Learning Plan Mapeh 8 1st Quarter PDF Free

UNIT PLAN
Subject: MAPEH (Music)

Unit Topic: Music of Southeast Asia
Grade: 8
Quarter: 1st
Topics: Music of Indonesia
Music of Thailand
Music of Cambodia and Myanmar
Designer: Jia Joy S. Reconalla
I. UNPACKING THE STANDARDS FOR UNDERSTANDING

CONTENT STANDARD: The students demonstrates understanding of common musical
characteristics of the region as well as unique characteristics of a particular Southeast Asian
Countries.
PERFORMANCE STANDARD: The students performs Southeast Asian songs with appropriate
pitch, rythm, expression, and style.
COMPETENCIES:
The students will distinguish…
 Geographical, Historical, and cultural background
a. Indonesia
1. Gamelan (Javanese and Balinese)
2. Slendro and Pelog Tuning System
3. Vocal Music
b. Thailand
1. Piphat
2. Mahori
3. Kruangsaay
c. Cambodia
1. Pinpeat
d. Myanmar
1. Saung Gauk
2. Sidaw
3. Saung
The students will be skilled at..
 Explaining how the music of a Southeast Asian country relates to it’s geography
and culture;
 Listening perceptively to music of Southeast Asia;
 Singing songs of Southeast Asia;
 Analyzing musical elements of selected songs and instrumental pieces heard and
performed;
 Exploring ways of producing sounds on a variety of sources that would simulate
instruments being studied;
 Improvising simple accompaniment to selected Southeast Asian Music;
 Performing on available instruments from Southeast Asia; and
 Evaluating music and music performances applying elements and style.
ESENTIAL UNDERSTANDING:
The students will understand that…
 The greatest music performance an artist can give to music is to play with all his
heart.
 No two performances are the same
 Great music interpretation depends on how the listeners/audience
receive/assess the performance.
 Instrumental ensemble requires openness, sensitivity, discipline, and
cooperation to achieve group goals.
ESSENTIAL QUESTIONS:
The students will explore responses to the following questions:
 What makes Indonesian musicians unique from other Asian countries?
TRANSFER GOAL:
II. TRANSFER TASK IN GRASPS FORM

a. Goal:
Every group is going to present a group singing presentation in front of the class
with the assign song to be presented by each group.
b. Role:
The leaders and the members of each group are responsible for the said activity.
Their role will be the participants in the said activity and audience as well.
c. Audience:
The target audience for this activity are there classmates and the subject teacher
only, for they will present their presentations inside the classroom.
d. Situation:
The activity requires every learner to participate so that the outcome of their
presentation will be great. The learners should be grouped depending on the
numbers of the students. They will choose a leader and they will be given a piece
for them to practice and familiarize the tune of the song, then they will present it
in class with the agreed schedule of presentation.
e. Performance:
Each group is expected to present the assigned song with the given standard:
harmony, originality, and proper diction.
f. Standard/Rubric
Each group will be rate base on the standard given:
 Harmony
 Originality
 Proper Diction
OTHER EVIDENCES:
UNIT PLAN
Subject: MAPEH (Art)
Unit Topic: Arts and Crafts of Southeast Asia
Grade: 8
Quarter: 1st
Topics: Southeast Asian Fabrics and Attires
Southeast Asian Crafts, Accessories and Everyday Objects
Southeast Asian Architectures and Sculptures
CONTENT STANDARD: The students demonstrates…

a. Art elements and processes by synthesizing and applying prior knowledge and skills;
b. The salient features of the arts of Southeast Asia by showing the relationship of the
elements of art and processes among culturally diverse communities in the country;
and
c. Southeast Asian countries as having a rich artistic and cultural tradition from pre-
colonial to present times.
PERFORMANCE STANDARD: The student…

a. Creates artworks showing the characteristic elements of the arts of Southeast Asia;
and
b. Exhibits completed artworks for appreciation ad critiquing.
COMPETENCIES:
The students will know…
a. Arts and Crafts of Southeast Asia
 Relationship of Art Elements and Principles of Design used in Southeast
Asian arts and crafts
 Processes of drawing, painting, sculpting, assemblage making, and
mounting an exhibit.
 Southeast Asian art and cultural terminologies such as:
 Krama
 Batik
 Wayang Kulit
 Air muleh
 Yi Peng
 Wau kite
 Acheik
 Songkok
 Merlion
The students will be skilled at…
 Analyzing elements and Principles in one’s art production as inspired by
the arts and crafts of Southeast Asian countries;
 Identifying and appreciating distinct cultural characteristics & functions
of Southeast Asia;
 Tracing the external (foreign) and internal (indigenous) influences
reflected in the design of one’s artwork;
 Obtaining historical and elements of a specific Southeast Asian
community in one’s artwork;
 Employing and organizing Southeast Asian- Inspired design elements and
principles to achieve planned drawing, painting, sculpting, or assembling
art compositions;
 Assessing and utilizing the properties of various art media and their
ability to convey messages and meaning;
 Creating artworks and integrating themes found through direct
observation, personal experience and imagination; and
 Reflecting on one’s artwork’s mood, idea or message as inspired by
selected Southeast Asian cultural arts and crafts.
1. Southeast Asian virtuosities in arts and crafts convey it’s depth and receptivity to
culture, beliefs, customs, traditions, environment, and values.
2. Southeast Asian folk arts reflect the people’s sense of wisdom and life’s goals.
3. The arts of Southeast Asian abound with creative and edifying traditions from
ancient to present times.
4. The ingenuity of the people from Southeast Asia are evident in their cultural
traditions.
1. What defines art and culture?
2. What makes Southeast art?
3. What can arts and crafts tell about Filipino culture and society?
TRANSFER GOAL:
II. TRANSFER TASK IN GRASPS FORM

a. Goal:
Is to create, design and exhibits artworks inspired by Arts and Crafts of
Southeast Asia.
b. Role:
The students are the artist of this activity. They are the creator and designer
of their own artworks.
c. Audience:
The audience are the students of the school in which they will be the one to
critique on the exhibit of the student’s artworks.
d. Situation:
In this activity, they are responsible for their own output. After learning the
ideas of the Arts and Crafts of Southeast Asia they are going to create/make
their own designs.
e. Performance:
The students are expected to produce an artwork as an output. Graded
based on the given standard.
f. Standard/Rubric:
Creativity/Originality
Presence of the elements of Arts and Principles of Design
Neatness
Effort
OTHER EVIDENCES:
UNIT PLAN
Subject: MAPEH (P.E.)
Unit Topic: Physical Fitness: A Family Affair to Get Healthy Together
Grade: 8
Quarter: 1st
Topics: Lesson 1: Family Physical Fitness
Lesson 2: Family Physical Activity and Exercise
Lesson 3: Family FITT Fitness Plan
III. UNPACKING THE STANDARDS FOR UNDERSTANDING
CONTENT STANDARD:
The students demonstrates understanding of guidelines and principles in exercise
program design to achieve personal fitness.
PERFORMANCE STANDARD:
The student designs an individualized exercise program to achieve personal fitness.
COMPETENCIES:
 Physical Fitness Components
a. Health-related components (HRF)
b. Skill-related components (SRF)
 Health-Related Fitness Tests
a. Body Mass
b. Weight
c. Height
d. Waist Circumference
e. 3-minute Step Test
f. Ninety (90) degree push-up
g. Zipper Test
h. Sit and Reach
i. Curl-Ups
 Family Physical Activity and Exercise
a. Factors to consider during Physical Activity
b. Sample Warm-up and Cool-down Exercises
c. Flexibility Exercises
d. Guidelines for Safe and Effective Stretching
e. Supplemental Stretching Exercises for Flexibility
f. Exercises for Muscular Strength and Endurance
g. Weight training
h. Basic Strength Training Principles
i. Guidelines for safe and Effective Resistance Training
j. Supplemental Strength Training Exercises
k. Guidelines for Building Cardiovascular Fitness
l. Most popular Participation Activities for Cardiovascular Fitness
 How much Physical Activity Is Enough for the Family?
a. Physical Activity and Levels of Physical Activity
b. Importance of Regular Physical Activity
c. Promoting safety before doing Physical Activities
d. Physical Activity Pyramid
e. Family FITT Fitness Plan
 Principles of Physical Activity
The students will be skilled at…

 Exploring concepts related to flexibility, muscular strength, cardiovascular endurance,
and performance of physical activities;
 Researching family health for health-risks factor;
 Explaining the training principles and how they impact physical fitness;
 Assessing personal and family members’ fitness status regarding activity participation
with consideration for age, gender, body composition, heart rate, etc.
 Participating in a variety of individual and group activities appropriate for enhancing
physical fitness level;
 Taking a supportive role to encourage and positively influence members of the family;
 Creating a safe, progressive methodical, and efficient activity-based fitness plan to
enhance improvement of fitness and minimize risk of injury; and
 Empowering themselves by setting and working consistently with their fitness goals.
1. Physical fitness is associated with health-related and skill-related components for the
body to function efficiently and effectively.
2. Flexibility training reduces the incidence injury due to the ability to perform unempede
to a wider range of motion (ROM) and to in tune with one’s body.
3. Regular strength training tones the body to fight the loss of muscle, bone density and
strength that comes in age.
4. Cardiovascular fitness is how strong your heart muscle is, so that if you keep it working,
you will adapt to the work load given.
5. Regular physical activity can improve quality of life of all ages regardless of the presence
of a chronic disease or disability.
6. Having a fitness plan eliminates the danger of falling to “I’ll do it tomorrow” thought
pattern and makes you accountable for your daily plan.
7. Committing to a fitness regimen means mapping out a plan of activity or series of
activities with consistency.
1. What do you and your family members’ performance in Health-Related fitness test tell
you about your level of fitness?
2. How can physical activities provide for a wide range of lifelong benefits to you and to
your family members?
3. What are the health benefits of improved muscular strength and endurance? Improve
cardiovascular endurance?
4. How can fun family-workouts be an effective way to foster bonds and boost activity
levels simultenously?
5. How do you develop an appropriate fitness plan as a family and be motivated to commit
it?
TRANSFER GOAL:
IV. TRANSFER TASK IN GRASPS FORM

a. Goal:
Is to take an active part in achieving and maintaining a health-enhancing
level of physical fitness and lead to improve the physical fitness of the
members of the family.
b. Role:
The students will be the designer of their own Physical activities towards
physical fitness and they will be the one to lead in the development of the
family’s fitness and wellness.
c. Audience:
The target audience are the students and their family members.
d. Situation:
The challenge is to design Physical Activities that promotes physical fitness.
But in order to design/choose Physical activities they must first know the
capabilities of the person who will perform such activity to avoid injuries by
taking first the Health-related fitness test. After that, the students will lead
there family members in an active way in doing physical activity.
e. Performance:
The students are expected to produce different physical activities that will be
a guide for your family to perform.
f. Standard/Rubric:
Performance
Effort
Skills
Teamwork
OTHER EVIDENCES:
UNIT PLAN
Subject: MAPEH (Health)
Unit Topic: Family Health
Grade: 8
Quarter: 1st
Topics: Lesson 1: Gender and Human Sexuality
Lesson 2: Teenage Concerns
Lesson 3: Managing Sexuality Related Issues
CONTENT STANDARD:
The students demonstrates understanding of human sexuality and managing sexuality-
related issues for healthy life.
The students appropriately manages sexuality-related issues through responsible and
informed decisions.
COMPETENCIES:
 Gender and Human Sexuality
 Teenage Concerns such as
a. Identity Crisis
b. Sexual Behaviours
c. Pre-marital Sex, Teenage Pregnancies, and Abortion
 Development of Decision-making Skills in Managing Sexuality-Related Issues
The students will be skilled at..
 Identifying basic terms in sexuality (sex, sexuality, gender, etc.)
 Discussing sexuality as an important component of one’s personality.
 Explaining the dimensions of human sexuality.
 Analyzing the factors that affect one’s attitudes and practices related to sexuality and
sexual behaviors.
 Assessing personal health attitudes that may influence sexual behavior.
 Identifying the different issues/concerns of teenagers (i.e., identity crisis) and the need
for support and understanding of the family; and
 Applying decision-making skills in managing sexuality-related issues.
 Learning about sexuality and discussing sexual issues is critical for sexual health, but is a
sensitive and challenging process.
 The interactive relationship of these three (3) dimensions describes an individual’s total
sexuality.
 Respect, appreciation, and understanding of individual differences are necessary in
order to establish healthy relationships.
 Sexuality and gender identity can be expressed in ways that are healthy and life-
affirming.
 The family plays a crucial role in providing children with gradual education in sexual life.
 The choices and decisions one makes affect the type of person he/she will become.
 Good decision making skill is essential is essential in managing gender and sexuality
issue.
 A good decision is one that is healthy and responsible.
 Technological advancement tempered with moral responsibility, provides increased
opportunities to develop wide audience anytime and any place.
 Accessing valid sexual health information, products, and services improves one’s ability
to make health enhancing choices and improves one’s quality of life.
 Why study human sexuality?
 How should one look at human sexuality?
 How is your sexuality?
 Why be concerned with teenage life worth living?
 What makes you?
 What makes teenage life worth living?
 How should one deal with teenage concerns?
 Are you wise in your decisions?
 Why manage sexuality issues?
 Are you in control of your sexuality?
TRANSFER GOAL:
III. TRANSFER TASK IN GRASPS FORM

a. Goal:
Is to let the students independently use their learning to appropriately manage
sexually-related issues through responsible and informed decisions.
b. Role:
The individuals role is to be themselves, to be a person where they can decide
for there own good.
c. Audience:
The target audience are the students/young.
d. Situation:
The students are given situations where they have to decide for their own good
and reflect to what is the right thing to do in life.
e. Performance:
Reflections and role-playing
f. Standard/Rubric
Content
Relevance to the Lesson
Effort
OTHER EVIDENCES:
LEARNING PLAN
SUBJECT: MAPEH (Music)

GRADE: 8
DATE: June 10-14, 2019
LESSON TOPIC: Music of Indonesia
DESIGNER: Jia Joy S. Reconalla
CONTENT STANDARD:
The students demonstrates understanding of common musical characteristics of the
region as well as unique characteristics of a particular Southeast Asian Countries.
The student performs Southeast Asian songs with appropriate pitch, rythm, expression,
and style.
COMPETENCIES:
The students will be skilled at:
a. Identifying different music in Indonesia;
b. Listening perceptively to music of Southeast Asia; and
c. Singing songs of Southeast Asia;
EXPLORE:
Let the students watch a video of an orchestra of Indonesia which will give them a hint
for the topic.
FIRM UP:
Ask the following questions to the students:
1. What have you observe regarding the video shown to you?
2. What can you say about the style of their music?
3. Are you familiar with the instruments they’ve used in the video?
DEEPEN: GENERALIZATION
To deepen the understanding of the learners, explain to them the different music in
Indonesia, this includes Gamelan orchestra, their tuning system and their vocal music.
TRANSFER:
Let the students perform an Indonesian song by group with the following guidelines.
CRITERIA 50 POINTS 30 POINTS 20 POINTS

HARMONY(In When all members of When few members When least of the
Unison) the group sing of the group sing members Harmony at
together. together. all.
ORIGINALITY(choral When the group have When the group have When the group
blending and style) unique style in Less uniqueness in needs improvement.
singing. singing.
DICTION(words Most Words are Less Words are Most words are
enunciation) properly enunciated. properly enunciated. improperly
enunciated.
VALUES INTEGRATION:
EXCELLENCE
FORMATION STANDARD:
Demonstrates willingness to maximize God-given gifts & potentials.
HOMEWORK:
Answer the following questions in a ½ sheet of Paper.
 What is a fabric?
 Does a fabric have designs? Give examples.
 Look for a fabric that is made by Filipinos and compare it to the fabric of the
foreign countries. Is there similarities? Differences?
LEARNING PLAN

GRADE: 8
DATE:
LESSON TOPIC: Music of Thailand
CONTENT STANDARD:
and style.
COMPETENCIES:
The learners will be skilled at..
a. Explain the characteristics of the music of Thailand;
b. Listen perceptively and analyse critically the musical elements selected in Thailand;
c. Sing songs of Thailand; and
d. Evaluate music and music performances applying elements and style.
EXPLORE:
Ask the students:
1. What significant thing do you know about Thailand? Explain your answer.
2. How is elephant being shown in Thailand?
3. Discuss why Thailand is called the “Land of the Free”
FIRM-UP:
1. Discuss the vocal and Instrumental forms of Thailand through analysis of music
elements, functions of music to Thais, and the musicians.
2. Let the students listen Thailand songs and analyze it’s lyrics and functions of
performance.
DEEPEN:
1. In a group of four, each group must:
a. Make a comparison of the different ensembles in Thailand;
b. Be able to identify the similarities and differences of the different musical
instruments per ensemble.
c. Answer how is Thai music different from the music of Indonesia and the
Philippines? Cite concrete examples.
TRANSFER:
In a group of three (3) the students are expected to..
1. Sing a Thailand song by group;
2. Perform confidently with group mates; and
3. Develop musicality through application of the characteristics of Thai music.
CRITERIA 30 POINTS 20 POINTS 10 POINTS

HARMONY(In When all members of When few members When least of the
Unison) the group sing of the group sing members Harmony at
together. together. all.
ORIGINALITY(choral When the group have When the group have When the group
blending and style) unique style in Less uniqueness in needs improvement.
singing. singing.
DICTION(words Most Words are Less Words are Most words are
enunciation) properly enunciated. properly enunciated. improperly
enunciated.
VALUES INTEGRATION:
FORMATION STANDARD:
HOMEWORK:
LEARNING PLAN

GRADE: 8
DATE:
LESSON TOPIC: Music of Cambodia and Myanmar
CONTENT STANDARD:
and style.
COMPETENCIES:
The learners will…
a. Explain the distinguishing musical characteristics of Cambodia and Myanmar; and
b. Distinguish unique characteristics and functions of the different instrumental
ensembles.
EXPLORE:
Let the students answer the questions:
1. What is instrumental ensemble for you?
2. What are traits of an instrumental ensemble musician?
FIRM-UP:
1. Let the students answer the K-W-L questions:
What do I know… What do I want to know… What have I learned…

2. P
Instrumental music Instrumental music Instrumental music
rovi
de
an
audio/video presentations of Cambodia and Myanmar, its historical background and
music history.
3. Answer the “Let’s Apply” activity on page 27of the textbook.
DEEPEN:
1. Discuss the vocal/folk and instrumental music through the following :
a. Video on instrumental performance
b. Sound analysis
c. Analysis of the music characteristics of Cambodia and Myanmar
d. Comparison/contrast of their music with other Southeast Asian music
2. Provide the students a listening/singing activity of the Byaw song. Let them sing and
evaluate their performance through:
a. Analysis on the elements of music used
b. Meaning/functions of music.
TRANSFER:
Ask the students to answer the given reflective questions in a short bond paper.
a. How can I contribute to the success of my group performance?
b. What concrete actions/share will I give?
VALUES INTEGRATION:
FORMATION STANDARD:
HOMEWORK:
LEARNING PLAN

Grade: 8
Date:
Lesson Topic: Southeast Asian Fabrics and Attires
CONTENT STANDARD:
The student demonstrates…
d. Art elements and processes by synthesizing and applying prior knowledge and skills;
e. The salient features of the arts of Southeast Asia by showing the relationship of the
and
f. Southeast Asian countries as having a rich artistic and cultural tradition from pre-

c. Creates artworks showing the characteristic elements of the arts of Southeast Asia;
and
d. Exhibits completed artworks for appreciation ad critiquing.
COMPETENCIES:
The students will..
1. Identify the different Southeast Asian fabrics and attires;
2. Apply the elements of arts and principles of design; and
3. Distinguish relationship of Art Elements and Principles of Design used in Southeast
Asia.
EXPLORE:
1. Using a “What is it” strategy, show the students the different fabric materials like silk
from Thailand, Krama cloth from Cambodia, and Batik from Singapore, Indonesia,
Malaysia and Brunei. They may guess which particular cultural community made them.
The teacher may give clues to those who are having hard time guessing and
congratulate those who guessed the items right.
2. Ask the students to describe such art items and ask; “Are these items work of art?
Why?”
FIRM-UP: Ask the following questions to the students:

1. What did you observe from the pictures shown to you?
2. What can you say about the fabrics of Southeast Asia?
3. From each fabric, what are their differences that you have observe?
4. From the pictures shown to you, which colors are prominent in the designs?
5. If you were a designer, how would you create a Southeast Asia- inspired attire based on
your own artistic and cultural perception?
DEEPEN: GENERALIZATION:
1. Using a Powerpoint presentation show to the students the ethnographic map of the
Southeast Asian countries.
2. Show various interesting pictures of cultural motifs of different countries in Southeast
Asia; then ask questions.
a. How does a traditional fabric in each Southeast Asian country look like?
b. What can traditional attire from Southeast Asia tells us about a culture or
society?
c. Do you love to travel? (showing various tourist spots, arts, and crafts in
Southeast Asia)
d. What makes travelling an interesting activity? Cite examples.
3. Using Powerpoint presentation, discuss about the fabrics made in different Southeast
Asian countries.
TRANSFER:
The students will make their own design of fabric which is inspired from the fabrics of
Southeast Asians. Rating is based on the given criteria.
CRITERIA Score
Creativity/Originality 40%
VALUES
Presence of Elements of art & 30%
Principles of design
Neatness 20%
Timeliness 10%
TOTAL 100%
INTEGRATION:
FORMATION STANDARD:
LEARNING PLAN

Grade: 8
Date:
Lesson Topic: Southeast Asian Crafts, Accessories, Body Ornamentation, and Everyday
Objects
CONTENT STANDARD:
The students demonstrates…
and

and
COMPETENCIES:
The students will..
a. Create artworks and integrating themes found through direct observation, personal
experience and imagination;
b. Appreciate
EXPLORE:
The teacher shows various arts and crafts from different Southeast Asian countries and
challenges the students by asking questions.

1. If you were hired by the Association of Southeast Asian Nation (ASEAN) to redesign
their logo, how would you do it?
2. Which among the cultural figures or artifacts will you consider? Why?
3. Using colored pens, ask the students to illustrate their design on an oslo paper.
1. Highlight the various cultural stories through short video clips presentations on crafts,
accessories and everyday objects created by the different Southeast Asian countries:
2. Discuss each video and also connect them with the discussion,
3. After watching the short video clip, ask the students to group themselves into five and
collaboratively make persuasive paragraphs about the teacher’s stories.
Instruction: Look back at the different Southeast Asian crafts. Choose one that you think
successfully reflects the elements and art principles of design. Write a persuasive
composition convincing their government and communities why such craft should be
preserved as part of their culture and tradition. Include why the folk artists make use of
the elements and principles to make such craft worthy of being part of the country’s
culture and traditions. Use the chart below.
Name of Artwork/Craft
I. Concluding Statement
____________________________________________________________
____________________________________________________________
II. Supporting Facts
____________________________________________________________
____________________________________________________________
III. Conclusion checklist
____________________________________________________________
4. A representative from each group is asked to present their output in class.
TRANSFER:
The students are asked to bring materials for the activity “Songkok” making.
Materials needed:
 Black construction papers
 Sequins, Beads and other recycled accessories; and
 Glue
VALUES INTEGRATION:
FORMATION STANDARD:
LEARNING PLAN

Grade: 8
Date:
Lesson Topic: Southeast Asian Architectures & Sculptures
CONTENT STANDARD:
The students demonstrates…
and

and
COMPETENCIES:
The students will..
a. Identify significant historical landmarks found in Southeast Asia;
b. Relate art elements and principles of design applied in the Southeast Asian
architecture and sculptures; and
c. Create a sculpted token inspired by Thailand’s arts and tradition.
EXPLORE:
In a powerpoint presentation, pictures and short video clips of the Southeast Asian
Vacation Travel Guide is shown.

1. Which countries have similar landmark designs?
2. What have you noticed in their designs?
3. What can you say about their houses? Temples? Churches? Sculptures?
4. Among these countries, what are the specific architectural designs that you have
seen which you think has some colonial influences? Describe.
1. Follow-through the discussion by asking:
1.1 When do we say that the architectural/sculpture design is truly Southeast Asian?
2. Using a Powerpoint presentation discuss the different sculptures and architectures
of the Southeast Asian countries.
TRANSFER:
Show various souvenirs from Thailand and ask this question:
1. If you are a sculptor, what kind of design are you going to make as a token for the
King of Thailand?
The students activity is to make a sculpted design using a clay which is inspired by the
Southeast Asian countries. Before doing such activity, they are going to brainstorm and plan the
process carefully to meet the standard of success which is based on Originality of concept,
Craftsmanship, and how linear designs, cuts, and forms are applied in the sculpture.
Criteria:
Creativity - 50%
Neatness - 30%
Timeliness - 20%
VALUES INTEGRATION:
FORMATION STANDARD:
LEARNING PLAN
Subject: MAPEH (P.E.)

Grade: 8
Date:
Lesson Topic: Family Physical Fitness
CONTENT STANDARD:
The students demonstrates understanding of guidelines and principles in exercise
program design to achieve personal fitness.
The student designs an individualized exercise program to achieve personal fitness.
COMPETENCIES:
The students will…
1. Assess the components of health-related physical fitness by using scientifically based
health-related fitness assessment;
2. Apply the correct techniques in the administration of the fitness tests and with
focused consideration for safety skills; and
3. Enjoy the benefits of health-related fitness by being responsible with one’s health
and wellness.
EXPLORE:
A video clip about the importance of Physical fitness is shown.

1. From the video shown to you, what is Physical fitness?
2. What is the importance of Physical fitness?
3. What does it contribute to your health?
4. Is it important that your family must also practice Physical fitness?
5. Give an example of an activity that would contribute to your fitness?
Using a powerpoint presentation, discuss the Health Related Components, Skill-Related
components, Health-related Fitness test and safety skills.
TRANSFER:
Perform the Health-related fitness test:
1. Proceed by performing together with the students warm-up and cool-down
exercises for proper conditioning of the body.
2. Emphasize the safety skills that the students must adapt as a test taker and as a
partner.
3. Instruct the students to perform the HRF tests with each other accurately recording
the result of their tests.
VALUES INTEGRATION:
FORMATION STANDARD:
LEARNING PLAN

Grade: 8
Date:
Lesson Topic: Gender and Human Sexuality
CONTENT STANDARD:
The student appropriately manages sexually-related issues through responsible and
informed decisions.
COMPETENCIES:
a. Identify the basic terms in sexuality (sex, sexuality, gender, etc.)
b. Discuss sexuality as an important component of one’s personality; and
c. Explain the dimensions of human sexuality.
EXPLORE:
Elicit the students’ prior knowledge by making them associate characteristic/role with
the gender. They will write the correct symbol for male or female in the appropriate
boxes in Quick check on pages 3 and 4 of the textbook.
The students are made to consider the following aspects of their lives as an adolescent,
and list one that concerns them most;
a. As your own self_______________________________________________________
b. As a son/daughter_____________________________________________________
c. As a student__________________________________________________________
d. As a friend____________________________________________________________
FIRM-UP:
Watch a video regarding gender and sexuality:
1. Encourage the learners to give their personal view of the film using the following
questions:
1.1 How do you feel about the commercial? Explain.
1.2 Do you agree or disagree? Justify your stand.
1.3 What is sexuality/human sexuality in your own understanding?
1.4 In your age today, can you identify your gender?
Discuss the interactive relationship of the three (3) dimensions that describe and
individual’s total sexuality. Biological Dimensions, Psychological Dimensions, Socio-
Cultural Dimensions.
TRANSFER:
In a group of five, Challenge the students to show the interactive relationship of the
three (3) dimensions using a Venn diagram or concept map.
 Break the class in groups of five for a small group discussion. Give just 5-7
minutes for the sharing about the discussion.
 The interactive relationship of these three (3) dimensions describes an
individual’s total sexuality.
 Instruct the students to reflect on their own performance and those are
important to them personally; these are their “BESTs”. They will choose those
that will best describe them and interpret their meaning using a symbol. This is
their “Personal Crest”
VALUES INTEGRATION:
FORMATION STANDARD:
LEARNING PLAN

Grade: 8
Date:
Lesson Topic: Teenage Concerns
CONTENT STANDARD:
The learner demonstrates understanding of human sexuality and managing sexuality-
The learner appropriately manages sexually-related issues through responsible and
informed decisions.
COMPETENCIES:
The learners will…
a. Analyze the factors that affect one’s attitudes and practices related to sexuality and
sexual behaviors;
b. Assess personal health attitudes that may influence sexual behavior; and
c. Identify the different issues/concerns of teenagers (i.e., identity crisis) and the need
for support and understanding of the family.
EXPLORE:
The learners will be group in five. In there group they are going to brainstorm the
question: “What is the common problem a teenage have nowadays?”. In a ½ sheet of paper
they are going to write what they’ve come up from the question given to them.
FIRM-UP:
In a group of two:
 Challenge the 2 groups to think of words that they may associate with early
pregnancy.
 They’ll write the terms on the board.
 Challenge/invite the students to explain why they have thought the word.
Let the learner watch a documentary film about Philippine Teenage Pregnancy. After
that, ask some follow-up questions:
 How do you feel about the documentary film?
 What are the reasons given for early pregnancy?
 How do you look at early pregnancy?
Elaborate and discuss more of the ideas of the teenage concerns, nowadays.
TRANSFER:
1. Reflection:
 Make the students reflect on their learning on Teenage Concerns on human
sexuality by writing a personal creed and have it written creatively on a piece of
paper: “As a teenager, I believe that________________.”
 The students will display their creeds on the compilations of MAPEH Outputs.
VALUES INTEGRATION:
FORMATION STANDARD:
LEARNING PLAN

Grade: 8
Date:
Lesson Topic: Managing Sexuality Related Issues
CONTENT STANDARD:
The student appropriately manages sexually-related issues through responsible and
informed decisions.
COMPETENCIES:
a. Apply necessary decision skills in managing sexuality-related issues;
b. Confidently face the challenge of sexuality issues; and
c. Make wise and healthy choices and decisions to improve their quality of life.
EXPLORE:
Have the students answer the questions:
1. Are you wise enough in your decisions?
2. How will you handle yourself in a party?
3. Are you in control of your sexuality?
FIRM-UP:
Firm-up students understanding by making them role-play the following situations.
Divide the class into four groups and assign the following situations:
a. You are invited to attend a party with boys you are not too familiar with.
b. You are deciding on the kind of movie to watch.
c. You are dressing up on a class reunion.
d. You looking for a pair of shoes in a mall.
1. After the role-play, take advantage the moment to discuss real and concrete
events/cases and encourage students to critically examine sexual issues.
2. Make the students be aware of who/what influences them or how they are influenced
in their choices/decisions in life.
TRANSFER:
Let the students reflect on their own learning on this lesson and what they promise to
do to ensure wise decisions now and in the future. Make them prepare a personal creed on
wise decision-making and they will write this on a bond paper.
VALUES INTEGRATION:
FORMATION STANDARD:

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UNIT PLAN

Subject: MAPEH (Music)

I. UNPACKING THE STANDARDS FOR UNDERSTANDING

II. TRANSFER TASK IN GRASPS FORM

I. UNPACKING THE STANDARDS FOR UNDERSTANDING

CONTENT STANDARD: The students demonstrates…

PERFORMANCE STANDARD: The student…

II. TRANSFER TASK IN GRASPS FORM

III. UNPACKING THE STANDARDS FOR UNDERSTANDING

The students will be skilled at…

IV. TRANSFER TASK IN GRASPS FORM

I. UNPACKING THE STANDARDS FOR UNDERSTANDING

III. TRANSFER TASK IN GRASPS FORM

SUBJECT: MAPEH (Music)

CRITERIA 50 POINTS 30 POINTS 20 POINTS

SUBJECT: MAPEH (Music)

CRITERIA 30 POINTS 20 POINTS 10 POINTS

SUBJECT: MAPEH (Music)

What do I know… What do I want to know… What have I learned…

Subject: MAPEH (Art)

PERFORMANCE STANDARD: The student…

FIRM-UP: Ask the following questions to the students:

Subject: MAPEH (Art)

PERFORMANCE STANDARD: The student…

FIRM-UP: Ask the following questions to the students:

Subject: MAPEH (Art)

PERFORMANCE STANDARD: The student…

FIRM-UP: Ask the following questions to the students:

Subject: MAPEH (P.E.)

FIRM-UP: Ask the following questions to the students:

Subject: MAPEH (Health)

Subject: MAPEH (Health)

Subject: MAPEH (Health)

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