GSLFI

HOME-BASED PROGRAM

MAPEH 6
SECOND QUARTER:MODULE 1

NAME:_________________________________________
Date of Release:_____________ Date Returned: _____________

(NOTE: THIS MODULE IS FOR EXCLUSIVE USE OF GSLFI

AND NOT FOR SALE)

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 Chapter 1: MAJOR AND MINOR KEYS

Lesson 1: The key of C major and A minor

At the end of the lesson, the learners would be able to:

1. differentiate C major and A minor;
2. interpret the sound of the scales;
3. draw the different scales.

Summary of concept:
Major scale is one of the most commonly used musical scales, especially in Western music
-W-W-h-W-W-W-h
Minor scale - having half steps between the second and third, fifth and sixth, and seventh and eighth
degrees, with whole steps for the other intervals.
- W-h-W-W-h-W-W
Whole (W)- means 2 steps in the piano keys
Half (h) – means 1 step in the piano keys
C-Major scale – the mother key is C or Do
The simplest scale in the keyboard because it does not have black keys

A minor scale- The mother note is A or La

Activity 1.1: Sing the tone of C major scale

Sing the tone of A minor scale

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Exercises1. Why is note reading skill essential in learning and performing music?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
How are you doing? Check the box of your answer No Yes Maybe
1. I can demonstrate the ability to sing, read and write simple
musical notation in the key of C major and its relative minor
2. I can analyze the melodic patterns of songs in Cmajor and its
relative minor
3. I can sing and play solo or in group melodies/ song in C major
and its relative minor
4. I can breate simple melodies in C Major or its relative minor

Lesson 2: Key of F major and D minor

At the end of the lesson, the learners would be able to:

1. differentiate F major and D minor;
2. interpret the sound of the scales;
3. draw the different scales.
Summary of concept:
F-Major scale – the mother key is F, Do will be converted to F
There is a flat key or black key on B (Bb) or FA

D minor scale-It is the relative key of F major scale (the la of F major scale)

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Activity 1.1 Compare c major scale and F major scale and by singing tones of the scales

Exercises1.1 As a musician, why is it important to learn the key of the music that will be performed?
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________
How are you doing? Check the box of your answer No Yes Maybe
1. I can demonstrate the ability to sing, read and write simple
musical notation in the key of F major and its relative minor
2. I can analyze the melodic patterns of songs in F major and its
relative minor
3. I can sing and play solo or in group melodies/ song in F major
and its relative minor
4. I can breathe simple melodies in F Major or its relative minor

Lesson 3: Key of G major and E minor

At the end of the lesson, the learners would be able to:

1. differentiate G major and E minor;
2. interpret the sound of the scales in G major and E minor;
3. sing the different scales in G major and E minor.
Summary of concept:
G-Major scale – the mother key is G, Do will be converted to G
There is a flat key or black key on F (F#) or Ti

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E minor scale-It is the relative key of G major scale (the la of G major scale)

Activity 1.1 Compare c major scale and G major scale and by singing tones of the scales

Exercises1.1 How can you achieve a successful musical performance?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

How are you doing? Check the box of your answer No Yes Maybe
1. I can demonstrate the ability to sing, read and write simple
musical notation in the key of F major and its relative minor
2. I can analyze the melodic patterns of songs in F major and its
relative minor
3. I can sing and play solo or in group melodies/ song in F major
and its relative minor
4. I can breathe simple melodies in F Major or its relative minor

Chapter 1: DIGITAL ART

Lesson 1: Enjoying digital painting

At the end of the lesson, the learners would be able to:

1. Realize the principles of traditional art can also be applied in digital art;

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 2. Apply art concepts on the use of different software commands
Summary of concept:
You can draw on your computer.
You can also paint on it
A basic utility included in all Microsoft Windows is MS paint. It is easy and versatile to use because you
can draw, color, or edit pictures in it.
1. Title Bar- This shows the name of the image open on the canvas (or "untitled" if unnamed) and
the paint.net version number.
2. Menu Bar- This area houses seven menus on the left and six utility icons on the right.
3. Tool Bar- Immediately below the Menu Bar is the Tool Bar. This houses several
buttons and controls for executing common commands and accessing various paint.net
features. On the second rank, adjustable parameters for the active tool are shown.
4. Image List- Each image that is open shows a thumbnail in the image list. These work
much like the tabs in a web browser.
5. Canvas- This is where the image is shown and edited. All drawing, selecting and other
editing actions occur here.

6. Tools Window  - This window is where the paint.net tools are activated or
chosen. The active tool is highlighted in the Tools Window. Hovering the pointer over
a tool icon will display a tool tip for that tool.

7. History Window  -Every editing action performed on an image within the current
session is listed in this window. Closing paint.net or closing the image removes the
entire editing history, clearing it entirely.

8. Layers Window  - Every image contains at least one layer. The Layers Window is

the primary area for adding, removing, accessing and managing layers. Layer
Properties can be accessed by double-clicking on a layer.

9. Colors Window  - This is the primary area for selecting and managing colors. It
contains several controls for adjusting colors and opacity.
10. Status Bar- This area is divided into several sections. On the left, it displays quick help
and status information. In the center, it displays rendering progress (if required). On
the right information on the image size, cursor location and units of measurement are
displayed beside controls for the view size.

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Activity 1.1 Draw a landscape using MS paint.
Exercise 1.1 Identify the following parts of MS Paint
_________________1. This shows the name of the image open on the canvas (or "untitled" if unnamed)
and the paint.net version number.
_________________2. This area houses seven menus on the left and six utility icons on the right.
_________________3. Immediately below the Menu Bar is the Tool Bar. This houses several buttons
and controls for executing common commands and accessing various paint.net features. On the second
rank, adjustable parameters for the active tool are shown.
_________________4. Each image that is open shows a thumbnail in the image list. These work much
like the tabs in a web browser.
_________________5. This is where the image is shown and edited. All drawing, selecting and other
editing actions occur here.
_________________6. This window is where the paint.net tools are activated or chosen. The active tool
is highlighted in the Tools Window. Hovering the pointer over a tool icon will display a tool tip for that
tool.
_________________7. Every editing action performed on an image within the current session is listed in
this window. Closing paint.net or closing the image removes the entire editing history, clearing it entirely.

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_________________8. Every image contains at least one layer. The Layers Window is the primary area
for adding, removing, accessing and managing layers. Layer Properties can be accessed by double-
clicking on a layer.
_________________9. This is the primary area for selecting and managing colors. It contains several
controls for adjusting colors and opacity.
_________________10. This area is divided into several sections. On the left, it displays quick help and
status information. 

Lesson 2: Digital painting like masters

At the end of the lesson, the learners would be able to:

1. utilize art skills using new technologies in digital painting;
2. create a digital painting.
Summary of concept:
In painting we can make similar style from works of others but still develop a voice after time of practice.
Likewise let the masters inspire you to be just as excellent as they were instead of giving up on your first
few attempts.
Let us go create more digital paintings!
GIMP-GNU Image Manipulation Program
PS- Photoshop
AI- adobe illustrator

Tools of GIMP
 the Pencil,
 the Paintbrush,
 the Airbrush and
 the Ink tool
The other tools use a brush to modify an image in some way rather than paint on it:
 the Bucket Fill -fills with color or pattern;
 the Gradient- fills with gradients;
 the Eraser- erases;

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  the Clone tool- copies from a pattern, or image;
 the Perspective Clone tool- copies into a changed perspective;
 the Heal tool- corrects small defects;
 the Convolve tool- blurs or sharpens;
 the Smudge tool- smears;
 and the Dodge/Burn tool lightens or darkens.

Activity 1.1 Copy any image made by artist using any of the digital painting tool

Activity 1.2 Copy the image using digital painting program

Lesson 3: Graphic Design of a Poster

At the end of the lesson, the learners would be able to:

1. identify the parts of MS Publisher;
2. appreciate the elements and principles applied in lay outing;

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 3. create an advertisement/ commercial or announcement poster;
4. Apply skills in lay outing and photo editing using new technologies in making poster

Summary of concept:
Now that we have tried digital painting. Let us go and design a poster. This time, you will use MS
publisher, you can work on it using desktop, tablet or laptop.

Ribbon The ribbon is the panel at the top portion of the document it has six tabs: Home, Insert, Page
Design, Mailings, Review, and View. Each tab is divided into groups.
 Home: Clipboard, Font, Paragraph, Styles, Objects, Arrange, Editing
 Insert: Pages, Tables, Illustrations, Building Blocks, Text, Links, Header & Footer Page
 Design: Template, Page Setup, Layout, Pages, Schemes, Page Background
 Mailing: Start, Write & Insert Fields, Preview Results,
 Finish Review: Proofing, Language View: Views, Layout, Show, Zoom, Window

Activity 1.1 Create a poster of saving the environment using MS publisher

Activity 1.2 Finalize and save poster in MS publisher

Chapter 1: MANIPULATIVE SKILLS AND GAMES

Lesson 1: Target Games

At the end of the lesson, the learners would be able to:

1. Cite examples of target games
2. Differentiate some target games;
3. Create the boxes of piko.

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Summary of concept:
Bowling is an example of target game
-a player throws or rolls a ball to knock down pins.
Health benefits:
- It tones and strengthens the muscle as a player walks and swings his or her arms with the extra
weight of the bowling ball.
- It improves eye-hand coordination as the player target and hits pins with the ball.
Paeng Nepumoceno- 6 time world bowling champion
-acknowledge as one of the greatest international bowler in the history of sport.
Kinds of target games:
Unopposed target games- the player performs independently and his or her success depends on his or her
own accuracy.
Examples: bowling, archery, darts and golf

Opposed target games- the player has a chance to obstruct the target by blocking or knocking away or
sending the object out of the playing area in order to win.
Examples: croquet and bocce
Manipulative skills needed by players in playing target games.
Underhand throw-swing throwing arm behind you, step forward with the opposite foot and hand you are
using to throw.
Sidearm throw- Your throwing arm should come from back sideways, behind your back.
Overhand throw- start with your body facing the target. Your throwing arm extends behind you. Your
throwing arm extends behind you.
Two hand overhead throw- Bring the ball above or over your head. Step with one foot forward, and
release the ball towards the target.

Execute the different skills

Beanbag Throw- The goal of the game is for each team player to throw the beanbag nearest to the target.
Each team player receive a beanbag or any similar object to be thrown near the target. The team with the
most number near the target wins

Knock Them Down- The goal of the game is to knock down three pins with ball. The player will be given
three balls to knock down the pins. The players must knock down the pins with the first ball to get the
highest possible score.

Activity 1.1 Fill the table using throwing game (knock them down)

Number of tries (5 feet away from pins) Pins(bottles)

1
2
3
4
5

Exercises1. Fill the table using throwing game (beanbag throw)

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 Number of tries (5 feet away from the target) Measurement (distance)
1
2
3
4
5

Lesson 2: Striking or Fielding Games

At the end of the lesson, the learners would be able to:

1. differentiate the skills needed in striking games;
2. appreciate the lessons taught in striking and fielding games;
3. execute the game 10 ball play.

Summary of concept:
- Balls are being used in the field
- They were employed in games when people learned to kick, throw, catch, pitching and control
them.
- There are lead-up games involving running, jumping, sliding and kicking that developed into
interesting sports like soccer, football, softball, baseball and other ball games.

1. Baseball – It is a game played on a large field by two teams with nine players each. Their main aim
is to try to score runs by hitting a small ball with a bat and then running to each of the four bases
without being put out.
2. Softball – It is a sport that is similar to baseball but is only played on a smaller field. It also makes
use of a ball that is pitched underhand and that is larger and softer than a baseball
3. T-ball or Tee-ball – It is a form a baseball for young children. In this game, the ball is hit off a
support called a tee rather than pitched as in baseball.
4. Kickball – It is an informal game that combines the elements of baseball and soccer. Am inflated ball
is used in this game, which is thrown to a person who kicks it and proceeds to run to the bases.
Kicking- swing your legs straight back with your knee bent and toes pointing to the ground, then swing
forward to hit the ball below the center.
Batting- Stand and bend your knees slightly while gripping and raising the bat. Shift your weight and take
a stride. Keep your eyes on the ball and aim to hit the ball.

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Overhead catching- With your feet slightly apart and knees bent, reach for the ball with your fingers
pointing upward and your thumb together.
Underhand catching-When you are catching the ball below the waist level, reach for the ball with your
fingers pointing downward with little fingers together.
Pitching-to pitch a ball towards a kicker, swing your arms behind you, step forward with the foot
opposite the hand you are using to throw

Activity 1.1 Make an improvised bowling by using empty bottles and a ball

Distance Number of fallen bottles

4ft
5fth
6ft
7ft
8ft
9ft
10ft

Exercises1. Describe the following below:

1. Baseball_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Softball_______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. T- ball________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Kickball_______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Lesson 3: Invasion Games

At the end of the lesson, the learners would be able to:

1. Differentiate the kinds of invasion games;
2. Appreciate the lessons taught in invasion games;
3. Draw example of a field in invasion games.

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Summary of concept:
Invasion games- tag games
- The objective of a tag game is to attack an opponent’s territory and defend the playing
area with the purpose of scoring.
- Players are usually divided into defense and offense’
- Develops focus, speed and agility
- Game teaches the value of cooperation and teamwork
Basketball is considered as the most popular sport all over our country.
James Naismith an American-Canadian sport coach. Invented the game basketball in 1891.
Speed and agility are important skills in playing invasion games. It involve manipulative skills like
dribbling with hand and foot, throwing, catching, passing, receiving, raking and dodging.
Chest pass- Hold the ball at chest level with both hands, slightly bend your knees, and face the target.
Step one foot forward, then throw the ball to the target and make a follow through.
Throw pass- take the ball with your elbows bent. Then with the opposite foot, throw the ball to the
receiver.
Receiving- step forward in front of the ball, reach for the ball and catch it with your fingers only
Dribbling with hand – Bend your knees, keep your feet apart, bounce the ball with one hand and put it
downward using your finger pads only.
Dribbling with foot-Position yourself with the ball on the ground your knees should be bent and feet
apart. Tap the ball gently with the inside foot, not with your toes.

Activity 1.1 Draw a field of basketball on the box below

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Exercises1.1 What values and skills learned by playing invasion games can be applied to your day to
day?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
How are you doing? Check the box of your answer No Yes Maybe
1. I can explain the nature or background of the games
2. I can describe the skills in the games.
3. I can execute the different skills involved in the games
4. I can display joy of effort, respect for others, and fair play
during participation in physical activities.
5. I can participate in invasion games.
Lesson 4: Net and wall games Games

At the end of the lesson, the learners would be able to:

1. Identify the rules in playing net or wall games;
2. Differentiate the skills that could be acquired in playing net or wall games;
3. draw example of net and wall games.

Summary of concept:
Volleyball, badminton and table tennis are examples of net and wall games.
Net and wall games are games wherein the team player score by hitting or striking a ball into a court
space with enough accuracy and power that the opponents cannot hit it back and make a return.
The following are skills that are involved in volleyball:
Forearm pass- align yourself with the path of the ball, ready for contact. Bring forearms together to
make a platform for the ball to hit.
Overhead pass-Place your hand closer above your head form a diamond shape. Keep your arms soft but
firm. Push the ball straight and follow through the target.
Overhand serve- toss the ball an arm’s length to make a contact. Rotate your trunk and shoulder with a
flexed high elbow, and extend to hit the ball.
Underarm serve- Hold the ball with one hand in front of your body just below the waist. Swing your arm
backward and forward in the pendulum manner to hit the ball.
Spike- stand back 2 to 3 steps away from the net. Run to the net as the ball is approaching. Prepare to
jump and hit the ball with palm and fingers. Make a follow-through by bringing your hitting arm down
across your body.

Activity 1.1 Draw a volleyball court on the box below

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Exercises1.1 Identify the following skills of volleyball.
________________1. Align yourself with the path of the ball, ready for contact. Bring forearms together
to make a platform for the ball to hit.
________________2. Place your hand closer above your head form a diamond shape. Keep your arms
soft but firm. Push the ball straight and follow through the target.
________________3. toss the ball an arm’s length to make a contact. Rotate your trunk and shoulder with
a flexed high elbow, and extend to hit the ball.
________________4. Hold the ball with one hand in front of your body just below the waist. Swing your
arm backward and forward in the pendulum manner to hit the ball.
________________5. stand back 2 to 3 steps away from the net. Run to the net as the ball is approaching.
Prepare to jump and hit the ball with palm and fingers. Make a follow-through by bringing your hitting
arm down across your body.
How are you doing? Check the box of your answer No Yes Maybe
1. I can explain the nature or background of the games
2. I can describe the skills in the games.
3. I can observe safety precaution
4. I can display joy of effort, respect for others, and fair play
during participation in physical activities.
5. I can participate in invasion games.

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 COMMUNITY HEALTH

Lesson 1: Keeping school communities healthy

At the end of the lesson, the learners would be able to:

1. evaluate every questions that a healthy community have;
2. appreciate the involvement of one in a community ;
3. find ways of making a healthy community.

Summary of concept:
Communities- It can be city, town, neighborhood, school cultural community, and
community service organization.
Being a member of any of these is important because I could affect your health.
Questions that involve us to community:
- Which health programs are provided by your city or town? Have you tried these?
- Are your neighborhood programs effective? Why?
- How does your school secure a healthy environment?
- Which other organizations are you proud member of?
- What is the impact of living in a healthy community?
Healthy school and community environment:

Physical Environment-An organized security reflects safety, and the flexible spaces, are aesthetic pleasing
and welcoming.

Psychological Environment- A community should have a sound social environment. Having a healthy
interpersonal relationship.

Ways to maintain and build a healthy school and community environments

1. Be informed
2. Volunteer
3. Be an advocate

Exercises1 How are you doing?

How are you doing? Check the box of your answer No Yes Maybe
1. I can identify the health services provided by my community
2. I can describe healthy community
3. I can volunteer to help build and maintain a healthy school and
community environment

Activity 1. Paste a picture of a healthy community on the box provided.

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Lesson 2: Keeping Homes, Schools, Communities Healthy

At the end of the lesson, the learners would be able to:

1. differentiate the kinds of wastes

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 2. segregate the kinds of wastes;
3. create a poster that will promote proper waste management.

Summary of concept:
One of the ways to build and maintain a healthy community is to make sure that it is clean every day.
The following are cause and concern of garbage problems.
 The garbage crisis- The trash that accumulates in dumpsites throughout the country like plastic,
glasses, disposable diapers, papers tires, etc. are more than just an eyesore but public hazard as
well. In July of 2000 a massive landslide claimed more than 300 men and women in Payatas.
 Where the Waste goes and the effects of its Improper disposal- Improper waste disposal clogs
sidewalks, streets, estuaries, canals, and drainage system that causes flood and traffic when storm
comes.
 What a wastes- everyone produce waste but only a few in the community care about where it
goes.
Keeping homes, schools, and communities healthy through proper waste management
 Biodegradable- waste can be broken down by microorganisms.
 Nonbiodegradable- those that cannot be broken down by nature
 Hazardous waste-waste that is either flammable, explosive, corrosive, or toxic to human.

Activity 1.1 Rate the cleanliness of your home, neighborhood, school, town, or city? Use stars and color
it. 5 stars as the highest rating and 1 as the lowest rating.
Home School
Neighborhood Town or City

Exercises1. Classify the following waste. Write B if the waste is biodegradable, NB if it is

nonbiodegradable or H if it is hazardous waste.

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________________1. Fruit peeling ________________6. Cans
________________2. Pesticide ________________7. Leftovers
________________3. Seeds ________________8. Used batteries
________________4. Bottles ________________9. Plastics
________________5. Leaves ________________10. Expired medicine

Lesson 3: Proper waste management

At the end of the lesson, the learners would be able to:

1. identify things that can be recycled in school or in community,
2. practice proper waste management at home, in school, and in the community,
3. advocate environmental protection through proper waste management

Summary of concept:
People use more and more convenient products because these can be easily disposed and
replaced.
Everyone in the community is capable in making impact on the solid waste problem through
public waste awareness and action.
Proper waste management
 Keeping homes, School and communities Healthy though proper waste management
o What else can we do to reuse waste?
o Why should waste containers have a tight fit and proper label?
o Why should communities make and use compost?
o What else are the advantage of recycling?
o How can you practice proper waste management at home, in school and in the
community?

Activity 1.1 Make a list of things that can be recycled in school and your community, on the
corresponding columns, think what you can recreate using the waste.

Recyclable in school New product Recyclable in the New product

community
1 1
2 2
3 3
4 4
5 5

Exercises1. Check the column that is appropriate for you.

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 Always Seldom Never
1. I can identify things that can be recycled at home in school
and in the community
2. I can make a conscientious effort to practice proper waste
management at home , in school and in the community
3. I can advocate environmental protection through proper
waste management

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