MAPEH 9

Tagaytay City National High School

MAPEH Department

PANG-ARAW-ARAW NA GABAY SA MGA GAWAIN sa MAPEH 9

Week Component Day Daily Task # Task Description
Day 1 1 Read and Study
Week Day 2 4 PERFORMANCE TASK
Music
1 Day 3
Day 4
5
6
Regular Task
Regular Task

Day 1 7 Read and Study

Week Day 2 8 Regular Task
Music
2 Day 3
Day 4
9
11
WRITTEN WORKS
Regular Task

Day 1 13 Read and Study

Week Day 2 14 Regular Task
Arts
3 Day 3
Day 4
17
18
Regular Task
Regular Task

Day 1 19 Read and Study

Week Day 2 22 PERFORMANCE TASK
Arts
4 Day 3
Day 4
23
24
WRITTEN WORKS
Regular Task

Day 1 25 Read and Study

Week Physical Day 2 26 WRITTEN WORKS
5 Education Day 3
Day 4
27
28
Regular Task
Regular Task

Day 1 31 Read and Study

Week Physical Day 2 33 Regular Task
6 Education Day 3
Day 4
34
35
PERFORMANCE TASK
Regular Task

Day 1 37 Read and Study

Week Day 2 40 Regular Task
Health
7 Day 3
Day 4
41
42
WRITTEN WORKS
Regular Task

Day 1 43 Read and Study

Week Day 2 44 Regular Task
Health
8 Day 3
Day 4
46
47
PERFORMANCE TASK
Regular Task

Mahahalagang Paunawa:
1. Kung may mga gawain na hindi posibleng magawa dahil sa kakulangan o kawalan ng mga kagamitan,
magsabi lamang sa iyong guro sa MAPEH upang ikaw ang magabayan.
2. Hindi kinakailangan na ikaw ang gumastos para sa internet o bumili ng mga kailangang kagamitan o lumabas
ng bahay upang maisagawa ang mga gawain.
3. Magsabi lamang sa iyong guro sa MAPEH upang ikaw ay matulungan o mabigyan ng iba pang supplemental
na gawain tungo sa iyong pagkatuto

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MAPEH 9

Learning Area MUSIC Grade Level 9

Week 1 Quarter 4th Date

I. LESSON TITLE MUSIC OF THE ROMANTIC PERIOD 1820-1910

II. MOST ESSENTIAL LEARNING  Explains the plot, musical and theatrical elements of an opera after
COMPETENCIES (MELCs) watching video samples;(MU9OP-Va-g-1)
 Performs themes or melodic fragments of given selected songs;
(MU9OP-IVb-h-3)
III. CONTENT/CORE CONTENT
Opera Composer

IV. LEARNING Suggested

Learning Activities
PHASES Timeframe
A. Introduction DAY 1 VOCAL MUSIC -is the one of the best tools for expressing one’s feelings. This
Panimula form of expression become more evident during Romantic Period. Romanticism
Task 1 coincided with the Industrial Revolution in Western Europe that brought about
the rise of socialism and capitalism. The Romantic Periods basic quality is
emotional subjectivity. Composers explore feelings of grandiosity, intimacy,
unpredictability, sadness, rapture, and longing. Roman Vocal like the art song
and operas were about fantasy, supernatural, romance, and the nature as
mirror of the human heart VERTOUSO PERFORMER are not also
instrumentalist but also a singer. One singer sometimes sounds like several
characters by use of different vocal register.
OPERA COMPOSERS
FRANZ PETER SCHUBERT-his song is a LIEDER which German word for
“song”. He developed lieder so that they had powerful dramatic impact on the
listeners and considered the last of the classical composers and one of the
first romantic ones. He is born on January 1797 in Himmelpfortground ,
Austria and died in Vienna ,Austria at age of 31.

GUUSEPPI VERDI- A name associated with Romantic opera is that of Verdi.

His characters are ordinary people and not those of the royal family like those
found in German operas. He insisted on a good Libretto and wrote operas
with political overtones and for middle-class audience. He was born in Parma
Italy on October 9, 1813.And studied in Bussetto later in Milan where her first
opera “Oberto” was performed in La Scala, the most important opera
house at the time. Almost of his works are serious love story with unhappy
ending and hia most acclaimed work are La Traviata, Rigolitto , Falstaff,
Otello, and Aida and wrote during the opening of Suez Canal and he was
died on January27 1901 in Milan

GIACOMO PUCCINI- he was born in a poor family on December

r 22,1 858.in Lucca, Italy. He studied at the Milan Conservatory. and belonged
to a group of composers who stressed realism, therefore, he drew material
from everyday life, rejecting heroic themes from mythology and history.
Puccini famous operas were: LA BOHEME, TOSCA, MADAME BUTTERFLY
and TURANDOT.

WILHEMN RICHARD WAGNER-was born in Liepzig, Germany on May

22,1813. He attended Leipzig University. He was very much inspired by
Ludwig and Beethoven. He also explored the limits of the traditional tonal
system that gave way for the rise of atonality in the 20 th century. And he
exerted a strong influence on the operatic medium. He was an advocate of a
new form of opera which called (music drama) where musical and dramatic
elements were fused together. He developed a compositional style in which
the orchestra has of equal importance in dramatic roles as the singers
themselves. The expressiveness in aided by the use of “leitmotifs” or musical
sequences standing for a particular character/plot element. His famous work
is: Tristan and Die Walkyrie, Die Meistersinger, Tanhauser, Parsifal, His work
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IV. LEARNING Suggested
Learning Activities
PHASES Timeframe
influence modern film scores, including those of Harry Potter and Lord of the
Rings film series. Wagner died of a heart attack on February 13,1883 at the
69.

GEORGES BIZET- was registered with the legal name Alexander Cesar
Leopold Bizet, but was always known by the latter name. He was always
known by the latter name. He was born October 25,1838 in Paris. He is very
famous of his opera CARMEN. However, when Carmen show in Paris it is
very terrible the shows was criticized in horrible was resulted in poor
audience attendance. During the first round of CARMEN in performances he
is died at the of 36 on JUNE 3,1875 after four months later in Vienna Austria
and was smash hit.
B. Development DAY 2 Activity 1: Musiko
Pagpapaunlad Direction: Arrange the jumbled letters in column A to identify the name of the
Task 2 composers. Write two of their famous compositions in column B.

1.

2.
RAFNZ PERET SBERTCHU

1.

2.
SEPPIGUI ERVDI

1.

2.

GEESORG ETBIZ

1.

2.

ACOGIMO INPUCCI

1.

2.

HARRICD WERAGN
C. Engagement DAY 3 Activity 2: Let’s Watch
Pakikipagpalih Directions: Watch the opera entitled “Madame Butterfly”
an Task 3 (https://www.youtube.com/watch?v=IYrbdiee9SU). Take note of the important
details like plot, characters, musical and theatrical elements present in the
opera then answer the following questions:
1. What is your over-all impression of the film?
2. Cite important components needed to produce an opera?
3. Did the film teach you how to have a good understanding on how to perform
in an opera?
4. In what ways do operas help people learn about the culture of other people?
5. How will you help other people in the future to understand and appreciate
theatrical performance like the opera?

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IV. LEARNING Suggested
Learning Activities
PHASES Timeframe
D. Assimilation DAY 4 Activity 3:THE STAGE IS YOURS
Paglalapat Task 4 Direction: Create a one minute TikTok video using the music from romantic
period Symphony No. 4 in A major, Op. 90 (https://www.youtube.com/watch?
v=8nRfZqPWMfw) as your background music. Take a video of your
performance and send your output to your teacher via available medium.
Rubrics
CRITERIA Score
Content 30
Creativity and style 25
Choreography 20
Over-all impact 25
Total 100
V. ASSESSMENT DAY 4 TRUE or FALSE
(Learning Activity Directions: Write True if the statement is correct and FALSE if it is incorrect.
Sheets for Task 5 Write your answer on the space provided before the number.
Enrichment, ____1. GEORGES BIZET is very famous because of his opera CARMEN.
Remediation or ____2. Vocal Music is one of the best tools for expressing one’s feelings.
Assessment to be ____3. Virtuoso performer is not instrumentalists but singers.
given on Weeks 3 ____4. Puccini famous operas were: La Boheme, Tosca, Madame Butterfly And
and 6) Turandot.
____5. Giuseppe Verdi works are serious love story with unhappy ending.
VI. REFLECTION .
 The learner, in their notebook, will write their personal insights about the
Task 6 lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________

Learning Area MUSIC Grade Level 9

Week 2 Quarter 4th Date

I. LESSON TITLE VOCAL MUSIC OF THE ROMANTIC PERIOD

II. MOST ESSENTIAL LEARNING  Improvises appropriate sounds, music, gestures, movements, and
COMPETENCIES (MELCs) costumes for a chosen opera. (MU9OPIVb-h-5)
 Evaluates music, performances using guided rubrics.
III. CONTENT/CORE CONTENT Romantic Opera

IV. LEARNING Suggested

Learning Activities
PHASES Timeframe
E. Introduction DAY 1 ROMANTIC OPERA
Panimula Opera became increasingly popular during the romantic period. It is a musical
Task 7 composition having all or most of its set to music with arias, recitative, chorus,
duets, trios etc. sung to orchestral accompaniment. The opera is usually
characterized by elaborate costumes, scenery and choreography.
COMPONENTS of an OPERA
LIBRETTO-the text of an opera. Librettist and the composers work closely
together to tell the story.
SCORE-the book that the librettist put together. The score has all the musicals
notes, words, and ideas to help the performers tell the story. Often, there are
operas with overtures, preludes, prologues several acts, finales, and postludes.
RECITATIVE- Declamatory singing, used in the prose parts and dialogue of
opera. Different roles in operas are created taking into different types of voices.
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IV. LEARNING Suggested
Learning Activities
PHASES Timeframe
Each role requires a different type of singer, not only able to sing a given vocal
range but also with certain voice characteristics, color, and power.
ARIA- an air or solo singing part sung by a principal character. This song is
what the public will remember best when leaving the opera house. Properly and
well sung, a beautiful aria can bring an audience to its feet and decide the fate
of an entire opera.
FOR MALE VOICE
TENOR-highest male voice
BARITONE-middle male voice lies between Bass and Tenor voices. It is the
common male voices.
BASS-lowest male voice.
FOR FEMALE VOICE
SOPRANO-highest female voice
COLORATURA-highest female voice
LYRIC-bright and full sound
DRAMATIC-dramatic full sound
MEZZO SOPRANO-most common female voice; strong middle voice, tone is
darker or deeper than the soprano.
CONTRALTO-lowest female voice and most unique among females.
DUET, TRIO AND SMALL ENSEMBLE
CHORUS-a part of song repeated every so often.
ORCHESTRA-main floor or theater
ACTS-main division of an opera
SCENE-setting or place
MUSICAL TERMS USED in the OPERA
A CAPELLA-one or more singers performing singers without instrumental
accompaniment.
CANTABILE-in a singing style
CAPO-head, the beginning
DOLCE-sweetly
FALSETTO-a weaker or more airy voices usually in the higher pitch ranges
GLISSANDO- sliding quickly between 2 notes.
PASSAGIO- parts of singing voice where register transition occur.
RUBATO-slight speeding up or slowly down of the tempo of a piece at
discretion of the soloist
TESSITURA-the most comfortable singing range of a singer
VIBRATO-rapidly repeated slight pitch variation during a sustained note to give
a richer and more varied sound.
FUNDAMENTAL OF SINGING
BREATHING inhaling and exhaling both play an important role of singing
breathing is natural biological function in order to develop best singing voice to
control your exhalation and releasing air without breathing voice.
CONTROLLING TONE QUALITY-timbre of voice describes its tone quality
some singers refer to head and chest voice.
POSTURE-proper posture promotes efficient breathing which essential to
projection, tone quality, and the slowly expanding the range.
VOCAL RANGE-goal of singer is to have a well -developed and impressive
singing.
ENDURANCE-singers practice long hours to give a good and memorable
performance.
F. Development DAY 2 Activity 1: FIND ME
Pagpapaunlad Directions: Identify the correct components of the opera based on its
Task 8 description. Choose the answer from the box below.
ARIA RECITATIVE LIBRETTO LIBRETTIST SCORE

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IV. LEARNING Suggested
Learning Activities
PHASES Timeframe
___________1. A solo singing part sung by the principal character.
___________2. Declamatory singing used prose arts and voices in the delivery
of dialogue.
___________3. The book that the composer and librettist put together.
___________4. The person who writes the text of an opera or other long vocal
works.
___________5. The text of an opera.
G. Engagement DAY 3 Activity 2. MUSICAL TERM
Pakikipagpaliha Directions: Match the term in column A with its definition in column B. Write the
n Task 9 letter of your choice on the space provided.
A B
__1.Dolce A. one or more singer performing without instrument.
__2.Vibrato B. repeated slight pitch vibration.
__3.Falsetto C. most comfortable singing range
__4.Tessitura D. weaker or more airy voice
__5.A Capella E. sweet voice

H. Assimilation DAY 4 Activity 3: I’M A DESIGNER

Paglalapat Directions: Watch the opera “Carmen” (https://www.youtube.com/watch?
Task 10 v=u_VkfIthWHo). Choose a scene from the opera and do your own version of it.
Provide your own music, gestures, movements, and costumes. Take a video of
yourself while doing the activity and send it to your teacher via available
medium. Your output will be graded base in the rubric given.
CRITERIA Score
Acting(characterization, movement) 40
Creativity and style (costume, music) 30
Over-all Presentation 30
Total 100
V. ASSESSMENT DAY 5 Directions: Write the missing words in every statement.
(Learning Activity 1. SOPRANO is the highest _______ voice.
Sheets for Enrichment, Task 11 2. ______ is an air or solo singing part sung by a principal character.
Remediation or 3. TESSITURA is the most __________ singing range of a singer.
Assessment to be given 4. Opera became increasingly popular during the ______ period.
on Weeks 3 and 6)
The _______ has all the musicals notes, words, and ideas to help the
performers tell the story.
VI. REFLECTION Task 12  The learner communicates the explanation of their personal assessment as
indicated in the Learner’s Assessment Card.
 The learner, in their notebook, will write their personal insights about the
lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________

Learning Area ARTS Grade Level 9

Week 3 Quarter 4th Date

I. LESSON TITLE Western Classical Plays/Opera

II. MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
TCNHS – Learners Packets in MAPEH 9
 Identifies selected theatrical forms from different art periods.
 Researches on the history of the theatrical forms and their evolution
 Identifies the elements and principles of arts as manifested in Western
classical plays and opera(A10EL-IVc-3)
 Defines what makes selected Western classical plays and operas unique
through visual representation (A10PL-IVh-1)
 Designs the visual elements and components of the selected Western
classical theater play and opera through costumes, props, etc. (A10PR-IVe-
1)
 Analyzes the uniqueness of each group’s performance of its selected
Western classical theater play and opera (A10PR-IVh-3)
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MAPEH 9
III. CONTENT/CORE CONTENT Western Classical Plays/Opera
Suggeste
d
IV. LEARNING PHASES Learning Activities
Timefram
e
I. Introduction Day 1 I. Ancient Theater
 Greek Theater
Task 13 - Ritual - theory, focused on god Dionysus, performed in festivals
- Sophocles and Euripides were the most popular playwrights during
Ancient period
- Oedipus Rex, Oedipus at Colonus, and Antigone were famous plays
- Theater genre was tragedy
- performed in Theatron - viewing place on slope of a hill

- Women were not allowed to perform

 Roman Theater
- Began in Ancient Greek Theater
- Theater genre - Comedy
- Women began to perform
- Competitions of chariots, gladiators, and public executions as public
theaters
II. Renaissance Theater
 Focused on Classical Greek and Roman arts and culture
 Theater designs were developed
 Backdrops for scenery
 Queen Elizabeth supported theater
 Famous actor and playwright was William Shakespeare, who wrote
Rome and Juliet, Hamlet, Midsummer Night’s Dream, Cleopatra
III. Romantic Period
 The age of enlightenment
 Focused on appreciation of the exotic and primitive
 Used fantastic mythical or nature - focused images
 Melodrama was the genre of theater
 Famous Operatic composers were George Bizet Carmen and Richard
Wagner
 Protagonist was rebellious who often succeeded
 Interest in the common man and childhood
 Technical innovations were introduced
J. Development Day 2 Activity 1:
DIRECTIONS: Using the format of the table below, arrange the different
Task 14 elements based on their classification in theater.
Music Plot Space Color
Body Sound Shape Dialogue
Texture Rhythm Movement Line
Voice Emotion Theme Character

Basic Elements of Elements of Artistic Tools of an

Musical Play/Theatre Expression actor/actress

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Suggeste
d
IV. LEARNING PHASES Learning Activities
Timefram
e
K. Engagement Day 3 Activity 2 – LABELS
Directions: Identify the parts of the Greek Theater (Epidaurus).
Task 15

L. Assimilation Day 4 Activity 3: CHART COMPLETION AND ANALYSIS

Directions: Watch the opera play “The Hunchback of Notre Dame”
Task 16 (https://www.youtube.com/watch?v=EDnkZpm5Fd4). While watching,
analyze and describe each theatrical forms using the elements of theater
arts using the chart below.

Opera The Hunchback of Notre Dame

Sounds/Music
Gestures/Movements
Costume/ Makeup/
Accessories
Props
Performance
Guide Questions:
1. What makes selected Western classical opera (The Hunch
back of Notre Dame) unique?
2. How does the Operas in the Philippines differ from the Western Theater
Opera?
V. ASSESSMENT Task 17 DIRECTION: Arrange the following jumbled letters to answer the questions.
(Learning Activity Sheets __________ 1. (SLCEOOPH) An ancient Greek Tragedian.
for Enrichment, __________ 2. (CORNE) Oedipus brother - in law.
Remediation or __________ 3. (YLUCHSEAS DAN DERUISEIP) Contemporary
Assessment to be given playwrights.
on Weeks 3 and 6) __________ 4. (UDPSOEIXER NAD TENGANIO) Famous tragedies of
Sophocles.
__________ 5. (SKASM) Use to advance the university of the themes and
dramatic impact of the events.
VI. REFLECTION Task 18  The learner, in their notebook, will write their personal insights about the
lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.

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MAPEH 9
Learning Area ARTS Grade Level 9
Week 4 Quarter 4TH Date

I. LESSON TITLE Western Classical Plays/Opera

II. MOST ESSENTIAL LEARNING  Shows the influences of the selected Western Classical play or opera on
COMPETENCIES (MELCs) Philippine theatrical performance in terms of form and content of story.
 Choreographs the movements and gestures needed in the effective
delivery of a selected piece from Western Classical plays and opera
(A10PR-IVf-g)
 Improvises accompanying sound and rhythm needed in the effective
delivery of a selected piece from Western Classical plays and operas
 Performs in a group showcase of the selected piece from Western
Classical plays and operas (A10PR-IVf-g)
III. CONTENT/CORE CONTENT Western Classical Plays/Opera
Suggested
IV. LEARNING PHASES Timeframe
Learning Activities
M. Introduction Day 1 Backdrop - a painted cloth hung at the back of a theater stage as part of
the scenery
Task 19 Broadway Theater - professional theaters with 500 or more seats located in
the Theater District and Lincoln Center along Broadway, in the Manhattan
Borough of New York City; along with London’s West End Theaters,
Broadway theaters are widely considered to represent the highest level of
commercial theater in the English - speaking world
Chariot - a two - wheeled vehicle drawn by horses, used in ancient racing
and warfare
Comedy - a play characterized by its humorous or satirical tone
Curtain Call - the appearance of one or more performers on stage after a
performance to acknowledge the audience’s applause
Decorum - behavior in keeping with good taste and propriety depiction of
amusing people or incidents, in which the characters
Drama - a term coming from the Greek word meaning “action,” which is
derived from the verb meaning “to do” or “to act”
Greek chorus - a homogeneous, non - individualized group of perfromers in
the plays of classical Greece, who comment with a collective voice on the
dramatic aaction
Gypsy - a member of a nomadic; European, African, Indian people of
generally dark color complexion, who migrated originally from India, settling
in various parts of Asia, Europe, and most recently, North America; a chorus
dancer, in Broadway theater
Liturgy - the sacrament of the Eucharist or the Mass
Melodrama - a sensational dramatic piece with exaggerated characters and
exciting events intended to appeal to the emotions
Minstrel - a medieval singer or musician, especially one who sang or
recited lyrics or heroic poetry to a musical accompaniment for the nobility
Neoclassical - a revival in literature in the late 17th and 18th centuries,
characterized by a regard for the classical ideals of reason, form, and
restraint
Opera - an art form in which singers and musicians perform a dramatic
work combining text (libretto) and musical score, usually in a theatrical
setting; incorporates many of the elements of spoken theatre, such as
acting, scenery, and costumes and sometimes includes dance. The
performance is typically given in an opera house, accompanied by an
orchestra or smaller musical ensemble
Playwright - a person who writes plays
Plot - the main events of a play, novel, film, or similar work, devised and
presented by the writer as an interrelated sequence
Tragedy - a play dealing with tragic events and having an unhappy ending,
especially one concerning the downfall of the main character
Trilogy - a set of three works of art that are connected, and that can be
seen either as a single work or as three individual works ultimately triumph
over adversity

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Suggested
IV. LEARNING PHASES Timeframe
Learning Activities
N. Development Day 2 ACTIVITY 1: Chart Completion and Analysis
Instructions
Task 20 1. Watch the play Florante and Laura (https://www.youtube.com/watch?
v=ws0FC5z0zU0) and Ibong Adarna (https://www.youtube.com/watch?
v=2VEdMHLEaok)
2. Analyze each theatrical form using the elements of theater arts.
3. Complete the chart below.
Elements of Theater Arts Form:
Costumes/
Theater/ Opera Sounds/ Gestures/ Make - up/ Overall
Music Movements Accessories Performance
Florante and
Laura
IbongAdarna
O. Engagement Day 3 Activity 2 – I CONNECT
Directions: After watching Florante and Laura and Ibong Adarna in Activity
Task 21 1, write an essay about the influences of the Western Classical play or
opera on Philippine theatrical performance in terms of form and content of
story. Use the rubric below to assess your output.

Rubric for Essay

Organization of Ideas 50%
Sentence Structure, Grammar and Spelling 30%
Originality 20%
Total 100%
P. Assimilation Day 4 Activity 3 – ROLE MO TO
DIRECTIONS:Follow the instructions below as your guide for this activity.
Task 22 1.Watch the play “Florante at Laura”.
2. Choose a scene that you like most and act it out together with your family
members.
4. You can use any available materials at home as your costumes and
props.
4. Record your performance and send it to your teacher via available
medium. Your grade will be based on the rubrics below.

Rubrics:
Props and Costumes 10%
Clarity of Speech 20%
Expression and Body Language 20%
Sounds/Music 10%
Over-all Performance 40%
Total 100%
V. ASSESSMENT DIRECTIONS: Choose the answer for each statement from the box below.
(Learning Activity Sheets for a. Plays b. Aeschylus, Sophocles, and Euripides
Enrichment, Remediation or
Assessment to be given on Task 23
Weeks 3 and 6) c.Satyrs d.Aristophanes e.Tragedies

__________1. They are the famous writers of Tragedies.

__________2. These are based on their myths and ancient heroes.
__________3. He is a famous Greek comic playwright or writer.
__________4. It is performed outdoors at festivals honoring the god
Dionysus in a competition sponsored by the respective city-state.
__________5. Mythical half-man, half-animal beings.
VI. REFLECTION  The learner, in their notebook, will write their personal insights about the
lesson using the prompts below.
Task 24 I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.

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Learning Area Physical Education Grade Level 9
Week 5 Quarter 4th Date

I. LESSON TITLE ACTIVE RECREATION

II. MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT
 Discusses the nature and background of indoor and outdoor
recreational activities. (PE9GS - IVa – 6)
 Advocates community effort to increase participation in physical
activities and improve nutrition practices. (PE9PF - IVb - h -43)
 Practices environmental ethics (leave no trace) during participation in
recreational activities of the community. (PE9PFIVb-h-44)
ACTIVE RECREATION

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Suggested
IV. LEARNING PHASES Timeframe
Learning Activities
Q. Introduction Day 1

Task 25

INDOOR RECREATIONAL ACTIVITIES

BADMINTON
Badminton 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.
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/s reach a score of 21 points. In case of a
deuce (20-all), one has to 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 “Volley Ball” 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 avoid it from
grounding into your own court. A ball, net and a court is 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 service, volleying, setting, spiking and blocking to enjoy much of the
game and gain its fitness benefits.
DANCE
Dance is another indoor alternative recreation for those who enjoy the beat
of rhythm and movement. It is a fantastic and fun form of exercise that
gradually raises heart rate. That’s why dance is a very good cardio work out.
Regular participation in dance activities tightens and tones muscle groups
and burns more calories.

ZUMBA
Zumba Fitness Dance – Zumba dance is an alternative indoor recreational
activity with fitness benefit claims. It was accidentally discovered by an
Alberto “Beto” Perez, a celebrity fitness trainer of Colombia in the mid 90‟s.
The birth of Zumba came about during one his aerobics class, when he
realized that he had forgotten his aerobics music. Quickly, he grabbed
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R. Development Day 2 Activity 1 MATCH IT
Directions: Match Column A to Column B. Write your answer on the space
Task 26 provided before the number.

COLUMN A COLUMN B
__1. Hiking A. It is an outdoor navigational recreational
__2. Orienteering activity using specially drawn and detailed
maps.
__3. Zumba
B. Created through on-the –spot aerobics
__4. Volleyball class using the non-traditional music.
__5. Badminton C.Going on an extended walk for the purpose
of pleasure and exercise.
D. Can be traced from the ingenuity of William
J. Morgan in 1895 at Holyoke Massachusetts.
E. Games are held inside the gym to avoid the
effect of air in the flight of the shuttle.

S. Engagement Day 3 Activity 2 Letter Sender

Directions: Assume that you are the SK Chairman of your barangay. Write
Task 27 a letter address to your Barangay Chairman about the project you want to
conduct that advocates community effort to increase participation in physical
activities, improve nutrition practices and with consideration to the new
normal situation due to COVID19 Pandemic. Your output will be graded
using this rubric:
Content 50%
Organization 30%
Punctuation and Grammar 20%
Total 100%
T. Assimilation Day 4 ACTIVITY 3: VENN DIAGRAM
Directions: Identify if the activities listed below are held indoor or outdoor.
Task 28 Write your answers inside the circles.
Cycling Volleyball Table Tennis Badminton Zumba dance aerobics Camping
Hiking Orienteering Futsal Frisbee ultimate Swimming

V. ASSESSMENT Task 29 Activity 4: Qand A

(Learning Activity Sheets for
Enrichment, Remediation or
Directions: Answer the following questions.
Assessment to be given on Weeks 3 1. What fitness components is common when doing recreational activities?
and 6) 2. How does active participation in recreational activities contributed to your
fitness?
VI. REFLECTION Task 30  The learner communicates the explanation of their personal
assessment as indicated in the Learner’s Assessment Card.
 The learner, in their notebook, will write their personal insights about
the lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.

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Learning Area Physical Education Grade Level 9
Week 6 Quarter 4th Date

I. LESSON TITLE ACTIVE RECREATION

II. MOST ESSENTIAL LEARNING
 Participates in active recreation (PE9GS - IVb - h – 7)
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT ACTIVE RECREATION
Suggested
IV. LEARNING PHASES Timeframe
Learning Activities
U. Introduction Day 1 The way you live your life in an everyday basis is your LIFESTYLE. These
are the patterns of your behaviors on how you typically live. It includes
Task 31 eating habits, physical activity participation, and recreational choice. Today’s
teenagers are seen in places like fast food chains indulging with unhealthy
food such as fries, burgers, and drinking too much sugary drinks that causes
obesity.
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.
How to maintain a healthy body?
1. Engage yourself in a regular physical activity
2. Eat healthy food.
3. Find time to manage stress
4. . Follow a good personal healthy habit
The HELP PHILOSOPHY can guide you in starting a healthy lifestyle
change

What affects your weight?

1. Genes –These are inherited traits from your parents. Children can inherit
the chances of being overweight or obese if born from obese parents,
approximately 80% chance. While a non-obese parents can only have a
10% chance of bearing an obese or overweight child. The rapid growth
teens undergo causes a natural healthy weight gain. However, girls on their
teens have hormonal changes that cause weight change

. 2. Environmental factors – aside from the genetic factors, being

overweight or obese is also caused by some environmental factors. This
includes behaviour and lifestyle choices. When a child is brought up with
overeating unhealthy foods and under exercising, he develops a learned
behaviour that leads to wrong lifelong habits.
MANAGING YOUR WEIGHT
Energy Balance The concept of energy balance compares the amount of
energy consumed as food with the amount of energy expended through
physical activities, exercises, and resting metabolism. You can maintain a
healthy weight by eating a healthy diet and balancing the food you eat.
These foods are used as energy to keep your body systems working. You
use some for physical activity and exercises such as playing sports and
dancing. If you eat the same amount of food that your body needs in your
daily physical activities, you will maintain your weight. Then if you have
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more than energy expenditure than food intake, you will lose weight.
To sum it up: Weight Gain (more calories consumed/less calories
expended) Weight Loss (more calories consumed/less calories expended
Weight Management (calories consumed = calories expended
Engaging in physical activity is one big step that you can do to start
changing your lifestyle into a healthier and active one. Being active would
mean getting yourself into active recreation such as sports, dances and
some outdoor type activities.
V. Development Day 2 ACTIVITY 1 MY OWN PYRAMID
Directions: Answer this task by following the instructions below.
Task 32 BOTTOM PART Write the physical activities that you often do in a week.
MIDDLE PART Write the physical activities that you seldom do in a week
UPPER PART Write the physical activity that you do once a week.

W. Engagement Day 3 ACTIVITY 2: Day by Day

Directions: Using the matrix below, identify the recreational activities that
Task 33 you do in a day.
Amount of time
spent in the
Time of the day Activities
activities
(in minutes)

X. Assimilation Day 4 Activity 3: SLOGAN

Directions: In a bond paper, create a slogan about practicing environmental
Task 34 ethics while engaging in different recreational activities. Please be guided by
the rubric below in doing your work.

Rubrics:
Relevance to the topic 50%
Originality 25%
Grammar 25%
Total 100%
V. ASSESSMENT
(Learning Activity Sheets for
Task 35 TRUE or FALSE
Enrichment, Remediation or
Directions: Write TRUE if the statement is correct and FALSE if it is
Assessment to be given on Weeks 3 incorrect.
and 6) _____1. The way you live your life in an everyday basis is your lifestyle.
_____2. Participation in active recreation improves health condition in many
ways.
_____3. Children cannot inherit the chances of being overweight or obese if
born from obese parents.
_____4. If you eat more than your energy expenditure, you will lose weight.
_____5. If you eat the same amount of food that your body needs in your
daily physical activities, you will maintain your weight.
VI. REFLECTION Task 36  The learner communicates the explanation of their personal
assessment as indicated in the Learner’s Assessment Card.
 The learner, in their notebook, will write their personal insights about
the lesson using the prompts below.
I understand that _______________________________________.
I realize that ____________________________
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I need to learn more about ____________________.

Learning Area HEALTH Grade Level 9

Week 7 Quarter 4th Date

I. LESSON TITLE INTENTIONAL INJURIES

II. MOST ESSENTIAL LEARNING  Differentiates intentional injuries from unintentional injuries. (H9IS-
COMPETENCIES (MELCs) IVa-d-31)
 Describes the types of intentional injuries. (H9IS-IVa-d-32)
III. CONTENT/CORE CONTENT Injury Prevention, Safety and First Aid (Intentional Injuries)

Suggested
IV. LEARNING PHASES Timeframe
Learning Activities
Y. Introduction Day 1 Unintentional injury can be defined as “any injury that is not
caused on purpose or with intention to harm”. It is a broad category that
Task 37 includes injuries from causes such as motor vehicle collisions, falls,
poisoning, drowning, suffocations and work-related or sports-related injuries.
Intentional injuries are injuries resulting from violence. It 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 injuries that are self-inflicted, while
assault has four classifications: (1) those that were committed within the
family; (2) those that were committed by peers; (3) those that were
committed by other groups; and (4) those that were committed by the family,
peers or other groups. Within the family, domestic violence may happen.
Domestic violence happens when one or more members of the family
harms or abuses another family member. Peers in school or in the
community may commit bullying, stalking, and extortion. Other groups may
commit gang and youth violence, illegal fraternity-related violence,
kidnapping and abduction, and different acts of terror. Sexual victimization
and other forms of abuse and harassment may be committed by the family,
peers or other people. This includes verbal abuse, incest, molestation or
rape.
Bullying is an unwanted, 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 problems.
Stalking is a pattern of behavior that makes you feel afraid, nervous,
harassed, or in danger. It is when someone repeatedly contacts you, follows
you, sends you things, and talks to you, even when you don’t want them to.
Extortion is the act of using force or threats to force people to hand over
their money or properties, on favors.
A gang is defined as a relatively tough, mostly street-based group of young
people who regard themselves and may be seen by
others as a group that engages in a range of criminal
activity and violence.
A fraternity is a group of people with similar backgrounds, occupations,
interests, or tastes. In campuses 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 power and protection, as
fraternities have a reputation for being a powerful group.
On the other hand, abduction is the use of deceit or force in order to take a
person or a child away from their home or relatives. In abduction, the victim
usually knows or has some sort of relation with the abductor.
Acts of terror, or terrorism, is the use of violence for political goals and
putting the public or a great number of people in fear. The purpose of these
terrorist groups is to produce terror in their victims through the use of
violence, fear and pressure.
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Verbal abuse is a form of cruelty that involves the use of words.
Incest is sexual contact between persons who are so closely related that a
marriage between them is considered illegal (e.g., parents and children,
uncles/aunts and nieces/nephews, etc.). Usually, incest takes the form of an
older family member having sexual relations or sexually abusing a child or
an adolescent.
Molestation is the sexual abuse of a person (whether a child or adult) by an
adult for sexual pleasure or for profit.
Rape is forced sexual intercourse, including vaginal, anal, or oral
penetration.
Penetration may be by a body part or an object.
Z. Development Day 2 Activity 1: News Bulletin
Directions: Read the news headlines then classify them as to whether they
Task 38 refer to intentional or unintentional injuries. Write the headline title according
to its classification in table below.

INTENTIONAL INJURIES UNINTENTIONAL INJURIES

Guide Questions:
1. Explain how you classified each news headline.
2. How did you distinguish between intentional and unintentional injuries?
AA. Engagement Day 3 Activity 2 – The Impact of Abuse and Violence
Directions: Analyze the following illustrations. Answer the guide questions
Task 39 afterwards.

Guide Questions:
1. What types of intentional injuries are being portrayed in the illustrations?
2. Based on these illustration, what are the effects of intentional injuries on
their victims?
3. What are the other impacts of intentional injuries?
BB. Assimilation Day 4 Activity 3: Agree or Disagree?
Directions: Read the following statements carefully, then write AGREE or
Task 40 DISAGREE for each item in your worksheet and provide explanation for
your response.
1. If a child misbehaves, it is okay for him/her to receive a corporal
punishment.
2. Fraternity hazing is acceptable because it is an initiation rite to the
brotherhood.
3. A woman who acts and dresses provocatively deserves to be raped.
V. ASSESSMENT Task 41 TRUE or FALSE.
(Learning Activity Sheets for
Enrichment, Remediation or
Directions: Write TRUE if the statement is correct and FALSE if not.
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Assessment to be given on Weeks 3 1. Bullying is common in schools.
and 6)
2. Rape can only happen to females.
3. Accidents are considered intentional injuries.
4. Intentional injuries are injuries resulting from violence.
5. Nothing can stop a person if s/he is determined to commit suicide.
VI. REFLECTION Task 42  The learner, in their notebook, will write their personal insights about
the lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.

Learning Area HEALTH Grade Level 9

Week 8 Quarter 4th Date

I. LESSON TITLE INTENTIONAL INJURIES

II. MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT
IV. LEARNING PHASES
CC. Introduction
TCNHS – Learners Packets in MAPEH 9
 Analyzes the risk factors related to intentional injuries. (H9IS-IVe-h-
33)
 Identifies protective factors related to intentional injuries. (H9IS-IVe-h-
34)
 Demonstrates ways to prevent and control intentional injuries. (H9IS-
IVe-h-35)
Injury Prevention, Safety and First Aid(Intentional Injuries)
Suggested
Timeframe
Learning Activities
Day 1 FOR SELF-INFLICTED INTENTIONAL INJURIES
In the previous quarter, you learned about management strategies that will
Task 43 help you cope with stress and depression. But what if someone you know is
the one who has suicidal tendencies? The key to suicide prevention is to act
fast and take the suicide attempt seriously. A simple yet effective way that is
to speak to the person if
you’re worried that s/he will attempt suicide. It may feel awkward and
uncomfortable to talk, but anyone who shows indications and warning signs
needs immediate help and the sooner you respond, the better. In this case,
you may express concern for that
person by saying “I wanted to check up on you because you haven’t been
yourself lately”. You may also ask questions, like “Did something happen
that made you start feeling this way?” You may also offer your help by
saying “I may not be able to understand exactly how you feel, but I care
about you and want to help.”
FOR CASES OF ASSAULT AND ABUSE
In order to prevent becoming a victim of assault and abuse, one important
consideration is knowing the proper self-defense techniques which involve
physical, mental and emotional assertiveness. These are the following:
Self-esteem – having self-confidence that will make you less likely to be
chosen as an easy target.
Assertiveness – having a bold and confident behavior, like speaking with
conviction, may prevent a physical attack. Since many attackers want easy
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victims they can overpower quickly, saying forcefully phrases like “Leave me
alone” may surprise an attacker before s/he can make a move.
Body language – making direct eye contact and using a strong voice are
some actions that can send off a message to the attacker that you are
aware of how to take care of your safety and that you will not be victimized
easily.
Intuition – one important rule is that if you sense danger, or if you sense that
something is wrong or about to happen, you should immediately get away.
A self-protective attitude – most important of all, you must realize that
you are worthy and have a right to be treated with respect. Being safe is
your right, but it is also your responsibility
DD. Development Day 2 Activity 1 – How safe Am I?
Directions: Complete the chart by putting a check mark to the column that
Task 44 corresponds to your answer.
Have you ever witnessed or
experienced a problem Never Sometimes Often
with…?
name calling
bullying or intimidation
sexual harassment
gang-related
violence extortion or theft
vandalism
mistreatment or disrespect
towards other people
threats of weapons
physical fights
corporal punishment
EE. Engagement Day 3 Activity 2: I Think, I Feel, I Do
Directions: Answer the three questions for each situation. Write your
Task 45 answers in your worksheet.

FF. Assimilation Day 4 Activity 3 – People to Trust

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Directions: Draw a plant (refer to example) on your worksheet. Then, on
Task 46 each leaf write the people you trust the most. You may use as many leaves
as you need. Then answer the questions that follow.

Among the people you trust, whom will you approach, inform or seek help
from if you were…
a. bullied by your classmate? Why?
b. verbally abused by a teacher? Why?
c. a victim of extortion of money by the local gang? Why?
d. sexually abused by your relative? Why?
e. being stalked by your boyfriend/girlfriend? Why?
f. thinking of committing suicide? Why?
g. physically abused by your parents? Why?
V. ASSESSMENT Multiple Choice
(Learning Activity Sheets for
Enrichment, Remediation or Task 47 Directions: Choose the correct answer from the given choices.
Assessment to be given on Weeks 3 1. You are being bullied in school. What is the best thing to do?
and 6) 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 don’t like what s/he is doing.
D. Do not do anything. S/he will eventually stop when s/he finds someone
else to bully.
2. Which is a risk factor for suicide attempt?
A. Good problem-solving skills
B. History of trauma and abuse
C. Strong connections to family and community support
D. Effective clinical care for mental, physical and substance use disorders
3. You noticed that you are always being followed by someone whom you
don’t
know. What will you do?
A. Nothing. S/he is just a harmless admirer.
B. Run away and hide from the person who is always following you.
C. Tell your parents or other authorities that you can trust about your stalker.
D. Make a scene to catch the attention of the public, then confront the
person
following you.
4. What form of violence is used for political goals which include putting the
public or a great number of people in fear?
A. Terrorism C. Kidnapping
B. Bullying D. Suicide
5. Which is not 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 mistakes.
D. Words that are hurtful and usually attack the nature and abilities of the
person.
VI. REFLECTION Task 48  The learner communicates the explanation of their personal
assessment as indicated in the Learner’s Assessment Card.
 The learner, in their notebook, will write their personal insights about
the lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.

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MAPEH 9
Prepared by: MAPEH Teachers of GFLMNHS Evaluated by: Nimfa P. Manalo and Aprilito C. De Guzman

Consolidated by: Checked by:

AILENE D. SARMIENTO MARY JOY GRACE J. JIMENO ROBERT A. VIDA

Subject Teacher Subject Teacher Department Head

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