MAPEH 9 4th Quarter Week 1 8

GRADE 9- MUSIC 4TH QUARTER-WEEK 1
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of characteristic features of instrumental
Romantic music.
B. Performance Standards
The learner sings and performs themes of selected instrumental pieces.
C. Most Essential Learning Competency
MELC No. 1 – The learner explains the plot, musical and theatrical elements of an opera
after watching video samples. (MU9OP- IVa-g-1)
MELC No. 2 – The learner performs themes or melodic fragments of given selected songs.
(MU9OP- IVb-h-3)
D. Objectives
The learner…
1. narrates the plot, musical and theatrical elements of an opera after video samples,
2. listens perceptively to selected excerpts of opera,
3. performs themes or melodic fragments of selected song.
II. CONTENT: MUSIC OF ROMANTIC PERIOD

III. LEARNING RESOURCES
A. REFERENCES: MUSIC AND ARTS (Grade 9)
1. Teacher’s Guide Pages: Music and Arts 9 pp. 130-136
2. Learner’s Material Pages: Music and Arts 9 pp. 105-112
3. Textbook Pages:
4. Additional Materials from Learning Resources (LR) portal:
B. OTHER LEARNING RESOURCES:
• Printed Materials
IV. PROCEDURES
A. Reviewing previous lesson/Presenting the new lesson
Activity:
Directions: Match the following musical and theatrical elements of an opera
in (Column A) with their purpose in (Column B). Write your answers on your
pad. paper.
COLUMN A COLUMN B
1. acts A. most comfortable singing range of a singer
2. libretto B. main divisions of an opera
3. tessitura C. setting or place
4. aria D. text of an opera
5. scene E. air or solo singing part sung by a principal
character
B. Establishing a purpose of the lesson
Vocal music is one of the best tools for expressing one’s feelings. This form of
expression became more evident during the Romantic period. Romanticism coincided with
the Industrial Revolution in Western Europe that brought about the rise of socialism and
capitalism. The Romantic Period’s basic quality is emotional subjectivity. Composers explore
feelings of grandiosity, intimacy, unpredictability, sadness, rapture and longing.
C. Presenting Examples/Instances of the new lesson

Activity:
Directions: Analyze the melodic fragments of an opera and identify which
does not belong to the group. Write your answer on your pad paper.
MUSICAL AND THEATRICAL ELEMENTS OF AN OPERA
1
PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
1. A. tenor B. bass C. soprano

2. A. alto B. libretto C. score
3. A. mezzo soprano B. alto C. baritone
4. A. act B. vibrato C. scene
5. A. falsetto B. Swan C. vibrato
D. Discussing new concepts and practicing new skills #1

Opera became increasingly popular during the Romantic period. It is a musical composition
having all or most of its text set to music with arias, recitatives, choruses, duets, trios, etc. sung
to orchestral accompaniment. The opera is usually characterized by elaborate costumes,
sceneries, and choreographies.
COMPONENTS OF AN OPERA
LIBRETTO It is the text of an opera. The librettist and the composer work
closely together to tell the story.
SCORE It refers to the book that the composer and librettist put together.
RECITATIVE It is refers to declamatory singing, used in the prose parts and
dialogue of opera.
ARIA It is an air or solo singing part sung by a principal character.
ACT It is the main division of an opera.
SCENE It refers to the setting or place.
TYPES OF VOICES OF SINGERS
TENOR It refers to the highest male voice.
BARITONE It refers to the middle male voice, lies between bass and tenor
voices. It is the common male voice.
BASS It refers to the lowest male voice.
SOPRANO It refers to the highest female voice.
COLORATURA It refers to the highest soprano voice.
MEZZO SOPRANO It refers to the most common female voice; strong middle
voice, tone is darker or deeper than the soprano.
CONTRALTO It refers to the lowest female voice and most unique among
females.
DYNAMICS AND VOCAL EMBELLISHMENTS
FALSETTO It refers to a weaker and more airy voice usually in the higher
pitch ranges.
TESSITURA It refers to the most comfortable singing range of a singer.
PASSAGIO It is parts of a singing voice where register transitions occur.
A CAPELLA It refers to one or more singers performing without instrumental
accompaniment.
VIBRATO It refers to the rapidly repeated slight pitch variation during a
sustained note, to give a richer & more varied sound.
Activity: No. 1: Multiple Choice

Directions: Choose the letter of the correct answer. Write the letter of your
answer on your pad paper.
1. It is a part of a singing voice where register transitions occur.
a. falsetto b. vibrato c. passagio
2. It refers to the highest soprano singing voice.
a. coloratura b. soprano c. tenor
3. It is refers to the declamatory singing which is used in the prose parts and dialogues of
opera.
a. vibrato b. recitative c. scene
4. It refers to the book that the composer and librettist put together.
a. libretto b. scene c. score
5. It refers to the rapidly repeated slight pitch variation during a sustained note, to give a
richer & more varied sound.
a. soprano b. vibrato c. falsetto
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E. Discussing new concepts and practicing new skills #2
Romantic vocal forms like the art song and operas were about fantasy, supernatural,
romance and the nature as mirror of the human heart. Virtuoso performers are not only
instrumentalists but also singers.
FAMOUS OPERA
Music by Giuseppe Verdi (1813-1901)
• Libretto in Italian by Francesco Maria Piave,
based on “La Dame aux Camélias,” play by
Alexandre Dumas after his novel by the same
name. The play is known in English as
“Camille.” Premiere: Venice, March 6, 1853.
• romantic tragedy.
• Paris, France during 1850.
• It is originally in three acts, but present-day
productions are usually in four acts dividing
the original Act II.
• ACT I: Violetta‟s Paris salon, luxuriously
furnished
• ACT II: A Villa near Paris
• ACT III: Ballroom in Flora‟s mansion
• ACT IV: Violetta‟s bedroom
Music by Giacomo Puccini (1858-1924)

• Libretto in Italian by Giuseppe Giacosa and
Luigi Ilica.From the short story by John Luther
Lung, derived from Pierre Loti’s 1887 novel
Madame Chrysantheme.
• romantic tragedy
• Set numbers, recitative. Setting: Nagasaki,
Japan, at the beginning of the 20th century.
two acts; Act 2 with two parts
Activity No. 2: True or False
Directions: Write TRUE if the statement about Romantic vocal forms is

correct and FALSE if it is incorrect. Write your answer on your pad paper.
1. Madame Butterfly is one of the most famous Romantic Comedy operas.
2. La Traviata was set in Germany in 1850.
3. ACT II refers to the scene in a villa near Paris.
4. Madame Butterfly productions are usually in four acts dividing the original Act II.
5. Giacomo Puccini is the original composer of La Traviata.
F. Developing Mastery (Leads to Formative Assessment)

Activity No. 3: Locate Me
Directions: Locate and encircle the word related to musical and theatrical
elements of an opera inside the box. The word/s may be arranged
horizontally, vertically, diagonally/inverted. Match the words found to the
questions given below. Write your answer on your pad paper.
3
1. He was known for its composition entitled “Madame Butterfly”.

2. It refers to the most common female voice, strong middle voice, tone is darker or deeper
than the soprano.
3. It refers to one or more singers performing without instrumental accompaniment.
4. It refers to the lowest female voice and most unique among females.
5. It is the text of an opera.
G. Finding practical application of concepts and skills in daily living
Activity No. 4: Let’s Draw
Directions: Draw what you have felt upon reading the synopsis of Madame
Butterfly. Use a short bond paper in making your output.
Synopsis of Madame Butterfly

When American naval vessels frequented Japanese seaports, American Lieutenant Benjamin
Franklin Pinkerton met Cio-Cio-San (“Butterfly”) and was captivated by her beauty. Pinkerton rented
a Japanese house and part of his rental package is his “betrothal” to Cio-Cio-San.
Treating the marriage merely as a casual affair, Pinkerton returns to America after the wedding
leaving Cio-Cio-San loyally waiting for his return. He marries an American woman named Kate. When
he returns to Japan three years later with his American wife, he learns that he bore a son with Cio-
Cio-San. Upon learning that Pinkerton had married another woman, CioCio-San kills herself to make
sure that Pinkerton takes their son with him.
ART RUBRIC
Outstanding Above average Average Below average Poor
5 4 3 2 1
Understanding Outstanding Above average Average Below average Poor
The project is planned The project is planned The project is planned The project shows little The project shows
The concepts and
carefully; understanding carefully; understanding adequately; sign of understanding no understanding
instructions are clearly
of all concepts and of most concepts and understanding of the concepts and of the concepts
understood. instructions is clearly instructions is some concepts and instructions. and instructions.
presented. presented. instructions
presented.
Craftsmanship Outstanding Above average Average Below average Poor
The project shows The project shows good The project shows The project shows The project shows
Cleanliness, Hands on
outstanding craftmanship, with some average below average poor craftmanship
craftsmanship, with attention to detail. craftsmanship. and craftmanship and slight and no attention to
clear attention to detail, attention to detail. attention to detail. detail.
Creativity Outstanding Above average Average Below average Poor
The project The project The project The project The project lacks
Resourcefulness,
demonstrates original demonstrates some demonstrates an demonstrates little indication of
originality,
personal expression and personal expression and average amount of personal expression and personal
inventiveness outstanding problem- logical problem-solving personal expression. problem-solving skills. expression.
solving skills. skills.
Effort Outstanding Above average Average Below average Poor
The student put forth The student put forth The student put forth The student put forth The student put
The determination to
extraordinary effort to the effort required to the effort required to the effort required to forth no effort or
finish the project in
complete the project complete the project finish the project; finish the project; used the project was not
time. well as possible; used well; used his/her time used his/her time his/her time completed; his/her
his/her time extremely well. adequately. adequately. time was not used
well. well.
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H. Generalization
Activity No. 5: Like, Comment, and Share

Directions: Write what you have learned about the theatrical elements of
an opera by completing the sentences below. Write your answers on your
pad paper.
I. Evaluating learning
Activity No. 6: Explain it

I.
Directions: Explain the plot, musical, and theatrical elements of the given
opera and associate the story to perform your own theme or melodic
fragments. Write your answers on your pad paper.
Synopsis of La Traviata
At one of her brilliant supper parties, the beautiful but frail demimondaine (a woman
supported by a wealthy lover –Merriam Webster Dictionary), Violetta Valéry, meets the well-
born Alfredo Germont. They immediately fall in love and she decides to abandon her life of
pleasure.
Alfredo‟s father did not approve of their lifestyle in the country and demands that
Violetta renounce Alfredo. Violetta determined to make the sacrifice, then departs and leaves
only a note for Alfredo.
She appears at a ball in Flora‟s house on the arm of an old admirer, Baron Douphol
which makes Alfredo angry. Alfredo challenges the Baron to play cards where Alfredo wins
consistently. Unable to persuade Violetta to go with him, Alfredo insults her. Violetta becomes
ill, and all her friends desert her, leaving her virtually penniless.
Alfredo returns to Violetta. His father told him of the real story behind Violetta‟s
departure from their country house and urged him to seek her forgiveness. Overjoyed at the
sight of him, Violetta attempts to rise but falls into Alfredo‟s arms. Germont and the doctor
enter as Violetta dies.
Written Work:
1. Title:
2. Style of performance (theatrical elements):
3. Rhythm and Tempo:
4. Harmony (monophonic, homophonic, or polyphonic):
5. Does the plot of the opera reflect the ideals of the Romantic period? Why?
Performance Test:
Perform your own theme or melodic fragments about either of the following themes by
composing one (1) stanza vocal poem:
A. Love for country
B. Love of parents for their children
C. Love story of a young boy and a lady
D. Social relevant issues (i.e., poverty, OFW an natural calamity)
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J. Additional activities for application or remediation
Activity No. 7: Word Maze

Directions: Pick five (5) words from the maze that relate to “La Traviata”.
Write your answer on your pad paper.
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GRADE 9-MUSIC 4TH QUARTER- WEEK 2
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of characteristic features of vocal music of the
Romantic music.
B. Performance Standards
The learner sings and performs themes of selected instrumental pieces.
MELC No. 3 – The learner improvises appropriate sounds, music, gestures, movements
and costumes for a chosen opera. (MU9OP- IVb-h-5)
MELC No. 4 – The learner evaluates music performances using guided rubrics. (MU9OP-
IVb-h-5)
D. Objectives
The learner…
1. differentiates vocal qualities and techniques prevalent in Romantic opera,
2. reacts to romantic music in congruence to its affection,
3. performs an excerpt of an opera using improvised instrument/s.
II. CONTENT: MUSIC OF ROMANTIC PERIOD

A. REFERENCES: MUSIC AND ARTS (Grade 9)
1. Teacher’s Guide Pages: Music and Arts 9 pp. 130-136
2. Learner’s Material Pages: Music and Arts 9 pp. 105-112
3. Textbook Pages:
B. OTHER LEARNING RESOURCES:
• Printed Materials
IV. PROCEDURES
A. Reviewing previous lesson
Activity:
Directions: Match the following components of an opera (Column A) with their
meaning (Column B). Write the letter of your answers on your pad paper.
Column A Column B
1. aria A. It refers to the book that the composer and librettist put together.
2. score B. It refers to setting or place.
3. libretto C. It is a solo singing part sung by a principal character.
4 recitative D. It is the text of an opera.
5. scene E. It is also referring to declamatory singing, used in the prose parts

and dialogue of opera.
One of the widely used mediums of performance in music is vocal music. During the
Romantic era, romantics explored a universe of feelings and countless songs and operas
glorify romantic love. Hence, expressiveness is highlighted during those days. Vocal singing
has fundamentals and mastering such techniques needs a lot of effort and innate talent.
C. Presenting Examples/Instances of the new lesson

Activity: The pic will tell
Direction: Unscramble the letters to form the word refereeing to the aspects
of vocal singing which are illustrated in the pictures below.
1
OSRPTEU EANRGIBHT DRANEUEC RBEIMT GULAANGE

1. 2. 3. 4. 5.

Vocal training for opera usually requires a long process of voice lessons. Professional singers
exert a lot of time and effort to master the fundamentals and hopefully become a good singer.
ASPECTS OF VOCAL MUSIC

TONE COLOR/TIMBRE It refers to the qualifying difference of a sound/voice.
BEL CANTO TECHNIQUE It is an Italian term which means “beautiful singing”. This is done
by singing with your mouth and throat wide open and used with
proper breath control to support the voice. Hence it includes long
spinning vocal phrases like arias and reflects the mood or
meaning of the music.
LANGUAGE It refers to the language used in romantic music which is usually
in Italian, French, German and Russian.
FUNDAMENTALS OF SINGING
BREATHING It refers to the control of inhalation and exhalation during
performance. Breathing is a natural biological function, but you
can master how you breathe in order to develop your best
singing voice.
CONTROLLING TONE It refers to the skills in controlling the way you execute your
COLOR & PLACEMENT voice, either chest tone, middle tone or natural voice and head
tone.
POSTURE It is the proper position of the body to promote efficient breathing
which is essential to projection, tone quality and vocal range.
VOCAL RANGE It is the vocal pitch range where the singer could execute.
ENDURANCE It is the ability to perform well in several hours.
Activity No. 1: Which is which?

Directions: Classify the following musical terms. Write “A” if it is under
aspects of vocal singing and “F” if it is under fundamentals of singing.
1. voice control/ placement

2. posture
3. timbre
4. breathing
5. bel Canto Technique
E. Discussing new concepts and practicing new skills #2 (VOCAL RANGES AND
QUALITIES)
Singing in an operatic way is totally different from another genre like pop and hip-hop. In
opera alone, there are considerable variety of vocal ranges and qualities which caters to different
characters in the opera.
VOICE CATEGORIES IN OPERA
COLORATURA A coloratura soprano may be a lyric coloratura or a dramatic
SOPRANO coloratura. It is a voice with a very high range.
LYRIC SOPRANO A lyric soprano is a type of operatic soprano voice that has a
warm quality with a bright, full timbre that can be heard over an
orchestra.
DRAMATIC A dramatic soprano is a type of operatic soprano with a
SOPRANO powerful, rich, emotive voice that can sing over, or cut through,
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a full orchestra. Thicker vocal folds in dramatic voices usually

(but not always) mean less agility than lighter voices but a
sustained, fuller sound.
LYRIC TENOR The lyric tenor is a warm graceful voice with a bright, full timbre
that is strong but not heavy and can be heard over an orchestra.
DRAMATIC TENOR A dramatic tenor has a larger, more powerful, and darker voice
than lyric and spinto tenors. Some have a quality similar to a
baritone, but with the ability to sing higher pitches. Other
dramatic tenors are described as “tenore robusto" or "tenore di
forza.” These voices are likened to a trumpet.
BASSO BUFFO The basso buffo, Italian which means “funny bass” is the voice
category that takes comic roles.
BASSO PROFUNDO Basso profondo (Italian: "deep bass"), sometimes basso
profundo or contrabass, is the bass voice subtype with the
lowest vocal range.
VOCAL RANGES
SOPRANO
MEZZO SOPRANO
CONTRALTO
TENOR
BARITONE
BASS
Activity No. 2: Fact or Bluff

Directions: Identify the following statements about vocal ranges and
qualities if they are FACT or BLUFF. Write your answer on your pad paper.
1. Mezzo soprano is the highest voice for female.

2. Basso buffo is intended for comic roles.
3. Baritone is in between alto and soprano.
4. Bass is the lowest voice for male.
5. Contralto is in between tenor and soprano.

Activity No. 3: Skills or Qualities?
Directions: Classify the following terms if they are skills or Qualities in vocal
performance. Write S for skills and Q for qualities. Write your answer on the
space provided.
1. timbre
2. breath control
3. posture
4. contralto
5. voice control and placement
3

Activity No. 4: Acrostic Poetry
Directions: Make an acrostic poem with the theme: “Practical application
of singing in our daily lives.”
S _
I _
N
G _
H. Generalization
Singing is the best way to express the human soul, and the distinction from one
voice to another varies. Similar with the fingerprint, each voice is unique and can be
described in many ways.
Activity No. 5: Mind, Heart, and Hand
Directions: Write what you have learned about the vocal music of the
Romantic period by completing the sentences below.
Activity No. 6: Evaluation
Directions: Evaluate music and music performances of any example of
opera that you have watched in TV or from any social media platform.
Answer the following questions after evaluating the music performance.
MUSIC PERFORMANCE RUBRIC

2 POINTS 3 POINTS 4 POINTS 5 POINTS
Pitch Most pitches are Many of the pitches are Sings most of the Confidently sings all
Accuracy sung incorrectly, sung incorrectly, but pitches correctly with pitches correctly.
and student is not student tracks well in few errors and tracks
able to track within musical score. well in musical score.
musical score.
Rhythmic Most of the rhythms Some basic rhythms are Most of the rhythms Confidently performs
Accuracy in musical score are performed correctly; are performed all rhythms correctly.
performed however, has challenges correctly, with few
incorrectly. with some rhythms in errors.
specific measures.
Style/ The style and Some parts of the piece Most of the piece is The performance of
Interpretation interpretation of the are performed using both performed using the piece is
piece is not style and interpretation. beautifully executed
4
executed during correct style and with both appropriate

performance. interpretation. style and
interpretation.
Musicianship No dynamics. No Some dynamics are Most of the dynamics Student performs the
use of articulation. observed. Some are followed, and piece with
Most phrases are articulation is performed. most of the appropriate
performed Some phrases are articulation signs are dynamics,
incorrectly. complete and musically observed. Most phrasings, and
accurate. phrases are articulation.
performed correctly.
Processing Questions:
1. What did you feel after listening to the song?
2. Why did you come up with that score?
3. How does music affects your life?
Activity No. 7: Compare and Contrast
Directions: Improvise appropriate sounds/vocal range and write the

similarities and differences of the following vocal categories.
BASS TENOR SOPRANO
Similarities
Differences
RUBRIC
3 pts. 4 pts. 5 pts.
Level of Content Shows some thinking and Content indicates thinking and Content indicates synthesis of ideas,
reasoning but most ideas are reasoning applied with original in depth analysis and evidence original
underdeveloped and thought on a few ideas. thought and support for the topic.
unoriginal.
Development Main points lack detailed Main points are present with Main points well developed with high
development. Ideas are limited detail and development. quality and quantity support. Reveals
vague with little evidence of Some critical thinking is present. high degree of critical thinking.
critical thinking.
Activity No. 7: Find your Voice

Directions: Categorize your own vocal range based from the description of 5
the different voices previously discussed.
Format Fails to follow format and Meets format and assignment Meets all formal and assignment
assignment requirements. requirements; generally correct requirements and evidence attention
incorrect margins, spacing margins, spacing, and to detail; all margins, spacing and
and indentation; neatness of indentations; written output is indentations are correct; written output
written output needs neat but may have some is neat and correctly assembled with
attention. assembly errors. professional look.
Grammar & Spelling, punctuation, and Most spelling, punctuation, and Written output is free of distracting
grammatical errors create grammar correct allowing reader spelling, punctuation, and
Mechanics distraction, making reading to progress though written work. grammatical errors; absent of
difficult, fragments, comma Some errors remain. fragments, comma splices, and run-
splices, run-ons evident. ons.
Errors are frequent.
Vocal Range:
6
4th Quarter MAPEH 9 ARTS-WEEK 3
OBJECTIVES
A. Content Standard
• The learner demonstrates understanding how theatrical elements (sound,
music, gesture, movement and costume) affect the creation and
communication of meaning in Western Classical play and opera as influenced
by history and culture and;
• The learner demonstrates understanding of theatre and performance as a
synthesis of arts.
B. Performance Standard
• The learner creates appropriate theatre play/opera costume and accessories
and improvise appropriate sound, music, gesture, movements and costume
for chosen theatrical composition and;
• The learner takes part in performance of a selected piece from Western
Classical plays and opera.

MELC No. 1 – The learner identifies selected theatrical forms from the different
art periods. (A9EL-IVa-1)
MELC No. 2 – The learner researches on the history of the theatrical forms and
their evolution. (A9EL-IVb-2)
MELC No. 3 – The learner identifies the elements and principles of arts as
manifested in Western Classical plays and opera. (A9EL-IVc-3)
MELC No. 4 – The learner defines what makes some selected Western Classical
plays and operas unique through visual representation.
(A9PL-IVc-1)
MELC No. 5 – The learner designs the visual elements and components of a
selected Western Classical theater play and opera through
costumes, props, etc. (A9PL-IVd-1)
D. Objectives
The learner…
1. enumerates the selected theatrical forms from different art periods,
2. promotes costumes and props of Western Classical play/opera by crafting
own design,
3. creates costumes and props of Western Classical play/opera by using
recycled materials.
I. CONTENT: WESTERN CLASSICAL PLAYS/OPERA

II. LEARNING RESOURCES
A. REFERENCES: MUSIC and ARTS (Grade 9)
1. Teacher’s Guide Pages: Teacher’s Manual pp.
2. Learner’s Guide Pages: Learner’s Manual pp. 291 - 349
3. Textbook Pages
4. Additional Materials from Learning Resources (LR) portal
B. OTHER LEARNING RESOURCES
1. Printed Materials
2. Google
Tinyurl.com/4goylcst
Tinyurl.com/536kb9f8
Tinyurl.com/1o4ozzid
III. PROCEDURES

Activity:
Directions: List ideas you know about Western Classical Plays/Opera.
Write these in the K (What I Know). List things you want to know in the
W (Want to Know). Do not write anything in L yet and (What I Learned)
accomplish it after the lesson.
1
B. Establishing the purpose for the lesson

Theater Arts of the Western countries produced and performed in different periods have
been greatly influenced by the Ancient Greek and Roman theater art. Modern theatrical plays
and musicals are still influenced by their predecessors. The development and evolution of
Western classical plays/operas are evidently seen up to now.
Activity:
Directions: Write in chronological order from 1 – 10 the famous opera /
theater houses in the world based on the National Geographic.
1. Opéra Royal, Versailles Court Theater, France
2. The Bolshoi, Moscow, Russia
3. Lincoln Center, New York, New York
4. La Scala, Milan, Italy
5. Teatro Colon, Buenos Aires, Argentina
6. Paris Opéra, Paris, France
7. Teatro di San Carlo, Naples, Italy
8. Vienna Staatsoper, Vienna, Austria
9. Sydney Opera House, Sydney, Australia
10. The Royal Opera House, London, England
C. Presenting examples/ instances of the new lesson

Activity:
Directions: Identify the title of the play/opera based on the given picture.
Choose your answer from the box provided below.
Madame
Carmen Francois Vatel Butterfly Oedipus Rex Tosca
1. 2. 3. 4. 5.

Theater began from myth, ritual, and ceremony. Early society perceived connections
between actions performed by groups of people or leaders to a certain society and these
actions moved from habit to tradition, to ritual, to ceremony due to human desire and need for
entertainment.
The repeated rehearsals, performances, and creation of different actions broke the ground
for theater. Let us now study the theatrical forms of the different art periods.
2
Theater Medieval Theater 500 C.E.-1400

➢ It means “place of seeing,” but it is more than the ❖ During the Medieval era, theater
buildings where performance takes place. performances were not allowed throughout
➢ To produce theater, a playwright writes the scripts, Europe.
the director rehearses the performers, the designer ❖ To keep the theater alive, minstrels, though
and technical crew produce props to create the denounced by the Church, performed in
scenes, and actors and actresses perform on stage. markets, public places, and festivals.
➢ Then it will only be a true theater act when an
❖ They travelled from one town to another as
audience witnesses it. puppeteers, jugglers, story tellers, dancers,
singers, and other performers in other
Greek Theater theatrical acts.
➢ European theater began in Ancient Greece. ❖ These minstrels were viewed as dangerous
➢ It began around 700 B.C. with festivals honoring and pagan.
their many gods. ❖ Churches in Europe started staging their own
➢ Dionysus (Di-on-i-sus), the god of wine and fertility, theater performances during Easter Sundays
has a religious festival called, “The Cult of with biblical stories and events.
Dionysus,” to honor him. ❖ Eventually, some plays were brought outside
➢ The city-state of Athens, the center of a significant the church due to their portrayal of the devil
cultural, political, and military power during this and hell.
period, is where the festivals and competitions ❖ An example of this kind of play is the Mystére
were usually performed. d’Adam or “The Mystery of Adam.”
➢ Satyr Play contains comic elements to lighten the
❖ The story revolves around Adam and Eve and
overall mood or a serious play with a happy ending.
ends with the devil capturing and bringing
➢ The satyr play was a short, light hearted tailpiece
performed after each trilogy of the tragedies.
them to hell.
➢ It is an ancient Greek form of tragic comedy. ❖ Over the centuries, the plays revolved around
➢ It featured choruses of satyrs, based on Greek biblical themes from the Story of the Creation
mythology, and with pretended drunkenness, bold to the Last Judgment.
sexuality (including phallic props), tricks, and sight
jokes. Renaissance Theater 1400-1600
❖ Renaissance theater arts were characterized
by a return of Classical Greek and Roman arts
Roman Theater
and culture.
➢ The theater of ancient Rome started in the 3rd
❖ During Middle Ages, mystery plays formed a
century BC. part of religious festivals in England and other
➢ It had varied and interesting art forms such as parts of Europe during the Renaissance period.
festival performances of street theatre, acrobatics, ❖ Morality plays (in which the protagonist was
the staging of comedies of Plautus, and the high- met by personifications of various moral
verbally elaborate tragedies of Seneca. attributes who try to choose a godly life over
➢ Although Rome had a native tradition of the evil) and university drama were formed to
recreate Athenian tragedy.
performance, the Hellenization (historical spread of
❖ Public theatres were developed like the
ancient Greek culture) of Roman culture in the 3rd Commedia dell’arte (Italian comedy and a
century BC had an intense and energizing effect on humorous theatrical presentation performed by
Roman theater and encouraged the development of professional players who traveled in troupes)
Latin literature. and the elaborate masques (a dramatic
➢ According to Roman historian Livy, the Etruscan entertainment consisting of pantomime,
dancing, dialogue, song, and sometimes
actors in the 4th century BC, were the first
players who wore masks) that were usually
experienced theater actors. presented in court.
➢ While in 240 BC, Roman drama began with the
plays of Livius Andronicus. Baroque Theater 1600-1750
➢ It remained popular throughout late Antiquity. ❖ The theater of the Baroque period is
➢ Greek theatres had a great influence on the marked using technology in current
Roman’s theater, too. Broadways or commercial plays.
➢ The usual themes for Roman theater plays were ❖ The theater crew uses machines for special
chariots races, gladiators, and public executions. effects and scene changes which may be
➢ The Romans loved a good spectacle. changed in a matter of seconds with the
➢ They loved to watch combat and admired blood use of ropes and pulleys.
sports and gladiator competition. ❖ This technology affected the content of the
performed pieces, practicing at its best.
➢ The more realistic the violence, the more it pleased
Roman audiences.
The Deus ex Machin
➢ The Christians however opposed the barbaric ➢ It is a Latin word meaning “god from the
themes of the plays and closed down all theaters. machine” solution in which the character
➢ Comedy plays were popular too in the Roman gods were finally able to come down from
Theater from 350 to 250 B.C. and women were the heavens and rescue the hero in
allowed to perform on stage. dangerous situations.
The Triumvir Pompey ❖ As a result, the theater was richly

➢ It was one of the first permanent (non-wooden) decorated; the multiplicity of plot turns and
theatres in Rome, whose structure was somewhat a variety of situations characteristic of
like the Theatron of Athens. Mannerism.
3
Neoclassical Theater 1800-1900 Romantic Theater 1800-2000

❖ The Neoclassical period was a movement where the styles of ❖ Romantic Playwrights During Romantic
Roman and Greek societies influenced the theater arts. period, melodramas and operas
❖ During the Neoclassical period, the theater was became the most popular theatrical
characterized by its grandiosity. forms.
❖ Costumes and sceneries were highly elaborated. ❖ Melodrama originated from the French
❖ The main concepts of the plays were to entertain and to word “melodrama”, which is derived
teach lessons. from Greek “melos”, which means
❖ Stages were restyled with dramatic arches to highlight the “music,” and French “drame”, which
scenes. is derived from Greek “dran” to
❖ Lighting and sound effects intensified the mood and “perform.”
message of each scene, enhancing the dramatic experience. ❖ Melodrama can be also be described
❖ The idea of changing scenery and backdrops become more as a dramatic work that puts characters
noticeable, particularly with the invention of pulley systems in a lot of danger in order to appeal to
that allowed parts to move more quickly across the stage. the emotions and in which orchestral
-0=0n
❖ The concept of decorum was applied in this period which music or song was used to accompany
means classical concepts and appropriate social behavior the action.
must be observed. ❖ Opera, in the other hand, is an art form
❖ They never mixed these together, and the restriction led to in which singers and musicians perform
the use of the now well-known pair of happy and sad masks a dramatic work combining text (called
that symbolize the theatrical arts. a libretto) and musical score.
❖ Tragedies portrayed the complex and fateful lives of the ❖ Acting, scenery, costumes, and dance
upper classes and royals, while comedies, which were either were important elements of theater.
public discourse or comedies of manners, tended to focus on ❖ It is usually performed in an opera
the lower ranks of society. house, accompanied by an orchestra.
Activity No.1: Modified True or False

Directions: Identify if the statement about Western theater is true or false. Write TRUE
if the statement is correct. If it is false, underline the word(s) that make(s) the statement
incorrect and change it to form the correct answer. Write your answer on the space
provided for.
1. Theater means “place of listening,” but it is more than the buildings where
performance take place.
2. During Romantic period, melodramas and operas became the most popular
theatrical forms.
3. The theater of the Renaissance period is marked by the use of technology in
current Broadways or commercial plays.
4. Baroque theater arts were characterized by a return of Classical Greek and
Roman arts and culture.
5. La Scala was one of the first permanent (non-wooden) theatres in Rome, whose
structure was somewhat similar to the Theatron of Athens.
There are certain elements common to all theater. These elements are present whenever a
theater event takes place; without them, an event ceases to be theater and becomes a different art form
and different experience." (According to the book "Theater, The Lively Art".)
Elements of Theater
1. Performers
➢ They are the people onstage presenting characters in dramatic action.
➢ The audience is coming to see a performer pretend to be someone else.
➢ When the actors/actresses are on stage, they must be believable as the character
they are portraying.
➢ If they are not believable, then the audience will be less interested in the
production.
2. Audience
➢ The essence of theater is the interaction between the performer and audience.
➢ Theater needs to be experienced live. There is a "call and response" atmosphere
that cannot be witnessed in a movie theater.
➢ In a live theater experience, when the audience laughs out loud, or cries, then the
actors respond to that energy.
➢ In a movie, there is no connection between the actors and audiences, only
reactions from the audience.
4
3. Director
➢ The director makes certain that the performers understand the text and deliver the
script excitingly and appropriately.
➢ The director also makes sure the blockings, costume designs, set designs and
other aspects of the show blend together to make a production that works together.
➢ All the aspects of theater should complement each other, and the director oversees
all these things.
4. Theater Space
➢ Another necessary element of theater is the space in which performers or
audiences come together.
➢ It is essential to have a stage, or some equivalent area, where actors and
actresses can perform.
➢ It is also essential to have a place for audience members to sit or stand.
5. Design Aspects
➢ Visual Aspects - costumes, lighting, and some form of scenic background
➢ Nonvisual Aspect - sound
6. Text
➢ A final element essential to theater is the text that is performed, and it must be
present for theater to occur.
➢ Another name for the text is script.
➢ One key element for writing is conflict. The characters should have a goal to
reach, but to reach that goal, they must go through a series of conflicts. Without
conflict, the story would be bland and boring.
➢ When writing your script, how can you make your story more interesting?
To sum up, the following are the major elements of theater:

1. Performers
2. Audience
3. Director
4. Theater Space
5. Design Aspects (scenery, costume, lighting, and sound)
6. Text (which includes focus, purpose, point of view, dramatic structure, and dramatic
characters)
Activity No.2: Pinpoint
Identify the element which is described by the following statements. Choose the
correct answer inside the box. Write the correct answer on your answer sheet.
Design Theater
Audience Director Performers Text
Aspects Space
1. He makes that the performers understand the text and deliver the script
excitingly and appropriately.
2. There is a call and response atmosphere that can not be witnessed in the
movie theater.
3. People onstage are presenting characters in dramatic action.
4. It is essential to have a stage, or some equivalent area, where actors and

actresses can perform.
5. It is the other name of script in theater arts.
5
Activity No. 3: Checklist

Identify selected theatrical forms from the different art periods. Copy the
table on your pad paper and check ( ) the box that corresponds to the
statement which describes the period/era.
Neo-
No. Greek Medieval Roman Renaissance Baroque
Classical
Romantic
The main concepts of the plays were to entertain

1. and to teach lessons.
They travelled from one town to another as
puppeteers, jugglers, story tellers, dancers,
2. singers, and other performers in other theatrical
acts.
Melodramas and operas became the most
3. popular theatrical forms.
This period is marked using technology in current
4. Broadways or commercial plays.
Theater performances were not allowed
5. throughout Europe.
The concept of decorum was applied in this
6. period which means classical concepts and
appropriate social behavior must be observed.
The theater crew uses machines for special
effects and scene changes which may be
7. changed in a matter of seconds with the use of
ropes and pulleys.
The usual themes for theater plays were chariots
8. races, gladiators, and public executions.
Theater arts were characterized by a return of
9. Classical Greek and Roman arts and culture.
The city-state of Athens, the center of a significant
cultural, political, and military power during this
10. period, is where the festivals and competitions
were usually performed.

Theater can be influential in all aspects of life. Participating in theater classes can
stimulate students’ creativity and thought process. The whole experience of theatre makes
people more aware and sensitive towards various issues. It empowers the meek and makes
people do away with their reservations.
Being fully present with a group of tangibles, living, breathing people is important to the art
of acting and for the human spirit. Theatre helps us to see a different perspective from our own.
Theatre promotes us to give power to truth, to take risks and to advocate for new and diverse
voices.
Activity No 4: Acrostic Poem
Directions: Write an acrostic poem about the connection of theater to
Western Classical plays / operas by using the letters of the word
“THEATER.”
T- _
H- _ _
E- _
A- _
T- _
E- _
R
6
Activity No. 4: Which is Which?

Directions: List the similarities and differences of Western Classical
play/opera with the T.V. show that you are watching every day. You may refer
to the diagram below.
H. Making generalizations and abstractions about the lesson

Activity No. 5: Three, Two, and One
Directions: Think of three (3) new things that you learned about Western
Classical play and opera. Write two (2) questions that you still have in your
mind and draw one (1) picture that you visualized about the lesson.
I. Evaluating Learning
A. You Choose
Directions: Identify selected theatrical forms from the different art periods.
Choose the letter of the correct answer and write it on the space provided for.
1. It is an art form in which singers and musicians perform a dramatic work combining text
(called a libretto) and musical score.
A. melodrama C. satyr
B. opera D. tragedy
7
2. It contains comic elements to lighten the overall mood or a serious play with a happy
ending.
A. melodrama C. satyr
B. opera D. tragedy
3. It is described as a dramatic work that puts characters in a lot of danger to appeal to the
emotions.
A. tragedy C. melodrama
B. comedy D. satyr
4. It is a religious festival/ theater play that honors the god of wine and fertility.
A. Cult of Dionysus C. Lysistrata
B. Commedia dell’arte D. The Mystery of Adam
5. It is an Italian comedy and a humorous theatrical presentation performed by professional
players who traveled in troupes.
A. Cult of Dionysus C. Lysistrata
B. Commedia dell’arte D. The Mystery of Adam
B. Directions: Classify the following theatrical forms from the different art periods. Choose the
correct answer from the choices below and write it on the space before each number.
Classical Renaissance Baroque

Medieval Romantic
1. The Mystery of Adam

2. The Cult of Dionysus
3. Opera
4. Commedia dell’arte
5. The Deus ex Machina
C. Directions: Design the visual elements and components of a selected

Western Classical theater play and opera to show what makes them unique
through costumes and props.
Materials: short bond paper, pencil, glue, and any recycled materials
Procedure:
1. Draw a portrait of either a man or woman wearing a costume that is used in classical opera.
2. Design the costume using recycled materials available at home.
3. You may refer to the rubric below as your guide.
Examples:
8
Rubric in Artwork
Criteria Excellent (5) Good (4) Fair (3)
Art work is impeccable and Art work is neat and shows Art work is somewhat messy
shows no evidence of very little evidence of and shows either smudge
Craftsmanship
smudge marks, rips, tears, smudge marks, rips, tears, marks or rips, tears, or folds.
or folds. No erasure lines or folds. A few erasure Some erasure lines
showing. lines showing. showing.
Art work shows a mastery of
Art work shows some
advanced techniques in
technique and
composition. All objects are Art work shows good
understanding of art
Technique/ placed in correct space. technique. All objects are
concepts. Average use of
Art Concepts Negative and positive space placed in correct space.
negative and positive space.
is balanced. Paper is Negative and positive
Paper is half filled and
completely drawn on and space is almost balanced.
shows a background, mid- foreground and background
ground and foreground. is clearly shown.
Art work reflects a high level Art work shows some
Art work reflects originality.
of originality. evidence of originality.
Creativity Student uses line, shading
Student uses line, shading Student uses line, shading
or form in an original
or form in a highly original or form in a slightly original
manner.
manner. manner.
Completed art work is fully Completed art work is half
Completed art work is
shaded showing excellent shaded showing average
almost fully shaded
Shading/ placement of light and darks placement of light and darks
showing good placement
Proportion using excellent drawing using average drawing
of light and darks using
technique. Still life objects technique. Some still life
good drawing technique.
are in excellent proportion objects are in proportion
with real life objects. with real life objects.
Activity 6: Research Time
Directions: Choose one Western Classical play/opera. Research on its

history and evolution. Refer to the rubric below as your guide.
Rubric in Research
Criteria Excellent (5) Good (4) Fair (3)
Content is very informative Content is not always
Content and and accurate. Research has Content is informative and related to the topic. Many
Details many supporting details and mostly accurate. Research inaccuracies. Few
interesting to read. has adequate details. supporting documents.
Research shows adequate
Research is well organized Research is poorly
Organization
organization. It has
with strong beginning, organized and confusing at
beginning, middle and
middle and ending times.
ending
Writing Research has few or no Research has few to Research has many errors
Mechanics errors in spelling, several errors in spelling, in spelling, punctuation,
and punctuation, and/or punctuation, and/or and/or grammar. Research
Readability grammar. Research is easy grammar. Research is
is difficult to read.
to read. readable.
9
GRADE 9: ARTS 4TH QUARTER-WEEK 4
I. OBJECTIVES
A. Content Standard
• The learner demonstrates understanding how theatrical elements (sound,
music, gesture, movement, and costume) affect the creation and
communication of meaning in Western Classical play and opera as influenced
by history and culture.
• The learner demonstrates understanding theatre and performance as a
synthesis of arts.
• The learner creates appropriate theatre play/opera costume and accessories
and improvise appropriate sound, music, gesture, movements and costume for
chosen theatrical composition.
• The learner takes part in performance of a selected piece from Western
Classical plays and opera.
C. Most Essential Learning Competencies
MELC No. 6: The learner analyzes the uniqueness of each group’s performance
of its selected Western classical theater play and opera.
(A7PL- IVh-1)
MELC No. 7: The learner shows the influences of the selected Western Classical
play or opera on Philippine theatrical performance in terms of form
and content of story. (A7PR- IVh-2)
MELC No. 8: The learner choreographs the movements and gestures needed in
the effective delivery of a selected piece from Western Classical
plays and opera.
(A7PR- IVe-f-3)
MELC No. 9: The learner improvises accompanying sound and rhythm needed in
the effective delivery of a selected piece from Western Classical
plays and operas. (A7PR- IVe-f-4)
MELC No. 10: The learner performs in a group showcase of the selected piece
from Western Classical plays and operas. (A7PR- IVg-5)
D. Objectives
The learner…
1. describes the uniqueness of each group’s performance of its selected
Western classical theater play and opera.
2. recognizes the importance and influence of the selected Western Classical
play or opera on Philippine theatrical performance in terms of form and
content of story by making a slogan.
3. makes improvises accompanying sound and rhythm needed in the effective
delivery of a selected piece from Western Classical plays and operas using
materials available at home.
II. CONTENT: WESTERN CLASSICAL PLAYS/OPERA

A. References
1. Teacher's Guide pages:
2. Learner's Material pages: Learner’s Manual pp. 291 - 349
3. Textbook pages:
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources: Printed Materials
2. Google
http://tiny.cc/2l4jtz http://tiny.cc/wo4jtz
https://en.wikipedia.org/wiki/Festival
http://www.ethnicgroupsphilippines.com/2017/01/24/festivals-and-their-importance-to-
the-filipino/ http://tiny.cc/2o4jtz
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Activity:
Directions: Identify the title of the play/opera based on the given pictures.
Choose your answer from the box provided below.
1
Madame
Carmen Francois Vatel Butterfly Oedipus Rex Tosca
1. 2. 3. 4. 5.
B. Establishing a purpose for the lesson

Theatre music is any music designed to form part of a dramatic performance, as, for
example, a ballet, stage play, motion picture, or television program. Included are the European
operetta and its American form, the musical.
Theatre music is composed to govern, enhance, or support a theatrical conception. Music
composed for theatrical purposes obeys different laws than the music for concert performance
or conventional opera. Whereas in opera, the music dictates the form in which the dramatic
visual imagery is presented and governs its development, in other kinds of theatre the music
is, at best, an equal partner among its principal elements. In concert, of course, the music is
the sole factor that determines the experience.
C. Presenting examples/ instances of the new lesson

Activity: Think About It!
Directions: Answer the following questions on your pad paper.
1. Why is opera important?
2. What is your favorite Western opera/play?
Theater Arts of the Western countries that were produced and performed in different periods
have had great influence from the ancient Greek and Roman Theater Arts. Some of the famous
playwrights and composers of the Western Theater Arts/ Opera were Sophocles, William
Shakespeare, Christopher Marlowe, Farinelli, Claudio Giovanni Antonio Monterverdi, Pierre
Beaumarchais, Johann Wolfgang Von Goethe, Victor Hugo, George Bizet, Wolfgang Amadeus
Mozart, Franz Schubert, Giuseppe Verdi and Giacomo Puccini.
Opera performed live is a uniquely thrilling experience – at its best, it is hugely powerful and
the most emotionally direct of all art forms. The combination of dramatic narrative, stagecraft, and
music, and especially the range and vulnerability of the human voice, make opera the art form
that comes closest to expressing pure emotion. It is storytelling which is vivid and manipulative.
Opera seeps into popular consciousness and bleeds into other forms, sound-tracking TV shows,
sports anthems, adverts, and films – where its music is often used as a shortcut to create a
heightened emotional tension at climactic moments. Those big moments in opera are usually the
ones that deal most directly in the big human themes: life, love, death, loss, passion, joy, anger –
but opera can be subtle as well as showy.
Good opera is important if it makes people feel something (other than indignation, or
disappointment!). It is especially important if those feelings incline people to higher aspiration,
greater sympathy, or more profound self-knowledge. It also has a historical voice and can be
historically expressive.
2
Activity 1: My List
Directions: List down five (5) playwrights and composers under Western
classical play/opera and their famous work. Copy the table and write your
answers on your paper.
PLAYWRIGHT/COMPOSER FAMOUS WORK
1.
2.
3.
4.
5.
Famous Filipino Playwrights

Francisco Balagtas y de la Cruz
• He was born on April 2, 1788 in Panginay, Bigaa, Bulacan and died on February 20, 1862
of pneumonia. He was also known as Francisco Baltazar. His best-known work is the
“Florante at Laura.”
• Francisco Balagtas was the youngest of the four children of Juan Balagtas, a blacksmith,
and Juana de la Cruz. He studied in a parochial school in Bigaa and later in Manila. During
his childhood years. Francisco worked as houseboy in Tondo, Manila. Balagtas learned to
write poetry from José de la Cruz (Huseng Sisiw), one of the most famous poets of Tondo.
It was de la Cruz himself who personally challenged Balagtas to improve his writing.
• In 1835, Balagtas moved to Pandacan, where he met María Asunción Rivera, who served
as the muse for his future works. She is referenced in “Florante at Laura” as “Celia” and
“Mer.”
• Balagtas’ affections for Mer were challenged by the influential Mariano Capule. Capule won
the battle when he used his wealth to get Balagtas imprisoned under the accusation that
Balagtas ordered a servant girl’s head to be shaved. It was in prison that he wrote “Florante
at Laura” so that the events of the poem were meant to parallel his own situation.
• Balagtas published “Florante at Laura” upon his release in 1838. He moved to Balanga,
Bataan in 1840 where he served as the assistant to the Justice of peace and later, in 1856,
as Major Lieutenant.
• He died on February 20, 1862 at the age of 73. On his death bed, he asked a favour that
none of his children become a poet like him, who had suffered under his gift. He even told
them it would be better to cut their hands off than let them be writers.
• Balagtas is so greatly revered in the Philippines that the term for Filipino debate in
extemporaneous verse is named after him: Balagtasan and one of the greatest literary
awards in the Philippines is also named after him.
Severino R. Reyes (A playwright)
• He is regarded as the “Father of the Tagalog Zarzuela.”
• The son of Rufino Reyes and Andrea Rivera, Reyes was born in Sta. Cruz, Manila on
February 11, 1861.
• He studied at San Juan de Letran College and later at the University of Sto. Tomas, where
he studied philosophy.
• A Filipino writer, dramatist, and playwright, Reyes was highly acclaimed as one of the giants
of Tagalog literature.
• In 1902, Reyes founded and directed the Grand Compania de Zarzuela Tagalag.
• On June 14, 1902, the company staged his play “Walang Sugat” (No Wounds), a drama set
against the historical events in Bulacan during the Philippine revolution.
• In 1923, Reyes co-founded the Liwayway, a Tagalog literary weekly which published a
series of fairy tales titled “Mga Kuwento ni Lola Basyang,” written by Reyes. The storyteller,
Lola Basyang was based by the author on a neighbour named Gervacia de Guzman.
• Severino Reyes died on September 15, 1942, when the Philippines was under the Japanese
regime.
• Severino Reyes’ masterpiece, “Walang Sugat” broadly underscores the injustice of Spanish
rule even as it dances around the cruel fate of the young lovers Tenyong and Julia with
humor and song. Set in the final leg of the Philippine Revolution, Tenyong is forced to leave
behind his childhood sweetheart Julia to join the Katipunan. Meanwhile, Julia’s mother
pressures her into marrying the wealthy Miguel instead. With no word from Tenyong as the
3
battle prolongs, Julia gives in, but her wedding is interrupted by the fatally wounded
Tenyong. He mentions his dying wish to Julia, and the play features an “unexpected twist”
that shows how Tenyong was able to outwit the persons separating him from his beloved
Julia.
• The production was directed by Ricardo Abad, under the musical direction of Josefino
Tolledo. Jonjon Villareal handled lights design while Dexter Santos choreographed. Set and
costumes were designed by National Artist, Salvador Bernal.
Dr. Ricardo G. Abad (A Director)
• He was born in Manila on August 10, 1946 of parents from Cavite and Camiguin.
• Graduated at the Ateneo de Manila, after which he obtained a Fulbright grant to finish a
doctorate in sociology at Fordham University in New York.
• He is a full-time Faculty, Department of Sociology and Anthropology; Artistic Director,
Tanghalang Ateneo Metrobank Network of Outstanding Teachers Pathways/ANI, Ateneo de
Manila University Role Players, Theater for Life Social Weather Stations
• He has been involved as actor and director in over 120 productions while at the same time
doing sociological work as teacher, researcher, and editor.
• He has also directed and acted for professional companies like Teatro Pilipino and
Tanghalang Pilipino of the Cultural Center of the Philippines, and the Metropolitan Theater.
• Many of his theater productions were classics of western drama but in terms of a Filipino
and Asian sensibility, like Shakespeare’s “Romeo and Juliet.”
Salvador F. Bernal
• He is the “Father of Theater Design” in the Philippines.
• He was born in 1945 to a family that ran a Terno shop.
• He was the first to develop theater design as a profession and to elevate it to an art form.
• Studied at Ateneo de Manila and at Northwestern University, Evanston, Illinois, USA,
practiced, and handled courses in the art and craft of theater design.
• He taught briefly at Ateneo de Manila and University of the Philippines.
• He had designed more than 250 productions in ballet, theater, and film.
• He is a “National Artist” awardee.
Activity No. 2: Fact or Bluff

Directions: Identify if the statement about famous Filipino playwrights is a
fact or bluff. Write FACT if the statement is correct. If it is bluff, underline
the word(s) which make(s) the sentence incorrect and write the correct
word(s) on the space provided for.
1. Salvador F. Bernal is the father of theater design in the Philippines.

2. Dr. Ricardo G. Abad is a full-time faculty in the Department of Education.
3. Francisco Balagtas was highly acclaimed as one of the giants of Tagalog
literature.
4. Severino Reyes published “Florante at Laura” upon his release in 1838.
5. “Walang Sugat” broadly underscores the injustice of Spanish rule even as it
dances around the cruel fate of the young lovers Tenyong and Julia with humor
and song.
F. Developing Mastery (Leads to Formative Assessment 3)
Activity 3: Compare Me
Directions: Compare the following Western Classical theater and identify
their similarities and differences. Write your observations on your paper.
GREEK ANCIENT SIMILARITIES ROMANTIC

THEATER THEATER
DIFFERENCE DIFFERENCE
4

Activity 4: Express Yourself
Directions: Express yourself by answering the question about Philippine
drama and festival below.
At your age, how do you think Philippine dramas and festivals play an important role
in your life?
H. Generalization
Activity 5: Mind, Heart, and Hand
Directions: Write what you have learned about the topic by completing the
statements below.
Activity 6: You Choose
Directions: Show the influences of the selected Western Classical play or
opera on Philippine theatrical performance in terms of form and content of
story by comparing an example of zarzuela and opera using a Venn diagram.
Walang Sugat Madame Butterfly

(Zarzuela) (Opera)
Similarities
5
VENN DIAGRAM RUBRIC

Strong Grasp Progressing Not in Evidence
Text support of All statements are Most statements are Few or none of the
comparison supported by the supported by the text. statements are supported
statements text. by the text.
Placement of All statements noting Most statements are Few statements
statements similarities are placed in placed in the correct are placed in the
within the Venn the center circle and all circle, but student mixed correct circle.
diagram statements that note up a few statements.
differences are placed in
the correct outer circle.
Number of Student can make five or Student can make 3–4 Student makes two or
quality more comparison comparison statements fewer comparison
statements statements in each circle. in each circle. statements in each circle.
Activity 7: The Show

Directions:
1. Analyze the uniqueness of each group’s performance of its selected Western
classical theater play and opera by explaining what makes each of the Western
classical theater play and opera unique through a visual presentation.
2. Choreograph the movements and gestures needed in the effective delivery of a
selected piece from Western Classical plays and opera.
3. Improvise accompanying sound and rhythm needed in the effective delivery of a
selected piece from Western Classical plays and operas using materials
available at home.
4. Perform in a group (family members) showcase of the selected piece from
Western Classical plays and operas.
5. Record your selected Western Classical plays and operas show through a video
presentation for 1 minute and send it to your teacher’s email.
6. Rubric is given as your reference.
PLAY/OPERA PERFORMANCE RUBRIC

Criteria 4 3 2 1 TOTAL
Student spoke
Voice was loud clearly but it was Voice and Could not
and clear; words difficult to language were not understand what
very clear; could was being said
VOICE were easily understand some
have been much due to unclear
understood. of the script; could
louder. and low speech.
have been louder.
Excellent use of Almost used entire Needed more

stage and stage—turned Could have used blocking—always
movement—did away from more of the stage; face audience
BLOCKING
not turn back to audience only once must concentrate and use the
on facing forward.
audience. or twice. stage.
Excellent Non-Satisfactory
Blocking Good Blocking Satisfactory Blocking
SCRIPT Notation, Beat Notation, Beat Blocking Notation, Notation, Beat
ANALYSIS Notation, and Notation, and Beat Notation, and Notation, and
Director’s Notes Director’s Notes Director’s Notes Director’s Notes
Notation Notation
Notation Notation
Script was
Script was fully Script was almost
partially Script was not at
MEMORIZATION/ memorized; fully memorized-
memorized; all memorized;
student some improv used
IMPROVISATION student did not no improvisation
improvised in to make up for
attempt used.
place of lines. missed lines.
improvisation.
FACIAL Contained little to

Great use of Contained some Needed more
EXPRESSION/ no facial
gestures, facial facial expression, facial expressions
expression,
BODY expression, and gestures & body gestures &
gesture, or
LANGUAGE body movement. movement. movement.
movement.
6
Activity No. 8: The Show (Non-Internet User)
Directions: After doing activity no. 7, answer the following questions and write
them on your pad paper.
1. What did you feel upon doing the activity?
2. What is the inspiration of the story of your play/opera?
3. How did you come up with your choreography, improvisations, and performance?
4. Why do you need to perform a play/opera?
WRITTEN OUTPUT RUBRIC

unoriginal.
critical thinking.
grammatical errors create grammar correct allowing reader spelling, punctuation, and grammatical
Mechanics distraction, making reading to progress though written work. errors; absent of fragments, comma
difficult, fragments, comma Some errors remain. splices, and run-ons.
splices, run-ons evident.
Activity No. 4: Acrostic Poetry

Directions: Make an acrostic poem about the connection of Theater to
Western Classical plays / operas by using the letters of the word “OPERA.”
O-
P-
E-
R-
A-
7
8
Grade 9: Physical Education 4th Quarter: Week 5
I. OBJECTIVES
A. Content Standard
• The learner demonstrates understanding of lifestyle and weight management to
promote community fitness.
• The learner maintains an active lifestyle to influence the physical activity
participation of the community.
MELC No. 1 - Discusses the nature and background of indoor and outdoor recreational
activities (PE9GS-IVa-6)
MELC No. 2 - Participates in active recreation (PE9GS-IVb-h-7)
D. Objectives
The learner…
1. discusses the nature and background of indoor and outdoor recreational activities,
2. shows appreciation in participating in physical activities and proper nutrition practices
by sharing his / her thoughts about the topic, and
3. joins/participates in active recreation by listing his / her physical activities.
II. CONTENT: ACTIVE RECREATION
A. REFERENCES: PHYSICAL EDUCATION AND HEALTH BOOK 9

1. Teacher’s Guide Pages: Teacher’s Manual pp. 1-63
2. Learner’s Guide Pages: Learner’s Manual pp. 119-168
3. Textbook Pages

2. Google
IV. PROCEDURES
Activity: Lifestyle Check
Directions: Examine the following survey questions below. Put a
checkmark (√) on the frequency of your participation as always,
sometimes, and never.
Reaction/Analysis:
1
Recreation is a voluntary participation in an activity during free and unobligated time that
gives enjoyment. It refreshes one’s mind and body after a day’s work. Recreation embraces
both indoor and outdoor activities that refer to sports and exercises leading to the attainment of
enjoyment as well as managing our desired weight.
C. Presenting examples/instances of the new lesson

Activity: Think for a While
Direction: Give five (5) ways on how a person can achieve a
healthy lifestyle.
WAYS OF ACHIEVING A HEALTHY LIFESTYLE

1. _ _
2. _ _
3. _
4. _ _
5. _ _
Recreation is an activity of leisure, leisure being discretionary time. The "need to do

something for recreation" is an essential element of human biology and psychology.
Recreational activities are often done for enjoyment, amusement, or pleasure and are "fun."
Participation in active recreation influences your healthy lifestyle. It improves health
condition in many ways. It also helps you to use the calories better and sustain a desirable
weight. Lifestyle change is the best way of preventing illness and early death. Major causes of
early death have shifted from infectious diseases to chronic lifestyle related conditions such as
heart disease, cancer, and diabetes.
Engaging in physical activity is one big step that you can do to start changing your lifestyle
into a healthier and more active one. Being active would mean getting yourself into active
recreation such as sports, dances, and some outdoor type of activities.
INDOOR RECREATIONAL ACTIVITIES

BADMINTON
It is believed to have originated from the game “poona” that was played by English Army
officers stationed in India during the 17th century. It was later brought to England in 1870‟s
when the Duke of Beaufort held a lawn party in his country place, Badminton. It was only in
1992 Barcelona Olympics when the game became an Olympic sport with singles and doubles
events. 20 games are held inside the gym to avoid the effect of air in the flight of the shuttle.
Players need a racket and a shuttle cock to enjoy the game in a court. The game requires the
skills in service, strokes in hitting the shuttle such as smash, drop, lob or clear and net shorts,
and power of the leg in footwork. The game is played by either singles, doubles and mixed
doubles. A game is won when a player reaches a score of 21 points. In case of a deuce (20-all),
one must gain a two-point advantage over the other. But in case of a 29-all score, the first to
reach 30 will win the set. A match is won by winning two out of three sets.
VOLLEYBALL
The beginning of volleyball can be traced from the ingenuity of William J. Morgan in 1895
at Holyoke Massachusetts. Initially, the game was called “mintonette” but in its first exhibition
game demonstration, Alfred Halstead suggested the name “volleyball” due to the volleying
characteristic of the game. In 1910, the game was brought to the Philippines by Elwood S
Brown. The Filipinos are credited in the changes of the game with the addition of the skill called
“spike or kill.” In 1964, volleyball had its first summer Olympics exposure as a medal sport.
Volleyball is a team sports with six players in each side of the court with a 9x18 meters
dimension. The object of the game is to send the ball over the net and to avoid it from grounding
into your own court. A ball, net and a court are needed to play the game. Scoring follows a rally
point system. A game is won in a two out of three sets. A set is won by reaching a score of 25.
In case of a deuce, a team should have a two-point advantage over the other. Players need
skills like serving, volleying, setting, spiking, and blocking to enjoy much of the game and to gain
its fitness benefits.
2
BENEFITS :
• Badminton and volleyball are good recreational activities that involve the physical
dimension.
• It enhances the metabolism of the body which in turn is a factor in losing weight. While
playing badminton, the constant racket swings in receiving birdies, leg stretches in saving
net and drop shots, and power jumps for smashing burn more calories.
• It strengthens upper body and lower extremities.
• It burns calories.
• It helps you to manage your weight appropriate for your age and height.
• It controls feelings during games.
• Emotional being is being improved.
• It builds good relationship with others.
DANCE
Zumba Fitness Dance – Zumba dance is an alternative indoor recreational activity with
fitness benefit claims. It was accidentally discovered by Alberto “Beto” Perez, a celebrity fitness
trainer of Colombia in the mid 90’s. The birth of Zumba came about during one his aerobics
classes, when he realized that he had forgotten his aerobics music. Quickly, he grabbed
whatever tape he has in his backpack. It so happened that his tapes are those of Latin music
such as merengue and salsa. With his improvisation skill, he was able to create an on-the–spot
aerobics class using the non-traditional music. That is the birth of the dance fitness craze
Zumba.
Here are some benefits of dancing Zumba /Latin aerobics:
✓ It improves cardiovascular health –The combination of cardio intervals brought about by
the fast and slow rhythms makes this dance a great cardio interval work-out. The fast and
upbeat moves of Zumba improve the delivery of blood which carries oxygen to the
different parts of the body through the veins, arteries, and heart.
✓ It helps in losing weight. – Cardio interval effect of Zumba burns more calories. Joining
Zumba workout for an hour burns approximately 600 calories.
✓ Stress Reliever – It is believed that zumba dancing releases more altering endorphins that
melts away worries away.
✓ Improved mood – It releases good hormones called “endorphin” that improves self-
esteem, self-confidence, and self-image.
✓ It tones the abdominals – The dance moves work on firmer core abdominal muscles. Basic
Zumba steps involve a combination of Latin dance steps such as salsa, samba,
reggaeton, merengue, cumbia, cha-cha-cha, mambo rumba, flamenco. Many steps have
been included to make the dance more exciting such as belly dancing, hip hop, and the
like.
Activity 1: You Complete Me

Directions: Complete the following statements below by writing the
missing word/s on your pad paper. Choose your answer from the box.
Zumba Volleyball Poona Alberto “Beto” Perez William J. Morgan Mintonette
1. Zumba Fitness dance was discovered by .

2. The first name of Badminton was .
3. is an alternative indoor recreational activity with fitness benefit claims.
4. The beginning of volleyball can be traced from the ingenuity of .
5. The volleyball game was first called .

Outdoor recreation or outdoor activity refers to recreation engaged in out of doors, most
commonly in natural settings. The activities that encompass outdoor recreation vary depending
on the physical environmental they are being carried out in. These activities can
include fishing, hunting, backpacking, and horseback riding and can be completed individually
3
or collectively. Outdoor recreation is a broad concept that encompasses a varying range of
activities and landscapes.
OUTDOOR RECREATIONAL ACTIVITIES
HIKING
It is going on an extended walk for the purpose of pleasure and exercise. Pleasure
includes having close encounter with nature, enjoying the beauty of the environment, smelling
the natural aroma of flowers and trees, and being one with Mother Nature. Exercise on the other
hand pertains to the fitness benefits that we get from the activity. Hiking is more of adventure.
Benefits of Hiking
✓ It offers cardiovascular fitness.
✓ It gives the feeling of relaxation.
✓ It balances your daily life routine.
✓ It is a good option for weight management activity.
ORIENTEERING
It is an outdoor navigational recreational activity using specially drawn and detailed maps.
It requires navigational skills to navigate from point to point normally moving at a speed. An
orienteering course consist of a series of control points which must be in order in the shortest
possible time. Orienteering as an outdoor recreational activity offers much benefit to you.
Here are some claims:
1. Conceptual aspects – Since it is a navigational activity, it enhances your decision-making
skills about map interpretations and using compass. It also requires you to constantly interpret
information contained in the map.
2. Physical aspects – Orienteering is basically a running sport, so it develops your
cardiovascular endurance and general fitness. Speed, endurance, and strength are essential
components necessary to successfully participate in the game. Technically, this activity
captivates the mental and physical challenge features.
3. Personal aspects – Since you are responsible in making decisions in this activity, you
develop your self-confidence and reliance. Your aims are clear that you work hard to achieve
them giving you the feeling of self-achievement.
4. Social aspects – You will learn to work cohesively with one another.
5. Environmental aspect – It creates an avenue for you to appreciate your environment. The
fundamental skill in orienteering is orientating the map or setting the map.
In moving the map, you must:
✓ Find your approximate location on the map.
✓ Recognize the pattern of features on the ground as being the same as the pattern on the
map.
✓ Always hold the map so that you are looking along the route with the map matching the
ground.
✓ The map is said to be oriented if the features on the map are in proper relation to the actual
features in the field.
The map is a picture or representation of the earth’s surface. It includes a compass rose
that shows directions. Cardinal directions are the four base parts on a compass. The top point is
north and the point at the bottom is south. The side points are called east and west. The points
in between the cardinal directions are called intermediate directions which include northwest,
northeast, southwest and southeast.
There is as key or legend in the map to explain the meaning of the symbols used in the
map. The key usually shows a small picture of the symbols used in the map, along with a written
description of the meaning of each symbol.
Orienteering compass is an invaluable tool that every backpacker should know how to
use. It is a magnetized needle floating in a liquid and responding to the Earth’s magnetic field
consequently revealing directions. Generally, a compass is used to measure bearings and to
pinpoint locations.
Orienteering Compass Parts

✓ Magnetic needle – The magnetic needle’s north end is painted red and its south end is
white.
4
✓ Revolving compass housing – The housing is marked with the four cardinal points of
north, east, south, and west and further divided into 2-degree graduations indicating the
full 360 degrees of a circle. The bottom of the rotating housing is marked with an
orienting arrow and meridian lines.
✓ Transparent base plate – the base plate is marked with a ruler, an index line as well as
the direction of travel arrow.
Bearing refers to the direction from one spot to another measured in degrees from the
reference line of north.
How do you take the bearing?
✓ Hold the compass in front of you with the direction of travel arrow pointing at object of
interest.
✓ Hold the compass level steady and rotate the housing dial until the orienting arrow lines
up with the red end (north end) of the magnetic needle, while keeping the direction of
travel arrow pointed at the object.
✓ Read the number indicated at the index line that is your bearing.
Activity 2: Word Scrabble

Directions: Arrange the jumbled letters to reveal the word/s being
described by the following statements.
1. (PAM) It uses a key or legend to explain the meaning of the symbols.
2. (REABING) It refers to the direction from one spot to another measured in
degrees from the reference line of north.
3. (PASCOMS) It is an invaluable tool that every backpacker should know how
to use. It is a magnetized needle floating in a liquid and responding to the
Earth’s magnetic field consequently revealing directions.
4. (KINHGI) It is going on an extended walk for the purpose of pleasure and
exercise.
5. (TEERORIENING) It is an outdoor navigational recreational activity using
specially drawn and detailed maps.

Activity No. 3: In or Out?
Direction: Classify the following activities if they are indoor or outdoor
activities. Write your answers on the space provided.
Volleyball Zumba HIking Orienteering Badminton
INDOOR OUTDOOR
1. 4.
2. 5.
3.
5
Activity No. 4: My List
Directions: List down three (3) important benefits of recreational activities
in the physical, mental, emotional, and social aspect of a person. Write
your answers on the table below.
Physical Benefits Mental Benefits Emotional Benefits Social Benefits
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.

Activity No. 5: 3W
Directions: Write what you have learned, realized, and intend to do about
the lesson by using hashtags (#).
#what I LEARNED
s
#what I REALIZED
#what I INTEND TO DO
Activity no. 6: True or False
Directions: Discuss the nature and background of indoor and outdoor
recreational activities by identifying if the following statements about the
said topic are true or false. Write TRUE if it is correct and FALSE if it is
not.
1. Zumba dance is an alternative indoor recreational activity with fitness benefit
claims discovered by Alberto “Beto” Perez.
2. The objective of the game volleyball is to send the ball over the net and to avoid it
from grounding into your court.
3. A compass is a picture or representation of the earth’s surface.
4. Physical activity is a voluntary participation in an activity during free and
unobligated time that gives enjoyment.
5. Orienteering is going on an extended walk for the purpose of pleasure.
6. Badminton and volleyball are good recreational activities that involve the physical
dimension.
7. Emotional aspect in orienteering is being responsible in making decisions. In this
activity, you develop your self-confidence and reliance.
8. It is believed that Zumba dancing releases more altering endorphins that melt
worries away.
9. Compass is using a key or legend to explain the meaning of the symbols.
10. Participation in both badminton and volleyball helps you to manage your weight
appropriate for your age and height.
Activity No. 8: My Daily Routine
Directions: Participate in active recreational activities by listing down daily
activities, amount of time spent, and their benefits in all dimensions of
human being.
ACTIVE TIME AND FREQUENCY HEALTH BENEFITS
TIME OF THE
RECREATIONAL (EX. 20 MINS/ 3 X A (Physical, Mental, Social,
DAY Emotional)
ACTIVITIES WEEK)
MORNING
AFTERNOON
EVENING
6
RUBRIC
Excellent Very Good Satisfactory Fair
5 pts. 4 pts. 3 pts. 2 pts.
Physical Activity Specified more than Specified three Specified two Specified at least one
three developmentally developmentally developmentally developmentally
appropriate active appropriate active appropriate active appropriate active
recreational activities recreational activities recreational activities recreational activity across
across all time of the across all time of the across all time of the all time of the day.
day. day. day.
Time and All the time and Most of the time and Some of the time and Few of the time and
Frequency frequency of specified frequency of frequency of specified frequency of specified
active recreational specified active active recreational active recreational activities
activities are suitable recreational activities activities are suitable are suitable with lifestyle.
with lifestyle. are suitable with with lifestyle.
lifestyle.
Benefits The moderate to The moderate to The moderate to The moderate to vigorous
(Physical, vigorous physical vigorous physical vigorous physical physical activities (MVPAs)/
Mental, Social, activities (MVPAs) / activities (MVPAs)/ activities (MVPAs)/ active recreational activities
Emotional) active recreational active recreational active recreational promote at least one
activities promote activities promote activities promote two benefit across all
more than four three benefits across benefits across all dimensions of a human
benefits across all all dimensions of a dimensions of a human being.
dimensions of a human being. being.
human being.

Activity No. 9: The Map
Directions: Draw a map of your own barangay/community. Use a short bond
paper and coloring materials in drawing it. Locate and highlight the important
directions in your barangay.
RUBRIC
Outstanding Above average Average Below average Poor
5 4 3 2 1
Understanding Outstanding Above average Average Below average Poor
The project is planned The project is planned The project is planned The project shows little The project shows
The concepts and
carefully; understanding carefully; understanding adequately; sign of understanding no understanding
instructions are clearly
of all concepts and of most concepts and understanding of the concepts and of the concepts
understood. instructions is clearly instructions is some concepts and instructions. and instructions.
presented. presented. instructions
presented.
Craftsmanship Outstanding Above average Average Below average Poor
The project shows The project shows good The project shows The project shows The project shows
Cleanliness, Hands on
outstanding craftmanship, with some average below average poor craftmanship
craftsmanship, with attention to detail. craftsmanship. and craftmanship and slight and no attention to
clear attention to detail, attention to detail. attention to detail. detail.
Creativity Outstanding Above average Average Below average Poor
The project The project The project The project The project lacks
Resourcefulness,
demonstrates original demonstrates some demonstrates an demonstrates little indication of
originality,
personal expression and personal expression and average amount of personal expression and personal
inventiveness outstanding problem- logical problem-solving personal expression. problem-solving skills. expression.
solving skills. skills.
Effort Outstanding Above average Average Below average Poor
The student put forth The student put forth The student put forth The student put forth The student put
The determination to
extraordinary effort to the effort required to the effort required to the effort required to forth no effort or
finish the project in
complete the project complete the project finish the project; finish the project; used the project was not
time. well as possible; used well; used his/her time used his/her time his/her time completed; his/her
his/her time extremely well. adequately. adequately. time was not used
well. well.
7
Grade 9- Physical Education 4th Quarter- Week 6
I. OBJECTIVES
A. Content Standard
• The learner demonstrates understanding of lifestyle and weight management to
promote community fitness
• The learner maintains an active lifestyle to influence the physical activity
participation of the community
MELC No. 3 – Advocates community efforts to increase participation in physical
activities and improve nutrition practices. (PE9PF-IVb-h-43)
MELC No. 4 – Practices environmental ethics (e.g. Leave No Trace) during
participation in recreational activities of the community. (PE9PF-IVb-h-44)
D. Objective
sThe
learner…
1. discusses the environmental ethics during participation in recreational activities.
2. shows appreciation in community efforts on the recreational activities to improve
nutrition practices by accomplishing the task given in the activity.
3. practices environmental ethics during participation in recreational activities of the
community by creating a leave no trace pledge.
II. CONTENT: ACTIVE RECREATION
A. REFERENCES: PHYSICAL EDUCATION AND HEALTH BOOK 9

1. Teacher’s Guide Pages: Teacher’s Manual pp. 1-63
2. Learner’s Guide Pages: Learner’s Manual pp. 119-168
3. Textbook Pages

2. Google
IV. PROCEDURES
A. Reviewing previous lesson/presenting the new
lesson Activity:
Directions: Recall and list down three (3) important points about active
recreation using the story train below.
Example:
Active Physical
Recreation fitness Wellness

Active recreation is an alternative activity that helps us live a healthy lifestyle and
maintain a desired weight. It encompasses activities done both indoor and outdoor that give you
enjoyment, satisfaction, fitness, and learning. Your participation in the different indoor and
outdoor recreational activities satisfies your needs such as psychological, physiological,
educational, recreational, and social aspects.
There are activities that are beneficial to us like working and enjoying the work that you
do but doing so is not a form of recreation. Even if you are happy with your work, it should not
PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL 1
be mistaken as a form of recreation because recreation is an activity that is performed during
leisure.
C. Presenting examples/ instances of the new
lesson Activity: Let’s Get Physical

Directions: Supply the missing letters of the following words to identify the
name of the following recreational activities.
RECREATIONAL ACTIVITIES
1. _ A_M_ _T_ _ 2. _ I _ I _ _ 3. O _I _ N _ E _ R _ _ G
4. S _ R _ _C _ _N _ 5. Z _ M _ A

Strategies to Promote Physical Activity in the Community
Physical activity is a complex behavior with multiple determinants. Effective promotion at
the community level requires the implementation of culturally sensitive, multi-component
interventions that make it easier for people to stay active. The following is a summary of
selected, evidence-based strategies supported by the Centers for Disease Control and
Prevention (CDC) and the World Health Organization (WHO):
Strategy Description Example(s)
Community- Community-wide campaigns utilize mass media, Wheeling
Wide environmental changes (see below for policy and environmental Walks: city-wide
Campaigns supports) and community outreach (ex. screenings, health fairs, walking
walking groups) to promote physical activity. To be effective, such campaign
campaigns require strategic partnerships with local agencies and
organizations, simple messaging that can be adapted to different
sectors of the community and frequent exposure over an
extended period. The UNC Center for Health Promotion and
Disease Prevention, Center for Training and Research Translation
provides additional resources regarding the nature and tips for
implementing this strategy.
Policy and Policy and environmental supports are what set the stage for Sidewalks, bike
environmental "downstream " health promotion activities and individual behavior lanes, zoning
supports change. In the realm of physical activity, this for parks
involves employing town/street designs, land-use policies and
local regulations in a way that enables active living.
Community- Community-based programs target neighborhoods, families, and Church-based
based other relevant social groups to increase physical activity. Effective fitness
programs programs often utilize peer-support or group-based classes to challenge
encourage a more active lifestyle among relatively homogenous
groups. Religious communities, work sites, recreation centers
and older adult groups are settings in
which physical activity promotion has been integrated into existing
social networks with success. The program itself

should have a strong educational component, be based on theory,
and focus on facilitating behavior change through multiple
activities.
Individually The focus of individually adapted behavior change programs Physical Activity
adapted is to provide tailored information regarding physical activity counseling from
behavior promotion. In diverse populations, these programs permit for a physician
change the consideration of personal interests, special needs, and
programs readiness for change in way that community-based programs
cannot. Individually adapted programs are often implemented
in clinical or health/fitness settings amongst a small group of
people or one-on-one.
School-based Schools provide a built-in platform for reaching children and SPARK PE
programs adolescents regarding physical activity. Enhanced physical program
education (PE) classes can help youth meet physical activity
guidelines and teach skills that lay the foundation for
physically active lifestyles in adulthood. Improving PE not only
involves increasing the frequency and duration of classes, but
also addressing quality issues regarding curriculum content.
These efforts should be complemented by parental
involvement and diet/ physical activity curriculum taught by
trained school staff.
Activity 1: Modified True or False
Directions: Identify if the following statements are true or false. Write

TRUE if the statement is correct. If it is FALSE, underline the word(s) that
make(s) the statement incorrect and write the correct answer on the
space provided for.
1. In the realm of physical activity, this involves employing town/street design,
land-use policies and local regulations in a way that enables active living.
2. Religious communities, work sites, recreation centers and older adult
groups are settings in which physical activity promotion has been integrated into existing
social networks with success.
3. Community-based programs utilize mass media, environmental changes (see
below for policy and environmental supports) and community outreach (ex. screenings, health
fairs, walking groups) to promote physical activity.
4. Enhanced physical education (PE) classes can help youth meet physical
activity guidelines and teach skills that lay the foundation for physically inactive lifestyles
in adulthood.
5. School-based programs are often implemented in clinical or
health/fitness settings amongst a small group of people or one-on-one.
The following are the different environmental ethics that we need to remember when doing
outdoor activities and the concept of “Leave No Trace” Principle.
1. Plan a head. Make sure that you plan ahead of time, because planning can help you achieve
your goal even in camping, hiking, and other outdoor activities.
2. Travelling and camping on a strong and sturdy area will keep you safe for the rest of your
outdoor activities.
3. Properly dispose waste especially human waste for you not to contaminate the water.
4. Leave what you find and make sure that you will not do any harm to the environment. Leave the
rocks, artifacts, and other essential parts of the environment for others to rediscover.
5. Respect wildlife and avoid disturbing them. Store food securely and keep the food scrap away
from animals.
6. Consider and respect other visitors as well. Making loud sound and other unnecessary activities
that may disturb other visitors must be avoided. Remember other people engage in outdoor
activities such as hiking or camping to relax and enjoy nature. Just like you, they do not want to
get stressed.

Activity 2: What Environmental Ethics Am I?

Directions: Identify the environmental ethics in recreational activities.
Choose the correct answer in the box below. Write the letter on the space
provided.
A. PLAN AHEAD OF TIME
B. CONSIDER AND RESPECT VISITORS
C. RESPECT WILDLIFE AND AVOID DISTURBING THEM
D. LEAVE WHAT YOU FIND
E. PROPERLY DISPOSE WASTE
1. Avoid making loud sound and other unnecessary activities.

2. Leave the rocks or artifacts in the environment.
3. Store food securely and keep the food scrap away from animals.
4. Avoid throwing your waste everywhere.
F. Developing Mastery (Leads to Formative
Directions: Stop and reflect on the concepts and ideas about recreational
activities. Make connections from your knowledges and experiences to
complete each given phrases.
Assessment) Activity 3: Stop and Reflect

I have changed my attitude about
I became more aware of
I was surprised about
I felt
I am related to _
I empathize with
G. Finding practical application of concepts and skills in
dailyliving Activity 4: Think Critically

Directions: Answer the following situational questions/problems.
1. You are starting to feel tired of schoolwork. You can no longer focus and are starting to
get bored, but you know that you cannot quit.
• What can you do to get back in focus?
• Is it a good decision to consider giving up just because of how you feel about
schoolwork? Why?
2. You only see your friends occasionally. You planned an outdoor activity that you used
to do and enjoy with your friends. But unfortunately, the weather is not favorable with
the activity you are planning to do.
• Will you give up? What can you do to still enjoy the time with friends?
Activity 5: You Complete Me

Direction: Share your insights gained from the lessons by completing the
sentences below.
Recreation is an , leisure being discretionary time. It is an element

of human biology and psychology. activities are often done for , ,
or and . Participation in influences your healthy
. It improves health condition in many ways. It also helps you to use the calories
better and to sustain a desirable weight. Lifestyle change is the best way of preventing .

Grade 8-Physical Education 4th Quarter-Week 6
A. Be an Advocate
Directions: Advocate community efforts to increase participation in
physical activities and improve nutrition practices by identifying strategies
that promote physical activity in the community. Write the letter of the
correct answer on the space provided for.
A. Community-Wide Campaigns D. Community-based programs
B. Policy and environmental supports E. School-based programs
C. Individually adapted behavior change programs
1. These programs provide a built-in platform for reaching children and

adolescentsregarding physical activity.
2. Its focus is to change programs that provide tailored information regarding
physicalactivity promotion.
3. These programs target neighborhoods, families, and other relevant social groups
toincrease physical activity.
4. These are what set the stage for "downstream " health promotion activities and
individualbehavior change.
5. These promotions utilize mass media, environmental changes (see below for policy
and environmental supports) and community outreach (ex. screenings, health fairs,
walkinggroups) to promote physical activity.
Creative Slogan
Directions: Practice environmental ethics during participation in
recreational activities of the community by making a creative slogan in a
short bond paper. Follow the rubrics below as your guide.

Activity 6: My Pledge
Directions: Write a “leave no trace” pledge by completing the sentences
below and enumerate at least five (5) guidelines/reminders to consider
during participation in outdoor activities.
5
M A P E H-G R A D E 9 HE A LT H- W E E K 7
I. O BJ E CTIV E S
A. Content Standard
The learner de m onstrates understanding of the concepts and principles of safety
education in the prevention of intentional injuries.
B. Perfor ma nce Standards
The learner consistently de m onstrates resilience, vigilance, and proactive behaviors to
prevent intentional injuries.
C. M ost Essential Learning C o m petency
MELC No. 1 – The learner differentiates intentional injuries fro m unintentional injuries.
(H9IS-IVa-d- 31)
M E L C N o. 2 - The learner describes the types of intentional injuries. (H9IS-IVa-d-32)
D. O bjectives
The learner …
1. distinguishes intentional injuries fro m unintentional injuries;

2. identifies the types of intentional injuries through descriptions; and
3. reco m m e nds so me preventive measures on ho w to get rid of these injuries.
II. C O NT E N T: INJ U R Y P R E V E N TI O N, S AFET Y AN D FIRST AID (INTE NTIO N A L INJ URIE S)

III. LE A R NI N G R E S O U R C E S
A. RE FE R E N C E S: Physical Education and Health B O O K (Grade 9)
1. Teacher’s Guide Pages: Physical Education 9
2. Learner’s Material Pages: Physical Education and Health 9 pp. 368-420
3. Textbook Pages:
B. OT H E R LE A R NI N G R E S O U R C E S: Printed Materials
IV. P R O C E D U R E S
A. Revie wing previous lesson/Presenting the ne w lesson
Activity: Directions: Read the ne ws headlines below then classify the m as to
w hether they refer to intentional or unintentional injuries. Write your
ans wers in table form on your worksheet.
INTENTIONAL UNINTENTIONAL

Injuries will always expose you to harm, especially those intentionally com mitted by other
people. Most are violent actions and behaviors that are considered crimes because of the da m a g e
to the victims, not only to their properties but mo st especially to their personal well -being. Their
physical, mental, social, emotional, and moral -spiritual health are greatly affected, and these
effects will not simply go away in time. W orst of all, thes e might even drive the victims to inflict
harm on the mselves.
As an adolescent, you are protected by the govern ment through the different legislations,
govern ment agencies and concerned groups against the dangers of intentional injuries. Ho wever,
it is still your responsibility to be able to protect yourself fro m the violent actions and behaviors
that cause intentional injuries. You should also be aware of what to do in case you experienc e
these. You should kno w w ho m to trust if you are exposed to the dangers of intentional injuries, or
the authorities to report to once you are victimized. But re m e m ber, injury prevention and safety
fro m intentional injuries are still your priority. Furtherm ore, there is a need to e mphasize the
1
P R O P E R TY OF D E P E D - DIVISI ON OF CS FP - PA M P A N G A HI GH S C H O OL
importance of pro moting a culture of non-violence, so that you will not be a contributor to violence
and abuse.
C. Presenting Exa mples/Instances of the ne w lesson
Activity:
Directions: Search the different intentional injuries in the word puzzle. The
w ord/s may be arranged horizontally, vertically, diagonally/inverted. Write yo ur
ans wers on your pad paper.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
D. Discussing ne w conce pts and practicing ne w skills #1
Intentional injuries are injuries resulting fro m violence. These can be divided into two: self -
inflicted, when a person harms himself/herself on purpose and assault, when person/persons
harm another on purpose.
Suicide and parasuicide are intentional inju ries that are self-inflicted, while assault has four
classifications: (1) those that were co m mitted within the fa mily; (2) those that were co m mitted by
peers; (3) those that were co m mitted by other groups; and (4) those that were co m mitted by the
fa mily, peers, or other groups. Within the fa mily, do m estic violence may happen.
S uicide
Suicide is the intentional taking of one’s own life. M a ny of those who atte m pt suicide d o
not receive mental and e motional counselling because their fa milies try to hide the
proble m. Because of this, the proble m is not solved and the atte mpt to co m mit suicide
happens again. Studies also indicate that other fa mily me m bers are also at risk of
co m mitting suicide. Oftentimes, the person gives clues through his/her behavior and
speech. So m e of these clues may be:
• talking about suicide or death
• writing farewell letters or giving a way valuable things to their friends and siblings
• sho wing changes in behavior, moods, and feelings
Parasuicide
On the other hand, a suicide atte mpt in which a person does not intend to die is
called parasuicide. It is often a cry for help mea ning, the person wants others to kno w
what s/he is feeling. Despite this, parasuicide should be taken seriously because it ma y
also lead to death.
2
Do m e stic Violence
D o m estic violence is an act that includes physical assault (hitting, pushing,

shoving, etc.), sexual abuse (unwanted or forced sexual activity), and verbal abuse. These
are behaviors that are used by one person in a relationship who tries to control the other.
This may occur to partners who may be married or not married.
They may be heterosexual or ho m osexual (i.e. gay or lesbian) couples and may be living
together, separated or dating.
Do m estic violence includes abuse and actions such as:
• na m e-calling or putdo wn s
• keeping a partner fro m contacting his/her fa mily or friends
• withholding money/allow ance or denying financial support
• stopping a partner fro m getting or keeping a job
• actual or threatened physical harm
• sexual assault
• stalking
• intimidation
W h o are the possible victims of do m estic violence? Anyone can be a victim, or is at risk
of it, especially if his/her partner:
• is very jealous and/or spies on hi m/her;
• does not let him/her break off the relationship;
• hurts him/her in any way, is violent, or brags about hurting other people;
• puts him/her do wn or ma kes him/her feel bad;
• forces him/her to have sex or makes hi m/her afraid to say no to sex;
• abuses drugs or alcohol; pressures him/her to use drugs or alcohol; and
• has a history of bad relationships and bla m es it on others.
There are so m e children who experience do m e stic violence in their hom es. Their
parents may think that their children do not kno w about the violence, but m ost of the time,
the children are a ware of it. They feel helpless, scared, and upset. So m e of the m bla m e
the mselves as they feel like the violence is their fault. Nevertheless, children in a violent
ho m e experience different proble ms as they grow up and these proble m s do not go away
on their o wn. They can be there even as the child gets older.
Bullying
Bullying is an un w anted, aggressive behavior. The behavior is repeated, or can be

repeated, over time. Both kids who are bullied and who bully others may have serious,
lasting proble ms. To be considered bullying, the behavior must be aggressive and include:
• A n i mbalance of power: Kids who bully use their po wer — such as physical strength,
access to e m barrassing information, or popularity— to control or harm others.
• R e petition: Bullying behavior happen more than once or have the potential to
happen more than once.
CL A S SIFIC A TI ON S OF B U LL YIN G
Verbal bullying – saying or writing mean and nasty things. It includes:
• teasing
• na m e-calling
• m aking inappropriate sexual co m m e nts
• taunting
• threatening to cause harm
S ocial bullying – so m etim es referred to as relational bullying – hurting som e one’s reputation or
relationships. It includes:
• telling other children not to be friends with so m eon e

• spreading ru mors about so m eone
• e m barrassing so m eone in public
P hysical bullying – hurting a person’s body or destroying his/her possessions. It includes:
• hitting/kicking/pinching
• spitting
• tripping/pushing
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• taking or breaking so m eo ne’s things

• m aking mean or rude hand gestures
Cy berbullying – verbal and social bullying done through the use of technology and electronic
m e ans. It includes:
• using social media (i.e. Facebook, Twitter, etc.)

• using mobile devices (i.e. cellphone)
• using electronic mails (i.e. e-mails)
Stalking
Stalking is a pattern of behavior that makes you feel afraid, nervous, harassed, or
in danger. It is when som e one repeatedly contacts you, follows you, sends you things,
and talks to you, even w hen you do not want them to. It is very threatening to the person
being stalked because the behaviors and actions of the stalker often invade his/ her
privacy.
Stalking behaviors involve actions such as:
• kno wing your schedule
• sho wing up at places you go to
• sending mail, e-mail, and pictures
• calling or texting repeatedly
• contacting you or posting about you on social networking sites (Facebook,
Twitter, etc)
• writing letters
• da m aging your property
• creating a Web site about you
• sending gifts
• stealing things that belong to you
• any other actions to contact, harass, track, or frighten you
You can be stalked by so m eone you kno w casually, a stranger, or a past or current
friend, boyfriend, or girlfriend. Getting notes and gifts at your ho m e, in your locker, or other
places might see m s wee t and harmless to other people, but if you do not want the gifts,
phone calls, messages, letters, or e-mails, these can be scary and frustrating. So m etime s
people stalk their boyfriends or girlfriends while they are dating. They check up on the m,
text or call the m all the tim e and expect instant responses, follow the m, and keep track of
the m even when they have not made plans to be together. These stalking be haviors can
be part of an abusive relationship. If this is happening to you or so m eone you kno w, there
are people you can talk to about it.
Extortion
Extortion is the act of using force or threats to force people to hand over their
m o ney or properties, on favors. Extortion can happen outside or near schools wherein
children are victimized to give up their allowances, in exchange for the promise that they
will not be beaten up. The act is different fro m robbery. In robbery, there is a very real an d
very im m ediate violence. In extortion, a person m ay only suffer fro m the fear of harm if
he/she gives in to the dem a nd/s of the one who extorts.
Ga ng and Youth Violence
A gang is defined as a relatively tough, mostly street-based group of young people

who regard the mselves and may be seen by others as a group that engages in a range of
criminal activity and violence. Oftentimes, they are against other similar gangs. Youn g
people join gangs and groups for lots of reasons. On e of these is their need to belong (b e
included or be part of a group they can identify the mselves with). This is oftentimes true
for those who do not feel a sense of belonging or care at ho m e. Another reason is their
desire for adventure, as they believe that joining gangs will give the m the excite ment an d
thrill of their lives. Lastly, they feel protected and looked out for if they are m e m b ers of a
gang. Gang me m b ers are responsible for a majority of serious crimes, like extortion, theft
and robbery. They are also likely to be involved in selling drugs and are m ore likely to
bring weapons to school for fear of attack fro m rival gangs.
4
Illegal Fraternity-Related Violence
A fraternity is a group of people with similar backg rounds, occupations, interests,

or tastes. In ca m puses and universities, fraternities are represented Greek letters. The
youth may think of several benefits in joining a fraternity. They may see it as a gain in
po wer and protection, as fraternities have a reputation for being a po werful group. Others
would regard fraternity m e m b ers, especially the seniors, as those who will provide the
neophytes and lowerclass men guidance and assistance. And since most fraternities are
based in colleges and universities, so m e would join fraternities for acade mic support.
M ost youths would also join fraternities because of the sense of belongingness
that these fraternities would provide. However, it is not easy to join fraternities. To maintain
their exclusiveness, fraternity me m bers would require an applicant to undergo a series of
initiation rites to beco m e part of the “brotherhood”. One of these is hazing, or activities
that involve harass m en t, abuse, or hu miliation. Hazing can be very dangerous to
applicants, as they will be subjected to physical and psychological suffering like being
beaten with wooden paddles and may cause them a lot of injuries. So m e even die in the
process, which is why hazing and other forms of initiation rites in fraternities, sororities
and organizations are now being regulated under the Republic Act 8049, kno wn as the
Anti-Hazing La w. Under this la w, physical hazing is prohibited.
Fraternities, sororities, and other organizations are required to inform the school
authorities regarding initiation rites that would take place and the school will send
representatives to the actual initiation rites to see to it that no physical hazing will be done.
Aside fro m the dangers of physical hazing, fraternities often get involved in riots or fight
with rival groups, which expose the m m ore to danger. Despite these, fraternities continu e
to attract applicants.
Kidna pping
Kidnapping is taking a way or forcefully moving a person against his/her will and
holding him/her in unjust captivity. The act is usually done for a motive like getting a
m o netary reward/ ransom or getting so m e sort of benefit fro m the person or their fa mily.
The kidnapper is usually a fa mily acquaintance who kno ws about the fa mily’s
wealth and influence, or a stranger who targeted the victim based on their outward
appearance of wealth or information given to the kidnapper fro m so m eone who kno ws the
victim inti mately, such as a household e m ployee or so m eone else who suspects that the
victim has a lot of cash. There are so m e cases wherein kidnappers target their victims
based on their nationality, ethnicity, religion, social status or organizational affiliation (i.e.
e m ployees of a specific co m pany or a me m ber of a political party might be targeted). Th e
kidnappers could be an acquaintance or a stranger who has the inform ation about a
person or family’s wealth and/or influences. Unfortunately, because the prim ary aim of this
type of kidnapping is to attract public attention, be visible or to make a state ment, the
percentage of hostages that are killed can be quite high. Another type of kidnapping is
based on gender , wherein the kidnapper is mentally disturb ed and has strange sexual
thoughts or behavior, which he/she has directed towards the victim.
Abduction
On the other hand, abduction is the use of deceit or force to take a person or a
child away fro m their ho m e or relatives. In abduction, the victim usually kno ws or has so m e
sort of relation with the abductor. Most of the time, the abductor is not holding the victi m
for profit or any monetary gain.
Abduction usually happens to children with separated parents, wherein the child
will be tricked by one parent to co m e with him/her and take the child away fro m the oth er
parent who has sole custody of the child. This is usually because of an e m otional disorder
created when the abductor feels that the child’s welfare and best interests are at risk or
that the child will be gone co m pletely fro m his/her life. So m etimes, abductions occur out
of revenge. People take hostages during periods of anger and deep loss, like abducting
the child of an ex-lover for revenge or to black ma il the ex -lover to think again of re su min g
their relationship.
5
Activity No. 1: Identification
Directions: Identify the intentional injuries described in the following

state ments.
1. It is a group of people with similar backgrounds, occupations, interests, or

tastes.
2. It is the act of using force or threats to force people to hand over their
m o ney or properties, or favors.
3. It is the use of deceit or force to take a person or a child away fro m their
ho m e or relatives.
4. It is defined as a relatively tough, mostly street -based group of young
people.
5. It is when so m eone repeatedly contacts you, follows you, sends you
things, and talks to you, even when you do not want the m to.
E. Discussing ne w conce pts and practicing ne w skills #2

Acts of Terror
Acts of terror, or terrorism, is the use of violence for political goals and putting the
public or a great nu m be r of people in fear. The purpose of these terrorist groups is to
produce terror in their victims using violence, fear, and pressure. Terrorists co m mit acts
of violence that dra w the attention of the local ma sses, the govern m ent, and the world to
their cause. They plan their attack to get the greatest publicity, choosing targets that
sy mbolize what they oppose. The effectiveness of the terrorist act lies not in the act itself,
but in the public’s or govern m ent’s reaction to the act.
SIX CAT E G O RIE S OF TE R R O RIS M
1. State terroris m
States or govern m ents can use force or the threat of force, without declaring war,
to terrorize their citizens and achieve a political goal.
2. Bioterroris m
It refers to the intentional release of toxic biological agents to harm and terrorize
civilians, in the na m e of a political or other cause. It includes viruses, bacteria and toxins
that could be used in an attack, such as Anthrax (Bacillus anthracis), Botulism (Clostridiu m
botulinu m toxin), The Plague (Yersinia pestis), S m allpox (Variola major), Tulare mia
(Francisella tularensis), and He m orrhagic fever, due to Ebola Virus or Marburg Virus.
3. Cy berterroris m
It is the use of information technology to attack civilians and dra w attention to the
terrorists’ cause. This m ay mean that they use co m puter syste ms or teleco m m u nications
as a tool to carry out a traditional attack. More often, cyberterrorism refers to an attack on
information technology itself in a way that would drastically disturb network services. For
exa m ple, cyberterrorists could disable network em ergency syste ms or hack into networks
housing important financial information.
4. Ec oterroris m
It is the use of violence in the interests of environ m entalism. In general,
environ m ental extre mists destroy property to inflict econo mic da m age on industries or
actors they see as harming animals or the natural environ m ent. These have included fur
co m panies, logging co m panies and animal research laboratories, for exam ple.
5. Nuclear terroris m
It refers to several different ways nuclear materials might be used as a t errorist
tactic. These include attacking nuclear facilities, purchasing nuclear weapons, or building
nuclear weapons or otherwise finding ways to diffuse radioactive materials
6
6. Narcoterroris m
It is the use of violence by drug trafficker s to influence govern m ents or prevent
govern m ent’s efforts in stopping the drug trade. This may involve the assassination of
influential persons who are against drug trafficking or killing a govern m e nt official who
leads an anti-drug trafficking agency.
Verbal Abuse
Verbal abuse is a form of cruelty that involves the use of words. These words are
used to attack, control, and cause harm on another person. It includes behaviors such as
angry outburst, screaming rage, and na me -calling, which tends to bla m e, and
brainwashes and threatens a person. This is done because the goal of the verbal abuser
is to control and s way the victim.
To better understand verbal abuse, it is better to look at its characteristics:

• Verbal abuse is hurtful and usually attacks the nature and abilities of the person.
• Verbal abuse may be obvious (through angry outbursts and na me-calling) or hidden
(involving very subtle com m e nts).
• Verbal abuse is controlling. Even judg m ental com m e nts may be voiced in a very
sincere and concerned way.
• Verbal abuse is dangerous. It causes a gradual fading of the self-confidence of
persons without the m realizing it. They may try to change their behaviour so as not
to upset the abuser.
• Verbal abuse is fickle. A person is stunned, shocked, and thro wn off balance by the
abuser’s mockery, angry punch, critical re m ark, or hurtful co m m e nt.
• Verbal abuse usually worsens, increase of strength, regularity, and assortment. The
verbal abuse may begin with put-do wns disguised as jokes. Later, other form s might
surface. So m etimes the verbal abuse may rise into physical abuse, starting with
“accidental” shoves, pushes, and bu m ps.
S E X U AL AB U S E (Incest, M olestation and Ra pe )
Incest
Incest is sexual contact between persons who are so closely related that a marriage
between the m is considered illegal (e.g., parents and children, uncles/aunts and
nieces/nephe ws, etc.). Usually, incest takes the form of an older fa mily mem b er having sexual
relations or sexually abusing a child or an adolescent.
There are many reasons why the victims might not report this. One reason is that the
victims might be told that what is happening is norm al or happens in every fa mily, and do not
realize that it is a form of abuse. Also, the victims m ay not kno w that help is available, or they
do not kno w who they can talk to. The victims ma y also be afraid of what will happen to the m
if they tell so meone, especially if the abuser threatened the m. Lastly, the victims may also be
afraid of ho w the people m ay react if they hear about the abuse. They are scared that people
will accuse the m of having done so m ething wrong, or that no one will believe the m.
M olestation
M olestation is the sexual abuse of a person (whether a child or adult) by an adult

for sexual pleasure or for profit. It occurs when an individual sees another individual as a
sexual object and uses this idea to satisfy his/her sexual urges and fantasies, usually by
subjecting their victim to un wanted or improper sexual advances or activity. It may includ e
any of the following:
• fondling – to handle, stroke or caress lovingly or erotically
• m utual masturbation – two people touching each other’s sexual organs for pleasure
• sodo my – sexual intercourse that involves inserting of the penis of one person into
the anus of another person
• coitus – sexual intercourse between a male and a fe m ale involving the insertion of
the penis into the vagina
• child pornography – explicit portrayal of children as sexual subject m atter for
purpose of sexual arousal. It may be in a variety of media, like books, magazines,
films, photos etc.
• child prostitution- refers to children who get paid to have sex.
7
Ra pe
R a pe is forced sexual intercourse, including vaginal, anal, or oral penetration.

Penetration may be by a body part or an object.
The sexual act may also be considered rape if it satisfies any of the following criteria:
• On e or both people are not old enough to consent, which means one or both are
belo w 18 years old.
• On e of the m does not have the capacity to consent, which means one of the m m a y
not be in his/her right mental and legal capacity to consent (i.e. with mental disability,
people who have been drugged or unconscious, etc.)
• On e of the m did not agree to take part, which m eans the rapist might use physical
force or threat to force the victim to have intercourse with him/ her
If these three considerations are met, the sexual act falls under the category of rape,
which is a criminal offense, and it is punishable by law.
Activity No. 2: You C om plete Me
Directions: Co m plete the following state m ents about intentional injuries.
1. Acts of terror, or , is the use of violence for political goals and putting the
public or a great nu m ber of people in fear.
2. Rape is forced intercourse, including vaginal, anal, or oral penetration.
3. Incest is sexual contact between persons who are so closely related that a
between the m is considered illegal.
4. is the sexual abuse of a person (whether a child or adult) by an adult for
sexual pleasure or for profit.
5. Verbal abuse is a form of cruelty that involves the use of .
F. Developing M astery (Leads to For mative Ass ess me nt)

Activity No. 3: Cross w ord Puzzle
Directions: Answer the crossword puzzle below using the clues on the right
side. Write the correct answers on your pad paper.
G. Finding practical application of conce pts and skills in daily living

Activity No. 4: Best Prevention
Directions. Reco m m e nd so m e preventive measures on ho w to get rid of
intentional injuries. Write the m on your pad paper.
I will make myself safe fro m dangers of intentional injuries by practicing the following
preventive measures:
1.
2.
3.
4.
5.
8
H. Ge neralization
Activity No. 5: Mind, Heart, and Ha nd
Directions: Write what you have learned about intentional injuries by
co m pleting the sentences below.
A. M ultiple C hoice
Directions: Describe the types of intentional injuries and differentiate them

fro m unintentional injuries by ans wering the following questions below.
1. You are being bullied in school. What is the best thing to do?
A. Report him/her to the school authorities.
B. Get even with him/her by asking friends for vengeance.
C. Confront the bully and tell him/her that you do not like what s/he is doing.
D. D o not do anything. S/he will eventually stop when s/he finds so m eone else to bully.
2. W hich is a risk factor for suicide atte mpt?
A. good proble m-solving skills
B. history of trau m a and abuse
C. strong connections to family and co m m u nity support
D. effective clinical care for m e ntal, physical and substance use disorders
3. You noticed that you are always being followed by so m eone who m you do not kno w. What
will you do?
A. Nothing. S/he is just a harmless ad mirer.
B. Run a way and hide fro m the person who is always following you.
C. Tell your parents or other authorities that you can trust about your stalker.
D. M ake a scene to catch the attention of the public, then confront the person following you.
4. W h at form of violence is used for political goals which include putting the public or a great
nu m ber of people in fear?
A. terroris m C. kidnapping
B. bullying D. suicide
5. W hich is N OT a manifestation of verbal abuse?
A. words that are manipulative and controlling
B. words that can cause a gradual diminishing of self-confidence
C. words that are used to explain to a child his/her mistake
D. words that are hurtful and usually attack the nature and abilities of the person
6. W hy does do m estic violence happen?
A. The abuser is trying to control the victim.
B. The abuser is in a stressful relationship.
C. The couple do not have m uch money, and this causes stress in the relationship.
D. All of the above.
7. W hy do so m e victims of sexual abuse re m ain quiet and do not report the incident?
A. The victim might not know that help is available, or s/he does not kno w wh o to talk to.
B. The victim might be told that what is happening is norm al.
C. The victim might be afraid of what will happen to hi m/her if s/he tells so m e one,
especially if the abuser has threatened him/her.
D. All of the above.
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8. You heard your friend Ricky telling your other friends to shun Aaron because they recently
had a fight. What will you do?
A. Nothing. No harm will happen fro m it.
B. Nothing. I do not want to get involved.
C. I will convince all my friends to shun Ricky instead because he is a bully.
D. I will confront Ricky and tell him to stop what he is doing because it is bullying.
9. W hich of the following is N O T an exa m ple of intentional injuries?
A. vehicular accidents C. suicide atte m pts
B. fraternity hazings D. suicide bo m bings
10. Self-defense is one of the best ways to prevent intentional injuries. Which of the following
best describes it?
A. physical strategies, such as learning self-defense skills
B. m e ntal preparedness, to be alert for the possibilities of danger
C. e m otional preparedness and having self-confidence
D. All of the above
B. Situation A nalysis
Directions: Describe the types of intentional injuries and differentiate them
fro m unintentional injuries by ans wering the following situations.
1. Tony, a 19-year-old college student, and Veronica, a 16 -year-old high school student,
decided to have sex as proof of their love for each other. When Veronica beca m e pregnant,
her parents filed a rape case co m plaint against Tony. Do Veronica’s parents have a right to
file a case against Tony or not? Explain your answer.
2. W h en Peter misbehaved, his father spanked him using a s mall stick as his way of
disciplining his child. Wh en Peter’s teacher discovered it, she advised the father that what
he did was corporal punish m ent which is prohibited by the law. Is Peter’s teacher right or
wrong? Explain your answ er.
W RITTE N O UT P UT RU B RI C
Level of Content Content shows some Content indicates thinking and Content indicates synthesis of ideas,
thinking and reasoning but reasoning applied with original in depth analysis and evidence
most ideas are thought on a few ideas. original thought and support for the
underdeveloped and topic.
unoriginal.
Development Main points lack detailed Main points are present with Main points are well developed with
development. Ideas are limited detail and development. high quality and quantity support.
vague with little evidence of Some critical thinking is present. They reveal high degree of critical
critical thinking. thinking.
assignment requirements requirements; generally correct requirements and evidence attention
(incorrect margins, spacing margins, spacing, and to detail; all margins, spacing and
and indentation; neatness of indentations; written output is indentations are correct; written
written output needs neat but may have some output is neat and correctly
attention). assembly errors. assembled with professional look.
grammatical errors create grammar are correct allowing spelling, punctuation, and
Mechanics distraction, making reading reader to progress though grammatical errors; absent of
difficult, fragments, comma written work. Some errors fragments, comma splices, and run-
splices, run-ons evident. remain. ons.
10
J. Additional activities for application or re me diation
Activity No. 6:
Directions: Make a creative slogan that will convince people to stop
intentional injuries and violence.
11
I. O BJ E CTIV E S
A. Content Standard
The learner de m onstrates understanding of the concepts and principles of safety
education in the prevention of intentional injuries.
B. Perfor ma nce Standards
The learner consistently de m onstrates resilience, vigilance, and proactive behaviors to
prevent intentional injuries.
C. M ost Essential Learning C o m petency
MELC No. 3 – The learner analyzes the risk factors related to intentional injuries. (H9IS-
IVe-h- 33)
M E L C N o. 4 - The learner identifies protective factors related to intentional injuries.

(H9IS-IVe-h- 34)
M E L C N o. 5 - The learner de m onstrates ways to prevent and control intentional injuries.

(H9IS-IVe-h- 35)
D. O bjectives
The learner …
1. identifies risk factors related to intentional injuries;

2. recognizes protective factors related to intentional injuries through analysis; and
3. suggests ways to prevent and control intentional injuries.
II.
III. .
C O NT E N T: INJ U R Y P R E V E N TI O N, S AFET Y AN D FIRS T AID (INTE NTIO N A L INJ URIE S)
IV. LE A R NI N G R E S O U R C E S
A. RE FE R E N C E S: Physical Education and Health B O O K (Grade 9)
1. Teacher’s Guide Pages: Physical Education 9
2. Learner’s Material Pages: Physical Education and Health 9 pp. 368-420
3. Textbook Pages:
B. OT H E R LE A R NI N G R E S O U R C E S: Printed Materials
V. P R O C E D U R E S
A. Revie wing previous lesson/Presenting the ne w lesson
Activity:
Directions: Write TRUE if the state m ent about intentional injury is correct
and FAL S E if it is not.
1. Bullying is co m m o n in schools.
2. Rape can only happen to fe males.
3. Accidents are considered intentional injuries.
4. Intentional injuries are injuries resulting fro m violence.
5. Nothing can stop a person if s/he is determined to co m mit suicide.
6. Do m estic violence occurs in all cultures, co m m u nities, and classes.
7. Alcohol and drug use are risk factors related to intentional injuries.
8. Involve m ent in gangs m ay lead a person to com mit violent actions.
9. Kno wing proper self-defense will not help in preventing intentional injuries.
10. A person who failed in his/her atte mpt to co m mit suicide will never try to do it again.

Intentional injuries are those which are caused by violence and often manifest as trau m a in
victims. These include deaths and injuries caused by gun violence, physical a nd sexual assault
and abuse, suicide, and bullying, to na m e a few.
Because these injuries are intentional by their very nature, they are often preventable. By
imple menting policies, laws, and safeguards in schools, ho m es, and in the co m m unities, studies
have sho wn that these kinds of injuries and deaths can be mitigated. Man y of these policies are
co m m o nplace: firearm sales restrictions; hotlines/counselling sessions to report instances of
abuse; and after-school progra ms to keep children off the streets are only so m e of the ways that
co m m u nities try to prevent intentional violence.
1
Using co m prehensive strategies to co m bat intentional violence has been sho wn to be

effective at local, state, and national levels. Training both children and authorities in risk
recognition, risk prevention, and risk intervention m ay help to curb intentional violence in schools,
ho m es, and co m m u nities.
C. Presenting Exa mples/Instances of the ne w lesson
Activity:
Directions: Cite five (5) risk and protective factors related to intentional
injuries. Write the m on your paper.
•
•
Risk Factors •
•
•
•
•
Protective •
Factors •
•
D. Discussing ne w conce pts and practicing ne w skills #1
Risk Factors for Intentional Injuries and Violence
Risk factors are characteristics linked with youth violence, but they are not direct causes
of youth violence. A com bination of individual, relationship, co m m u nity, and societal factors
contribute to the risk of youth violence. Research on youth violence has increased our
understanding of factors that make so m e populations more vulnerable to vict imization an d
perpetration. Many risk factors for youth violence are linked to experiencing toxic stress, or stress
that is prolonged and repeated. Toxic stress can negatively change the brain develop m ent of
children and youth. Toxic stress can result fro m issues like living in impoverished neighborhoods,
experiencing food insecurity, experiencing racism, limited access to support and medical services,
and living in ho mes with violence, mental health proble ms, substance abuse, and other instability.
Individual Risk Factors
• history of violent victimization

• attention deficits, hyperactivity, or learning disorders.
• history of early aggressive behavior
• involve m ent with drugs, alcohol, or tobacco
• low IQ
• poor behavioral control
• deficits in social cognitive or information-processing abilities
• high e m otional distress
• history of treatment for em otional proble ms
• antisocial beliefs and attitudes
• exposure to violence and conflict in the fa mily
Fa mily Risk Factors
• authoritarian childrearing attitudes

• harsh, lax, or inconsistent disciplinary practices
• low parental involve m ent
• low e m otional attach m en t to parents or caregivers
• low parental education and inco m e
• parental substance abuse or criminality
• poor fa mily functioning
• poor monitoring and supervision of children
2
Peer and Social Risk Factors
• association with delinquent peers

• involve m ent in gangs
• social rejection by peers
• lack of involve m ent in conventional activities
• poor acade mic performa nce
• low co m mitment to school and school failure
Co m m u nity Risk Factors
• di minished econo mic opportunities

• high concentrations of poor residents
• high level of transiency
• high level of fa mily disruption
• low levels of co m m unity participation
• socially disorganized neighborhoods
Protective Factors for Intentional Injuries and Violence
Protective factors may lessen the likelihood of youth violence victimization or perpetration.
Identifying and understanding protective factors are equally as important as researching risk
factors.
Individual Protective Factors
• intolerant attitude toward deviance

• high IQ
• high grade point average (as an indicator of high acade mic achieve m ent)
• high educational aspirations
• positive social orientation
• popularity ackno wledged by peers
• highly developed social skills/co mpetencies
• highly developed skills for realistic planning
• religious beliefs
Fa mily Protective Factors
• connectedness to fa mily or adults outside the fa mily

• ability to discuss proble m s with parents
• perceived parental expectations about school performance are high
• frequent shared activities with parents
• consistent presence of parent during at least one of the following: when awakening, when
arriving ho m e fro m school, at evening mealtime, or when going to bed
• involve m ent in social activities
• parental/fa mily use of constructive strategies for coping with proble ms (provision of
m o dels of constructive coping)
Peer and Social Protective Factors
• possession of affective relationships with those at school that are strong and close
• co m mit ment to school (an invest ment in school and in doing well at school)
• close relationships with non-deviant peers
• m e m b ership in peer groups that do not condone antisocial behavior
• involve m ent in prosocial activities
• exposure to school climates with the following characteristics:
o intensive supervision
o clear behavior rules
o firm disciplinary methods
o engage m ent of parents and teachers
3
Activity No. 1: C heck or Ex?

Directions: Identify the following protective and risk factors for intentional
injuries. Put a check (/) if it is a protective factor and ex (X) if it is a risk
factor.
1. positive social orientation
2. connectedness to fa mily or adults outside the family
3. high e m otional distress
4. bility to discuss problem s with parents.
5. harsh, lax, or inconsistent disciplinary practices
E. Discussing ne w conce pts and practicing ne w skills #2

Ho w to Prevent Intentional Cri mes ?
• Always walk in areas where there are many people. If you feel that you are being followed,
m ove towards any establish ment with CCTV ca me ras. Or better yet, walk towards a police
station.
• If so m eone puts a knife or gun towards you, do not resist or fight and given the m what
they ask (money, etc.).
• It is better for location services to be on while using your phone, so that in cases of
accidents, you can be located. If you are concerned about privacy, then the opposite
applies.
• Carry so m ething you can use as a protection, like an u m brella or pepper spray. But again,
following above if there is a gun or knife, do not fight nor resist.
• Always stay alert when outside and take note of people's faces as this can be useful later
when investigators ask you to describe the criminals.
• Be careful of what you post online. Stalkers typically use information fro m your social
m e dia. Likewise, be careful of ho w and when you access your account as WiFi hot spots
could easily be hacked.
Activity No. 2: You C om plete Me

Directions: Co m plete the following state ments about preventing intentional
injuries by writing the missing word/s on your pad paper.
1. If you feel that you are being followed, move towards any establish m ent with .
2. Be careful of what you post .
3. Always stay alert when outside and take note of as this can be useful later when
investigators ask you to describe the criminals.
4. Carry so m ething you can use as a protection, like .
5. Always walk in areas wh ere there are many .
F. Developing Mastery (Leads to For mative Asse ss me nt)

Activity No. 3: My List
Directions: List do wn som e protective factors to avoid intentional injuries
that you can apply in your daily life. Write the m in your pad paper.
Individual Fa mily Peers
G. Finding practical application of conce pts and skills in daily living

Activity No. 4: Three Q’s
Directions. Ans wer the three questions in each situation on your pad paper.
4
SIT UATI O N S Q U E S TI O NS
1. You sa w your class m ate outside the a. What are you thinking?
school extorting mon ey fro m a
b. W hat are you feeling?
younger student.
c. What will you do?
2. You noticed your seatm ate has scars a. What are you thinking?
on his arms. They look like blad e
b. What are you feeling?
m arks. When you confronted him, he
told you that it was only tripping. c. What will you do?
H. Ge neralization
Activity No. 5: Stop, Continue, and Start
Directions: Write what you have learned about risk and protective factors for
intentional injuries by com pleting the sentences belo w.
A. Analyzation
Directions: Analyze the risk and protective factors related to intentional
injuries. Write R if it is a risk factor and P if it is a protective factor. Then,
identify their respective category (individual, fa mily, peer, or co m m u nity).
Exa m ple: P / Individual 1. Positive social orientation
/ 1. me m bership in peer groups that do not condone antisocial behavior

/ 2. lack of involve m ent in conventional activities
/ 3. high educational aspirations
/ 4. socially disorganized neighborhoods
/ 5. involve m ent in gangs
/ 6. frequent shared activities with parents
/ 7. high level of fa mily disruption
/ 8. co m mitment to school
/ 9. authoritarian childrearing attitudes
/ 10. religious beliefs
B. M a y We Suggest
Directions: De m onstrate ways to prevent and control to intentional injuries

by suggesting exa m ples on ho w to avoid these injuries.
5
INTE NTI O N A L INJ U RIE S W A Y S OF P RE V E NTI ON A N D C O NT R O L
S UI CI DE
B ULL YIN G
RA P E
W RITTE N O U T P U T R U B RI C
Indicators Good Very Good Excellent
1 pt. 3 pts. 5 pts.
unoriginal.
critical thinking.
grammatical errors create grammar are correct allowing spelling, punctuation, and grammatical
Mechanics distraction, making reading reader to progress though written errors; absent of fragments, comma
difficult, fragments, comma work. Some errors remain. splices, and run-ons.
splices, run-ons evident.
J. Additional activities for application or re me diation
Activity No. 6: Social M edia Messa ge

Directions: Draft a short but po werful message in your worksheet
regarding your passion and pro mise in maintaining a culture of non -
violence. Post your message in your preferred social media platform (i.e.
Facebook, Twitter, thru text messages, etc.) afterwards.
6

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GRADE 9- MUSIC 4TH QUARTER-WEEK 1

II. CONTENT: MUSIC OF ROMANTIC PERIOD

B. Establishing a purpose of the lesson

C. Presenting Examples/Instances of the new lesson

MUSICAL AND THEATRICAL ELEMENTS OF AN OPERA

1. A. tenor B. bass C. soprano

D. Discussing new concepts and practicing new skills #1

Activity: No. 1: Multiple Choice

E. Discussing new concepts and practicing new skills #2

Music by Giacomo Puccini (1858-1924)

Activity No. 2: True or False

Directions: Write TRUE if the statement about Romantic vocal forms is

2. La Traviata was set in Germany in 1850.

3. ACT II refers to the scene in a villa near Paris.

5. Giacomo Puccini is the original composer of La Traviata.

F. Developing Mastery (Leads to Formative Assessment)

1. He was known for its composition entitled “Madame Butterfly”.

Synopsis of Madame Butterfly

Activity No. 5: Like, Comment, and Share

Activity No. 6: Explain it

J. Additional activities for application or remediation

Activity No. 7: Word Maze

II. CONTENT: MUSIC OF ROMANTIC PERIOD

2. score B. It refers to setting or place.

3. libretto C. It is a solo singing part sung by a principal character.

4 recitative D. It is the text of an opera.

5. scene E. It is also referring to declamatory singing, used in the prose parts

B. Establishing a purpose of the lesson

C. Presenting Examples/Instances of the new lesson

OSRPTEU EANRGIBHT DRANEUEC RBEIMT GULAANGE

D. Discussing new concepts and practicing new skills #1

ASPECTS OF VOCAL MUSIC

Activity No. 1: Which is which?

1. voice control/ placement

a full orchestra. Thicker vocal folds in dramatic voices usually

Activity No. 2: Fact or Bluff

1. Mezzo soprano is the highest voice for female.

F. Developing Mastery (Leads to Formative Assessment)

G. Finding practical application of concepts and skills in daily living

MUSIC PERFORMANCE RUBRIC

executed during correct style and with both appropriate

2. Why did you come up with that score?

3. How does music affects your life?

Activity No. 7: Compare and Contrast

Directions: Improvise appropriate sounds/vocal range and write the

BASS TENOR SOPRANO

J. Additional activities for application or remediation

Activity No. 7: Find your Voice

C. Most Essential Learning Competency

I. CONTENT: WESTERN CLASSICAL PLAYS/OPERA

A. Reviewing previous lesson/Presenting the new lesson

B. Establishing the purpose for the lesson

C. Presenting examples/ instances of the new lesson

D. Discussing new concepts and practicing new skills #1

Theater Medieval Theater 500 C.E.-1400

The Triumvir Pompey ❖ As a result, the theater was richly

Neoclassical Theater 1800-1900 Romantic Theater 1800-2000

Activity No.1: Modified True or False

To sum up, the following are the major elements of theater:

Activity No.2: Pinpoint

4. It is essential to have a stage, or some equivalent area, where actors and

F. Developing Mastery (Leads to Formative Assessment)

Activity No. 3: Checklist

The main concepts of the plays were to entertain