COURSE OUTLINES AND

CHECKLISTS OF
COMPETENCIES
(1st Quarter – S.Y. 2021-2022)

Grade 9

Name:

____________________________________

Grade & Section:

____________________________________

Hi, Batang DICES! Here are the lists of topics and learning competencies inn all subject areas
that you shall learn for the whole quarter. After accomplishing each learning module, you
are to determine if you are able to meet each one. Put a check mark (✓) for your answer.
Remember, be honest! ☺

1
 VALUES EDUCATION with
CHRISTIAN LIVING EDUCATION 9
Content Standard: The learners demonstrate understanding of Divine Revelation through the teaching authority of
the Church (Magisterium). The learners demonstrate understanding of the Divine Works and the Trinitarian
missions.
Performance Standard: The learners will be able to defend the teachings of the Church as an expression of faith to
God’s infinite perfection through a debate. The learners will be able to participate in the Trinitarian missions by
adapting and giving sustainable gifts to a needy student of public school.
Values Formation Standards: The learners become upright members of the Church. The learners become active
members of the Church.
PROGRESS
CHART
MODULE (Did I learn/meet
TOPICS LEARNING COMPETENCIES
NO. the competency?)
YES! NO.
1 Man’s Capacity for 1. Explain the concept of God’s infinite perfection.
God DICES
Lesson 1.1 I Believe, 2. Determine the elements of the common good.
We Believe (God’s DepEd- MELC
Infinite Perfection) 3. Identify different concern for the common good
Lesson 1.2 God called of the family members, school community and
me to be holy society. DepEd- MELC
2 God Comes to Meet 4. Define the magisterium of the Church.
Man
Lesson 2.1 The Echo
of Faith (The
Magisterium of the
Church)
3 5. Analyze social issues in view of the teachings of
Lesson 3.1 My the Church. DICES
Formation Years 6. Explain the value of work that promotes human
dignity and the dignity of human work. DepEd-
MELC
7. Examine one’s action done in the family, school,
community that advocates the dignity of the
person and the dignity of his/her work. DepEd-
MELC
8. Create a synthesis about the good outcome of
human work through an interview of the workers
who represents marginalized people. DepEd-
MELC
4 Man’s Response to 9. Identify the three dimensions of faith.
God 10. Explain the three essential dimensions and the
Lesson 4.1 I Trust in characteristics of faith.
You! (The Three 11. Prove that human action can help to promote the
Dimension of Faith) social and moral level of the society and his full
Facing Challenges potential as human person. DepEd- MELC
5 THE CREEDS 12. Summarize the history of the Creeds. DICES
Lesson 5.1: My Faith,
13. Distinguish the Trinitarian missions.
Your Faith, Our Faith
14. Make an action plan as a group based on their
(The Profession of
realization on the story of Joseph. DICES
Christian Faith)
15. Live out the message of God’s word in view of
the agreed action plan made by the group.
DICES
2
 6 I Believe in God the 16. Explain the Divine Providence. DICES
Father 17. Organize a Bible sharing within their group
Lesson 6.1 The reflecting on the message and purpose of story of
Works of God into our Joseph to their real-life experiences. DICES
Life - 18. Make an action plan as a group based on their
a. Divine Providence realization on the story of Joseph. DICES
b. Journey to 19. Live out the message of God’s word in view of
Salvation: Life of the agreed action plan made by the group.
Joseph DICES
7 I Believe in Jesus 20. Make a plan on how to have a quality work with
Christ regards to the task given to them. DepEd-
Lesson 7.1: The MELC
Mysteries of Christ’s 21. Identify his/her preparations that needs to be
Life accomplished in order to achieve his course
Lesson 7.2: Goals in either Academics, technical- vocational course,
Life Arts, Sports or Entrepreneurship (Example:
getting information on the different SHS tracks).
22. DepEd- MELC
23. Prove that the compatibility of his/her needs of
the selected academic course, technical-
vocational course, Arts, Sports or
Entrepreneurship will lead him to meaningful
and productive jobs that will ensure the
productivity of the economics of his country.
DepEd- MELC
24. Narrate Christ’s life (from Baptism to Entry to
Jerusalem). DICES
25. Participate actively in the works of the Holy
Trinity through adapting and giving sustainable
gifts to a needy student. DICES
8 I. I Believe in the Holy 26. Analyze the meaning of the different images of
Spirit the Church. DICES
Lesson 8.1: I belong
27. Identify the development on his/her talents, skills
to the Church of
and habits that will attribute on his choice of
Christ
academic, technical-vocational, arts and sports
Lesson 8.2: Gift from
courses. DepEd- MELC
God
28. Contemplate on the important steps to develop
his skills and talents according on his interest
and goals. DepEd- MELC

CONTENT STANDARD: The learner demonstrates understanding of how Anglo-American literature and other text
types serve as means of enhancing the self; also, how to use processing, assessing, summarizing information, word
derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to
participate actively in a speech choir.
PERFORMANCE STANDARD: The learner actively participates in a speech choir through using effective verbal
and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/ Gestures and Audience Contact.
VALUES FORMATION STANDARD: The learners will become appreciative of themselves through the different
values, beliefs and cultures described and reflected in English Literature, and learn collaboratively with others by
sharing their ideas about the topic.
PROGRESS
WEEK CHART
NO. TOPICS LEARNING COMPETENCIES (Did I learn/meet
the competency?)

3

Lesson 1: Modals
Lesson 2: Modal Verbs:
1 Permission, prohibition
and obligation
Lesson 1: Active and
2 Passive Voice
Lesson 1: Direct to
3 Indirect Speech and Vice
Versa
Lesson 1: Using
Conditionals in Expressing
Arguments
4 EN9LC-Id8.4
Lesson 2: Argumentative
Text
5 Lesson 1: Word
Formation
Lesson 1: Communicative
Styles
6 frozen)
Lesson 1: “The Seven
Ages of Man”
Lesson 2: Context Clues
7 definition, synonyms, antonyms) used for a given
8 Lesson 1: Prosodic
Features of Speech
YES NO
1. Dep Ed MELC: Express permission, obligation
and prohibition using modals.
2. Express permission, obligation, and prohibition
in speaking and writing. EN9G-IVc-23
3. Use active and passive constructions. EN9G-
IVa-22 (modals integration)
4. Change direct to indirect speech and vice versa.
EN9G-IVf-1 (modals integration)
5. DepEd MELC: Use conditionals in expressing
arguments.
6. Agree or disagree with the ideas of the speaker.
7. Shift from one listening strategy to another based
on topic, purpose, and level of difficulty of the
argumentative or persuasive text. EN9LC-IIa-11
8. Arrive at meaning of words through word
formation (clipping blending, acronym,
compounding, folk etymology, etc.) EN9V-Ie-11
9. DepEd MELC: Employ the appropriate
communicative styles for various situations
(intimate, casual, conversational, consultative,
10. Give the appropriate communicative styles for
various situations (intimate, casual,
conversational, consultative). EN9V-IIa-27
11. Analyze literature as a means of discovering the
self. EN8LT-Ia-14
12. Note types of context clue (restatement,
word or expression. EN9V-Ig-12.3
13. Use the appropriate segmentals (sounds of
English) and the suprasegmentals or prosodic
features of speech when delivering lines of poetry
and prose in a speech choir, jazz chants and raps.
EN9OL-Ib-1.15

MATHEMATICS 9
Content Standard:
The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions,
and rational algebraic equations.
Performance Standard:
The learner will be able to investigate thoroughly mathematical relationships in various situations, formulate
real life problems involving quadratic equations, inequalities and functions, and rational algebraic equations
and solve them using a variety of strategies.
Values Formation Standards:
The learner will become a responsible problem solver and a reflective thinker.
The learner will become a responsible problem solver and a wise decision maker.
PROGRESS
MODULE CHART
TOPICS LEARNING COMPETENCIES (Did I learn/meet
NO. the competency?)
YES NO
1 Quadratic Equations 1. Illustrate quadratic equations.

4
 2. Solve quadratic equations by: (a) extracting square
roots; (b) factoring; (c) completing the square; and
(d) using the quadratic formula.
Discriminants and The 3. Characterize the roots of a quadratic equation using
Sum and Product of the discriminant.
2
the Roots of Quadratic 4. Describe the relationship between the coefficients
Equation and the roots of a quadratic equation.
5. Solve equations transformable to quadratic
Transformable
equations (including rational algebraic equations).
Equation and
6. Solve problems involving quadratic equations and
Problem-Solving
3 rational algebraic equations.
Involving Quadratic
7. Explain how quadratic equations can help them be
Equation
responsible problem solvers and wise decision
maker.
8. Illustrate quadratic inequalities.
9. Solve quadratic inequalities.
Quadratic Inequalities 10. Solve problems involving quadratic inequalities.
4
11. Explain how inequalities can help them be
responsible problem solvers and wise decision
maker.
12. Represent a quadratic function using: (a) table of
values; (b) graph; and (c) equation.
13. Transform the quadratic function defined by y = ax 2
5 Quadratic Function + bx + c into the form y = a(x – h)2 + k and vice
versa.
14. Illustrate real-life situations using quadratic
functions.
15. Graph a quadratic function: (a) domain; (b) range;
(c) intercepts; (d) axis of symmetry; (e) vertex; (f)
Graphs of Quadratic direction of the opening of the parabola.
6
Function 16. Analyze the effects of changing the values of a, h
and k in the equation y = a(x – h)2 + k of a quadratic
function on its graph.
Equation of a 17. Determine the equation of a quadratic function
7
Quadratic Function given: (a) a table of values; (b) graph; (c) zeros.
18. Solve problems involving quadratic functions.
Problem-Solving
19. Illustrate how quadratic functions can solve
8 Involving Quadratic
practical problems in real life situation thus make
Function
them responsible and wise in making decisions.

SCIENCE 9
Content Standard:
The learners demonstrate understanding of how the different structures of the circulatory and respiratory
systems work together to transport oxygen-rich blood and nutrients to the different parts of the body; the prevention,
detection, and treatment of diseases affecting the circulatory and respiratory systems; how genetic information is
organized in genes on chromosomes; the different patterns of inheritance; how changes in the environment may affect
species extinction; the structure and function of plant parts and organelles involved in photosynthesis; the structure
and function of mitochondrion as the main organelle involved in respiration.
Performance Standard: The learners will be able to
1. conduct an information dissemination activity on effective ways of taking care of the respiratory and
circulatory systems based on data gathered from the school or local health workers,
2. make a multimedia presentation of a timeline of extinction of representative microorganisms, plants, and
animals, and
3. design and conduct an investigation to provide evidence that plants can manufacture their own food.
Values Formation Standards: The learners will become
1. responsible members of society by promoting clean and healthy lifestyle, showing care for oneself and
others life,

5
 2. responsible members of the society and Church that values life as a gift from God, and
3. stewards of God’s creation.
PROGRESS
Module CHART
No. TOPICS LEARNING COMPETENCIES (Did I learn/meet
the competency?)
Yes! No.
1 Respiratory and 1. Review and relate the parts of the respiratory and
Circulatory Systems circulatory system with their functions to transport
working with the other nutrients, gases, and other molecules to and from
Organ Systems the different parts of the body. (DICES)
2. Explain how the respiratory and circulatory
systems work together to transport nutrients,
gases, and other molecules to and from the
different parts of the body. S9LT-la-b-26
(DepEd-MELC, DICES)
2 Respiratory and 3. Infer how one’s lifestyle can affect the
Circulatory Systems functioning of respiratory and circulatory systems
working with the other S9LT-lc27 (DepEd-MELC, DICES)
Organ Systems
3 Heredity: Inheritance 4. Review on constructing and interpreting the
and Variation Punnett square (DICES)
Punnett Square
4 Non-Mendelian 5. Describe the location of genes in chromosomes
inheritance S9LT-Id-28 (old DepEd CG, DICES)
1. Codominance 6. Explain and illustrate the different patterns of
2. Incomplete non-Mendelian inheritance S9LT-Id-29 (DepEd-
dominance MELC, DICES)
5 Non-Mendelian 6. Explain and illustrate the different patterns of non-
inheritance Mendelian inheritance S9LT-Id-29 (DepEd-
3. Sex-linked traits MELC, DICES)
4. Multiple alleles
6 Biodiversity and 7. Describe biodiversity and its components
Evolution (DICES)
Causes of Species 8. Explain the value of biodiversity (DICES)
Extinction 9. Relate human activities to the premature
extinction of species. (DICES)
10. Relate species extinction to the failure of
populations of organisms to adapt to abrupt
changes in the environment S9LT-Ie-f-30
(DepEd-MELC, DICES)
7 Plant organelles 11. Describe the different parts and function of the
plant organelles. (DICES)
8 Photosynthesis and 12. Differentiate basic features and importance of
Respiration photosynthesis and respiration S9LT-lg-j-31
(DepEd-MELC, DICES)

FILIPIN0 9
Pamantayang Pangnilalaman: Naipapamalas ng mga mag-aaral ang kanilang pag-unawa at pagpapahalaga sa mga
akdang pampanitikan ng Timog-Silangang Asya.
Pamantayan sa Pagganap: Ang mga mag-aaral ay nakapagsasagawa ng malikhaing panghihikayat tungkol sa isang
book fair ng mga akdang pampanitikan ng Timog-Silangang Asya.
Pamantayan sa Paghubog: Ang mga mag-aaral ay magiging mapanuri sa pag-iisip, may galing sa
pakikipagtalastasan, responsable sa paggamit ng bagong teknolohiya at may respeto sa opinyon at kuro-kuro ng iba.
MODYUL TSART NG
PAKSA KASANAYANG PAMPAGKATUTO
BLG. PAG-UNLAD

6
 (Nakamit ko ba
ang kasanayan?)
OO! HINDI.
1 Maikling Kuwento 1. Nasusuri ang mga pangyayari, at ang kaugnayan nito
sa kasalukuyan sa lipunang Asyano batay sa
napakinggang akda F9PN-Ia-b-39 (DepEd-MELC,
DICES)
2. Nabubuo ang sariling paghatol o pagmamatuwid sa
mga ideyang nakapaloob sa akda F9PB-Ia-b-39
(DepEd-MELC, DICES)
2 Denotasyon at 3. Nabibigyang- kahulugan ang mahirap na salitang
Konotasyon ginamit sa akda batay sa denotatibo o konotatibong
kahulugan F9PT-Ia-b-39 (DepEd-MELC, DICES)
4. Naihahambing ang ilang piling pangyayari sa
napanood na telenobela sa ilang piling kaganapan sa
lipunang Asyano sa kasalukuyan F9PD-Ia-b-39
(DepEd-MELC, DICES)
3 Maikling Kuwento 5. Nasusuri ang maikling kuwento batay sa paksa, mga
tauhan, pagkakasunod-sunod ng mga pangyayari,
estilo sa pagsulat ng awtor, at iba pa F9PS-Ia-b-41
(DepEd-MELC, DICES)
Mga Salita, 6. Napagsusunod-sunod ang mga pangyayari sa akda.
Kataga, o Pahayag F9PU-Ia-b-41 (DepEd-MELC, DICES)
na nagpapakita ng 7. Napagsusunod-sunod ang mga pangyayari sa akda
wastong gamit ang angkop na pang-ugnay F9WG-Ia-b-41
pagkakasunod- (DepEd-MELC, DICES)
sunod
4 Nobela 8. Nauuri ang mga tiyak na bahagi ng akda na
nagpapakita ng katotohanan, kabutihan at kagandahan
batay sa napakinggang bahagi ng nobela F9PN-Ic-d-40
(DepEd-MELC, DICES)
9. Nasusuri ang tunggaliang tao vs. sarili sa binasang
nobela F9PB-Ic-d-40 (DepEd-MELC, DICES)
10. Nabibigyan ng sariling interpretasyon ang mga
pahiwatig na ginamit sa akda F9PT-Ic-d-40 (DepEd-
MELC, DICES)
5 11. Nasusuri ang pinanood na teleseryeng Asyano batay sa
itinakdang pamantayan F9PD-Ic-d-40 (DepEd-MELC,
DICES)
12. Naisusulat ang isang pangyayari na nagpapakita ng
tunggaliang tao vs. sarili F9PU-Ic-d-42 (DepEd-
MELC, DICES)
Pahayag na 13. Nagagamit ang mga pahayag na ginagagamit sa
ginagagamit sa pagbibigay-opinyon (sa tingin / akala / pahayag / ko,
pagbibigay- iba pa) F9WG-Ic-d-42 (DepEd-MELC, DICES)
opinyon
6 Tula 14. Naiuugnay ang sariling damdamin sa damdaming
inihayag sa napakinggang tula F9PN-Ie-41 (DepEd-
MELC, DICES)
15. Nailalahad ang sariling pananaw ng paksa sa mga
tulang Asyano F9PB-Ie-41 (DepEd-MELC, DICES)
16. Natutukoy at naipaliliwanag ang
magkakasingkahulugang pahayag sa ilang taludturan
F9PT-Ie-41 (DepEd-MELC, DICES)
17. Naisusulat ang ilang taludtod tungkol sa
pagpapahalaga sa pagiging mamamayan ng rehiyong
Asya F9PU-Ie-43 (DepEd-MELC, DICES)
7 Sanaysay 18. Naipaliliwanag ang salitang may higit sa isang
kahulugan F9PT-If-42 (DepEd-MELC, DICES)
7
 19. Nasusuri ang paraan ng pagpapahayag ng mga ideya at
opinyon sa napanood na debate o kauri nito (DepEd-
MELC, DICES)
20. Naisusulat ang sariling opinyon tungkol sa mga dapat
o hindi dapat taglayin ng kabataang Asyano. F9PU-If-
44 (DepEd-MELC, DICES)
Mga Pang-ugnay 21. Nagagamit ang mga pang-ugnay sa pagpapahayag ng
na ginagamit sa sariling pananaw F9WG-If-44 (DepEd-MELC,
pagpapahayag ng DICES)
pananaw
8 Dula 22. Nabubuo ng paghuhusga sa karakterisasyon ng mga
tauhan sa kasiningan ng akda F9PN-Ig-h-43 (DepEd-
MELC, DICES)
23. Naipaliliwanag ang kahulugan ng salita habang
nababago ang estruktura nito F9PT-Ig-h-43 (DepEd-
MELC, DICES)
24. Nasusuri ang pagiging makatotohanan ng ilang
pangyayari sa isang dula F9PUIg-h-45 (DepEd-MELC,
DICES)
Mga 25. Nagagamit ang mga ekspresyong nagpapahayag ng
Ekspresyon sa katotohanan (sa totoo, talaga, tunay, iba pa) F9PS-Ig-
Paglalahad ng h-45 (DepEd-MELC, DICES)
Katotohanan
Pangwakas na 26. Naibabahagi ang sariling pananaw sa resulta ng
Gawain isinagawang sarbey tungkol sa tanong na: “Alin sa
mga babasahin ng Timog-Silangang Asya ang iyong
nagustuhan?” (DepEd-MELC, DICES)

ARALING PANLIPUNAN 9
Content Standard: Ang mga mag - aaral ay may pag – unawa sa mga pangunahing konsepto ng Ekonomiks bilang
batayan ng matalino at maunlad na pang-araw-araw na pamumuhay
Performance Standard: Ang mga mag - aaral ay naisasabuhay ang pag- unawa sa mga pangunahing konsepto ng
Ekonomiks bilang batayan ng matalino at maunlad na pang-araw- araw na pamumuhay
Values Formation Standards: Ang mga mag-aaral ay magiging sensitibo sa kalagayan ng mga nangangailangan
sa pamamagitan ng simpleng pamumuhay.

MODYUL PAKSA PAMANTAYAN SA PAGKATUTO TSART NG PAG-

BLG. UNLAD
(Nakamit ko ba ang
kasanayan?)
Oo Hindi
Mga Pangunahing 1. Nailalapat ang kahulugan ng ekonomiks sa pang-araw-
Konsepto ng araw na pamumuhay bilang isang mag-aaral, at kasapi ng
Ekonomiks: pamilya at lipunan.
Batayan ng AP9MKE-Ia-1 (DepEd- MELC, DICES)
Matalinong 2.Natataya ang kahalagahan ng ekonomiks sa pang-araw-
Paggamit ng araw na pamumuhay ng bawat pamilya at ng lipunan.
1 Pinagkukunang AP9MKE-Ia-2 (DepEd- MELC, DICES)
Yaman Tungo sa
Pagkamit ng
Kaunlaran

Konsepto ng
Ekonomiks
3. Naipakikita ang ugnayan ng kakapusan sa pang-araw-
araw na pamumuhay. AP9MKE-Ia-3 (DepEd, DICES)
2 Kakapusan
4. Natutukoy ang mga palatandaan ng kakapusan sa pang-
araw-araw na buhay. AP9MKE-Ib-4 (DepEd, DICES)
8
 5. Nasusuri ang kaibahan ng kagustuhan(wants) sa
pangangailangan (needs)bilang batayan sa pagbuo ng
Pangangailangan matalinong desisyon. AP9MKE-Ic-7 (DepEd, DICES)
3
at Kagustuhan 6. Naipapakita ang ugnayan ang personal na kagustuhan
at pangangailan sa suliranin ng kakapusan AP9MKE-Id-
8 (DepEd- MELC, DICES)
7. Nasusuri ang hirarkiya ng pangangailangan.
AP9MKE-Ia-1 (DepEd, DICES)
Pangangailangan
4 8. Nasusuri ang mga salik na nakakaimpluwensya sa
at Kagustuhan
pangangailangan at kagustuhan. AP9MKE-Ie-11
(DepEd, DICES)
9. *Nasusuri ang iba’t-ibang sistemang pang-ekonomiya.
(DepEd- MELC)
5
Alokasyon 10. Nasusuri ang mekanismo ng alokasyon sa iba’t-ibang
sistemang pang-ekonomiya bilang sagot sa kakapusan
AP9MKE-Ig-14 DepEd, DICES)
11. Nasusuri ang mga salik na nakaaapekto sa
6 pagkonsumo. AP9MKE-Ih-16 (DepEd- MELC)
Pagkonsumo
12. Naipaliliwanag ang konsepto ng pagkonsumo.
AP9MKE-lg-15 (DepEd, DICES)
13.Naipagtatanggol ang mga karapatan at nagagampanan
Matalinong
7 ang mga tungkulin bilang isang mamimili. AP9MKE-Ih-
Mamimili
16 (DepEd-MELC)
14. *Natatalakay ang mga salik ng produksyon at ang
implikasyon nito sa pang- araw- araw na pamumuhay
(DepEd- MELC)
15. Naibibigay ang kahulugan ng produksyon.
Produksyon
8 AP9MKE-li-19 (DepEd, DICES)
16. Nasusuri ang mga tungkulin ng iba’t ibang
organisasyon ng negosyo. AP9MKE-lj-20 (DepEd,
DICES)

Content Standard: The learner demonstrates understanding of characteristic features of the Medieval,
Renaissance, and Baroque period music.
Performance Standard: The learner will be able to perform selected songs from Medieval, Renaissance, and
Baroque periods: (a) chants, (b) madrigals, (c) excerpts from oratorio, (d) chorales, and (e) troubadour.
Values Formation Standards: The learner will become appreciative, globally competitive, and locally active in
creating music.
TOPICS PROGRESS
(Music of the CHART
MODULE
Medieval, LEARNING COMPETENCIES (Did I learn/meet
NO.
Renaissance, and the competency?)
Baroque Periods) YES NO
Lesson 1: 1. Describes the musical elements of selected
Music of the Medieval vocal and instrumental music of Medieval,
Period Renaissance and Baroque music. MU9MRB-
Ib-f-5
2. Explains the performance practice (setting,
composition, role of composers/performers,
1 and audience) during Medieval, Renaissance
and Baroque periods. MU9MRB -Ia-h-2
3. Relates Medieval, Renaissance and Baroque
music to other art forms and its history within
the era. MU9MRB-Ic-f-3
Lesson 2: 4. Describes the musical elements of selected
vocal and instrumental music of Medieval,
9
 Music of Renaissance Renaissance and Baroque music. MU9MRB-
Period Ib-f-5
5. Explains the performance practice (setting,
composition, role of composers/performers,
and audience) during Medieval, Renaissance
and Baroque periods. MU9MRB -Ia-h-2
6. Relates Medieval, Renaissance and Baroque
music to other art forms and its history within
the era. MU9MRB-Ic-f-3
Lesson 3: 7. Describes the musical elements of selected
Music of the Baroque vocal and instrumental music of Medieval,
Period Renaissance and Baroque music. MU9MRB-
Ib-f-5
8. Explains the performance practice (setting,
composition, role of composers/performers,
and audience) during Medieval, Renaissance
and Baroque periods. MU9MRB -Ia-h-2
2 9. Relates Medieval, Renaissance and Baroque
music to other art forms and its history within
the era. MU9MRB-Ic-f-3
Lesson 4: 10. Improvises appropriate accompaniment to
Music Evaluation selected music from Medieval, Renaissance
and Baroque period. MU9MRB-Ib-d-7
11. Evaluates music and music performances using
guided rubrics. (DepEd MELC and DICES)

Content Standard: The learners demonstrate understanding of art elements and processes by synthesizing and
applying prior knowledge and skills;
Performance Standard: The learners will be able to perform / participate competently in a presentation of a
creative impression (verbal/nonverbal) of a particular artistic period of art).
Formation Standard: The learners will become globally competitive and locally active.
PROGRESS
TOPICS
CHART
MODULE (Western and
LEARNING COMPETENCIES (Did I learn/meet
NO. Classical Art
the competency?)
Tradition)
YES! NO.
1 LESSON 1: 1. Analyzes art elements and principles in the
1. Ancient production of work following the style of a western
Period/Prehistoric Art and classical art. (A9EL-Ib-1)
2. Identifies distinct characteristics of arts during
the different art periods. (A9EL-Ia-2)
LESSON 2: 3. Identifies representative artists from various art
2. Classical Art periods. (A9EL-Ia-3)
4. Reflects on and derives the mood, idea, or
message from selected artworks. (A9PL-Ih-1)
5. Discusses the use or function of artworks by
evaluating their utilization and combination of art
elements and principles. (A9PL-Ih-2)
6. Uses artworks to derive the traditions/history of
an art period. (A9PL-Ih-3)
7. Compares the characteristics of artworks
produced in the different art periods. (A9PL-Ih-4)
2 LESSON 3: 1. Analyzes art elements and principles in the
Medieval Art production of work following the style of a western
and classical art. (A9EL-Ib-1)

10
 2. Identifies distinct characteristics of arts during
LESSON 4: the different art periods. (A9EL-Ia-2)
a. Byzantine Art 3. Reflects on and derives the mood, idea, or
b. Romanesque Art message from selected artworks. (A9PL-Ih-1)
c. Gothic Art 4. Creates artworks guided by techniques and styles
of Western Classical art traditions (A9PR-Ic-e-1)
5. Describes the influence of iconic artists
belonging to Western Classical art on the evolution
of art forms. (A9PR-Ic-e-2)
6. Applies different media techniques and processes
to communicate ideas, experiences, and stories
showing the characteristics of Western Classical art
traditions. (A9PR-Ic-e-3)
7. Evaluates works of art in terms of artistic
concepts and ideas using criteria from the Western
Classical art traditions. (A9PR-If-4)
8. Shows the influences of the Western Classical art
traditions to Philippine art form (A9PR-If-5)

Content Standard: The learners demonstrate understanding of lifestyle and weight management to promote
community fitness.
Performance Standard: The learners will be able to maintain an active lifestyle to influence the physical activity
participation of the community.
Values Formation Standards: The learners will become an individual that advocates community fitness through
active participation in different local fitness programs.
PROGRESS
CHART
MODULE
TOPICS LEARNING COMPETENCIES (Did I learn/meet
NO.
the competency?)
YES NO
A. Physical Fitness 1. Undertakes physical activity and physical
and Physical Fitness fitness assessments. PE9PF-Ia-h-23
Assessment 2. Assesses eating habit based on the Philippine
Food Pyramid/ my food plate. (DICES)
3. Distinguish facts from myth and
1 B. Eating Habits and misinformation associated with eating habits.
Risk Factors for Non- (DICES)
Communicable 4. Determines risk factor for major non–
Diseases communicable diseases lifestyle related.
(DICES)
A. Strategies and 5. Officiate and practice competitive games.
technique in officiating PE9GS-Ib-h-5
6. Performs appropriate first aid for injuries and
B. Injury prevention in emergency situations in physical activity and
2
competitive games sports settings. PE9PF-Ib-30
7. Involves oneself in community service through
sports officiating and physical activity
programs. PE9PF-Ie-h-41

Content Standard: The learners demonstrate understanding of the principles in protecting the environment for
community wellness

11
 Performance Standard: The learners will be able to consistently demonstrate healthful practices to protect the
environment for community wellness
Values Formation Standard: The learners will become a steward of God’s creation
PROGRESS
CHART
MODULE
TOPICS LEARNING COMPETENCIES (Did I learn/meet
NO.
the competency?)
YES! NO.
A. Characteristics of a 1. Define community and environmental health.
Healthy Community H9CE-Ia-8
2. Explain how a healthy environment positively
B. Nature and Health impact the health of people and communities
Effects of (less disease, less health care cost, etc.).
1 Environmental Issues H9CE-Ib-d-10
3. Discuss the nature of environmental issues.
H9CE-Ib-d-11
4. Analyze the effects of environmental issues on
people’s health. H9CE-Ib-d-12
A. Prevention and 5. Suggest ways to prevent and manage
Management of environmental health issues.
Environmental Health 6. H9CE-Ie-f-13
Issues 7. Participate in implementing an environmental
project such as building and maintaining a
B. Collective Action for school garden or conducting a war on waste
2 the Environment campaign (depends on feasibility). H9CE-Ig-
h-14
8. Create a poster illustrating a healthy
community. (DICES)
9. Respond on the different environmental issues
through cause-and-effect graphic organizer
(DICES)

NOTE: Course Outline and Checklist of Competencies for TLE is printed separately.

12