Music 8 Quarter 3 Week 1: Devotional Music Is Almost Entirely Vocal, Religious Music. It Is Featured During Their

ILOILO NATIONAL HIGH SCHOOL
Luna Street, La Paz, Iloilo City

(for INHS classroom use only for SY 2022-2023) MAPEH 8
Music 8
Quarter 3 Week 1
At the end of the session, I would be able to:
MU8WS-IIIa-h-2 Listen perceptively to music of South Asia and the Middle East;
MU8WS-IIIc-h-4 Analyze musical elements of selected songs and instrumental pieces heard
and performed;
MU8WS-IIIb-h-7 Perform music from South Asia and Middle East with own accompaniment.
Concepts:
Music of Israel
West Asian music is modal. Harmony is not emphasized, yet focused on melodic complexity
and ornamentation. It is commonly used during Communal worship, mystic rituals, life passage
events like weddings and anniversaries as well as for entertainment like belly dancing and folk
dancing.
There are two divisions of vocal music in Israel that is performed and executed in
communal worships, life passage events, mystic rituals, and entertainment:
Devotional music is almost entirely vocal, religious music. It is featured during their
Sabbath [in Israel], the way they pray and worship. They used shofar, a special call to
prayer and repentance.
Secular Music is played during life passage events. Songs are performed and
executed as their secular music which generally includes popular and romantic text.
When we are talking about life passage events, these are songs which usually perform
in rites: birth rites, death rites, and between the two (e.g. birthday, eulogy, etc.).
Melody is one of the most basic elements of music which is a timely arranged linear sequence
of pitched sounds that the listener perceives as a single entity.
Rhythm in music, the placement of sounds in time. It is the heartbeat of the music.
Key Signature is a symbol used in music notation telling what key a song piece a music
is in which is found
after the G-clef or F
clef.
Key of C
pitch names
so-fa syllables
Time Signature is a fraction like symbol without a diagonal line between the two
numbers, found at the beginning of a musical piece that tells the number of beats in a
measure of a song.
Meterio, LJ-Buyco, A- Castro, CJ, Dajay,KM Page 1

Israeli Folk song
Zum Gali Gali Zum Gali Gali

(Israeli Lyrics) (English Translation)
Zum gali gali gali, zum gali gali Zum gali gali gali, zum gali gali
Hechalutz le’ maan avodah Pioneers work hard on the land

Avoda le’ maan heechalutz Man and women work hand in hand
Hechalutz le’ maan avodah As we labor all day long
Avoda le’ maan heechalutz We lift our voices in song
Zum Gali Gali (Hebrew: ‫ )זום גלי גלי‬is an Israeli folk song associated with the Kibbutz, Israel's
collective agricultural communities. The song is sometimes referred to by the title Israeli Work
Song and is known for its rhythmic style. The song begins with the repeated refrain ("zum gali gali")
before proceeding to the verses

GENERAL INSTRUCTIONS:
Below is the sample format which you will follow in all the Activity Sheets all throughout the
quarter.
Subject: Subject Teacher:
Name: Grade and Section:
Week No. Activity No.
Adviser: Score:
Week 1
Activity 1
For Online and modular learners
A. Directions:
Listen to folk song given above (Zum Gali Gali) or let somebody sing it. You may use
the link for your reference. https://www.youtube.com/watch?v=lIcF11XH6fk
Answer the questions on your answer sheet.
1. What can you say about the melody of the song?

2. Do you like the song? Why?
B. Directions: Analyze the musical piece of Israel. ( Zum Gali Gali )

Answer the following questions on your answer sheet. (15pts.)
a. What is the time signature of the given piece?
b. What do you think is the key signature of the musical piece?
c. Identify the different musical symbols found in the musical piece.
C. Directions: This time sing the Zum Gali Gali with the use of your improvised or any
available musical instrument. You may use the link for your reference for Zum Gali Gali
( https://www.youtube.com/watch?v=lIcF11XH6fk )
Provide a video presentation of your performance and submit it to your teacher.(Online Class)
Provide a proof of your performance and submit it to your teacher and answer the following
questions on your answer sheet. (Modular Class)
A. Say something about your performance.
B. Which part of your performance did you find it difficult?
C. What musical instrument did you use?
Learners with Special Needs

Directions: Answer only activity A.
Week 2

MU8WS-IIIc-h-5 Explore ways of producing sounds on a variety of sources that would
simulate instruments being studied;
MU8WS-IIIb-h-6 Improvise simple accompaniment to selected South Asia and the Middle
East music;
MU8WS-IIIb-h-7 Perform music from South Asia and Middle East with own accompaniment;
MU8WS-IIIc-h-8 Evaluate music and music performances using guided rubrics applying
knowledge of musical elements and style.
Concepts:
Music of India and Pakistan
The nations of South Asia [and West Asia] have a unique vantage point being
surrounded by cultures which mingle and pass through their countries; these interactions have
inspired and been influenced the societies surrounding them. (San Miguel, 2018).
India is the largest country in South Asia. Its music is as vast as its geographic location
and as large as its demographic population. The music of India reflects different aspects of
Asian culture through timber, rhythm, melody, texture, form, and style.
In general, Indian music remains fundamental to the lives of the people of India as a source
of spiritual, inspirational, cultural expression, and entertainment.
CHARACTERISTICS
1.CARNATIC MUSIC
• Music from South India
• Directed to a Hindu God, which is why it is called “temple music”
• Unlike Hindustani music, Carnatic music is unified where schools are based on the
same ragas, the same rhythm instrument.
• Music pieces are mainly set for the voice and with lyrics.
2. HINDUSTANI MUSIC
• Influenced by ancient Hindu musical traditions, historical Vedic religion/ Vedic
philosophy, native Indian sound and enriched by the Persian performance
practice of Mughal era
• In North India, the most common style of singing is called khyal.
VOCAL MUSIC and INSTRUMENTAL MUSIC

India’s classical music tradition includes carnatic and hindustani music which have developed over
many centuries.
Music of India also includes several types of folk and popular music. One aspect of vocal music
uses melismatic which is singing with nasal vocal quality.
When compared with the Philippine music which uses melismatic singing in chanting epics and
the pasyon which is a Philippine epic narrative of the life of Jesus Christ, focused on
his Passion, Death, and Resurrection.
Veda is the most ancient Hindu scriptures written in early Sanskrit and containing hymns,
philosophy, and guidance on ritual for the priests of Vedic religion.
Singing based on a set of pitches was popular even during the Vedic times.
Samagana - style of singing developed into a strong and diverse tradition over several centuries
becoming an established part of contemporary tradition in India.
Sama Veda a sacred text in samagana style and not chanted
Rig Veda in terms of its sanctity and liturgical importance

Classification of Indian musical instruments vary in the materials used and how the sound is
being produced like :
Tat these -plucked strings,
Vitat -are bowed strings,
Sushir- are aerophone instruments,
Ghan -are non-membranous percussive instrument but with solid resonators these are
idiophone instruments and
Avanaddh -are membranophone instruments like the drums.
Manjira Khartal Ghatam
Bansuri Shankh Sitar Sarangi
Rabab Tabla Dhol
The musical instruments of South and West Asia categorized as well into four, based
on Hornbostel-Sachs Classification of Musical Instruments which is a system of musical
instrument classification. These are Aerophone, Chordophone, Membranophone and
Idiophone.
TALA
• occupies an important position in the Indian system of music
• literally meaning ‘clap;’ variously transliterated as “tal”, “taal” or “taala”
• is a regular, repeating rhythmic phrase, particularly as rendered on a percussive
instrument with an ebb and flow of various intonations represented as a ''theka''
• is the common Indian system of rhythm
Theka - a sequence of drum-syllables or ''bol''

- in Indian classical music, both Hindustani classical music and Carnatic music
use complex rules to create “Rhythm plays an important role in Indian music. It is
fundamental to the creation of any elaborate patterns of rhythmmusical system”.
Music of Pakistan
Pakistan acted as major crossroad for various cultures between Central Asia, South Asia
and West Asia. This paved the way for the similarities in vocal music throughout the region.
Pakistan is known for its unique vocals. The distinctive Pakistani sound was formed with multiple
influences not only from various parts of South Asia as well from Central Asia, Persia, Turkey and
Arab world.
VOCAL MUSIC
The two vocal styles of singing in Pakistan are Ghazal and Qawwali.
Ghazal is a traditional expression of love, separation, and loneliness. It tells about both the pain
of loss of the lover and the beauty of love in spite of the pain. Its structural requirements are
more strict than most poetic forms traditionally written in English and can be sung by both men
and women
Qawwali is the devotional music of the Christi Order which is a vibrant musical tradition
that stretches back more than 700 years and originally performed mainly at Sufi shrines
throughout the subcontinent and gained mainstream popularity
Punjabi music strengthens the importance of musical instruments in Pakistan.

Musical Instruments:
Tabla Dholak Rubab Harmonium
Week 2
Activity 2
Modular, online Learning
A. Directions:
1. Make your own simple improvised musical instrument similar to India or Pakistan.
Answer the following questions on your answer sheet.
Explore your instrument and describe it in terms of:
A. Materials used
B. Utilization (How to play/use)
C. Quality of sound produced
2. Using your improvised musical instrument create your own rhythm while watching
the given link (https://www.youtube.com/watch?v=jeQvMIFlE_Y).
Provide a video presentation (Online class) or picture (modular class) of your performance
and send it to your teacher.

3. Answer the following questions on your answer sheet.

A. What did you do to make your rhythm suit to the music being played?
B. What difficulty that you encounter?
B. Directions:
1. Listen and observe the performance of the Filipino artist Kontra-GaPi in the given
link(https://www.youtube.com/watch?v=3wY1hb9TrvU&list=RD3wY1hb9TrvU&start
_radio=1&t=6 ) and evaluate their performance based on the rubrics given.
5 3 1
Tone Tone is consistently focused, Tone is focused, clear, and The tone is often not
Quality clear and centered centered through the normal focused, clear, or centered
throughout the range of the playing range of the regardless of the range
instrumental music and vocal instrument. Extremes in being played, significantly
performance. Tone has range sometimes cause tone detracting from the overall
professional quality. to be less controlled performance.
Rhythm The beat is secure and the The beat is secure and the The beat is usually erratic
rhythms are accurate for the rhythms are mostly accurate. and rhythms are seldom
style of music being played. There are few duration accurate, detracting
errors, but these do not significantly from overall
detract from the overall performance
performance.
Dynamics Dynamic levels are obvious, Dynamic levels are typically Attention to dynamic levels
consistent, and an accurate accurate and consistent is not obvious.
interpretation of the style of
music being played.
2. Copy the table on your answer sheet and write your score on the space provided.
Score
Tone Quality
Rhythm
Dynamics
3. Comment about the result of your evaluation to the performance of the Filipino artist
Kontra-GaPi . Write your answer on your answer sheet

Directions: Answer only letter A of activity 2.Write your answer on your answer sheet.
Arts 8
Week 3


A8EL-IIIb-1 Analyze elements and principles of art in the production of arts and crafts
inspired by the cultures of South Asia, West Asia, and Central Asia.
A8EL-IIIa-2 Identify characteristics of arts and crafts in specific countries in South, West, and
Central Asia: India (rangoli, katak, mendhi, diwali); Saudi Arabia (carpet design);
Pakista (truck art); and Tibet (mandala), etc.
A8PR-IIIc-e-1 Create arts and crafts that can be locally assembled with local materials,
guided by local traditional techniques (e.g., Ghonghdis, Marbling Technique, etc.)
A8PR-IIIf-2- Derive elements from traditions/history of a community for one’s artwork.
Concepts:
South, Central and West Asian Arts
Periods of Indian Art

Ancient Period
The Ajanta Caves of Maharashtra, India are 30 rock-cut cave monuments that date back from
the 2nd century BCE to the 600 CE, including paintings and sculptures considered to be
masterpieces of Buddhist religious art, as well as frescos that are reminiscent of the Sigiriya
paintings in Sri Lanka.
Classical Period
SHIVA - The destroyer, represented by a four-armed figure
 One hand holds the fire with which he destroys

 Another holds a drum, which is the first sound heard in the world during creation
 The third arm points up in a reassuring gesture, and
 The fourth arm points down to the dwarf in which he dances to
Islamic Ascendancy or Transitional Period
This was the period of evolution from Vedism into Hinduism or Brahmanism. The two
great Indian epics: Mahabharata and the Ramayana, emerged in this period.
Mogul Period
Moguls contributed to the enrichment of Indian culture in painting and in architecture. The
most splendid example is the Taj Mahal built in 1632 by Shah Jahan in memory of his wife.
India (Diwali and Rangoli)
Diwali is celebrated by Hindus in India and all around the world in

October or November. It is the Hindu New Year and is either a 3-
day or 5-day holiday depending on where you come from.It is very
exciting and colorful holiday, where homes are cleaned to welcome
the New Year and windows are opened so that the Hindu goddess
of wealth, Lakshmi, can enter. Hindus believe that she cannot enter
a house which is not lit up, so every household burns a special
Diwali clay lamps (diyas) means to light the way for the goddess. This is why the holiday is
also known as “Festival of Lights”.
Rangoli is one of the most beautiful and most pleasing arts forms of India. It comes from the
words “rang” meaning color and “aavalli” meaning colored creepers or row of colors. Rangoli

is the art of making designs or patterns on the walls or the floor of

the house using finely ground white powder along with different
colors. Numerous household s in the Indian subcontinent make use
of rangoli designs for decorating the courtyard of their houses.
The traditional form of rangoli made use of designs and
motifs based on nature, such as mangoes, creepers, flowers, swans,
peacocks, etc. Even the colors in the traditional art form were
extracted from natural dyes, like bark of trees, leaves, indigo plant,
etc. These days, synthetic dyes have more or less replaced the natural dyes of the earlier times.
Rangoli is an art form used by people in India.It is a type of decoration drawn on

the ground or sidewalk in front of a house. Rangoli has a purpose; it is
used to “enlighten” or to welcome Hindu gods to the household.
Mothers in India do this activity every morning and teach rang oli to
their daughters. It is a type of folk art that is passed from one
generation to another. The materials used in the Rangoli patterns of
today give either a very flat appearance or a 3-D effect. Rangoli designs
include geometric patterns, the swastika, lotus, trident, fish, conch,
creepers, leaves, trees, flowers, animals, etc.
Saudi Arabia (Carpet Design)

Arabian carpets dating back to the 7th century BC have been excavated
in Ma'rib.'Rihal' is a type of pre-Islamic carpet that was made in al-
Hirah, an ancient city that was the capital of the Lakhmids.
Sheep's wool is the most common material used in the making of

traditional Arabian carpets. Other materials, such as cotton, camel
hair, goat hair, and flax have been used to make these carpets. In the
center of larger carpets silk is likely to be used.
Aladdin's magic carpet is an Arabian rug that is featured prominently in Arab culture
Pakistan (Truck Art)

Across Pakistan ,brightly colored flamboyant trucks
painted with images of idealized landscapes, famous
personalities, flowers and trees turned village lanes
city streets and long distance highways into a gallery
without walls; a free form, kaleidoscopic exhibition in
motion. Other arts of Pakistan include painted chests
and jars.
Elements of Arts
Color: Color is the visual perception seen by the human eye.

Value: refers to how adding black or white to color changes the shade of the original color.
Form: Form gives shape to a piece of art, whether it is the constraints of a line in a painting
or the edge of the sculpture.
Line: A line in art is primarily a dot or series of dots. The dots form a line, which can vary in
thickness, color, and shape.

Shape: The shape of the artwork can have many meanings. The shape is defined as having
some sort of outline or boundary, whether the shape is two or three dimensional.
Space: Space is the area around the focal point of the art piece and might be positive or
negative, shallow or deep, open, or closed.
Texture: Texture can be rough or smooth to the touch, imitating a particular feel or
sensation.
Principles of Arts
Balance: The balance in a piece of art refers to the distribution of weight or the apparent
weight of the piece.
Contrast: Contrast is defined as the difference in colors to create a piece of visual art.
Emphasis: Emphasis can be color, unity, balance, or any other principle or element of art
used to create a focal point.
Rhythm/Movement: Rhythm in a piece of art denotes a type of repetition used to either
demonstrate movement or expanse.
Unity and variety: In art, unity conveys a sense of completeness, pleasure when viewing
the art, and cohesiveness to the art, and how the patterns work together brings unity to the
picture or object.
Pattern: Pattern is the way something is organized and repeated in its shape or form and
can flow without much structure in some random repetition. Patterns might branch out
similar to flowers on a plant or form spirals and circles as a group of soap bubbles or seem
irregular in the cracked, dry mud.
Arts 8
Week 3
Modular and Online Learning
Activity 3
A. Directions: On your answer sheet, analyze the given art and craft below inspired by
the cultures of South
Asia, West Asia, and
Central Asia in terms
of:
1. Balance
2. Shape
3. Pattern
4. Line
5. Space
B. Directions :Identify the arts and craft of the following country and give each
characteristic.(30pts)
1. India
2. Saudi Arabia
3. Pakistan
Rangoli Art (50 pts)

Materials: Glue, plain paper plate (any size) pencil, colored sand (or mongo beans, colored
papers cut into small pieces)
C. DIRECTIONS:
1. Sketch your own Rangoli design lightly in pencil or chalk on your paper plate (short bond
paper if not available)
2. When you are satisfied with your design, finalize the outline with heavier lines.
3. Use glue to outline your design.
6. Fill in your design with sand, colored paper cut into small pieces according to your choice and
color combination. This is the most interesting step, and usually the most fun.
7. Apply different design patterns:
8. At the back portion of your rangoli art answer the following questions.20 pts.
a. Did I enjoy working on my Rangoli art? Justify your answer.

b. What is the significance of Rangoli art from the people of India?
Example on how to make your Rangoli art

Directions: Answer/perform letter C only of activity 3.
Arts 8
Week4
At the end of the lesson I will be able to:

A8PL- IIIh-1 Reflect on and derive the mood, idea or message from selected artifacts and
art objects
A8PL- IIIh-2 Appreciate the artifacts and art objects in terms of their utilization and their
distinct use of art elements and principles
A8PL- IIIh-3 Incorporate the design, form, and spirit of South, West, and Central Asian
artifacts and objects to one’s creation
Concepts:
South, Central and West Asian Arts
(Uzbekistan, Kazakhstan and Tajikistan)
People who inhabited the region of present Uzbekistan are known for
making printed cloth. Printed tablecloth, curtains, bedspreads, shawls and
various coverlets were utilitarian and served as a daily-round ornament as
well.
Uzbekistan ceramics hold a prominent place among the numerous
forms of popular applied art. Applied art in ancient Kazakhstan were part of
life’s daily routine. Clothing, utility tools, yurts, and horses’ saddles were
always decorated using nomadic patterns and design
Traditional dress of Uzbekistan /Kazakhstan’s visual arts are

relatively young. In ancient times, nomads used to draw on rocks. Today,
these petroglyphs can be found throughout Kazakhstan. Fine art in
Kazakhstan varies in style, direction and genre. The most captivating
work by Kazakhstan artists in different periods can be seen in museums
across the country.
Tajiks have been making fabrics, utensils, musical instruments,

carpets, furniture, jewelleries and many other things for many centuries.
The art of decorative carving is very important for local residents. Carving
is mostly present in architectural monuments, household structures and
objects, musical instruments and souvenirs
When Islam came, Tajik’s carving gradually

changed to Arabian inscriptions using images of people and animals while
some carvers prefer “vegetative” geometrical patterns. In architecture,
ornaments in the form of lotus, tulips and other flowers are more common.
Alternative Learning Resource Deped TV in You Tube

MAPEH 8 - Tuesday Week1 Q3 ETUlay
https://www.youtube.com/watch?v=FB-2myCFoUA&t=466s
Week 4
Activity 4
Modular, online and Learners with Special Needs
A. Directions: In a short bond paper, draw your own artifacts by incorporating
(combining) the design, form, and spirit of South, West, and Central Asian
(100pts) .Answer the following questions on your answer sheet.
1. Describe how you utilize (use) the elements and principle of arts in your
artwork.(20pts)
2. What makes your work attractive? Justify your answer.(10pts)
3. Express the feeling that you derive from the message of your artwork.(20pts)
P.E. 8
Week 4

PE8PF-IIIa-34 Review goals based on assessment results
PE8GS-lld-h4 Execute the skills involved in the sport
Concepts:
Why do we have to review goals and assess one’s physical and mental activity?
1. Goals provide direction

They set up the direction of your training by focusing your attention towards goal-
relevant activities and away from goal-irrelevant activities.
2. Goals provide motivation
Goals allow for an easy assessment of performance and enable you to learn more about
your training abilities which can subsequently help to replace boredom with challenge i.e. goals
serve as an energizer and motivation! As you start achieving your goals you will build your own
self-directed motivation and replace fear and tension with focus and confidence. These factors
combined often lead to more rewarding training.
3. Goals allow for the development of relevant learning strategies
When goals are set, the individual and coach can devise and implement strategies that
are aimed at reaching the individuals short term and long term sporting goals.
CHESS
A checkered board game that requires strategic
skill for two players. Each player starts the game with
sixteen pieces, which can be moved and used in specific
ways to remove the opponent's pieces. The goal is to
directly attack the opposing team's king, making escape
impossible (checkmate).
What Are The Chess Pieces?

The chess pieces are what you move on a chessboard when playing a game of chess.
There are six different types of chess pieces. Each side starts with 16 pieces: eight pawns, two
bishops, two knights, two rooks, one queen, and one king.
The Pawn
The pawn is the least powerful piece and is worth
one point. If it is a pawn's first move, it can move
forward one or two squares. If a pawn has already
moved, then it can move forward just one square at a
time. It attacks (or captures) each square diagonally to
the left or right.
The Bishop
The bishop is considered a minor piece (like a knight)
and is worth three points. A bishop can move diagonally
as many squares as it likes, as long as it is not blocked
by its own pieces or an occupied square.
The Knight
The knight is considered a minor piece (like a bishop) and is worth three points. The
knight is the only piece in chess that can jump over another piece! It moves one square left or
right horizontally and then two squares up or down vertically, OR it moves two squares left or
right horizontally and then one square up or down vertically—in other words, the knight moves
in an "L-shape." The knight can capture only what it lands on, not what it jumps over!

The Rook
The rook is considered a major piece (like the queen) and is worth five points. It can
move as many squares as it likes left or right horizontally, or as many squares as it likes up or
down vertically (as long as it isn't blocked by other pieces).
The Queen
The queen is considered a major piece (like a rook) and is worth nine points. It can
move as many squares as it likes left or right horizontally, or as many squares as it likes up or
down vertically (like a rook). The queen can also move as many squares as it likes diagonally
(like a bishop).
The King
The king is not a very powerful piece, as it can only move (or capture) one square in
any direction. Please note that the king cannot be captured! When a king is attacked, it is called
"check."
Week 4
P.E. 8
Activity 4
For modular, online and learners with special needs
A. Directions: Copy the table below and answer the questions in your answer sheet.
1. Put a check mark that correspond to your answer.
Questions Always Sometimes Never
Playing physical activities with my family
Consider the benefits of physical activities
Experience fatigue after doing playing

physical activities
Enjoy participating in physical activities
Have a goal before playing physical

activities
Perform warm-up exercises before
engaging strenuous physical activities
Consider physical activities as a form of
exercise
A. Which part of the activity did you like most? Justify your answer.
B. Which part of the activity did you find difficult? Justify your answer.
C. What realization have you made after doing all the physical activities last quarter?

B. Directions: Look for a partner. Play and apply different strategy to win a Chess game.
Record the result of your game. Perform only the number repetitions that you can
afford to play. (Maximum of 5 repetitions).
Need to prepare:
Chess board
Score Sheet
Score sheet in Chess
Player 1:
Player 2:
Results
Game Time started Time ended
(Win / Lose)
Answer the follow up question below.
1. How do you find the activity?

2. What difficulty did you encounter while doing the activity?
3. Did you apply an effective strategy? In what manner?

P.E.8
Week 5

PE8GS-lld-h4 Execute the skills involved in the sport.
Concepts:
Scrabbles
(How they are properly played)
In this word game for two to four players, points are earned by placing tiles with a
single letter on a board that is divided into 15 squares. The tiles must create words that can
be found in a common dictionary or lexicon and read crossword-style from row to row or
column to column downward. The goal of Scrabble is to earn the highest score by the end of
the game.
How to set up
1. Set up the Scrabble board, letter racks, and letter tiles.
2. Agree on a dictionary to use for challenges.
3. Put all 100 tiles in the bag and shake it.
4. Pull a tile to decide who plays first.
5. Fill your rack with 7 tiles.
Gameplay
1. Play the first word if you chose the tile closest to “A.”
2. Draw new tiles at the end of each round.
3. Go clockwise to give the next player their turn.
4. Build off another player’s word when it’s your turn.
5. Challenge a player if you think their word is invalid.
6. Exchange tiles if you want different ones.
7. "Pass" if you'd prefer to neither place a word nor exchange tiles.
Scoring
1. Keep track of your points after each play. Write down the total points you earned.
0 Points: A blank tile. 4 Points: F, H, V, W and Y.
1 Point: A, E, I, L, N, O, R, S, T and U. 5 Points: K.
2 Points: D and G. 8 Points: J and X.
3 Points: B, C, M and P. 10 Points: Q and Z.
2. Collect points from Premium Squares when you place tiles on them.
3. Get a 50-point bonus if you use all 7 tiles in 1 turn.
4. Calculate each player’s score at the end of the game.
5. Announce the winner.

Week 5
Activity 5
A. Directions:
Prepare the following materials below:
 Scrabble board, notebook and piece bag
Procedure:
1. Find a spacious place for this activity.
2. Set up the Scrabble board, letter racks, and letter
tiles.
3. Agree on a dictionary to use for challenges.
4. Put all 100 tiles in the bag and shake it.
5. Pull a tile to decide who plays first.
6. Fill your rack with 7 tiles.
7. Copy the score sheet below on your notebook and
answer the question that follows.
Player 1: Player 2: Player 3: Player 4:
8. How do you find the activity?

9. What kind of ball did you use?
10. What are the difficulties that you encounter while doing the activity?
Health 8
Week 6


H8DD-IIIa-15 Discuss the stages of infection;
H8DD-IIIa-16 Analyze the leading causes of morbidity and mortality in the
Philippines;
H8DD-IIIb-c-17 ,H8DD-IIIb-c-18 , H8DD-IIIb-c-19
Discuss the most common communicable diseases;
• signs and symptoms of common communicable diseases
• effects of common communicable diseases
• misconceptions, myths, and beliefs about common communicable diseases
• prevention and control of common communicable diseases
H8DD-IIId-e-20- Analyze the nature of emerging and re-emerging diseases;
H8DD-IIIf-h-23- Identify agencies responsible for communicable disease prevention and
control.
Concepts:
Disease Prevention and Control

(Communicable)
The organisms that cause communicable diseases are called infectious agents, and their
transmission to new uninfected people is what causes communicable diseases; (note
that infectious diseases is an interchangeable term). Familiar examples of communicable
diseases are malaria and tuberculosis. Diseases such as heart disease, cancer and diabetes
mellitus, which are not caused by infectious agents and are not transmitted between people,
are called non-communicable diseases.
Some measures can be applied before the occurrence of a communicable disease to
protect a community from getting it, and to reduce the number of cases locally in the future.
These are called prevention measures. For example, vaccination of children with the
measles vaccine is a prevention measure, because the vaccine will protect children from getting
measles. Vaccination refers to administration of vaccines to increase resistance of a person
against infectious diseases. Once a communicable disease occurs and is identified in an
individual, measures can be applied to reduce the severity of the disease in that person, and
to prevent transmission of the infectious agent to other members of the community. These are
called control measures. For example, once a child becomes infected with measles,
treatment helps reduce the severity of the disease, and possibly prevents the child’s death, but
at the same time it decreases the risk of transmission to other children in the community. In
this context, treatment of measles is considered a control measure.
Factors involved in the chain of communicable disease transmission

1. Infectious agents
Sizes and types of infectious agents
Infectious agents can have varying sizes. Some, such as Plasmodium falciparum and all
bacteria and viruses, are tiny and are called micro-organisms, because they can only be
seen with the aid of microscopes.

Type of Number Visibility Examples

infectious of cells
agent
Helminths many Visible with the naked Ascaris worm causes
eye ascariasis
Its length reaches 15–
30 cm
Protozoa 1 Visible with a standard Plasmodium

microscope falciparum causes
malaria
Bacteria 1 Visible only with a Vibrio

special microscope; cholerae causes
much smaller in size cholera
than protozoa
Viruses 0 Visible only with a HIV causes AIDS
special microscope;
much smaller in size
than bacteria
2. Reservoirs of infectious agents
Many infectious agents can survive in different organisms, or on non-living objects, or

in the environment. Some can only persist and multiply inside human beings, whereas others
can survive in other animals, or for example in soil or water. The place where the infectious
agent is normally present before infecting a new human is called a reservoir. Without
reservoirs, infectious agents could not survive and hence could not be transmitted to other
people. Humans and animals which serve as reservoirs for infectious agents are known
as infected hosts
Two examples are people infected with HIV and with the bacteria that cause
tuberculosis; these infectious agents persist and multiply in the infected hosts and can be
directly transmitted to new hosts.
Animals can also be reservoirs for the infectious agents of some communicable
diseases. For example, dogs are a reservoir for the virus that causes rabies. Diseases such as
rabies, where the infectious agents can be transmitted from animal hosts to susceptible
humans, are called zoonoses (singular, zoonosis).
3. Route of exit
Before an infectious agent can be transmitted to other people, it must first get out
of the infected host. The site on the infected host through which the infectious agent gets out
is called the route of exit. Some common examples are described below.
Respiratory tract
The routes of exit from the respiratory tract are the nose and the mouth. Some
infectious agents get out of the infected host in droplets expelled during coughing, sneezing,
spitting or talking, and then get transmitted to others. For example, people with tuberculosis
in their lungs usually have a persistent cough; Mycobacterium tuberculosis uses this as its
route of exit.

Infectious agents in the respiratory tract can exit from infected

hosts during coughing and be transmitted to others.
4. Modes of transmission
Once an infectious agent leaves a reservoir, it must

get transmitted to a new host if it is to multiply and cause
disease. The route by which an infectious agent is transmitted from a reservoir to
another host is called the mode of transmission. It is important for you to identify
different modes of transmission, because prevention and control measures differ
depending on the type. Various direct and indirect modes of transmission are
summarised in the table.
Mode of transmission Sub-types of transmission

Direct Touching
Sexual intercourse
Biting
Direct projection of droplets
Across the placenta
Indirect Airborne
Vehicle-borne
Vector-borne
Summary of different modes of transmission
5. Route of entry
Successful transmission of the infectious agent requires it to enter the host
through a specific part of the body before it can cause disease. The site through which
an infectious agent enters the host is called the route of entry.
6. Susceptible hosts and risk factors

After an infectious agent gets inside the body it has to multiply in order to
cause the disease. In some hosts, infection leads to the disease developing, but in
others it does not. Individuals who are likely to develop a communicable disease after
exposure to the infectious agents are called susceptible hosts. Different individuals
are not equally susceptible to infection, for a variety of reasons. Factors that increase
the susceptibility of a host to the development of a communicable disease are
called risk factors. Some risk factors arise from outside the individual – for example,
poor personal hygiene, or poor control of reservoirs of infection in the environment.
Factors such as these increases the exposure of susceptible hosts to infectious

agents, which makes the disease more likely to develop. Additionally, some people in a
community are more likely to develop the disease than others, even though they all

have the same exposure to infectious agents. This is due to a low level of immunity
within the more susceptible individuals.
Immunity refers to the resistance of an individual to communicable
diseases, because their white blood cells and antibodies (defensive proteins) are able to
fight the infectious agents successfully. Low levels of immunity could be due to:
 diseases like HIV/AIDS which suppress immunity
 poorly developed or immature immunity, as in very young children
 not being vaccinated
 poor nutritional status (e.g. malnourished children)
 pregnancy.
WHAT ARE THE LEADING CAUSES OF MORBIDITY AND MORTALITY IN THE PHILIPPINES?
The leading causes of death are diseases of the heart, diseases of the vascular
system, pneumonia, malignant neoplasms/cancers, all forms of tuberculosis, accidents, COPD and
allied conditions, diabetes mellitus, nephritis/nephritic syndrome and other diseases of respiratory
system. (https://doh.gov.ph/node/1058)
Communicable diseases, also known as infectious diseases or transmissible diseases, are

illnesses that result from the infection, presence and growth of pathogenic (capable of causing
disease) biologic agents in an individual human or other animal host. Infections may range in
severity from asymptomatic (without symptoms) to severe and fatal. The term infection does not
have the same meaning as infectious disease because some infections do not cause illness in a host.
Disease causing biologic agents include viruses, bacteria, fungi, protozoa, multicellular
parasites, and aberrant proteins known as prions. Transmission of these biologic agents can occur in
a variety of ways, including direct physical contact with an infectious person, consuming
contaminated foods or beverages, contact with contaminated body fluids, contact with contaminated
inanimate objects, airborne (inhalation), or being bitten by an infected insect or tick. Some disease
agents can be transmitted from animals to humans, and some of these agents can be transmitted in
more than one way.
1. Scabies- human scabies is caused by an infestation of the skin by the human itch mite
(Sarcoptes scabiei var. hominis). The microscopic scabies mite burrows into the upper layer of the
skin where it lives and lays its eggs. The most common symptoms of scabies are intense itching
and a pimple-like skin rash.
2. Acute bacterial conjunctivitis -haemophilus influenzae and Streptococcus pneumoniae are
the most common causes but Staphylococcus aureus, Pseudomonas aeruginosa, N gonorrhoeae, N.
meningitidis and C. trachomatis (trachoma serovars A–C) can occasionally be implicated.
3. Chickenpox is a highly contagious disease caused by the varicella-zoster virus (VZV). The virus
spreads easily from people with chickenpox to others who have never had the disease or never been
vaccinated. The virus spreads mainly through close contact with someone who has chickenpox.
4. Hepatitis E is inflammation of the liver caused by infection with the hepatitis E virus (HEV); it is
a type of viral hepatitis. Hepatitis E has mainly a fecal-oral transmission route that is similar
to hepatitis A, although the viruses are unrelated.
Causes: Hepatitis E virus (HEV)
Complications: Liver failure
Symptoms: Nausea, jaundice
Specialty: Infectious disease, Hepatology

5. Influenza- is a viral infection that attacks your respiratory system — your nose, throat and
lungs. Influenza is commonly called the flu, but it's not the same as stomach "flu" viruses that cause
diarrhea and vomiting. For most people, the flu resolves on its own.
6. Dengue fever-dengue virus (DENV). It is a mosquito-borne, single positive-stranded
RNA virus of the family Flaviviridae; genus Flavivirus. Five serotypes of the virus have been found,
all of which can cause the full spectrum of disease.
Genus: Flavivirus
Family: Flaviviridae
7. Tuberculosis (TB) -is a disease caused by bacteria called Mycobacterium tuberculosis. The
bacteria usually attack the lungs, but they can also damage other parts of the body. TB spreads
through the air when a person with TB of the lungs or throat coughs, sneezes, or talks.
8. Measles-is a highly contagious infectious disease caused by measles virus. Symptoms usually
develop 10–12 days after exposure to an infected person and last 7–10 days. Initial symptoms
typically include fever, often greater than 40 °C (104 °F), cough, runny nose, and inflamed eyes.
Symptoms: Fever, cough, runny nose, inflamed ...
Causes: Measles virus
Other names: Morbilli, rubeola, red measles, E...
Prevention: Measles vaccine
9. Wart- is a small growth with a rough texture that can appear anywhere on the body. It can look
like a solid blister or a small cauliflower. Warts are caused by viruses in the human papillomavirus
(HPV) family. The appearance of a wart depends on its location on the body and the thickness of
the skin.
10. COVID-19 -is caused by the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-
2)The COVID-19 disease is a newly emerging infectious disease caused by a novel coronavirus,
SARS-CoV-2. This virus is phylogenetically distinct from previously known human and animal
coronaviruses but is closer to the SARS virus. The SARS-CoV-2 virus was first identified in Wuhan
city, Hubei, China in December 2019. It emerged in Southern China in November 2019, causing a
pandemic. It spreads from person to person via the respiratory tract through droplets and possibly
opportunistic aerosols, contact (direct or indirect, airborne transmissions especially when there is
poor ventilation), and fomites. While close contact is the most often considered for transmission,
aerosols have also been implicated, therefore good ventilation is essential. To contain this virus and
other novel coronaviruses, there is no room for error or relaxation of the highest standards of all
features of infection control.
To prevent the spread of COVID-19:
Clean your hands often. Use soap and water, or an alcohol-based hand rub.
Maintain a safe distance from anyone who is coughing or sneezing.
Wear a mask when physical distancing is not possible.
Don’t touch your eyes, nose or mouth.
Cover your nose and mouth with your bent elbow or a tissue when you cough or sneeze.
Stay home if you feel unwell.
If you have a fever, cough and difficulty breathing, seek medical attention.
Calling in advance allows your healthcare provider to quickly direct you to the right health facility.
This protects you, and prevents the spread of viruses and other infections.
Masks
Masks can help prevent the spread of the virus from the person wearing the mask to others. Masks
alone do not protect against COVID-19, and should be combined with physical distancing and hand
hygiene. Follow the advice provided by your local health authority.
Currently, the country's units devoted to communicable disease prevention and control - The
Infectious Diseases Control and Prevention Division of the Disease Prevention and Control

Bureau (DPCB) of the Department of Health, The Infectious Diseases for Elimination Division
of the DPCB.
Alternative Learning Resource (DepEd TV in You Tube)

HEALTH 8- DISEASE PREVENTION & CONTROL -Communicable Diseases-MELC BASE-QUARTER 3
https://www.youtube.com/watch?v=e6kYbbGgFDY
Week 6
ACTIVITY 6 (For modular and online learning )
A. Directions: In your answer sheets answer the following.
Draw and describe the examples of chain of infection using the cycle diagram below. 30 pts.
Example of cycle diagram
B. Directions: Name the top three (3) leading causes of death in the Philippines and explain
each reason. Write your answer on your answer sheet.
C. Directions: Answer the following questions in your answer sheet.(30pts)
1. Identify at least 3 most common communicable disease and describe each.
2. What are the signs and symptoms of COVID-19?
3. Give a fact and misconception about COVID-19.
4. Enumerate ways to prevent and control COVID-19.
5. In what way will COVID-19 reoccur after being cured?

Directions: Answer only 2 questions out of 3 (A,B,C)in Activity 6.
Write your answer on your answer sheet.
Quarter 3
Week 7
Activity 7
H8DD-IIIf-h-Demonstrate self-monitoring skills to prevent communicable diseases;

H8DD-IIIf-h-22-Promote programs and policies to prevent and control communicable diseases.
Modular, online and learners with special needs

Directions: Read Weeks 6 and 7 and answer the following activities (Activity 1, 2 and Post
Test) in the Division Office Self Learning Module (KAMAPEHMILYA) Health 8.Write your
answers on your answer sheet.
MAJOR PERFORMANCE TASK FOR QUARTER 3
GOAL: The goal is to create a poster to promote immunity, prevention of communicable and
non-communicable diseases and living healthy lifestyle.
ROLE: You are a painter or artist.
AUDIENCE: Open for people on the street to see.
SITUATION: Everyone has a chance to exhibit artistry by submitting of best poster that
promotes awareness and prevention of communicable and non-communicable diseases.
Product/Performance and Purpose:
You need to create poster that promotes immunity, prevention of communicable and non-
communicable diseases and living a healthy lifestyle that will show the artistry and creativity as
a Filipino youth. Show a proof that you are the one who made the piece of art.
Materials: bond paper and coloring materials.
Sample:
Rubrics
40% Content and creative
- Painting shows creativeness and appreciation of the places, tourists spots, arts and crafts of East Asia. A lot
of thoughts in line with the topic and effort was used in making the output.
25% Neatness/tidiness

-The painting exceptionally attractive in terms of neatness. Well-constructed and not messy.
35% Originality
-Exceptional use of new ideas and originality to create the painting
References
Music
Week 1-2
Music and Arts of Asia Learner’s Module
https://en.wikipedia.org/wiki/Music_of_India
https://en.wikipedia.org/wiki/Pasyon
https://actmusicguide.wordpress.com/2018/10/25/south-and-west-asian-music-india-and-israel/
https://www.mamalisa.com/?t=em&p=2863&c=74
https://courses.lumenlearning.com/musicappreciation_with_theory/chapter/melody-an-
overview/#:~:text=Melody%20is%20a%20timely%20arranged,and%20you%20have%20a%20melody.
https://www.ebay.com/itm/antique-traditional-Afghan-folk-musical-instrument-Afghanistan-Rubab-rabab-
19-A-/402623119315
https://www.indiamart.com/proddetail/dholak-musical-instrument-10568774491.html
https://www.youtube.com/watch?v=jeQvMIFlE_Y
Arts
Week 3
Music and Arts Learner’s Module 8
https://en.wikipedia.org/wiki/Arab_carpet
https://human.libretexts.org/Bookshelves/Art/A_World_Perspective_of_Art_Appreciation_(Gustlin_and_Gu
stlin)/01%3A_A_World_Perspective_of_Art_Appreciation/1.06%3A_What_Are_the_Elements_of_Art_and_
the_Principles_of_Art#:~:text=The%20elements%20of%20art%20are,volume%2C%20perspective%2C
%20and%20depth.&text=Understanding%20the%20art%20methods%20will,art%20and%20for%20wha
t%20use.
Week 4
Music and Arts Learner’s Module
8https://www.google.com/search?q=uzbekistan+clothing&rlz=1C1CHZN_enPH924PH924&sxsrf=ALeKk02tcPEEgHq
b4P_g5x-W-
itPbP45DQ:1610940092928&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjB5_i_w6TuAhWFc3AKHeXeDk8Q_AUo
AXoECB8QAw&biw=1366&bih=664#imgrc=pPoyGp9fwYHJPM
https://education.ket.org/resources/rangoli-making-art-purpose-lesson-plan/
https://www.britannica.com/topic/Diwali-Hindu-festival
https://www.indiaparenting.com/significance-of-rangolis-during-
diwali.html#:~:text=%2C%20flowers%2C%20etc.-,Rangoli%20at%20Diwali,but%20also%20the%20Goddess%20hers
elf.
P.E.
Week 4
https://oxme.info/cms/learn/basic-skills
https://basketballslab.com/basketball-reviews/
https://www.sharecare.com/health/fitness-exercise
http://showmehowto.net/?p=4776
https://inspirationalbasketball.com/passing-basketball-drills/h Source:
https://www.myprotein.com/thezone/nutrition/the-importance-of-goal-setting/
https://www.gettyimages.com/detail/photo/fierce-female-basketball-player-royalty-free-
image/696861756?adppopup=true
https://www.strength-and-power-for-volleyball.com/volleyball-drills.html
https://www.google.com/search?q=goal&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiizsOX4cvuAhWpUN4KHSci
COAQ_AUoAXoECAMQAw&biw=1366&bih=657#imgrc=sQCuYtPEhRFItM&imgdii=PMZuIVwdeBd37M
https://www.google.com/search?q=sports+drills+animation&tbm=isch&ved=2ahUKEwimn_H14cvuAhVD3JQKHTZ
WAZQQ2-

cCegQIABAA&oq=sports+drills+animation&gs_lcp=CgNpbWcQA1D6UFjFXGCTX2gAcAB4AIABiweIAYQSkgELMC4zLj
QtMS4xLjGYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=IJEZYKaPN8O40wS2rIWgCQ&bih=657&biw=1
366#imgrc=DzxL6DAWUuMnIM&imgdii=7HBWiWoy37AOeM
Week 5
https://www.wikihow.com/Hit-a-Volleyball
https://www.goldmedalsquared.com/coaching-resources/volleyball-
terms#:~:text=The%20first%20contact%20that%20starts,underhand%20with%20one%20closed%20fis
t.
https://www.google.com/search?q=hand+positioning+in+volleyball&tbm=isch&ved=2ahUKEwiXssiAjczu
AhUMzIsBHWssDeQQ2-
cCegQIABAA&oq=hand+positioning+in+&gs_lcp=CgNpbWcQARgAMgQIABAYOgQIABBDOggIABCxAxCDA
ToCCAA6BQgAELEDOgcIABCxAxBDOgoIABCxAxCDARBDOgYIABAIEB46BAgAEB46BggAEAUQHlCqJFjvmAF
gtKwBaANwAHgAgAGvAogBvR-
SAQgwLjI1LjAuMZgBAKABAaoBC2d3cy13aXotaW1nsAEAwAEB&sclient=img&ei=Tr4ZYJfTAYyYr7wP69i0oA
4&bih=657&biw=1366#imgrc=w9LI5v81zrk7uM&imgdii=mMsUnDYlCeKykM
https://www.wikihow.com/Set-a-Volleyball
Week 6
P.E. and Health Learner’s Module 8
https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=84&printable
https://www.depednegor.net/uploads/8/3/5/2/8352879/health_tg_3.pdf
https://www.dhs.wisconsin.gov/disease/communicable.htm#:~:text=Communicable%20diseases%2C%2
0also%20known%20as,human%20or%20other%20animal%20host.
https://isid.org/guide/pathogens/covid19/#:~:text=COVID%2D19%20is%20caused%20by,Hubei%2C%2
0China%20in%20December%202019.
Week 7
P.E. and Health Learner’s Module 8
https://www.slideshare.net/chubzroswell/disease-prevention-and-control-94755745

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ILOILO NATIONAL HIGH SCHOOL

Luna Street, La Paz, Iloilo City

Meterio, LJ-Buyco, A- Castro, CJ, Dajay,KM Page 1

Israeli Folk song

Zum Gali Gali Zum Gali Gali

Hechalutz le’ maan avodah Pioneers work hard on the land

Meterio, LJ-Buyco, A- Castro, CJ, Dajay,KM Page 2

1. What can you say about the melody of the song?

B. Directions: Analyze the musical piece of Israel. ( Zum Gali Gali )

Learners with Special Needs

At the end of the session, I would be able to:

Music of India and Pakistan

VOCAL MUSIC and INSTRUMENTAL MUSIC

Sama Veda a sacred text in samagana style and not chanted

Rig Veda in terms of its sanctity and liturgical importance

Manjira Khartal Ghatam

Bansuri Shankh Sitar Sarangi

Rabab Tabla Dhol

Theka - a sequence of drum-syllables or ''bol''

Punjabi music strengthens the importance of musical instruments in Pakistan.

Tabla Dholak Rubab Harmonium

Meterio, LJ-Buyco, A- Castro, CJ, Dajay,KM Page 6

3. Answer the following questions on your answer sheet.

Learners with Special Needs

Meterio, LJ-Buyco, A- Castro, CJ, Dajay,KM Page 7

At the end of the session, I would be able to:

Periods of Indian Art

 One hand holds the fire with which he destroys

Diwali is celebrated by Hindus in India and all around the world in

Meterio, LJ-Buyco, A- Castro, CJ, Dajay,KM Page 8

is the art of making designs or patterns on the walls or the floor of

Rangoli is an art form used by people in India.It is a type of decoration drawn on

Saudi Arabia (Carpet Design)

Sheep's wool is the most common material used in the making of

Pakistan (Truck Art)

Color: Color is the visual perception seen by the human eye.

Meterio, LJ-Buyco, A- Castro, CJ, Dajay,KM Page 9

Rangoli Art (50 pts)

Meterio, LJ-Buyco, A- Castro, CJ, Dajay,KM Page 10

a. Did I enjoy working on my Rangoli art? Justify your answer.

Learners with Special Needs

At the end of the lesson I will be able to:

Traditional dress of Uzbekistan /Kazakhstan’s visual arts are

Tajiks have been making fabrics, utensils, musical instruments,

When Islam came, Tajik’s carving gradually

Alternative Learning Resource Deped TV in You Tube

At the end of the lesson I will be able to:

Meterio, LJ-Buyco, A- Castro, CJ, Dajay,KM Page 12

What Are The Chess Pieces?

Meterio, LJ-Buyco, A- Castro, CJ, Dajay,KM Page 13

Questions Always Sometimes Never

Playing physical activities with my family

Consider the benefits of physical activities

Experience fatigue after doing playing

Enjoy participating in physical activities

Have a goal before playing physical

Meterio, LJ-Buyco, A- Castro, CJ, Dajay,KM Page 14

Score sheet in Chess

Answer the follow up question below.

1. How do you find the activity?

Meterio, LJ-Buyco, A- Castro, CJ, Dajay,KM Page 15

At the end of the lesson I will be able to:

Meterio, LJ-Buyco, A- Castro, CJ, Dajay,KM Page 16