
specialized expertise, and availability of resources through the use of Venn Diagram;
- Draw a design derive on mood, idea, or message emanating from selected artifacts and art objects;
- Show the relationship of Mindanao’s arts and crafts to Philippine culture, traditions, and history,
particularly with Islamic influence and indigenous (Lumad) through the use of Venn Diagram.
EXPLORE
Day 1
1. Review of the past topic
2. Motivation: Let the learners play the “NAME GAME” that relates to the arts and crafts of Mindanao.

Follow-up Questions:
1. How are these traditions related to the arts and crafts of Mindanao?
2. How do these artistic traditions express the values of different indigenous cultures in Mindanao?

End of Explore
Ask: How integrated are the arts and crafts of the people in Mindanao with their way of life?
How do these traditions express the values of different indigenous cultures in Mindanao?

FIRM UP
 POTTERY, WOOD CARVING, AND METAL WORK
Act 1: Picture Analyses
Act 2: Think-pair-share
Act 3: Oral Questioning

DEEPEN
Process Questions:
1. Why do the T’bolis consider their textile sacred? What does it tell you about their views of the things they
create as well as the process of creation?
2. How will you relate your creative process with that of the dream weavers?
Day 2
 TEXTILE
- Malong
- Ikat
 BASKETRY
- Mandaya backpack
- Sesed mats
 ORNAMENTATION
- Hakang
- Gukom
- Rinti
Act 4: Picture Analyses
Act 5: Buzz Discussion
Act 6: Write-pair-share

Day 3 and 4
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
Process Questions:
1. What would you feel if you were to go inside a traditional Bagobo house, a Maranao torogan, or the Grand
Mosque? Why?
 TRADITIONAL ARCHITECTURE IN MINDANAO
- Dwelling
- Mosque
Act 7: Picture Analyses
Act 8: Buzz Discussion
Act 9: Write-pair-share
TRANSFER
Day 5
Process Questions:
Ask: Prior to knowing about the indigenous people of Mindanao, what was your attitude toward Mindanao and
Mindanaoans? How do you view them now that you are familiar with their history, culture, and society?
Ask: Which aspect of the arts and culture of Mindanao impresses you the most?
Ask: If you had the resources and influence, how would you promote and preserve the textile, basketry, mat
weaving, ornament production, and other artistic traditions in Mindanao?
Act 10: Compare and Contrast
Act 11: Draw a design derives on mood, idea, or message emanating from selected artifacts and art objects.
Grades will be based on the rubric.

Points Creativity/Originality Effort/Perserverance Craftsmanship/Skill Cooperation/Attitude

(x 8 pts.) (x 7 pts.) (x 5 pts.) (x 5 pts.)
4 The student explored The project was The artwork was The student willingly
several choices continued until it beautiful and participated in
before Selecting one, was complete as the patiently done; it necessary preparation
generated many student could make was as good as hard or work for
ideas, tried unusual it; gave it effort far work could make it. classroom, was
combinations or beyond that sensitive to the
changes, used required. feelings and
problem-solving knowledge of others,
skills. exhibited a positive
attitude toward
assignment.
3 The student tried a The student worked With a little more The student
few ideas before hard and completed effort, the work participated
selecting one or the project, but with could have been enthusiastically,
based his/her work a bit more effort it outstanding; lacks performed more than
on someone else’s might have been the finishing adequately, assisted
idea, made decision outstanding. touches. in preparation and
after referring to one clean-up.
source.
2 The student tried an The student finished The student showed The student was
idea but it lacked the project, but it average apathetic toward the
originality, might could have been craftsmanship; assignment,
have copied work, improved with more adequate, but not complained, assisted
and substituted effort, chose an easy as good as it could in preparation and
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
“symbols” for project and did it have been, a bit cleanup when asked.
personal expression. indifferently. careless.
1 The student fulfilled The project was The student showed The student allowed
the requirements of completed with average others to do most of
the assignment, but minimum effort craftsmanship, lack his/her work,
gave no evidence of of pride in finished participated
trying anything work minimally, exhibited
unusual no interest in the
project
0 The student showed The student did not The student showed The student did
no evidence of finish the work poor craftsmanship; almost nothing
original thought adequately evidence of laziness toward completing
or lack of the assignment, did
understanding minimum or no
amount of
preparation or
cleanup, distracted
others.
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte

LEARNING PLAN IN MAPEH

(NOVEMER 18-22)
GRADE: 7
UNIT TOPIC: Arts and Crafts of Mindanao
UNIT STANDARDS:
Grade Level Standard:
The learners demonstrate understanding of the arts and crafts of Mindanao.

Content Standard:
The learner…
 Art elements and processes by synthesizing and applying prior knowledge and skills.
 The salient features of the arts of MIMAROPA and Visayan Islands by showing the relationship of the
elements of art and processes among culturally diverse communities in the country.
 The Philippines as having a rich artistic and cultural tradition from pre-colonial to present times.
Performance Standard:
The learner…
 Create artworks showing the characteristic elements of the arts of Mindanao.
 Exhibit completed artworks for appreciating and critiquing.
LEARNING COMPETENCIES:
6. Analyze elements and principles of art in the production of one’s arts and crafts inspired by the arts of
Mindanao;
7. Create crafts that can be locally assembled with local materials, guided by the local traditional techniques
(e.g., habi, lilip, etc);
8. Derive elements from traditions/history of a community for one’s artwork;
9. Mount an exhibit using completed Mindanao-inspired arts and crafts in an organized manner;
10. Appreciate the artifacts and art objects in terms of their uses and their distinct use of art elements and
principles; and
11. Incorporate the design, form and spirit of artifacts and art objects from Mindanao to one’s creation.
Note: Continuation of the learning competencies.
LEARNING TARGETS
- Create crafts that can be locally assembled with local materials, guided by the local traditional
techniques;
- Mount an exhibit using completed Mindanao-inspired arts and crafts in an organized manner through
availbale materials in the local;
- Incorporate the design, form and spirit of artifacts and art objects from Mindanao to one’s creation; and
Make a reflection about the elements and principles of art in the production of one’s arts and crafts
inspired by the arts of Mindanao;
EXPLORE
Day 1
1. Review of the past topic
2. Motivation: Let the learners play the “NAME GAME” that relates to the arts and crafts of Mindanao.

Follow-up Questions:
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
1. How are these traditions related to the arts and crafts of Mindanao?
2. How do these artistic traditions express the values of different indigenous cultures in Mindanao?

End of Explore
Ask: How integrated are the arts and crafts of the people in Mindanao with their way of life?
How do these traditions express the values of different indigenous cultures in Mindanao?

FIRM UP
 POTTERY, WOOD CARVING, AND METAL WORK
Act 1: Picture Analyses
Act 2: Think-pair-share
Act 3: Oral Questioning

DEEPEN
Process Questions:
1. Why do the T’bolis consider their textile sacred? What does it tell you about their views of the things they
create as well as the process of creation?
2. How will you relate your creative process with that of the dream weavers?
Day 2
 TEXTILE
- Malong
- Ikat
 BASKETRY
- Mandaya backpack
- Sesed mats
 ORNAMENTATION
- Hakang
- Gukom
- Rinti
Act 4: Picture Analyses
Act 5: Buzz Discussion
Act 6: Write-pair-share

Day 3 and 4
Process Questions:
1. What would you feel if you were to go inside a traditional Bagobo house, a Maranao torogan, or the Grand
Mosque? Why?
 TRADITIONAL ARCHITECTURE IN MINDANAO
- Dwelling
- Mosque
Act 7: Picture Analyses
Act 8: Buzz Discussion
Act 9: Write-pair-share
TRANSFER
Day 6-10

PERFORMANCE DAY
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte

LEARNING PLAN IN MAPEH

(NOVEMER 25-29))
GRADE: 7
UNIT TOPIC: PHYSICAL FITNESS THROUGH FOLK DANCING
UNIT STANDARDS:
Grade Level Standard:
The learners demonstrate understanding of physical fitness by engaging in dual sports for health.

Content Standard:
The learner demonstrates understanding of guidelines and principles in exercise program design to achieve
personal fitness.
Performance Standard:
The learner demonstrates understanding of guidelines and principles in exercise program design to achieve
personal fitness.
LEARNING COMPETENCIES:
1. Review goals based on assessment results;
2. Addresses barriers (low level of fitness, lack of skill and time) to exercises;
3. Keeps the importance of winning and losing in perspective;
4. Describes the nature and background of the dance;
5. Monitors periodically one’s progress towards the fitness goals; and
6. Assumes responsibility for achieving personal fitness.
LEARNING TARGETS
- Describes the nature and background of dance;
- Conduct goals based on assessment results;
- Write a reflection about the importance of winning and losing in perspective while doing PFT; and
- Monitors periodically one’s progress towards the fitness goals through the use of exercise log.
EXPLORE
Day 1
1. Review of the past topic
2. Motivation: Divide the class into groups. Instruct each group to arrange the jumbled words on strips of paper,
which will be given to them to form the definition of dance.
ANSWER: A SET OF MOVEMENTS OR STEPS USUALLY IN TIME WITH MUSIC

END OF EXPLORE
Ask: Describe a physically fit person.
Ask: Why are some people unable to do any physical activity?
Ask: Do you consider yourself a healthy person?
Ask: How will physical fitness assessments help you know if you’re physically fit?

FIRM UP

 What is Physical Fitness

- Physical Fitness
 Why is Dancing Beneficial?
- Dance
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
Act 1: Pick and tell
Act 2: Film Showing
Act 3: Group Discussion

DEEPEN
Process Questions:
Day 2
 Assessments Of Physical Fitness Components
- Flexibility Assessment
- Strength and Muscular Endurance Assessment
- Power Assessment
Follow-up Questions:
1. Which physical fitness component is your strength?
2. Which physical fitness components do you need to develop?
3. How would the components help you in dancing?
Act 4: Situation Analysis
Act 5: Compare Analysis
Day 3
 Applying Training Principles in Dance
- Principle of Overload
- Principle of Specificity
- Principle of Progression or FITT Principles
Follow-up Questions:
1. Do you think you can do your program regularly?
2. What do you think are your barriers in exercising?
Act 6: Monitoring
Act 7: Conduct Exercise

Day 4
 Folk Dance
- Basic Dance Steps
Follow-up Questions:
1. How do you benefit from folk dancing?
2. Why do you need to learn folk dance?

Day 5
 Ethnic Dance
- Ritual Dances
- Occupational Dances
- Life-cycle Dances
- Pangalay
Follow-up Questions:
1. How do you benefit from folk dancing?
2. Why do you need to learn folk dance?

Act 8: Video Analysis

Act 9: Practice Basic Steps of Dancing
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte

TRANSFER
Day 6
Process Questions:
1. What are the effects of exercise and physical activities on your fitness level?
2. How does physical activity help maintain your health?
3. Write a reflection paper about the negative and positive outcome of doing physical activities.

Self-Assessment
Act 10: Reflection Paper
Act 11: Monitoring of Physical Fitness Test

LEARNING PLAN IN MAPEH

(NOVEMER 25-29))
GRADE: 7
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
UNIT TOPIC: PHYSICAL FITNESS THROUGH FOLK DANCING
UNIT STANDARDS:
Grade Level Standard:
The learners demonstrate understanding of physical fitness by engaging in dual sports for health.

Content Standard:
The learner demonstrates understanding of guidelines and principles in exercise program design to achieve
personal fitness.
Performance Standard:
The learner demonstrates understanding of guidelines and principles in exercise program design to achieve
personal fitness.
LEARNING COMPETENCIES:
1. Undertakes physical activity and physical fitness assessments;
2. Performs appropriate first aid for sports related injuries;
3. Executes the skills involved in the dance;
Note: Continuation of learning competencies.
LEARNING TARGETS
- Performs appropriate first aid for dance sports injuries;
- Executes the skills involved in the dance in a form of group presentation;
- Make an exercise program in dancing using your physical fitness assessments results and the dance
training principles;
- Undertakes physical activity and physical fitness assessments; and
- Value the importance of doing physical fitness activities through an essay.
EXPLORE
Day 1
1. Review of the past topic
2. Motivation: Divide the class into groups. Instruct each group to arrange the jumbled words on strips of paper,
which will be given to them to form the definition of dance.
ANSWER: A SET OF MOVEMENTS OR STEPS USUALLY IN TIME WITH MUSIC

END OF EXPLORE
Ask: Describe a physically fit person.
Ask: Why are some people unable to do any physical activity?
Ask: Do you consider yourself a healthy person?
Ask: How will physical fitness assessments help you know if you’re physically fit?

FIRM UP

 What is Physical Fitness

- Physical Fitness
 Why is Dancing Beneficial?
- Dance
Act 1: Pick and tell
Act 2: Film Showing
Act 3: Group Discussion
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
DEEPEN
Process Questions:
Day 2
 Assessments Of Physical Fitness Components
- Flexibility Assessment
- Strength and Muscular Endurance Assessment
- Power Assessment
Follow-up Questions:
1. Which physical fitness component is your strength?
2. Which physical fitness components do you need to develop?
3. How would the components help you in dancing?
Act 4: Situation Analysis
Act 5: Compare Analysis
Day 3
 Applying Training Principles in Dance
- Principle of Overload
- Principle of Specificity
- Principle of Progression or FITT Principles
Follow-up Questions:
1. Do you think you can do your program regularly?
2. What do you think are your barriers in exercising?
Act 6: Monitoring
Act 7: Conduct Exercise

Day 4
 Folk Dance
- Basic Dance Steps
Follow-up Questions:
1. How do you benefit from folk dancing?
2. Why do you need to learn folk dance?

Day 5
 Ethnic Dance
- Ritual Dances
- Occupational Dances
- Life-cycle Dances
- Pangalay
Follow-up Questions:
1. How do you benefit from folk dancing?
2. Why do you need to learn folk dance?

Act 8: Video Analysis

Act 9: Practice Basic Steps of Dancing

TRANSFER
Day 7-10
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
Process Questions:
1. How does physical activity help maintain your health?

Self-Assessment
PERFORMANCE DAY
Act 1: Performs appropriate first aid for dance injuries./Presentation
Act 2: Make an exercise program in dancing using your physical fitness assessments results and the dance training
principles
EXERCISE PROGRAM
SETTING GOALS TYPE OF EXERCISE FITT PRINCIPLES

Act 3: Executes the skills involved in the dance in a form of group presentation. Grades will be based on the
rubrics.
EXCELLENT - 4 GOOD - 3 SATISFACTORY - 2 NEEDS IMPROVEMENT -
1

Bodily Skills The axial and The axial and The axial and locomotor The axial and locomotor
locomotor locomotor movements are movements are not
movements are movements are somewhat memorized memorized and
memorized and most often and performed with little performed without
performed with memorized and control and skill. control and skill.
control and skill. performed with
some control and
skill.
Theme / Focus The movement The movement The movement language The movement language
language is language is often is seldom unique and is not unique and does
unique and unique and most seldom reflects the theme not reflect the theme or
reflects the of the time or idea of the idea of the compositional
theme or idea of reflects the compositional problem. problem.
the compositional theme or idea of
problem. the compositional
problem.
Movement The movement The movement The movement has The movement is literal
Abstraction has been partially moments of abstraction without any evidence of
abstracted abstracted using one or more of the abstraction through the
through one or through one or elements of dance. one or more of the
more of the more of the elements of dance.
elements of elements of
dance. dance.
Compositional The composition The composition The composition has a The composition lacks
Structure has a clearly has a structure, loosely defined structure repeatable structure.
defined structure, which is defined and is repeated in its
which is and repeatable. entirety.
repeatable.
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
Performance The dancer is The dancer is The dancer is seldom The dancer is not
focused, often focused, focused, concentrated focused, concentrated
concentrated and concentrated and and committed to the and committed to the
committed to the committed to the performance of the performance of the
performance of performance of movement. movement.
the movement. the movement.

LEARNING PLAN IN MAPEH

(NOVEMER 25-29)
GRADE: 7
UNIT TOPIC: PHYSICAL FITNESS THROUGH FOLK DANCING
UNIT STANDARDS:
Grade Level Standard:
The learners demonstrate an understanding of mental health as a dimension of holistic health for a healthy life.
Content Standard:
The learner demonstrates understanding of mental health as a dimension of holistic health for a healthy life.
Performance Standard:
The learner consistently demonstrates skills that promote mental health.
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
LEARNING COMPETENCIES:
1. Explains the factors that affect the promotion of good mental health;
2. Explains that stress is normal and inevitable;
3. Differentiates eustress from distress;
4. Identifies situations that causes feelings of anxiety;
5. Identifies the common stressors that affect adolescents;
6. Identifies physical responses of the body to stress;
7. Identifies people who can provide support in stressful situations;
8. Differentiates healthful from unhealthful strategies in coping with stress; and
9. Explains the importance of grieving.
LEARNING TARGETS
- Define the concept of mental health;
- Explains the factors that affect the promotion of good mental health in a form of group presentation
through essay;
- Identify the factors that affect the promotion of good mental health;
- Explains that stress is normal and inevitable in a form of panel discussion;
- Differentiates eustress from distress through the use of Venn diagram;
- Identifies situations that causes feelings of anxiety;
- Identifies the common stressors that affect adolescents through a graphic organizer;
- Identifies physical responses of the body to stress;
- Identifies people who can provide support in stressful situations;
- Differentiates healthful from unhealthful strategies in coping with stress Venn Diagram; and
- Explains the importance of grieving.
EXPLORE
Day 1
1. Review of the past topic
2. Motivation: (WORD FACTORY) Form words from set of letters that will be shown on the screen. Write your
answers on a scratch paper.

END OF EXPLORE
Process Questions:
1. How can you say that a person is mentally healthy?
2. What are some things that you can do to stay mentally healthy?
FIRM UP
 The Concept of Mental Health
 Factors that Affect the Promotion of Good Mental Health
- Biological Factors
- Psychological Factors
- Environmental Factors
Act 1: Situation Analysis
Act 2: Think-pair-share
Act 3: Brainstorming
DEEPEN
Day 2
Process Questions:
1. What is stress?
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte
2. How do you cope with your stressors?
3. Is stress normal? Why or why not?
Act 4: Agree-Disagree activity
 Understanding Stress
- Stress
- Stressors
- Types of Stress
Follow-up Questions:
1. What will you suggest to a friend who feels distressed because of family and school problems?
Act 5: Panel Discussion
Act 6: Picture Analysis

Day 3
Process Questions:
1. Why do stressors vary from person to person?
2. What do you consider your greatest stressor? Why?
3. How do you cope with stress?
Act 7: Symbolism
 Common Stressors that Affect Adolescents
- Sources of Stress
Follow-up Questions:
1. When life gets difficult, what do you think is the best tool that you can use to cope with stress? Why?
Act 8: Situation Analysis
Act 9: Write-Think-Share
Act 10: Group Discussion

Day 4
Process Questions:
1. How would you know if a person is feeling stressed or depressed?
2. Why do you think people have different ways of coping with their problems?
Act 11: Imagine That Activity
 Coping with the Unexpected
- Coping with Stress
- Coping with Death
Act 12: Situation Analysis
Act 13: Compare Analysis
Act 14: Video Critique

TRANSFER
Day 5
Process Questions:
1. Why is it important to identify early warning signs of mental health disorders on a person?
2. They said that laughing is the best form of medicine. Do you think this can also be applied in being able to cope
with stresses in your life? Explain.
3. List the stressors that are usually encountered by teenagers. Classify each one based on the source of the stress-
school, family, peers/friends, and other sources.
SCHOOL FAMILY PEERS/FRIENDS OTHERS SOURCES
 Northwestern Agusan Colleges
Bayview Hill, Nasipit, Agusan del Norte

4. Suppose that a friend’s closest sibling died unexpectedly in a car accident. How would you help him or her
manage this situation?

Self-Assessment
Act 15: Compare and Contrast
Act 16: Reflection