FIRST QUARTER: INTRODUCING THE HISTORY OF WESTERN MUSIC

21st Century
Performanc Essentia Most Essential Learning References PVMGO-
Topics Content Activities /
e l Competencies and CG and CV
Standards Assessment
Standards Question Codes Materials Integration
s G1, G5,
s
A5 B1, C3, H4 B1, D1, D5 G8 B1 C2
D6 G3
Lesson 1: Mass; The Learner… The Learner... 1. How important is it to The Learner... role of historical and
MUSIC OF THE demonstrates performs know the music LO 1. listens composers/perf
MEDIEVAL understanding of of the medieval, perceptively to ormers, and
PERIOD (700- characteristic selected songs renaissance and selected vocal audience)
1400) a) features of the from Medieval, baroque period? and during
Historical Medieval, renaissance 2. How do historical and instrumental Medieval,
and cultural Renaissance and and baroque cultural events shape and music of Renaissance
background; b) Baroque period periods reshape the features a
Gregorian chants; music a) of music? Medieval, Baroque
c) Chants; 3.. What are the things Renaissance periods;
b) that needs to be and 
Troubadour music; Madrigals remembered on the music Baroque music; MU9MRB -
d) Composer- ; of the medieval,  Ia-h-2
Adam de la c) excerpts renaissance and MU9MRB- LO 3.
Halle. from Ia-h-1 relates
RENAISSANCE oratorio; LO 2. explains
PERIOD d) the Medieval,
(1400-1600) chorales; performance Renaissance
a) Historical e) practice and
and cultural troubadour (setting, Baroque music
background; b) . composition, to its
Students reflection medieval, Summative: 15  MAPEH 9 book  Excellence & and Dedication
upon the renaissance Written Work: points Youtube video - Productivity Effectiveness
discussion of the and baroque Reaction Paper clips - Eficiency Professionalism
music of the period.  Powerpoint presentation - Commitment

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

c) Madrigal; baroque period? cultural background through

d) Composers - dramatization;
Giovanni  MU9MRB -Ic-f-3
da Palestrina LO 4. sings Medieval chant,
and Thomas Morley. troubadour song, madrigal,
chorale and selections from
MUSIC OF THE oratorio with correct pitch,
BAROQUE rhythm, expression and style;
PERIOD (1685-  MU9MRB -Ib-h-4
1750) LO 5. describes musical
a) Historical and elements of given Medieval,
cultural background; Renaissance and
b) Concerto Baroque music
Grosso,Fugue  MU9MRB -Ib-f-5
LO 6. explores other arts and
media that portray Medieval,
Renaissance and Baroque
elements;
 MU9MRB -Ib-f-6
LO 7. improvises appropriate
accompaniment to given
Medieval and Renaissance
songs;
 MU9MRB -Ib-d-7
8. create and or perform songs
in Gregorian and troubadour
styles;
 MU9MRB-Ib-h-8

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

SECOND QUARTER: INTRODUCING THE MUSIC OF THE CLASSICAL PERIOD

Most Essential Learning 21st Century
Performance References and PVMGO-CV
Topics Content Standards Essential Questions Competencies and CG Activities /
Standards Materials Integration
Codes Assessments
A5 B1, C3, H4 B1, D1, D6 G3 D5 G1, G5, G8 B1 C2
Lesson 2: MUSIC The Learner… The Learner... 1. How important is it to The Learner... Students  MAPEH 9 Excellence
OF THE demonstrates sings and performs know the music of the LO 1. narrates the life and reflection upon book - Productivity
CLASSICAL understanding of themes of classical period? works of classical discussing and  Youtube video - Eficiency &
PERIOD (1750- characteristic symphonies 2. How do historical and composers after video and listening on the clips Effectiveness
1820) features of and other cultural events shape movie showing; music of  Powerpoint Professionalis m
a) Historical and Classical period instrumental forms. and reshape  MU9CL-IIa-f-1 the classical presentation - Commitment
cultural background; music. the features of music? LO 2. relates Classical period. and Dedication
b) Sonata, sonata 3. What are the things music to its historical and
allegro form, that can help us in cultural background; Performance
concerto, determining or  MU9CL-IIa-f-2 Task
symphony; understanding LO 3. explains the
c) Composers: the musicof performance practice FORMATIVE: 10
Franz Josef Haydn, Classical period. (setting, composition, role points
Wolfgang Amadeus of composers/performers,
Mozart, and Ludwig and audience) SUMMATIVE: 15
van Beethoven. during Classical period; points
 MU9CL-IIa-f-3
LO 4. listens perceptively
to selected Classical
period music;
 MU9CL-IIb-g-4

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

LO 5. describes musical
elements of given
Classical period pieces;
 MU9CL-IIb-g-5
LO 6. analyzes sonata
allegro form;
 MU9CL-IIe-h-6
LO 7. sings themes or
melodic fragments of
given Classical period
pieces;
 MU9CL-IIb-h-7
LO 8. explores other arts
and media that portrays
Classical elements
 MU9CL-IIb-h-8

THIRD QUARTER: INTRODUCING INSTRUMENTAL MUSIC OF THE ROMANTIC (1820-1900)

Most Essential Learning 21st Century
Performance References and PVMGO-CV
Topics Content Standards Essential Questions Competencies and CG Activities /
Standards Materials Integration
Codes Assessments
A5 B1, C3, H4 B1, D1, D6 G3 D5 G1, G5, G8 B1 C2
Lesson 3: The Learner… The Learner... 1. How important is it to The Learner... Students  MAPEH 9 Excellence
INSTRUMENTAL demonstrates sings and performs know the instrumental LO 1. narrates the life and reflection upon book - Productivity
MUSIC OF understanding of themes of selected music of the romantic works of romantic discussion of the  Youtube video - Eficiency &
THE ROMANTIC characteristic instrumental pieces period? composers after video and instrumental clips Effectiveness
PERIOD (1820- features of 2. How did Romantic- movie showing; music of  Powerpoint Professionalis m
1900) instrumental era composers express  MU9RO-IIIa-h-1 the romantic presentation
period.
“70 Years of Competence, Character and Compassion”
 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

a) Historical and Romantic music feelings in music? LO 2. relates Romantic - Commitment

cultural background; 3. What are the period music to its Performance and Dedication
b) Program music; appropriate historical and Task
c) Piano music; terms needed to cultural background;
d) Composers: understand the  MU9RO-IIIa-2 FORMATIVE: 10
Frederic instrumental music of LO 3. explains the points
Chopin, Peter the romantic period. performance practice
Illych Tchaikovsky, (setting, composition, role SUMMATIVE: 15
Franz Liszt, and of composers/performers, points
Camille Saint- and audience) during the
Saens. Romantic period;
 MU9RO-IIIb-h-3
LO 4. listens perceptively
to selected Romantic
period music ;
 MU9RO-IIIb-h-4
LO 5. describes musical
elements of given
Romantic period pieces;
 MU9RO-IIIb-h-5
LO 6. sings themes or
melodic fragments of
given Romantic period
pieces;
 MU9RO-IIIe-h-6
LO 7. explores other arts
and media that portray
Romantic period

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

elements;
 MU9RO-IIIc-h-7
LO 8. improvises
appropriate
accompaniment to given
short and simple
Romantic period pieces.
 MU9RO-IIIc-h-8

FOURTH QUARTER: INTRODUCING VOCAL MUSIC OF THE ROMANTIC PERIOD

21st Century
Content Performance Most Essential Learning References and PVMGO-CV
Topics Essential Questions Activities /
Standards Standards Competencies and CG Codes Materials Integration
Assessments
A5 B1, C3, H4 B1, D1, D6 G3 D5 G1, G5, G8 B1 C2
Lesson 4: Vocal The Learner… The Learner... 1. What is the The Learner... Students  MAPEH 9 Excellence
Music of the demonstrates sings and importance of knowing LO 1. narrates the plot, musical reflection upon book - Productivity
Romantic Period a) understanding of performs themes vocal music of the and theatrical elements of an discussion of the  Youtube video - Eficiency &
Art song characteristic of selected romantic period? opera after video and movie vocal music of clips Effectiveness
b) Opera features of vocal Romantic Era 2.How did Romantic showing; the romantic  Powerpoint Professionalis m
c) Composers: music of the songs era composers  MU9OP-IVa-g-1 period. presentation - Commitment
Franz Schubert, Romantic period express vocal music? LO 2. listens perceptively to and Dedication
Guiseppe Verdi, 3. How can we clearly selected art songs and excerpts Performance Teamwork
Giacomo determine the of opera ; Task - Cooperation
Puccini, and importance of the  MU9OP-IVa-G
Richard Wagner vocal music of the LO 3. sings themes or melodic FORMATIVE: 10
romantic period. fragments of given selected points
songs;
 MU9OP-IVb-h-3 SUMMATIVE: 15

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

LO 4. explores other arts and points

media that portray Romantic
period elements;
 MU9OP-IVb-h-4
LO 5. creates / improvises
appropriate sounds, music,
gestures, movements,
and costumes for a chosen
opera.
 MU9OP-IVb-h-5

Submitted by: Checked: Approved:

AIRA JOLLIE T. BULAN, ARNEL V. LOPEZ, LPT BETHZAIDA S. BALINGAO, Ph. D
LPT Subject Teacher Subject Area Coordinator Principal
“70 Years of Competence, Character and Compassion”
 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

CURRICULUM MAP
ARTS 9
First to Fourth Quarter, SY 2022-2023
FIRST QUARTER: INTRODUCING THE WESTERN AND CLASSICAL ART TRADITIONS
Most Essential Learning 21st Century
Performance References and PVMGO-CV
Topics Content Standards Essential Questions Competencies and CG Activities /
Standards Materials Integration
Codes Assessments
A5 B1, C3, H4 B1, D1, D6 G1 C4, D5 G1, G5, G8 B1 C2
Lesson 1: The learner… The learner.. 1. How important is it to The learner… Students reflection  MAPEH 9 book Excellence
WESTERN AND 1. art elements 1. perform / know the western and LO 1. analyze art upon the  Youtube video - Productivity
CLASSICAL ART and processes by participate classical art traditions? elements and principles in discussion of the clips - Eficiency &
TRADITIONS synthesizing and competently in a 2.What were the events the production of work western and  Powerpoint Effectiveness
I. Ancient Art applying prior presentation of during the Romantic era following the style of a classical art presentation Professionalism -
traditions. Commitment and
1. Prehistoric Art knowledge and a creative that influenced artistic western and classical art
Dedication
II. Classical Art skills impression works?  A9EL-Ib-1 FORMATIVE: 10
2. Egyptian Art 2. the arts as (verbal/nonverbal) of 3. What are the thing LO 2. identify distinct points
4. Greek Art integral to a particular artistic that needs to be characteristics of
5. Roman Art the development period remembered on arts during the different SUMMATIVE: 15
III. Medieval Art of organizations, 2. recognize the western and art periods points
the difference classical
and
“70 Years of Competence, Character and Compassion”
 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

6. Byzantine spiritual belief, uniqueness of the art traditions?  A9EL-Ia-2

7. Romanesque historical events, art styles of the LO 3. identify
8. Gothic scientific different periods representative artists from
IV. Principles of discoveries, (techniques, various art periods
Art natural disasters/ process, elements,  A9EL-Ia-3
9. Rhythm, occurrences, and and principles of art) LO 4. reflect on and
Movement other external derives the mood, idea, or
10. Balance phenomena message from selected
11. Emphasis artworks
12. Harmony, Unity,  A9PL-Ih-1
and Variety LO 5. determine the use or
13. Proportion function of artworks by
V. Process: evaluating their utilization
14. Painting and/ or and combination of art
Drawing elements and principles
15. Sculpture and  A9PL-Ih-2
Assemblage LO 6. use artworks to
16. Mounting an derive the
exhibit: traditions/history of an art
17. Concept period
18. Content / Labels  A9PL-Ih-3
19. Physical layout LO 7. compare the
characteristics of artworks
produced in the different
art periods
 A9PL-Ih-4
LO 8. create artworks
guided by techniques and

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

styles of Western
Classical art traditions
 A9PR-Ic-e-1
LO 9. describe the
influence of iconic artists
belonging to Western
Classical art on the
evolution of art forms
 A9PR-Ic-e-2
LO 10. apply different
media techniques and
processes to communicate
ideas, experiences, and
stories showing
the characteristics of
Western Classical art
traditions
 A9PR-Ic-e-3
LO 11. evaluate works of
art in terms of artistic
concepts and ideas using
criteria from the Western
Classical art traditions
 A9PR-If-4

SECOND QUARTER: INTRODUCING THE ARTS OF THE RENAISSANCE PERIOD AND BAROQUE PERIOD
Most Essential Learning 21st Century
Performance References and PVMGO-CV
Topics Content Standards Essential Questions Competencies and CG Activities /
Standards Materials Integration
Codes Assessments
“70 Years of Competence, Character and Compassion”
 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

A5 B1, C3, H4 B1, D1, D6 G1 C4, D5 G1, G5, G8 B1 C2

Lesson 2: ARTS The learner… The learner… 1. How important is it to The learner… Students  MAPEH 9 Excellence
OF THE 1. art elements 1. performs/ know the arts of the LO 1. analyze art reflection upon book - Productivity
RENAISSANCE and processes by participate Renaissance and elements and principles in the discussion of  Youtube video - Eficiency &
AND BAROQUE synthesizing and competently in a Baroque period? the production of work the arts of the clips Effectiveness
PERIOD applying prior presentation of a 2. How are the political, following a specific art Renaissance and  Powerpoint Professionalis m
I. Renaissance Art knowledge and creative impression historical and cultural style Baroque period. presentation - Commitment
1. Michelangelo skills (verbal/nonverbal) of themes of the European  A9EL-IIb-1 and Dedication
2. Leonardo Da 2. the arts as a particular artistic culture conveyed LO 2. identify distinct Performance Values
Vinci integral to period through art? characteristics of arts Task Integration
3. Raphael the development 2. recognizes the 3. What are the things during the Renaissance - Learnings from
4. Donatello of organizations, difference and that can help us in and Baroque periods FORMATIVE: 10 the strength of
II. Baroque Artists spiritual belief, uniqueness of the determining or  A9EL-IIa-2 points character of
5. Carravaggio historical events, art styles of the understanding the arts LO 3. identify great artists.
6. Rubens scientific different periods of the Renaissance and representative artists from SUMMATIVE: 15
7. Velasquez discoveries, (techniques, Baroque period? Renaissance points
8. Rembrandt natural disasters/ process, elements, and Baroque periods
9. Bernini occurrences, and and principles of art)  A9EL-IIa-3
III. Principles of other external LO 4. reflect on and derive
Art phenomena the mood, idea or
10. Rhythm, message from selected
Movement artworks
11. Balance  A9PL-IIh-1
12. Emphasis LO 5. determine the use
13. Harmony, Unity, or function of artworks by
and Variety evaluating their utilization
14. Proportion and combination of art
IV. Process: elements and principles

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

15. Painting and/ or  A9PL-IIh-2

Drawing LO 6. use artworks to
16. Sculpture and derive the
Assemblage traditions/history of an art
17. Mounting an period
exhibit:  A9PL-IIh-3
17.1 Concept LO 7. compare the
17.2 Content / characteristics of artworks
Labels produced in the different
17.3 Physical layout art periods
 A9PL-IIh-4
LO 8. create artworks
guided by techniques and
styles of the Renaissance
and the Baroque periods
 A9PR-IIc-e-1
LO 9. describe the
influence of iconic artists
belonging to the
Renaissance and the
Baroque periods
 A9PR-IIc-e-2
LO 10. apply different
media techniques and
processes to
communicate
ideas, experiences, and
stories showing
the
“70 Years of Competence, Character and Compassion”
 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

characteristics of the
Renaissance and the
Baroque periods
(e.g.,Fresco,
Sfumato, etc.)
 A9PR-IIc-e-3
LO 11. evaluate works of
art in terms of artistic
concepts and ideas using
criteria from the
Renaissance and the
Baroque periods
 A9PR-IIf-4

THIRD QUARTER: INTRODUCING THE ARTS OF THE NEOCLASSIC AND ROMANTIC PERIOD
Most Essential Learning 21st Century
Performance References and PVMGO-CV
Topics Content Standards Essential Questions Competencies and CG Activities /
Standards Materials Integration
Codes Assessments
A5 B1, C3, H4 B1, D1, D6 G1 C4, D5 G1, G5, G8 B1 C2
Lesson 3: The learner… The learner… 1. How important is it The learner… Students reflection  MAPEH 9 book Excellence
ARTS OF THE 1. art elements 1. to know the arts of the LO 1. analyze art elements upon the  Youtube video - Productivity
NEOCLASSIC AND and processes by perform/participate neoclassic and and principles in the discussion of the clips - Eficiency &
ROMANTIC synthesizing and competently in a romantic period? production of work following arts of the  Powerpoint Effectiveness
PERIOD applying prior presentation of a 2. How did the a specific art style from theNeoclassic presentation Professionalism -
and Romantic Commitment and
knowledge and creative impression Neoclassic Neoclassic and Romantic
period. Dedication
skills (verbal/nonverbal) period shape the art periods Values
I. Neoclassic 2. the arts from the Neoclassic of the time?  9EL-IIIb-1 Performance Integration
1. David as integral to and Romantic 3. What are the LO 2. identify distinct Task - Learnings from
the
“70 Years of Competence, Character and Compassion”
 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

2. Ingres development of periods appropriate terms characteristics of arts the strength of

3. Goya organizations, 2. recognize the needed to understand during the Neoclassic and FORMATIVE: 10 character of great
II. Romantic spiritual belief, difference and the arts of Romantic periods points artists.
4. Goya historical events, uniqueness of the the neoclassic  A9EL-IIIa-2
5. Delacroix scientific art styles of the and romantic period? LO 3. identify SUMMATIVE: 15
6. Gericault discoveries, different periods representative artists from points
III. Principles of natural disasters/ (techniques, the Neoclassic
Art occurrences, and process, elements, and Romantic periods
7. Rhythm, other external and principles of art)  A9EL-IIIa-3
Movement phenomena LO 4. reflect on and derive
8. Balance the mood, idea, or message
9. Emphasis from selected artworks
10. Harmony, Unity,  A9PL-IIIh-1
and Variety LO 5. determine the use or
11. Proportion function of artworks by
IV. Process: evaluating their utilization
12. Painting and/ or and combination of art
Drawing elements and principles
13. Sculpture  A9PL-IIIh-2
14. Mounting an LO 6. use artworks to
exhibit: derive the traditions/history
14.1 Concept of the Neoclassic and
14.2 Content / Romantic periods
Labels  A9PL-IIIh-3
15. Physical layout LO 7. compare the
characteristics of artworks
produced in the Neoclassic
and Romantic periods

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

 A9PL-IIIh-4
LO 8. create artworks
guided by techniques and
styles of the Neoclassic and
Romantic periods (e.g.,
linear style and painterly
style)
 A9PR-IIIc-e-1
LO 9. describe the
influence of iconic artists
belonging to the Neoclassic
and Romantic periods
 A9PR-IIIc-e-2
LO 10. apply different
media techniques and
processes to communicate
ideas, experiences, and
stories showing the
characteristics of the
Neoclassic and Romantic
periods
 A9PR-IIIc-e-3
11. evaluate works of art in
terms of artistic concepts
and ideas using criteria
from the Neoclassic and
Romantic periods
 A9PR-IIIf-4

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

FOURTH QUARTER: INTRODUCING WESTERN CLASSICAL PLAYS AND OPERA

Most Essential Learning 21st Century
Performance References and PVMGO-CV
Topics Content Standards Essential Questions Competencies and CG Activities /
Standards Materials Integration
Codes Assessments
A5 B1, C3, H4 B1, D1, D6 G1 C4, D5 G1, G5, G8 B1 C2
Lesson 4: WESTERN The learner… The learner… 1. What is the The learner… Students  MAPEH 9 Excellence
CLASSICAL PLAYS 1. how theatrical 1. create importance of knowing LO 1. identify selected reflection upon book - Productivity
AND OPERAS elements (sound, appropriate theater western classical plays theatrical forms from the discussion of  Youtube video - Eficiency &
Greek: music, gesture, play/opera costume and operas?  A9EL-IVa-1 the western clips Effectiveness
Oedipus Rex, Medea movement, and and 2. How do ideas and LO 2. research on the classical plays  Powerpoint Professionalis m
Renaissance: costume) affect accessories and material culture history of the theatrical and operas. presentation - Commitment
Shakespeare Plays the creation and improvise influence the forms and their evolution and Dedication
Romantic: communication of appropriate sound, dance movements or  A9EL-IVb-2 Performance
Carmen meaning in music, actions? 3.How can LO 3. identify the Task
I. Elements of Art as Western Classical gesture, we clearly determine elements and principles
Applied to Western plays and opera movements, the importance of of arts as manifested in FORMATIVE: 10
Classical Theater as influenced by and costume for the western classical Western Classical plays points
and Opera: history and culture a plays and operas? and opera
1. Sound & Music 2. theater and chosen  A9EL-IVc-3 SUMMATIVE: 15
2. Gesture, performance as a theatrical LO 4. define what makes points
Movement and Dance synthesis of arts composition selected western classical
3. Costume, Mask, 2. take part in a plays and operas unique
Make-up, and performance of a through visual
AccessoriesSpectacl selected piece from representation
e Western Classical  A9PL-IVc-1
II. Elements of Art plays and opera LO 5. design the visual
elements and

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

as Applied to components of the

Western Classical selected
Theater and Opera: 4. Western classical theater
Sound & Music play and opera through
5. Gesture, costumes, props, etc
Movement and Dance  A9PR-IVd-1
6. Costume, Mask, LO 6. analyze the
Make-up, uniqueness of
and Accessories each group’s performance
7. Spectacle of its selected
III. Principles of Art 8. Western classical theater
Rhythm, Movement 9. play and opera
Balance  A9PR-IVh-2
10. Emphasis LO 7. show the influences
11. Harmony, Unity, of the selected Western
and Variety Classical play or opera on
12. Proportion Philippine theatrical
IV. Process performance in terms of
13. Designing for form and content of story
stage, costume, and  A9PR-IVh-6
props of a selected LO 8. choreograph the
theatrical play movements and gestures
or opera needed in the effective
14. Choreographing delivery of a selected
movement patterns piece from Western
and figures Classical plays and opera
15. Recreating  A9PR-IVe-f-3
a Western LO 9. improvise
classical
“70 Years of Competence, Character and Compassion”
 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

theater play and accompanying sound and

opera rhythm needed in the
effective delivery of a
selected piece from
Western Classical plays
and operas
 A9PR-IVe-f-3
LO 10. perform in a group
showcase of the selected
piece from Western
Classical plays and
operas
 A9PR-IVg-5
Submitted by: AIRA JOLLIE T. BULAN, LPT Checked: Approved:
Subject Teacher ARNEL V. LOPEZ, LPT BETHZAIDA S. BALINGAO, Ph. D
Subject Area Coordinator Principal
CURRICULUM MAP
PHYSICAL EDUCATION 9
First to Fourth Quarter, SY 2022-
2023
FIRST QUARTER – LIFESTYLE AND WEIGHT MANAGEMENT AND SPORTS OFFICIATING
Most Essential Learning 21st Century
Content Performance Essential Reference and
Topics Competencies and GC Activities /
Standards Standards Questions Materials PVMGO-CV
Codes Assessments
Integration
A3 B1, C3, H4 B1, D1, D6 G1 C4, D5 G4, G5, G7 B1 C2
Lesson 1: The learner . . . The learner . . . 1. How important The learner….. Students reflection  MAPEH 9 Excellence
“70 Years of Competence, Character and Compassion”
 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

Lifestyle and demonstrates practices healthy is it to know the LO 1. undertakes physical upon the discussion book - Productivity
Weight understanding of eating habits that lifestyle and activity and physical fitness of the lifestyle and  Youtube video - Eficiency &
Management lifestyle and weight support an maintains weight assessments weight management clips Effectiveness
(physical activity management to an active lifestyle to management  PE9PF-Ia-h-23 and sports  Powerpoint Professionalis
and eating promote community influence and sports LO 2. assesses eating oficiating. presentation m
habits) fitness the physical oficiating? habits based on the - Commitment
activity participation 2.How lifestyle Philippine Food Pyramid/My PERFORMANCE and Dedication
Sports Oficiating of the community and weight Food Plate TASK: Individual
active lifestyle management a  PE9PF-Ia-39 exercise program for
key in achieving LO 3. determines risk Health-Related
physically fit factors(obesity, physical Fitness Components
body through inactivity, poor
physical fitness nutrition, smoking) for SUMMATIVE: 15
and other major non communicable points
physical diseases lifestyle-related
activities? (e.g. diabetes, heart
3. What are the disease, stroke, cancer)
things that needs  PE9PF-Ia-40
to be LO 4. oficiates pratice and
remembered on competitive games
the lifestyle and  PE9GS-Ib-h-5
weight LO 5. distinguishes facts
management from myths and
and sports misinformation
oficiating associated with eating habits
 PE9PF-Ia-29
LO 6. performs appropriate
first aid for injuries and

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

emergency situations in
physical activity and sports
settings (e.g. cramps,sprain,
heat exhaustion)
 PE9PF-Ib-30

SECOND QUARTER – LEARNING MORE ABOUT SOCIAL DANCES FOR COMMUNITY FITNESS
21st Century
Performance Essential Most Essential Learning Reference and
Topics Content Standards Activities / PVMGO-CV
Standards Questions Competencies and GC Codes Materials
Assessments Integration
A3 B1, C3, H4 B1, D1, D6 G1 C4, D5 G4, G5, G7 B1 C2
Lesson 2: The learner . . . The learner . . . 1. How important LO 1. The learner undertakes Students reflection  MAPEH 9 book Excellence
SOCIAL DANCES demonstrates maintains an active is it to know the physical activity and physical upon discussing  Youtube video - Productivity
FOR understanding of lifestyle to influence social and fitness assessments social clips - Eficiency &
COMMUNITY lifestyle and weight the physical activity ballroom  PE9PF-IIa-h-23 and ballroom  Powerpoint Effectiveness
FITNESS management to participation of the dances? LO 2. The learner executes the dances. presentation Professionalism -
promote community 2. What are the skills involved in the dance Commitment and
community fitness practices healthy things that can  PE9RD-IIb-h-4 Performance Dedication
eating habits that help us in LO 3. The learner monitors Task
support an active determining or periodically one’s progress
lifestyle understanding towards the fitness goals FORMATIVE: 10
the social and  PE9PF-IIb-h-28 points
ballroom LO 4. The learner performs
dances? appropriate first aid for injuries SUMMATIVE: 15
and emergency situations in points
physical activity and dance
settings (cramps,sprain, heat
exhaustion)

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

 PE9PF-IIb-h-30
LO 5. The learner involves
oneself in community service
through dance activities in the
community
 PE9PF-IIg-h-41

THIRD QUARTER – LEARNING MORE ABOUT SOCIAL DANCES FOR FITNESS PROGRESSION

Most Essential Learning 21st Century

Content Performance Essential Reference and PVMGO-CV
Topics Competencies and GC Activities /
Standards Standards Questions Materials
Codes Assessments Integration

A3 B1, C3, H4 B1, D1, D6 G1 C4, D5 G4, G5, G7 B1 C2

Lesson 3: The learner . . . The learner . . . 1. How LO 1. The learner undertakes Students reflection  MAPEH 9 Excellence
DANCES FOR demonstrates maintains an active important is it to physical activity and physical upon discussion of book - Productivity
FITNESS understanding of lifestyle to influence know the social fitness assessments the social and  Youtube video - Eficiency &
PROGRESSION lifestyle and weight the physical activity and  PE9PF-IIIa-h-23 ballroom dances. clips Effectiveness
management to participation of the ballroom LO 2. The learner executes  Powerpoint Professionalis m
promote community dances? the skills involved in the dance Performance presentation - Commitment
community fitness practices healthy 2. How can  PE9RD-IIIb-h-4 Task and Dedication
eating habits that ballroom LO 3. The learner performs
support an dancing be appropriate first aid for injuries FORMATIVE: 10
active lifestyle a key activity and emergency situations in points
that can improve physical activity and dance
and develop settings (cramps,sprain, heat SUMMATIVE: 15
ones fitness exhaustion) points
level?
3. What are the
“70 Years of Competence, Character and Compassion”
 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

appropriate  PE9PF-IIIb-h-30
terms needed to LO 4. The learner involves
understand the oneself in community service
social and through dance activities in the
ballroom community
dances?  PE9PF-IIIg-h-41

FOURTH QUARTER – ACTIVE RECREATION

21st Century
Performance Essential Most Essential Learning Reference and
Topics Content Standards Activities / PVMGO-CV
Standards Questions Competencies and GC Codes Materials
Assessments Integration
A3 B1, C3, H4 B1, D1, D6 G1 C4, D5 G4, G5, G7 B1 C2
Lesson 4: The learner . . . The learner . . . 1. What is the LO 1. The learner discusses the Students reflection  MAPEH 9 Excellence
RECREATION demonstrates maintains an active importance of nature and background of upon discussion of book - Productivity
FOR PHYSICAL understanding of lifestyle to influence knowing active indoor and outdoor recreational the active  Youtube video - Eficiency &
FITNESS lifestyle and weight the physical activity recreation? activities recreation. clips Effectiveness
management to participation of the 2. How can  PE9GS-IVa-6  Powerpoint Professionalis m
Active promote community recreation LO 2. The learner participates in Performance presentation - Commitment
Recreation community fitness practices healthy provide active recreation Task and Dedication
a. Indoor eating habits that worthwile  PE9GS-IVb-h-7
1.individual and support an experiences that LO 3. The learner advocates FORMATIVE: 10
dual sports improve fitness community efforts to increase points
2. team sports level and participation in physical
3. dances provide activities and improve nutrition SUMMATIVE: 15
b. Out door relaxation after practices points
1. Hiking stressful work?  PE9PF-IVb-h-43
2. Camping 3.How can we LO 4. The learner practices
3. Orienteering clearly environmental ethics (e.g Leave

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

4. Biking determine the No Trace) during participation in

importance of recreational activities of the
Note: Activities not the community
limited to the active recreation  PE9PFIVb-h-44
above list in our daily life?

Submitted by: Checked: Approved:

AIRA JOLLIE T. BULAN, LPT ARNEL V. LOPEZ, LPT BETHZAIDA S. BALINGAO, Ph. D
Subject Teacher Subject Area Coordinator Principal

CURRICULUM MAP
HEALTH 9
First to Fourth Quarter, SY 2022-2023
FIRST QUARTER – LEARNING MORE ABOUT COMMUNITY AND ENVIRONMENTAL HEALTH
Most Essential Learning 21st Century PVMGO-CV
Performance Reference and
Topics Content Standards Essential Questions Competencies and GC Activities / Integration
Standards Materials
Codes Assessments
A8 B1, C3, H4 B1, D1 G1 C4, D5 G1, G5, G8 B1 C2
Lesson 1: The learner… The learner… 1. How important is LO 1. The learner Students reflection  MAPEH 9 Excellence
COMMUNITY AND demonstrates consistently it to know the defines community and upon the discussion book - Productivity
ENVIRONMENTAL understanding of demonstrates community environmental health of the  Youtube video - Eficiency &
HEALTH the principles in healthful practices and environmental  H9CE-Ia-8 community and clips Effectiveness
environmental
“70 Years of Competence, Character and Compassion”
 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

1.Characteristics of protecting the to protect the health? LO 2. explains how a health.  Powerpoint Professionalis
a Healthy environment for environment for 2. How do healthy presentation m
Community community community wellness environmental environment positively Formative: 10 points - Commitment
2. Nature and wellness problems affect impact the health of and Dedication
Health Effects of human health and people and SUMMATIVE: 15
Environmental community health? communities (less points
Issues (improper 2. What are the disease, less health
waste disposal, things that needs to care cost, etc.)
pollution, illegal be remembered on  H9CE-Ib-d-10
mining, soil the community and LO 3. discusses the
erosion, cyanide environmental nature of
fishing, pesticide health? environmental issues
drift, deforestation,  H9CE-Ibd-11
oil spill, coral reef LO 4. analyzes the
degradation, effects of
climate change) environmental issues
on people’s health
B. Prevention and  H9CE-Ib-d-12
Management of LO 5. suggests ways to
Environmental prevent and manage
Health environmental health
Issues issues
1. Personal  H9CE-Ie-f-13
responsibility LO 6. participates in
2. Social implementing an
consciousness environmental project
3. Environmental such as building and
policies and laws maintaining a school

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

garden or conducting a
C. Collective war on waste campaign
Action for the (depends on feasibility
Environment  H9CE-Ig-h-14

SECOND QUARTER – LEARNING MORE ABOUT PREVENTION OF SUBSTANCE USE AND ABUSE
Most Essential Learning
21st Century
Content Performance Essential Competencies and GC Reference and PVMGO-CV
Topics Activities /
Standards Standards Questions Codes Materials Integration
Assessments
C4, D5
A8 B1, C3, H4 B1, D1 G1 G1, G5, G8 B1 C2
Lesson 2: The learner…. The learner… 1. How important is LO 1. The learner Students reflection  MAPEH 9 Excellence
PREVENTION OF demonstrates shares responsibility it to know the describes the upon book - Productivity
SUBSTANCE USE understanding of with community prevention of drug scenario in discussing prevention  Youtube video - Eficiency &
AND ABUSE the dangers of members through substance abuse? the Philippines of substance abuse. clips Effectiveness
substance use and participation in 2. How do risk and  H9S-IIa-14,  Powerpoint Professionalism -
A. Drug Scenario in abuse on the collective action to protective factors LO 2.The learner Performance Task presentation Commitment and
the Philippines individual, family prevent and control affect the possibility discusses risk Dedication
B. Factors that and community substance use and of drug use and and protective factors FORMATIVE: 10
influence substance abuse abuse in an in substance points
use and abuse individual? use, and abuse
C.Drugs/Substance s 3. What are the  H9S-IIb-16 SUMMATIVE: 15
of abuse things that can help LO 3. The learner points
1. Stimulants us in determining or analyzes situations for
2. Depressants understanding the the use and non-use of
3. Narcotics prevention psychoactive substances
4. Hallucinogen of substance  H9S-IIb-17
abuse?
“70 Years of Competence, Character and Compassion”
 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

5. Inhalants LO 4. The learner

identifies the types of
D. Harmful effects drugs/substances of
of drugs on the abuse
body  H9S-IIc-18
1. Short-term LO 5. The learner
2. Long-term corrects myths
and misconceptions
E. Prevention and about substance use
control of and abuse
substance use and  H9S-IId-19
abuse LO 6. The learner
recognizes
warning signs of
substance use and
abuse discusses the
harmful short- and long-
term effects
of substance use
and abuse on the body
 H9S-IId-20
LO 7. The learner
discusses the harmful
effects of substance use
and abuse on the
individual, family, school,
and community
 H9S-IId-20
LO 8. The learner
“70 Years of Competence, Character and Compassion”
 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

explains the health,

socio-cultural,
psychological, legal, and
economic dimensions of
substance use and
abuse
 H9S-IIe-f-22
LO 9. The learner
discusses strategies in
the prevention
and control of substance
use and abuse
 H9S-IIe-f-23
LO 10. The learner
applies decision-making
and resistance skills to
prevent substance use
and abuse
 H9S-IIg-h-24
LO 11. The learner
suggests healthy
alternatives to substance
use and abuse
 H9S-IIg-h-25

THIRD QUARTER –LEARNING MORE ABOUT INJURY PREVENTION, SAFETY AND FIRST AID (Unintentional)
Topics Content Performance Essential Most Essential Learning 21st Century Activities / Reference and
Standards Standards Questions Competencies and GC Assessments Materials PVMGO-CV

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

Codes Integration
A8 Lesson B1, C3, H4 B1, D1 G1 C4, D5 G1, G5, G8 B1 C2
3: The learner…. The learner…. 1. How important is it LO 1. The learner Students reflection  MAPEH 9 Excellence
INJURY demonstrates performs first aid to know the injury discusses basic upon discussion of book - Productivity
PREVENTION, understanding of procedures prevention, safety information about first aid the injury prevention,  Youtube video - Eficiency &
SAFETY AND first aid principles with accuracy and first aid (principles, safety and first aid clips Effectiveness
FIRST AID and procedures (unintentional)? roles, responsibilities, (unintentional).  Powerpoint Professionalis m
(Unintentional) 2. How can a person and characteristics of a presentation - Commitment
be an effective first good aider) Performance Task and Dedication
A. First Aid aider?  H9S-IIef-21
Basics 2. What are the LO 2. The learner FORMATIVE: 10 points
B. FirstAid appropriate terms demonstrates the conduct
Guidelines and needed of primary and secondary SUMMATIVE: 15
Procedures to understand the survey of the victim (CAB) points
Survey the scene injury prevention,  H9IS-IIIb37
1. Do primary safety and first LO 3. The learner
survey of the aid assesses emergency
victim (check for (unintentional)? situation for unintentional
vital signs, injuries
assess  H9IS-IIIb38
CAB (Circulation, Lo 4. The learner explains
Airway, the principles of wound
Breathing) dressing
2. Ask for help.  H9IS-IIIc.d-40
3. Do secondary LO 5. The learner
survey of the demonstrates appropriate
victim (head- bandaging techniques for
to-toe survey) unintentional injuries

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

 H9IS-IIIc.d-41
C. Use of LO 6. The learner
Dressing and demonstrates proper
Bandages techniques in
(alternatives carrying and
include clean transporting the
cloth or, victim of
handkerchief) unintentional injuries
1. Principles of  H9IS-IIIe.f-42
Wound Dressing LO 7. The learner
(careful handling, demonstrates proper first
large enough to aid procedures
cover the wound, for common
should fit snugly unintentional injuries
and not cut off  H9IS-IIIg.h43
circulation)
2. Bandaging
Techniques (for
the
head; forehead;
ear, cheek and
jaw; burned
hand; sprained
ankle; and
dislocated arm)

D. Transporting
the Victim (drag

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

and carry
techniques)
1. One-person
carry ankle drag,
pack strap carry,
blanket pull)
2. Two-
person carry
(two-handed seat,
four-handed seat,
chair carry )
3. Three man
carry

E. First aid for

common
unintentional
injuries and
medical
emergencies
1.
musculoskeletal
injuries (sprain,
strain, fracture,
dislocation)
2. bleeding
3. burn
(superficial,

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

partial and full-

thickness)
4.
5. heat
emergencies
(heat exhaustion,
heat stroke)
6. bleeding
7. poisoning
8. choking
9. drowning
10. heart attack
11. electrocution

FOURTH QUARTER – LEARNING MORE ABOUT INJURY PREVENTION, SAFETY AND FIRST AID (INTENTIONAL)
Most Essential Learning 21st Century
Content Performance Reference and
Topics Essential Questions Competencies and GC Activities / PVMGO-CV
Standards Standards Materials
Codes Assessments Integration
A8 B1, C3, H4 B1, D1 G1 C4, D5 G1, G5, G8 B1 C2
Lesson 4: INJURY
The learner… The learner…. 1. How important is LO 1. The learner Students reflection  MAPEH 9 Excellence
PREVENTION, demonstrates consistently it to know the injury differentiates upon discussion of book - Productivity
SAFETY AND understanding of demonstrates prevention, safety intentional injuries from the injury prevention,  Youtube video - Eficiency &
FIRST AID the concepts and resilience, vigilance and first unintentional injuries safety and first aid clips Effectiveness
principles of and proactive aid (intentional)?  H9IS-IVa-d31 (intentional).  Powerpoint Professionalis

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

(INTENTIONAL)A safety education behaviors to prevent 2. How can we LO 2. The learner presentation m
. A. Concept of in the prevention intentional injuries identify describes the types of Performance Task - Commitment
intentional of intentional safety threats? intentional injuries and Dedication
injuries injuries 2. What are the  H9IS-IVa-d32 FORMATIVE: 10
B. Types of appropriate terms LO 3. The learner points
intentional needed analyzes the risk factors
injuries to understand related to SUMMATIVE: 15
the injuryprevention, intentional injuries points
1. Bullying (cyber
bullying) safety and first aid  H9IS-IVe-h33
2. Stalking (intentional)? LO 4. The learner
3. Extortion identifies
4. Gang and youth protective factors
violence related to intentional
5. Illegal fraternity- injuries
related violence  H9IS-IVe-h34
6. Kidnapping and LO 5. The learner
abduction demonstrates ways to
7. Acts of terror prevent and
8. Domestic control intentional injuries
violence  H9IS-IVe-h35
9. Suicide
10. Sexual
victimization
and other forms
of
sexual abuse and
harassment

C. Prevention and
“70 Years of Competence, Character and Compassion”
 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

management of
intentional
injuries
 self-protection
 preventing self-
harm
 promoting a
culture of non-
violence through
healthful behaviors
 reporting cases of
violence to proper
authorities
 seeking help from
trusted individuals
and
health professionals

Submitted by:

“70 Years of Competence, Character and Compassion”

 St. Ferdinand College
BASIC EDUCATION DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela

AIRA JOLLIE T. BULAN, LPT

Subject Teacher

JAKE C. BACCAY
Subject Teacher

Checked: Approved:

ARNEL V. LOPEZ, LPT BETHZAIDA S. BALINGAO, Ph. D

Subject Area Coordinator Principal

“70 Years of Competence, Character and Compassion”