Northwestern Agusan Colleges

Bayview Hill, Nasipit, Agusan del Norte

High School Department

Curriculum Map
Subject: MAPEH 7
Grade Level: Grade 7
Teacher: Dante R. Bitoon Jr.
Strand(s):

CURRICULUM MAP FOR MAPEH 7 QUARTER 2

Quarter, Unit Topic/ Content Standard Performance Competencies/ Assessment Activities Resources Institution
Week Content Standard Skills al Core
Values
2nd Quarter, A. 1. Identifies A.1 IDENTIFICATION A. 1. Listening to the A. 1. Selective songs
Week 1- Music of The learner The learner the musical representative music  Self-
week 6 Cordillera, demonstrates performs characteristics of desciplin
Mindoro, understanding of selected vocal representative e
Palawan, and the musical and instrumental selections of
the Visayas characteristics of music of Cordillera,
representative Cordillera, Mindoro,
Cordillera music from the Mindoro, Palawan, and the
highlands of Palawan and the Visayas after
Luzon, Mindoro, Visayas in listening.
 VOCAL Palawan, and the appropriate style (MU7LV-IIa-f-1)
MUSIC Visayas
a.
2nd Quarter, performanc A.2. Analyzes the A.2. music analyses A.2. listening to the music A.2.a.  Self-
Week 1- e practice musical elements https://www.youtube.com disciplin
week 6 b. of some vocal /watch?v=olYrH1r2JSA e
Representati and instrumental A.2.b. Analytic Rubric
 ve selections from
songs/genre Cordillera,
(salidummay Mindoro,
,oggayam,ba Palawan, and of
-diw). the Visayas after
listening
(MU7LV-IIa-f-2)
 INSTRUMEN
TAL MUSIC A.3. Sing songs A.3. let the students A.3. practice the selected A.3. Analytic Rubric  Social
from the sing selected songs of songs of Cordillera, responsi
a. gangsa Cordillera, Cordillera (Salidumay), Mindoro, Palawan, and of bility
ensemble Mindoro, Mindoro (Ulyaw), the Visayas.
b. Bamboo Palawan, and of Palawan (Ploning),
solo/ensem the Visayas. and Visayas (Walay
ble (MU7LV-IIa-f-8) Angay and Kamingaw)
by group presentation

2nd Quarter, Mindoro A.4. Explains the A.4. Essay A. 4. 5E Inquiry-based A. 4. Worksheet: Short  Integrity
Week 2- and distinguishing Learning Constructed Response/
week 6 Palawan characteristics of Situation Analysis Essay
representative
music from
 VOCAL Cordillera,
MUSIC Mindoro,
a. Palawan, and of
performanc the Visayas in
e practice relation to its
b. culture and
Representati geography
ve (MU7LV-IIb-f-3)
2nd Quarter, songs/genre A.5. Explores A.5.Create their own A.5. Short Film Viewing A.5.a.  Social
Week 2- s (vocal ways of sounds using https://www.youtube.com responsi
week 7 chants – producing instruments available /watch?v=KOfjnsLgJF0 bility
ambahan, sounds on a in the local
 Igway) variety of sources A.4.b. Analytic rubric
that is similar to
the instruments
 INSTRUMEN being studied,
TAL MUSIC (MU7LV-IIb-g-4)

2nd Quarter, a. A.6. Improvises A.6. let the students A.6. Lyrics Composition A.6. a. Musical Instruments  Social
Week 2- instrumental simple put rhythm and A.5.b. Analytic Rubric responsi
week 7 ensembles: rhythmic/melodi melody to the lyrics bility
Bamboo/go c composed
ng ensemble accompaniments
; to selected music
b. solo from the
instruments Cordillera,
Mindoro,
Palawan, and of
the Visayas.
Visayas (MU7LV-IIb-g-5)

 VOCAL A.6. Performs A.6. Gangsa Making A.6. lay-outing of a Gangsa A.6. Analytic rubric  Social
MUSIC instruments/impr (groupings) instruments responsi
a. ovised bility
performanc instruments from
e practice Cordillera,
b. Mindoro,
Representati Palawan, and of
ve the Visayas,
songs/genre alone and/or
: Balitao- with others.
Visayan, (MU7LV-IIb-g-6)
Pastores-
Christmas, A.7. Provides A.7. let the students A.7. the students will A.7. Analytic rubric  Social
Kanta accompaniment sing a song of Palawan practice the song of responsi
to the selected accompanied with the Palawan entitled
 Folksong, music of the available instruments “Ploning” bility
Ballad, Cordillera, in the local  Social
Lullaby,Cour Mindoro, responsi
tship, and Palawan and of bility
Composo- the Visayas.
Ilonggo (MU7LV-IIb-g-7)
narrative A.8. Creates A.8. PERFORMANCE Scaffold 1:
song. appropriate TASK: A.8.1. Select music from A.8.a. Music of Cordillera,
2nd Quarter, movements to different regions Mindoro, Palawan, and
Week 3-8 accompany RHYTHM and Visayas  Self-
 INSTRUMEN music from the MOVEMENT Scaffold 2: disciplin
TAL MUSIC Cordillera, A.8.2. Rehearsal of steps e
Mindoro, of selected music
a. Palawan, and of  Self-
Instrumenta the Visayas. Scaffold 3: disciplin
l ensembles: (MU7LV-IIc-h-9) A.8.3. CRITIQUING A.8.3. Analytic rubric e
Rondalla,
Tultogan,
Harp, Band,
“Bird A.9. Evaluates A.9. Short Constructed A.9. Short Film Viewing/ A.9.a.
Dance” music and music Response/Essay evaluating https://www.youtube.com
Binaog performances (Graded) /watch?v=olYrH1r2JSA
(Panay, applying A.9.b. Analytic Rubric
Bukidnon) knowledge of
musical elements
and styles.
(MU7LU-Ic-h-10)

Northwestern Agusan Colleges

Bayview Hill, Nasipit, Agusan del Norte
 High School Department

Curriculum Map
Subject: MAPEH 7
Grade Level: Grade 7
Teacher: Dante R. Bitoon Jr.
Strand(s):

CURRICULUM MAP FOR MAPEH 7 QUARTER 3

Quarter, Unit Topic/ Content Standard Performance Competencies/ Assessment Activities Resources Institution
Week Content Standard Skills al Core
Values
3rd Quarter, A. 1. Identifies A.1.a. IDENTIFICATION A. 1. Listening to the A. 1. Selective songs  Self-
Week 1- Music of The learner The learner the musical representative music of disciplin
week 7 Mindanao demonstrates performs music characteristics of A.1.b. short quiz using Mindanao e
understanding of of Mindanao representative graphical presentation
A. Islamic the musical with appropriate music selections to identify the musical
Music characteristics of expression style from Mindanao characteristic of
representative after listening. Mindanao
 VOCAL music from (MU7MN-IIIa-g)
MUSIC Mindanao
a. chants;
3rd Quarter, b. lullaby A.2. Analyzes the A.2. essay test A.2. let the students A.2.a.  Self-
Week 1- musical elements analyze the musical https://www.youtube.com disciplin
week 7  Instrumenta of some elements of Mindanao /watch?v=olYrH1r2JSA e
l Ensemble: Mindanao vocal after listening A.2.b. Analytic Rubric
a. Kulintang and instrumental
ensemble; music. (MU7MN-
b. bamboo IIIa-g-2)
ensemble;  Social
A.3. Sing songs A.3. let the students A.3. practice the selected A.3. Analytic Rubric
 c. solo from Mindanao. sing selected songs of songs of Mindanao. responsi
instruments (MU7LV-IIa-f-8) Mindanao entitled “Eli bility
Eli Tulog Anay” by
A.Non-Islamic group presentation
rd
3 Quarter, Music A.4. Explains the A.4. Essay A. 4. 5E Inquiry-based A. 4. Worksheet: Short  Integrity
Week 1- a. Christian; distinguishing Learning Constructed Response/
week 7 b. Lumad: characteristics of Situation Analysis Essay
(Folk songs of representative
Zamboanga, music selections
Butuan and of Mindanao in
Tausug). relation to its
culture and
geography.
(MU7MN-IIIa-g-
3)
3rd Quarter, A.5. Explores A.5.Create their own A.5. Short Film Viewing A.5.a.  Social
Week 2- ways of sounds using https://www.youtube.com responsi
week 7 producing sounds instruments available /watch?v=KOfjnsLgJF0 bility
on a variety of in the local
sources that is A.4.b. Analytic rubric
similar to the
instruments
being studied,
(MU7MN-IIIb-h-
4)

A.6. Improvises A.6. let the students A.6. Lyrics Composition A.6. a. Musical Instruments  Social
simple put rhythm and A.6.b. Analytic Rubric responsi
3rd Quarter, rhythmic/melodic melody to the lyrics bility
Week 3- accompaniments composed
week 8 to selected music
from Mindanao.
(MU7LV-IIIc-h-5)
 A.6. Performs A.6. Dabakan Making A.6. lay-outing of a A.6. Analytic rubric
instruments/impr (groupings) Dabakan instruments  Social
ovised responsi
instruments from bility
Mindanao, alone
and/or with
others. (MU7LV-
IIIc-h-6)

A.8. Provides A.8. let the students A.8. the students will A.8. Analytic rubric  Social
accompaniment sing a song of practice the song of responsi
to selected music Mindanao Palawan entitled “Pok-Pok bility
of Mindanao. accompanied with the Alimpako”
(MU7LV-IIIc-h-9) available instruments
in the local

A.8. Creates A.8. PERFORMANCE Scaffold 1: A.8.a. Music of Cordillera,  Social

appropriate TASK: A.8.1. Select music from Mindoro, Palawan, and responsi
movements to different regions Visayas bility
accompany music RHYTHM and
selections of MOVEMENT Scaffold 2:
Mindanao. A.8.2. Rehearsal of steps
(MU7LV-IIIc-8) of selected music

Scaffold 3:
A.8.3. CRITIQUING A.8.b. Analytic rubric

 Self-
A.9. Evaluates A.9. Short A.9. Short Film Viewing/ A.9.a. disciplin
 music and music Constructed evaluating https://www.youtube.com e
performances Response/Essay /watch?v=olYrH1r2JSA
applying (Graded) A.9.b. Analytic Rubric
knowledge of
musical elements
and styles.
(MU7LV-IIIb-h-
10)

Quarter, Unit Topic/ Content Standard Performance Competencies/ Assessment Activities Resources Institutio
Week Content Standard Skills nal Core
 Values
ND
2 Quarter Arts and Crafts The learner… The learner… a.1. Identify A.1.a. Identification A.1. short movie viewing A.1.a.  Self-
Week 1 of MIMAROPA 1. Art elements 1. Create characteristics of https://www.youtube.com disciplin
(Mindoro, and processes by artworks showing arts and crafts in A.1.b. short quiz to /watch?v=1F5maIPy148 e
Romblon, and synthesizing and the characteristic specific areas in identify the A.1.b. Graphic Organizers
Palawan) and applying prior elements of the MIMAROPA and characteristics of arts
the Visayas knowledge and arts of the Visayas, and crafts in the
skills MIMAROPA and Marinduque MIMAROPA through
2. The salient the Visayas (Moriones the use of graphic
1. attire, features of the masks), Palawan organizers
fabrics, and arts of (Manunggol Jar),
tapestries MIMAROPA and Mindoro
2. Crafts and Visayan Islands by (Hanunuo-
Accessories, showing the Mangyan writing,
and Body relationship of the basketry, and
Ornamentation elements of art weaving), Bohol
3. architectures and processes (churches), Cebu
4. sculptures among culturally (furniture), Iloilo
(gods/rituals) diverse (culinary arts and
5. everyday communities in houses), Samar
objects the country (Basey mats) etc.
1. 3. The (A7EL-IIa-2)
2ND Quarter I. Elements of Philippines as A.2. Analyze A.2. Short Constructed A.2. Short Film Viewing/ A.2.a.  Integrity
Week 2 Arts having a rich elements and Response/Essay Analysis https://www.youtube.com
6. line artistic and principles of art (Graded) /watch?v=uVrh3frrC38
7. shape cultural tradition in the production A.2.b. Worksheets of
8. value from precolonial of one’s arts and Guide & Process Questions
9. color to present times crafts inspired by
10. texture the arts of
11. space MIMAROPA and
the Visayas.
II. Principles of (A7EL-IIb-1)
2ND Quarter Art A.3. Create crafts A.3. Craft A.3. assembling local A.3. Art materials  Social
Week 3-5 12. rhythm, that can be making/localization materials for craft making A.3. Analytic rubric
 movement locally assembled responsi
13. balance with local bilty
14. emphasis materials, guided
15. harmony, by the local
unity, variety traditional
proportion techniques (e.g.,
habi, lilip, etc).
III. Process (A7PR-IIc-e-1)
2ND Quarter 16. drawing A.4. Derive A.4. let the students A.4. make a draft of an A.4. Analytic rubric
Week 6 and painting elements from create a new artwork artwork of a certain local  Social
17. sculpture traditions/history derive elements from responsi
and of a community traditions/history of a bility
assemblage for one’s local
18. mounting artwork. (A7PR-
an exhibit: IIf-2)
18.1. concept
18.2. A.5. Correlate A.5. basket weaving A.5. the students will A.5.a. available materials
content/labels the development (localization) watch a weaver of baskets A.5.b. analytic rubric  Social
18.3. physical of crafts in of what will be the steps responsi
layout specific areas of of making a basket. bility
the country,
according to
functionality,
traditional
specialized
expertise, and
availability of
resources (e.g.,
architecture,
weaving, pottery,
accessories,
masks, and
culinary arts).
(A7PR-IIf-3)
2ND Quarter A.6. Mount an A.6. let the students A.6. let the students A.6.a. Art and crafts
Week 7 exhibit using exhibit their finished create an artworks for A.6.b. Analytic rubric  Self-
completed artworks exhibition/ groupings disciplin
MIMAROPA- e
Visayan-inspired  Social
arts and crafts in responsi
an organized bility
manner. (A7PR-
IIg-5)

2ND Quarter A.7. Reflect on A.7. essay test A.7. Inquiry Based A.7. worksheet: short-
Week 8 and derive the Learning constructive worksheets  Integrity
mood, idea, or
message
emanating from
selected artifacts
and art objects.
(A7PL-IIh-1)

A.8. Appreciate A.8. let the students A.8. lay-outing of selective A.8.a. art materials
the artifacts and make an art using artwork in the local A.8.b. analytic rubric  Social
art objects in elements and responsi
terms of their principles of art bility
uses and their
distinct use of art
elements and
principles. (APL-
IIh-2)
A.9. let the students A.9.https://
 incorporate designs, www.youtube.com/
form and spirit of watch?v=5vdAV3XuPcs
artifacts and art
objects from
MIMAROPA and the
Visayas/groupings

A.10. labeling A.10.a. google

A.9. Incorporate A.9. short film viewing A.10.b. worksheets
the design, form  Self-
and spirit of disciplin
artifacts and art e
objects from
MIMAROPA and
the Visayas.
(A7PL-IIh-3)

A.10. Trace the A.10. let the students

external (foreign) research the internal and  Integrity
and internal external influences of an
(indigenous) artwork.
influences that
reflected in the
design of an
artwork or in the
making of a craft
or artefact.
 (A7PL-IIh-4)

A.11. Show the A.11. Showing A.11. Group discussion A.11. WORKSHEETS
relationship of relationship using  Social
MIMAROPA and Venn Diagram responsi
Visayas arts and bility
crafts to
Philippine
culture,
traditions, and
history (Islamic
influences,
Spanish heritage,
and American
legacies in
education,
business,
modernization,
and
entertainment,
as well as in
indigenous
practices, fiestas,
and religious and
social practices).
A7PR-IIh-4)

Quarter, Unit Topic/ Content Standard Performance Competencies/ Assessment Activities Resources Institutio
Week Content Standard Skills nal Core
Values
3RD Quarter Arts and Crafts The learner… The learner… A.1. Identify A.1.a. Identification A.1. short movie viewing A.1.a.  Self-
 Week 1 of Mindanao 1. Art elements 1. Create characteristics of https://www.youtube.com disciplin
and processes by artworks showing arts and crafts in A.1.b. short quiz to /watch?v=1F5maIPy148 e
synthesizing and the characteristic specific areas in identify the A.1.b. Graphic Organizers
1. attire, applying prior elements of the Mindanao (e.g., characteristics of arts
fabrics, and knowledge and arts of Mindanao maritime vessel and crafts in the
tapestries skills [balanghay] from Mindanao through the
2. Crafts and 2. The salient 2. exhibit Butuan, vinta use of graphic
Accessories, features of the completed from organizers
and Body arts of artworks for Zamboanga;
Ornamentation MIMAROPA and appreciating and Maranao’s
3. architectures Visayan Islands by critiquing malong,
4. sculptures showing the brasswares, okir,
(gods/rituals) relationship of the panolong,
5. everyday elements of art torogan, and
objects and processes sarimanok;
among culturally Yakan’s fabric
I. Elements of diverse and face makeup
Arts communities in and body
6. line the country ornamentation;
7. shape 3. The Philippines T’boli’s tinalak
8. value as having a rich and accessories;
9. color artistic and Tawi-tawi’s
10. texture cultural tradition Pangalay dance.
11. space from precolonial (A7EL-IIIa-2)
3RD Quarter to present times A.2. Analyze A.2. Short Constructed A.2. Short Film Viewing/ A.2.a.  Integrity
Week 2 II. Principles of elements and Response/Essay Analysis https://www.youtube.com
Art principles of art (Graded) /watch?v=uVrh3frrC38
12. rhythm, in the production A.2.b. Worksheets of
movement of one’s arts and Guide & Process Questions
13. balance crafts inspired by
14. emphasis the arts of
15. harmony, Mindanao.(A7EL-
unity, variety IIIb-1)
3RD Quarter proportion A.3. Create crafts A.3. Craft A.3. assembling local A.3. Art materials
 Week 3-5 that can be making/localization materials for craft making A.3. Analytic rubric  Social
III. Process locally assembled responsi
16. drawing with local bilty
and painting materials, guided
17. sculpture by the local
and traditional
assemblage techniques (e.g.,
18. mounting habi, lilip, etc).
an exhibit: (A7PR-IIIc-e-1)
3RD Quarter 18.1. concept A.4. Derive A.4. let the students A.4. make a draft of an A.4. Analytic rubric
Week 6 18.2. elements from create a new artwork artwork of a certain local  Social
content/labels traditions/history derive elements from responsi
18.3. physical of a community traditions/history of a bility
layout for one’s local
artwork. (A7PR-
IIIf-2)

A.5. Show the A.5. Formative A.5. Buzz session

relationship of assessment through  Self-
the development the use of graphic disciplin
of craft in specific organizer e
areas of the
functionality,
traditional
specialized
expertise, and
availability of
resources (e.g.,
pottery, weaving,
jewelry, and
basketry. (A7PR-
IIIf-3)

.
3RD Quarter A.6. Mount an A.6. let the students A.6. let the students A.6.a. Art and crafts
Week 7 exhibit using exhibit their finished create an artworks for A.6.b. Analytic rubric  Social
completed artworks exhibition/ groupings responsi
Mindanao- bility
inspired arts and
crafts in an
organized
manner. (A7PR-
IIIg-5)

3RD Quarter A.7. Reflect on A.7. essay test A.7. Inquiry Based A.7. worksheet: short-
Week 8 and derive the Learning constructive worksheets  Self-
mood, idea, or disciplin
message e
emanating from
selected artifacts
and art objects.
(A7PL-IIIh-1)

A.8. Appreciate A.8. let the students A.8. lay-outing of selective A.8.a. art materials
the artifacts and make an art using artwork in the local A.8.b. analytic rubric  Social
art objects in elements and responsi
terms of their principles of art bility
uses and their
distinct use of art
elements and
principles. (APL-
IIIh-2)

 Social
responsi
bility

A.9. Incorporate A.9. let the students A.9. short film viewing A.9.https://
the design, form incorporate designs, www.youtube.com/
and spirit of form and spirit of watch?v=5vdAV3XuPcs
artifacts and art artifacts and art
objects from objects from
Mindanao to Mindanao/groupings
one’s creation.
(A7PL-IIh-3)

 Integrity
A.10. Trace the A.10. labeling A.10. let the students A.10.a. google
external (foreign) research the internal and A.10.b. worksheets
and internal external influences of an
(indigenous) artwork.
influences that
reflected in the
design of an
artwork or in the
making of a craft
or artifact.
(A7PL-IIIh-4)
 Social
 responsi
bility
A.11. Show the A.11. Showing A.11. Group discussion A.11. WORKSHEETS
relationship of relationship using
Mindanao’s arts Venn Diagram
and crafts to
Philippine
culture,
traditions, and  Self-
history, disciplin
particularly with e
Islamic influence
and indigenous
(Lumad)

 Integrity

Quarter, Unit Topic/ Content Standard Performance Competencies/ Assessment Activities Resources Institutio
Week Content Standard Skills nal Core
Values
2nd Quarter Exercise The learner... The learner... A.1. Review goals A.1. let the students A.1. exercise log/ A.1.a. Textbook: honing your  Self-
week 1 Programs: Demonstrates Modifies the based on review their goals groupings skills through MAPEH 7 Disciplin
Training understanding of individualized assessment after the PFT A.1.b. Graphic Organizers e
Guidelines, guidelines and exercise results. (PE7PF-
FITT Principles principles in program to IIa-24)
2nd Quarter  Endurance exercise program achieve A.2. Undertakes A.2. let the students A.2. Performing PFT A.2.a. Worksheet: Fitness
week 1-8 , Muscle
and Bone-
design to achieve
personal fitness
personal fitness physical activity
and physical
conduct physical
fitness activities
test worksheets
A.2.b. fitness equipments
elf-
Dis
strengthen fitness
ing assessments.
Activitie: (PE7PF-IIa-h-23)
2nd Quarter
week 2
a. Individu
al
sports
A.3. Addresses
barriers (low level
of fitness, lack of
A.3. let the students
make a reflection
paper
A.3. film showing about
the negative impact of
barriers in exercises
A.3. Texbook: . Textbook:
honing your skills through
MAPEH 7
cip
1. Running
2. Rhythmi
c
skill and time) to
exercises. (PE7PF-
IIb-33)
lin
sportive
gymnas
tics
e
2nd Quarter A.4. Describes the A.4. reporting/ A.4. Group discussion A.4.a. Texbook
week 4 3. Swimmi
ng
nature and
background of
groupings about nature and
background of sport
A.4.b. Charts

the sport.
b. Dual
Sports
(PE7GS-IId-5)
Scaffold 1:
De
1. Badmint
ter
A.5. Performs A.5. Performance A.5.1. Short film viewing A.5.1.a.
on appropriate first Tasks: about the tips of first https://www.youtube.com/
2. Table aid for sports aiding. watch?v=KJwhKvay2M8

mi
tennis related injuries. Performing First Aid A.5.1.b. Worksheets of Guide
3. Tennis (PE7PF-IId-30) Scaffold 2: & Process Questions
A.5.2. Perform the
c.
Combati
ve
appropriate first aiding
for sports- related
injuires.
A.5.2.a. First Aid Equipments
A.5.2.b. Analytic Rubric n
 Sports
1. arnis
(anyo)
Scaffold 3:
A.5.3. CRITIQUING
ati
on
2nd Quarter 2. A.6. Executes the A.6. let the students A.6. Practicing the basic A.6.a. Worksheet: Charts
week 4- taekwo skills involved in execute the skills skills in sports. A.6.b. Analytic Rubric
week 8 ndo the sports. involved in sports


(pooms (PE7GS-IId-h-4)
ae
3. karate A.7. Monitors A.7. let the students A.7. Monitoring A.7. PFT Equipments
(kata) periodically one’s
progress towards
the fitness goals.
do physical
enhancement
activities
Co
(PE7PF-Id-h-28).

A.8. Assumes A.8. let the students A.8. Group Discussion

op
responsibility for
achieving
write their
recommendation on era
personal fitness. how to achieve
(PE7PF-IId-h-31)
A.9. Keeps the
personal fitness
ti
on
importance of A.9. ESSAY A.9. short movie viewing A.9.a. YOUTUBE
winning and A.9.b. analytic rubric
losing in


perspective.
(PE7PF-IId-h-32)

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 Social
respons
ibility

elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 integrit
y

elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 social
respons
ibility

elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 Self-
disciplin
e

elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 Social
respons
ibility

 Social
respons
ibility

 Self-
disciplin
e
 Integrit
y

 Integrit
y

elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
 P
Quarter, Unit Topic/ Content Standard Performance Competencies/ Assessment Activities Resources Institutio
Week Content Standard Skills nal Core
Values
3rd Quarter Exercise The learner... The learner... A.1. Review goals A.1. let the students A.1. exercise log/ A.1.a. Textbook: honing your  Self-
week 1 Programs: Demonstrates Demonstrates based on review their goals groupings skills through MAPEH 7 Disciplin
Training understanding of understanding assessment after the PFT A.1.b. Graphic Organizers e
Guidelines, guidelines and of guidelines results. (PE7PF-
FITT Principles principles in and principles in IIIa-34)
3rd Quarter  Endurance exercise program exercise A.2. Undertakes A.2. let the students A.2. Performing PFT A.2.a. Worksheet: Fitness
week 1-8 , Muscle
and Bone-
design to achieve
personal fitness
program design
to achieve
physical activity
and physical
conduct physical
fitness activities
test worksheets
A.2.b. fitness equipments
elf-
Dis
strengthen personal fitness fitness
ing assessments.
Activities: (PE7PF-IIIa-h-23)
3rd Quarter
week 2 Folk
(Tinikling)/
A.3. Addresses
barriers (low level
of fitness, lack of
A.3. let the students
make a reflection
paper
A.3. film showing about
the negative impact of
barriers in exercises
A.3. Texbook: . Textbook:
honing your skills through
MAPEH 7
cip
indigenous,
ethnic,
traditional/fes
skill and time) to
exercises. (PE7PF-
IIIb-33)
lin
tival dance
e
3rd Quarter A.4. Describes the A.4. reporting/ A.4. Group discussion A.4.a. Texbook
week 4 nature and
background of
groupings about nature and
background of dance
A.4.b. Charts

the dance.
(PE7GS-IIId-1)
Scaffold 1:
De
A.5. Performs A.5. Performance A.5.1. Short film viewing A.5.1.a.
 appropriate first Tasks: about the tips of first https://www.youtube.com/
aid for sports
related injuries. Performing First Aid
aiding. watch?v=KJwhKvay2M8
A.5.1.b. Worksheets of Guide
ter
mi
(PE7PF-IIId-30) Scaffold 2: & Process Questions
A.5.2. Perform the
appropriate first aiding A.5.2.a. First Aid Equipments
for sports- related
injuires.
A.5.2.b. Analytic Rubric
n
3rd Quarter A.6. Executes the A.6. let the students
Scaffold 3:
A.5.3. Critiquing
A.6. Practicing the basic A.6.a. Worksheet: Charts
ati
week 4-
week 8
skills involved in
the dance.
execute the skills
involved in dance
skills in dance. A.6.b. Analytic Rubric
on
(PE7GS-IIId-h-4)

A.7. Monitors A.7. let the students A.7. Monitoring A.7. PFT Equipments 
periodically one’s do physical
progress towards
the fitness goals.
enhancement
activities
Co
op
(PE7PF-IIId-h-28).

A.8. Assumes A.8. let the students A.8. Group Discussion

responsibility for
achieving
personal fitness.
write their
recommendation on
how to achieve
era
(PE7PF-IIId-h-31) personal fitness
ti
A.9. Keeps the
importance of
winning and
A.9. ESSAY A.9. short movie viewing A.9.a. YOUTUBE
A.9.b. analytic rubric on
losing in
perspective. 
(PE7PF-IIId-h-32)
Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 Social
respons
ibility

elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 Integrit
y

elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 Social
respons
ibility
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 Self-
disciplin
e
 Social
respons
ibility

elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 Social
respons
ibility

 Self-
disciplin
e

 Social
respons
ibility

 Self-
disciplin
e

elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
 ckl
y
to
P

Quarter, Unit Topic/ Content Standard Performance Competencies/ Assessment Activities Resources Institutio
Week Content Standard Skills nal Core
Values
2nd Quarter The learner... The learner... A.1. Identifies A.1. IDENTIFICATION A.1. short movie viewing A.1. youtube  Self-
week 1 A. Nutrition Demonstrates Makes informed the right foods Disciplin
during understanding of decisions in the during e
adolescence nutrition for a choice of food adolescence.
healthy life during to eat during (H7N-IIa-20)
2nd Quarter B. Nutrition adolescence adolescence A.2. Follows the A.2.a. Essay A.2.a. Inquiry based A.2.a. Worksheet: Textbook
week 2-
week 3
guidelines appropriate
nutritional
learning
elf-
Dis
C. Nutrition guidelines for
problems of adolescents for
adolescents healthful eating
1. A.2.a. explains
Malnutrition the need to
 and select food
micronutrient
deficiencies
based on the
nutritional A.2.b. let the students A.2.b Seatworks A.2.b. Worksheet: textbook
cip
lin
2. Eating needs during follow the guidelines
disorders adolescence through the use of
2.1. Anorexia A.2.b. follows activity log
nervosa
2.2. Bulimia
2.3.
the Food
Pyramid guide
for adolescents
e
Compulsive
eating
disorder
and nutritional
guidelines for
Filipinos in

choosing foods
to eat. (H7N-IIb-
c-21)
De
ter
2nd Quarter
week 4-
A.3. Identifies
the nutritional
A.3. situation analysis A.3. Conducting a study
about the nutritional
A.3. survey materials
mi
n
week 6 problems of problems of adolescents
adolescents.
(H7N-IId-f-22)

A.4. Describes A.4. ESSAY A.4. Inquiry based A.4. WORKSHEETS

ati
the
characteristics,
signs and
learning
on
symptoms of
malnutrition
and

micronutrient
deficiencies.
 (H7N-IId-f-23)
Co
op
A.5. Discusses A.5. Group A.5. Orientation of
ways of presentation about preventing and
preventing and ways of preventing controlling malnutrition
controlling
malnutrition
and
and controlling
malnutrition and
micronutrients
and micronutrient
deficiencies era
micronutrient
deficiencies.
(H7N-IId-f-23)
deficiencies
ti
A.6. Explains the A.6. ESSAY A.6. SITUATION ANALYSIS A.6. WORKSHEETS
on
characteristics,
signs and
symptoms of

eating
disorders. (H7N- Al
IId-f-25)
ert
nes
A.7. Discusses A.7. SITUATIONAL A.7. Short movie viewing
ways of ANALYSIS
preventing and
controlling
eating
disorders. (H7N-
s
2nd Quarter
week 7-
IId-f-26)
A.8. Applies
decision-making
A.8. let the students
apply the decision-
A.8. Group discussion 
week 8 and critical
thinking skills to
making and critical
thinking skills on Be
 prevent following the
nutritional
problems of
nutritional guidelines
co
me
adolescents.
(H7N-IIg-h-27)

res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 integrit
y

elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 Social-
respons
ibility
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 Integrit
y
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
 integrit
y

elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
  social
respons
ibility

 integrit
y

 self-
disciplin
e

 Social
respons
ibility
Prepared by:

DANTE R. BITOON JR.

 MAPEH-7 Teacher Approved by:

MARIA LUZ J. GOLOSINO, MSTM

High School Principal

Quarter, Unit Topic/ Content Standard Performance Competencies/ Assessment Activities Resources Institutio
Week Content Standard Skills nal Core
Values
3rd Quarter A. Mental The learner... The learner... A.1. Explains the A.1. ESSAY A.1. INQUIRY BASED A.1.a. worksheets  Integrit
week 1- Health (An Demonstrates Consistently factors that LEARNING A.1.b. Analytic rubric y
week 2 Introduction) understanding of demonstrates affect the
mental health as a skills that promotion of
dimension of
holistic health for a
promote mental
health
good mental
health. (H7PH-
elf-
Dis
healthy life III-a-b-28)
B.
Understandin
g stress

1. Eustress
A.2. Explains
that stress is
normal and
A.2. PANEL
DISCUSSION
A.2. brainstorming
cip
2. Distress inevitable.
(H7PH-IIIa-b-29) lin
C. Common
areas of
A.3.
Differentiates
A.3. Differentiate
through the use of
A.3. SEATWORKS A.3. worksheets: Graphic
Organizers
e
stressor that
affects
adolescents
eustress from
distress. (H7PH-
IIIa-b-30)
Venn Diagram

(peer, family,
school, De
community) A.4. Identifies A.4. IDENTIFICATION A.4. SITUATIONAL
situations that ANALYSIS
 causes feelings
of anxiety.
(H7PH-IIIa-b-30)
ter
mi
3rd Quarter D. Coping with A.5. Identifies A.5. Identification A.2. Inquiry based A.2. Worksheet: Textbook
week 3 stress the common through the use of learning
stressors that graphic organizer
Coping with
Dying and
Death
affect
adolescents.
(H7PH-IIIc-32)
n
E. Types and
A.6. Identifies
physical
A.6. identification A.6. Seatworks A.6. Worksheet: textbook ati
Management
of Common
Mental
responses of
the body to on
stress. (H7PH-
Disorders
1. Identify
triggers and
IIIc-33)

warning signs
2. Prevention
A.7. Identifies
people who can
A.7. SITUATIONAL
ANALYSIS
A.7. let the students
conduct a study
Co
coping and
op
provide support identifying people that
treatment in stressful can support their
3. Mood situations. stressful situation

era
disorders, (H7PH-IIIc-34)
3rd Quarter bipolar, A.8. A.8. Differentiate A.8. SEATWORKS A.4. Worksheet: Graphic
week 4- schizophrenic, Differentiates through the use of Organizer
week 5 Obsessive
Compulsive
Disorder
healthful from
unhealthful
strategies in
Venn Diagram
ti
(OCD),
Obsessive
Compulsive
coping with
stress. (H7PH-
IIId-e-35)
on
Personality
Disorder) A.9. A.9. A.9. let the students have A.9. Analytic rubric
 
(OCPD) Post- Demonstrates DEMONSTRATION OF a brainstorming on how
traumatic various stress STRESS to demonstrate stress
management MANAGEMENT/ management/ groupings
techniques that GROUPINGS
one can use
every day in
Al
ert
dealing with
stress. (H7PH-
IIId-e-36)

A.10. Explains A.10. ESSAY A.10. Group Discussion A.10. Analytic rubric
nes
the importance
of grieving.
(H7PH-IIId-e-37)
s
A.11.
Demonstrates
A.11. Performance
Tasks:
Scaffold 1:
A.11.1. SCRIPT WRITING/

coping skills in
managing loss
and grief.
Movie making of
coping skills in
groupings

Scaffold 2:
Be
(H7PH-IIId-e-38) managing loss and
grief
A.11.2. Movie viewing
about coping skills in
A.11.2. YOUTUBE
co
managing loss and grief

Scaffold 3:
me
res
A.11.3. Movie viewing of A.11.3. YOUTUBE
camera angle

Scaffold 4:
A.11.4. Role Playing A.11.4. Analytic rubric po
Scaffold 5:
A.11.5. CRITIQUING
3rd Quarter A.12. A.12. picture analysis A.12. let the students
week 6-
week 8
Recognizes
triggers and
research the warning
signs of mental disorders
nsi
b
warning signs of
common mental
disorders.
(H7PH-IIIf-h-39)
le
A.13. Discusses
the types, signs,
symptoms, and
A.13. REPORTING A.13. Group Discussion A.13. Analytic rubric
in
prevention,
treatment and
professional
un
care in
managing der
common mental
health
disorders.
tak
i
(H7PH-IIIf-h-40)

ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
 Social
respons
ibility

elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 Social-
respons
ibility

elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 Integrit
y
 Self-
disciplin
e
 Self-
disciplin
e

 integrit
y

elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
elf-
Dis
cip
lin
e

De
ter
mi
n
ati
on

Co
op
era
ti
on

Al
ert
nes
s

Be
co
me
res
po
nsi
b
le
in
un
der
tak
i
ng
we
ak
nes
s
es

Po
sse
ss
en
dur
anc
e
an
d
str
en
gth
nee
de
d
to
res
po
nd
qui
ckl
y
to
P
 Self-
disciplin
e

 Social
respons
ibility
 Social
respons
ibility

 integrit
y

 Social-
respons
ibility

 Self-
disciplin
e

 Self-
disciplin
e

 Social
respons
ibility
  Social
respons
ibility

Prepared by:

DANTE R. BITOON JR.

MAPEH-7 Teacher Approved by:

MARIA LUZ J. GOLOSINO, MSTM

High School Principal