Mapeh 9 q1 Full Version Sipacks

DEPARTMENT OF EDUCATION
REGION III
Division of City of San Fernando
PAMPANGA HIGH SCHOOL
PHS Blvd., Brgy., Lourdes, City of San Fernando, Pampanga
Tel. No. (045) 961-4261 website:www.pampangahigh.school
To the learner:
As you start reading, keep in mind that this teaching module will provide every learner of Pampanga High
School like you with the education needed to compete in a global context. This module which is
conceptualized as self-contained "units" of content will enhance your skills based on the Most Essential
Learning Competencies (MELCs). Also, it highlights corresponding activities which you need to answer as
you move from page to page for each week lesson.
GENERAL INSTRUCTIONS
To get the most out of this module, here are some reminders that you need to consider:
1. Take your time in reading all parts of the lesson.
2. Always answer all given activities intended for each week lesson.
3. Answers must be written in ONE WHOLE SHEET of PAD PAPER.
4. Do not forget to write the following data on your paper before answering all the activities. Also, please
be reminded that you have to use one (1) piece of paper per lesson. Meaning, you have to use another
sheet if you need to answer the activities in another lesson.
a. Your Complete Name (student) e. Quarter No.
b. Your Grade and Section f. Lesson No.
c. Learning Area/Subject g. Activity No. and Title, with Item Numbers
d. Name of Your Subject Teacher
Here is the illustration based on the instructions above:
5. Remember that all the activities that you need to answer will serve as your outputs and will be
forwarded to your subject teacher for checking and recording.
6. Above all, put GOD first in everything you do! 
1
Music JHS
Day 1
I. Objective:
 sings folksongs from the lowlands of Luzon (MU7LU-Ia-h-7)
II. Subject Matter: Awit ng COVID-19
III. Procedure:
Learning Activities
A. Motivation
Sing the following folk song.
B. Presentation of Lesson
One of the famous folk songs in our country is “Sitsiritsit.” In this lesson, you will sing
newly composed lyrics for its melody. Let’s see if you can do this skill well.
C. Discussion
What is a folk song? A folk song is a song that originated among the people of a
country or area passed by oral tradition or generation to the next, often existing in several
versions, marked generally by simple melody ang stanzaic, narrative verse. (Google
dictionary) It is a traditional or composed song typically characterized by stanzaic form,
refrain and simplicity of melody. (Merriam Webster)
Some popular folk songs in Luzon are Leron, Leron Sinta, Bahay Kubo, Sarung
Banggi and Pamulinawen. Do you know other folk songs that you learned in your
elementary years?
All of us have experienced the ill effects of COVID-19 especially when it became
pandemic. It was a disease feared by all. Many people became infected and many also died,
although a lot survived, too, However, it changed our lives forever. Everything was never the
same again.
How did people protect themselves during the time of COVID-19 pandemic? Four
important ways were practiced by people during the pandemic. These were the following:
a. staying at home
b. frequent handwashing
c. wearing of face masks
d. social distancing
Below are the new lyrics adapted to the tune of “Sitsiritsit.” Try to sing “Sitsiritsit”
again many times to familiarize yourself with the melody. Then sing the same melody using
the following lyrics.
(staying at Home)
Ate, Kuya, bawal muna
Ang lumabas sa kalsada
“Stay at home” ang pag-asa
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Nang sa sakit di mahawa.
(frequent handwashing)
Mga kamay hugasan na
Ang mikrobyo naglipana
Kapag kamay ay malinis na
Hindi ka na mangangamba.
(wearing of face masks)
Mga face masks suotin na
Ito’y proteksyon mula sa iba
Kung ang iba’y may sakit na
Di ka naman mahahawa.
(social distancing)
Iwasan ang lumapit ka
Sa tao pag lalabas ka
“Social distancing” alam mo na
Isang metro sukatin na.
D. Generalization
Define “folk song.” Describe the characteristics of a folk song.
IV. Evaluation
Sing “Sitsiritsit” followed by the new lyrics learned, and make a video of your
performance from your cellphone.
3
Arts - JHS
Day 2
I. Objectives:
 reflects on and derives the mood, idea, or message from selected artworks
(A9PL-IIh-1)
II. Subject Matter: Visual Arts (Photography)
III. Procedure:
Learning Activities
A. Motivation
What do you see in the picture? Describe what you see. Give a title to the picture
and explain the title given. Write in on the blank.
___________________________________________________________________
The visual arts are art forms such as painting, drawing, printmaking, sculpture,
ceramics, photography, video, filmaking, design, crafts and architecture.
(https://en.m.wikipedia,org) In today’s lesson we will try to interpret a work of art in order
to make sense of it.
C. Discussion
You have most probably encountered many of the types of visual arts mentioned
above. How do we interpret art? To interpret art is to see something as “representing
something, or expressing something, or being about something, or being a response to
something etc.” (Principles for Interpreting Art-Sites @PSU)
What are the four (4) steps in art criticism? These are the following:
 describe – tell what you see (the visual facts)
 analyze – mentally separate the parts or elements, thinking in terms,
shapes/forms, light/dark or bright/dull colors, types of lines and sensory
qualities
 interpret – seek to explain the meaning of the work
 judge – form an opinion or conclusion about it
*Remember “DAIJ” as the four steps in interpreting an artwork.
Using these simple steps in art criticism, you can now proceed to our next activity.
Much has been said about people’s experiences during the COVID-19 pandemic.
Lots of images through the art of photography have been captured depicting how the
pandemic has literally changed the lives of people around the world.
We may come from different parts of the world, but we all share common
experiences in trying to ensure our safety and those of our loved ones against this
dreaded disease and in bravely coping with a stressful life. It is through these shared
experiences that you will try to make sense of the several pictures taken during the
outbreak of the novel coronavirus.
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In your next activity, in at least five sentences, explain the message that the
picture is trying to convey to you in relation to the COVID-19 pandemic. Write your
explanation below each picture.
Here are the photographs:
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________
___________________________
___________________________
D. Generalization
Why is it important to reflect on and derive the mood, idea, or message from an
artwork?
IV. Evaluation
What are the steps to follow to be able “to reflect on and derive the mood, idea,
or message from selected artworks”? Explain each one briefly.
5
P.E. JHS
Day 3
I. Objectives:
 analyzes the effect of exercise and physical activity participation on fitness
(PE7PF-IVh-35)
 distinguishes facts from fallacies and misconceptions about physical activity participation
(PE8PF-Id-29)
II. Subject Matter: Battling COVID-19 Through a Healthy Lifestyle and Weight Management
III. Procedure:
Learning Activities
A. Motivation
Do a 3-minute aerobic dance routine.
Answer the following questions:
*How did you feel after the activity?
*Did you feel tired? If so, why do you think so?
*If you did not feel tired, why do you think so?
Tiredness after an aerobic activity is normal, but when one is out of breath after a
physical activity, that is something to be concerned about. It’s about time you reassessed
your health condition.
Exercise, physical activity and proper eating habits are some of the factors that will
keep our bodies healthy and have a strong immune system to help ward off diseases like
COVID-19.
C. Discussion
Exercise strengthens your heart and improves your circulation. The increased blood
flow raises the oxygen levels in your body. This helps lower your risk of heart diseases such
as high cholesterol, coronary artery disease, and heart attack. Regular exercise can also
lower your blood pressure and triglyceride levels. (medlineplus.gov)
What does exercise do to the body? To help our body build a resistance to diseases
like COVID-19, we need to exercise regularly for a strong immune system.
Let’s check your knowledge on the facts and fallacies or misconceptions in doing
physical activities.
Answer the following statements with TRUE or FALSE.

1. If you don’t exercise regularly, muscle turns to fat.
2. Lifting weights bulks you up.
3. Even a little bit of exercise helps.
4. Doing crunches or working on an “ab machine” will get rid of stomach fat.
5. Swimming is a great weight loss activity.
6. A day or two off won’t hurt your routine.
7. Cardio burns more calories than strength training.
8. Morning is the best time to exercise.
9. The more muscles you have, the more calories you burn.
10. If you’re tired all the time you need to exercise.
(Check below for the correct answers.)
(Explanations for these statements are in the next pages after the Evaluation.)
D. Generalization
Why are exercise and physical activity good for the body?
IV. Evaluation
Do an acrostics on the letters of the word EXERCISE to explain what you have learned
today.
E–
X–
E–
R–
C–
I–
6
S–
E-
Answers
1. False 6. True
2. False 7. False
3. True 8. False
4. False 9. True
5. False 10. True
Additional reading notes: Top of Form

Fitness facts & fallacies
by Club Zest | Nov 28, 2012 | Fitness Facts
“If you don’t exercise regularly, muscle turns to fat.” FALSE!
Muscle is muscle and fat is fat–you can’t turn one into the other. Over time, under
exercised muscles will shrink and lose tone, causing a flabby appearance. And if you were
formerly active and are still eating more calories than you’re expending, you’ll store the excess
as additional fat. But while your muscles may be smaller, they’re still muscle, not fat.
“Lifting weights bulks you up.” FALSE!

This is a common fear among women, but it’s unfounded. Women do have some
testosterone, but not to the extent that men do. So getting those big bulky muscles isn’t
something that’s going to happen to us!
“Doing crunches or working on an “ab machine” will get rid of stomach fat”. FALSE!
Experts say that while ab-crunching devices & doing crunches might help strengthen the
muscles around your midsection and improve your posture, being able to “see” your abdominal
muscles has to do with your overall percentage of body fat. If you don’t lose the stomach fat,
you won’t see the ab muscles.
You can’t pick and choose areas where you’d like to burn fat, so crunches aren’t going to
target weight loss in that area.
Experts say that in order to burn fat, you should create a workout that includes both
cardiovascular and strength-training elements. This will decrease your overall body fat content,
including the area around your midsection”.
“Swimming is a great weight loss activity.” FALSE!

While swimming is great for increasing lung capacity, toning muscles, and even helping
to burn off excess tension, experts says the surprising truth is that unless you are swimming
for hours a day, it may not help you lose much weight.
They say that because the buoyancy of the water is supporting your body, you’re not
working as hard as it would if, say, you were moving on your own steam like you do when you
run”.
Further, they say, it’s not uncommon to feel ravenous when you come out of the water.
So, it may actually cause you to eat more than you normally would, so it can make it harder to
stay with an eating plan.
“Cardio burns more calories than strength training.” FALSE!

Contrary to long-held belief, strength training is—as new studies have shown—superior
to steady-paced cardio in calorie burning. In one University of Southern Maine study,
participants blasted as many calories doing 30 minutes of weight training as they did running at
a six-minute-per-mile pace for the same amount of time.
The other huge benefit of weight training? It boosts your metabolism after your
workout—and builds muscle that will further increase your fat-burning potential in the long run.
“If you do steady-state cardio, when you leave the gym, that’s it for your calorie burn,” says
David Jack, general manager of Competitive Athlete Training Zone in Acton, Massachusetts.
“But when you do strength work, you’ll continue to burn calories for up to 36 hours.”
Yes, men put on muscle more quickly and develop bigger muscles than women, but most men
want to add muscle to their frames. The average woman who weight trains will merely improve
her overall muscle tone and look sleeker and firmer.
“Morning is the best time to exercise.” FALSE!
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For health benefits, it makes no difference if you exercise in the morning, afternoon, or
evening. While studies have suggested a.m. exercisers stick with it longer than those who work
out later in the day, not everyone enjoys working out in the morning.
The best time to exercise is the best time for you, if it’s not the best time for you, you’re
not going to stick with it … and if you’re not going to do it, you’re not going to get any benefits
from it!
“Even a little bit of exercise helps.” TRUE!

Research has shown that “discontinuous” exercise–taking three 10-minute walks during
the day instead of one 30-minute walk–is good for you too. Little chunks of physical activity,
such as spending 15 minutes tending your flower bed or walking three flights of stairs instead of
taking the elevator, all burn calories and help you stay fit.
“A day or two off won’t hurt your routine.” TRUE!

Yes, it’s important to commit to regular exercise. But when they miss a few days too
many people give up on their routines instead of simply getting back into the groove. It takes
more than a couple of days or even a week to reverse the progress that you’ve made. In fact,
you should take a day off between strength-training sessions–your muscles need about 48
hours to rebuild the microscopic tears that occur during weight lifting.
The more muscle you have, the more calories you burn.” TRUE!
Aerobic exercise is great for strengthening your heart and reducing stress. But to up
your body’s metabolism, you need to strength-train. Your muscles are more metabolically active
than fat, which means that they burn more calories and can help you lose or maintain your
weight. Every pound of muscle burns about 35 to 50 more calories a day compared to a pound
of fat. To maintain your muscle mass as you get older, include strength training moves two or
three days a week.
“If you’re tired all the time you need to exercise” TRUE!
“I’m too tired” is one of the most common excuses people give for not exercising. Unless
you have serious concerns about your fatigue or have a medical condition that causes tiredness,
scratch that excuse off your list for good! Exercise actually boosts your energy levels. When you
first begin an exercise program, you may feel more tired because you’re not used to it. As your
body adjusts, however, you’ll have more energy, even when you’re not exercising.
8
Health JHS
Day 4
I. Objectives:
 discusses the stages of infection (H8DD-IIIa-15)
II. Subject Matter: Keeping Healthy to Fight COVID-19
III. Procedure:
Learning Activities
A. Motivation
a. Portal of exit d. Portal of entry
b. Susceptible e. Infectious
Host agent
f. Mode of
c. Reservoir transmission
Arrange the above stages of infection accordingly into a chain of infection by writing the
letters in the following blanks. The first letter is given.
___e__ ______ ______ ______ ______ ______
Correct answers will be discussed in the lesson.
What communicable pandemic disease do you know that claimed millions of lives
in such a short time in 2019 and 2020?
How do communicable diseases spread? We will learn all of this in today’s
lesson.
C. Discussion
A communicable disease is one that is spread from one person to another
through variety of ways that include: contact with blood and bodily fluids; breathing in an
airborne virus; or by being bitten by an insect. (www.acphd.org)
Look at the diagram of the chain of infection below and compare what you did in
the first part of our lesson.
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Let us discuss in detail each part of the chain.
Match the stage of infection in the left column with its definition in the column on the right.
Write the letter of the correct answer on the blank.
A B
______1. agent a. how germs get out
______2. mode of transmission b. how germs get in
______3. portal of entry c. how germs multiply
______4. portal of exit d. germs get around
______5. reservoir e. next sick person
______6. susceptible host f. germs
g. where germs die
h. where germs live
D. Generalization
Enumerate the six (6) stages of the chain of infection in their proper sequence.
Start with the agent.
IV. Evaluation
Relate the six stages of infection to the spread of COVID-19.
1. agent - _________________________________________________________
2. reservoir - _______________________________________________________
3. portal of exit - ___________________________________________________
4. mode of transmission - ___________________________________________
5. portal of entry - __________________________________________________
6. susceptible host - ________________________________________________
10
I.OBJECTIVES
A. Content Standard
 The learner demonstrates understanding of characteristic features of the
Medieval, Renaissance and Baroque period music.
B. Performance Standard
 The learner performs selected songs from Medieval, Renaissance and
Baroque periods.
a. Chants; b. Madrigals; c. Excerpts from oratorio;
d. Chorales; e. Troubadour.
C. Most Essential Learning Competency

MELC No. 1 - Describes the musical elements of selected vocal and instrumental
music of Medieval, Renaissance and Baroque music.
(MU9MRB-Ib-f-5)
D. Objectives
a. Identify the different musical elements used during Music of the Medieval,
Renaissance and Baroque periods,
b. Raise the value of awareness and importance of using selected musical
elements during Music of the Medieval, Renaissance and Baroque periods
through active listening and singing familiar tune; and
c. Compose short lyrics using neume notation or movement of lines which
represent some of the musical elements.
I. CONTENT: MUSIC OF THE MEDIEVAL, RENAISSANCE and BAROQUE PERIODS
II. LEARNING RESOURCES
A. REFERENCES: MUSIC and ARTS BOOK (Grade 9)

1. Teacher’s Guide Pages: Teacher’s Manual pp. 10, 12, 13, 16, 17
2. Learner’s Guide Pages: Learner’s Manual pp. 6, 8, 9, 10, 13
3. Textbook Pages
4. Additional Materials from Learning Resources (LR) portal
B. OTHER LEARNING RESOURCES

1. Printed Materials
2. Google
3. http://www.youtube.com/watch?v=rLobQBGzQDg&list=RDrLobQBGzQDg&star
t_radio=1&t=10
4. http://www.youtube.com/watch?v=7Pp0XUU6Rmk
5. http://www.youtube.com/watch?v=rrVDATvUiTA
III. PROCEDURES
A. Reviewing previous lesson/Presenting the new lesson
Activity: Word Cloud
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Direction: List down the musical elements found in the word cloud. Justify why the
remaining words are not included.
Activity:
Direction: For you to recall the musical elements easier and more fun, try to sing the lyrics
below with the tune of Twinkle-Twinkle Little Star.
C F C
Pitch means sounds are high or low.
F C G C
Tempo means go fast or slow.
C F G
Dynamics can go with a BANG!
C F C G
Or make a sound as quietly as you can.
C F C
Pitch means sounds are high or low.
F C G C
Tempo means go fast or slow
Over and over and over again

Ostinato is the name.
Duration can be short or long
The length of sounds in a tune or a song.
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Over and over and over again
Ostinato is the name.
Rhythm makes a pattern of sounds.

(Clap clap-clap clap clap/clap-clap clap claap)
Pulse will keep a steady beat
Sounds like slowly marching feet.
Rhythm makes a pattern of sounds.
(Clap clap-clap clap clap/clap-clap clap claap)
Timbre is quite hard to say.

Listen to the instruments play
Bright and bold, harsh or hollow.
Maybe gentle, warm or mellow.
Timbre is quite hard to say.
Listen to the instruments play.
(Words by Christine Brown)
https://www.teachingideas.co.uk/musical-elements/musical-elements-song
B. Establishing the purpose for the lesson
Before we begin our first historical periods, the Middle Ages, Renaissance and
Baroque, it will be important that you become familiar with some of the basic elements
of music. The elements are the building blocks of musical composition. The next few
readings will focus on those basic elements. This information is vital to your
understanding of the genres and styles that we will be studying over the course of the
first quarter.
Activity: Magnify the Sound
Music is all around us and I’m sure you have a choice of genre or
preferred music to listen with. While listening to one of your choice song,
answer the following guide questions in order to refocus your thoughts to the
importance of the elements of music. Please answer briefly on the space
provided.
3. Is there a 2. Is your mind and 1. Based from the

body could easily
sense of beat connect with the
arrangement of the
music, would it be
and tonal value mood of the music possible to attain
in the music? in terms of tempo the same level of
and dynamics? aesthetic value
without those
elements and why?
C. Presenting examples/ instances of the new lesson

Activity: Can you guess it?
Direction: Identity the musical elements based on the picture presented. Write your
answer on the space provided.
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Musical Elements
1. 2. 3. 4.
5. 6. 7.
D. Discussing new concepts and practicing new skills #1
What to Know?
Music can be analyzed by considering a variety of its elements, or parts,
individually or together. The elements of music may be compared to the elements of
arts or design.
Elements of Music Definition

Rhythm It is the recurrent pulsation of beats.
Melody It is the tune of music and an organized sequence of pitches.
Harmony It is a combination of two or more pitches.
Texture It is the qualifying difference of sound.
Form It is the overall structure of a musical composition.
Timbre/Tone Color It is the distinctive quality of musical sound or voice.
Dynamics It refers to the loudness and softness of sound.
It is the elements of music that identify the speed at which music
Tempo
played.
Activity No. 1: Code Decode
Direction: You need to break the code to reveal the answer. Here is the only clue that
I can give you: Z = A, M = N, I=R
____________1. It refers to the loudness and softness of sound.

WBMZNRXH
____________2. It is the overall structure of a musical composition.
VLIN
____________3. It is a combination of two or more pitches.
SZINLMB
____________4. It is the tune of music and an organized sequence of pitches.
NVOLWB
____________5. It is the distinctive quality of musical sound or voice.
GRNYIV
Activity No. 2: Connect Me
Direction: Match the musical symbols in column A with their corresponding musical
elements in column B. Write the letter of your answer on the space
provided before the number.
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A. B.
________1.  A. Dynamics
________2. Andante B. Fermata
________3. mf C. Form
________4. ABA D. Pitch
________5. E. Tempo
E. Discussing new concepts and practicing new skills #2
Below are the characteristics of the Medieval, Renaissance and Baroque periods
and their corresponding musical elements.
MUSIC OF THE MEDIEVAL PERIOD

Characteristics Musical Elements
Gregorian Chants:
 Monophonic  Texture
 Free meter  Rhythm/Tempo
 Modal  Pitch
 Usually based on Latin liturgy
 Use of Neume notation  Pitch
Troubadour Music:
 Usually monophonic  Texture
 Sometimes with improvised
 Texture and Timbre
accompaniment
 Tells of chivalry and courtly love
 Originated in France
 Written in the French language
MUSIC OF THE RENAISSANCE PERIOD

Renaissance Music (Vocal and Instrumental)
 Mostly polyphonic  Texture
 Texture, Pitch and
 Imitation among the voices is common
Timbre
 Use of word painting in texts and music  Dynamics
 Melodic lines move in a flowing manner  Pitch
 Melodies are easier to perform because
these move along a scale with a few large  Pitch
leaps
Mass
 Polyphonic  Texture
 May be sung a cappella or with orchestral
 Texture and Timbre
accompaniment
 Text may be syllabic, neumatic or melismatic  Pitch
Madrigal
 Polyphonic  Texture
 Sung a cappella  Texture and Timbre
 Through–composed  Form
 Frequently in 3 to 6 voices  Texture
MUSIC OF THE BAROQUE PERIOD

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 Melodies are elaborate and ornamental  Melody
 Melodies are not easy to sing or remember  Melody
 Primarily contrapuntal textures with some
 Texture
homophony
 Dynamic contrast  Dynamics
 Music genres  All Musical Elements
 Orchestra consists of strings and continuo  Timbre
 Harpsichord and organ are the keyboard
 Timbre
instruments that are commonly used
 New Forms  Forms
Activity no. 3: Twist and Double Match
Direction: Unscramble the letters in Column A to form word related to musical

elements. Connect them to their correct definition in Column B by writing
the number and to the characteristic in Column C by writing the letter.
Example: Harmony/6/J
A/B/C Column A Column B Column C

1. The elements of music that
____/__/__ rfmo identify the speed at which A. Use of Neume notation
music played
2. This is the overall structure of
____/__/__ amcdsyni a musical composition
B. Free meter
3. Overall quality of the sound of
____/__/__ chpti a piece most indicated by C. Through–composed
number of voices
D. Primarily contrapuntal
4. It refers to the loudness and
____/__/__ otmep softness of sound.
textures with some
homophony
5. The highness and lowness of E. Use of word painting in texts
____/__/__ utxeter tone and music.
Activity No. 4: Spot the Difference
Direction: Identify the word/phrase which does not describe the elements of music
based on the given characteristics. Encircle the correct answer.
1. Texture: Monophonic Sung a capella Polyphonic

2. Pitch: Modal Neume Notation Free Meter
3. Timbre: Usually monophonic
Imitation among the voices is common
Orchestra consists of strings and continuo
4. Melody: Melodies are elaborate and ornamental
Frequently in 3 to 6 voices
Melodies are not easy to sing or remember
5. Dynamics: Use of word painting in texts and music
Music genres
Usually based on Latin liturgy
F. Developing Mastery (Leads to Formative Assessment)
Activity No. 5: Finding Elements
Direction: Analyze the music sheet below and identify the musical elements which
involve the encircled symbols. Write your answer on the space provided.
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___________ ___________
___________ ___________
___________
G. Finding practical application of concepts and skills in daily living
Activity No. 6:
Materials: Any coloring materials and long bond paper.
Directions:
1. Choose a piece either instrumental or vocal music during Medieval, Renaissance
and Baroque periods.
2. While listening to the piece that you have chosen, create a poster using musical
element symbols showing the value of its importance.
3. You will use the ROYGBIV colors in creating your poster.
4. Give a title and explain the importance of using musical elements to create a
composition.
5. Be guided by the rubric.
Rubrics in Artwork
Points 1 2 3 4
Presentation shows Presentation shows
considerable some originality
Presentation shows Presentation is a
originality and and inventiveness.
an attempt at reduced attempt
Originality and inventiveness. The The content and
originality and at originality and
Appearance content and ideas ideas are
inventiveness. inventiveness.
are presented in a presented in an
unique and interesting way.
interesting way.
He student work
The piece shows The student’s work The student work
demonstrates a
Creativity little or no evidence lacked sincere demonstrates
unique level of
of original thought. originality. originality.
originality.
Information is Includes important Includes some
Content detailed, varied, and interesting important and Minimal content
extensive. information interesting
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information.
It was presented in It was presented in It was presented

It was presented in
Presentation an almost orderly somewhat orderly in disorderly
an orderly manner.
manner. manner. manner.
Overall
Excellent Good Satisfactory Fair
Performance
H. Making generalizations and abstractions about the lesson
Activity No. 6: My Puzzle Board
Direction: Using the puzzle board, write the summary of your learning about the
important points of the lesson in terms of the elements of music during
Medieval, Renaissance and Baroque Periods.
________________________________ _____________________
________________________________ _____________________
________________________________ _____________________
________________________________ _____________________
________________________________
______________________ ________________________________
______________________ ________________________________
______________________ ________________________________
______________________
I. Evaluating Learning
Activity No. 7: Music Trio
Direction: Describe the musical elements of the selected vocal and instrumental
music of Medieval, Renaissance and Baroque music after listening to the
links below.
1. Music of the Medieval period

http://www.youtube.com/watch?v=rLobQBGzQDg&list=RDrLobQBGzQDg&start_ra
dio=1&t=10
2. Music of the Renaissance Period.

http://www.youtube.com/watch?v=7Pp0XUU6Rmk
3. Music of the Baroque Period.

http://www.youtube.com/watch?v=rrVDATvUiTA
18
(Alternative music activity for non-internet user)
Based from your prior knowledge or from your memory, describe the
musical elements of PABASA which is heard during Holy Week. Write
your answer on the space provided.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________
J. Additional activities for application or remediation
Activity No. 9: Let’s Compose!
Direction: Compose short lyrics and notate it in form of neume notation or movement
of lines which represent your melody. Please be guided by the rubric.
Ex. Ha-a-le—-lu—jah—-
Melodic Line
HA————A————LE—————LU———JAH——
Rubrics
4 3 2 1
Criteria
(Exemplary) (Accomplished) (Developing) (Beginning)
The composition shows

The composition shows The composition The composition is
considerable originality
some originality and shows an attempt a reduced attempt
Originality/ and inventiveness. The
inventiveness. The at originality and at originality and
Creativity melodic idea is written
melodic idea is written inventiveness. inventiveness.
in a unique and
in an interesting way.
interesting way.
The melodic line is The melodic line is The melodic line is

The melodic line is
Coherence to the acceptably appropriate somewhat not appropriate for
appropriate with the
element of Music with the lyrics of the connected with the the lyrics of the
lyrics of the phrase.
phrase. lyrics of the phrase. phrase.
Overall output Excellent Good Satisfactory Fair
19
I.OBJECTIVES
A. Content Standard
Baroque periods.
b. Chants; b. Madrigals; c. Excerpts from oratorio;

MELC No. 2 – Explains the performance practice (setting, composition, role of
composers/ performers, and audience) during Medieval,
Renaissance and Baroque period’s
(MU9MRB-Ia-h-2)
D. Objectives
 Identify and Describe the role of composers during Music of the Medieval,
Renaissance and Baroque Period;
 Valuing the role of the composers during Music of the Medieval,
Renaissance and Baroque Period through active listening and singing
familiar tunes; and
 Create a simple composition based on the works of the composers during
Music of the Medieval, Renaissance and Baroque Period.
IV. CONTENT: MUSIC OF THE MEDIEVAL, RENAISSANCE and BAROQUE PERIOD
V. LEARNING RESOURCES
Teacher’s Guide Pages: Teacher’s Manual pp.

Learner’s Guide Pages: Learner’s Manual pp.
Textbook Pages
Additional Materials from Learning Resources (LR) portal

Printed Materials
Google
http://www.youtube.com/watch?v=rLobQBGzQDg
http://www.youtube.com/watch?v=PtdWvXUTICc
http://www.youtube.com/watch?v=wjwwEg7-tuw
VI. PROCEDURES
Activity: Find and Loop
Direction: Encircle the six (6) famous composers of Medieval, Renaissance and
Baroque Periods.
20
G I O V A N N I D E P A L E S T R I N A B
A S D F G H J K L P O I U Y T R E W Q Z X
G E O R G E F R I E D R I C H H A N D E L
V H Z X C V B N M K J H G F D S F A S D F
F A Z Z Y G D F G T C H Z K C E Z C Q W E
G N S X O E J X C V B N M Y A S D F Z E L
A T D C I S L Q S D R T Y H Z X C V X D L
F O C V U X Z R H J K L I J V M B N E F A
G N F B Y D X A O C V B N I B Q W E F R H
H I R N Y F C S Z M Z S X L D F G T G T A
J O T M T R V D X Y S A R O B N J A H G L
K V F L R G B F C R C A H L X F R G M Y E
L I G K E T N R V F E V M B A V H B T H D
P V H J W Y M G B D F F C O N H Y J B K M
O A J H Q H A T N S R G E F H S D T K I A
I L O G A J S H M E Y H Z D L T H T I O D
U D I F S U D J K D B Y S S O Q X A H M A
Y I Z X C H V B N K I O P Y T R F G J F U
T L K J H G F D S A Q S E R F T H U I K L
J O H A N N S E B A S T I A N B A C H L O
B. Establishing a purpose for the lesson
The masters of the past were the forerunners of the masters in the present.
Without their contributions in the field of music, the music of today will be totally
different from what we know.
Activity: Guess when?

Direction: You will classify the name of the composers according to the historical era
that they are belong. Write your answer inside the box.
Name of Composers
Adam de la Halle Antonio Vivaldi George Friedrich Handel
Giovanni da Palestrina Johann Sebastian Bach Thomas Morley
Medieval Period Renaissance Period Baroque Period

4.
2.
1. 5.
3. 6.
Activity: Picture, picture!
Direction: Unscramble the letters to form the names of the following composers to
form a correct answer. Write your answer on the space provided.
21
VALDIVI EDLALLEHA LDANHE TPALIERSNA CHBA LEYOMR
1. 2. 3. 4. 5. 6
What to know?
In this module we are going to familiarize the famous composers of Medieval,
Renaissance and Baroque Period.
FAMOUS COMPOSER OF MEDIEVAL PERIOD
Adam de la Halle (France, 1237 – 1288)
 He was also known as Adam le Bossu (Adam the Hunchback).

 He was one of the oldest secular composers whose literary and
musical works include chansons and poetic debates.
Jeu de Robin et Marion

 His musical play was considered the earliest surviving
secular French play with music.
His works include:

1. Le Jeu de Robin et de Marion
2. La Chanson du roi de Sicile
FAMOUS COMPOSERS OF RENAISSANCE PERIOD
Giovanni Pierluigi da Palestrina Rome, 1525 - February 2, 1594
 He is said to be the greatest master of Roman Catholic Church

music during the Renaissance period.
 Majority of his composition are sacred music.
Thomas Morley (1557-1602)
 He was the most famous composer of secular music in his time.
His works include:

 Fire, Fire, My Heart
 Sing and Chant It
 Fantasie
 April Is In My Mistress’ Face
 It Was A Lover and His Lass
22
Activity No.1: Remember Me
Direction: Identify the letter of the correct answer that is referred to by the following
statements. Write your answer on the space provide before the number.
___________1. He is known as the greatest master of Roman Catholic Church music

during the Renaissance period.
a. Adam de la Halle c. Giovanni de Palestrina
b. Antonio Vivaldi d. Thomas Morley
___________2. It is a musical play that considered as the earliest surviving secular
French play with music.
a. April Is In My Mistress’ Face
b. Jeu de Robin et Marion
c. La Chanson du roi de Sicile
d. Pope Marcellus Mass
___________3. During Renaissance period, he was the most famous composer of
secular music.
___________4. He was known as the oldest secular composer who’s literary and
musical works include chansons and poetic debates.
___________5. Majority of his composition is under of sacred music.
Activity No. 2: Catch and Match
Direction: Match the composition in Column A with his composer in Column B. Write the
letter of your answer on the space provided before the number.
A. B.
___________1. April Is In My Mistress’ Face A. Adam de la Halle
___________2. La Chanson du roi de Sicile B. Giovanni de Palestrina
___________3. Pope Marcellus Mass C. Thomas Morley
___________4. It Was a Lover and His Lass
___________5. Le Jeu de Robin et de Marion
FAMOUS COMPOSERS OF BAROQUE PERIOD
Johann Sebastian Bach
 Bach’s beautiful soprano singing voice helped him to be accepted

at a school in Luneberg.
 A few years later, his voice changed and Bach focused his
attention to playing the violin and harpsichord.
 He was known for his compositions for organ, orchestra, and
oratorio.
 His most important and long-term position was as “cantor” at St.
Thomas Church.
His works include:

 Concerto Grosso
 Masses
23
 Cantatas
 Fugues
 Works for clavichord and harpsichord
Antonio Vivaldi
 Antonio Lucio Vivaldi, nicknamed il Prete Rosso “The Red Priest”

because of his red hair.
 He was an Italian Baroque composer, Catholic priest and a virtuoso
violinist.
 He recognized as one of the greatest Baroque composers, his
influence during his lifetime was widespread over Europe.
 Vivaldi is well known for giving the strings a major role in his
compositions.
The Four Seasons

 His most famous piece.
 This composition is a series of four violin concerti depicting each
of the seasons:
1. Spring 3. Autumn
2. Summer 4. Winter
George Friedrich Handel
 He is remembered for his operas and oratorios.

 Handel became England’s favorite composer.
 He had given English audiences music that in variety and interest
rivalled anything they could remember.
 Handel lost both of his eyesight in 1753.
 When he conducted his oratorio, “Samson”, a few in the audience
were unaware that he had lost his eyesight.
The Messiah
 He’s most famous creation and the very well known
“Hallelujah” chorus is part of Handel’s Messiah.
 The Messiah was written in the space of twenty – four days in
London but it was in Dublin when The Messiah was first
performed and became an instant success.
Activity No. 3: Fact or Bluff
Direction: Write FACT if the statement is correct and if BLUFF underlines the word
and change it to form a correct answer. Write your answer on the space
provided before the number.
___________1. Oratorios are based from biblical stories.

___________2. The Messiah is the most famous creation of Antonio Vivaldi.
___________3. Bach’s formal training as a singer started as an alto.
___________4. Antonio Vivaldi is a Piano virtuoso.
___________5. G.F. Handel performed his Oratorio “Samson” in total loss of hearing
24
Activity No. 4: Choose Me
Direction: Identify the composition of the given composer. Encircle the correct answer.
1. Antonio Vivaldi: Cantatas Oratorio The Four Season

2. G. F. Handel: Concerto Grosso The Messiah Winter
3. J.S. Bach: Autumn Fugue Samson
4. G. F. Handel: Choral Samson Spring
5. J.S. Bach: Masses Opera Summer
Activity No. 5: Roll the Dice
Direction: Explain the role and contribution of the composer during Medieval,
Renaissance and Baroque Periods by considering the number of the dot/s
inside the dice.
Adam de la Halle
Giovanni Pierluigi da Palestrina
Thomas Morley
Johann Sebastian Bach
Antonio Vivaldi
George Friedrich Handel

Secular music started with the theme of expressing ones affection. The song
“What Child is This” is a reminder to all people of the birth of Jesus Christ. This activity
Music Memory is based from the song “What Child is This”. The melody of the song is
derived from the Renaissance composition.
Activity No. 5: Music Memory
Direction: Using the melody of “What Child is This”, compose two stanza’s lyrics of
song with four lines based from the important concepts discussed about the
famous composers of Medieval, Renaissance and Baroque Period.
Composer Name: ________________________________
Title of Your Piece: _____________________________
25
Rubrics
4 3 2 1
Criteria
Presentation show Presentation shows Presentation is a
Presentation shows
considerable originality some originality and reduced attempt at
an attempt at
and inventiveness. The inventiveness. The originality and
Originality and originality and
content and ideas are content and ideas are inventiveness.
Appearance inventiveness. Fair
presented in a unique and presented in an Reduced use of
use of words.
interesting way. Excellent interesting way. Good words.
use words. use of words.
Includes some
Information is detailed, Includes important important and Minimal content
Content
varied, and extensive. interesting information interesting
information.
Spelling,
Spelling, punctuation, A significant number
Spelling, punctuation, and punctuation, and
and grammar are used of errors are made in
Language grammar are used with a grammar are used
accurately. spelling, punctuation
high degree of accuracy. but there are some
and grammar.
mistakes.
Requirements of the Few of the activity

The entire requirement Only some of the
activity have been requirements have
has been fulfilled. The areas of the
Overall exceeded. The been met. The
composition is neat and composition lack
Effectiveness composition is very presentation as a
presentable. neatness.
creative and interesting. whole lacks
neatness.
H.Making generalizations and abstractions about the lesson
Activity No. 6: Pick Me
Direction: Complete the given phrases below based on the learning you acquired
about the famous composers and their composition of Medieval,
I.Evaluating Learning
Activity No. 7: Song Writer
Direction: Create two stanza’s lyrics of song with four lines based on the works of
composers during Medieval, Renaissance and Baroque Period.
Composer Name: ________________________________

Title of Your Piece: _____________________________
26
Write two to three sentences of for your reflection about your piece:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.
Rubrics
4 2 1
Criteria 3 (Accomplished)
(Exemplary) (Developing) (Beginning)
Presentation show
Presentation shows
considerable Presentation is a
some originality Presentation shows
originality and reduced attempt at
and inventiveness. an attempt at
inventiveness. The originality and
Originality and The content and originality and
content and ideas inventiveness.
Appearance ideas are inventiveness. Fair Reduced use of
are presented in a
presented in an use of words. words.
unique and
interesting way.
interesting way.
Good use of words.
Excellent use words.
Includes some
Information is Includes important
important and Minimal content
Content detailed, varied, and interesting
interesting
extensive. information
information.
Spelling, Spelling, Spelling, A significant
number of errors
punctuation, and punctuation, and punctuation, and
are made in
Language grammar are used grammar are used grammar are used
spelling,
with a high degree of accurately. but there are some punctuation and
accuracy. mistakes. grammar.
Requirements of the
The entire Few of the activity
activity have been Only some of the
requirement has requirements have
exceeded. The areas of the
Overall been fulfilled. The been met. The
composition is very composition lack
Effectiveness composition is neat presentation as a
creative and neatness. whole lacks
and presentable.
interesting. neatness.
J.Additional activities for application or remediation
Activity No. 8: My Idol
Directions: Explain the role of composer by answering the questions below.
What are the If you are a singer or song

Among the Filipino characteristics of your writer what are the important
singer/composer, who music idol inspired you aspect that you should share to
would you be consider most? your fellow men and why?
as your top inspiration?
27
I.OBJECTIVES
A. Content Standard
Baroque periods.
c. Chants; b. Madrigals; c. Excerpts from oratorio;

MELC No. 3 – Relates Medieval, Renaissance and Baroque music to other art
forms and its history within the era.
(MU9MRB-Ic-f-3)
D. Objectives
-Discuss the history of music during Medieval, Renaissance and Baroque Period
with connection to their theatre art,
-Express the importance of western music history (Medieval, Renaissance and
Baroque period) through their theatre arts with the counterpart in the Philippine
theatre; and
-Create a simple story based on the history of music during Medieval,
II. CONTENT: MUSIC OF THE MEDIEVAL, RENAISSANCE and BAROQUE PERIOD
III. LEARNING RESOURCES

Textbook Pages

Printed Materials
Google
IV. PROCEDURES

Activity: KWL Chart
Direction: List ideas you know about music of the Medieval, Renaissance and
Baroque Music that has connection to the theatre arts. Write these in the K
(What I Know). List things you want to know in the W (Want to Know). Do
not write anything in L (What I Learned) accomplish it after the lesson.
28
B. Establishing a purpose for the lesson
All the major form of arts such as sculpture, theatre, paintings and literature are
interrelated to each other. The different styles and genre of arts are even classified to
the same artistic concept. For this reason, masters have been influenced by each
other even those who do not belong on the same field of expressing ones thought.
Activity: What’s in the picture?
Direction: Identify the selected art form based on the given pictures.
Processing Questions:
1. What is the connection of the given pictures to the history of Music Medieval,
Renaissance, and Baroque Music?
2. What is the significance of music in the three (3) periods to the art form given?
Activity: Tell Me When?
Direction: Classify the title of theatre arts performance according to the historical
period/era to which they belong. Write your answer inside the box.
Farinelli Mystery of Adam Romeo and Juliet
Medieval Period Renaissance Period Baroque Period

1. 2. 3.
Introduction
The first three periods of Western Music History are classified as Medieval,
Renaissance, and Baroque. Each period has its distinctive characteristics, historical and
cultural background.
A type of music from the Medieval Era is Gregorian Chant, which was mainly
used in the early Christian church.
Music during the Renaissance Period became an important leisure activity.
Members of the upper class were expected to have received musical training. Imitative
polyphony is the distinctive characteristic of Renaissance music.
29
The Baroque Period is characterized by grand and elaborate ornamentation of
sculptures, theaters, arts and music. The music genres which flourished during the
Baroque Period were the Concerto, the Fugue, the Oratorio and the Chorale.
Music evolved alongside with man’s constant quest for growth and development
Music of the Medieval Period (700 – 1400)
 Is also known as the Middle Ages or ―Dark Ages, that started with the fall
of the Roman Empire.
 During this time, the Christian Church influenced Europe’s culture and political
affairs.
 Monophonic plainchant was named after Pope Gregory I, who made this the
approved music of the Catholic Church.
 Pope Gregory’s action made monophonic plainchants popular.
 During the latter part of the Medieval Period, secular music which was not
bound by Catholic traditions emerged.
Secular Music
 Music for non-religious purposes.
 Music that was composed for purposes other than religious.
Sacred Music
 Music that promotes devotion and faith.
 Music that was specifically written for use in religious services.
 Most of these songs (secular) were performed across Europe by groups of

musicians called Troubadours.
Music of the Renaissance Period (1400 – 1600)
 The term “Renaissance” comes from the word “renaitre” which

means “rebirth”, “revival”, and “rediscovery”.
 The Renaissance Period is a period of “looking back” to the Golden
Age of Greece and Rome.
 The invention of printing in the 1400’s paved the way for a wide
distribution of renaissance compositions.
 With the emergence of the bourgeois class, renaissance music
became popular as entertainment and activity for amateurs and the
educated.
 The influence of the Roman Catholic Church started to decline as
the new music genre arouse.
 Though sacred music was still of great importance, secular music
became more prominent in the renaissance period.
 This era was also known as the “Golden Age” of a capella choral
music.
Lute
 Was the prominent instrument of the renaissance era.
30
Other historical facts during this era are:
1. The discovery of the actual position of earth in the solar system by
Copernicus.
2. The invention of compass creating a wider navigation not only of
the lands but also of the oceans.
3. Martin Luther’s Protestant reformation.
Music of the Baroque Period (1685-1750)
 The word Baroque is derived from the Portuguese word

“barroco” which means “pearl of irregular shape”.
 During this time, the arts highlighted grandiose and elaborate
ornamentation.
 These were clearly seen in the musical compositions created by
Baroque composers.
 New instrumental techniques and changes in musical notation
were developed.
 Major and minor tonality was also created in this period.
 A lot of the musical terms and concepts that evolved in this era
are still used today.
Activity No. 1: Remember Me
Direction: List down at least three (3) significant events happened during the given
period below.
31
Activity No. 2: Factual Error Task
Direction: The information below contains three (3) factual errors. Read carefully the
information and use a highlighter to show the errors.
Medieval Period is also known as the Middle Ages or ―Dark Ages that
started with the fall of the Roman Empire, while the Renaissance comes from
the word “renaitre” which means “rebirth”, “revival”, and “rediscovery” and the
word Classical is derived from the Portuguese word “barroco” which means
“german song”.
Most of the songs (secular) during Romantic were performed across

Europe by groups of musicians called Gregorian Chant. Though sacred music
was still of great importance, secular music became more prominent in the
renaissance period. Baroque period developed new instrumental techniques
and changes in musical notation.
During Medieval time, the Christian Church influenced Europe’s culture

and political affairs. With the emergence of the aristocrat people, renaissance
music became rare as catholic music and activity for amateurs and the
educated. Baroque period highlighted the grandiose and elaborate
ornamentation in terms of their art forms. Major and minor tonality was also
created in this period.
Direction: Use your knowledge of the Historical and Cultural Background of Music
during Medieval, Renaissance and Baroque Period to give the correct facts
using the space below.
E. Discussing new concepts and practicing new skills #2q
32
Medieval Theater 500 C.E.-1400
 During the Medieval era,
Renaissance Theater 1400-1600
theater performances were
 Public theatres were
not allowed throughout
developed like the
Europe.
Commedia dell’arte (Italian
 Churches in Europe started
comedy and a humorous
staging their own theater
theatrical presentation
performances during Easter
performed by professional
Sundays with biblical stories
players who traveled in
and events.
troupes) and the elaborate
 Over the centuries, the
masques (a dramatic
plays revolved around
entertainment consisting of
biblical themes from the
pantomime, dancing,
Story of the Creation to the
dialogue, song, and
Last Judgment.
sometimes players who
wore masks) that were
usually presented in court.
Baroque Theater 1600-1750

 The theater of the Baroque period is marked by the use of technology in
current Broadways or commercial plays.
 The theater crew uses machines for special effects and scene changes
which may be changed in a matter of seconds with the use of ropes and
pulleys.
 This technology affected the content of the performed pieces, practicing at
its best.
Activity No.3: Link and Gap
Direction: Using the Venn diagram below, identify the similarities and differences of
each period’s theater art form.
Similarities
Baroque
33
Activity No. 4: Picture Me
Direction: Given the pictures, cite the importance of the art form related to the music
that corresponds the period.
Medieval Period
Renaissance Period
Baroque Period
Activity No 5: Circle Recall
Direction: Relate the important information of western theatre arts to western music.
3.
2.
1.
Theater Art
34
Music as an expression can relate to different feelings and emotions. Style

and genres were created and standardized to address our individual satisfaction and
delight, across all colors and races. Filipinos are sentimental to be enjoying such genre
and style-Like Sarswela which is the counter part of western theater arts.
Philippine Sarswela is a play with songs and dances usually written in prose,
containing from one to five acts, depicting the vagaries of romantic love among
idealized Filipino characters, often incorporating contemporary social, political
economic or cultural issues for relevance and interest.
Activity No. 6: Acrostic Word
Direction: Make acrostic information about the connection of Sarswela to western

theater art forms by using the letters of the words “SARSWELA.
S ________________________________________________________
A ________________________________________________________
R ________________________________________________________
S ________________________________________________________
W ________________________________________________________
E ________________________________________________________
L ________________________________________________________
A ________________________________________________________
Processing Question:
1. How will you relate the importance of Sarswela into day’s musical
performances?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________.
35
Activity No. 6: Light Word
Direction: Give words that will associate to the music of the Medieval, Renaissance
and Baroque Period that has connection to their theatre arts.
Activity No. 7: Story Writer
Direction: Relates Medieval, Renaissance and Baroque music to other art forms and
its history within the era by creating a short story. Use the collecting words
in activity no. 6 (Light Word), by making your own story board. You may
refer to the example below.
Story Board Rubrics
36
4 3 2 1
Criteria
Presentation show
Presentation shows
some originality and Presentation shows
inventiveness. The an attempt at
inventiveness. The originality and
content and ideas originality and
Originality and content and ideas are inventiveness.
are presented in an inventiveness. Fair
Appearance presented in a unique Reduced use of
interesting way. use of graphics and
and interesting way. graphics and
Good use of backgrounds.
Excellent use of backgrounds.
graphics and
graphics and
backgrounds.
background.
Includes some
Includes important
Information is detailed, important and Minimal content
Content interesting
varied, and extensive. interesting
information
information.
Spelling, punctuation, Spelling,
Spelling, A significant number
and grammar are used punctuation, and
punctuation, and of errors are made in
Language with a high degree of grammar are used
grammar are used spelling, punctuation
accuracy. but there are some
accurately. and grammar.
mistakes.
Requirements of the The entire Few of the activity

Only some of the
activity have been requirement has requirements have
areas of the
Overall exceeded. The been fulfilled. The been met. The
storyboard lack
Effectiveness storyboard is very storyboard is neat presentation as a
neatness.
creative and and presentable. whole lacks
interesting. neatness.
Activity No. 8: Western Theater vs. Philippine Theater
Direction: Relate the two (2) theater arts stories in terms of the following elements of
performance by explaining its connection.
Romeo and Juliet Act 1, Scene 1
On the streets of Verona, two young Capulet servants, Sampson and

Gregory, are hanging out and trash-talking the Montagues. Those are some
loyal servants.Then some young Montague servants (including Abraham)
show up. Sampson and Gregory want to put their money where their
mouths are, i.e., kick some Montague butt—but the Prince of Verona has
laid out strict laws against starting fights.So, instead, they try to get the
Montagues to start the fight..Sampson gives the Montagues the
Elizabethan finger—he bites his thumb at them.Success. In about 0.5
seconds, they're fighting. Benvolio, the resident nice guy, shows up with a,
"Why can't we all just get along?" But Tybalt, resident Capulet mean-guy,
dashes in and says something like, "I'm going to get medieval on
your…personage." All hell, which has been bursting at the seams up until
now, breaks loose. Adding fuel to the fire, the remaining members of each
of the families come out to join the fight, or "fray," as they called it back
then. Like any good schoolyard brawl, some authority figure shows up and
puts an end to the fun. In this case, it is the Prince of Verona. And he's m-a-
d.He orders the Montagues and the Capulets to cease and desist. (Except
it takes him a lot longer to say it, and he adds a supplement that anyone
breaking his rule will be put to death.)
37
Walang Sugat
(Buod ng Ikatlong Eksena)
Dumating na ang nakatakdang araw ng kasal at napilitan na rin Julia na

pumayag, sa pag – akalang patay na si Tenyong at sa kagustuhang hindi
mapahiya ang kanyang ina. Engrandeng selebrasyon ang magaganap at nkatipon
ang buong bayan. Pero bago mairaos ang seremonya, dumating si Lucas na may
balitang nakita na si Tenyong pero agaw- buuhay itong nakarataaay sa karte.
Dinala si Tenyong sa pinagdausan ng kasal ni Julia. Sa muling pagtatagpo ng
magkasintahang sawi, hiniling ni Tenyong sa pari na, yaman din lamang na
mamamatay na siya, ikasal na sila ni Julia. Sa pagkamatay dawn i Tenyong,
maari ng pakasalan ni Julia si Miguel. Dahil mukhang matutuluyan na nga si
Tenyong, pumayag na rin si Miguel sa kakaibang huling hiling ni Tenyong.
Kinasal si Tenyong at Julia ng paring Kastila. Matapos ang seremonya ng kasal ,
biglang tumayo si Tenyong at lahat ay napamanghang sumigaw; “Walang
Sugat!Walang Sugat”.
Content Genre Setting Language
Western Theater
Arts
(Romeo and Juliet)
Philippine Sarswela
(Walang Sugat)
38
I.OBJECTIVES
A. Content Standard
Baroque periods.
d. Chants; b. Madrigals; c. Excerpts from oratorio;

MELC No. 5 – Performs music from Medieval, Renaissance and Baroque
Periods.
(MU9MRB-Ib-h-4)
MELC No. 6 – Evaluates music and music performances using guided rubrics.
D. Objectives
Discuss the distinct characteristics of Medieval, Renaissance and Baroque Music;
Value the significance of Medieval, Renaissance and Baroque Music through
localize musical performances;
Imitate or improvise the performances of selected musical composition of
Medieval, Renaissance and Baroque Music.
II. CONTENT: MUSIC OF THE MEDIEVAL, RENAISSANCE and BAROQUE PERIODS

Textbook Pages

Printed Materials
Google
IV. PROCEDURES
Activity: Organize Your Thought
Direction: Present the characteristics of Medieval, Renaissance and Baroque Music

through creative graphical organizer. You may follow the example below:
39
B.Establishing a purpose for the lesson
Discussing the characteristics of the medieval, renaissance and baroque era, will
help the students to understand, appreciate, enjoy and to recreate musical
performances.
Activity: Alphabet Soup
Direction: Write the missing fifteen (15) letters in column eleven (11) to complete the
words and phrases in the puzzle. You may add the letter from the beginning,
middle or end of the word or phrases.
A M O N O P H O N I M N B V C X Z A S D F G
S G P O U Y T R E T O U G H C O M P O S E D
D H S D F G H D Y N M I C C O N T R A S T H
F J D C G V H X C F E E M E T E R V G H J N
G K S D G Y S U N G C A P E L L A M B F V E
H P O L Y P H O N I Q S W E D C G H Y J K I
J L C F G H J I O V E R N A R Y V Z S D F G
K M A D M U S I C G N R E S C J B C F V N V
L N X X N N E W F O M S V G T Y H Z X C V N
P B D G H A X F G B N A R Y C E J V H X D C
O V G H J V N H F T Y L A B I C L W E R T Y
I C H Y I Y P A I N I N G I N T E X T V N V
N O T E A S Y T O S N G O R R E M E M B E R
I X B G H Y T E W S O N C E R T O N X S E G
U Z O R A T O R I O B V C X Z S V C H J D F
What are the word and phrases did you find in the puzzle?
40
C.Presenting examples/ instances of the new lesson
Activity: Finding answer
Direction: Develop three (3) questions based on the picture presented about the topic
Difficult
Average
Easy
41
D.Discussing new concepts and practicing new skills #1
Introduction
This module will discuss the unique characteristics of Medieval,
Renaissance and Baroque Music that serve as one of the most important
features in producing their own music.
Music during the Medieval Period (700 A.D. – 1400 A.D.)
General characteristics of Medieval Music

 Mostly Monophonic
 Non - metrical
 Limited tonal range
Music during the Renaissance Period (1400 – 1600)
General characteristics of Renaissance Music:

 Mostly polyphonic
 Imitation among the voices is common
 Use of word painting in texts and music
 Melodic lines move in a flowing manner
 Melodies are easier to perform because these move along a scale with a few
large leaps
Music during the Baroque Period (1685-1750)
General characteristics of Baroque Music:

 Melodies sound elaborate and ornamental
 Melodies are not easy to sing or remember
 Primarily contrapuntal textures with some homophony
 Dynamic contrast
 alternation between loud and soft
 Music genres
 operas, oratorios, suites, tocatas, concertó grosso, fugue
 Orchestra consists of strings and continuo
 Harpsichord and organ are the keyboard instruments that are commonly used
 New forms:
 binary – AB
 ternary – ABA
 fugue
Activity No. 1: Look Back
Direction: Identify the characteristics of Medieval, Renaissance and Baroque Music.

Write MP for Medieval Period, RP for Renaissance Period and BP for
Baroque Period
____________1. Melodies are not easy to sing or remember

____________2. Use of word painting in texts and music
____________3. Non – metrical
____________4. Melodic lines move in a flowing manner
____________5. Limited tonal range
____________6. Orchestra consists of strings and continuo
____________7. Dynamic contrast
____________8. Imitation among the voices is common
42
____________9. Mostly Monophonic
____________10. Primarily contrapuntal textures with some homophony
Activity No. 2: Three Words One Theme
Direction: Encircle the word that does NOT belong to the group and determine the three
remaining characteristic if it is under of Medieval, Renaissance or Baroque.
Write your answer on the space provided before the number.
____________1. Binary Ternary Fugue Non-Metrical

____________2. Melodies sound elaborate and ornamental
Imitation among the voices is common
Use of word painting in texts and music
Melodic lines move in a flowing manner
____________3. Mostly Monophonic Dynamic Contrast
Non-Metrical Limited Tonal Range
____________4. Melodies are not easy to sing or remember
Primarily contrapuntal textures with some homophony
Melodies are easier to perform because these move along a scale
with a few large leaps
Music genres
____________5. Use of word painting in texts and music Limited Tonal Range
Melodic lines move in a flowing manner Mostly polyphonic
Introduction
Music in the Medieval and the Renaissance Period are divided into two parts of
music and these are Sacred Music and Secular Music, while Baroque music has
general characteristics in form of their vocal music.
Characteristics of the Gregorian Chants:

 Monophonic
 music consisting of a single melodic line without chordal accompaniment;
 it is the oldest type of music
 Free meter
 Modal
 Usually based on Latin liturgy
 Use of Neume notation
Neume Notation
 Most of these songs (secular) were performed across Europe by groups of

musicians called Troubadours.
Troubadours (Trouvers)
 Streets musicians singing of love during the Medieval Period.
 Means finder or inventor.
Characteristics of the Troubadour Music:

 Usually monophonic
 Sometimes with improvised accompaniment
 Tells of chivalry and courtly love
 Originated in France
 Written in the French language
43
Vocal Music of the Renaissance Period
1. Mass
 Is a form of sacred musical composition that sets texts of the Eucharistic
liturgy into music.
Characteristics of the Mass:
 Polyphonic
 May be sung a cappella or with orchestral accompaniment
 Text may be syllabic (one note set to each syllable), neumatic (a few
notes set to one syllable), or melismatic (many notes to one syllable).
Five Main Sections of Mass:

1. Kyrie (Lord Have Mercy)
2. Gloria (Glory to God in the Highest)
3. Credo (I Believe in One God)
4. Sanctus and Benedictus (Holy, holy and Blessed Is He)
5. Agnus Dei (Lamb of God)
2. Madrigal
 A secular vocal polyphonic music composition which originated from Italy.
 It is written and expressed in a poetic text and sung during courtly social
gatherings.
 It is the most important secular form during the Renaissance period.
Characteristics of the Madrigal:

 Polyphonic
 Sung a cappella
 Through–composed
 songs in which there is new music to each stanza
 Frequently in 3 to 6 voices
Characteristics of Baroque Vocal Music

 Melodies sound elaborate and ornamental
 Melodies are not easy to sing or remember
 Primarily contrapuntal textures with some homophony
 Dynamic contrast
 alternation between loud and soft
 Music genres
 operas, oratorios and chorale
 New forms:
 binary – AB
 ternary – ABA
Activity No. 3: Pinpoint where I came from
Direction: Classify the given vocal characteristics if it is Medieval, Renaissance or Baroque

music and identify if it is sacred or secular music.
Chorale Usually monophonic Gloria Neume notation Operas Through-composed
Vocal Music
Period/Era Sacred Secular
Medieval
Renaissance
44
Baroque
Activity No. 4: Question the Answer
Direction: Construct three (3) questions related to given vocal characteristics. Use What,
Who, When, Where, How and Why to start your sentences.
Example: Moira Dela Torre

1. Who is Moira Dela Torre
2. When is her birthday?
3. What made her famous?
Medieval Renaissance Baroque

Characteristic: Modal Characteristic: Polyphonic Characteristic: Music genres
1. 1. 1.
2. 2. 2.
3. 3. 3.
F. Developing Mastery (Leads to Formative Assessment )
Activity No. 5: Show Me and React
Direction: Watch and Listen to the following selected musical composition during the
Medieval, Renaissance and Baroque Periods. Answer the following
processing questions after watching and listening.
1. Watch and listen to the link that features Medieval Music.

2. Watch and listen to the link that features Renaissance Music.

3. Watch and listen to the link that features Baroque Music.

45
3. What are the distinct characteristics of Medieval, Renaissance and
Baroque Music in the video presented?
For non-internet user
Activity No. 5.1: Creative Venn diagram
Direction: List the similarities and differences of the characteristics of music during
Medieval, Renaissance and Baroque periods using Creative Venn diagram.
You may refer to the diagram below.
Medieval
Baroque
Similarities Renaissance
Music from the past served its purpose during their time and can also function
until today. In this activity you will be acquainted to the importance of the characteristics
of music in our daily lives.
Activity No. 6: Concept Mapping
Direction: List down five (5) concepts and skills that can be use in daily living based on
the sacred and secular music during Medieval, Renaissance and Baroque
Period using concept mapping.
46
Activity No. 7: Traffic Light
Direction: Complete the given statements below based on the learning you acquired
about the Characteristics of Medieval, Renaissance and Baroque Music.
I Learned That . . .
I Realize That . . .
I Intend To . . .
Activity No. 8: The Greatest Imitator Edition
Directions:
1. Perform any music from Medieval, Renaissance and Baroque Periods.
2. Choose from the given link that you like to imitate or improvise to your
performance.
3. Record your performance at least three (3) to five (5) minutes only.
4. Submit your performance via email add or private message.
47
a. Watch and listen to the link that features Medieval Music.
b. Watch and listen to the link that features Renaissance Music.

c. Watch and listen to the link that features Baroque Music.

Rubrics
4 3 2 1
Criteria
Presentation show
Presentation
considerable
shows some
mimic and
mimic and
Impersonator inventiveness. Presentation shows Presentation is a
inventiveness.
and The content and an attempt at mimic not mimic at all and
The content and
Appearance ideas are and inventiveness. inventiveness.
ideas are
presented in a
presented in an
imitation and
interesting way.
interesting way.
Good singing
Singing Good singing Can sing but has a
voice and singing Cannot sing but
(Voice voice but hard time following
in tune can hum a few lines
Quality) sometimes not the tune
in tune
Audio could be
better quality.
Singing could be
Singing is clear, Audio could be
articulated better. Audio is of poor
music is at better quality.
Audio Voice quality and quality
appropriate level. Music and
Quality music does not
Not too loud or singing a little
blend properly
soft out of balance.
making it hard to
understand either
one.
Overall
Excellent Good Satisfactory Fair
Performance
For non-internet user
Activity No. 8.1: Make me a song
Direction: Perform any music from Medieval, Renaissance and Baroque Periods by
creating two stanza’s lyrics of song with four lines based in any of the
following styles:
a. Gregorian Chant
b. Troubadour Music
c. Mass
d. Madrigal
48
Composer Name: _____________________________
Title of Your Piece: ____________________________________
Write two to three sentences about your piece:

_______________________________________________________
_______________________________________________________
_______________________________________________________.
Rubrics
4 3 2 1
Criteria
Presentation show
Presentation shows
some originality Presentation
and inventiveness. shows an attempt
Originality inventiveness. The originality and
The content and at originality and
and content and ideas inventiveness.
ideas are inventiveness. Fair
Appearance are presented in a Reduced use of
presented in an use of words.
unique and words.
interesting way.
interesting way.
Good use of words.
Excellent use words.
Includes some
Information is Includes important
important and Minimal content
Content detailed, varied, and interesting
interesting
extensive. information
information.
A significant
Spelling, Spelling, Spelling,
number of errors
punctuation, and punctuation, and punctuation, and
are made in
Language grammar are used grammar are used grammar are used
spelling,
with a high degree of accurately. but there are
punctuation and
accuracy. some mistakes.
grammar.
Requirements of the
The entire Few of the activity
activity have been Only some of the
requirement has requirements have
exceeded. The areas of the
Overall been fulfilled. The been met. The
composition is very composition lack
Effectiveness composition is neat presentation as a
creative and neatness.
and presentable. whole lacks
interesting.
neatness.
49
Activity No. 4: Three, Two, One
Direction: Given an illustration, supply the needed information to complete the

phrases.
3 Facts about Medieval,

Renaissance and Baroque
music . . .
Medieval, Renaissance and

Baroque music reminds me
of . . .
Medieval, Renaissance and

Baroque music made me
feel . . .
50
I.OBJECTIVES
A. Content Standard
 The learner identifies the arts as integral to the development of organizations,
spiritual belief, historical events, scientific discoveries, natural disasters/
occurrences, and other external phenomena.
 The learner recognizes the difference and uniqueness of the art styles of the
different periods (techniques, process, elements, and principles of art)

MELC No. 1 - Analyzes art elements and principles in the production of work
following the style of a western and classical art.
(A9EL-Ib- 1)
MELC No. 2 - Identifies distinct characteristics of arts during the different art
periods.
(A9EL-Ia-2)
MELC No. 3 - Identifies representative artists from various art Periods.
(A9EL-Ia-3)
MELC No. 4 - Reflects on and derives the mood, idea, or message from
selected artworks.
(A9PL-Ih- 1)
D. Objectives
a. Identify the different art elements and principles in the production of work
following the style of a western and classical art;
b. Appreciate the mood, idea, or messages conveyed from the selected
artworks through visual analyzation; and
c. Create artworks that represent the style of western classical art.
II. CONTENT: WESTERN CLASSICAL ART TRADITIONS
A. REFERENCES: MUSIC and ARTS (Grade 9)

5. Teacher’s Guide Pages: Teacher’s Manual pp.
6. Learner’s Guide Pages: Learner’s Manual pp.
7. Textbook Pages

7. Google
IV. PROCEDURES
Activity: Spot It!
Direction: Given the sample artwork, cite 3 elements of arts and 3 principles of design
used in creating the artwork. Choose the correct answer inside the box.
Elements of Arts
Color Form Space Tone Value
51
Principles of Arts
Visual
Contrast Emphasis Pattern Rhythm
Movement
Elements of Arts Principles of Arts

1. 4.
2. 5.
3. 6.
Even before we invented reading and writing, early civilizations showed their
ability to put their ideas through arts. Each era has its own uniqueness and style in
terms of expressing their thoughts. In this activity, you will analyze the distinct
characteristics of arts during the different art periods.
Activity: Compare and Contrast
Direction: Identify the similarities and differences using a Diagram and answer the
processing questions.
Western Classical Paintings

Differences Similarities Differences
Western Classical Sculptures

Western Classical Architecture

52
What can you say about the uniqueness of each artwork?

_______________________________________________
_______________________________________________
_______________________________________________.
What is the purpose of the artist in making his art styles different
to other artist styles?
___________________________________________________
___________________________________________________
__________________________________________________.
Activity: Illustrative Artist
Direction: Identifies representative artists based to their artworks. Choose the letter of
the correct answer inside the box and write it on the space provided.
A. Myron B. Hagia Sophia C. Christ in Majesty

D. Djoser’s step pyramid at
E. Venus of Willendorf F. Cathedral of Chartres
Saqqara
G. Floral scene from the garden room at the Villa of Livia, Prima Porta
Athenian Sculptor Architect: Imhotep Isidore of Miletus Spurius Tadius Master of Taűll
1. 2. 3. 4. 5.
Cro-Magnon Pierre de Montreuil

6. 7.
53
The Western classical tradition is the reception of classical Greco-Roman

antiquity by later cultures, especially the post-classical West, involving texts, imagery,
objects, ideas, institutions, monuments, architecture, cultural artifacts, rituals, practices,
and sayings.
Artworks from Western Classical Art Tradition
Elements of Principles of
Period Artworks Description
arts design
Paintings from Ancient Era
Cave Of Lascaux,
(5000-10000 B.C. – Stone Age 1)
 Their paintings  Line  Variety
Pre- were found inside  Shape  Emphasis
historic the caves. It may
 Space  Unity
also be for
religious
purposes.
Sarcophagus Of
 Pattern
Tutankhamen  Color
(1253 B.C)  Variety
Egyptian  Value
 To make the  Emphasis
deceased after life  Space
 Contrast
place pleasant.
Paintings from Classical Era

Pitsa Panel
 Panel painting there
are paintings on flat  Color  Rhythm
panels of wood.
Greek  It can be either a  Shape  Emphasis
small, single piece  Tone  Harmony
or several panels
joined together.
Head of Alexander
 Mosaic is an art
process where an  Color  Rhythm
image is created
 Tone  Emphasis
Roman using an
assemblage of small  Shape  Harmony
pieces of colored
glass, stones, or
other materials.
Paintings from Medieval Era
Empress Theodora  Contrast

 The lively styles of  Color
Byzantine paintings for  Value  Unity
Christian subjects.  Tone  Emphasis
Christ In Majesty
(C. 1123)
 It has a remarkable  Color
variety of artistic  Variety
traditions such as  Value
Romanesque  Emphasis
modeling and  Tone
treatment of faces  Harmony
and draperies that  Shape
follow Byzantine
convention.
Rose Window
 Color  Rhythm
 Stained glass
54
windows were  Tone  Emphasis
created to
 Shape  Unity
transform the vast
stone interiors.
Gothic
arts design
Sculpture from Ancient Era
Venus of Willendorf
(28,000 B.C.E. – 25,000 B.C.E)
 It is carved from
Pre- limestone with  Texture  Balance
historic excessively heavy  Emphasis
and abdomen
used as charm to
ensure fertility.
The Pharoah
Menkaure and his
Queen, stone
(2548 – 2530 B.C.E.)
 Unity
Egyptian  Form
 Portraits  Harmony
presented in rigid
postures
Sculpture from Classical Era
The Discobulus
(450 BC)  Visual
 Form
 Shows an attitude Movement
Greek of maximum  Space
 Balance
tension.
The Portonacio
Sarcophagus  Form
(Between 180 – 190 B.C.E.)
 Comes from a  Texture  Balance
Roman Greek word “sarx”  Space  Emphasis
meaning flesh and
“phagein” meaning  Shape
to eat.
Sculpture from Medieval Era
The Barberini Diptych

 The dominant  Form
themes in Byzantine
 Texture  Balance
Byzantine sculptures are
 Space  Emphasis
religious, everyday
life scenes, and  Shape
motifs from nature.
Last Judgement  Form

(Tympanum)  Balance
Romanesque  Space
 Some of the  Emphasis
famous sculptural
55
pieces are
reliquaries, altar
frontals, crucifixes,
and devotional
images.
Resurrection of the
Virgin
(end of the 12th
century Cathedral  Form  Balance
Gothic Amiens)  Space  Emphasis
 Gothic sculptures
have a greater
freedom of style.
arts design
Architecture from Ancient Era
Dolmens
 These structures  Form
 Pattern
Pre- are in a form of  Shape
historic table consisting of  Balace
 Space
two huge standing
stones.
Pyramids of Giza
 It is the most  Form  Balance
Egyptian substantial ancient
structure of the  Space  Unity
world.
Architecture from Classical Era

Architectural
style/columns
 Temples consisted  Form
Greek of a central shrine
 Variety
 Texture
or room in an aisle  Emphasis
 Space
surrounded by
rows and columns.
The Colosseum
(AD 70-82, Rome)
 The emperors  Form
erected huge halls  Balance
Roman and arenas for  Space  Unity
public games,
baths and
procession.
Architecture from Medieval Era

Hagia Sophia
(Instanbul, 537 BC)
 Hagia Sophia  Form  Balance
Byzantine
means “Holy  Space  Unity
Wisdom” One of
the biggest domes
56
ever created with
108 feet in
diameter.
The groin-vaulted
crypt of Worcester
Cathedral
 Form  Rhythm
 The doorways of
Romanesque
Romanesque’s  Space  Pattern
churches are often  Line  Unity
grand sculptured
portals.
Notre Dame Cathedral
(1145 – 1260)
 This design included
two new devices:  Form  Balance
Gothic pointed arch which
enabled builders to  Space  Unity
construct much
higher ceiling vaults
and stone vaulting.
Direction: Write FACT if the statement is correct, BLUFF if it is a false statement. Write
your answer on the space provided.
____________1. Venus of Willendorf is carved from limestone with excessively heavy and
abdomen used as charm to ensure fertility.
____________2. Resurrection of the Virgin depicts battle scenes between Romans and
Germans.
____________3. Notre Dame Cathedral is the most substantial ancient structure of the
world.
____________4. Christ In Majesty was created to transform the vast stone interiors with
warm and glowing color and at the same time to instruct Christian in their
faith.
____________5. Pitsa Panel shows an attitude of maximum tension full of compressed
energy, and about to explode an action.
Activity No. 2: More than Meets the Eye
Direction: Analyze the picture from early age and answer the processing questions below.
57
1. What is your first impression 2. What is the significance of the
upon seeing the sculpture? famous Gothic sculpture
“Resurrection of Virgin”?
__________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
__________________________ _________________________.
_________________________.
Even before humans learned to read and write they were already artists as
manifested by the different archaeological discoveries from the different parts of the
world.
Selected Artist from Western Classical Art Tradition
Period Artist Description Example of Artworks

Artist from Ancient Era
Cro-Magnon:
Pre-historic human
Pre-
Title: World’s first artists
historic
Period: 30, 000 BCE
Venus of Willendorf
Architect: Imhotep
Born: 27th century BCE
Egyptian Place of birth: Memphis,
Egypt
Djoser’s step pyramid at Saqqara
Artist from Classical Era

Myron:
Athenian sculptor
Born: Eleutherae,
Greek
Greece
Working Period: 480-440
BC
The Discobulus
Spurius Tadius:
Roman Muralist
Nickname: Ludius or
Roman Studius
Gender: Male
Born: Unknown
58
Died: Unknown Floral Scene from the Garden
Artist from Medieval Era

Isidore of Miletus:
Byzantine architect
Gender: Male
Born: 442 AD
Byzantine Died: 537 AD
Business partner:
Anthemius of Tralles
Hagia Sophia
Master of Taűll:
French painter
Romanesque Gender: Male
Born: 2nd Millennium
Died: 12th century
Christ in Majesty
Pierre de Montreuil
Born: 1200, Montreuil,
France
Gothic Died: March 17, 1266
Parents Eudes de Montreuil
Business partner: Jean de
“Cathedral of Chartres” or
Chelles the Notre Dame Cathedral
Activity No. 3: Pair Me
Direction: Analyze and supply the missing information. Write your answer on the space
provided inside the box.
A B
Djoser’s step
Imhotep: Myron: 1.
pyramid at Saqqara
Pierre de Montreuil: 2. Master Taul: Christ in Majesty
Architecture: Cathedral of Chartres 3. The Discobulus
Floral scene from
Cro-Magnon: Venus of Willendorf 4.
the garden
Hagia Sophia: 5. Christ in Majesty: Painting
Activity No. 4: Modified True or False
Directions:
1. Identify if the following statements is true or false.
2. Write TRUE if the statement is correct. If it is false, underline the word(s) that
make(s) the statement incorrect and change it to form a correct answer.
3. Write your answer on the space provided.
____________1. Myron, famed for his sculptures of powerful athletes and life-like animals.
____________2. Master Tahull was known for Hangia Sophia.
____________3. Cro-Magnon are currently known as the world’s first artists.
____________4. Imhotep is considered to have been the architect of the Djoser’s step
pyramid at Saqqara.
____________5. The Cathedral of Chartres was designed by Isidore of Miletus and
Anthemius of the Tralles.
59
Activity No. 5: Concept Map
Direction: Identify the distinct characteristics of arts during the different art periods.
Write the words on the space provided.
60
Arts are something that you can find anywhere. It influences your responses and
taste unconsciously. Express yourself in an artistic way by showing your appreciation
to Western Classical Art from your previous experiences.
Activity No. 6: What your story?
Directions:
1. Reflect on and derive the mood, idea or message from selected artworks.
2. Create a sketch of your own artwork using the styles of Western Classical art
tradition.
3. Answer the processing question.
4. You may refer to the rubric below.
Rubric in Artwork
Criteria Excellent (5) Good (4) Fair (3)
Art work is impeccable Art work is neat and Art work is somewhat
and shows no shows very little messy and shows either
Craftsmanship evidence of smudge evidence of smudge smudge marks or rips,
marks, rips, tears, or marks, rips, tears, or tears, or folds.
folds. No erasure lines folds. A few erasure Some erasure lines
showing. lines showing. showing.
Art work shows a mastery
of advanced techniques in Art work shows some
composition. All objects technique and
Art work shows good
are placed in correct understanding of art
technique. All objects
Technique/ space. Negative and concepts. Average use
are placed in correct
Art Concepts positive space is of negative and positive
space. Negative and
balanced. Paper is space. Paper is half filled
positive space is
completely drawn on and and foreground and
almost balanced.
shows a background, background is clearly
mid-ground and shown.
foreground.
Art work reflects a high Art work reflects Art work shows some
level of originality. originality. evidence of originality.
Creativity
Student uses line, Student uses line, Student uses line,
shading or form in a shading or form in an shading or form in a
highly original manner. original manner. slightly original manner.
Completed art work is
fully shaded showing Completed art work is
half shaded showing
excellent placement of almost fully shaded
average placement of
Shading/ light and darks using showing good
light and darks using
Proportion excellent drawing placement of light and
average drawing
technique. Still life objects darks using good
technique. Some still life
are in excellent drawing technique.
objects are in proportion
proportion with real life
with real life objects.
objects.
1. What did you feel upon remembering one of your precious moments at present
times?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What is your reflection in deriving your mood or idea from your chosen artwork?
________________________________________________________________
________________________________________________________________
________________________________________________________________
61
Activity No. 7: Dear Diary

Direction: Write what you learned, realized, and intend to do about the lessons of
Western Classical Art traditions by completing the statements.
Activity No. 8: Elements and Principles
Directions:
1. Analyze the art elements and principles of art in the production of work
following the styles of a western and classical art.
2. Identify the elements of art and thprinciples of art that present in the picture.
3. Answer the guide question.
4. Write your answer on the space
Title of Artwork:
Title of Artwork: Elements of art Principles of art
Elements of art Principles of art 1.
1. 1. 1.
2.
2. 2. 3.
3. 2.
3. 4.
4.
Give three (3) importance of

elements and principles of art in
creating an artwork?
1.____________________________
Title of Artwork: 2.____________________________

Elements of art Principles of art 3.____________________________
1. 1. ____________
2. 2.
62
Activity No. 9: Guess Me
Direction: Identify the representative artists from various art periods by supplying the
information needed. Write your answer on the space provided.
Era: 1. 2. 3.
Art Form: 4. 5. 6.
Title of Artwork: 7. 8. 9.
Artist: 10 11. 12.
63
I.OBJECTIVES
A. Content Standard

MELC No.5 - Discusses the use or function of artworks by evaluating their
utilization and combination of art elements and principles.
(A9PL-Ih-2)
MELC No. 6 - Uses artworks to derive the tradition/history of an art period.
(A9PL-Ih-3)
MELC No. 7 - Compares the characteristics of artworks produced in the
different art periods.
(A9PL-Ih-4)
MELC No. 8 - Create artworks guided by techniques and styles of Western
Classical art traditions.
(A9PR-Ic-e-2)
D. Objectives
a. Identify the uses and functions of artworks by evaluating the utilization and
combinations of art elements and principles;
b. Acknowledge artistic works from different art periods by citing their
uniqueness and similarities through visual analyzation; and
c. Create an artwork by applying the technique and styles of western classical
art traditions.

Textbook Pages

Printed Materials
Google
IV. PROCEDURES
Activity: Take a Closer Look
Direction: Look at the picture and answer the questions below.
1. Are you familiar to the given picture? Where can you

find it?
__________________________________________
__________________________________________
______
2. How do you describe this kind architectural artwork?
__________________________________________
__________________________________________
______ 64
3. What is the function of this structure?
__________________________________________
__________________________________________
______
Arts are not just to raise the visual aesthetic value of an artwork. Their main
function is to serve the purpose of making our life easier and meaningful as we
express our ideas in different forms. These development and innovations in arts give
so much importance in our lives today. You will learn to use artworks by evaluating
their utilization and combination of art elements and principles thorough architectural
style.
Activity: What I Am
Direction: Identify the uses or functions of artworks by evaluating their utilization and
combination of art elements and principles. Write your answers inside the box.
Pyramid of Giza Hagia Sophia The Colosseum
The groin-vaulted crypt of

Dolmens Stone Henge
Worcester Cathedral
Tomb For Worship

1. 4.
2. 5.
3. 6.
Activity: Question the Picture
Direction: Write three (3) questions that you want to know about the picture of an
artwork. Use the space provided.
65
Easy Average
Difficult
The painting of early ages represents a continuous tradition from Antiquity.

Across cultures, and spanning continents and millennia, the history of painting is an
on-going river of creativity that continues into the 21st century. It relied on
representational, religious and classical motifs, after which time more purely abstract
and conceptual approaches gained favor.
Artworks from Western Classical Art Tradition
Period Example of Artwork General Characteristics

Paintings from Ancient Era
 Their paintings were found inside the

caves which may have been their way
Pre-historic of communicating with each other.
 It may also be for religious or
ceremonial purposes.
Cave Of Lascaux,
 The purpose of Egyptian paintings is to
make the deceased after life place
Egyptian pleasant.
 The main colors used were red, black,
blue, gold and green derived from mineral
66
Painting from Sarcophagus of pigments that can withstand strong
Tutankhamen sunlight without fading.
Paintings from Classical Era
 Panel painting there are paintings on

flat panels of wood. It can be either a
Greek
small, single piece or several panels
joined together.
Pitsa Panel
 Mosaic is an art process where an

image is created using an assemblage
of small pieces of colored glass,
Roman
stones, or other materials.
Head of Alexander
 The lively styles of paintings which

had been invented in Greek and Rome
Byzantine
lived on in Byzantium but this time for
Christian subjects.
Empress Theodora
 It has a remarkable variety of artistic
traditions such as modeling and treatment
of faces and draperies that follow
Romanesque Byzantine convention while the
refreshingly decorative feeling comes from
southern French styles. (Mozarabic
Christ In Majesty influence).
 Stained glass windows were created
to transform the vast stone interiors
Gothic with warm and glowing color and at
the same time to instruct Christian in
Rose Window their faith.
Sculpture is the branch of the visual arts that operates in three dimensions. It is
one of the plastic arts. Durable sculptural processes originally used carving and
modeling in stone, metal, ceramics, wood and other materials.
Sculpture from Ancient Era
 Material uses in sculptures vary

according to region and locality.
Pre-historic
Archeologists believed that their
sculpture is a result of natural erosion
and not of human artistry.
Venus of Willendorf
 The most common materials used for

sculptures are wood, ivory and stones.
Egyptian
 Symbolisms were heavily used to
represent the gods.
67
The Pharoah Menkaure
 After three centuries of experiments,

Greek sculptures had finally evolved
Greek
and showed all the points of human
anatomy and proportion.
The Discobulus
 Most Roman sculptures are made of

monumental terra-cotta.
 They did not attempt to compete with
Roman
the free-standing Greek works of
history or mythology but rather they
produced reliefs in the Great
The Portonacio Sarcophagus
Sculpture from Medieval Era
 The dominant themes in Byzantine

Byzantine sculptures are religious, everyday life
scenes, and motifs from nature.
The Barberini Diptych
 Some of the famous sculptural pieces

Romanesque are reliquaries, altar frontals,
crucifixes, and devotional images.
Last Judgement
 Gothic sculptures have a greater

freedom of style.
Gothic  Figures were given their own particular
attitudes instead of being set into
particular patterns and are livelier and
more realistic.
Resurrection of the Virgin
Activity No. 4: Stare at Me
Direction: Use artworks to derive the history, techniques and tools by identifying the
materials used to a specific region and locality in their respective era.
Write your answers on the space provided.
Paintings from Ancient Era Paintings from Classical Era Paintings from Medieval Era
1. 2. 3.
Activity No. 2: Compare and Contrast
68
Direction: Compare the characteristics of artworks produced in the different art
periods by citing their uniqueness/similarities through visual analyzation.
Write your answers on the space provided.
Sculpture from Ancient Era Sculpture from Classical Era Sculpture from Medieval Era
Classical
Era
Similarities
Ancient
Era
Medieval
Era
The art of designing and constructing buildings - has always been closely
intertwined with the history of art. Many public works were designed with aesthetics in
mind, as well as functionality. They were built to inspire as well as serve a public
function.
 A huge stone standing vertically on the

ground, usually standing in the middle
of the field or arranged in rows.
Menhir
Pre-historic
 The word dolmen originated from the
expression taolmaen, which means “stone
table”.
 These structures are in a form of table
consisting of two huge standing stones
supporting a horizontal giant stone.
 It is believed that it served as grave or as an
Dolmens altar.
69
 A Brythonic word where “crom” means
bent or curved and “llech” which means
slab or flagstones.
 Literary it is a circle of standing stones.
Cromlech
 It is the most substantial ancient structure of the world
 These pyramids were made highly confusing and with
many tunnels to create confusion for grave rubbers.
 Egyptian Temples were built to serve as places of
residence for the gods.
 Ancient temples were made of perishables materials
like wood, reed matting and mud brick.
 Pharaoh fighting in the battles and performing rituals
Pyramid or Giza with the gods were the scenes found on the walls.
Egyptian
 It is a type of Egyptian tomb in the form

of a flat-roofed, rectangular structure
with outward sloping sides. It was
made of mud-bricks or stone.
Mastaba
Architecture from Classical Era
 Temples consisted of a central shrine

or room in an aisle surrounded by rows
Greek and columns.
 These buildings were designed in one
of the three architectural styles.
Ionic Doric Corinthian
 They built sturdy stone structures both for
use and to perpetuate their glory.
 The emperors erected huge halls and
Roman arenas for public games, baths and
procession.
 They built them of gigantic arches of stone,
bricks and concrete or with barrel vaults.
The Colosseum
Architecture from Medieval Era
 Hagia Sophia means “Holy Wisdom”
 It narrates how a magnificent construction
transformed from being a church, into a
mosque and what is now known as the
Byzantine Hagia Sophia Museum.
 One of the biggest domes ever created with
108 feet in diameter and because of its
grand size it can still be seen from miles
The Barberini Diptych away.
 The doorways of Romanesque’s

churches are often grand sculptured
portals.
Romanesque
 Wood or metal door are surrounded by
elaborate stone sculpture arranged in
The groin-vaulted crypt of zones to fir architectural elements.
Worcester Cathedral
 This design included two new devices: pointed
arch which enabled builders to construct much
higher ceiling vaults and stone vaulting borne on
a network of stone ribs supported by piers and
Gothic clustered pillars.
 Has rich architecture and design
 Splendid stained glass windows
 Thousands of sculptured figures
70
Cathedral of Chartres” or
the Notre Dame Cathedral
Activity No. 3: Acrostic
Direction: Uses artwork to derive the traditions/history of an art period through an

Acrostic word. Use among the three eras (Ancient, Classical and Medieval
Era). Use the letters of the word HISTORY in your sentences.
Activity No. 4: My Purpose
Direction: Given an artwork in various eras, list down three (3) important functions of their
architecture.
Architecture from Architecture from Architecture from

Ancient Era Classical Era Medieval Era
1.
Function 2.
3.
71
Activity No. 5: Connect It
Direction: Acknowledge the artistic works from different periods by citing their
uniqueness by identifying the period in column A and matching the
artworks from its characteristic in Column B. Write the correct answer on
the space provided.
Answer A B
1
Title of Artwork: ______________

Era: ______________
Characteristic: _______________
Natural Erosion
2

Era: ______________
Devotional Image
3

Era: ______________
Colored Glass
4

Era: ______________
Everyday Life scenes
5

Era: ______________
Wood Panel

We are surrounded with various artistic artworks, unconsciously, these artworks
inspired us in one way to another.
Activity No. 6: I’m an artist!
Directions:
5. Create artwork guided by techniques and styles of Western Classical art
traditions.
6. Draw your artwork by choosing a subject that you find interesting in your
surroundings.
7. Answer the processing question.
8. You may refer to the rubric below.
Rubric in Artwork
Craftsmanship Art work is impeccable Art work is neat and Art work is somewhat
and shows no shows very little messy and shows either
72
evidence of smudge evidence of smudge smudge marks or rips,
marks, rips, tears, or marks, rips, tears, or tears, or folds.
folds. No erasure lines folds. A few erasure Some erasure lines
showing. lines showing. showing.
Art work shows a mastery
of advanced techniques in Art work shows some
composition. All objects technique and
Art work shows good
are placed in correct understanding of art
technique. All objects
Technique/ space. Negative and concepts. Average use
are placed in correct
Art Concepts positive space is of negative and positive
space. Negative and
balanced. Paper is space. Paper is half filled
positive space is
completely drawn on and and foreground and
almost balanced.
shows a background, background is clearly
mid-ground and shown.
foreground.
Art work reflects a high Art work reflects Art work shows some
level of originality. originality. evidence of originality.
Creativity
Student uses line, Student uses line, Student uses line,
shading or form in a shading or form in an shading or form in a
highly original manner. original manner. slightly original manner.
fully shaded showing Completed art work is
half shaded showing
excellent placement of almost fully shaded
average placement of
Shading/ light and darks using showing good
light and darks using
Proportion excellent drawing placement of light and
average drawing
technique. Still life objects darks using good
technique. Some still life
are in excellent drawing technique.
objects are in proportion
proportion with real life
with real life objects.
objects.
Processing Question:
1. How will you develop the value of your social aspect through
environmental awareness?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________.
Activity No. 7: Facebook Reaction
Direction: Complete the sentences based on the concepts learned from Western
Classical Art Traditions.
73
Activity No. 8: Elements and Principles
Materials: Colored paper, any coloring materials, pencil, permanent marker, long
folder, scissor or cutter and glue.
Directions:
1. Create an artwork guided by the techniques and styles of Western Classical art
traditions. inspired by Byzantine Era.
2. Make a stained-glass artwork inspired by Byzantine Era.
3. Be guided by the procedures and rubric.
Procedure:
1. Trace your design in paper.
2. Color your design using your available colored paper or coloring materials.
3. After coloring, re-outline your design with black permanent marker to make
the outline precise and visible.
Rubric in Artwork
Art work is impeccable and Art work is neat and shows
Art work is somewhat messy
shows no very little evidence of
Craftsmanship and shows either smudge
evidence of smudge marks, smudge marks, rips, tears,
marks or rips, tears, or folds.
rips, tears, or folds. No erasure or folds. A few erasure lines
Some erasure lines showing.
lines showing. showing.
Art work shows a mastery of
advanced techniques in Art work shows some
composition. All objects are Art work shows good technique and understanding
Technique/ placed in correct space. technique. All objects are of art concepts. Average use
Art Concepts Negative and positive space is placed in correct space. of negative and positive
balanced. Paper is completely Negative and positive space. Paper is half filled and
drawn on and shows a space is almost balanced. foreground and background
background, mid-ground and is clearly shown.
foreground.
Art work reflects a high level of Art work shows some
Art work reflects originality.
originality. evidence of originality.
Creativity Student uses line, shading
Student uses line, shading or Student uses line, shading or
or form in an original
form in a highly original form in a slightly original
manner.
manner. manner.
Completed art work is fully Completed art work is half
shaded showing excellent shaded showing average
almost fully shaded
Shading/ placement of light and darks placement of light and darks
showing good placement of
Proportion using excellent drawing using average drawing
light and darks using good
technique. Still life objects are technique. Some still life
drawing technique.
in excellent objects are in proportion with
proportion with real life objects. real life objects.
Activity No. 9: Look at Me
Direction: Discuss three (3) uses or functions of the architectural design of Pampanga
Capitol by evaluating its utilization and combination of art elements and
principles. Write your answer on the space provided.
1. _______________________________________________
_______________________________________________
_______________________________________________
2. _______________________________________________
_______________________________________________
_______________________________________________
3. _______________________________________________
_______________________________________________
_______________________________________________
74
I.OBJECTIVES
A. Content Standard

MELC No. 9 - Describes the influence of iconic artists belonging to Western
Classical art on the evolution of art forms
(A9PR-Ic-e-2)
MELC No. 10 - Applies media techniques and processes to communicate ideas,
experiences, and stories showing the characteristics of Western
Classical art traditions.
(A9PR-Ic-e-3)
MELC No. 11 - Evaluates works of art in terms of artistic concepts and ideas
using criteria from the Western Classical art traditions.
(A9PR-If- 4)
MELC No. 12 - Shows the influences of the Western Classical art traditions to
Philippine art form
(A9PR-1f- 5)
D. Objectives
a. Explain the concepts of the iconic artists belonging to Western Classical art
on the evolution of art forms;
b. Acknowledge the influences of the iconic artists by visualizing the different
media techniques and processes used to communicate ideas, experiences,
and stories showing the characteristics of Western Classical art traditions;
and
c. Create an artwork to evaluate the works of art in terms of artistic concepts
and ideas using criteria from the Western Classical art traditions.

Textbook Pages

Printed Materials
Google
IV. PROCEDURES
Activity: Evolution of Arts
Direction: Arrange the following pictures according to its Era or Period using
chronological order (I, II and III).
75
Paintings
1. 2. 3.
Sculpture
1. 2. 3.
Architecture
1. 2. 3.
Arts allow us to gather knowledge and inspiration that eventually contributes to

how we speak and view the world around us. Additionally, this discipline will help us
gain very rich insights into various world cultures, tradition and transition in the socio-
economic role. In this activity, you will explore the concepts and iconic artist from the
Western Classical art traditions
Activity: Couples
Direction: Describe the influence of iconic artists belonging to Western Classical art
on the evolution of art forms by matching the artist in Column A to their
artworks in Column B. Write the letter of your answers on the space
provided.
Answer Column A Column B

1 A
______
2 B
76
3 C
______
Activity: Guess the word!
Directions:
1. Applies different media techniques and processes to communicate ideas,
experiences, and stories showing the characteristics of Western Classical art
traditions.
2. Study the pictures below.
3. Use the illustrations to reveal the word.
4. Write your answers on the space provided.
1.
2.
3.
4.
5.
The substances or materials used in the creation of a work of art, as well as any
techniques, processes, or methods incorporated in its fabrication. The aim is to make
art accessible from the beginning, providing a space and dialogue that enriches
collectors uniquely. Five main painting mediums used in the book are acrylics,
77
watercolors, oils pastels and tempera. One of the strengths of painting with mixed
media is the sheer number of techniques it demonstrates.
Five Techniques and Processes

Technique Description Example
 Is the practice of applying paint, pigment, color or

Painting
other medium to a solid surface.
 A picture or a diagram made with pencil, pen, or

Drawing
crayon rather than paint.
 Is a technique of art creation, primarily used in the

visual arts, but in music too, by which art results
Collage
from an assemblage of different forms, thus,
creating a new whole.
Sgrafitto  It is a form of decoration made by scratching
through a surface to reveal a lower layer of a
contrasting color, typically done in plaster or stucco
on walls, or in slip on ceramics before firing.
 It is a form of printmaking that has lines or images

Monoprinting that can only be made once, unlike most
printmaking, which allows for multiple originals.
Ancient to Medieval arts has rich characteristics. It has specific functions in

people’s lives and beliefs. It has modern and accurate design and became the key in
understanding how the people in the early age lived their lives.
Artistic concepts and ideas from Western Classical Art Tradition
Ancient Era
A. Pre-historic paintings were found inside the
caves which may have been their way of
communicating with each other. It may also be
for religious or ceremonial purposes.
Criteria:
Petroglyphs (cupules, rock carvings and
engravings) B. The characteristics of Egyptian art are a
Pictographs (pictorial imagery, idiomorphs, combination of geometric regularity and keen
ideograms or symbols), a category that includes observation of nature.
cave painting and drawing.
Criteria:
Megalithic art (Petro forms or any other works Home-furniture, jewelry, and musical
associated with arrangements of stones). instruments
Dead – tombs, masks mummy cases, and
wrapping for the body
Temples, paintings and statues
78
Classical Era
D. Roman artists tried to reproduce

the world around them as
C. Greek art style was a taste realistically as they could. Their
of Western realism or architecture was designed to reflect
“naturalism”. the power of the city and to create
in all people an awe of its imperial
Criteria:
power.
Human anatomy physics
and optics
Criteria:
Techniques of carving,
Mixture of borrowed cultures fused
painting, building, gold-
together with local traditions
working, and ceramics
Own styles and traditions.
F. Romanesque style first evolved in

Medieval Era the first third of the 12th century.
Criteria:
Religious and social functions
E. Byzantine art was the meeting

place for the Greek and oriental
culture. Byzantine art was purposely
made to glorify the Christian religion
and to express its mystery.
Criteria: G. The basic characteristics of

Spiritual symbolism Gothic art styles reinforce
symbolic meanings.
Criteria:
Church symbolizes
79
Activity No. 1: Crack the code
Direction: Based on the statement given you need to break the code to reveal the answer.
Write your answer on the space provided.
1. It is a form of printmaking that has lines or images that can only be made once,
unlike most printmaking, which allows for multiple originals.
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
13 15 14 15 16 18 9 14 20 9 14 7
2. It is the practice of applying paint, pigment, color or other medium to a solid

surface.
___ ___ ___ ___ ___ ___ ___ ___

16 1 9 14 20 9 14 8
3. It is a form decoration made by scratching through a surface to reveal a lower
layer of a contrasting color, typically done in plaster or stucco on walls, or in slip
on ceramics before firing.
___ ___ ___ ___ ___ ___ ___ ___ ___
19 7 18 1 6 9 20 20 15
4. It is a picture or a diagram made with pencil, pen, or crayon rather than paint.
___ ___ ___ ___ ___ ___ ___
4 18 1 23 9 14 7
5. It is a technique of art creation primarily used in the visual arts by which art
results from an assemblage of different forms, thus creating a new whole.
___ ___ ___ ___ ___ ___ ___
3 15 12 12 1 7 5
Direction: Write TRUE if the statement is correct. If not, underline the word(s) that
make(s) the statement incorrect. Write the answer on the space provided.
____________1. Roman architecture was designed to reflect the power of the city
and to create in all people an awe of its imperial power.
____________2. Pre-historic art was classified into three functions: used in the home-
furniture, jewelry, musical instruments, and many more; second, art
used in the dead – tombs, masks.
____________3. Romanesque art was purposely made to glorify the Christian
religion and to express its mystery.
____________4. Roman art is a complete realization of religious and social functions
that has an architectural program with a rich sculptural decoration.
80
____________5. Churches during Gothic art period symbolize the transcendence of
the soul and the underlying philosophy to create buildings of height
and light.
Art works reflect the very mind of its maker. World events and sentiments are
some of the factors that influence the artist’s imagination. Philippine art owes the
Westerns an inspiration of standardization of norms and creating monumental
products of creative imagination.
Western Classical Art vs. Philippine Art
Western
Description Philippine Art Description
Classical Art
Bul – ol
Venus of Willendorf  Bulul, also known as bul-
 This statue is an important ul or tinagtaggu, is a
icon of prehistory. carved wooden
 Archeologists have figure used to guard the
suggested many different rice crop by the Ifugao
ways of understanding its (and their sub-tribe
significance for the Kalanguya) peoples of
nomadic society which northern Luzon.
made it.  The sculptures are highly
 The first suggestion is that stylized representations
it was a "Venus figure" or of ancestors and are
"Goddess," used as a thought to gain power
symbol of fertility. from the presence of the
ancestral spirit.
Hieroglyphics
 Hieroglyphs were written Baybayin
on papyrus, carved in  Is an Ancient Filipino
stone on tomb and temple Writing system called
walls, and used to decorate “baybayin” or “alibata”.
many objects of cultic and  This is a kind of writing
daily life use. that uses pictures and
 Altogether there are over
symbols.
700 different hieroglyphs,
some of which represent  It is an ancient and
sounds or syllables; others traditional scripts of the
that serve as Philippine indigenous
determinatives to clarify the peoples.
meaning of a word.
Manunggul Jar
 The Manunggul Jar is a
secondary
burial jar excavated from
a Neolithic burial site in
Tutankhamen’s inner coffin
the Manunggul cave of
 It is a Coffins for the kings’
the Tabon Caves at
body in Egyptian period. Lipuun Point in Palawan.
 It was made of solid gold  It dates from 890–710
covered with a thick black B.C. and the two
pitch-like layer which prominent figures at the
extended from the hand top handle of its cover
downs to the ankles. represent the journey of
the soul to the afterlife.
81
Giant Lantern
 The parol of star lantern is
Stained glass window perhaps the paramount
 Can refer to colored glass Filipino Christmas symbol.
as a material or to works  San Fernando Pampanga
created from it. has earned for itself the
 The colored glass is title of “Christmas Capital
crafted into stained glass of the Philippines”.
window in which small  Today, the simple lantern
pieces of glass are made of paper glued over
arranged to form patterns a bamboo frame with rice
or pictures, held together paste has evolved into
(traditionally) by strips of spectacular shapes and
lead and supported by a kaleidoscopic splendour –
rigid frame. but its message of light
and hope remains the
same.
Cathedral of Chartres San Sebastian Church
 The unity of its architecture  Completed in 1891, San
and decoration, the result of Sebastian Church is
research of the first Gothic noted for its architecture.
era, its immense influence  An example of the Gothic
on the art of Middle Age Revival architecture in
Christianity, Chartres the Philippines, it is the
Cathedral appears as an only steel
essential landmark in the building church in the
history of medieval Philippines.
architecture.  It was designated as a
 Chartres Cathedral is both a National Historical
symbol and a basic building Landmark in 1973 and as
type. a National Cultural
 It is the most elucidating Treasure in 2011.
example one
Activity No. 3: Pinpoint
Direction: Identify the word that is referred to by the following statement. Write your
answer on the space provided before the number.
____________1. It is an Ancient Filipino Writing that uses pictures and symbols.

____________2. It is used as a symbol of fertility.
____________3. It is an example of the Gothic Revival architecture in the Philippines.
____________4. It is written on papyrus, carved in stone on tomb and temple walls,
and used to decorate many objects of cultic and daily life use.
____________5. It is a carved wooden figure used to guard the rice crop by the Ifugao.
Activity No. 4: Matchy Matchy
Direction: Match the following artworks of early ages showing the influences of the
Western Classical art traditions in Column A to Philippine art form in Column
B. Write the letter of your answers on the space provided.
A. B.
___________1. Venus of Willendorf A. Baybayin (Alibata)
___________2. Stained Glass window B. Manunggul Jar
___________3. Tutankhamen’s inner coffin C. Bul-ol
___________4. Cathedral of Chartes D. Giant Lantern
___________5. Hieroglyphics E. San Sebastian Church
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Activity No. 5: How do I Created?
Direction: Evaluate the works of art in terms of artistic concepts and ideas using
criteria from the Western Classical art traditions by assessing the picture of
the different era. Write your answer on the space provided.
Painting from Sculpture from Architecture from

Ancient Era Classical Era Medieval Era
_______________ _______________ _______________

_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________
_______________ _______________ _______________

Understanding arts is a great opportunity for Western and Philippine culture to
connect and to communicate ideas, experiences, and stories showing the
characteristics of Western Classical art period. It drives tourism and rewarding
innovative minds for talents and the ability to share common values and beliefs. In this
activity, you will reflect on the importance of early artworks towards Philippine
representations.
Activity No. 6: Symbol Writing
Direction: Shows the influences of the Western Classical art traditions to Philippine art
form by using the system of writing used during Western Classical art
(Hieroglyphics) and Philippine art (Baybayin) in answering the question
below.
Hieroglyphics Baybayin
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1. What is the importance of western classical art in influencing in the art
forms in the Philippine setting that you can apply in your daily living.
Activity No. 7: “Tweetable”
Direction: Write what you learned, realized, and intend to do about the lessons of
Western Classical Art traditions by using a hashtag (#). Write your hashtag
on the space provided.
1._______________
2._______________
3._______________
Activity No. 8: Art Attack
Materials: Long bond paper, pencil, marker, any coloring materials, colored paper,
scissor, glue and ruler.
Directions:
1. Applies different media techniques and processes to communicate ideas,
experiences, and stories showing the characteristics of Western Classical art
traditions.
2. Choose one (1) in Five Techniques and Processes in creating your artworks.
3. Evaluates works of art in terms of artistic concepts and ideas using criteria
from the Western Classical art traditions.
Activity No. 9: Assess Me!

Direction: Put ( ) before each statement that describe your skills, attitude, and
feelings during and after doing the activities of this lesson.
1. I can explain how the Western Classical Art shows the influence in Philippine Art form.
2. I can listen perceptively to the music of Southeast Asia.
3. I can express myself after studying the Western Classical Arts Tradition.
4. I can expand my imagination while learning to the Western Classical Arts Tradition.
5. I can analyze the elements and principle of arts in the artworks of Western Classical Period.
6. I can create simple artwork using the criteria and techniques of Western Classical Arts.
7. I am happy with my work.
8. I enjoyed doing all the activities.
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I.OBJECTIVES
A. Content Standard
 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.

MELC No. 1 - Undertakes physical activity and physical fitness assessments
(PE9PF- Ia-h-23)
D. Objectives
a. Discuss the physical fitness activities,
b. Show awareness about the importance of living an active and healthy lifestyle
through physical fitness activities; and
c. Perform the physical fitness activities.
II. CONTENT: SPORTS OFFICIATING
A. REFERENCES: PHYSICAL EDUCATION and HEALTH (Grade 9)

Teacher’s Guide Pages: Teacher’s Manual pp. 4, 5, 6
Learner’s Guide Pages: Learner’s Manual pp. 3, 4, 5, 6, 7
Textbook Pages
Printed Materials
Google
IV. PROCEDURES
Activity: PAR-Q (Physical Activity Readiness Questionnaire)

Direction: Let’s assess if you are ready for participating in physical activities by taking
the Physical Activity Readiness Questionnaire (PAR-Q). Just put a check if it
is a yes or no.
NAME:
QUESTIONS YES NO
1. Has your doctor ever said that you have a heart condition and
that you should only do physical activity recommended by a
doctor?
2. Do you feel pain in your chest when you do physical activity?
3. In the past month, have you had chest pain when you were not
doing physical activity?
4. Do you lose your balance because of dizziness or have you
ever lost consciousness?
5. Do you have a bone or joint problem (for example, back, knee,
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hip) that could be made worse by a change in your physical
activity?
6. Is your doctor currently prescribing drugs for your heart
condition?
7. Do you know of any other reason why you should not do
physical activity?
Let’s see what the questionnaire revealed about your fitness:
B.Establishing the purpose for the lesson
The results that will be obtained from the following self-testing activities will be
beneficial in assessing your current physical fitness status. Likewise, they will also
serve as valid basis in designing a fitness plan towards the continuous improvement of
your health-related fitness components and overall wellness.
Activity: Let’s play “Family Feud”.
Direction: Think of 10 benefits that you can attain through regular participation in
various physical activities.
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B. Presenting examples/ instances of the new lesson
Direction: Answer the following questions:
What is physical activity? What are the

activities under health-related component?
_____________________________________
_____________________________________
___________________________________
What are the values that can be derived

from undertaking physical activities?
_____________________________________
_____________________________________
___________________________________
Why do we need to engage with physical

activities?
_____________________________________
_____________________________________
___________________________________
C. Discussing new concepts and practicing new skills #1
SELF –TESTING ACTIVITIES FOR HEALTH-RELATED FITNESS

Health Related
Fitness
Purpose Equipment Goal Preliminary
 Weighing  Take body  Prepare
Anthropometric  To measure body scale measurements needed
Measurements composition.  Tape . materials.
measure
 Test for
Cardiovascular  In a constant  Prepare
 Stopwatch pace, step on needed
Endurance level
3 – Minute Step based on how  12-inch and off the materials.
Test quickly your heart bench box bench for 3  Get the
rate will come  a metronome minutes resting
back down after a straight heart rate
physical activity
 To test flexibility  Keeping both  Illustrate
Hamstring and
of the Hamstring  Protractor legs straight, angles on
Hip Flexor Test
and hips lift one leg to a poster
87
the maximum board and
angle with paste it
other leg on the
remain flat on wall.
the floor.
 Raise one arm
across back
 Prepare
 Test for the  Tape with bent elbow
Zipper Test needed
shoulder flexibility measure reaching down
materials
fingers of the
other hand
 Test measures
 Prepare
Curl – up abdominal  To perform a
 Mat needed
(Dynamic) strength and proper curl-up
materials
endurance
 Test for the
90-degree muscles of the  To perform a  Prepare
Push–up upper arm  Mat proper push– needed
(Dynamic) strength and up material
endurance
 Prepare
the mat.
 Hold the push-  Place
 Test the muscular  Mat
Flexed-Arm up position not two tape
strength of the
Support (Static)  Stopwatch more than 35 marks 4
shoulder and
seconds ½ inches
upper arm.
apart on
the floor.
Activity No. 1: MODIFIED TRUE OR FALSE
Direction: Identify if the following statement is true or false. Write TRUE if the statement
is correct. If it is false, underline the word(s) that make(s) the statement
incorrect and write the correct answer on the space provided.
___________1. Zipper test needs a weighing scale as its primary equipment.

___________2. Curl-ups test the flexibility of the hamstring and hips.
___________3. Weighing scale and tape measure is needed to measure our body
composition.
___________4. 90-degree push up tests and measures abdominal strength and
endurance.
___________5. 3-minute step test measures cardiovascular endurance level based on
how quickly your heart rate will come back down after a physical activity.
Activity No. 2: NAME IT!
Direction: Write the name of the physical activity on space provided for. Choose your
answer inside the box.
90-Degree Push Up 3 – Minute Step Test Zipper Test

Hamstring and Hip
Curl – up
Flexed-Arm Support Flexor Test
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1. 2. 3. 4. 5.
Anthropometric Measurements Procedure:
1. Height.
 Stand with trunk straight.
 Measure the distance from the floor to the top of the forehead.
 Record the score in centimeters (cm).
2. Weight.
 Stand on a weighing scale free from any object for weight accuracy.
 Record in kilograms (kg).
3. Waistline.
 Locate your upper hipbone.
 Find the proper spot by placing your hands around your waist, squeezing slightly,
and then moving your fingers downward until you feel the top curve of your hips.
 Place a tape measure around your bare stomach just above the upper hipbone.
 Record in centimeters (cm).
4. Hipline.
 Place tape measure in the widest part of hip in line with the pubis.
5. Computation/s (BMI- Body Mass Index)

 Measures of body mass based on height and weight that aid in determining
weight categories.
3 – Minute Step Test Procedure:
1. Stand close to the 12-inch bench box while partner will set the metronome in 96
beats per minute (bpm).
2. When ready to begin, start the stopwatch, step one foot at a time to the beat (up,
up, down, down). When 3 minutes is up, stop immediately get your pulse rate.
3. Record the Exercise Heart Rate: _______bpm
Hamstring and Hip Flexor Test Procedure:
1. Lie on your back on the floor beside a wall.

2. Slowly lift one leg off the floor. Keep the other leg flat on the floor.
3. Keep both legs straight.
4. Continue to lift the leg until either leg begins to bend or the lower leg begins to lift
off the floor.
5. Place a yardstick against the wall to mark the spot to where the leg was lifted.
Lower the leg.
6. Using a protractor, measure the angle created by the floor and the yardstick. The
greater the angle the better your score.
7. Repeat with other leg.
Zipper Test Procedure:
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1. In standing position, raise one arm across you back, bend the elbow and reach
down as far as possible, simultaneously, bring other arm down and behind the
back trying to cross fingers over those with the other hand.
2. Measure the distance of overlapped fingers in cm. If they fail to meet score as a
minus or <0. Write zero if the fingertips just touched with no overlap.
3. Repeat the procedure with the other hand. Record the score.
Curl – up (Dynamic) Procedure:
1. Sit on a mat in a long sitting position. Bend your legs more than 90 degrees with
feet remaining flat on the floor.
2. Lay down with arms extended at the sides, palm facing down with fingers
extended touching the 1st tape mark.
3. From that position, curl your trunk up with heels in contact with the floor until your
fingers reach the 2nd marker.
4. Upon reaching, lower back to the starting position. Repeat one-curl up every 3
seconds.
5. Continue the curl-ups and stop when you are unable to keep the pace. Record the
number of repetitions.
90-degree Push–up (Dynamic) Procedure:
1. From prone lying position, place the hands just outside the shoulders with elbows
bent.
2. Men: Support the body in a push-up position from the toes with back, hip and legs
align. Women: Support the body in a push–up position from the knees instead of
toes, with back, hip, and legs aligned.
3. Lower the body until the upper arm is parallel to the floor or a 90 degrees angle of
the bent elbow.
4. Repeat as many times as possible.
Flexed-Arm Support (Static) Procedure:
1. Use the Push-up procedure 1 & 2 for preparatory position. From the starting
position, lower the body until the upper arm is parallel to the floor and elbow flexed
at 90 degrees (see illustration above).
2. Hold the position as long as possible.
3. Record the obtained holding position.
You may use the link below to learn more about the physical fitness test.
 https://youtu.be/WXMYceSGGBE
 https://youtu.be/3ShEV8B1--k
Activity No. 3: Answer Me
Direction: Identify the physical fitness activity that is described. Choose the answer from
the box below.
Zipper Test 90-degree Push–up 3 – Minute Step Test

Hamstring and Hip Flexor Test Curl-Up
__________________1. It is a test measures abdominal strength and endurance.

__________________2. It is a test for the muscles of the upper arm strength and
endurance.
__________________3. It is a test for the shoulder flexibility.
__________________4. Its purpose is to test flexibility of the hamstring and hips.
90
__________________5. It is a test for cardiovascular endurance level based on how
quickly your heart rate will come back down after a physical
activity.
Activity No. 4: Mix and Match
Direction: Match the equipment needed in each physical fitness activities. Write the letter
of the correct answer on the space provided for.
A. B.
___________1. 3-minute Step Test A. Mat
___________2. 90-degree Push–up B. Protractor
___________3. Zipper Test C. Weighing Scale
___________4. Anthropometric Measurements D. Tape Measure
___________5. Hamstring and Hip Flexor Test E. Stopwatch
E. Developing Mastery (Leads to Formative Assessment)
Activity No. 5: My Exercise Routine
Direction: Make an exercise routine based on the physical fitness test activities that you
performed. Write the name of the exercise, parts of the body to improve, number
of repetitions, and number of minutes to administer
Exercise Parts of the Body Repetition Minutes
F. Finding practical application of concepts and skills in daily living
There are various physical activities that we are doing every day. Unknowingly,
these activities are somehow related with the physical fitness test that we did. In this
activity, you are now going to list down some of them and identify what physical fitness
test they are related to.
Activity No.6: My List
Direction: List down some activities that you do in everyday living that are related to
the physical fitness test that you did.
Everyday Activities Related Physical Fitness Test

1.
2.
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3.
4.
5.
G. Making generalizations and abstractions about the lesson
Activity No.7: Head, Heart, and Hand
Direction: Write what you have learned (HEAD), what you have realized (HEART),
and what you intend to do (HAND) on the illustration below.
H. Evaluating Learning
Activity No. 8: Let’s do it!

Direction: Undertake physical fitness assessments for heath related-fitness
components (HRF) and use the references below for interpretation.
Directions: Accomplish the self-assessment card below using the results that you
obtained from the physical fitness tests.
92
I. Additional activities for application or remediation
Activity No.9: My Fitness Plan
Directions:
1. Determine your strongest and weakest health-related fitness components based
on the self-assessment card. Rank them by writing 1- 4, where 1 is the weakest
and thus, should be given top priority in making your fitness plan.
__________ Cardiovascular Endurance (3-min step test)

__________ Muscular strength and endurance of arm (push-up/flexed)
__________ Muscular strength and endurance of abdominal (curl-up)
__________ Flexibility of the hamstring muscles (hamstring & hip flexor test)
__________ Flexibility of the shoulder muscles and joints (zipper test)
2. Following the fitness plan design shown below, select activities guided by the
principles of exercise and the FITT goals.
93
94
I.OBJECTIVES
A.Content Standard
active lifestyle.

MELC No. 2 - Performs appropriate first aid for injuries and emergency situations
in physical activity and sports settings (e.g. cramps, sprain, heat
exhaustion) assessments
(PE9PF- Ib-30)
D.Objectives
a. Familiarize the injuries and emergency in physical activity and sports settings;
b. Show awareness about these injuries by means of applying first aid; and
c. Perform first aid for these injuries.

Teacher’s Guide Pages: Teacher’s Manual pp. 7, 8, 9, 10, 11
Learner’s Guide Pages: Learner’s Manual pp. 8, 9, 10, 11, 12, 13, 14
Textbook Pages

9. Google
PROCEDURES
Activity: Word Cloud
Direction: Find at least five (5) common injuries in physical activity and sports settings
and write what you know about them.
95
In sports, there are several injuries that athletes may encounter. It is very
important to familiarize them in order for you to become aware of these common
injuries. In this activity, you need to identify the injury by observing the pictures below.
Activity: Name the Picture
Direction: Analyze the picture and unscramble the letter to reveal the name of the
injury. Write your answer on the space provided for.
EHTA
COAIDTLISON NTSIAR ARUTCERF NRIPAS
XETNUASIHO
1. 2. 3. 4. 5.
Direction: Answer the following questions:
1. What is first aid? 2. What are the 3. What are the common
________________ objectives and goals injuries encountered
of first aid? by officiating officials
________________ ____________________ and athletes?
________________ ____________________ _________________
________________ ____________________ _________________
________________ ____________________ _________________
____________. _________________ _______________
_____________. __________.
Injuries are common in any sports. It may happen anytime and to anyone. It is
just but necessary to be ready for any circumstances that may occur.
96
First aid
 Is an immediate and temporary care given to a person who has been injured or
suddenly taken ill.
 It includes self-help and home care if medical assistance is not available or
delayed
COMMON INJURIES ENCOUNTERED BY OFFICIATING OFFICIALS AND ATHLETES
Common Injuries Definition
 Is a response to heat characterized by fatigue, weakness and

HEAT EXHAUSTION collapse due to inadequate intake of water to compensate for
loss of fluids during sweating.
 Is a stretch or tear of a ligament, the band of connective

tissues that joins the end of one bone with another.
SPRAIN  Sprains are caused by trauma such as a fall or a blow to the
body that knocks a joint out of position and, in the worst case,
ruptures the supporting ligaments.
 Is a twist, pull or tear of a muscle or tendon - a cord of tissue

STRAIN connecting muscle to bone. It is an acute, non-contact injury
that results from overstretching or over-contraction.
 Is a break in the bone that can occur from either a quick, one-
FRACTURES time injury to the bone (acute fracture) or from repeated stress
to the bone over time (stress fracture).
 When the two bones that come together to form a joint

DISLOCATIONS
become separated, the joint is described as being dislocated.
Activity No. 1: Differences and Similarities
Direction: Identify the differences and similarities of the following injuries
1. What are the differences and similarities between sprain and strain?
Sprain Strain
Similarities
97
2. What are the differences and similarities between fracture and dislocation?
Fracture Dislocation
Similarities
Direction: Identify if the statement is fact or bluff. Write FACT if the statement is correct.
If it is BLUFF, underline the word(s) that make(s) the statement incorrect and
write the correct answer on the space provided for.
__________________1. Dislocation is a break in the bone.

__________________2. A strain is a stretch or tear of a ligament, the band of connective
tissues that joins the end of one bone with another.
__________________3. A sprain is a twist, pull or tear of a muscle or tendon - a cord of
tissue connecting muscle to bone.
__________________4. When the two bones that come together to form a joint become
separated, the joint is described as being fractured.
__________________5. Heat exhaustion is a response to cold characterized by fatigue,
weakness and collapse due to inadequate intake of water to
compensate for loss of fluids during sweating.
FIRST AID FOR THE COMMON INJURIES ENCOUNTERED BY OFFICIATING OFFICIALS AND ATHLETES
First aid for Heat Exhaustion Procedure:
1. Have the victim lie down with his/her feet elevated.

2. Keep the victim cool.
3. Give him/her electrolyte beverages to sip or make a salted drink.
4. Monitor the victim for signs of shock.
5. If the victim starts having seizures, protect him/her from injury and give first aid for
convulsions.
6. If the victim loses consciousness, give first aid for unconsciousness.
First aid for Sprains and Strains Procedure:
1. Apply the P.R.I.C.E.R. method.

2. Do not apply heat compress during the first two days as this will only increase
swelling.
3. Use paracetamol for the first day of injury to reduce pain without increasing bleeding.
4. Apply Arnica oil to reduce swelling.
5. Remove rings immediately if the injury is to the hand or fingers.
6. After 48 hours, start moving the limb gently, but only enough not to cause pain.
7. Gradually increase the range of movement – let pain be your guide.
8. Strains usually heal in about a week. Sprains may take up to three weeks to heal.
First aid for Fractures and Dislocations Procedure:
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1. Apply the P.R.I.C.E.R. method.
2. Keep the limb in the position you found it and place soft padding around the broken
bones. Splint the injury with something rigid, such as rolled up newspaper or
magazines, to prevent the bones from shifting.
3. Don’t move the broken bones. Splints must be long enough to extend beyond joints
above and below the fracture.
4. If there is an open fracture, cover it with a clean gauze pad. Apply pressure to control
bleeding. Don’t try to push the bone back into the wound and don’t attempt to clean
it.
5. Get medical attention immediately. Fractures of the femur and pelvis may cause
severe internal bleeding.
6. Don’t give the person anything to eat or drink in case surgery is needed.
 You suspect a fracture or dislocation

 You cannot straighten the affected
or if you are unsure of the severity of a
sprain or strain. joint, bear weight on it or if a joint feel
unstable.
 The skin over the injury area is broken.
 The limb below the injury feels numb
 The ligaments or tingling, or is white, pale or blue in
of the knee color, or feels colder compared to the
are injured. other healthy limb.
 You injure an area that has been injured several

times before.
See a  Pain is severe or lasts longer than 24 hours, or

doctor if: if swelling doesn’t subside within 48 hours.
 A sprain or strain doesn’t improve after five to
seven days.
 Signs of infection developed.
99
P. R. I. C. E. R Method
Activity No. 3: Prevention is Better than Cure
Direction: It is an old saying that “prevention is better than cure”. Think of how you will
prevent the following injuries and write it on the space provided for.
COMMON INJURIES PREVENTION
Sprain and Strain
Fracture and
Dislocation
Heat Exhaustion
Activity No. 4: What Injury Am I?
Direction: Identify the common injuries by means of their preventions. Write the letter of
the correct answer on the space provided for.
A. Heat Exhaustion B. Sprain and Strain C. Fracture and Dislocation
________1. Give him/her electrolyte beverages to sip or make a salted drink.

________2. Splint the injured part with something rigid material, such as rolled up
newspaper or magazines, to prevent the bones from shifting.
________3. Apply Arnica oil to reduce swelling.
________4. Don’t move the broken bones.
________5. Keep the victim cool.
100
Activity No. 5: Crossword Puzzle
Direction: Complete the crossword below.
First aid is an emergency care given to an injured person in a fastest period of

time. It is an essential skill that we must acquire in order to save lives. In this activity,
you need to express your thoughts to value the importance of first aid.
Activity No.6: Share Your Thoughts
Direction: Share your thoughts by answering the following questions. Write your
answers on the space provided for.
101
1. Why do we need to learn on how
to apply first aid?
______________________________
______________________________
______________________________
______________________________
______________________________
2. Why do we need to be
knowledgeable and calm in
applying first aid?
______________________________
______________________________
______________________________
______________________________
______________________________
3. How can you be a good first aider?

What qualities you need to
possess?
______________________________
______________________________
______________________________
______________________________
______________________________
102
Activity No.7: Pledge of Commitment
Direction: After learning about the appropriate first aid for injuries and emergency
situations in physical activity and sports settings, make a pledge of
commitment. Write what you have learned, realized and what you want to
do inside the hand illustration.
I.Evaluating Learning
Activity No. 8: First Aid Application
Directions:
1. Performs appropriate first aid for injuries and emergency situations in physical
activity and sports settings assessments to any members of your family.
2. Take a video on how you apply it while explaining what you are doing.
3. Send to the private account of your teacher (e mail or PM) with the title
#ApplyingFirstAid.
NOTE: You can watch proper application of first aid on YouTube for your guidance.
1. https://www.youtube.com/watch?v=-VNv9TXmUP8
2. https://www.youtube.com/watch?v=BZMD3cfyjVI
FIRST AID SKILL RUBRIC

CRITERIA 10 pts. 7 pts. 5 pts.
103
The first aider showed The first aider showed
The first aider showed
proper technique with improper technique
Proper Application proper technique with
few errors and with and without
confidence.
confidence. confidence.
The first aider is very
The first aider is The first aider is not
concern with the victim
Empathy concern with the victim concern with the victim
and is talking very
and is talking calm. and is not talking calm.
calm.
The first aider chooses The first aider chooses
all the proper first aid some proper first aid The first aider chooses
items available at items available at first aid items that are
Resourcefulness
home that are home and some are not appropriate with
appropriate with the not appropriate with the scenario.
scenario. the scenario.
For non-internet use
Activity No. 9: Step by Step
Directions:
1. Perform appropriate first aid for injuries and emergency situations in physical
activity or sport setting to any members of your family.
2. Choose any of the injuries we discussed that you may want to administer.
3. Write the step by step procedure on how to apply first aid and answer the
following questions.
1. What did you feel while

applying the first aid?
________________________ 2. What are the difficulties
________________________ you encountered upon
________________________ doing the activity?
________________________ ________________________
________________________ ________________________
_______________________. ________________________
________________________
_______________________.
3. Why do you think it’s important

to apply proper first aid
procedures coherently?
________________________
________________________
________________________
________________________
________________________
________________________.
104
J.Additional activities for application or remediation
Activity No.9: Research Time!
Direction: Aside from the common injuries that we had, search at least three (3)
injuries related to physical activities and sports settings and their first aid
procedures.
INJURY FIRST AID
1.
2.
3.
RESEARCH TIME RUBRIC

10pts 7pts 5pts
Most of the information Some information are
All information is
are somewhat complete somewhat complete and
complete and promote
Content and promote better show a little
better understanding
understanding about the understanding about the
about the topic.
topic. topic.
All ideas are relevant, Most ideas are relevant, Some ideas are
Organization of Ideas well-chosen, detailed, well-chosen, detailed, relevant, well-chosen,
and pure facts. and pure facts. detailed, and pure facts.
All sources used are Most of the sources Some of the sources
Sources cited properly and used are cited properly used are cited properly
hyperlinked. and hyperlinked. and hyperlinked.
105
I.OBJECTIVES
A. Content Standard
active lifestyle.

MELC No. 3 - Involves oneself in community service through sports officiating
and physical activity programs.
(PE9PF- Ie-h-41)
MELC No. 4 - Officiates practice and competitive games.
(PE9GS-Ib-h-5)
D. Objectives
a. Define sports officiating,
b. Raise the value of sports officiating through practice and competitive games,
c. Officiate a competitive sport.

Teacher’s Guide Pages: Teacher’s Manual pp. 4, 5, 6
Learner’s Guide Pages: Learner’s Manual pp. 3, 4, 5, 6, 7
Textbook Pages
Printed Materials
Google
http://www.lancssundayleague.co.uk/downloads/FA%20Referees%20Fitness%20
Guide.pdf
IV. PROCEDURES
Activity: Picture Analysis

Direction: Observe the picture carefully and answer the processing questions below.
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4. What did you see in
the illustration?
____________________
____________________
____________________
____________________
____________________
____________________.
5. What do you know about

sports officiating?
____________________
____________________
____________________
____________________
____________________
____________________.
6. Why do we need to
learn how to officiate?
____________________
____________________
____________________
____________________
____________________
____________________.
Sports’ officiating is a challenging job but very fulfilling. It will develop you
holistically and teach you to view the games in a whole new light. An official must
possess various skills and qualities to become efficient in his career.
Activity: What Qualities Am I?
Direction: Identify the qualities of an officiating official based on the pictures

presented. Write your answers on the space provided for.
1. 2. 3. 4.
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Activity: Word Search Puzzle
Direction: Find the hand signals in basketball in the word search puzzle. Write them
on the space provided for.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Sports officiating
 Is a scheme of managing a sport where game rules and keeping order are
strictly observed.
Qualities of an Officiating Official

 The role of an official is very crucial in a sporting endeavor.
 He defines the success or failure of a certain physical activity.
 It is therefore necessary for an aspiring officiating official to possess several qualities for
him to meet the goal of having a satisfying, complain-free, impartial, and successful
game.
The following are some of the qualities to be considered:
 These qualities refer to the physical attributes of an officiating

official.
Physical Qualities  Since an officiating official need to catch up with every detail of
what the athletes or players do on court, he needs to have a
high level of fitness to be able to perform his job.
Emotional Qualities  These qualities refer to the emotional readiness of an officiating
108
official to perform his or her role in a game.
 He or she might have mastered all the rules and possesses a
high level of fitness but if the emotional attributes don’t warrant
him or her to perform the duties and responsibilities of an
officiating official, failure is expected.
 Just as physical and emotional qualities are essential, mental

characteristics are also equally necessary.
 Mental toughness is the term used to refer to all of the
qualities pertaining to one’s mental preparations in officiating a
Mental Qualities game.
 To be mentally tough requires one to stay focused, regulate
one’s performance, ability to handle pressure, awareness and
control of thoughts and feelings and one’s command and
control of the environment.
 Social qualities refer to the ability to deal with others at any

given situation.
Social Qualities  Complaints are inevitable in a game. It is the ability of an
officiating official to settle disputes without sacrificing the
integrity of a game and the officiating team.
BASKETBALL REFEREE HAND SIGNALS
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Activity No. 1: Label the Picture
Direction: Identify the hand signals in basketball by writing on the space provided for.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Direction: Identify if the following statement is true or false. Write TRUE if the statement
is correct. If it is FALSE, underline the word(s) that make(s) the statement
incorrect and write the correct answer on the space provided for.
__________________1. Mental qualities refer to the ability to deal with others at any
given situation.
__________________2. Physical fitness is the capacity of an individual to perform his or
her weekly tasks without undue fatigue and still has extra energy
for recreation and emergencies.
__________________3. Emotional qualities refer to the mental readiness of an officiating
official to perform his or her role in a game.
__________________4. Physical qualities refer to the physical attributes of an officiating
official.
__________________5. Mental quality is the term used to refer to all of the qualities
pertaining to one’s mental preparations in officiating a game.
H. Discussing new concepts and practicing new skills #2
 When we register as officials, and volunteer to work at events, we agree to uphold these
values, and follow the related guidelines listed in each section.
Ethics and Guidelines

 A primary value of officiating is to provide a benefit to those
Be a Benefit and Cause with whom one interacts in the competition area (athletes,
No Harm coaches, spectators, volunteers, and other officials).
 A related value is to do no harm.
Be Accurate and  These values mean that officials should strive for accuracy
Responsible and consistency in their officiating actions, as well being
110
dependable and trustworthy in their work as officials.
 Officials should exhibit loyalty and politeness towards the

Be supportive of other Athletics organization to which the official belongs or is
participants and loyal to representing in the context of a competition.
our Sport Organizations  They should extend such loyalty and politeness to individuals
involved in athletics at all levels.
 Integrity refers to firm adherence to an ethical code as well as

to the absence of impairment or disability.
 This implies that officials will (a) not allow their judgment to be
Act with Integrity adversely influenced by personal loyalties or personal gain, (b)
will adhere whenever possible to the specifics of this ethical
code, and (c) will avoid officiating when their mental or
physical competence may be impaired (e.g., through physical
illness, emotional distress, or some other personal limitation).
 Fairness refers to performing one’s duties in an unbiased

manner.
Act with Fairness
 This implies that officials will act in a manner that does not
create advantage or disadvantage to any athlete or club.
 Officials have the duty to respect individual athletes or other

Show Respect for parties at competitions, independent of cultural, ethnic,
Participants’ Rights and gender, age, or other characteristics of the individual that may
Dignity set the other person apart from the official’s own background
and sense of familiarity.
 Professionalism means exhibiting a courteous, conscientious,

Exhibit Professionalism and generally business-like manner in the workplace (including
volunteer workplace).
 This value presumes that athleticism is part of a generally

Model Appropriate healthy lifestyle, and that Athletics organizations encourage
Health Habits not only athletic competition, but enhanced health in their
members and in the public.
Adhere to Legal  This means obeying the law (e.g., criminal code of conduct,
Standards human rights codes, and IAAF or other rules of competition).
 In our society, we now recognize that some individuals (e.g.,

persons with disabilities) are more vulnerable to poor
treatment because of their relative youth, mental or physical
Protect Vulnerable
disability, or other characteristics that place them at a
Persons
disadvantage.
 This code of conduct recognizes that such individuals may
require special attention.
Activity No. 3: Which Ethics and Guidelines?
Direction: Identify the ethics and guidelines in sports officiating. Choose the answer from
the box below and write the letter on the space provided for.
A. Protect Vulnerable B. Model Appropriate C. Be Accurate and

D. Act with Integrity
Persons Health Habits Responsible
E. Be a Benefit and F. Adhere to Legal G. Exhibit
H. Act with Fairness
Cause No Harm Standards Professionalism
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I. Show Respect for Participants’ Rights and J. Be supportive of other participants and
Dignity loyal to our Sport Organizations
________1. In our society, we now recognize that some individuals (e.g., persons with
disabilities) are more vulnerable to poor treatment.
________2. This means obeying the law.
________3. This value presumes that athleticism is part of a generally healthy lifestyle.
________4. It means exhibiting a courteous, conscientious, and generally business-like
manner in the workplace (including volunteer workplace).
________5. A primary value of officiating is to provide a benefit to those with whom one
interacts in the competition area.
________6. Officials have the duty to respect individual athletes or other parties at
competitions.
________7. They should extend such loyalty and politeness to individuals involved in
athletics at all levels.
________8. These values mean that officials should strive for accuracy and consistency
in their officiating actions, as well being dependable and trustworthy in their
work as officials.
________9. It refers to firm adherence to an ethical code as well as to the absence of
impairment or disability.
________10. This implies that officials will act in a manner that does not create advantage
or disadvantages to any athlete or club.
Activity No. 4: How to Walk the Talk?
Direction: Find examples on how you can apply these ethics and guidelines proficiently.
Ethics and Guidelines Example Applications
1. Act with Fairness
2. Act with Integrity
3. Model Appropriate Health

Habits
4. Exhibit Professionalism
5. Be Accurate and
Responsible
Activity No. 5: Acrostic Poem
Direction: Make an acrostic poem about what you have learned in sports officiating.
Use the letter of the words “SPORTS OFFICIATING” as the first letter of
each line.
112
ACROSTIC POEM RUBRIC
Most of the lines of Some of the lines of
All the lines of the
the poem has a the poem has a
Structure poem have a clear
clear relation to the clear relation to the
relation to the topic.
topic. topic.
The poem has a lot The poem has some The poem has few
of interesting word interesting word interesting word
Creativity choices and uses choices and uses choices and uses
poetic elements or poetic elements or poetic elements or
techniques. techniques. techniques.
The poem has no The poem has 1-2 The poem has 3 or
grammatical, grammatical, more grammatical,
Mechanics
spellings, and spellings, and spellings, and
punctuation error. punctuation error. punctuation error.
Sports’ officiating is the key for the success of every sport competition. The
official plays a vital role on the game to supervise and manage the event effectively. He
must acquire all the good qualities to play his role competently. In this activity, you will
identify the qualities of a great sport official that you can use in your everyday life.
Activity No.6: Qualities of a Great Sport Official
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Direction: Identify the qualities of a great sport official and write how you can use
them in your everyday life.
Qualities of a Great
How can you use these qualities in your everyday life?
Sport Official
1.
2.
3.
4.
Activity No.7: My Puzzle Board
Direction: Using the puzzle board, write the summary of your learning about the
important points of the lesson in terms Sport Officiating.
____________ ____________ ____________ ____________

____________ _______ _______ _______
____________ _______ _______ _______
____________ _______ _______ _______
____________ _______ _______ _______
____________ _______ _______ _______
____________ ____________ ____________ ____________
____________ ____________ ____________ ____________
__ ____________ ____________ ____________
Activity No. 8: Sport Officiating Family Edition
Directions:
1. Officiates practice and competitive games (human basketball) inside your
home and the players are your family members, relatives, or friends near you.
2. Send a short video/pictures/any evidences to your teacher while doing it and
answer the questions below.
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Objectives:
 Play the “human

Materials/Equipment
basketball” game;
Needed:
 Implement the rules of
the “human basketball”  Playing area (probably
game through a basketball court if
officiating; there’s any, backyard
 Exhibit timely and or garage)
precise judgment,  Basketball ball, score
command and fitness board and
during the conduct of chalk/marker
the “human basketball”
 Whistle
game; and
 Manila paper
 Relate the importance
of the role of an  Marker or pentel pens
officiating official to the  Coloring materials
success of a game.
Procedure:
 Do your preliminary activities.

 Obtain heart rate at rest.
 10-15 minute warm-up exercises (static and dynamic
stretching exercises).
 Obtain heart rate after the warm-up activity.
 Assign two members in the family as team captain to lead their
own team.
 Supposing there are 8 players in your team playing on court.
Others who will not play will stay at the area designated to
your group (bench, in this case) while waiting for substitution.
 Four members will be playing, 1 will serve as the basket for
your opponents to shoot the ball
 The final 3 will serve as guards to stay around the human
basket with which your team will shoot and earn points. Pass
the ball to move the ball from 1 player to another.
 Your team is allowed to dribble the ball 3 times only.
 You can set the scoring to declare the winner.
2. How did you feel after 1. What are the benefits that you
doing the activity? can get in involving ourselves in
sports officiating?
__________________________ __________________________
__________________________ __________________________
__________________________ __________________________
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3. How are you going to encourage other youths in joining sports and
sports officiating?
______________________________________________________
______________________________________________________
_______________________________________
_______________________________________
_______________________________________
______________
Activity No.9: Tiktok Challenge
Directions:
1. Involves oneself in community service through sports officiating and physical
activity programs like a TikTok video using the hand signals in basketball.
2. Send it on your teacher’s personal e-mail or PM using the hashtag
#MyHandSignalsTikTok.
TIKTOK CHALLENGE RUBRIC

All hand signals are properly There are few hand signals which Most of the hand signals are
Application of
executed. Well-constructed are not properly executed. Good not properly executed and it is
Movement
and not messy. construction and not very messy. a bit messy.
The video is remarkably
The video creative and a good
creative. A lot of thought and The video creative and some
Creativity amount of thought was put into
effort was used to make the thought were put into editing it.
editing it.
video.
Extraordinary use of new ideas
Good use of new ideas and Average use of new ideas and
Originality and originality to create the
originality to create the video. originality to create the video.
video.
Non-internet user activity
Activity No. 10: Research Time!
Direction: Make a research on how to officiate a sport that you are interested the most
and gather all the important information about it. Then, answer the processing
questions below.
1. What is the sport 2. What

that you have characteristics and
chosen? Why did values you should
you choose it? possess as an
_________________ officiating official?
_________________
_________________ _________________
_________________ _________________
_________________ _________________
_________________ _________________
_________________
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I.OBJECTIVES
A. Content Standard
 The learner demonstrates understanding of the principles in protecting the
environment for community wellness.
 The learner consistently demonstrates healthful practices to protect the
environment for community wellness.

MELC No. 1 - Defines community and environmental health.
(H9CE-Ia-8)
MELC No. 2 - Explains how healthy environment positively impact the health of
people and communities (less disease, less health care cost,
etc.).
(H9CE-Ib-d- 10)
D. Objectives
a. Identify the characteristics of a healthy community and environment.
b. Appreciate how a healthy environment positively impacts the health of people
and communities by thinking of helpful ways to improve the environment.
c. Create a painting that describes a healthy community.
II. CONTENT: COMMUNITY AND ENVIRONMENTAL HEALTH
C. REFERENCES: PHYSICAL EDUCATION and HEALTH (Grade 9)

9. Teacher’s Guide Pages: Teacher’s Manual pp.
10. Learner’s Guide Pages: Learner’s Manual pp.
11. Textbook Pages
D. OTHER LEARNING RESOURCES

11. Google
IV. PROCEDURES
Activity: What is a Community?
Direction: Give seven words that are related to community. Write them inside the
hallow circles.
117
Healthy people are the reflection of a healthy environment. It is the very

challenging goal to achieve a healthy community. Healthy environment has a lot of
positive impacts on the health of the people in the community. This time, you will
identify these helpful impacts.
Activity: Newspaper Clippings
Directions:
1. Take a closer look with the headlines of the newspaper clippings below.
2. Based on the headlines, identify the positive impact of a healthy environment
on the health of the people in the community.
3. Answer the guide questions.
118
Guide Questions:
1. What can you say

about the headlines 2. What do you think is
on the newspaper the importance of
clippings? these words found in
the headlines?
_________________
________________
_________________
________________
_________________ ________________
_________________ ________________
_________________ ________________
_________________ ________________
______________ ______________
______________ ______________
______________. ______________.
Activity: Complete Me
Direction: Read and analyze the given sentence. Connect the words inside the box
from the given statements below. Write your answer on the space provided.
Community Community Health

Environmental Health Health
1. ________________ is to Clean and Green Program.

2. ________________ is to vaccines for all the members of the community.
3. ________________ is to proper diet.
4. ________________ is to barangay.
5. ________________ is to enhance community quarantine.
A healthy community reflects a sense of well-being. It is the foundation for

achieving all other goals and is essential for a productive society. Thus, it also helps in
building our country’s economy and in equipping you to be healthier to learn and
succeed academically.
Be cautious with your health because you might affect your whole community.
Having a healthy people is the reflection of a healthy environment. The following are
the terms that you need to understand. Read them carefully.
Community
 It is a sociological group in a large place sharing one environment.
 It therefore includes the individual and the family.
119
Health
 It is a state of complete physical, mental, and social well-being and
not just the absence of disease or infirmity according to World
Health Organization.
 It leads to a socially and economically productive life.
Community Health
 It is defined as the art and science of maintaining, protecting and
improving the health of all the members of the community through
organized and sustained community efforts.
Environmental Health
 It comprises those aspects of human health that are determined by
physical, chemical, biological, social and psychosocial factors in the
surrounding environment.
Direction: Identify if the following statement is true or false. Write TRUE if the statement is
correct. If it is FALSE, underline the word(s) that make(s) the statement
incorrect. Use the space provided for your answers.
____________1. Community health comprises those aspects of health that are determined
by physical, chemical, biological, social, and psychosocial factors in the
surrounding environment.
____________2. Environmental health is defined as the art and science of maintaining,
protecting, and improving the health of all the members of the community
through an organized and sustainable community effort.
____________3. Community includes the individual and the family.
____________4. Community is a sociological group in a large place sharing different
environment.
____________5. Health is a state of complete physical, mental, and social well-being and
not just the presence of disease or infirmity according to World Health
Organization.
Activity No. 2: Positive and Negative Community
Direction: List down five (5) positive and negative characteristics of your present community
and write five (5) suggestions to improve your community.
Positive Negative Suggestions

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
Our environment is our home. It is everything external to us. It includes physical,

social, natural, and psychosocial factors in the environment. Environment affects our
health in many ways. That is why we need to improve our environmental health. It will
surely affect the quality of life if we are not going to work hard to achieve a healthy
environment.
120
These are the positive impact of a healthy environment:
Activity No. 3: What harms us?
Direction: List down five (5) harmful effects of an unhealthy environment to the
members of the community.
Environmental Exposure Harmful Effects in our Health
1. Contaminated drinking water
2. Air pollution
3. Mosquitoes and flies
4. Second-hand smoke
5. Climate change
Activity No. 4: Healthy or not?
Direction: Draw a smiley face  if the statement shows a healthy practice in the
community and sad face  if it is unhealthy.
________1. Neighbors are helping each other in planting trees in the community.
________2. Sharing your knowledge about environmental health to the other members
of the community.
________3. Put your refuse in a garbage bag carefully.
________4. Let the 4P’s grantees clean the community in lieu to the assistance given
by the government.
________5. Community engagement in schools’ efforts to encourage healthy
community practices.
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Activity No. 5: My Dream and Existing Community
Direction: List down the different characteristics of your ideal/dream and existing
community in the diagram. In the space where the two (2) circles meet,
write their similar characteristics and answer the processing questions.
Dream Community Existing Community
Similarities
3. Why do you think your

1. What are the 2. How can you improve community should
reasons why your your community to possess these
community is not become an ideal place characteristics to make
an ideal one? to live? it ideal?
_______________ __________________ __________________
_______________ __________________ __________________
_______________ __________________ __________________
_______________ __________________ __________________
____________ __________________
_________
__________. _________________.
_________.

In every community, there are certain practices that are being observed by all the
members of it. These practices may help in achieving a healthy community and some
are not. In this activity, you will identify which are the better practices that can make
your community a healthy one.
Activity No. 6: Which is better?
Direction: Read and analyze the given statements. Choose the letter of your answer
and explain why.
1. I will buy my foods (fruits or vegetables) in:

A. Community garden
B. Convenience store
C. Marketplace
Why?
____________________________________________________________________________
122
2. I want to explore my whole community by means of:
A. Riding a car
B. Riding a motorcycle
C. Riding a bicycle
Why?
____________________________________________________________________________
3. I will help in cleaning my community by means of:

A. Segregating my garbage
B. Campaigning for a clean and green project
C. Making an environmental slogan
Why?
____________________________________________________________________________
.
4. I want to play with my friends through:

A. Online games
B. Sports and larong pinoy games
C. Arcades
Why?
____________________________________________________________________________
5. I want to know my neighbors through:

A. Social media
B. Joining youth organizations
C. Attending parties
Why?
____________________________________________________________________________
Activity No. 7: Traffic Lights
Direction: After learning the positive impact and characteristics of a healthy

environment, write what you should STOP (red light), CONTINUE (yellow
light), and START doing (green light).
Activity No. 8: My Healthy Community and Environment
Directions:
1. Define community and environmental health by creating a painting that
describes a healthy community and environment.
2. Draw it in a short bond paper and attach your output with your activity sheets.
3. Follow the rubric as your reference.
123
My healthy community and environment art rubric
Outstanding Above average Average Below average Poor
5 4 3 2 1
Outstanding Above average Average
Below average Poor
The project is planned The project is planned The project is
Understanding The project shows The project
carefully; carefully; planned adequately;
The concepts and little sign of shows no
understanding of all understanding of most understanding of
instructions are understanding the understanding of
concepts and concepts and some concepts and
clearly understood. concepts and the concepts and
instructions is clearly instructions is instructions
instructions. instructions.
presented. presented. presented.
Outstanding Below average Poor
Above average Average
The project shows The project shows The project
Craftsmanship The project shows The project shows
outstanding below average shows poor
Cleanliness, Hands good craftmanship, average
craftsmanship, with craftmanship and craftmanship and
on with some attention to craftmanship and
clear attention to slight attention to no attention to
detail. attention to detail.
detail, detail. detail.
Outstanding Above average Average Below average
Poor
Creativity The project The project The project The project
The project lacks
Resourcefulness, demonstrates original demonstrates some demonstrates an demonstrates little
indication of
originality, personal expression personal expression average amount of personal expression
personal
inventiveness and outstanding and logical problem- personal and problem-solving
expression.
problem-solving skills. solving skills. expression. skills.
Outstanding Poor
Above average Average Below average
The student put forth The student put
Effort The student put forth The student put The student put forth
extraordinary effort to forth no effort or
The determination to the effort required to forth the effort the effort required to
complete the project the project was
finish the project in complete the project required to finish the finish the project;
well as possible; used not completed;
time. well; used his/her time project; used his/her used his/her time
his/her time extremely his/her time was
well. time adequately. adequately.
well. not used well.
Activity No. 9: Earth Day
Direction: Explain how a healthy environment positively impact the health of people
and communities by writing five (5) ways on how you can prevent
environmental degradation/destruction in your community. Write your
answers inside the earth illustration.
Written output rubric

2 pts. 3 pts. 5 pts.
Content indicates synthesis of
Shows some thinking and Content indicates thinking and
ideas, in depth analysis and
Level of Content reasoning but most ideas are reasoning applied with original
evidences original thought and
underdeveloped and unoriginal. thought on a few ideas.
support for the topic.
Main points lack detailed Main points well developed with
Main points are present with
development. Ideas are vague high quality and quantity support.
Development limited detail and development.
with little evidence of critical Reveals high degree of critical
Some critical thinking is present.
thinking. thinking.
Meets all formal and assignment
Meets format and assignment
Fails to follow format and requirements and evidences
requirements; generally correct
assignment requirements. attention to detail; all margins,
margins, spacing, and
Format incorrect margins, spacing and spacing and indentations are
indentations; written output is neat
indentation; neatness of written correct; written output is neat and
but may have some assembly
output needs attention. correctly assembled with
errors.
professional look.
Spelling, punctuation, and
Written output is free of distracting
grammatical errors create Most spelling, punctuation, and
spelling, punctuation, and
Grammar & distraction, making reading grammar correct allowing reader
grammatical errors; absent of
Mechanics difficult, fragments, comma to progress though written work.
fragments, comma splices, and run-
splices, run-ons evident. Errors Some errors remain.
ons.
are frequent.
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I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of the principles in protecting the environment
for community wellness.
The learner consistently demonstrates healthful practices to protect the environment for
community wellness.
C. Most Learning Competency

MELC No. 3 – Discusses the nature of environmental issues (H9CE-Ib-d- 11)
MELC No. 4 – Analyzes the effects of environmental issues on people’s health (H9CE-
Ib-d- 12)
D. Objectives
1. Familiarize the nature of environmental issues.
2. Show awareness about the effects of environmental issues on people’s health
using a diagram.
3. Read a poem about environmental problems.
II. CONTENT
A. REFERENCES
1. Teacher’s Guide Pages 1-20
2. Learner’s Material Pages 231-247
3. Textbook Pages
B. OTHER LEARNING RESOURCES: Printed Materials
IV. PROCEDURES
Activity: Word Search Puzzle

Direction: Look for the ten (10) environmental problems in the word search puzzle. Write your
answers on the space provided.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
125
B. Establishing a purpose of the lesson
Our country is currently facing various environmental issues. These are harmful effects of
human activity on the environment. In this activity, you will analyze one of the environmental
problems that you are experiencing in your community.

Direction: Analyze the picture and answer the following questions below.
1. What is the environmental problem that
you see in the picture? How will you
describe it?
2. What are the effects of this problem in your
community?
3. How can you help your community in
avoiding this kind of issue?
C. Presenting Examples/Instances of the new lesson

Activity: Name the Picture
Direction: Name the pictures of some of the environmental problems and write your answers
on the space provided.
1. 2. 3. 4. 5.

Our country is suffering from different environmental problems that affect health of all
Filipinos. Most of these problems are human-caused environmental degradation intensified
by high annual population growth rate. These are just some of the environmental problems
that we have:
ENVIRONMENTAL DEFINITION
PROBLEMS
Deforestation It is the destruction of big areas of forests.
Flash Flood It is a sudden flood of great volume, usually caused by a heavy
rain.
Illegal Mining It is defined as the extraction of valuable minerals or other
geological materials from the earth from an ore body, lode, vein,
seam, or reef, which forms the mineralized package of
economic interest to the miner in the absence of land rights,
mining license, exploration or mineral transportation permit or of
any document that could legitimate the on-going operations.
Soil Erosion It happens when soil and rock are moved from one place to
another by wind, water, and gravity.
Coral Reef It is a significant problem throughout the world. It has been
Degradation acknowledged that 27% of the world’s reefs have been affected.
Pollution It means any alteration of the physical, chemical and biological
properties of water, air and/or land resources.
Air Pollution It means any alteration of the physical, chemical and biological
126
properties of the atmospheric air.
Water Pollution It means any alteration of the physical, chemical, biological, or
radiological properties of a body of water resulting in the
impairment of its purity or quality.
Noise Pollution It is the excessive sound that causes hearing loss, stress,
fatigue, irritability, tension, headaches, and high blood pressure.
Soil Pollution It is chiefly caused by chemicals in pesticides, such as poisons
that are used to kill agricultural pests like insects and herbicides
that are used to get rid of weeds.
Activity No. 1: Crossword Puzzle
Direction: Complete the crossword puzzle.
Activity No. 2: Top Five
Direction: List down the top five (5) worst environmental problems according to their level of
casualty/impact in the community.
Guide Question:
1. What do you think are the reasons that made the environmental problems worst?
127
We are experiencing various environmental problems now a days. It affects our
surroundings and the health of people. Some of these impacts are getting severe every year.
Filipinos must be aware of these damaging effects to save our environment. These are some of
the effects of the environmental problems:
Effects of the Environmental Problems
1. Effects of Deforestation
 soil erosion
 landslides
 greenhouse effect
 denuded upland
 silting of rivers and dams
 degraded watershed
 flooding
 destruction of corals along the coast
2. Effects of Flash Floods
 causes of diseases such as cholera and other water borne diseases
 loss of life
 contamination of drinking water
 destruction of sewage system
 destruction of dams and destruction of levees
3. Effects of Soil Erosion
 unproductive use of farmland
 difficulty in raising of livestock
 silting of artificial lakes
 loss of soil and vegetation which causes climate changes
4. Effects of Oil Spill
 suffocation of marine mammals
 death of trees from oil in roots
5. Effects of Coral Reef Degradation
 loss of edible reef fish
 reduction of species diversity and richness
 alteration in the size structure of target species
6. Effects of Illegal Mining
 water poisoning of all the living things in it
 destruction of beautiful coral reefs
 bareness of land
Direction: Identify if the statement is a FACT or a BLUFF. Write FACT if the statement is
correct. If it is BLUFF, underline the word(s) that make(s) the statement incorrect.
Write the correct answer on the space provided.
____________________1. Reduction of species diversity and richness is one of the effects of

illegal mining.
____________________2. Deforestation causes death of trees because of the oil in their
roots.
____________________3. Flash floods contaminate our drinking water.
____________________4. Soil erosion affects our farmland to become unproductive.
____________________5. Coral reef degradation destructs our sewage system.
128
Activity No. 4: Which does not belong?
Direction: Identify which does not belong to the group about the effects of environmental
problems. Write your answer on your paper.
Environmental
Effects
Problem
1. Deforestation flooding landslide bareness of land
2. Soil Erosion silting of artificial lakes suffocation of marine difficulty in raising of
mammals livestock
3. Illegal Mining destruction of sewage destruction of water poisoning of all the
system beautiful coral reefs living things in it
4. Flash Floods contamination of drinking greenhouse effect destruction of dams and
water destruction of levees
5. Oil Spill suffocation of marine death of trees from oil denuded upland
mammals in roots
Activity No. 5: Deal With It!
Direction: List down five (5) environmental problems that you are experiencing in your
community and write five (5) ways in dealing with these problems.
ENVIRONMENTAL
HOW YOU DEAL WITH IT?
PROBLEMS
1.
2.
3.
4.
5.

Environmental problems rise the risk of having various diseases. These are harmful on
human body. You must be aware of the negative effects of environmental hazards in your
physique. You will identify the harmful effects of environmental problems in the specific parts of
the body.
Activity No. 6: Effects of Environmental Problems in the Body
Direction: Identify the harmful effects of environmental problems according to the specific parts
of the body. Write your answers inside the boxes.
129
Reflective Questions:
1. How can you protect yourself from the harmful effects of environmental problems in your
community?
_________________________________________________________________________
_________________________________________________________________________
2. As a student, what help you can do to lessen the environmental problems that you are
facing at present?
_______________________________________________________________________
_______________________________________________________________________
H. Generalization
Activity No. 7: Story Train
Direction: Write a short story in Filipino/English about the effects of environmental problems
using a story train. The story must consist of three parts.
Example: Nagputol ng puno – Mataas na pagbaha – Nasira ang mga ari-arian

(Beginning) (Middle) (Ending)
Activity No. 8: Fishbone Diagram
Direction: Analyzes the effects of environmental issues on people’s health by writing about the
effects to yourself, to your family, and to your community. Write your answers on the
diagram.
WRITTEN OUTPUT RUBRIC

2 pts. 3 pts. 5 pts.
Shows some thinking and Content indicates thinking and Content indicates synthesis of
Level of reasoning but most ideas are reasoning applied with original ideas, in depth analysis and
Content underdeveloped and thought on a few ideas. evidences original thought and
unoriginal. support for the topic.
Main points lack detailed Main points are present with Main points well developed with
development. Ideas are limited detail and high quality and quantity
Development
vague with little evidence of development. Some critical support. Reveals high degree of
critical thinking. thinking is present. critical thinking.
Fails to follow format and Meets format and assignment Meets all formal and
assignment requirements. requirements; generally assignment requirements and
Format
incorrect margins, spacing correct margins, spacing, and evidences attention to detail; all
and indentation; neatness of indentations; written output is margins, spacing and
130
written output needs neat but may have some indentations are correct; written
attention. assembly output is neat and correctly
errors. assembled with professional
look.
Spelling, punctuation, and Most spelling, punctuation, Written output is free of
grammatical errors create and grammar correct allowing distracting spelling, punctuation,
Grammar & distraction, making reading reader to progress though and grammatical errors; absent
Mechanics difficult, fragments, comma written work. Some errors of fragments, comma splices,
splices, run-ons evident. remain. and run-ons.
Errors are frequent.
Activity No. 9: Poem Analysis

Direction: Discuss the nature of environmental issues through poem analysis. Answer the
processing questions below.
1. What are the environmental issues that you encountered in the poem?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. What do you think the nature of these environmental issues?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Are you experiencing this kind of environmental problems?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. How can you be of help in solving these environmental problems?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. What is the message of the poem?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
131
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of the principles in protecting the environment
for community wellness.
The learner consistently demonstrates healthful practices to protect the environment for
community wellness.
C. Most Learning Competency

MELC No. 5 – Suggests ways to prevent and manage environmental health issues
(H9CE-Ie-f- 13)
MELC No. 6 – Participates in implementing an environmental project such as building
and maintaining a school garden or conducting a war on waste campaign (depends on
feasibility) (H9CE-Ig-h- 14)
D. Objectives
1. Identify ways on how to prevent and manage environmental health issues.
2. Raise the importance of learning how to prevent and manage environmental
problems through writing innovative ways in improving their environment.
3. Participates in implementing an environmental project in their community.
II. CONTENT

A. REFERENCES
1. Teacher’s Guide Pages 1-26
2. Learner’s Material Pages 247-259
3. Textbook Pages
B. OTHER LEARNING RESOURCES: Printed Materials
IV. PROCEDURES

DIRECTION: Analyze the pictures and answer the processing questions below.
132
1. What did you see in the picture?
_________________________________________________________________________
_________________________________________________________________________
2. How can they help to prevent and manage environmental health issues in the community?
_________________________________________________________________________
_________________________________________________________________________
3. Why do you think it is important to save our environment?
_________________________________________________________________________
_________________________________________________________________________
B. Establishing a purpose of the lesson
It does not mean that you are just a student, you cannot do anything in helping to improve
your community. It is also your obligation to take care of your environment. Take time to read
the following questions and answer them with sincerity.
Activity: Which is Which?
Direction: Read the following questions. Choose the best answer and write the letter on your
paper.
1. How can you say that a community is healthy?

A. All the members of the community are rich.
B. Everyone has access to the gym.
C. The community has its own food garden.
D. All members are living with a healthy lifestyle.
2. Why do we need to achieve a healthy community?

A. to have a convenient life
B. to have a clean and safe environment
C. to sustain the health of all the members of the community
D. to make life more enjoyable
3. How can you help to make your environment clean and safe for everyone?
A. Help in cleaning your community.
B. Campaign for a clean and green environment.
C. Post it in your social media account.
D. Ask the Brgy. Captain to do it.
4. As a student, are you going to participate in solving local problems in your community?
And why?
A. No, because I am just a student and I don’t know how to help.

B. No, because it is the obligation of the barangay officials.
C. Yes, because I am a member of my community.
D. Yes, because I know I can contribute in helping my community.
5. Which best describes a community with a social harmony?
A. Members are not making fight with other members.

B. Members are actively participating in the community.
C. Members are giving something to the community.
D. Members are good with each other.
133
C. Presenting Examples/Instances of the new lesson
Activity: Jigsaw Puzzle
Direction: Think of five (5) ways on how you can help your environment in simplest actions and
write it in the jigsaw puzzle.
1. Why did you come up with these actions?
_______________________________________________________________________
_______________________________________________________________________
2. How will you realize your ideas to help your environment?
_______________________________________________________________________
_______________________________________________________________________
3. How can you influence the members of your family to do the same?
_______________________________________________________________________
_______________________________________________________________________

We are experiencing extreme environmental issues right now. Everything is at risk including
our climate, the health of the people, and future societies. Do not let yourself feel helpless and
stop overthinking on how or where to begin. Start changing your daily routines little by little can
make a big success in helping our environment. These are just some of the ways on how we
can prevent and manage environmental issues in simplest way:
 Conservation of water and electricity
 Choose reusable materials like Eco bags instead of plastic bags
 Learn how to reuse, reduce, and recycle
 Planting new trees for cleaner air
 Lessen the usage of papers to save trees
 Help in cleaning our surroundings
 Walk or use bike instead of car
Our government has a big concern about our environment. Here are some of the pertinent
laws that protect the health and safety of our environment:
 P.D. 389 (P.D. 705) – The Forestry Reform Code
It codifies, updates and raises forestry laws in the country. It emphasizes the
sustainable utilization of forest resources.
 P.D. 704 – Preservation of optimum productivity of fishery resources through
conservation and protection.
 P.D. 1219 – Providing for the protection of coral ecosystems.
 P.D. 1067 – Water Code of the Philippines
It adopts adequate measures to conserve and regulate the use of water in
commercial, industrial and residential areas. It also provides other policy
guidelines on water quality and management of water resources.
134
 P.D. 463 – Amended the Mining Act of 1936
It requires all mining leaseholders to comply with Pollution Control Laws and
regulations and provide for penalties for noncompliance.
 P.D. 1251 – Imposes fines on tailings and mine wastes and the fund generated is
used to pay for the damages to land, agricultural crops, forests products, aquatic
resources and infrastructures caused by pollution for mining operations.
 P.D. 984 – The Pollution Control Law
 P.D. 825 – Prohibits the improper disposal of garbage
 P.D. 856 – Sanitation Code
It places the responsibility on the local government units for the solid waste
management in their area of production.
 R.A. 8749 – Philippine Clean Air Act of 1999
It provides for a comprehensive air pollution control policy.
Activity No. 1: Codes and Titles
DIRECTION: Complete the table by supplying the missing code and title of the following laws.
CODE OF THE LAW TITLE OF THE LAW

1. Philippine Clean Air Act of 1999
P.D. 1067 2.
P.D. 856 3.
4. The Forestry Reform Code
P.D. 984 5.
Activity No. 2: What Law Am I?
Direction: Identify the law that is being described by the following statements. Choose the
correct answer in the box and write it on the space provided.
P.D. 389
P.D. 463 P.D. 1067 P.D. 856 P.D. 704
(P.D. 705)
_______________1. It codifies, updates and raises forestry laws in the country.

_______________2. It places the responsibility on the local government units for the solid
waste management in their area of production.
_______________3. It requires all mining leaseholders to comply with Pollution Control Laws
and regulations and provide for penalties for noncompliance.
_______________4. It adopts adequate measures to conserve and regulate the use of water in
commercial, industrial and residential areas.
_______________5. It is the preservation of optimum productivity of fishery resources through
conservation and protection.

Philippines has a very rich environment that’s why some of the Filipinos are very eager to
preserve the beauty of our country. These are some of the environmental organizations that
protect our environment with their projects and advocacies:
1. World Wide Fund for Nature

 The name of the organization says it all. Their projects don’t only focus on food,
water, and climate, but on wildlife as well. In fact, they exert effort to ensure the
135
survival of the rarest and most endangered species in the country. Also part of their
aim is to transform lives by providing livelihood programs.
2. Waves for Water

 Imagine the country running out of water – a drought would take over leading to a
shrinking food supply, damaged habitat, crop damage, and more. If the thought of
this makes you cringe, then you may want to work with Waves for Water. The
organization works with leaders and partners to provide clean and potable water for
communities here and abroad.
3. Save Philippine Seas

 Our country is surrounded by seas. It’s only apt for us to protect them so they can
protect us from possible harm. Part of the advocasea of Save Philippine Seas is to
promote community empowerment, environmental education, and shark
conservation. The org also initiates citizen-led programs to empower Pinoys towards
behavioral change.
4. Earth Island Institute

 Earth Island Institute is an international org that jumpstarts programs focused on
hyperlocal and grassroots environmentalism. Their local arm implements the
International Monitoring Program (IMP) which ensures that the country’s top tuna
companies conform to industry standards and practices. The organization also hold
campaigns against dolphin captivity and killings.
5. Greenpeace Philippines
 The main goal of Greenpeace Philippines is to protect natural landscapes, species,
and more from environmental threats such as perilous waste imports, coal projects,
and illegal logging. Aside from promoting ecological farming, this volunteer-based
group also holds campaigns against land, air, and water pollution.
6. Haribon Foundation
 Haribon Foundation uses their widely known platform to save different bird species
and to conserve their habitats as they empower and educate people. They also
partner with various groups and local government units to conserve biodiversity.
7. Rare
 Rare is an international organization that promotes campaigns focused on
sustainable fishing and resource management. They work with local groups to
educate people on the best and proper fishing practices. Through their efforts, we
can all hope for healthier seas and bountiful oceans.
8. Mother Earth Foundation

 Garbage is among the top enemies of nature. To address this alarming concern,
Mother Earth Foundation campaigns zero-waste advocacy to local authorities. They
hold programs in schools and barangays to promote environmental education and
proper waste management.
9. Philippines Biodiversity Conservation Foundation

 Philippines Biodiversity Conservation Foundation works to restore natural habitats
and aims to educate the public on how to protect wildlife from feasible harm. So far,
they have completed programs to conserve rare species such as Philippine bats,
Calamian deer, and cloud rats.
136
10. Marine Wildlife Watch of the Philippines
 With its strategic location, the Philippines could be considered the heart of marine
biodiversity in the world. We have quite several sea creature species that can be
extinct soon if we do not act on it today. Thankfully, Marine Wildlife Watch exerts
strong efforts to protect these creatures from illegal trading and capture.
Source: https://explore.traveloka.com/features/environmental-organizations-philippines
DIRECTION: Identify if the following statement is true or false. Write TRUE if the statement is
correct. If it is false, underline the word(s) that make(s) the statement incorrect
and write the correct answer on the space provided for.
____________________1. Greenpeace Philippines is an international organization that

promotes campaigns focused on sustainable fishing and resource
management.
____________________2. Philippines Biodiversity Conservation Foundation works to restore
natural habitats and aims to educate the public on how to protect
humans from feasible harm.
____________________3. Haribon Foundation uses their widely known platform to save
different fish species and to conserve their habitats as they
empower and educate people.
____________________4. Rare projects don’t only focus on food, water, and climate, but on
wildlife as well.
____________________5. Earth Island Institute is an international org that jumpstarts programs
focused on hyperlocal and grassroots environmentalism.
____________________6. Mother Earth Foundation also hold campaigns against dolphin
captivity and killings.
____________________7. Waves for Water holds programs in schools and barangays to
promote environmental education and proper waste management.
____________________8. Save the Philippine Seas works with leaders and partners to provide
clean and potable water for communities here and abroad.
____________________9. Marine Wildlife Watch exerts strong efforts to protect these
creatures from illegal trading and capture.
____________________10. The main goal of Philippines Biodiversity Conservation Foundation
is to protect natural landscapes, species, and more from
environmental threats such as perilous waste imports, coal projects,
and illegal logging.
Activity No. 4: Community Observation
Direction: Observe your own community. Look for some inventions or interventions that are
helpful in managing environmental problems and answer the processing questions
below.
1. What did you feel after seeing these inventions/interventions?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Why do you think these inventions/interventions are helpful in saving our environment?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. How can you save our environment in your own simple ways?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
137
Activity No. 5: ENVIRONMENTAL SLOGAN CAMPAIGN
Direction: Make a slogan that will serve as a campaign to protect our environment in a short
bond paper. Base your work on the following rubric.
SLOGAN-MAKING RUBRIC
It is remarkably It is attractive in It is acceptably
attractive in terms of terms of neatness. attractive though it
Craftsmanship neatness. Well- Good construction may be a bit messy.
constructed and not and not very messy.
messy.
It is remarkably It is creative and a It is creative and
creative. A lot of good amount of some thought was
Creativity thought and effort thought was put into put into decorating it.
was used to make decorating it.
the banner.
Extraordinary use of Good use of new Average use of new
new ideas and ideas and originality ideas and originality
Originality
originality to create to create slogan. to create slogan.
slogan.
There are no There is 1 to 2 There are 3 to 4
Grammar grammatical grammatical grammatical
mistakes. mistake/s. mistakes.

Our environment serves as our home. You know that we are suffering from different
environmental problems that are why in this activity, you need to think of possible ways on how
you can help your community in managing these issues.
Activity No. 6: Managing Scenario in your Community
Direction: Suggests ways to prevent and manage environmental health issues/scenarios in

your community. Write your comments or suggestions on the space provided.
1. Aling Puring is burning her refuse at her backyard.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Some of the youths are throwing their garbage at the canal.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Pepito always cutting trees in the forest to make furniture.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. Pedro’s store is using plastic bags in packing their goods.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. Luis constantly forget to switch off the lights at night.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
138
H. Generalization
Activity No. 7: Like, Comment, and Share
Direction: Complete the sentence by sharing your thoughts about what you have learned from
the topic.
Activity No. 6: My Environmental Action Plan
Direction: Participate in implementing an environmental project such as building and

maintaining a school/home garden or conducting a war on waste campaign by
making an action plan. Complete the table and answer the processing questions
below.
PROGRAMS,
PROJECTS, RESOURCES
GOALS ACTION BENEFITS ACCOMPLISHMENT
and NEEDED
ACTIVITIES
What do
What do you
What do you you want How will it What do you What have you
need to
plan to do? to happen? expect? finished?
achieve it?
happen?
139
1. What did you consider in making your action plan?

_________________________________________________________________________
_________________________________________________________________________
2. Why do you think your goals and targets should be specific and measurable?
_________________________________________________________________________
_________________________________________________________________________
3. How will you know if your action plan is successful?
_________________________________________________________________________
_________________________________________________________________________
Activity No. 9: Poem Irony

Direction: Read the poem What Nature Suffers by Anshul Bidwai and change the negative
statements into positive. Write it on your paper and answer the processing questions
below.
POEM IRONY RUBRIC

1 pt. 3 pts. 5 pts.
Understanding of Demonstrates little or no Demonstrates partial Demonstrates thorough
Task understanding of the task. understanding of the task. understanding of the task.
Did not analyzed the Analyzed parts of the poem. Thoroughly analyzed the poem.
poem. Used few quotes Used some good quotes and Used many good quotes and
and phrases in changing phrases in changing the phrases in changing the negative
the negative words. negative words. words.
Level of Thinking Thinking limited to Demonstrates some Demonstrates synthetic thinking.
knowledge and analytical thinking. Analyzes Analyzes elements of the poem
comprehension. States the some elements of the poem using good quotes or phrases in
basic situation in the poem using quotes or phrases in changing the negative words.
with no real analysis. changing the negative Critically examines the author’s
words. purpose, style, effect of the poem
on the reader.
Synthesis Poem has few insights, but Poem interprets use of Poem is accurate and with detail
interpretation is lacking. techniques to create a interprets use of techniques to
dominant image. create a dominant image.
Vocabulary Uses little or no vocabulary Uses some vocabulary of the Uses extensive vocabulary of the
of the discipline correctly. discipline correctly. discipline correctly.
140
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DEPARTMENT OF EDUCATION

Here is the illustration based on the instructions above:

Here are the photographs:

Answer the following statements with TRUE or FALSE.

Additional reading notes: Top of Form

“Lifting weights bulks you up.” FALSE!

“Swimming is a great weight loss activity.” FALSE!

“Cardio burns more calories than strength training.” FALSE!

“Morning is the best time to exercise.” FALSE!

“Even a little bit of exercise helps.” TRUE!

“A day or two off won’t hurt your routine.” TRUE!

a. Portal of exit d. Portal of entry

C. Most Essential Learning Competency

I. CONTENT: MUSIC OF THE MEDIEVAL, RENAISSANCE and BAROQUE PERIODS

II. LEARNING RESOURCES

A. REFERENCES: MUSIC and ARTS BOOK (Grade 9)

B. OTHER LEARNING RESOURCES

A. Reviewing previous lesson/Presenting the new lesson

Activity: Word Cloud

Over and over and over again

Rhythm makes a pattern of sounds.

Timbre is quite hard to say.

(Words by Christine Brown)

B. Establishing the purpose for the lesson

Activity: Magnify the Sound

3. Is there a 2. Is your mind and 1. Based from the

C. Presenting examples/ instances of the new lesson

D. Discussing new concepts and practicing new skills #1

Elements of Music Definition

Activity No. 1: Code Decode

____________1. It refers to the loudness and softness of sound.

Activity No. 2: Connect Me

E. Discussing new concepts and practicing new skills #2

MUSIC OF THE MEDIEVAL PERIOD

MUSIC OF THE RENAISSANCE PERIOD

MUSIC OF THE BAROQUE PERIOD

Activity no. 3: Twist and Double Match

Direction: Unscramble the letters in Column A to form word related to musical

A/B/C Column A Column B Column C

Activity No. 4: Spot the Difference

1. Texture: Monophonic Sung a capella Polyphonic

F. Developing Mastery (Leads to Formative Assessment)

Activity No. 5: Finding Elements

G. Finding practical application of concepts and skills in daily living

Materials: Any coloring materials and long bond paper.

It was presented in It was presented in It was presented

H. Making generalizations and abstractions about the lesson

Activity No. 6: My Puzzle Board

Activity No. 7: Music Trio

1. Music of the Medieval period

2. Music of the Renaissance Period.

3. Music of the Baroque Period.

J. Additional activities for application or remediation

Activity No. 9: Let’s Compose!

The composition shows

The melodic line is The melodic line is The melodic line is

Overall output Excellent Good Satisfactory Fair

C. Most Essential Learning Competency

IV. CONTENT: MUSIC OF THE MEDIEVAL, RENAISSANCE and BAROQUE PERIOD

A. REFERENCES: MUSIC and ARTS BOOK (Grade 9)

Teacher’s Guide Pages: Teacher’s Manual pp.

B. OTHER LEARNING RESOURCES