GRADE 7 LEARNER’S PACKET

WEEK 1-3 Learning Area: MUSIC Quarter: 3rd

LESSON TITLE: MUSIC OF MINDANAO
MOST ESSENTIAL 1. Describes the musical characteristics of representative
LEARNING music selections from Mindanao after listening;
COMPETENCIES 2. Identifies the musical instruments and other sound
MELCs sources of representative music selections from
Mindanao;
3. Analyzes the musical elements of some Mindanao vocal
and instrumental music;
4. Discovers ways of producing sounds on a variety of
sources that is similar to the instruments being studied;
CONTENT/CORE
Characteristics of the Musical Instruments of Mindanao
CONTENT

VOCAL MUSIC OF MINDANAO

1.CHANTS- a lyrical rendition of different improvised text.
 Lugu-chants used in reading their Qur’an and books they use in their Islam religion
 Kalilangan-songs used for serenading loved ones
 Sail/Lunsey- a chant to be sung by the wife-to-be during the ceremony
 Dikker- sacred songs highlighted by quotations from the Qur’an
 Bayok- semi-generic term for a lyrical rendition of different improvised text
2.LULLABY- a chant- style or chant formula used for rocking a baby to sleep
 Ya-ya- song of the Yakans to put the baby to sleep 
 Bayok- Maranao term for lullaby
INSTRUMENTAL MUSIC
1. Kulintang Ensemble- Gong- based ensemble used by the Maguindanao and Maranao of Western
Mindanao, Tausug,Yakans, and the Sama- Bajao of the Sulu Archipelago.

2. Kulintangan/Kwintangan- gongs in a row

Tahunggo, Agung, Salmagi, Blowon Semagi- suspended gong ensembles in various names according to
each tribe.

3. Bamboo Ensemble - bamboo instruments were made for the purpose of entertainment and personal
expression of their spiritual faith.
  Gabbang - a native xylophone in an instrument bamboo keyboard on top, constructed out of
wood.

 Seronggagandi - a guitar-like made of bamboo, cut before one nod and after next. Two cords are
slit loose side by side from the outer skin fibers of the bamboo itself and these are given tension
by means of bridges.

 Kudyapi - is a string instrument made of wood which resembles an elongated guitar usually having
2 string.

 Suling- is made mainly of “tamiang” bamboo, a long, thin walled bamboo tube with a mouthpiece
circled with a thin band made of rattan near a small hole.

Guide Questions
1. Observe the instrument. Do you find it hard to play?
2. What material/s are the Mindanao instruments mainly made of?
3. Based from the lesson, how do Mindanao music exposed place’s belief, culture and tradition?

LEARNING TASK 1: Describe Me

Directions: Complete the table with the information needed. Write your answer in your activity
notebook.

INSTRUMENT’S DESCRIPTION
NAME
GONGS
1.
 2.
BAMBOO
1.
2.
3.

LEARNING TASK 2: Label Me

Directions: Name the following musical instruments of Mindanao through the pictures below.
1. ____________             2.   ______________        3.   ___________

4.     ___________________ 5.    ________________

LEARNING TASK 3: Create Me

Directions: Out of recyclable and available materials in your home, create an improvised musical
instrument that will sound similar to the musical instruments discuss in this lesson. 

LEARNING TASK 4: Classify Me

Directions: Analyze the classification of each instrument according to HORNBOSTEL-SACHS. Write I if
the instrument is Idiophone, C if it is Chordophone, A if it is Aerophone, M if it is Membranophone and E if
it is Electrophone. Write your answer on the space provided before each number.
_______ 1. Suling
_______  2. Agung 
_______  3. Kudyapi 
_______  4. Kulintang 
_______  5. Gabban

Name:_______________________________ Section:___________________
ACTIVITY SHEET IN MUSIC 7
MUSIC OF MINDANAO
Direction: Look and encircle the 10 words associated in the music of Mindanao. Then write the meaning of
each word.
S E R R O N G G A G A N D I B U S K C R B
 R T B U M S X V H U A Q M O M O C I C R C
T S G S H I B L K R Y N K D C G H J K V X
Y S D Q E T Y U T A E U T A K M O C T B N
Y S S C R Y R T N S M A B A H O K A N O W
U B B V B N M R T U G A T U I O P V B C B
D Y N G W J D G J L H I O P G C B N H J M
B D N B A C V B N I F Y J U I O M E C V T
M J B B C B C T Y N B Y C D B D N G H D V
O K H B D S B W E G G B Y U I C B X E V T
C K U N V D E A E H U B A Y O K E B N G A
W J O M N N E E N Y U I D X V B K Y D V W
E L C C Q M I B T G C T U J D S R E M E Z
Z M D V V Z M L C H A N T S C T H U R A B
D T T C N O X B M U O P M C V S U I O B C
B R N B W G V Z Z A R U B N D F G H C R G
E B S D T O W Q Q L V X T U V R D B N S T
Y N H D Y N K T K U L I N T A N G G A V B
V M I B M G L B C L V T R Y T U I O Z X W
X E B S C S F M X L V B U I O P I C V B Y
B S N M U O T C W A C Q W E R P T G B M I
S Q C E O P N B Z B V N H V A B C E B Q N
U C N S D F U T Q Y N T W Y W W B Y U I N
S V V H V H E F G T H T D T U N G A W K A
T Y B R S D F G G T R U E F T V B T M K W
O X R E T C D E D D K I O T U N U M B X Q

GRADE 7 LEARNER’S PACKET

WEEK 1 Learning Area: ARTS Quarter: 3rd
LESSON TITLE: ARTS AND CRAFTS OF MINDANAO
 1. Analyze elements and principles of art in the production
one’s arts and crafts inspired by the arts of Mindanao.
MOST ESSENTIAL 2. Create an artwork that shows elements and principles of
LEARNING design using objects from nature inspired by one of the arts
COMPETENCIES and crafts of Mindanao; and
MELCs
3. Appreciate the importance of the elements and principles of
art in one’s artwork.
CONTENT/CORE Elements and Principles of Art in the Production of One’s Arts and
CONTENT Crafts inspired by the Arts of Mindanao

There are many definitions of the term “art”. In this module, art will be described as a visual
statement that communicates an idea, expresses a feeling, or represents an interesting design.
The following are the elements and principles of art.
ELEMENTS OF ART PRINCIPLES OF ART
1. Line 1. Balance
2. Shape 2. Contrast
3. Forms 3. Emphasis
4. Color 4. Pattern
5. Value 5. Movement
6. Texture 6. RhythmS
7. Space 7. Unity/Variety
The elements and principles of art can be found in all forms of art. Many of these concepts are related,
overlapping with one another to bring out the best of each technique of Mindanao arts and crafts.

ARTS AND CRAFTS OF MINDANAO

Place Arts and Crafts Description
 - built to protect the people from
pirates of the Sulu Sea

ZAMBOANGA

Fort Pilar of Zamboanga

- large wooden boat

BUTUAN - oldest watercraft found in the
Philippines

Balanghai/Balangay
( Butuan boat )

- multi-colored cotton cloth, bearing

a variety of geometric or floral
designs

LANAO

Malong

Kulintang
- composed of eight different sized
brass gongs with complicated
designs and imprinted top

- unique carving and important to

 any design among the Moro ethno-
-okir a linguistic communities
bay

- used flowing flowers, vines (okir a

datu) and geometric patterns (okir
a bay)

-okir a
datu

- wing-like decoration usually

features the naga or serpent

- dwelling place of the datu that

Panolong
signifies rank, prestige and wealth

Torogan

- symbol of Maranao art, depicted

as a fowl (rooster) with colorful
wings and feathered tail, the head
is decorated with scroll, leaf and
spiral motifs

Sarimanok
- metallic armor made of brass
plates, carabao horn
interconnecting ringlets
 - steel sword with a handle made of
hand craved ivory in a form of the
head of the naga or a serpent

Raru
b-A-Klong - large manually carved wooden
top inlaid with mother-of-pearl

Kampilan
- antique teapot or kettle

Batige

- large complex decorated white

metal tobacco container

Kendi

Gador
 - used bold colors and geometric
patterns
- have complicated design
Yaka
n fabric
- dots and lines are painted in
BASILAN
various patterns on the faces,
creating the effect of formal and
decorated masks which match the
flowery costumes of the couple

Face make up

- known for embroidery, brass

ornaments and beadwork
integrated in their traditional
clothing
Bilaan/B’laan Textile

- largest mosque in the Philippines

COTABATO
that occupies 5,000 square meters
of a five-hectare land

- obtain complicated designs,

decorated with floral patterns,
checkered or prints

The Grand Mosque of Cotabato

T’boli T’nalak
- heavy brass belt worn by women
during festivals
 Hilot

- wooden comb with colored glass

beads

Suwat Imimot
- get their inspiration from the
wildlife in their local area
-sculpture with complicated designs

Wood carving and Brass

casting and Pottery

- obtain complicated designs,

decorated with floral patterns,
DAVAO checkered or prints

Bagobo T’nalak
 - sea gypsies or wanderer of the
Sulu Sea
- most of the Bajaos live in boat
houses/houses on stilts
- consists of several colors and
SULU Bajao Houses geometric shapes, representing the
colorful culture and history of the
Muslim people

Vinta
- located at the top of the hill of
Malaybalay, Bukidnon
- pyramid-like structure designed
BUKIDNON by the National Artist for
Architecture, Leandro Locsin
Monastery of the
Transfiguration of Bukidnon

-used coral stones, reconstruct with

steel bars, having wood
CAMIGUIN chandeliers and altar

Santo Rosario Church of Camiguin

- first discovered in 1991

SARANGANI - artistically significant and also
hold key information of historical
PROVINCE
and anthropological importance

Maitum Jar

LEARNING TASK 1: THINK BACK, IDENTIFY AND GIVE

Directions: Give the description, the element and the principle of art present in the following
artworks to complete the table below.
PLACE ARTS AND CRAFTS DESCRIPTION ELEMENT/PRINCIPLE
 1.

BUTUAN

Balanghai/Balangay

2.

LANAO

Malong

3.

BASILAN

Yakan Fabric

LEARNING TASK 2:
Directions: The pictures below show two (2) of the famous arts of Mindanao. Identify the
elements of arts present in them and give the importance of each element.

PICTURE A PICTURE B

LEARNING TASK 3: CREATE/DRAW A BOAT OR A VINTA

Directions: Create/Draw a boat or vinta using local materials applying your knowledge on the
elements and principles of art in making the design.
 1. Based on your output, what are the elements and principles of art did you apply in your
artwork?
2. How did the activity help you appreciate Mindanao art style?

ASSESSMENT
PART I. TRUE OR FALSE
Directions: Write TRUE if the statement is correct and FALSE if it is wrong.
1. Santo Rosario church is in Camiguin.
2. Vinta is a large wooden boat from Butuan.
3. Sarangani province is known for their Maitum jar.
4. Okir has unique carving prominent to any design.
5. Badjao houses are commonly found in the Sulu Sea.
6. Kulintang is composed of eight different-sized of gongs.
7. The Grand Mosque of the Philippines is located in Bukidnon.
8. The Monastery of Configurations is situated at Cotabato City.
9. Tinalak has complicated designs and decorated with floral patterns.
10. Panolong is the dwelling place of the datu that signifies rank, prestige and wealth.

PART II. MULTIPLE CHOICE

Directions: Read the statements carefully. Write the letter of the correct answer.
1. One of the arts and crafts of the Bilaan.
A. Malong C. Saruk
B. Okir D. Textile
2. A sailboat from Zamboanga having several colors and geometric shapes.
A. Balanghay C. Sarimanok
B. Kampilan D. Vinta
3. A wing-like ornament featuring naga or serpents.
A. Hilot C. Panolong
B. Okir D. Torogan
4. A Maranao’s multi-colored cotton cloth having variety of geometric or floral designs.
A. Malong C. T’nalak
B. Saruk D. Yakan
5. An okir inspired design depicting a fowl (rooster) with colorful wings and feathered tail.
 A. Balanghay C. Sarimanok
B. Panolong D. Torogan

GRADE 7 LEARNER’S PACKET

WEEK 2-3 Learning Area: ARTS Quarter: 3rd

LESSON TITLE: ARTS AND CRAFTS OF MINDANAO
1. Analyze elements and principles of art in the production
one’s arts and crafts inspired by the arts of Mindanao.
MOST ESSENTIAL 2. Create an artwork that shows elements and principles of
LEARNING design using objects from nature inspired by one of the arts
COMPETENCIES and crafts of Mindanao; and
MELCs
3. Appreciate the importance of the elements and principles of
art in one’s artwork.
CONTENT/CORE Elements and Principles of Art in the Production of One’s Arts and
CONTENT Crafts inspired by the Arts of Mindanao

“T’nalak Design”
The different ethno-linguistic groups of Mindanao have distinct cultures and traditions as displayed in their
arts and crafts. Their art forms can be easily recognized through the use of different materials, patterns, colors and
design motifs. To show appreciation to their arts and crafts, do the following activity.
1. Create a textile pattern that represents an image from your dream patterned from the T’nalak design.
2. Draw this on a piece of oslo paper using different colors such as red, white, and black. Once you are done, discuss
your artwork with the group and present the design as if it is a part of your attire.
CRITERIA:
RUBRICS 10PTS 8PTS 6PTS 4PTS 2PTS
The student
With a little showed The student
The student
more effort, average showed poor
The artwork showed below
the work craftsman- craftsman-
Craftsmanship/ was average
could have ship; ship;
Skill beautifully craftsman-
Consistency been adequate, but evidence of
and patiently ship; lack of
outstanding; not as good as laziness or
done. pride in
lacks finishing it could have lack of under-
finished work.
touches. been; a bit standing.
careless.
Illustrates/
shows
Shows The student
original ideas
original ideas tries an idea, The student
and Does not try
and but it lacks shows no
interpretations new idea nor
Creativity/ interpretations originality, evidence of
of the given innovate on
Originality but does not does not original
activities or the materials
innovate on innovate on thought.
artworks and used.
the materials the materials
innovates on
used. used.
materials
used.
The activity is The activity is The activity is The artwork is
beautifully finished and finished and The artwork unfinished
Effort and and neatly passed on passed on was passed and was not
Perseverance finished and time but time but needs on time but passed on
passed on shows lack of many unfinished. time.
time. effort. improvements.

GRADE 7 LEARNING ACTIVITY SHEET

WEEK 4-5 Learning Area: ARTS Quarter: 3rd
LESSON TITLE: ARTS AND CRAFTS OF MINDANAO
4. Analyze elements and principles of art in the production one’s arts and crafts
inspired by the arts of Mindanao.
MOST ESSENTIAL 5. Create an artwork that shows elements and principles of design using objects
LEARNING COMPETENCIES from nature inspired by one of the arts and crafts of Mindanao; and
MELCs
6. Appreciate the importance of the elements and principles of art in one’s
artwork.
CONTENT/CORE CONTENT Mindanao Attires, Textiles, and Tapestries

MINDANAO ATTIRES, TEXTILES AND TAPESTRIES

In this lesson, you will better understand how lines, shapes, forms, value, color, texture and space
give more meaning and significance to an artwork. This will help you understand the processes in art and
its impact to you as an individual. You will also learn how animism and Islamic religion fused together and
produced a uniquely Filipino artistic tradition.
A. Traditional Clothing of the B’laan
The Bilaan or B’laan is an ethnolinguistic group
that inhabits some parts of South Cotabato, North
Cotabato and Davao del Sur. B’laan is a combination of
two words, “bila” that means house and “an” that
means people. They are known for embroidery, brass
ornament and beadwork that are integrated in their
traditional clothing.
Takmun – sequin-like capiz shells used to give distinct
design and color to their clothes.
B’laan Woman’s Shirt

Ikat – it is a process of dyeing fabric from B’laan, Bagobos and T’bolis where the yarns are tightly wrapped
with string and dyed before weaving.
The textiles usually contain three colors:
✓ Shades of black or brown
✓ Red or darker shades of orange
✓ Ecru (color of undyed abaca)

B. Traditional Clothing of the Bagobo and the T’boli

The Bagobos are group of people that live in Davao. “Bago” means new and “obo” means growth.
T’boli or Tagabili to lowlanders are an animist ethnic group inhabiting highland areas in southwestern
Mindanao.

T’nalak – is woven from deep brown abaca treated in the ikat process to obtain intricate design. Only
women are allowed to weave this fabric.

✓ Men wear t’nalak short, undershirt and t’nalak coat

✓ Women wear wrap- around t’nalak skirts and blouses. They also wear rows of bells around their waists
and ankles that produce tinkling sounds when they walk.
✓ The common colors are red, brown and black

T’boli Tinalak Bagobo T’nalak

C. The Traditional Clothing of the Maranao

The word Maranao means “People of the Lake”.

Malong – is a traditional Filipino tube skirt that is made of hand-woven or machine-made multicolored
cotton cloth. It can be used in different ways. This is a special cloth which is exchanged during marriages
and used as a cover during births.

Kapa Malong or Sambisa Malong – is a traditional dance which demonstrates the various ways of
wearing malong and its uses.
D. The Traditional Clothing of the Yakans
Basilan is the home to the Yakans.

 Badjulapi – is a tight blouse with long sleeves

 Pinalantupan – a type of skirt that is layered over trousers
 Sawal – is the traditional tight-fitting trousers made of Yakan fabric characterized by its vertical
stripes
 Seputangan – square cloth used by Yakans women as a head cover or as belt

Activity: Think Back and Identify

Directions: Fill each blank with the correct answer. Write your answer on the blank.
_______________1. A traditional dance which demonstrates the various ways of wearing a
malong and its uses.
_______________2. Sacred cloth which is exchanged during marriages and used as a cover
during births.
_______________3. The traditional tight-fitting trousers made of a Yakan fabric characterized
by its vertical stripes design.
_______________4. Sequin-like capiz shells used to give a distinct design and color to their
clothes.
_______________5. Most common material used by the ethnolinguistic groups in Mindanao for
weaving cloth.
_______________6. A process of dyeing the fabric in which the yarns have been tie-dyed before
weaving.
_______________7. A square cloth used by the Yakan women as a head cover or as belt.
_______________8. The common color tones found in a Bagobo's t'nalak.
_______________9. The common color tones found in a t'boli's t'nalak.
_______________10. They are known as “People of the Lake”.

GRADE 7 LEARNING ACTIVITY SHEET

 WEEK 4-8 Learning Area: ARTS Quarter: 3rd
LESSON TITLE: ARTS AND CRAFTS OF MINDANAO
1. Analyze elements and principles of art in the production one’s arts and crafts
inspired by the arts of Mindanao.
MOST ESSENTIAL 2. Create an artwork that shows elements and principles of design using objects
LEARNING COMPETENCIES from nature inspired by one of the arts and crafts of Mindanao; and
MELCs
3. Appreciate the importance of the elements and principles of art in one’s
artwork.
CONTENT/CORE CONTENT Elements and Principles of Art in the Production of One’s Arts and Crafts inspired by
the Arts of Mindanao

SARIMANOK
The Sarimanok is a legendary bird of the Maranao. It comes from the word “sari” meaning cloth or garment
and “manok” for chicken.
It has become a significant symbol of Maranao. It is depicted as a fowl with colorful wings and feathered tail,
holding a fish on its beak or talons. The head is profusely decorated with scroll, leaf, and spiral motifs. It is said to be a
symbol of good fortune.
To show appreciation to their arts and crafts, do the following activity applying the elements and principles of
art.
ACTIVITY
SARIMANOK PAPER MOSAIC
MATERIALS:
PROCEDURE:
1. Colored 1. Get some colored paper. You can use construction paper, or you can look in
paper your junk mail for glossy catalogs with brightly colored photos.
2. Scissors 2. Cut or shred the paper into small pieces. You can make regular pieces, like
3. Glue squares or triangles, or let the shapes be irregular for a different effect.
3. Glue your pieces of paper over the sketch you just made. Leave a small gap
between each piece for a tiled effect, or place them close together or
overlapping for a different look.
4. Let it dry.
CRITERIA:
RUBRICS 10PTS 8PTS 6PTS 4PTS 2PTS
The student showed The student
With a little more The student showed
average craftsman- showed poor
The artwork was effort, the work could below average
Craftsmanship/ ship; adequate, but not craftsman-ship;
beautifully and have been craftsman-ship; lack
Skill Consistency as good as it could evidence of laziness
patiently done. outstanding; lacks of pride in finished
have been; a bit or lack of under-
finishing touches. work.
careless. standing.
Illustrates/ shows
original ideas and The student tries an The student shows
Shows original ideas Does not try new
interpretations of idea, but it lacks no evidence of
Creativity/ and interpretations idea nor innovate
the given activities originality, does not original thought.
Originality but does not innovate on the materials
or artworks and innovate on the
on the materials used. used.
innovates on materials used.
materials used.
The activity is The artwork is
The activity is finished The activity is finished
beautifully and The artwork was unfinished and was
Effort and and passed on time and passed on time
neatly finished passed on time but not passed on time.
Perseverance but shows lack of but needs many
and passed on unfinished.
effort. improvements.
time.
 SECTION:_______________________________________

RIMANOK

GRADE 7 LEARNER’S PACKET

WEEK 1- 4 Learning Area: P.E. Quarter: 3rd
LESSON TITLE: EXERCISE PROGRAMS
MOST ESSENTIAL LEARNING 1. Undertakes physical activity and physical fitness
COMPETENCIES MELCs assessments;
2. Describes the nature and background of the
dance
3. Executes the skills involved in the dance
CONTENT/CORE CONTENT Folk Dance
EXERCISE PROGRAMS
FOLK DANCE
WHAT I NEED TO KNOW
Folk Dancing questionnaire

Directions: Below is a survey questionnaire that reveals your personal information about folk
dancing. Accomplish it by putting a check mark (/) corresponding to your response in each item.

QUESTIONS YES NO

I enjoy watching folk dances

I am willing to learn folk dances
I love researching folk dances
I like listening to folk dance music
Of all dance genres, folk dance is my favorite
I am a member of a folk dance group
I have participated folk dancing in school programs/field demonstrations
I started dancing folk dance/s since elementary
I have joined folk dancing competition/s
I teach folk dances
A scale is provided for you below which helps you make meaning of the responses you
have indicated in the survey questionnaire.

Number of Yes responses Relative interpretation

1-3 Not so interested in folk dance activities
4-6 Slightly interested in folk dancing activities
7-10 Very interested in folk dancing activities

WHAT IS IN

Folk dance refers to the dance created and performed collectively by the ordinary
people. The term usually includes: so called “ethnic dances” such as those of the
cultural community in the Cordillera, in Mindoro, Palawan, Sulu, and Mindanao;
and the rural of lowland Christian dances, among the groups, like the Ilocano,
Pangasinan, Tagalog, Pampango, Bicol, Cebuano, Ilongo, and Waray.
Folk dances may also be divided into the ‘regional’, which refers to dances particular to one
locale or area; and the “national”, which refers to performed all over the country. A related term is
‘creative folk dance’ which refers to character dances whose choreography uses folk steps and
music.
Philippine folk dances are diverse, and include religious, ceremonial, courtship, funeral,
combative, exorcism, torture, comic, and game dances. They have been named after saints,
heroes, foreign steps or dances, their countries or regions of origin, events, tribes, Philippine
steps, a combination of steps or of steps and places and a combination of words.
Philippine folk dances other than religious, ceremonial, and a few social are performed with
attention to detail ad after meticulous rehearsals.
 Filipino ethnic groups still believe in the efficacy of dances a means of communicating with
deity. Christianized Filipinos too dance to plead with, or to thank the Virgin Mary or a patron saint.
As in Filipino religiosity, the influence of indigenous culture persists, despite colonization.
Insect, reptiles, fowls, birds, simians, medicinal and fragrant plants, edible shoots, the
national flower, bamboo nodes, and the sound of winds as it passes through the leaves have all
been accorded recognition in Philippine Dance.
Activities such as rice production, broom making, gold panning, fishing, tuba making,
gathering of sweet potatoes, clams or honey, fetching of water, pot making, corn planting, and
communal work have been reflected in Philippine folk dances.
The dances use movements of the head, waist, arms, feet throwing, circling, swoping,
offering, crowning. Some dances feature flags, beating with sticks, and swaying motions such as
those of drunkards. Hand or stage properties are used: fans, earrings, bench, food covers, hats,
fish containers, pots leaves, floral arches, coconut shells, wooden implements, chopsticks, and
maypoles.

Learning Task 1:
1. What is folk dance and its divisions?
2. What is the importance of folk dance in the Philippines?
3. Where did most Filipino folk dances imitated?
4. What movement do we use to perform folk dance?
5. Can you give at least five examples of folk dance? What are they?

WHAT I CAN DO
Activity 1. Back to basic!
In this activity, you will be given activities to recall the fundamental positions of arms and
feet in folk dancing. They are necessary for you to know and be able to perform a folk dance.
Objective:
 Execute the fundamental arms and feet positions and the fundamental dance steps in folk
dancing.
You will need
Computer/laptop/cellphonespeaker folk dance music

Daily Routine:
Accomplish the following before proceeding to the activity proper:
Warm-up: Dance exercise
Activity notebook
Get your HR before and after doing the dance exercise

Here’s how:
1. Execute the fundamental positions of feet and arms, without music, by following the instructions
given. Count 1,2,3 to every position

POSITION FEET ARMS ILLUSTRATION

 1st Position Heels together, Encircle both
toes apart with an arms in front of
angle of 45 chest with the
degrees. finger tips about
an inch apart.

2nd Position Astride sideward of Both arms raised

about a pace or 1 sideways with a
foot distance. graceful curve

3rd Position Heel of one foot One arm raised

close to the in-step sideward, the
of the other foot. other arm
overhead

4th Position One foot in front of One arm in half

the other about a circle in front,
pace distance. other arm raised
overhead

5th Position Heel of front foot Both hand

close to the big toe raised overhead
of the rear foot.

Source:
Fundamental Dance Positions: http://domingo1084.blogspot.com/2018/12/fundamental-dance-positions-lesson-7.html
Basic fundamental positions of arms and feet: https://images.app.goo.gl/mGu7DShDwWV33aTA8

Learning Task 2:
1. What did you feel about the activity? ________________________________________
2. Were you able to perform the fundamental positions properly? _____________________
3. What should be observed when performing the different fundamental positions of the arms and
feet? ____________________________________________________________
4. After learning the fundamental positions of the arms and feet, would you consider joining in folk
dance events? Why?
______________________________________________________________________________
____________________________________________________________________
5. Does executing the fundamental positions of the arms and feet require your body to have
endurance and muscular strength? Why?
______________________________________________________________________________
________________________________________________________________________
Performance Task 1:
1. Using folk dance music, perform the fundamental dance positions of the arms and feet in folk
dancing.
2. Make a video of your performance and submit to your teacher via messenger or google
classroom.
 WHAT ELSE I CAN DO
Activity 2: Dances of The Islands!
Accomplish the following before proceeding to the activity proper:
Proper routine:
Obtain your Resting Heart Rate
General warm-up:
Do a 3-5 minute slow jog
 Stationary jogging if there’s no field or grounds available

A. Dynamic warm up: 16-20 counts

a. Lunge b. High knees jog

c. Jumping jacks d. butt kicks

B. Static stretching: 8 counts each side

a. arms stretch b. overhead shoulder stretch

c. side stretch d. back stretch

Dance Step Step Pattern Counting Measures

1. Touch Step Point, Close 1, 2 8

2. Close Step Step, Close 1, 2 8
3. Hop Step Step, Hop 1, 2 8
4. Change Step Step, Close, Step 1, and 2 8
5. Change Step with arms Step, Close, Step; arms in lateral 1, and 2 8
in lateral position, R and L alternately
Position, R & L alternately
6. Change Step, arms in Step, Close, Step; arms in reverse ‘T” 1, and 2 8
reverse ‘T” turning the hand from the wrist
while doing kumintang cw clockwise
7. Kuradang Step, Close, Step 1, and 2 8
Cross, Step 3, and 1, and
Close, Step, Point 2, 3

Learning Task 3: Answer the following questions briefly:

1. Are you familiar with these basic steps? _________________________________________
2. Were you able to execute the different steps properly? _____________________________
3. Did you find the activity easy or difficult? Share your experience in this activity.
___________________________________________________________________________

Performance Task 2:
1. Using folk dance music, perform the different dance steps.
2. Make a video of your performance and submit to your teacher via messenger or google
classroom.

REFLECTION
I understand that _____________________________________________________.
I realize that _________________________________________________________.
I need to learn more about _____________________________________________.

GRADE 7 LEARNING ACTIVITY

SHEET
WEEK 5-8 Learning Area: P.E. Quarter: 3rd

LESSON TITLE: EXERCISE PROGRAMS

MOST ESSENTIAL LEARNING 4. Undertakes physical activity and physical fitness
COMPETENCIES MELCs assessments;
5. Describes the nature and background of folkdance
6. Executes the skills involved in the dance
CONTENT/CORE CONTENT Philippine Folk Dance

PHILIPPINE FOLK DANCE

Folk Dance – refers to the dances created and performed collectively by the ordinary people;
defined as a traditional dance of a given group of people. It may also be divided into regional and
national.

Forms of Philippine Folk Dances:

1. Rural Dance – best known and close to the Filipino heart, these dances are from the rural
Christian lowlands, it also illustrates the fiesta spirit and demonstrate a love of life.
Ex. Bakya-Salakot, Sayaw sa Bangko, Bulaklakan

2. Spanish Influence Dance – the coming of the Spaniards in the 16th century brought a new
influence in Philippine life. They are named in honor of the legendary Maria Clara.
Ex. Pandango, Lanceros, Rigodon, Cariñosa, Curacha, Tinikling

3. Mindanao Dance – Mindanao and Sulu were never conquered by Spain. The dances in Muslim
however predated the Muslim influence. Singkilwas introduced after the 14th century; it was based
on the epic legend of Darangan of the Maranao.
Ex. Singkil, Pangalay, Sagayan, Maglangka, Kappa Malong
4. Cordillera Dances – these are the dances of mountain tribe in Northern Luzon, such as those
of the Kalinga and Ifugao people. “Cordillera” a name given by the Spanish Conquistadors when
they first saw the mountain rangers.
Ex. Banga, Bendayan, Manmanok, Turayen, Uyaoy/ Uyauy

5. Ethnic/Tribal Dances – the cultural minorities that live in the hills and mountains throughout the
Philippine Archipelago considered dances as a basic part of their lives. Rinampo and Talbeng are
examples of these dances.
Ex. Binanog, Inagong, Tinambol, Binaylan, Pinagkabula, Talupak

ACTIVITY: BROCHURE MAKING

Make a compilation of at least 5 famous Philippine Folk Dances. Include its place of origin, brief
description of the dance, costume or materials used, and a picture of the dance itself.

RUBRIC
CATEGORY 25PTS 20PTS 15PTS 10PTS 5PTS
Attractiveness The brochure The brochure The brochure The brochures The brochure
& Organization has has attractive has some have limited has no
exceptionally formatting formatting formatting formatting
attractive and well- and organized and and
formatting organized of organization organization
and well- information. information. of of material.
organized information.
information.
Content - Use of facts Use of facts Use of facts Use of facts Use of facts
Accuracy/ and the and quantity and quantity and quantity and quantity
Quantity quantity of of of of of
information is information is information is information is information is
exceptional. very good. good but not present but limited.
consistent. limited.
Writing - There are no There are There are There are Grammatical
Grammar grammatical very few some several mistakes are
mistakes in grammatical grammatical grammatical so numerous
the brochure. mistakes in mistakes in mistakes in that the
the brochure. the brochure. the brochure. readability of
the brochure
is impaired.
Graphics/ Graphics go Graphics go Graphics go Graphics do Graphics not
Pictures well with the well with the well with the not go with present in the
text and there text, but text, but the brochure.
is a good mix there are so there are too accompanying
of text and many that few and the text or appear
graphics. they distract brochure to be
from the text. seems "text randomly
heavy". chosen.

GRADE 7 LEARNER’S PACKET

WEEK 1-3 Learning Area: HEALTH Quarter: 3rd
LESSON TITLE: MENTAL AND EMOTIONAL HEALTH
MOST ESSENTIAL 1. Explains that stress is normal and inevitable; H7PH-IIIa-b-29
LEARNING 2. Differentiates eustress from distress; H7PH IIIa-b-30
COMPETENCIES 3. Identifies situations that cause feelings of anxiety or stress;
MELCs H7PH-IIIa-b-31

CONTENT/CORE MENTAL HEALTH (An Introduction)

CONTENT

Health is the most often being related to solely the physical well-being of an individual.
Little do people know that health is more than looking healthy. As we learn in the previous
modules, health has various dimensions: physical, emotional, mental/intellectual, social, moral-
spiritual and environmental. Aside from looking healthy, an individual must also be feeling,
thinking, and interacting healthy to achieve wellness.

Mental Health helps us how we handle stress, relate to others and make choices. It is
important at every stage of life, from childhood and adolescence through adulthood.

Stress is defined as the physiological (or physical) and emotional responses to a significant
or unexpected change or disruption in one’s life (Payne, et al., 2005). It may also refer to: What
you feel and when you react to pressure, either from the outside world (school, family, friends) or
from yourself i.e. wanting to fit in, wanting to do well in school.

The word stressor refers to the things that make a person stressed.
There are two different kinds of stress – eustress and distress.

Eustress refers to a positive and healthy response of the body from stressor. It produces
good effects to one’s well-being. For example, a person, who studied for long hours then took an
outstanding grade in the exam, may feel happiness and enjoyment.

On the other hand, distress refer to the negative reaction of the body towards a given
stressor. It may cause problems in health, alter the mood and emotions, and even affect the way a
person thinks. For example, when a person woke up late for work, he or she may feel anger and
disappointment.

LEARNING TASK 1: LET’S BRAINSTORM

Direction:
 1. Think of a word/s that are related to mental and emotional health. Write your response to
the semantic web below.
2. When the web is complete, come up with your own definition of mental and emotional
health.

mental emotional

Mental and Emotional Health is

___________________________________________________________________________
___

LEARNING TASK 2: LET’S TALK

Direction: Read the following situations. Put a check (√) if you considered the situation as
stressful.
_____ 1. Choosing a gift for a friend _____ 6. Losing your money
_____ 2. Arguing with a classmate _____ 7. Getting a birthday surprise
_____ 3. Going to a new place _____ 8. Attending a party
_____ 4. Having a new born sibling _____ 9. Witnessing a tribal dance
_____ 5. Getting a failing mark _____ 10. Watching a traditional play

LEARNING TASK 3: EUSTRESS AND DISTRESS

Direction: Read the following situations again. Draw a smiling face (😊) if you consider it as a
source of eustress and a sad face (☹) if it causes distress.
_____ 1. Choosing a gift for a friend _____ 6. Losing your money

_____ 2. Arguing with a classmate _____ 7. Getting a birthday surprise

_____ 3. Going to a new place _____ 8. Attending a party

_____ 4. Having a new born sibling _____ 9. Witnessing a tribal dance

_____ 5. Getting a failing mark _____ 10. Watching a traditional play

LEARNING TASK 4
Direction: Read the paragraph carefully and answer the following questions.
A teenager has been experiencing a lot in high school. Recently, his mother left the
country to work abroad. This has brought him extreme sadness. To keep himself busy, the
teenager learned to read a lot of books. And as he promised to his Nanay, he will do good in his
studies so Nanay’s hardwork and sacrifice will be worthy. In the last quarterly exam, the teenager
scored the highest in Mathematics and Araling Panlipunan. This made him and the mother very
happy.

1. The paragraph described the teen ager’s thoughts and feelings towards different situations.
What do you call the dimension of health that deals with a person’s thoughts and feelings
and how they affect everyday living? ____________________________

2. The story talked about the teenager’s experiences in both being happy and sad due to
some situations. The teenager’s response to these sad and happy situations is called
stress. What are its two kinds? ________________________________

3. The paragraph mentioned that the teenager’s sadness was due to his Nanay going abroad
for work. What are other examples of stressor? Give three.
_______________________________
REFLECTION
I understand that _____________________.
I realize that _________________________.
I need to learn more about _____________.

GRADE 7 LEARNER’S PACKET

I. LESSON TITLE: MENTAL AND EMOTIONAL HEALTH
II. MOST ESSENTIAL 1. Differentiates healthful from unhealthful strategies in coping
LEARNING with stress H7PH-llld-e-35
COMPETENCIES 2. Demonstrates various stress managing techniques that one
MELCs can use every day in dealing with stress H7PH-llld-e-36
3. Explains the importance of grieving H7PH-llld-e-37
4. Demonstrates coping skills in managing loss and grief H7PH-
WEEK 4-6 Learning Area: HEALTH Quarter: 3rd
llld-e-38
5. Recognizes triggers and warning signs of common mental
disorders H7PH-llld-e-39
6. Discusses the types, signs, symptoms, and prevention,
treatment and professional care in managing common mental
health disorders H7PH-llld-e-40

III. CONTENT/CORE COPING WITH STRESS, DYING AND DEATH

CONTENT

Learning Activities
Death refers to the end of the physical being of a person that is caused by an illness, ageing, or an
accident.
Loss occurs when someone dies or a life situation changes or ends
Grief refers to “the emotional suffering caused by a loss, disaster, or misfortune” (Meeks, et al,,
2007).
Grieving it allows us to ‘free-up’ energy that is bound to lost person, object, or experience – so that
we might re-invest that energy elsewhere.

Healthful Ways in Coping with Stress

• Think that you can manage and control everything
• Do something you enjoy everyday
• Get all the restful sleep you need to feel your best
• Make a positive face-to-face connection with people a priority
Stress management skills are techniques that can be used to cope with the harmful effects
produced by stress. Types are: 1. The skill focuses on doing something about the cause of stress.
Learning and using responsible decision-making skills can help solve the stressor that is causing
stress. 2. The skill focuses on keeping the body healthy and relieving anxiety; exercising and eating a
healthful diet are effective skills of this kind.
KINDS OF MENTAL DISORDERS
1. MAJOR DEPRESSIVE DISORDER – when depression is on daily basis, characterized by
“persistent sadness, despair, and hopelessness. The symptoms are: lack or loss of
motivation, over thinking, slow to react, difficulty in concentrating and remembering, loss of
appetite, excessive gain or loss of weight and withdrawal from others/feeling alone.
2. BIPOLAR DISORDER – also called as manic-depressive disorder. It is a form of depression
characterized by “alternating mania and depression”. A person may experience this disorder
may at times feel very happy and elated, then at an instant may feel utmost sadness and
despair. Other symptoms include rapid speech and racing thoughts, difficulty in decision-
making and concentrating, agitation and extreme irritability.
3. SCHIZOPHRENIA – is a “mental illness with biological origins that is characterized by
irrational behavior, severe alterations of the senses and often inability to function in the
society”. A person with this illness may experience hallucinations or feeling detached away
from reality. He or she may lose the functions of the sense organs and thinks and imagines
very differently than that of a normal person.
4. POST-TRAUMATIC STRESS DISODER – A person may have this disorder when he or she
experienced a traumatic situation such as being abused, raped, or involved in an accident.
Symptoms may vary from being spaced out (tulala), extreme sadness or frustrations,
irritability, avoidance to people or isolation, and others.
 Learning Activities
In terms of treatment and cure, a professional physician may decide on whether to give the
patient medication or subject him or her to routine therapy sessions.
Ways to Manage Stress are: use responsible decision – making skills, rest, relax, and sleep well,
stretch your bones and muscles, plan, work it, and plan again, write experiences in a journal, and
never hesitate to talk with parents and adults.

ACTIVITY 1 : HEALTHFUL vs. UNHEALTHFUL

Directions: Read the following statements. Write the word Healthful if the situation refers to healthful
ways in coping stress and Unhealthful if the situation is not.

____________ 1. Drinking alcoholic beverages

____________ 2. Attending bible study
____________ 3. Seek advice to a counsellor
____________ 4. Doing something you enjoy everyday
____________ 5. Restful sleep
____________ 6. Smoking cigarettes
____________ 7. Playing with your pet
____________ 8. Exercise daily
____________ 9. Eat healthy foods
____________ 10. Chat with your friends in social media

ACTIVITY 2: A-OKAY STEPS

Directions: List 5 steps that you will do when facing with problem.
Situation/Problem: Your family expected you to do well in your studies but you know you are not good
in school, what will you do?
Step 1 Step 2 Step 3 Step 4 Step 5

ACTIVITY 3 : “GRIEVANCE”
Directions: Answer the question in 3 sentences: “Why is grieving a normal, natural and healthy
______________________________________________________________________________
response to loss?”
______________________________________________________________________________
___________________________________________________________________________
ACTIVITY 4: ARRANGE ME!
Directions: Arrange the following word to finally come up with the correct answer. Use the sentence
below as a clue. Write your answer on the space provided.
1 MAOJR DERPESSIEV DOISRDER - ______________________
- Characterized by persistent sadness, despair, and hopelessness
2 BOPILAR DOISRDER - _________________________
- Characterized by alternating mania and depression
3 SCHIPZOHREAIN - __________________________
- Characterized by irrational behavior, severe alterations of senses
4 PSOT-TRUMAATIC SRETSS DOISRDER - _________________
- When people experienced a traumatic situation
5 MTENAL ILNELSS - _________________
- Disrupts thinking and feeling
6 TRGIGERS - _______________
- These activate a person’s tendency to have mental disorder.

ACTIVITY 5 : IT’S ALL ABOUT STRESS

Directions: What are the important things you have learned about stress? You may select 1 and
produce your featured topic from the following:
a. Poster – Draw and/or paint an artwork that depicts a wise and intelligent adolescent dealing with
death, loss and grief
b. Poem – Write a poem that centers on the adolescent coping with stress or mental disorder.
Materials needed: Bond paper and any coloring materials available at home.

Very
Good Fair Poor
CRITERIA Good
(8 pts.) (7 pts.) (5 pts.)
(10 pts.)
POEM
Includes relevant details about the subject
Correct grammar and choice of words are clear
Message is clear
Completes and submits project in time
POSTER
Shows originality, own style, and point of view
Shows craftsmanship through clean, neat and
carefully constructed output
Meets the general expectations by revealing the
activities lesson, message, and thought
Completes and submits project on time

Directions: Answer the following questions briefly.

1. How do the people around me affect my mental and emotional health?
_______________________________________________
_______________________________________________
2. What are ways on how I can deal with the stressors?
 ______________________________________________
______________________________________________
3. Which do I experience more in my environment – eustress or distress? Why?
______________________________________________
______________________________________________

 The learner communicates the explanation of their personal assessment as indicated in the
Learner’s Assessment Card.

 The learner, in their notebook, will write their personal insights about the lesson using the
prompts below.

I understand that ____________________________________________________________.

I realize that ________________________________________________________________.

I need to learn more about _____________________________________________________.

_________.

GRADE 7 LEARNER’S PACKET

WEEK 7-8 Learning Area: HEALTH Quarter: 3rd

IV. LESSON TITLE: MENTAL AND EMOTIONAL HEALTH
V. MOST ESSENTIAL 1. Identify the physical responses of body to stress
LEARNING 2. Identify people who can provide support in stressful situation.
COMPETENCIES
MELCs
III.CONTENT/CORE PHYSICAL RESPONSES OF THE BODY TO STRESS AND PEOPLE WHO CAN
CONTENT PROVIDE SUPPORT IN STRESSFUL SITUATION
 Learning Activities
Physical changes or responses occurs when someone is on stress or encountering alarming situation. There are
some physical responses like increase in strength and stamina, speed up reaction time, heart throbbing fast,
muscles tighten, and senses becomes alert. Whatever situation happened, it enhances focus and prepare the
body for a flight – freeze – fight reaction. This are the responses to whatever will happen to your body, if you to
tend to stress more frequently, it may lead to a more physical problem or injury. General adaptation syndrome
[GAS] is the term when body experience changes because of stress.
According to Hans Selye [1936] and Sincero [2012], there are three phases of syndrome.
ALARM STAGE RESISTANCE STAGE EXHAUSTION STAGE
This is the stage when a person This is the stage when the body has This is the stage when a person slowly
experiences the “flight or already responded to the stressor. A loses the energy to manage the stress.
fight” feeling. A person’s body person in this stage continuously This is also referred to as the “gate
at this stage releases “stress experiences the stress but the toward burnout or stress overload”
hormones” such as adrenaline. strong feeling is less than the [Sincero, 2012]
It enables a person to do things previous stage.
he/she does not usually do.
The flight – or – fight reaction of the body allows you to act in such a way you can save yourself from injury or
harm. It is also considered as a physiological reaction. Phobias is an example of flight or fight body responses
that affects individual.
Who can provide support in times of stressful situations?
Only family who are free from stress can provide children ways on how to live a stress-free life. A real parent is
the one who helps his children to eradicate their personality defects and imbibe good qualities .
Friends can also give or offer support during stressful situation. There are some physical activities with family
and friends that can help reduce stress level.
1. playing games or sports
2. bonding while jogging
3. do some arts and crafts
4. attend some spiritual gatherings
5. visit some relatives and friends

Activity 1: LOOP A WORD

Direction: Encircle the words you learned from our lesson.
F I G H T A L E
A T O R C H A D
M D I S T E S S
I E U S T E S S
L F R I E N D S
Y D F L I G H T

REMEMBER
According to Hans Selye [1936] and Sincero [2012]. There are three phases of physical responses to stress.
a. Alarm Stage [Flight or Fight}
b. Resistance Stage
c. Exhaustion Stage
Who can provide support during this general adaptation syndrome [GAS]?
a. A real parent who lives in stress free life.
b. Friends who can offer support in stressful time.
Considering the 4F’s of physical responses [fight, flight, family and friend]; each response must be taken cared
positively in order to get a good and useful result for a person’s healthy condition.
 Learning Activities
Activity 2: CHECKING YOUR UNDERSTANDING

“DEAR SOMEONE”

Direction: Write a short letter to someone who helped you during your stressful time.
Mention your stress and how they helped you, and then make a commitment to yourself with regards to
personal responses when in stress.
 Learning Activities
Activity 3: WORD POWER

Directions: Which words best described Eustress and Distress. Put a check on the correct answer.
EUSTRESS DISTRESS
First date Trouble
New job Enjoyable
Group date Suffering
Scary movie Ache
Directions: Answer the following questions briefly.
1.The given reaction below is considered as physical responses, except for one
a. Increase in strength and stamina
b. Feel sleepy and down
c. Speed up reaction time
d. Heart beat fast
2.The person experiencing flight or fight feeling releases stress hormones called
a. Adrenalin c. Testosterone
b. Steroid hormones d. Thyroxine
3.At what stage does physical response to stress of a person tends to burnout?
a. Resistance Stage c. Alarm Stage
b. Exhaustion Stage d. GAS

The learner, will write their personal insights about the lesson using the prompts below.

I understand that ___________________.

I realize that ________________________.
I need to learn more about _________________.