Mapeh 9 Quarter 2 Learning Activities PDF

CAMARINES NORTE COLLEGE
Junior High School Department

Labo, Camarines Norte
S.Y. 2020-2021
SECOND QUARTER
MAPEH 9
“Introducing the history of western

music”
“introducing the western and classical

art traditions”
“lifestyle and weight management”
“Learning More about community and

environmental health”
MODULE 2
The 21st Century MAPEH in Action (Worktext in Music, Arts, Physical Education and Health) 1
QUARTER MUSIC ARTS PHYSICAL HEALTH
2 EDUCATION
WEEK 1
Activity 1: “Major Activity 1:
Composers during “Representative
Classical Period” Artists from the
Renaissance Period”
Activity 2:
“Describing the Activity 2: “Name It”
Musical Elements”
WEEK 2
Activity 1: “Social Activity 1: “Risk
Dances for Factors and
Community Protective Factors”
Fitness”
Activity 2: “Myths,
Activity 2: Misconceptions,
“Pangalay and Cha- Signs and
Cha” Symptoms of Drug
Abuse”
WEEK 3 Activity 3: Activity 3:
“Classical “Representative
Compositions” Artists from the
Baroque Period”
Activity 4:
“Comparison” Activity 4: “Name It”
Activity 5: “Test
yourself”
WEEK 4 PRELIMINARY EXAMINATION

Activity 3: “Basic Activity 3: “Short
WEEK 5 Steps used in Term and Long
Pangalay Dance and Term Effects of
Cha-Cha” Substance Use and
Abuse”
Activity 4: “First
Aid for Injuries and
Emergency
Situation”
WEEK 6 Activity 5: “Sing it Activity 6:

to the Classic!” “Stenciling”
POST TEST POST TEST
Activity 5: “Slogan Activity 4: “Be a

WEEK 7 Making” Writer or an
Artist”
POST TEST
POST TEST
WEEK 8 DEPARTMENTAL EXAMINATION
Introducing the Music
of the Classical Period
Lesson 2: Music of the Classical Period
MUSIC
Content Standards:
The learner demonstrates understanding of characteristic features of Classical period music
Performance Standards:
The learner sings and performs themes of symphonies and other instrumental forms.
Hello __________, It is a great day today! Have time to learn and study about the music of the
classical period.
In this module, you will learn the historical and cultural background of the Classical era. In the
history of Western music, the term Classical refers to the period from 1750-1820. During this time, there
were significant changes in musical forms and style distinguishing the music from those of the previous
era. New music forms emerged such as sonata, concerto, and symphony.
After going through this module, you will be able to:
1. Describe musical elements of given Classical period pieces. MU9CL-IIa-f-1

2. Explain the performance practice (setting, composition, role of composers/performers,
and audience) during Classical Period. MU9CL-IIa-f-3
3. Relate Classical music to other art forms and its history within the era. MU9CL-IIa-f-2
4. Improvise appropriate accompaniment to selected music from Classical Period.
MU9CL-IIe-9
5. Perform selected music from the Classical period. MU9CL-IIb-h-7
How to learn from this module?
To achieve the objectives cited above, you are to do the following:
 Take your time reading the lessons carefully.

 Follow the directions and/or instructions in the activities and exercises diligently.
 Answer all the given tests and activities.
Let us check how much you already know about the music of classical period.
DIRECTION: Write the LETTER and the CONTENT of your answer on your separated answer
sheet. NOTE: This will not be submitted however you are required to answer as a future
reference.
_____1. It is called “The Age of Reason”

a. medieval b. baroque c. renaissance d. classical
_____2. A musical composition designed to be played by the full orchestra
a. symphony b. concerto c. sonata d. cantata
______3. The general texture of Classical music
a. monophonic b. heterophonic c. homophonic d. polyphonic
_____4. A section of the sonata allegro form where the themes are introduced
a. exposition
b. recapitulation
c. development
d. theme and variation
_____5. Franz Josef Haydn, Wolfgang Amadeus Mozart and Ludwig Van Beethoven are the
three greatest and most popular composers of what period?
a. Classical
b. Romantic
c. Baroque
d. Medieval
_____6. Which among the choices is one of the compositions of Franz Joseph Haydn?
a. Symphony No.94 in G Major "Surprise” 2nd movement
b. Symphony No. 5, Op. 67, C Minor
c. Symphony No. 40 in G minor, 1st mov. (Molto Allegro)
d. Piano Sonata No. 11, K331inA Major, 1st mov. (Andante grazioso)
_____7. “Joyful, Joyful, We Adore Thee” is an example of music composed by
a. Ludwig van Beethoven
b. Franz Joseph Haydn
c. Giovanni Pierluigi da Paletrina
d. George Frideric Handel
_____8. This term refers to the period that took place roughly from 1750 to 1820.
a. Renaissance b. Classical c. Baroque d. Romantic
_____9. It repeats the themes as they first emerged in the opening exposition
a. exposition b. recapitulation c. development d. sonata
_____10. He composed the solo (three-movement), motet, Exsultate, Jubilate, K 165.
d. Wolfgang Amadeus Mozart
Many children have their first exposure to classical music
because of classic cartoons like “Tom and Jerry”, “Popeye”, and many
other old cartoons. Why is classical music favorite in theatrical
performances, ballet, or as background music to some art exhibits? Why
is it also considered classy?
What are the things that you know about classical music?
Try completing this checklist. Put a check mark under the column
that represents your knowledge on classical music. This will guide you
in identifying the areas which you think you have to learn more in this
lesson.
Topic Know the topic Know it a little Specific areas or
well enough (If you check this topics which
column, fill out the have to be
next column with the discussed and
topics that you need learn more
to learn more about.)
CLASSICAL
MUSIC
The classical era, also called “Age of Reason”, is the period from 1750- 1820. The
cultural life was dominated by the aristocracy, as patrons of musicians and artists who
generally influenced the arts. Significant changes in musical forms and styles were made.
In the middle of the 18th century, Europe began to move toward a new style in
architecture, literature, and the arts, known as Classicism. It was also pushed forward by
changes in the economic order and in social structure. Instrumental music was patronized
primarily by the nobility.
Important historical events that occurred in the West during this era were the French
Revolution and the Napoleonic Wars, the American Declaration of Independence in 1776 and
the American Revolution.
The term “classical” denotes conformity with the principles and characteristics of ancient
Greece and Roman literature and art which were formal, elegant, simple, freed and dignified.
The same characteristics may also describe the melodies of classical music. Harmony and
texture is homophonic in general. The dynamics of loud and soft were clearly shown through
the extensive use of crescendo and diminuendo. A style of broken chord accompaniment
called, Alberti Bass was practiced.
The great composers of the period were: Franz Joseph Haydn, Wolfgang Amadeus
Mozart, and Ludwig Van Beethoven.
Sonata, Concerto, and Symphony are the instrumental forms developed during this era while
Opera Seria and Opera Buffa are the two vocal forms.
You can now read your textbook and do the following activities. The
21st Century in Action (Worktext in Music, Arts, Physical Education and
Health 9) page 26-43.
You can visit www.camarinesnortecollegejhs.com for supplemental
lessons and educational videos and examples.
Select Modules >> Grade 9 >> Second Quarter >> MAPEH
For the activities, use one whole intermediate paper as your answer sheet.
“Music & Match”
DIRECTION: Listen to each recording then match the title of the cartoon show/movie in
column B to the title of the music in column A. A link is provided to access YouTube record of
the music compositions or you can also visit www.camarinesnortecollegejhs.com
Select Modules >> Grade 9 >> Second Quarter >> MAPEH to access the videos/audio
recordings.
Write the letter and the content of your answer on your answer sheet. The first one is done
for you.
Column A Column B
B/C – (B- MR. BEAN/ C- LITTLE a. Backyardigan
EINSTEIN’S)1. Fur Elise
_____2. Piano Sonata No 11 in A major (Rondo) b. Mr. Bean
3rd mov.
_____3. Eine Kleine Nachtmusik c. Little Einstein’s
_____4. Symphony No. 5, Op. 67, Cm d. Tom & Jerry
_____5. Piano Sonata no 14 in C#m (Moonlight) e. The Ring
1st mov.
f. Popeye
1. https://www.youtube.com/watch?v=aynfMtX0fiY
2. https://www.youtube.com/watch?v=_NPj7M-FE5k
3. https://www.youtube.com/watch?v=yKl4T5BnhOA
4. https://www.youtube.com/watch?v=8UJAol7ndfM
5. https://www.youtube.com/watch?v=oy2zDJPIgwc
Works of Haydn, Mozart and Beethoven are still popular today. Their compositions are now
commonly used as music to animated series of popular cartoon companies such as Looney Toons,
Warner Brothers, 20th Century Fox, Pixar, etc. Beethoven’s music was used in one of the films for
children and Little Einstein’s animated series also features the music of the great composers
Beethoven, Haydn and Mozart.
WEEK 1
Activity 1: “Major Composers during Classical
Period”
DIRECTION: A. Identify the three greatest and most popular composers of classical period. Do
this on your answer sheet.
DIRECTION: B. Write HAYDN if the statement represents the highlights of HAYDN’s life,
capital MOZART if the statement represents the highlights of MOZART’s life, and capital
BEETHOVEN if the statement represents the highlights of BEETHOVEN’s life. The first one is
done for you. Do this on your answer sheet.
MOZART 1. At age thirteen, he composed hundreds of works including sonatas, concertos,

symphonies, religious works, and operas and operettas.
_____2. His works include the “Missa Solemnis” (1818-1823) and opera “Fidelio” (1805). His known
symphonies are: Symphony No. 3 (Eroica), No. 5, No. 6 (Pastoral), No. 9 (Choral), which adds voices
to the orchestra.
_____3. He came from a poor family and his music led to his rise in social status. He was hired by
rich patrons and eventually became a musical director for the Esterhazy family for 30 years.
_____4. He died at the age of 77 and is remembered as the first great symphonist and the inventor of
the string quartet.
_____5. He is a child prodigy and the most amazing genius in musical history. At age five, he was
already playing the violin and the harpsichord; at six, he was recognized as an exceptional pianist
and, at seven, he was already composing excellent music.
_____6. He debuted his symphony No. 3 in Napoleon’s honor, which he later renamed the Eroica
Symphony.
_____7. In 1783, he became enthralled with the work of Johannes Sebastian Bach and George
Frideric Handel.
_____8. He was only 8 years old when he was enlisted to render some song performances in the
choir at St. Stephen’s Cathedral located in Vienna, Austria where he also learned to play the violin
and the keyboard.
_____9. In 1776, he turned his efforts toward piano concertos, culminating in the Piano Concerto
Number in E flat major in early 1777.
_____10. He studied in Vienna with the most eminent musicians of the age: piano with Joseph
Haydn, vocal composition with Antonio Salieri, and counterpoint with Johann Albrechtsberger.
FRANZ JOSEPH HAYDN (1732-1809)
Suggested listening resources for Haydn’s instrumental works:

 F.J. Haydn Symphony No.94 in G Major "Surprise” 2nd movement
http://www.youtube.com/watch?v=lLjwkamp3lI
 F. J. Haydn Symphony No. 101 in D major, “The Clock”
http://www.youtube.com/watch?v=i1L6p4B2hBs
 F. J. Haydn Symphony No. 100 in G major, “Military”
http://www.youtube.com/watch?v=lGyGBRXfy10
WOLFGANG AMADEUS MOZART (1756-1791)
Suggested listening resources for Mozart’s instrumental works:

 W. A, Mozart Piano Sonata No. 16 in C major, K. 545 (so-called facile or semplice
sonata) http://www.youtube.com/watch?v=yi_E-Hu_Rb0
 W.A. Mozart: Piano Sonata No. 11, K331inA Major, 1st mov. (Andante grazioso)
http://www.youtube.com/watch?v=24_4VUU4qqM
 W.A. Mozart Symphony No. 40 in G minor, 1st mov. (Molto Allegro)
http://www.youtube.com/watch?v=l45DAuXYSIs
 W.A. Mozart Serenade in G minor (Eine Kleine Nachtmusik)
http://www.youtube.com/watch?v=o1FSN8_pp_o
LUDWIG VAN BEETHOVEN (1770-1827)
Suggested listening resources for Beethoven’s instrumental works:

 L. V. Beethoven Piano Sonata no 14 in c sharp minor (Moonlight) 1st mov. Op. 27 no 2
(adagio sostenuto)
http://www.youtube.com/watch?v=YmVCcF42f-0
 L.V. Beethoven Piano Concerto no. 1 in C major op. 15
http://www.youtube.com/watch?v=SFfUcQQbwsE
 L.V. Beethoven Piano Concerto no. 5 “Emperor” in E flat major op. 73
http://www.youtube.com/watch?v=zYl6iI4l9gA
 L.V. Beethoven Symphony No. 5, Op. 67, C Minor
http://www.youtube.com/watch?v=FqvLfMigm3I Rock version -
http://www.youtube.com/watch?v=c9EICNAvc1Q
 L.V. Beethoven Symphony No. 9, Op. 125, d minor “Choral”
http://www.youtube.com/watch?v=w6E3xem_c2w
http://www.youtube.com/watch?v=Iq-3B6xfNpY
In the middle of the 18th century, Europe began to move toward a new style in architecture,
literature, and the arts, known as Classicism. It was also pushed forward by changes in the economic
order and in social structure. Instrumental music was patronized primarily by the nobility.
WEEK 1
Activity 2: “Describing the Musical Elements”
DIRECTION: Listen to the song “The Heavens Are Telling” by Franz Joseph Haydn. A link is
provided to access YouTube record of the music composition or you can also visit
www.camarinesnortecollegejhs.com
Select Modules >> Grade 9 >> Second Quarter >> MAPEH to access the videos/audio
recordings.
Analyze and describe its meter/ tempo, texture, timbre, and pitch/using the graphic organizer
below. Do this on your answer sheet.
Harmony- Tempo -
Elements of Music
Rhythm - Dynamics -
https://www.youtube.com/watch?v=OwqqfbinUDY
WEEK 3
Activity 3: “Classical Compositions”
DIRECTION: Identify the composers of the following classical compositions by checking the
correct answer under the column of the composer. See the example below. Copy and answer
the table on your answer sheet.
Classical Compositions FRANZ WOLFGANG LUDWIG VAN

JOSEPH AMADEUS BEETHOVEN
HAYDN MOZART
1. Joyful, Joyful, We Adore Thee
2. The Heavens Are Telling

3. Stringed Quartet No. 14
4. Moonlight Sonata
5. Symphony No.1 in C major (Op. 21)
6. Symphony No. 101 in D major, “The Clock”
7. Serenade in G minor (Eine Kleine
Nachtmusik)
8. Symphony No. 100 in G major, “Military”
9. Piano Sonata No. 16 in C major, K. 545 (so-
called facile or semplice sonata)
10. Cantata on the Death of Emperor Joseph II
VOCAL and INSTRUMENTAL MUSIC
SONATA
A multi-movement work for solo instrument, Sonata came from the word “Sonare” which
means to make a sound. This term is applied to a variety of works for a solo instrument such as
keyboard or violin.
SONATA ALLEGRO FORM
The most important form that developed during the classical era consists of 3 distinct sections:
Exposition, Development and Recapitulation.
1. Exposition - the first part of a composition in sonata form that introduces the theme
2. Development is the middle part of the sonata-allegro form wherein themes are being developed
3. Recapitulation - repeats the theme as they first emerge in the opening exposition
CONCERTO
Concerto is a multi-movement work designed for an instrumental soloist and orchestra. It is a
classical form of music intended primarily to emphasize the individuality of the solo instrument and to
exhibit the virtuosity and interpretative abilities of the performer. The solo instruments in classical
concertos include violin, cello, clarinet, bassoon, trumpet, horn and piano. A concerto has three
movements: fast, slow, and fast.
3 movements:
1st Movement: Fast: Sonata-allegro form with expositions of the orchestra and then by the soloist.
2nd Movement: Slow: Has more ornamentation than the First movement.
3rd Movement: Fast: Finale: usually in a form of rondo, resembling the last movement of the
symphony and usually a short cadenza is used.
SYMPHONY
A multi-movement work for orchestra, the symphony is derived from the word
“Sinfonia” which literally means “a harmonious sounding together”. It is a classical music for
the whole orchestra, generally in four movements.
4 movements of the symphony:

1st Movement: Fast: Sonata-allegro form
2nd Movement: Slow: gentle, lyrical – typical ABA form or theme and variation
3rd Movement: Medium/Fast: uses a dance form (Minuet or scherzo)
4th Movement: Fast: typically, Rondo or Sonata form
WEEK 3
Activity 4: “Comparison”
DIRECTION: A. Fill out the Venn diagram to show the similarities and differences between
symphony and a concerto. Do this on your answer sheet.
B. How is a sonata different from a symphony and a concerto? Explain your answer.
WEEK 6
DIRECTION: A. Write the LETTER and the CONTENT of your answer on your answer sheet.
_____1. It is called “The Age of Reason”

a. medieval b. baroque c. renaissance d. classical
_____2. A musical composition designed to be played by the full orchestra
a. symphony b. concerto c. sonata d. cantata
______3. The general texture of Classical music
a. monophonic b. heterophonic c. homophonic d. polyphonic
_____4. A section of the sonata allegro form where the themes are introduced
a. exposition b. recapitulation c. development d. theme and variation
_____5. Franz Josef Haydn, Wolfgang Amadeus Mozart and Ludwig Van Beethoven are the three
greatest and most popular composers of what period?
a. Classical b. Romantic c. Baroque d. Medieval
_____6. Which among the choices is one of the compositions of Franz Joseph Haydn?
a. Symphony No.94 in G Major "Surprise” 2nd movement
b. Symphony No. 5, Op. 67, C Minor
c. Symphony No. 100 in G major, “Military”
d. Piano Sonata No. 11, K331inA Major, 1st mov. (Andante grazioso)
_____7. “Joyful, Joyful, We Adore Thee” is an example of music composed by
d. George Frideric Handel
_____8. This term refers to the period that took place roughly from 1750 t 1820.
a. Renaissance b. Classical c. Baroque d. Romantic
_____9. It repeats the themes as they first emerged in the opening exposition
a. exposition b. recapitulation c. development d. sonata
_____10. He composed the famous symphonies: No. 3-8, the Moonlight Sonata; the Kreutzer violin
sonata; Fidelio, his only opera.
d. Ludwig van Beethoven
B. Determine the composer of each composition by writing on the blank the letter which
corresponds to the name of the chosen composer. Do this on your answer sheet.
A. Franz Josef Haydn

B. Wolfgang Amadeus Mozart
C. Ludwig Van Beethoven
_____1. Kreutzer Violin Sonata

_____2. Idomeneo
_____3. The Heavens Are Telling
_____4. Missa Solemnis
_____5. Eroica Symphony
C. Answer each question briefly. (5 pts)

 What music of the Classical Period do you like the most? Why? _________________
____________________________________________________________________
____________________________________________________________________
WEEK 6
Activity 5: “Sing it to the Classic!”
Procedure:
1. You will create a short poem with a theme on the Music of Classical Era.
2. You will recite or rap the poem using the melody of Beethoven’s
Symphony No. 9, “Ode to Joy” as your accompaniment.
3. Submit the video file of your performance on a given date. (Submit also
your handwritten original composition short poem in a one whole
intermediate paper)
Introducing the Arts of
Renaissance Period and the
Baroque Period
Lesson 2: Arts of the Renaissance Period

and the Baroque Period
arts
Content Standards:
The learner demonstrates understanding on…

 art elements and processes by synthesizing and applying prior knowledge and skills
 the arts as integral to the development of organizations, spiritual belief, historical events,
scientific discoveries, natural disasters/ occurrences, and other external phenomena.
The learner …
 performs/ participate competently in a presentation of a creative impression
(verbal/nonverbal) of a particular artistic period
 recognizes the difference and uniqueness of the art styles of the different periods
(techniques, process, elements, and principles of art)
.
Hello __________, It is a great day today! Have time to learn and study about arts of the
Renaissance period and the Baroque period.
In this module, you will learn that: Arts of the Renaissance Period covers artworks produced
during the 14th, 15th and 16th centuries in Europe. The word “renaissance” comes from the word,
“renaitre”, which means, “rebirth.” It pertains to arts, particularly in Italy, such as sculptures, paintings,
music, architecture, and literature. The most common subject of this period is human philosophy.
Famous artists of this era were Michelangelo, Leonardo Da Vinci, Raphael and Donatello. The arts of
the Baroque Period are more elaborate and full of emotion. They developed in Europe around the
1600’s. This type of art form was highly encouraged by the Catholic Church to propagate its dogma.
Artists who were popular during this era were Caravaggio, Rubens, Velasquez, Rembrandt, and
Bernini.
1. Analyze art elements and principles in the production of work following a specific art
style. A9EL-IIa-2
2. Identify distinct characteristics of arts during the Renaissance and Baroque periods.
A9EL-IIa-3
3. Identify representative artists from Renaissance and Baroque periods. A9PL-IIh-1
4. Reflect on and derive the mood, idea or message from selected artworks.
A9PL-IIh-2
5. Discuss the use or function of artworks by evaluating their utilization and
combination of art elements and principles. A9PL-IIh-3
6. Use artworks to derive the traditions/history of an art period. A9PL-IIh-4
7. Compare the characteristics of artworks produced in the different art periods.
A9PR-IIc-e-1
8. Create artworks guided by techniques and styles of the Renaissance and the
Baroque periods. A9PR-IIc-e-2
9. Explain the influence of iconic artists belonging to the Renaissance and the Baroque
periods. A9PR-IIc-e-3


 Answer all the given tests and activities
Let us check how much you already know about arts of the Renaissance period and the Baroque period.
DIRECTION: Encircle 15 words that are connected to the Renaissance or Baroque Period.
NOTE: This will not be submitted however you are required to answer as a future reference.
S R E N A I S S A N C E R R M
C U B F A N I A P P L I E T I
U B C U E T S N C P N X Y S C
L E C F M O T C E I F L M V H
P N U X Y B E T N E G L O V E
T S A N D U N R T T B R A E L
U R O M A V E I K A U F J L A
R A D V P B M O N A L I S A N
E P N A R S A S H E S R F Z G
F H D A V I D R L F F T Q Q E
D A R N S I O W O A M J R U L
R E M B R A N D T Q U A I E O
O L I V E E N C E D U Z L Z A
L A C E R S A U I B I E S Y B
D O NE A T E L L O S T X F B C
You must have known that great Filipino artists like Juan Luna,
Felix Hidalgo, and Fabian de la Rosa went to Europe during their time
to study painting?
What do you think could be the reasons why they chose to study
arts in Europe? What do you know about art of from European
countries? Share your ideas with us.
21st Century in Acton (Worktext in Music, Arts, Physical Education and
Renaissance Period (1400-1600)
Renaissance was the period of economic progress. The period stirred enthusiasm for the
study of ancient philosophy and artistic values. Italian Renaissance began in the late 14th
century. It was an era of great artistic and intellectual achievement with the birth of secular art.
The focus was on realistic and humanistic art. Renaissance art was characterized by accurate
anatomy, scientific perspective, and deeper landscape. Renaissance painters depicted real-life
figures and their sculptures were naturalistic portraits of human beings. Architecture during this
period was characterized by its symmetry and balance. As the classical Greeks believed in the
harmonious development of the person through a sound mind, by the practice of athletics, the
Renaissance held up the ideal of the well-rounded man, knowledgeable in a number of fields
such as philosophy, science, arts, including painting and music – and who applies his knowledge
to productive and creative activity. The Renaissance was a period of artistic experimentation. It
brought man into a full view just like the human figure in Greek Art. Renaissance art marks the
transition of Europe from the medieval period to the early modern age. In many parts of Europe,
Early Renaissance art was created in parallel with Late Medieval art. By 1500, the Renaissance
style prevailed. The greatest cathedral building of the age was the rebuilding of St. Peter’s
Basilica in Rome
WEEK 1
Activity 1: “Representative Artists from the
Renaissance Period”
DIRECTION: Identify the artists from the Renaissance period. Do this on your answer sheet.
__________6. He was the greatest sculptor of the early Renaissance and a master stonecutter. He
also had a great understanding of human behavior as shown in his work titled, “Mary Magdalen”
(1454-1455).
__________7. Among his outstanding works as sculptor were the following: Pieta, Bacchus, Moses,
David, Dying Slave, Dawn and Dusk. Two of his best known works, The Pieta and David, were
sculpted before he turned thirty.
_________8. His well-known works were: The Last Supper (the most reproduced religious painting of
all time), and the Mona Lisa (the most famous and most parodied portrait.)
_________9. Raphael was an Italian painter and architect of the High Renaissance period. His work
was admired for its clarity of form and ease of composition and for its visual achievement of the
interpreting the Divine and incorporating Christian doctrines.
_________10. He was popularized in present times through the novel and movie, “Da Vinci Code.”
He is known as the ultimate “Renaissance man” because of his intellect, interest, talent and his
expression of humanist and classical values.
WEEK 1
Activity 2: “Name It”
DIRECTION: Name the following works and the corresponding name of the artist. Identify its
era/ period. Do this on your answer sheet.
1. TITLE OF ARTWORK:
NAME OF ARTIST:
DESCRIPTION:
NAME OF ARTIST:
DESCRIPTION:
NAME OF ARTIST:
DESCRIPTION:
NAME OF ARTIST:
DESCRIPTION:
NAME OF ARTIST:
DESCRIPTION:
Renaissance art is the art of calm and beauty. Its creations are perfect-they reveal nothing forced
or inhibited, uneasy or agitated. Each form has been born easily, free and complete. Everything
breathes satisfaction, and we are surely not mistaken in seeing in this heavenly calm and content the
highest artistic expression and spirit of that age.
Baroque Art (1600-1800)
The term Baroque was derived from the Portuguese word “barocco” which means “irregularly
shaped pearl or stone.” It describes a fairly complex idiom and focuses on painting, sculpture, as well
as architecture. After the idealism of Renaissance, and the slightly forced nature of “mannerism”,
Baroque art above all reflects the tensions of the age notably the desire of the Catholic Church in Rome
to reassert itself in the wake of the Protestant Reformation which is almost the same with Catholic-
Reformation Art of the period. Although always in conflict with the simple, clear, and geometric concepts
of classicism, the Baroque existed in varying degrees of intensity, from a simple animated movement
of lines and surfaces, to a rich and dynamic wealth. Baroque was a period of artistic styles in
exaggerated motion, drama, tension, and grandeur. The style started in Rome, Italy and spread to most
of Europe. The Roman Catholic Church highly encouraged the Baroque style to propagate Christianity
while the aristocracy used Baroque style for architecture and arts to impress visitors, express triumph,
power, and control. Baroque painting illustrated key elements of Catholic dogma, either directly in
Biblical works or indirectly in imaginary or symbolic work. The gestures are broader than Mannerist
gestures: less ambiguous, less arcane, and mysterious. Baroque sculpture, typically larger than life
size, is marked by a similar sense of dynamic movement, along with an active use of space. Baroque
architecture was designed to create spectacle and illusion. Thus the straight lines of the Renaissance
were replaced with flowing curves.
WEEK 3
Activity 3: “Representative Artists from the
Baroque Period”
DIRECTION: Identify the artists from the Baroque period. Do this on your answer sheet.
__________6. He made a sculpture of “David” was for Cardinal Borghese which is strikingly different
from Michelangelo’s David because it shows the differences between Renaissance and the Baroque
periods.
__________7. He treated art as the highest level of orderliness and his background as a son of rich
and prominent Flemish legal adviser of Spanish administrators in Belgium made him highly educated
in arts, court etiquette, and diplomacy.
__________8. He was a brilliant Dutch realist, painter and etcher. He is generally considered as one
of the greatest painters and printmakers in European art. He followed no particular faith, but was
interested in spiritual values and often chooses religious subjects.
__________9. He was commissioned to paint for the church of San Luigi dei Francesi.
__________10. He was one of the finest masters of composition and one of the most important painters
of the Spanish Golden Age
WEEK 3
Activity 4: “Name It”
DIRECTION: Name the following works and the corresponding name of the artist. Identify its
era. Do this on your answer sheet.
NAME OF ARTIST:
DESCRIPTION:
NAME OF ARTIST:
DESCRIPTION:
NAME OF ARTIST:
DESCRIPTION:
NAME OF ARTIST:
DESCRIPTION:
NAME OF ARTIST:
DESCRIPTION:
Baroque aims to give an effect that wants to carry the viewers away with the force of its impact.
It gives not a generally enhanced vitality, but excitement, ecstasy, and intoxication. Its impact was
intended to be momentary, while that of the Renaissance was slower but more enduring, making the
viewers want to linger forever in a presence. The Baroque required broad, heavy, massive forms.
Elegant proportions disappeared and buildings tended to become heavier until sometimes the forms
were almost crushed by the pressure. The grace and lightness of the Renaissance were gone; all forms
became broader and heavier. By the time St. Peter’s Basilica was completed, another architectural
style was developed by the architects who knew all the rules that had been so carefully recovered and
chose to break them. It was during this period, that the effect was of a dynamic style of architecture in
which the forms seem to take on life of their own, moving, swaying, and undulating. Many European
cathedrals have Baroque features, high altars, facades, and chapels.
“Characteristics of Renaissance and Baroque Art”
DIRECTION Using the graphic organizer below, compare the characteristics of artworks during
the Renaissance and Baroque period. NOTE: This will not be submitted however you are
required to answer as a future reference.
Renaissance
Baroque Period
Period
WEEK 3
Activity 5: “Test yourself”
DIRECTION Match the name of the artworks in column A with the corresponding artist in
column B. Write
Direction: thethe
A. Write letter and answer
correct the content
on theofspace
the correct answer
provided beforeon
theyour answer sheet.
number.
COLUMN A COLUMN B
Artworks Name of the Artist
1. _____ Portrait of Pope Innocent X a. Caravaggio
2. _____ Las Meninas b. Rubens
3. _____ Venus at a mirror c. Velasquez
4. _____ Mary Magdalen d. Rembrandt
5. _____ Portrait of the life of St. Matthew e. Bernini
6. _____ David f. Michelangelo

Bounarroti
7. _____ The Madonna of Chancellor Nicolas g. Da Vinci
Rolin
8. _____ Monalisa h. Raphael

9. _____ Pieta i. Donatello
10. _____ Apollo and Daphne
WEEK 6
DIRECTION: Choose and write the letter and the content of the correct answer on your answer
sheet.
_____1. It means “rebirth”.

a. Renaissance
b. Baroque
c. Sculpture
d. Architecture
_____2. Which among the 3 choices is not an artist of the Renaissance Period?
a. Da Vinci
b. Michelangelo
c. Rubens
d. Donatello
_____3. It is regarded as one of the world’s most reproduced religious picture.
a. Mona Lisa
b. Adoration of the Magi
c. The Last Supper
d. Magdalen
_____4. One of the most famous Madonna portraits of Raphael.
a. “Mary Magdalen”
b. “The transfiguration”
c. “David”
d. “La Belle Jardiniere”
_____5. These are the famous Renaissance paintings EXCEPT:
a. “Expulsion from Paradise”
b. “The Annunciation”
c. “Las Meninas”
d. “The Last Supper”
_____6. He treated art as the highest level of orderliness.
a. Donatello
b. Caravaggio
c. Rubens
d. Raphael
_____7. He was commissioned by Pope Urban VIII to build a symbolic structure over the tomb of St.
Peter in St. Peter’s Basilica in Rome.
a. Gian Lorenzo Bernini
b. Peter Paul Bernini
c. Raphael Caravaggio
d. Michael Caravaggio
_____8. These are the artists in Baroque period EXCEPT:
a. Ruben
b. Caravaggio
c. Rembrandt
d. Velasquez
_____9. In Baroque art, artists use “________” (the play of dark and light) to draw the viewers to be
thrilled.
a. “Chioruscuro”
b. “Chiaruscaro”
c. “Chiaroscuro”
d.” Chioroscuro”
_____10. An artwork that shows Christ in his mother’s lap, just after he is taken down from the cross.
a. “The Creation of Adam”
b. “Pieta”
c. “La Belle Jardiere”
d. “Expulsion from Paradise”
WEEK 6
Activity 6: “Stenciling”
During the Renaissance period, stenciling was very popular among Europeans who couldn’t
afford to own an exquisite sculpture or decorated furniture. Practice stenciling on a paper or
cardboard first. When you feel confident enough, you can use the stencils to decorate your bedroom.
In connection to that, you are going to make your own stencil design in a long bond paper/Oslo
paper. Your output will be submitted on a given date. (You will be submitting the stencil pattern/s and
the finish output/design).
Materials:
 Rigid stencil paper or thin cardboard
 short-haired brush
 thick paint/watercolor
 pencil
 piece of paper
 craft knife
Procedure:
1. Draw a simple design on stencil paper or cardboard with a pencil.
2. Cut out the shape with a craft knife. Do this carefully.
3. Tape the stencil to the sheet of paper. Using an almost-dry brush, stipple the paint over the
hole in the stencil, making sure that you go right up to the edges.
Learning more about Social
Dances for
Community Fitness
Lesson 2: Social Dances for Community Fitness
pe
Content Standards:
The learner demonstrates understanding of lifestyle and weight management to promote

community fitness.
The learner
 maintains an active lifestyle to influence the physical activity participation of the community.
 practices healthy eating habits that support an active lifestyle
.
Hello __________, It is a great day today! Have time to learn and study about social dances
for community fitness.
In this module, you will understand the importance and role of nutrition to community fitness.
You will also introduce to social dances as one of the physical activities that community must be
involved in attaining physical and community fitness.
1. Execute the skills involved in the dance. PE9RD-IIb-h-4

2. Perform appropriate first aid for injuries and emergency situations in physical
activity and dance settings (cramps, sprain, heat exhaustion). PE9PF-IIb-h-30
3. Define community fitness, dance and the skill-related components essential in
dancing.
4. Describe the nature and background of the dance.

Let us check how much you already know about social dances for community fitness.
DIRECTION: Identify the following classification of dances. Choose your answer inside the
table. NOTE: This will not be submitted however you are required to answer as a future
reference.
Social Dance Ballroom Dance Festival Dance

Ceremonial or Religious Dance Occupational Dance Courtship Dance
War Dance Interpretative Dance
Comic
1. ThisDances
dance shows imagery combat.
2. This dance depicts actions of a particular occupation.
3. This dance is associated with religion, vows and ceremonies.
4. It is a dance in which the dance’s movements interpret or depict or tell a story.
5. It is a dance intended for socialization and to get to know other people who are present in a
social event.
6. It is a social and partner dance, which is enjoyed socially and competitively because of its
entertainment aspect.
7. This dance depicts the art of courtship.
8. This dance is suitable for special occasions and festivities.
9. This dance focuses more on the participation and not on the performance of the dancers.
10. This dance depicts funny movements for entertainment.
Do you dance? Do you like dancing? What are your purposes in

dancing? What kind of dance do you perform well? Are you familiar with
the different types of dances? Look at the pictures and identify which of
the these dances you have tried dancing?
WEEK 2
Activity 1: “Social Dances for Community
Fitness”
DIRECTION: Match the description in Column A with the corresponding term in Column B.
Write the letter and the content of your answer on your answer sheet.
Column A Column B
_____1. the ability to maintain equilibrium while stationary or A. Dance
moving.
_____2. a dance which is participated in by the people who have B. Occupational

the same values and differences far from other communities. Dance
____3. characterized by an exaggerated and fast-swaying C. Strength

movement of the hips.
_____4. a traditional Tausug “fingernail dance” D. Pinggang Pinoy
_____5. ability to use the senses and body parts in order to perform E. Balance
motor tasks smoothly and accurately.
_____6. an art involves movement of the body in arrhythmic way, F. Community

usually to music to express their idea or emotion. Fitness
_____7. a dance depicting action of certain occupation, industry, or G. Endurance

human labor.
_____8. a muscle’s ability to generate force against physical H. Coordination

objects.
_____9. State of good health of the entire community usually I. Community Dance
attained through nutrition, physical activities and exercise.
_____10. introduced by FNRI which provides a set of J. Rumba

recommendations on appropriate proportion of various food groups
for a truly healthy and balanced meal.
K. Mambo
L. Pangalay
M. Mengalai/Daling-
Daling
WEEK 2
Activity 2: “Pangalay and Cha-Cha”
DIRECTION: A. Copy the table as shown below and write the necessary information. Do this
on your answer sheet.
PANGALAY CHA-CHA
Date Researcher: Place of Origin:
Meaning: Rhythmic Pattern:
Dance Culture: Basic Dance Position:
Place of Origin: Two dances led to

development of Cha-Cha: 1.
Ethno-Linguistic Group: 2.
DIRECTION: B. Describe the nature and background of Pangalay and Cha-Cha using the
graphic organizer below. The first one is done for you. Do this on your answer sheet.
-originated from a
Malaysian dance
"daling-Daling" or
the the Mengalai.
PANGALAY
NATURE &
BACKGROUND
OF THE DANCE
CHA-CHA
WEEK 5
Activity 3: “Basic Steps used in Pangalay Dance
and Cha-Cha”
DIRECTION: These are some basic steps and dance terms used in Pangalay and Cha-cha.
Identify how each basic step and dance term is executed. Choose your answer inside the box
and write it on the space provided for. Copy and answer. Do this on your answer sheet.
 Execute tiny sliding steps on the balls of the feet as many as required. This usually
done forward.
 Partners bow each other, to the audience, opposite dancers, or to the neighbors with
feet together. This term of Spanish origin, and is used in almost all Philippine dances.
 Touch the floor lightly with the toes of one foot, weight of the body on the other foot.
 To put foot in a certain or desired position without putting weight on it. The sole of the
foot rests on the floor.
 Slide or glide Right (Left) in fourth position in front, close Left (Right) to Right (Left)
foot in third position in rear or in first position. This may be executed in any direction.
BASIC STEPS USED IN PANGALAY
1. Shuffling Step - ____________________________________________________________

2. Slide Step - _______________________________________________________________
3. Place - ___________________________________________________________________
4. Saludo - __________________________________________________________________
5. Point - ___________________________________________________________________
 To turn with the ball, heel, or foot, on a fixed place or point.

 Step Right foot backward, step Left foot in place, and chasse step forward (Right,
Left, Right) cha-cha-cha
 Step Right foot across the Left in front, step L eft foot close to Right foot and cha-
cha-cha
 Step Right (Left) foot in second position, step or slide Left (Right) food sideward
Right (Left) across the Right (Left) in front. Put the weight on the Left (Right) foot
at the end of the slide on the third count. This is done in series moving to one
direction sideward Right or Left.
 Step Left foot forward, step Right foot in place, and chasse step backward (Left,
Right, Left) cha-cha-cha
BASIC STEPS USED IN PANGALAY
6. Cross Step- _______________________________________________________________

7. Basic Cha-Cha Step for Boys - _______________________________________________
8. Pivot - ____________________________________________________________________
9. Basic Cha-Cha Step for Girls - _______________________________________________
10. Cross Cha-Cha - __________________________________________________________
WEEK 5
Activity 4: “First Aid for Injuries and
Emergency Situation”
DIRECTION: Arrange the following steps in applying first aid treatment for heat exhaustion.
Use the number 1-7. Copy and answer. Do this on your answer sheet.
_____ Bring the person to the person hospital.

_____ Give the person cold water to drink.
_____ Keep the person’s body cool by spraying or sponging him/her with cold water.
_____ Lay the person down and elevate the legs and the feet slightly.
_____ Monitor the person carefully because it may lead to heat stroke.
_____ Loosen or remove the person’s clothing.
_____ Move the person out of the sun and find a shady place. If an air-conditioned room is
available, immediately move the person to that area.
WEEK 7
DIRECTION: Choose and write the letter and the content of your answer on your answer
sheet.
_____1. This is a skill-related fitness component that refers to the ability to maintain an upright
position while standing and moving.
a. Agility
b. Balance
c. Coordination
d. Endurance
e.
_____2. These are the health benefits of dancing EXCEPT:
a. Improved muscle tone and strength
b. Better coordination, agility and flexibility
c. Experience high risk of injury
d. Stronger bones and reduced risk of osteoporosis
_____3. _____ is the state of good health of the entire community usually attained through nutrition,
physical activities and exercise.
a. Social Dance
b. Community Fitness
c. Nutrition
d. Community Dance
_____4. Panasahan is an example of this dance which is performed during wedding feasts.
a. Creative Dance
b. Social Dance
c. Wedding Dance
d. Comic Dance
_____5. Dancing offers insights of other cultures, either through dance style itself or by meeting new
people.
a. True
b. False
c. Maybe
d. No Comment
_____6. Pangalay is an example of what classification of dance?
a. Wedding Dance
b. Interpretative Dance
c. Creative Dance
d. Ballroom Dance
_____7. Slide step is one of the basic steps used in Pangalay.
a. No Comment
b. False
c. True
d. Maybe
_____8. How to execute the cross step cha-cha?
a. Forward left foot, backward right foot, cha-cha-cha
b. Step R foot across the L in front step L foot close to R foot and cha-cha-cha.
c. Pivot on the left foot and quarter turn left and point R foot sideward
d. Step R foot forward, pivot turn to the right, step L foot forward
_____9. The following are the things that you need to do in case a person is experiencing heat
exhaustion EXCEPT:
a. Loose or remove the person’s clothing
b. Monitor the person carefully because it may lead to heat stroke
c. Keep the person’s body cool by spraying or sponging with cold water
d. Gently stretch and massage the body of the victim
_____10. Partners bow to each other, to the audience, opposite dancers, or to the neighbors with feet
together. This is of Spanish origin and is used in almost all Philippine dances. What common dance
term is being described in the statement?
a. Saludo
b. Kumintang
c. Salok
d. Panadyak
WEEK 7
Activity 5: “Slogan Making”
DIRECTION: On a long bond paper, write your slogan about promoting community fitness
through SOCIAL DANCES.
You will be graded based on the following standards:

Relevance to the topic
Message or Content
Creativity
Originality
Learning More about Prevention
of Substance use and Abuse
Lesson 2: Prevention of Substance Use and Abuse
health
Content Standards:
The learner demonstrates understanding of the dangers of substance use and abuse on
the individual, family and community.
The learner shares responsibility with community members through participation in

collective action to prevent and control substance use and abuse.
Hello __________, It is a great day today! Have time to learn and study about prevention of
.
substance use and abuse
This learner’s material is designed to inform you about the present drug scenario in the
Philippines, the different classifications of drugs abuse and their harmful short-term and long-term
effects on the body. Common and informative terms encountered in drug education are included. Signs
and symptoms of drug use and abuse among teenagers will also be tackled. You will also learn about
the effects of drug addiction to self, family, community and the country as a whole. Various strategies
and techniques presented in this learner’s material will help to prevent substance use and abuse.
Furthermore, this material provides you with a solid knowledge from which you may gain more
information about prevention, intervention, and healthy alternatives to avoid substance use and abuse.
1. Describe the drug scenario in the Philippines. H9S-IIa-14

2. Distinguish risk and protective factors in substance use, and abuse. H9S-IIb-16
3. Identify the types of drugs/substances of abuse H9S-IIc-18
4. Correct myths and misconceptions about substance use and abuse. H9S-IId-19
5. Recognize warning signs of substance use and abuse. H9S-IId-20
6. Discuss the harmful short- and long-term effects of substance use and abuse on the
individual, family, school, and community. H9S-IId-20 H9S-IIe-f-21
7. Apply decision-making and resistance skills to prevent substance use and abuse.
H9S-IIg-h-24
8. Suggest healthy alternatives to substance use and abuse. H9S-IIg-h-25

Let us check how much you already know about the prevention of substance use and abuse.
NOTE: This will not be submitted however you are required to answer as a future reference.
DIRECTION: Supply the missing words.
a. Commonly abused drugs in the Philippines are __ (1) __, __ (2) __, and __ (3) __.
b. Filipino (4) __ are most vulnerable in experimenting and abusing drugs.
c. __ (5) __ are any substances or chemicals which when taken into the body have
psychological, emotional and behavioral effects on a person.
d. Cigarettes and alcohol are classified under __ (6) __ because smokers and
drinkers have a tendency to use drugs of abuse.
Write True is the statement is true and false if it is false.
____7. Stimulants, depressants, hallucinogens, narcotics and inhalants are drugs of
abuse.
____8. Teenagers who engage in drugs use and abuse are prone to drop-out and fail in
their academic performance.
____9. Taking small amounts of drugs of abuse will not make a person an addict in the
long run.
____10. There are healthy and enjoyable things to do than taking drugs.
You’ve probably heard a lot of issues about drugs, both positive and negative, and
learning more on the negative issues. The Philippines government has pursued serious
campaigns against using and selling of illegal drugs. Many government and school
officials, business and community leaders, and even sports and movie celebrities
encourage young people not to try the use of prohibited drugs. Do you know why drugs
are bad for you? Let’s start by finding out what you know about drugs.
A. Write words that describe “what you know” about drugs. An example is done for
you. Example: Illegal, expensive
B. Share what you have written with one of your family members. What can you say
about what you know about drugs? Do you have the same perception with one
of your family members?
Activity 1: “Key Drug Concepts”
DIRECTION: Fill in the necessary concepts about each term related to drugs. Add more tags if
necessary. There are sample answers below. Do this on a separate answer sheet. NOTE: This
will not be submitted however you are required to answer as a future reference.
Common Concepts in Drug Education
The following are the usual words you will encounter in studying substance use and abuse:
 Drugs are any substances or chemicals which when taken into the body either though nasal, oral,
transdermal or intravenous way have psychological, emotional and behavioral effects on a person.
 Drugs of abuse are drugs commonly abused by users. In the Philippines the three drugs of abuse
are shabu, marijuana and inhalants.
 Drug dependence is a cluster of physiological, behavioral and cognitive phenomena of variable
intensity in which the use of a drug takes on a high priority thereby creating a strong desire to take the
substance.
 Drug misuse is the use of a substance incoherent or inconsistent with the prescribed dosage or
frequency of use.
 Drug Abuse is the use of a substance for non-medicinal purposes. Abuse leads to organ damage
like brain damage and liver damage, addiction and troubled behavioral patterns.
 Drug tolerance is a condition of the body to adapt to the effects of substances to the body thus
requiring an even larger amount of the substance to experience the same physiological and mental
effect experienced when taking the smaller drugs.
WEEK 2
Activity 1: “Risk Factors and Protective
Factors”
DIRECTION: A. Answer the following questions. Do this on your answer sheet.

1. What may cause a person to the use and abuse of substance?
_____________________________________________________________________
2. What is the difference between risk factors and protective factors?
_____________________________________________________________________
DIRECTION: B. Identify if it is a Risk Factor that may influence drug use or a Protective
Factor that keeps you away from drug abuse. Put a check mark (/) under the column of your
answer. The first one is done for you. Copy and answer the table on your answer sheet.
Risk Protective
Factor Factor
1. Easy access to gateway drugs /
2. Self-control behavior
3. Peer Pressure
4. Poor academic performance
5. Strong family values
6. Sense of belonging
7. Poor parenting and child rearing
8. Positive attitude which combat drug use
9. Risk taking Behavior
10. Practice resistance skills and being able to say “No”
11. Being resilient
12. Active and positive community programs, projects and

activities for the youth
13. Poor implementation of community laws
14. Preference to stay with peers and friends than with family
15. Experimentation
16. Joins extra-curricular activities and school organizations
17. Reliance on family for emotional support
18. History and patterns of drug use
19. Bullying
20. High self-respect and self-esteem
WEEK 2
Activity 2: “Myths, Misconceptions, Signs and
Symptoms of Drug Abuse”
DIRECTION: A. Correct the following myths and misconceptions about substance use and
abuse. The first one is done for you. Do this on your answer sheet.
Myths and Misconceptions Facts about Drugs of Abuse
1. Drugs of abuse help in the 1. Certain people of abuse stimulate the production
digestion of food. of stomach acids. Constant exposure to higher
than normal acid level damages the stomach
linings which can result to ulcers
“Drugs of abuse do not help in the digestion of

foods.”
2. Drugs of abuse improve

memory.
3. Drugs of abuse make a

person bold and brave.
4. Drugs of abuse remove life’s

problems and worries.
5. Drug addiction treatment has

to be one –time deal.
DIRECTION: B. Answer the following questions:
a. What do you know about drug use? ______________________________________

___________________________________________________________________
b. For you, what do you think are the reasons of possible abuse in youth? Elaborate
your answer. ________________________________________________________
___________________________________________________________________
c. Interview your parent/guardian or elder sibling/s regarding the signs and symptoms
of drug use and abuse. Record their answers and process the outcome of your
interview. __________________________________________________________
___________________________________________________________________
WEEK 5
Activity 3: “Short Term and Long Term Effects of
Substance Use and Abuse”
DIRECTION: A. Complete the table with the necessary information regarding the short-term
and long-term effects of drug of abuse. The first one is done for you. Copy the table and do
this on your answer sheet.
CASSIFICATION SHORT-TERM EFFECTS LONG-TERM EFFECTS

(give at least 3 short-term (give at least 3 long-term
effects) effects)
1. DEPRESSANTS 1. Slow brain function 1. Agitation and
which leads to aggressive
temporary memory behaviors
loss 2. Depression leading
2. Slow pulse rate and to mental disorders
heart rate 3. Hypertension or
3. Below normal high blood pressure
breathing pattern
2. STIMULANTS
3. NARCOTICS
4. HALLUCINOGENS
5. INHALANTS
DIRECTION: B. Aside from oneself, drug use and abuse also affects the immediate family,
school and community where the drug user lives. Using the graphic organizer below, discuss
some of the effects of drug use and abuse on the family, school and community.
Resistance Skills
Use the following steps to practice resistance skills in saying “NO” to drugs.
Step 1: What is the problem? Say what is wrong. Say “that is wrong,” or “drugs are bad,” or
“that is prohibited,” or “Drugs are against the law and school rules.”
Step 2: What could happen? Ask the following:

 Could anyone be harmed if I do it (including you)? How?
 Could it get you into trouble? What trouble?
 Would it make you feel bad if you do it?
Choose from any of the following:

 Say No. “No, I’m not interested,” or simply say “No”
 Change the topic. Say “I’m going to the park; you can come with me.” or “Would you like
to see a movie with me?”
 Tell the truth. Say “I hate drugs, it destroys dreams,” or “Drugs make you become sad
and unhappy,” or “I’m too young to die.”
 Joke about it. Say “My parents are good at smelling, I won’t get past them,” or “Are you
really ready to die? I’m not!”
 Give reasons. “I don’t do drugs, it’s bad for the health,” or “I have a training today, I
need clean air to get going,” or “Let’s play basketball, beat me!”
 Tell a story. Say “My friend died of drugs, he’s only 15 years old. It was painful,” or “my
classmate died from drugs. I don’t want that to happen to me or to you!”
 Walk away if you can’t change your friend’s mind
WEEK 7
DIRECTION: Write the letter and the content of your answers on your answer sheet.
1. According to the 2015 result of the survey commissioned by the Dangerous Drug Board under
the office of the President, the current drug use prevalence among Filipinos aged 10-69 years
old is at _____%, or an estimated 1.8 million users of more or less 100 million population of the
Philippines.
a. 2.5% b. 2.3% c. 2.7% d. 3.2%
2. Which is a protective factor in the use, misuse and abuse of drug?
a. Self-control behavior
b. Experimentation
c. Feelings of isolation
d. Risk taking behavior
3. Which is a protective factor in the use, misuse and abuse of drug?
a. Formation of friendships
b. Reliance on friends for emotional support
c. Preference to stay with peers and friends than with family
d. Inviting friends at home to know the family
4. This are the substances used for treating anxiety and sleep disorders creating relaxation and
drowsiness.
a. Depressants
b. Inhalants
c. Stimulants
d. Narcotics
5. These are the myths and misconceptions about substance use and abuse EXCEPT:
a. Drugs of abuse worsen life’s problems and worries
b. Drugs of abuse heat up the body.
c. Drugs of abuse improve memory.
d. Drug addiction is a character imperfection.
6. Which among the choices is one of the warning signs of drug use and abuse?
a. Reliance on friends for emotional support
b. Major changes in behavior
c. Positive interaction with people
d. Formation of friendships
7. Drug use and abuse affects the immediate family, school and community where the drug user
lives.
a. True b. False c. Maybe d. No comment
8. Identify which is the long-term effect of narcotics.
a. Inflammation of the veins
b. Difficulty in sleeping
c. Muscle cramps and pain
d. Overdose leading to coma and death
9. How will you develop your resistance skills especially when pressured to use drugs?
a. Influence others to have a responsible behavior
b. Go to parties and night outs with friends
c. Join a gang and do fights
d. Having friends who uses drugs
10. These are the alternatives of drug use or ways of keeping young people active, avoid peer
pressure and situations that could lead to drug use EXCEPT:
a. Sports
b. Community programs
c. Hobbies
d. Night clubbing
WEEK 7
Activity 4: “Be a Writer or an Artist”
DIRECTION: Choose a role from the following diagram and do the task indicated. Do this on
a long bond paper.
...a poem writer! As a poem I want to

be…..
writer, heres your task: Write a
poem about drug use and
abuse and the effects of drug ...as an artist! As an artist, here's
abuse. The poem must have 12 your task: Make a poster about the
lines or 3 stanzas. effects of drugs in developing
teenage body and illuatrations of
resistance skills.

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Mapeh 9 Quarter 2 Learning Activities PDF

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CAMARINES NORTE COLLEGE

Junior High School Department

“Introducing the history of western

“introducing the western and classical

“lifestyle and weight management”

“Learning More about community and

WEEK 4 PRELIMINARY EXAMINATION

WEEK 6 Activity 5: “Sing it Activity 6:

POST TEST POST TEST

Activity 5: “Slogan Activity 4: “Be a

Lesson 2: Music of the Classical Period

The learner demonstrates understanding of characteristic features of Classical period music

After going through this module, you will be able to:

1. Describe musical elements of given Classical period pieces. MU9CL-IIa-f-1

To achieve the objectives cited above, you are to do the following:

 Take your time reading the lessons carefully.

_____1. It is called “The Age of Reason”

“Music & Match”

MOZART 1. At age thirteen, he composed hundreds of works including sonatas, concertos,

FRANZ JOSEPH HAYDN (1732-1809)

Suggested listening resources for Haydn’s instrumental works:

WOLFGANG AMADEUS MOZART (1756-1791)

Suggested listening resources for Mozart’s instrumental works:

LUDWIG VAN BEETHOVEN (1770-1827)

Suggested listening resources for Beethoven’s instrumental works:

Classical Compositions FRANZ WOLFGANG LUDWIG VAN

2. The Heavens Are Telling

VOCAL and INSTRUMENTAL MUSIC

SONATA ALLEGRO FORM

4 movements of the symphony:

_____1. It is called “The Age of Reason”

A. Franz Josef Haydn

_____1. Kreutzer Violin Sonata

C. Answer each question briefly. (5 pts)

Lesson 2: Arts of the Renaissance Period

The learner demonstrates understanding on…

How to learn from this module?

 Take your time reading the lessons carefully.

Renaissance Period (1400-1600)

Baroque Art (1600-1800)

“Characteristics of Renaissance and Baroque Art”

6. _____ David f. Michelangelo

8. _____ Monalisa h. Raphael

_____1. It means “rebirth”.

Lesson 2: Social Dances for Community Fitness

The learner demonstrates understanding of lifestyle and weight management to promote

After going through this module, you will be able to:

1. Execute the skills involved in the dance. PE9RD-IIb-h-4

To achieve the objectives cited above, you are to do the following:

 Take your time reading the lessons carefully.

Social Dance Ballroom Dance Festival Dance

Do you dance? Do you like dancing? What are your purposes in

_____2. a dance which is participated in by the people who have B. Occupational

____3. characterized by an exaggerated and fast-swaying C. Strength

_____4. a traditional Tausug “fingernail dance” D. Pinggang Pinoy

_____6. an art involves movement of the body in arrhythmic way, F. Community

_____7. a dance depicting action of certain occupation, industry, or G. Endurance