Grade7SM Mod1

BATANGAS COLLEGE OF ARTS & SCIENCES, INC.
Banaybanay Concepcion, Lipa City, Batangas

JUNIOR HIGH SCHOOL DEPARTMENT
SY 2019 – 2020
MODULE 1 (March 13-31, 2020)

Submission of pictures of outputs to the subject teachers thru fb messenger on March 31, 2020
FILIPINO 7
BILANG ng
PAKSA AKTIBIDAD/GAWAIN SA PAGKATUTO AWTPUT/PAMANTAYAN SA PAGGANAP
ORAS
A. Pagsulat ng Talatang A. Basahin ang “Pagsulat ng Talatang Nagsasalaysay” sa  Pagsulat ng Talatang Nagsasalaysay
Nagsasalaysay pahina 350.
Isalaysay ang mga pangyayaring naganap sa
B. Ibong Adarna B. Basahin ang Aralin 3 ng Ibong Adarna sa mga pahina 354- binasang aralin ng Ibong Adarna sa
Aralin 3: Ang Pagkawala ng 5 359. Pagkatapos, sagutan ang Tuklasin, titik A sa pahina 353. pamamagitan ng pagbuo ng talata. Isulat ang
Adarna Isulat ang sagot sa cattleya filler. talata sa cattleya filler.
BILANG ng
PAKSA AKTIBIDAD/GAWAIN SA PAGKATUTO AWTPUT/PAMANTAYAN SA PAGGANAP
ORAS
A. Pagsulat ng Panalangin o A. Basahin ang aralin tungkol sa pagsulat ng panalangin o  Paggawa ng story map
Dasal dasal sa pahina 374. Pagkatapos, gumawa ng sariling
5 panalangin o dasal. Isama sa panalangin ang pasasalamat, Sa pamamagitan ng story map, ilahad ang iyong
B. Ibong Adarna paghingi ng tawad, at paghingi ng patnubay at gabay. mga pinagdaanan o pakikipagsapalaran sa
Aralin 4: Ang buhay. Gawin ito sa isang bond paper at ikapit
Pakikipagsapalaran ni Don B. Basahin ang Aralin 4 ng Ibong Adarna tungkol sa sa cattleya filler.
Juan pakikipagsapalaran ni Don Juan sa mga pahina 366-371.
Pagkatapos, sagutan ang Simulan Mo sa pahina 372.
Inihanda ni: Iwinasto ni:
KENNETH O. CAPUNO NERISSA R. RIVERA
Guro sa Filipino Koordineytor sa Filipino
ENGLISH 7
Number NUMBER of HOURS
TOPIC/CONTENT REQUIRED OUTPUT
of Hours LEARNING ACTIVITIES
Refer to the following pages for each given topic or For your output to be written in your cattleya filler.
sub-topic. Answer the following given activities.
COPY AND ANSWER
Be guided with the following instructions: ACTIVITY # 1. Intransitive and Transitive Verb
A. Make sure to make use of your English book for A. Identify each verb and
you to be guided easily. write whether it is transitive or intransitive.
B. This will serve as a set of students’ review for the
A. Sentence Pattern and its
4th Monthly Examination. Example:
Components 13  The wind was blowing fiercely.
1. transitive/intransitive
I. Read again pages 196 – 204. Answer: was blowing – intransitive
verbs
A. Intransitive Verbs – A complete thought or 1. She advised me to consult a doctor.
2. direct object
sentence can be made with just a subject and an 2. Let’s invite your cousins as well.
3. indirect object
intransitive verb, are verbs that do not have a direct 3. I waited for an hour.
4. subject and object
object. 4. I receive your letter in the morning.
complement
( S-IV pattern) 5. I am going to send her some flowers.
5. predicate noun and
This can be expanded also in many ways – by telling 6. She was crying all day long.
predicate adjective
how, when, where, or why – without changing the 7. We showed her the photo album.
basic pattern. (Study pages 196 – 197) 8. The doctor advised me to exercise regularly.
Example: 9. It was raining at that time.
1. Florante wrote hurriedly. (how) 10. She laughed at the joke.
Florante – subject, wrote – intransitive verb (S-IV)
How did Florante write? hurriedly ACTIVITY # 2 B. Underline and label the subject,
2. He prays everyday. transitive verb, intransitive verb and direct object of each
He – subject, prays – intransitive verb sentence.
(When did he pray? – everyday)
Example:
II. Read again pages 198 - 200  I gave my dog a bath this weekend.
A. Transitive Verbs – A verb that needs a direct I gave my dog a bath this weekend.
object in order to complete the thought of a S TV IO DO
sentence. 1. The students helped the barangay.
(S-TV-DO , S –TV-IO-DO) 2. Someone ate my sandwich.
direct object – answers the questions what or who? 3. Mikko reads the dictionary for leisure time.
- receives the action of the verb 4. The campers fear the bears.
5. The board showed their approval.
6. I played the piano.
indirect object – answers the question to whom or 7. Someone ate my sandwich.
for whom the action is done, or who is receiving the 8. Liza gave the children gifts.
direct object. 9. Mom will paint Gabriel a picture.
10. I teach the students English.
Examples:
ACTIVITY # 3 C. Identify the pattern used for each
1. Mom ate cookies. sentence below. Write your answer on the blank provided
Mom - subject, ate – transitive verb, cookies – direct before each number. (S-TV-DO-OC, S-LV-PN and S-LV-PA)
object (What did mother eat? – cookies)
Example:
2. I gave my dog a bath this weekend. S-TV-DO-OC 1. The rainbow makes the sky looks pretty.
I – subject, gave – transitive verb, bath – direct ______1. Teachers are our second parents.
object (What did I give my dog this weekend? – bath) ______2. Cathy cut her hair short.
(S-TV_DO, S-TV-IO-DO) ______3. He considered Joseph wise and compassionate.
I – subject, gave – transitive verb, dog – indirect ______4. Whales and sharks are mammals.
object (to whom did I give a bath this weekend?) ______5. My mother is a teacher in Lipa City.
bath – direct object (what did I give to my dog this ______6. That old mad is very accommodating.
weekend?) ______7. He called the cashier beautiful.
______8. The class elected Nadine their president.
III. Read pages 248 – 250 ______9. The child made her mother
Complement – a word, phrase or clause that is ______10. Anne is the boss of this company.
necessary in order to complete the thought of the ______11. The girl should be the captain.
sentence. ______12. Many people find Mathematics challenging.
A. Objective complement – This word tells ______13. That garbage on the street smells bad.
something about the direct object or gives additional ______14. Some pet owners consider their dogs their
information to the direct object. It uses transitive children.
verb. (S-TV-DO-OC) ______ 15. His behavior has been outrageous.
Examples: ______ 16. Philippines is the “Pearl of the Orient Seas”.
1. I found the guard sleeping.
I – subject, found – transitive verb, direct object –
guard , sleeping – object complement
2. We all consider her intelligent.
We – subject, consider – transitive verb, her – direct
object, intelligent – object complement
B. Subject Complement – a noun, pronoun or an

adjective that completes the meaning of a linking
verb.
(S-LV-SC)
Linking Verb – a verb used to link a subject to a

new identity. (is, are, were, was, be, been, being, has
been to be, to become, appear, look, smell, sound)
Examples:
1. The box smells odd.
the box – subject, smells – linking verb, odd – subject
complement
2. This soup tastes bad.
soup – subject, tastes – linking verb, bad – subject
complement
Prepared by: Checked by:
AILEEN R. BELLEZA NERISSA R. RIVERA
English Teacher English Coordinator
MATHEMATICS 7
NUMBER
TOPIC/CONTENT LEARNING ACTIVITIES REQUIRED OUTPUT
of HOURS
Basic Concepts in Geometry Read and underand basic concepts in geometry on On a short bond paper, illustrate the
 Angles pages 344-403 of the book “Next Century following:
 Adjacent and Mathematics 7.”
Complementary a. acute, right, and obtuse angle
Angles 13 Read and understand the provided Reading
 Supplementary Angles Materials. b. adjacent, complementary and
 Linear Pairs supplementary angle.
 Vertical Angles
 Perpendicular Lines c. linear pairs and vertical angles
 Parallel Lines and
Transversal d. parallel lines and perpendicular lines
 Geometric
Constructions
Involving Lines,
Segments, and Angles
Reading Material #1A

Angle is the union of of two noncollinear rays with a common endpoint. The symbol for an angle is ∠.
Example:
The given angle can be named ∠ BAC ,∠ CAB ,∠ A , ∠ 1.
Every angle is associated with a real number called measure. Its measure can be determined using a protractor.
A protractor can also be used to draw an angle of a given measure. Angles are measured in units called degree or a symbol ° .
Classification of an angle
 Acute angle – measures less than 90 ° .
 Right angle - measures exactly 90 ° .
 Obtuse angle - measures greater than 90 ° but less than 180 ° .
Adjacent angle are two angles which have a common vertex and a common sides but have no interior points in common.
∠ ABD and ∠CBD are adjacent angles. The common vertex is B, and the common side is ⃗ BD . The interior of ∠ ABD and
∠ CBD do not intersect, therefore, they have no interior points in common.
Complementary angles
Two angles are complementary if the sum of their measures is 90 degree. Each angle is called the complement of the other.
Example:
If ∠ A measures 40 ° and ∠ B measures 50 °, then they are complementary angles because the sum of their measure is 90 ° . ∠ A is compliment with ∠ B.
Supplementary angles
Two angles are supplementary if the sum of their measures is 180 degree. Each angle is called the supplement of the other.
Example:
If ∠ A measures 80 ° and ∠ B measures 100 ° , then they are supplementary angles because the sum of their measure is 180 ° . ∠ A is supplement with ∠ B.
Reading Material #1B

Linear Pairs
Two angles form a linear pair if and only if they meet these conditions:
a. they are adjacent angles, and
b. their uncommon sides are opposite rays.
∠ ABD and ∠CBD are adjacent angles and their common side is ⃗ BA and ⃗
BD . Their uncommon side ⃗ BC are opposite rays. Hence, ∠ ABD and ∠ CBD form
a linear pairs.
Vertical angles
Two angles are vertical if and only if they are nonadjacent angles formed by two intersecting lines.
∠ 1 and ∠ 3 are nonadjacent angles formed by two intersecting lines. Thus, ∠ 1 and ∠ 3 are vertical angles. ∠2 and ∠4 are also vertical anges.
Reading Material #1C

Perpendicular Lines
Two lines are perpendicular if and only if they form a right angle or 90 degree angle.
Parallel Lines
Are coplanar lines that do not intersect

JOE MARK R. BENDANILLO KRISTINA LAWRENCE K. MELO
Math Teacher Math Coordinator
SCIENCE 7
NUMBER
of HOURS
Conservation and
Protection of Natural Read and understand the reading material provided. Do the task for activity, analysis,
Resources abstraction, application and
1. Destruction of Recognize the effect of destructive methods of fishing assessment.
Marine Resources 13 and deforestation.
2. Destruction of Forest
Ecosystem and Land
Degradation
3. Minimizing the
Effects of Natural
Disasters.
I. Rationale
People are the stewards of God’s wonderful creation. We are responsible and accountable for all the things here on Earth. All actions or activities we
undertake affect the cycle and balance of nature. In this lesson, we will learn about human activities that contribute to the disruptions of nature. This lesson
teaches the proper ways to protect and conserve our natural resources.
II. Motivation
Examine the image. What is the image all about? Can you name the natural resources in the image?
III. Lesson Proper
Destruction of Marine Resources

Coral reefs are the foundation of the marine ecosystem. Coral reefs support a diversity of species and provide irreplaceable sources of food and shelter.
While the Philippines has rich coral ecosystem, it suffers from extensive damage in corals and faces countless threats from dynamite fishing, muro-ami fishing,
cyanide fishing and coastal development.
Destructive Methods of Fishing

1. Dynamite Fishing
Dynamite fishing or blast fishing is the practice of using explosives to stun fish for easy collection. This practice is very destructive to the surrounding
ecosystem as the explosion often destroys the underlying habitat such as coral reefs.
2. Cyanide Fishing
Cyanide fishing is an illegal method of fishing in which the fishermen inject sodium cyanide solution into the reef crevices or around coral heads to stun
live fish or other marine organisms for capture.
3. Muro-ami Fishing
Muro-ami, also known as reef hunting, is one of the most destructive forms of illegal fishing because it destroys the coral reefs and other marine
organisms.
Destruction of Forest Ecosystems and Land Degradation.

We have already learned that one of the major causes of land degradation is deforestation. The trees and other plants in a vast, densely wooded area
constitute a forest. Forest has been of great importance to mankind since prehistoric times. It supplies many products like wood from trees as lumber, plywood
and charcoal. But like any other resources, foress face a great threat of destruction due to destructive and illegal activities.
Deforestation
Deforestation is the clearing or removal of forest by logging.
The following reasons why people destroy forests;
1. For urban and construction purposes – Trees are cut down for lumber, furniture, and paper products. Forests are also cleared in order to accommodate
expanding of urban areas.
2. For growing crops – Forests are also cut down in order to provide land for growing crops. Some people use kaingin method or the slash and burn method to
convert forest into farmlands.
3. For creating grazing lands – Forests are cleared to create land for grazing cattle and other animals.
4. For fuel – Trees also are very good sources of charcoal, which is used for cooking and heating purposes.
Effects of Deforestation
 Flooding - Trees absorbs great amount of water during heavy rains. When forests are cut down, the regulation of water will be disrupted and may bring
about floods.
 Drought – Water levels underground will diminish without plants and trees. In this case, drought may occur because there will be no water to return to
the ground.
 Greenhouse effect – Trees serves as nature’s filtering device. The large amounts of carbon dioxide released into the atmosphere are absorbed by the
plants, so if trees are cut down, excessive amount of carbon dioxide will contribute to the greenhouse effect.
 Soil erosion – Deforestation results in exposing the soil to the sun, making it very dry and eventually, infertile due to volatile nutrients such as nitrogen
being lost. Rain fall washes ways the rest of the nutrients, which flow with the rainwater into waterways.
 Loss of biodiversity – Forest serve as a habitat for animals and other organisms. When trees are cut down, animals lose their habitat and source of
food, causing the animals becomes endangered and forcing them to migrate to other places.
 Climate change – Carbon dioxide is one of the significant greenhouse gas in the atmosphere. When deforestation occurs, the Earth’s capacity to absorb
carbon in the atmosphere decreased. This leads to greater concentrations of carbon dioxide in the atmosphere because of the environment’s limited
absorbing capacity for carbon dioxide.
Minimizing the Effects of Natural Disasters

Mitigation – The effort to reduce the impact of disasters when they happen
Adaptation – The ability to adjust to the changes brought about by the environment.
Some tips that everyone must undertake to protect and conserve natural resources and prevent ecological problems:
1. Planting trees is the best way to counter the effects of deforestation.
2. Paints, automobile oil, polishes, and cleaning products should be stored and disposed of properly because they contain toxic chemicals.
3. Refrain from throwing litters into streams, lakes, rivers, or seas.
4. Use environment-friendly household products for toiletries, soaps, household cleaning materials, and detergents
5. Use natural fertilizers and pesticides.
6. Actively join governmental and non-governmental programs that help maintain and conserve the environment.
7. Practice the 3Rs:
Reduce – Do not create waste. Buy only what you need
Reuse – Reuse items; use them over and over until they are completely worn out.
Recycle – Recycle means taking something old and making it to something new.
IV. Activity
Create a poem, 1 stanza with 4 lines, about the effects of deforestation.
V. Analysis
Listen to the song “Masdan mo ang Kapaligiran” by Asin. Answer the following questions and write on your notebook.
1. What particular lines in the song say that we have serious environmental problem?
2. What do you think are the causes of these problems in the environment?
3. Who do you think is responsible for these problems?
VI. Abstraction
Complete the concept map
Destructive Methods of Fishing
VIII. Assessment
Test your understanding by completing the blanks. Chose you
Effects of answer from the box.
deforestation 1. ______ is the foundation of marine ecosystem.
2. is the practice of using explosives to stun fish for
easy collection.
3. is the clearing or removal of forest by logging.
VII. Application.
Why is there a need to conserve and preserve our resources? (answer in at most 3 sentences)

CONSTANCIO CASTILLO, JR. KRISTINA LAWRENCE K. MELO
Science Teacher JHS Asst. Principal
ARALING PANLIPUNAN 7
BILANG
PAKSA GAWAIN SA PAGKATUTO KAILANGANG AWTPUT
NG ORAS
A. Imperyalismo sa Timog Basahin ang Imperyalismo sa Timog at Kanlurang Asya Sumulat ng isang sanaysay, 6 -7
at Kanlurang Asya sa pp. 236-253. Ang mga sumusunod ay mga gabay sa pangungusap, na may temang “India sa
inyong pagbabasa: Ilalim ng mga Imperyalista”. Gawing gabay
ang mga sumusunod na tanong sa pagsulat
10 Pangunahing Kaisipan: Maraming dayuhang mananakop ng iyong sanaysay.
ang nakatuklas sa Timog at Kanlurang Asya
1. Ano-ano ang katangian ng India na
Kakailanganing Pang-unawa: May kanya-lanyag abah sa nakaakit sa mga Kanluranin upang ito ay
Timog at Kanlurang Asya ang bawat nanakop dito. sakupin?
Mahalagang Tanong: Ano-ano ang mga naging ambag 2. Bakit mas pinagtuunan ng pansin ng mga
ng Imperyalismo sa Timog at Kanlurang Asya? mananakop ang aspektong pang-ekonomiya
ng India?
3. Paano nakaapekto sa pamumuhay ng

mga taga-India ang mga patakarang
ipinatupad ng mga mananakop na
Kanluranin?
PANAHON BAGO ANG IMPERYALISMONG KANLURANIN

Pagkatapos ng pamamayagpag ng ilang mga makapangyarihang kaharian sa Timog Asya at Kanlurang Asya, dumating ang isang yugto ng pananakop ng mga
dayuhan na galing sa karatig at malayong lupain. Ilan sa mga naging dominanteng pangkat sa rehiyon ay ang mga Persyano mula sa kanluran at ang mga Mongol
mula sa Silangan.
 Ang Persya ay matatagpuan sa hilagang Iran sa kasalukuyan na nasa Kanlurang Asya samantalang ang Mongolia ay nasa hilaga ng
Tsina at isa sa mga bansa sa Silangang Asya.
Naunang sakupin ng mga Persyano ang rehiyon ng Indian subcontinent at naimpluwensyahan nila ang mga mamamayan nito sa pamamagitan ng relihiyon Islam.
Dahil dito, nakapagtayo sila ng mga sultanato sa iba’t ibang bahagi ng rehiyon. Ang pinakamalaking sultanato na naitatag dito ay ang Sultanato ng Delhi.
Sultanato ng Delhi
Umiral ang sultanato ng Delhi noong 1206 sa ilalim ng mga pinunong Afghan at Turko. Ang teritoryo nito ay lumawak sa buong bahagi ng hilagang India at
nagpatuloy pa ang paglawak nito sa Timog hanggang ika-14 na siglo. Nabuo ang mga ugnayang pangkalakalan ng Sultanato sa pagitan ng mga Tsino sa silangan
at ng mga Persyano sa kanluran.
Naipagpatuloy ang simulain ng Silk Road noon hanggang dumating ang mga Mongol sa rehiyon noong ika-13 na siglo sa ilalim ng mga makapangyarihang pinuno
na khan.
 Ang Silk Road ang nagsilbing daanan ng kalakalan sa pagitan ng Asya at Europa
 Khan ang tawag sa mga namumuno sa khanato, isang mataas nay unit ng imperyong Mongol
Bagamat napanatili ng sultanato ang pamumuno nito sa hilaga ng India hanggang sa pagbagsak nito noon 1526, sinakop naman ng iba pang pangkat ng mga
Mongol ang iba pang bahagi nito tulad ng Bengal sa silangan. Nang lumaon ay nagawa nilang makontrol ang ilang bahagi ng India mula sa labas ng teritoryo nito
at mula sa kanilang mga khanato.
Kahariang Mughal (1526 hanggang 1857)

Walang direktang pamumuno ang mga Mongol sa bansa, ngunit dahil sa pag-angkop nila ng relihiyong Islam at dahil sa pagpapakasal sa iba pang lahi tulad ng
mga Turko at Indyano ay nagawa nilang pamunuan ang mga bahaging Islamiko sa hilagang India noong ika-13 na siglo. Nagmula ang mga pinuno ng Kahariang
Mughal sa lahi ng mga Turko at Mongol ng Khanatong Chagatai na nasa Gitnang Asya. Nang humina ang kapangyarihan ng mga Turkic at Mongol dito, tumulak
ang lahi nila patimog papunta sa Indian subcontinent at sinakop ang mga natitirang bahagi ng hilagang India na napunta sa Sultanato ng Delhi.
Nagsimula kay Tamerlane o Timur ang pananakop sa iba pang lupain sa Kanlurang Asya at sa hilaga ng Indian subcontinent. Mula 1370 hanggang sa kanyang
pagkamatay noong 1405 ay nagawa niyang palawakin ang impluwensyang Turko sa Kanluran at Timog Asya. Naging matagumpay ang kanyang angkan sa
pananakop sa India mahigit 100 taon pagkatapos niyang mamatay. Naging ganap ang mga lahing Turko-Mongol dito na ninuno ng mga Mughal. Nakilala si Babur
bilang kauna-unahang pinunong Mughal.
Mga Pinuno ng Kahariang Mughal

Babur (1526 hanggang 1530)
Naging unang hari ng Mughal si Babur matapos niyang makuha ang New Delhi noong 1526. Naabutan niya ang kaguluhan sa mga dating nasasakupan ng
Sultanato ng Delhi sa hilagang India, kaya sinubukan niya itong pagkaisahin. Sa panahon din ng kanyang paumuno ay ang malaking bahagi ng populasyon ng
India ay Hindu. Hinayaan niya ang pagpapatayo ng mga templong Hindu sa iba pang bahagi ng kaharian dahil naniniwala siya sa kabutihan ng pagkakaroon ng
bukas na ugnayan sa pagitan ng mga Muslim at Hindu.
Namatay siya noong 1530 dahil sa isang malubhang sakit. Napalitan siya ng kanyang anak na hindi naging epektibong pinuno ng kahariang Mughal. Nakilala si
Babur bilang isa sa mga pinakamatagumpay na hari ng mga Mughal.
Akbar (1556 hanggang 1606)

Noong 1556 ay namuno si Akbar na isa sa pinakamahusay na heneral sa Mughal. Isa siyang matalinong hari sapagkat nakita niya ang kahalagahan ng
pakikipagkasundo sa mga nasasakupan. Sa halip na gumamit ng dahas ay nakipag-usap siya sa iba pang mga lahi na kanyang nasasakupan at nakipagkasundo sa
kanila upang sundin siya ng mga tao nang hindi siya gumagamit ng dahas. Matagumpay niyang napagkaisa ang kanyang mga nasasakupan at napalwak ang mga
kaharian mula sa hilagang India hanggang sa talampas ng Deccan sa Timog.
Tinanggal din niya ang mga buwis na ipinataw sa mga mamamayang hindi Muslim at pinayagang mamili ng relihiyon ang mga mamamayan sa loob ng kanyang
kaharian. Sinuportahan din niya ang mga iskolar, manunula, mga alagad ng sining at mga arkitekto upang mapaunlad nila ang kanilang mga kakayahan. Namatay
siya noong 1605 dahil sa isang sakit. HUmalili sa kanyang pamumuno ang anak niyang si Jahangir.
Jahangir (1605 hanggang 1627)

Matapos ang pamumuno ni Akbar ay pumalit sa kanya ang kanyang anak na si Jahangir. Bagamat hindi niya namana ang katalinuhan sa pamumuno katulad ng
kanya ama, napanatili naman niya ang mabuting ugnayan ng mga Hindu at mga Muslim sa pamamagitan ng pagkakaroon ng malayang pagpili ng relihiyon.
Sinuportahan din niya ang mga alagad ng sining kaya yumabong ang sining at arkitekturang Mughal sa panahon ng kanyang pamumuno.
Dahil ang kanyang napangasawa ay mula sa Persia na si Nur Jahan, nagkaroon ng malaking impluwensya ang mga Persyano sa iba’t ibang aspekto ng
pamahalaan sa India. Nagsanib ang kulturang Persyano at Indyano. ANg kanyang pamumuno ay nagwakas sapagkat ang kanyang ana na si Shah Jahan ay nag-
alsa laban sa kanya. Siya ay ipinakulong at namatay dahil sa isang sakit. Humalili sa kanyang pamumuno si Shah Jahan.
Shah Jahan (1627 hanggang 1658)

Si Shah Jahan ay isang hari na namuno makaraang mapatlasik niya ang kanyang ama sa posisyon. Nakilala siya sa kanyang mga ekspedisyon sa iba’t ibang
bahagi ng India upang sakupin muli ang mga lupain at ipalaganap ang Islam dito. Bukod pa ditto ay nagkaroon siya ng interes sa arkitektura at pagpapagawa ng
mga malalaking gusali tulad ng mga moske. Naging katangi-tangi dahil sa pagpapagawa niya ng Taj Mahal sa lungsod ng Agra para sa kanyang minamahal na
asawa. Marami rin siyang naipatayong mga lungsod sa bansa na may katangi-tanging arkitektura. Naging laganap din ang sining ng pag-uukit ng mga artisan sa
buong kaharian. Sa kasamaang palad ay namatay siya dahil sa isang malubhang sakit. Ang kanyang anak na si Aurangzeb ay nagwagi sa kanyang mga kapatid na
maging hari ng Mughal.
Aurangzeb (1658 hanggang 1707)

Ang pamumuno ni Aurangzeb ay nagdult ng pagkakawatak-watak ng mga tao sa kaharian. Ang dating patakaran ng malayang pamimili ng relihiyon ay nawala.
Nagpataw siya ng malaking buwis sa mga mamamayang hindi Muslim upang mapilitan ang mga ito na umanib sa relihiyong Islam. Ang kanyang mahigpit na
patakaran at nagdulot ng pagtiwalag ng mga mamamayang Hindu sa pamahalaan. Naganap ang kaguluhan sa pagitan ng pamahalaan at mga mamamayan.
Sinamantala naman ito ng mga Kanluranin.
Tuluyang nawala ang tiwala at pakikiisa ng mga mamamayan sa pamahalaan kaya nawalan ng kredibilidad at kapasidad ang mga Mughal na mamuno. Dahil dito,
lalong naging masigasig ang mga Kanluranin na makuha ang loob ng mga katutubong mamamayan upang sa sandaling lubusang mawala ang pamahalaang
Mughal ay madali silang makakapasok.
PAKIKIPAGKALAKALAN NG MGA BRITON SA INDIA

Ang pakikipagkalakalan ng mga Briton sa India ay nagsimula pa noong 1613 nang pahintulutan ng pamahalaang Mughal na makapagtayo ng sentro ng kalakalan
ang mga Briton sa India. Naitayo ang British East India Company sa kaharian noong 1600 sa ilalim ng reyna ng Inglatera. Noong 1647 ay dumami ang mga
sentro ng kalakalan ng mga Briton sa India. Lumawak pa ito sa 27 na lugar.
Dahil dito ay nakontrol ng mga Briton ang kalakalan sa bansa. Nakapagpatayo sila ng pabrika ng tela sa India. Sa likod ng kalakalan, nakialam din ang Kompanya
dahil sa kaguluhan sa pagitan ng Hindu at Muslim. Tinulungan nila ang pamahalaan na asupil ang pag-aalsa sa bawat panig. Dahil dito, nabigyan ng ga karapatan
ang mga Briton sa India.
PAKIKIPAGKALAKALAN NG MGA PRANSES SA INDIA

Bukod sa mga Briton ay nagtatag din ng ilang sentro ng kalakalan ang mga Pranses sa India. Bagamat kakaunti lamang ito, sa kanila napunta ang ilang
estratehikong lokasyon sa kalakalan katulad ng Pondicherry na nasa silangan ng bansa. Ang kanilang pagnanais na magkaroon din ng maraming sentro ng
kalakalan sa India ay nagdulot ng digmaan kalaban ang mga Briton.
 Pangunahin sa himpilan ng France sa India ang Pondicherry na itinatag noong 1674 at matatagpuan sa baybayin ng Coromandel sa
timog-silangang bahagi ng bansa. Ang Pondicherry ay malapit lamang sa Madras, na himpilan ng mga British.
Digmaang Briton-Pranses sa India

Noong 1740 ay naganap ang unang sagupaan sa pagitan ng mga Pranses at mga Briton sa India bunga ng kanilang sigalot sa kalakalan. Ang pamahalaang
Mughal sa pamumuno ni Aurangzeb ay wala nang kakayahan na pigilan ang mga ito sapagkat mahina na ang kanyang kalusugan at pamumuno. At sa unang
bahagi ng digmaan ay matagumpay na natalo ng mga Pranses ang mga Madras at nasakop ag malaking bahagi ng talampas ng Deccan. Noong 1756 ay hinuli ng
mga Pranses ang 150 na Briton na naninirahan sa India at inilagay sila sa isang maliit na kulungan na tinawag na Black Hole. Naging dahilan ito ng pagkamatay
ng 23 na mga bilanggo dahil sa mga sakit. Ang pangyayaring ito ay naghudyat sa pagnanais ng mga Briton na talunin ang mga Pranses.
Tumagal ang digmaan sa pagitan ng mga Briton at Pranses sa India mula 1756 hanggang 1763. Ito ay tinatawag na Pitong Taong Digmaan o Seven Years
War. Nagapi ng mga Briton ang mga Pranses sa pamumuno ni Robert Clive. Lumagda ang Britanya at Pransya sa Kasunduan sa Paris noong 1763. Bunga ng
kasunduang iyon ay nawalan ng karapatan ang mga Pranses sa pakikipagkalakalan sa India.
Pamumuno ng British East India Company

Bago pa man magtatag ng pamahalaang kolonyal ang mga Briton sa India ay ipinaubaya muna nila ang pamumuno nito sa British East India Company sa ilalim ni
Robert Clive noong 1757. Bilang pabuya sa kanyang tagumpay sa digmaan, hinirang si Robert Clive na maging pinuno ng Kompanya.
Sa kanyang pamumuno ay sinasabing nakipagsabwatan ang Kompanya sa mga pinunong Mughal. Sinasabing sa panahon ng kanilang pamumuno ay
nakapagkamkam ang mga opisyal ng Kompanya ng malaking kayamanan. Ang kanilang pagsasabwatan ay naisumbong sa pamahalaann ng mga Briton sa
Britanya kaya sumailalim sa paglilitis si Robert Clive kahit milyon-milyong halaga ng buwis mula sa Bengal ang kanyang naibalik sa Britanya taon-taon. Ang naging
proseso ng paglilitis at ang kahihiyan na dulot nito ay hindi niya natiis. Nagpakamatay siya pagkatapos.
Noong 1770 ay nagpatuloy ang imbestigasyon sa iba pang pinuno ng Kompanya at noong 18773 ay nagpatupad ng batas ang Parliyamento ng Britanya na
naglilimita sa kapangyarihan ng British East India Company.
Noong 1784 ay naitadhana ang Indian Act na nag-aalis sa Kompanya ng pamumuno sa India at sa halip at nagtalaga ng isang gobernador na siyang
mangangasiwa sa India.
India sa Ilalim ng mga Gobernador-Heneral na Briton

Sa bisa ng Indian Act na pinangunahan ni Punong Ministro William Pitt, napasailalim sa pamumuno ng isang gobernador-heneral ang India simula noong
1784. Ang unang gobernador na itinalaga ay si Gobernador-heneral Charles Cornwallis. Sa ilalim ng kanyang pamumuno ay nabago ang sistema ng pagtatalaga
ng mga pinuno sa pamahalaan as pamamagitan ng paglulunsad ng pagsusulit-sibil para sa lahat ng nagnanais magsilbi sa pamahalaan. Bunga ng pagsusulit na ito
ay maingat na napili ang mga itinalagang pinuno sa pamahalaan at nababayaran nang tama ang mga empleyado.
Subalit ang pagsusulit-sibil ay para lamang sa mga Briton na nasa India at hindi pinapayagan ang mga Indyano na mapabilang sa mga empleyado at pinuno ng
pamahalaan. Sa pamumuno naman ni Gobernador-Heneral Richard Wellesley noong 1797 ay naipatupad ang reporma sa lupa at naituro ang mga makabagong
sistema ng pagtatanim. Naging pangunahing programa rin ang pagpapatayo ng mga paaralan upang makapag-aral ang mga Indyano. Subalit hindi pa rin nawala
ang hindi pantay na pagtingin sa mga mamamayang hindi kabilang sa mga Briton.
Noong 1829 ay ipinagbawal ni Gobernador-Heneral William Bentinck ang suttee o ang pagsusunog nang buhay sa asawang babae kasama ang pagsusunog sa
bangkay ng kanyang asawa na bahagi ng kultura ng mga Hindu. Noong 1856 ay pinayagan na ang mga balong Hindu na muling makapag-asawa. Hindi ito
sinang-ayunan ng mga Hindu dahil labag din ito sa kanilang paniniwala.
Rebelyong Sepoy
Ang mga Sepoy ay mga sundalong Hindu at Muslim sa ilalim ng mga pamamahala ng mga Briton. Ang bala na pinagagamit sa kanila ay nababalot sa taba ng
baboy at baka na kailangang kagatin ng mga sundalong Sepoy upang mailagay sa kanilang baril. Labag ito sa kanilang paniniwala dahil ang babaoy ay
ipinagbabawal kainin ng mga Muslim sa relihiyong Islam at banal na hayop ang baka para sa mga Hindu. Bukod pa rito ay ikinagalit din nila ang pagpapatigil ng
suttee at ang hindi pantay na pagturing sa mga sundalong Sepoy ng mga Briton.
Noong Mayo 1857ay naglunsad ng pag-aalsa ang tatlong pangkat ng mga Sepoy sa New Delhi at pinalaya nila ang ga sundalong Sepoy na ikinulong ng mga
Briton. Nagmartsa sila sa sentro ng pamahalaan at ipinahayag ang kanilang pagkadismaya sa pamahalaan ng mga Briton sa India. Dahil dito, tinipon din ng mga
Briton ang kanilang mga sundalo upang agad na masupil ang mga Sepoy. Sa loob ng isang taon ay nagpatuloy ang pag-aalsa ng mga Sepoy subalit noong 1858
ay tuluyan nang nasupil ng mga Briton ang nasabing pag-aalsa.
Tuwirang Pamamahala ng mga Briton sa India

Matapos ang Rebelyong Sepoy noong 1858 ay nagpasya ang mga Briton na tuwirang magtayo ng pamahalaan sa India at wakasan ang pamamayani ng
pamahalaang Mughal. Ang 560 na estadong Indyano ay napasailalim sa mga Briton. Kanilang pinahintulutan na magkaroon ng lokal na pamahalaan na
mangangasiwa sa mga estado subalit kontrolado ng mga Briton ang aspektong pangmilitar at pananalapi ng bawat estado. Naging bahagi ng Britanya ang rehiyon
ng Indian subcontinent at tinawag itong British Raj.
Mula 1850 hanggang 1870 ay nagpatayo ng mga imprastraktura ang mga Briton tulad ng mga riles ng tren para sa transportasyon at ang sistema ng koreo at
telegrapo para sa komunikasyon. Umunlad din ang aspekto ng kabuhayan dahil sa pagsibol ng pabrika ng tela subalit tinalo naman ng mga pabrikang ito ang local
na industriya ng paghahabi ng bulak. Bukod pa rito ay nakontrol din ng mga Briton ang mga minahan at iba pang plantasyon ng mga rekado tulad ng asin, tsaa,
paminta at iba pa. Bagamat umunlad ang aspekto ng ekonomiya, hindi naman ito naramdaman ng mga Indyano sapagkat nakinabang lamang ditto ang mga
mangangalakal na Briton.
Mga Pagbabagong Dala ng Kolonyalismong Kanluranin sa Timog Asya

1. Pamamahala
Pagkatapos ng mahabang panahon ng pamamahala ng mga pinunong militar, nalipat na sa kamay ng mga kinatawan ng monarkiya na tinatawag na viceroy ang
pamamahala sa India. Naging malapit ang pamahalaang Briton sa mga kapwa Briton at hindi sa kabuuan ng populasyon ng mga karaniwang mamamayan na
nakatira dito. Pinahirapan ng mga opisyal ng pamahalaang sibilyan at militar ang mga mamamayan dahil sa mga polisiyang hindi umaayon sa kanilang relihiyon.
Dala rin ng kolonyalismong Briton ang mga iligal na gawain tulad ng pagtatanim ng mga ipinagbabawal na gamut at ang korapsyon sa pamahalaan.
2. Kabuhayan
Ang mga mamamayan sa Timog Asya ay naging bahagi ng kalakalan ngunit karamihan ng nagmamay-ari ng mga malalaking negosyo ay mga Kanluranin.
Ipinakilala din nila ang pagtatanim ng bulak at ang industriya ng tela. Nagpatayo sila ng mga imprastraktura at mga makabagong sistema ng transportasyon at
komunikasyon na nakapagpapabilis sa kalakalan at sa pagpapaunlad ng kabuhayan ng mga mamamayan. Subalit sa kabila ng modernisasyon na ito ay nagpataw
rin ng mga malalaking buwis ang pamahalaan na nagpahirap sa mga manggagawa at mga karaniwang mamamayan.
3. Lipunan
Isa sa mga pangmatagalang epekto sa lipunan na dulot ng kolonyalismo ng mga Kanluranin ay ang pagpapakilalala sa dayuhang wika sa mga katutubo.
Ipinatupad ng pamahalaan ang paggamit at pagtuturo ng wikang Ingles sa mga paaralan. Ito ang nagturo sa mga mamamayanna matulad sa mga sumakop sa
kanila, kaya naging labis ang kagustuhan ng mga pamilya na matuto ng Ingles ang kani-kanilang mga anak.
 Ang kolonyalismo ay tumutukoy sa pagkontrol ng makapangyarihang bansa sa isang mas mahinang bansa sa pamamagitan ng lakas-militar upang
maisulong ang layuning pang-ekonomiya. Kasama rito ang pagsakop at pagtatatag ng mga himpilang pangkalakalan, at paggamit ng mga likas na yaman
at mga tao ng sinakop na bansa.
 Ang imperyalismo ay mas matindi kaysa sa kolonyalismo. ANg imperyalismo ay isang polisiya ng pagpapalawak ng kapangyarihan sa pamamagitan ng
pagsakop ng teritoryo at pagkontrol sa ekonomiya at politika ng mas mahinang bansa. Dito, palaging ginagamit ang mas malakas na puwersang militar.
MGA MOTIBO NG IMPERYALISMO

Ang mga Kanluraning bansa ay bumuo ng mga imperyo gamit ang isa o higit pa sa sumusunod na mga paraan.
1. Kolonya- pagtatatag ng mga institusyon sa sinakop na bansa (batas, pamahalaan, edukasyon) ng sariling bansa.
2. Protectorate- Hinayaang manatili sa puwesto ang mga local na pinuno taglay ang kanilang titulo at limitadong kapangyarihan ngunit ang sumakop na
bansa ang tunay na nangangasiwa sa pamahalaan. Bilang kapalit, pinoprotektahan nito ang bansa sa mga mananakop at sa mga kalaban.
3. Concession- binibigyan ang dayuhang bansa o mga mangangalakal nito ng espesyal na karapatang magnegosyo sa ilang bahagi ng bansa.
4. Sphere of Influence- ang bansang nabigyan ng espesyal na karapatan sa loob ng bnasa ay nagiging makapangyarihan sa isang bahagi kung saan
kontrolado nito ang politika at pamahalaan.
PAGPASOK NG IMPERYONG OTTOMAN SA KANLURANG ASYA

Ang imperyong Ottoman ay itinatag noong1453 sa pagbagsak ng imperyong Byzantine matapos ang mahigit isang milenyo (1,100 taon) na pamumuno sa lupain
ng Anatolia na ngayon ay nasa bansang Turkey. Sumibol ito sa rehiyon ng Turkistan na ngayon ay nasa pagitan ng rehiyon ng Gitnang Asya at Turkey.
Pinaniniwalaang mula sa mga tribo ng mga Turkong Oghuz ang imperyo na nanakop sa mga karatig na pamayanan at pinalawak ang kanilang impluwensya mula
sa Kanluran ng Anatolia hanggang sa silangan ng Turkistan. Bago naging isang ganap na imperyo, ito ay binubuo ng mga sultanato sa ilalim ni Ertugrul, isang
pinuno ng mga Oghuz.
Ang salitang Ottoman ay hango sa pangalan ni Sultan Osman I, anak ni Ertugul na mula sa lahing Turko. Dahil sa kanyang kagitingan at katapangan, nagawa
niyang pamunuan at sakupin ang mga karatig na lugar sa loob ng 27 na taon. Ito ang nagsilbing pundasyon ng pamumuno ng mga Ottoman sa iba’t ibang lugar
sa Asya sa susunod na 597 na taon. Noong 1453, si Sultan Mehmet II na mula rin sa mga Turko ang nagpalawak ng imperyong Ottoman sa Turkey.
Itinatag niya nag sentro nito sa Constantinople na dating sentro ng Kristiyanismo. Bilang isang imperyong Muslim, naging opisyal na relihiyon ang Islam.
Hinimok ng sultan ang mga mamamayan na sumampalatay sa relihiyong Islam.
Nakamit ng imperyong Ottoman ang kanilang Golden Age o panahon ng lubos na katanyagan at kaunlaran sa ilalim ng pamumuno ni Sultan Suleiman na kilala
sa katawang “Ang Magnipiko” at “Tagapagbigay ng Batas.” Siya ang pinakmatagal na namuno sa imperyo at siyang nakapagpalawak sa nasasakupan nito mula sa
Anatolia at Ehipto hanggang sa Tangway ng Arabia at hanggang sa mga pulo sa Dagat Mediteraneo.
Sa panahon naman ni Mehmet II, nasakop ng mga Ottoman ang kabuuan ng Constantinople na ngayon ay lungsod ng Istanbul sa bansang Turkey. Ginawang
Moske ng mga Muslim na Ottoman ang Hagia Sophia sa Turkey na dati ay simbahan ng mga Kristiyanong Orthodox sa loob ng 482 na taon bago ito maging
museo sa kasalukuyan. Naging dahilan ito ng pagkagalit ng mga Kristiyanong Orthodox kung kaya’t nagdeklara sila ng Banal na Digmaan laban sa mga ito.
Nagsimulang sakupin ng mga Ottoman ang mga lupain sa Turkistan kasama din ang ilang mga kaharian sa Mesopotami at mga bahagi ng Tangway ng Arabia na
inabot ng halos 400 taon.
Mga Dahilan ng Kolonyalismo ng Imperyong Ottoman sa Kanlurang Asya

Isang mahalagang dahilan ang Islam sa pagpapalaganap ng kapangyarihan ng mga Ottoman sa Kanlurang Asya. Ito ay upang maipakita na ang pamamahala ng
mga Muslim sa rehiyon na kanilang pinanggalingan ay akma para dito. Ngunit naipasailalim lang ng mga Ottoman ang mga bansa sa Levant, at hindi ng mga
bansa sa rehiyon ng Golpo ng Persya dahil sa matinding init ng klima na nararanasan sa mga lupain nito.

AUBREY P. BELEN KRISTINA LAWRENCE K. MELO
AP, Guro JHS Asst. Principal
EDUKASYON SA PAGPAPAKATAO 7
BILANG
PAKSA GAWAIN SA PAGKATUTO AWPUT
NG ORAS
A. Pag-aaral: Susi Natin sa Basahin at Unawain ang mga sumusunod na Aralin  Gumawa ng Poster Slogan, short
Tagumpay tungkol sa Pangarap at Mitihiin bond paper, sa paksang “Pag-aaral:
4 Susi Natin sa Tagumpay”
Aralin #1A  Isulat sa isang buong papel ang
Kahulugan at kahagahan ng pag aaral sa pagkamit ng mga kasagutan para sa Aralin 2
tagumpay. Pagsusuri.
Aralin #1B
Talumpati tungkol sa Pag aaral
Aralin # 1
Simula ng ipinanganak tayo at magsimulang magkaroon ng muwang sa mundo na ating ginagalawan ay mayroon na tayong karapatan na katulad ng mga
natatamasa ng isang mamamayan sa lipunan. Isa sa mga karapatang ito ang edukasyon. Malaking tulong ang pagpasok sa paaralan upang mas magkaroon tayo
ng kaalaman at lumawak pa ang ating isipan. Dito nagsisimula ang lahat makakahalubilo natin ang mga mag – aaral na magsisilbi nating kapatid at ang guro
naman ang magsisilbi nating pangalawang magulang.
Kapag nasimulan na nating mahalin at pahalagahan ang edukasyon hindi natin namamalayan na unti – unti na pala nating naaabot ang ating mga pangarap.
Wala ng mas sasaya pa sa pakiramdam ng ating mga magulang kapag natunghayan nila ang pagtatapos natin sa pag – aaral dahil para sa kanila ang edukasyon
ang tanging kayamanan na maipapamana nila sa atin. Marami pa rin ang mga batang hindi nakakapag – aral dahil sa kahirapan at kung isa ka man dito ang
kailangan mong gawin ay magsikap kang makapag – aral at magtyaga ka na abutin ang iyong mga pangarap sa kabila ng mga problema o balakid na pumipigil
sayo. Hindi mo kasalanan na magkaroon ka ng ganyang buhay kaya dapat mas mangarap ka pa ng mataas para makamit mo ang tagumpay at magandang
kinakabukasan na minimithi mo.
Sa panahon natin ngayon hindi madali ang mabuhay kung wala kang sapat na kaalaman. Kaya kailangan mong maging maabilidad, matiyaga, at magtiwala
sa sarili mo kung nangangarap ka na magkaroon ng magandang buhay at kinabukusan. Higit sa iyong sarili ay magtiwala ka sa Panginoon na tutulungan at
gagabayan ka niya sa lahat ng gagawin at bawat hakbang na iyong tatahakin. Siya ang magpapakita sayo ng daan patungo sa tagumpay at magandang
kinabukasan. Bukod sa edukasyon, ang Panginoon ang higit na magiging sandata mo sa lahat ng laban mo sa buhay.
Hindi maitatanggi na ang edukasyon ay mayroong malaking papel na ginagampanan sa ating buhay at maging sa ating pamumuhay. Kung kayo ay may
pagkakataong makapag – aral ay huwag niyong hayaan na masayang ang pagkakataon at pagtitiwalang ibinigay ng magulang niyo. Kaya sila nagpapakahirap sa
pagtatrabaho para lang maibigay ang inyong mga pangangailangan. Kung sila ay hindi humihinto sa pagtatrabaho dapat ikaw din ay hindi huminto sa pangarap
na gusto mo para sa kanila at sa sarili mo. Kayo pa rin ang gagawa ng buhay na gusto niyo kaya maging masipag at matiyaga kayo sa pag – aaral.
Aralin # 2
Talumpati tungkol sa Edukasyon
Sa lahat ng aking mga kaklase at lalong-lalo na sa aming guro na si Bb. Julian Suarez. Magandang umaga sa inyong lahat.
Bago ko po simulan ang aking talumpati, nais ko pong magpaliwanag nang kaunti ukol sa lenggwaheng aking ginagamit ngayon. Batid ko pong ang paggamit
ng Ingles sa pagsasalita ay tanda ng karunungan at kaunlaran, subalit naniniwala po akong ang paggamit ng sariling wika ay higit na makapaglalapit sa akin sa
puso ng bawat isang Pilipinong nakikinig ngayon.
Bilang mga mamamayang nabibilang sa papaunlad na bansa ay marami sa atin ang naniniwalang ang edukasyon ay siya pa ring susi sa tagumpay. Kaya’t ganoon
na lamang ang pagpupursiging mga magulang na mabigyan ng magandang edukasyon ang kanilang mga anak.
Ang edukasyon ay hindi lamang susi sa tagumpay kundi sa marami pang bagay. Ang kaalamang natututunan natin sa paaralan ang nagbubukas at nagmumulat
sa ating kaisipan tungkol sa mga bagay-bagay na nangyayari sa ating kapaligiran at nagbibigay sa atin ng pagkatuto. Edukasyon din ang nagdadala sa atin sa
mga lugar kung saan tayo nararapat na magbanat ng buto. Edukasyon din ang magbubukas ng daan upang ating malaman ang ating mga karapatan at ang
kaakibat na mga pananagutan.
Tunay ngang napakalaking papel ang ginagampanan ng edukasyon sa buhay ng tao. Subalit ang kaalaman sa pagbasa at pagsulat ay hindi sapat upang maituring
na edukado ang isang tao kaya’t nararapat na de kalidad ang edukasyon na natatanggap ng mga Pilipino. Ngunit saan nga ba nagbubuhat ang de kalidad na
pagkatuto?
Itinatakda ng House Bill No. 1875 o mas kilala bilang “ An Act to strengthen Teacher Education in the Philippines by establishing Lead Teacher Teaching
Institutions, appropriating funds therefore and other purposes”, isang batas na naglalayong mapaigting ang edukasyon sa Pilipinas sa pamamagitan ng pagbibigay
sa mga guro ng mga pagsasanay na makakatulong upang mapaunlad ang kaalaman na kanilang ibabahagi sa paaralan.
Hindi biro ang hinaharap na krisis ng ating bansa. Walang nakaaalam kung ang pag-unlad ay kailan ba matatamasa. Maaaring hindi sapat ang pagiging
edukadong tao. Subalit sa krisis na hinaharap ng buong mundo, iba pa rin kung ikaw ay isang titulado.
Pagsusuri: Sagutin ang mga sumusunod na katanungan.

(2 pangungusap sa bawat katanungan)
1. Ano ang iyong naramdaman at natutunan mula sa maikling talumpati na iyong nabasa?
2. Para saiy , gaano kahalaga ang pag aaral sa pagkamit ng tagumpay?
3. Sumasang ayon ka ba sa kanyang pahayag na “Ang edukasyon ay hindi lamang susi sa tagumpay kundi sa marami pang bagay. Ang kaalamang
natututunan natin sa paaralan ang nagbubukas at nagmumulat sa ating kaisipan tungkol sa mga bagay-bagay na nangyayari sa ating kapaligiran at
nagbibigay sa atin ng pagkatuto.” ? Ano ang iyong masasabi tungkol dito?
4. Paano mo ito mapapanindigan?
Rubrik para sa Poster Slogan

Pagkamalikhain – 10
Presentasyon – 10
Organisasyon – 10
Kaangkupan sa Paksa - 20
Total – 50 pts.

WENDY M. FORCA KRISTINA LAWRENCE K. MELO
EsP Teacher JHS Asst. Principal
TECHNOLOGY AND LIVELIHOOD EDUCATION 7
NUMBER
of HOURS
Embroidery Cross Stitch  Written task: Answer the self –
A. USE BASIC TOOLS Use basic tools in Embroidery checking exercises on pages 161-
IN EMBROIDERY Embroidery is the ornamentation of textiles and other 162.
10 materials with needlework for personal use and  Performance task: Finish the cross
decoration not only at home but for offices as well. The stitch assigned and bring the output
term embroidery is an English word derived from the old on the resumption of classes.
French embroiders meaning edge and border.
Essential Questions:
1. What are the common tools used in
embroidery?
2. Why is it important to use different tools and
equipment according to each function?
3. What are the factors that influence the kind of
business to engage in?
Reading Material #1A

USE BASIC TOOLS IN EMBROIDERY
Embroidery is the ornamentation of textiles and other materials with needlework for personal use and decoration not only at home but for offices as well. The
term embroidery is an English word derived from the old French embroiders meaning edge and border
Embroidery was introduced into the Orient by the Netherlanders in the 15th century. It was bought by the Spaniards into the Philippines where it has made a
wonderful growth, and work done it rivals the best work done in Switzerland, a country noted for its exquisite embroidery.
 Today, because of the fast growth of the industry, elegance of designs and fineness of workmanship, Filipinos export articles with embroidery work.
Embroidery work is best achieved if correct tools and materials are used. Tools refer to small or handy devices/instruments used in sewing while materials
or supplies are those that are consumed in finishing a project.
Below are the tools and materials use in Embroidery its uses and maintenance.
Gauge- use to measure short distance
Tape measure- use for measuring more than one-foot distance or materials
 Thimbles- made from metal or plastic, protect the middle finger and push the needle while doing your embroidery work. This come in sizes 6 (small) to 12
(large)
 Embroidery scissor- is small, sharp and pointed-good for fine work use for trimming scallops, clipping threads, and cutting large eyelets.
Protect the blade by keeping them in a cover and get them sharpened occasionally
Embroidery needle- a short pieces of steel with a fine point at one end and a little opening or eye at the other. The kind of embroidery work to do and the kind of
thread to use are two things to be considered in choosing your needle.
 Crewell- sizes 1-10 are sharp-pointed, medium length with large eyes for easy threading they are used for most standard embroidery stitchery.
 Chenille- sizes 13-26 are also sharp-pointed needles but they are thicker and longer and have larger eyes. They are that types of needles appropriate for
embroidery that is worked with heavier yarns.
 Tapestry needle- is from sizes 13 -26. They are similar in size to chenille but are blunt rather than sharp. This makes them best for thread-counting
embroidery and for the needle point as well.
 Water color brush- use for transferring the design using pricking and pouncing methods.
 Pin cushion- a place for pins and needles.
 Sewing box- use to keep together the embroidery tools and materials
 Bag- to keep work clean and fresh, have a bag made from washable material to hold your work when not busy on it
Materials
 1. Fabric- sometimes referred to as cloth, are of great variety and they differ in material, weight, weave, design, color, and finish.
 Common weave- includes most tightly woven fabrics with a relatively smooth surface like linen, wool and cotton. They are best used for articles with
decorative stitches.
 Even-weave- are intended for hardanger embroidery since the number of threads per square inch is same for both warp and woof.
 Basket weave- is commonly used by beginners and ramie linen by those who have been used to this embroidery. It supplies guidelines for cross stitch and
smocking having an evenly spaced pattern like gingham cloth and polka dots.
 Thread- is available in various types. They differ in terms of texture, fiber content, number of strands and colors. Threads are usually coded in numbers
and color names. They can be bought in skeins, balls or spools. The color of the thread should suit the color and texture of the design and the fabric to be
embroiders
Proper Care of Embroidery Thread

 As one of the most essential elements to the stitching process, it's important to ensure proper and careful care of embroidery thread. Store it properly
under controlled conditions to avoid the following issues:
 Thread dents—when a cone falls onto the floor, the point of impact can “dent” the thread, resulting in a weak spot (or spots) that can ultimately lead to
problems as the thread travels toward the needle. This is a common problem for those that store unused cones on top of their machine. Those cones will
“walk” across the machine table due to the vibration of sewing and ultimately end up on the floor.
 Discoloring and fading—Threads, especially rayon, will fade when exposed to sunlight for extended periods of time. If your threads are stored on a
window sill or anywhere that sunlight can strike them full force, you risk fading and discoloring.
 Lint buildup—Threads that sit out, exposed to the elements of your shop’s environment, are prone to dust and lint building up. Over time, such buildup
can sink down into the threads. When the thread travels through the upper thread path, it takes the crud with it, dispensing it along the way onto critical
surfaces (such as tensioners) that need to remain clean and smooth. The end result will be inconsistent upper thread tension and possible thread breaks.
 Brittleness—In addition to discoloring and fading, excessive exposure to sunlight can dry out the thread and lead to brittleness in the fibers. Obviously,
this will weaken the thread and lead to excessive thread breaks.
PROCEDURE IN CROSS- STITCHING

 Step 1: Reading a cross stitch chart
A cross stitch chart tells you everything you need to know about where to stitch and what color to use. The grid on a cross stitch chart corresponds to the grid
created by the weave of the fabric, and each colored square on the chart represents a cross stitch.
 Step 2: Prepare your fabric
Cross stitch can be done on a number of different fabrics, but the most common are Aida and linen. Both are woven fabrics that have a tendency to fray when
cut. Before you start stitching, it is a good idea to bind the edges particularly if you are stitching a large project that will require lots of handling.
 Step 3: Find the center of your fabric
To find the center of your fabric, fold it in half one way and then fold it in half the other way. Pinch and crease the center point to mark it. You can place a pin in
the center or make a small stitch to further mark the center point.
 Step 4: Using a hoop or frame
There are lots of different styles of embroidery hoops and frames available. Whether you use one or not is up to you. Beginning stitchers may find it easier to put
their fabric in an embroidery hoop.
 Step 5: Prepare your thread
Pick the color of floss you are starting with and cut a length about 18 inches long. If you go much longer than this, the thread is more likely to get knotted when
you stitch.
 Step 6: Thread your needle
Cross stitch is typically done using a round-end tapestry needle. The size you use depends on your fabric. If you are stitching a kit, use the needle that came with
it. If not, see this article on choosing a needle for cross stitch.
 Step 7: Making a row of cross stitches
Cross stitch is generally worked in rows going from left to right. Refer to your stitching chart to figure out where you want to begin stitching.
 Step 8: Making individual cross stitches
In some places on your design it may be easier to make a complete cross stitch before moving on to the next stitch instead of working in rows. Follow the
diagram below to make individual cross stitches.
 Step 9: Ending your thread
Keep stitching until you reach the end of the thread or until you run out of stitches in your pattern. On the back side of the fabric, pass the needle under at least
three completed stitches to secure the thread. Trim the remaining thread, being careful not to cut it too close
Self- Checking Exercises
I. Write TRUE if the statement is correct and FALSE if not.
________1. One- square on the chart corresponds to two stitches on the fabric.
________2. Good cross- stitches are uniform in size with even tension.
_________3. Silk is the appropriate cloth for cross- stitching.

_________4. Use knots before and after cross- stitching.
_________5. A simple design is recommended for a beginner.
_________6. The easiest point to start a crossstitch is on the edge of the cloth.
________7. Using a appropriate color scheme adds beauty to the finished product.
________8. The edges of the cloth should be taped to prevent ravelling.
________9. The design of the cross stitch is transferred to the cloth.
________10. Only the right side of the project needs to be neat.
II. Situational Analysis

Helen is beginner in cross stitching, What desirable works habits should she practice to make the task enjoyable.
Write R for the correct practices and W for the wrong ones.
1. Use linen fabric
2. Finish the projrct several days after submission
3. Leave hanging threads on the inverse side
4. Choose simple designs
5. Use the teeth in cutting the thread
6. Observe good posture.
7. Use knots befire stitching
8. Bing own sewing box
9. Throw threads on the floor
10. Start stitching at the center.
Enumeration
A. Give five pointers in successful cross stitching
1.
2.
3.
4.
5.
B. Give five articles using cross stitch

1.
2.
3.
4.
5
Give five basic tools in cross stitching.
1.
2.
3.
4.
5.
RUBRIC FOR GRADING THE CROSSSTITCH

Criteria VeryGood (15) Good (10) Fair (5)
General appearance Pleasing color combination Somewhat beautifully executed Neither artistic nor beautiful
Not so pleasing color combination
Workmanship Stitches were correctly done, even Not all stitches were done Most of the stitches were done
tension of stitches correctly. correctly
Design Well chosen and appropriate Not so appropriate design Poorly chosen design
design
Materials Good quality and materials were Materials were a bit expensive Poor quality materials
reasonably priced.
Desirable Work Habits Neat; observed desirable work Some desirable work habits were Desirable work habits were not
habits. not observed observed.

DIANE O. CATAPANG KRISTINA LAWRENCE K. MELO
TLE Teacher JHS Asst. Principal
MUSIC 7
NUMBER of
HOURS
A. Komedya Read and understand the lesson about Komedya/Moro-moro/  Answer the Musical Thinking on p. 67.
Moro- moro 2 and Arakyo on pages 66 - 67. 1. Why are these types of theatre –
Arakyo Komedya, Moro-moro and Arakyo – no
longer performed at present? What led
to the extinction of these forms of
entertainment?
2. Describe the two types of Komedya.
3. Describe the Moro-moro.
 Make a research on other Filipino

theatres. (one bond paper)

PATRICK R. ADORABLE KRISTINA LAWRENCE K. MELO
Music Teacher JHS Asst. Principal
NUMBER of
HOURS
Non-Religious Festival in the 3 Read and understand the lesson about the following: Written task: (one whole sheet of paper)
Philippines Non- Religious Festival in the Philippines Compare the different festivals and rituals in
Masskara Festival terms of their:
Kadayawan Festival -Length of time it has been celebrated
Panagbenga Festival -rituals and rites that people observe
-required attire or décor of the festival
Note: Refer to you book or search about the lesson. -music, food and other traditional practices
Performance Task: Create a mask that you can

wear, based on one of the festivals of the
Philippines using cardboard, beads, buttons,
feathers, or any found objects and glue.
ARTS 7

GLAIZA J. ALVAIRA KRISTINA LAWRENCE K. MELO
ArtsTeacher JHS Asst. Principal
PHYSICAL EDUCATION 7
NUMBER
of HOURS
A. Folk Dance Read and understand Reading material #1. Performance task: Be ready for dance
B. Cariñosa 3 Be ready for summative test on the resumption of practical test on the resumption of classes.
classes. You may watch some videos of the dance
assigned to your class or be guided with the
dance steps written on this material.
Reading Material #1
RHYTHMIC ACTIVITIES
Every individual has rhythm. It is found in all of nature and is natural to every individual. Rhythm is most clearly seen through dance- the art of movement
What is rhythm? ---- Is the regular recurrence of accented and unaccented beats.
Rhythms--------------- Is a term which denotes an aspect of a quality of movement that is sometimes thought of as dance. When an individual moves in
response to a particular rhythm or music we call the movements as rhythmic movements or rhythms. Structured forms which start creative rhythmic movements
are called rhythms.
Rhythmic activities---- are the physical manifestations of the mental and emotional response of the individual to rhythm. They are activities which a
child responds to physically, socially, and mentally to regular patterns of sound.
They are also a source of enjoyment for people of all ages. Through these activities, skills and the sense of rhythm are acquired and developed, feelings
are expressed, basic principles of time, space and force can be experienced.
Everyone reacts to music or rhythm in one form or another. A head swaying, a foot tapping, fingers snapping, shoulders and body moving while a musical
piece is played are physical reactions.
Dance ---------- refers to movement set to music where there emerges organization, structure and pattern. It is a composition that implies arrangement
of parts into a form.
Dancing ------- is a means of expressing one’s emotions through movement disciplined by rhythm. It is an act of moving rhythmically and expressively to
an accompaniment. The word dancing came from an old German word “ danson” which means to “ stretch”. Essentially, all dancing is made up of stretching and
relaxing.
Rhythmic fundamentals
In the field of dance, there are certain fundamental knowledge and rhythmic skills considered important for proficiency and efficiency in bodily
movements.
Elements of Rhythm:
1. Beat—the underlying pulse of a rhythm.
2. Tempo—rate of speed of a movement.
3. Intensity—variation of stress of movement.
4. Pitch—lowness or highness of a tone.
5. Accent—emphasis on certain beats.
6. Meter—the regular recurrence of beats which divides a musical design into measure.
7. Phrase—measures grouped together.
8. Bar—in music a vertical line across a staff dividing it into equal measures of time.
9. Count—a pulse beat, a time limit.
10. Note—a printed symbol of a musical tone.
11. Measure—a group of pulse beats.
12. Note pattern—refers to a note or set of notes with or without rest used for a certain dance step.
13. Step pattern—refers to the movement or movements done for each of the dance steps.
Elements of movement Space:
1. Direction—is the line of movement taken which maybe forward, backward, sideward, diagonal, upward, or a combination of those mentioned.
2. Level—is movement through space that maybe done at a high, low, or medium level.
3. Range—refers to the area covered as the body moves. It maybe small as when the movement is done in one’s place; or large when movement covers
a wide area as when getting away from one’s place.
4. Floor Pattern—the path or design that is made while moving in space is what is termed as floor pattern. It may take a form of a circle, square, straight
line or zigzag.
Movement Qualities:
Movement expression is attained through the elements of time, force and space.
Time qualities:
1. Movements which is fast Examples: galloping, Jet plane
2. Movement which is slow Examples: turtle, flower growing
Force Qualities:
1. Soft light movement Examples: fairies, birds and butterflies
2. Strong, heavy movement Examples: elephantBulldozer
3. Strong, jerky movement Examples: frog, jumping jack
4. Smooth, sustained movement Examples: airplane, fish swimming
Space Qualities:
1. Movement up and down Examples: Bouncing ball, yoyo
2. Movement across, back and forth or around Examples: Rowing boat, a merry-go-round
3. Movement which is low Examples: ants, turtles
4. Movement which is high Examples: kites, clouds
PHASES OF THE DANCE PROGRAM

1. Creative Rhythms
Are sometimes called fundamental rhythms or natural dances. A creative rhythm is an end product of exploration and improvisation of movements as
children learn to move the parts of their body and to use them as instruments of expression.
2. Folk/ Ethnic dance
Is a cultural art form handed down from generation to generations. It communicates the customs, beliefs, rituals, and occupations of the people of a
region or country. Folk dancing belongs to the people. It emanates from them. Ethnic tribes have their specific tribal art forms originated and danced
by the people of the tribe.
Examples of folk dances are the rural and country dances, jotas, mazurkas, pandanggos, among others with foreign influence.
Examples of ethnic dances are the dances of the mountain peoples of the Cordilleras, dances of the ethnic groups in the Cagayan Valley Region
and the ethnic dances in the Mindanao Regions.
3. Social and Ballroom Dance
The setting of the social and ballroom dance is a social gathering with the more formal atmosphere than the simple and informal parties in which the
recreational dances are the usual forms. Social and ballroom dancing are generally held in the evenings. The participants are usually in formal attire.
4. Recreational Dance
Includes dance mixers, square dance round and couple dances. Many of these dances have simple patterns and combinations of walking steps, polka
step and the waltz step. The setting is usually informal gatherings and parties, reunions etc.
5. Creative Dance
Is the highest form of dance. It is the end-product of exploration and improvisation of movements as the dancer or the choreographer expresses his
feelings or emotions, ideas, and interpretations. This is a dance with a definite form, a beginning and an ending. The principles of art form are all
observed in the composition of the dance.
Examples of creative dance are ballet, jazz,and modern or contemporary dance.
FORMATIONS commonly used in RHYTHMIC ACTIVITIES:
1. Single circle, facing clockwise

2. Single circle partners facing
3. Single circle, facing counterclockwise
4. Single circle, facing center
5. Double circle, partners facing
6. Double circle, facing clockwise
7. Double circle, couples facing
8. Square or quadrille formation
9. Semi-circle or half moon
10. Double lines, facing front
11. Double lines, partners facing
12. Long open formation
OBJECTIVE OF RHYTHMIC ACTIVITIES
1. Develop skills necessary for recreational enjoyment.
2. Maintain good posture and physical efficiency.
3. Promote emotional freedom.
4. Develop a balanced and well-coordinated body.
FUNDAMENTAL DANCE POSITIONS

There are five fundamental or basic positions in dance that are commonly termed as 1 st position, 2nd position, 3rd position, 4th position, and 5th position of
the feet and arms.
1st position
Feet: Heels close together, toes apart with an angle of about 45 degrees.
Arms: Both arms raised in a circle in front of chest with the finger tips
about an inch apart.
2nd position
Feet: Feet apart sideward of about a pace distance.
Arms: Both raised sideward with a graceful curve at shoulder level.
3rd position
Feet: Heel of one foot close to in-step of other foot.
Arms: One arm raised in front as in 2nd position; other arm raised
upward.
4th position
Feet: One foot in front of other foot of a pace distance.
Arms: One arm raised in front as in 1st position; other arm raised
overhead.
5th position
Feet: Heel of front foot close to big toe of rear foot.
Arms: Both arms raised overhead.
The Basic Natural Movements:

1. Locomotor movements
Are those that move the body in space in any direction with the feet as the moving base.
Examples: walking, running, jumping, hopping, skipping, leaping, galloping and sliding
2. Non-locomotor
Are those in which various parts of the body move in space with a fixed base. The base may be standing, kneeling, sitting or lying.
Non-locomotor movements:
1. Flexion--- Bending or shortening of a body part occurring at a joint.
2. Extension—Turning, twisting or circling
3. Pendular---- Swinging/ swaying arms forward, backward or sideward.
4. Percussive—Striking and hitting: pushing and pulling.
5. Vibratory----- Shaking and beating.
6. Sustained---- A slow, smooth flowing movement with a balance of movement throughout the entire series.
7. Suspended--- A sharp movement followed by a series of slow or prolonged movements until a peak is reached.
Values of dancing
1. Physical fitness
2. Cultural
3. Social
4. Recreational
FOLK DANCES
Are traditional dances of a country which were evolved naturally and spontaneously in connection with everyday activities and experiences of the people
who developed them.
Folk dancing is the heartbeat of the people.
Types of Folk dances:
1. National – traditional dances of a given country.
2. Regional – local.
3. Character – created by individual or group.
OBJECTIVES OF TEACHING PHILIPPINE FOLK DANCES

1. To foster patriotism and nationalism through the study of our dance.
2. To arouse better appreciation of Philippine music and folk dances.
3. To provide through dancing, a healthful form of relaxation and recreation.
4. To develop a graceful and rhythmic coordination of body movements that will improve posture.
5. To preserve for posterity, folk dances and music indigenous to the different regions of the Philippines.
6. To demonstrate the growth of Filipino culture through the evolution of Philippine dances.
Characteristics of Philippine Folk dances:

1. In general, dancers stand apart.
2. There is little, if any, bodily contact.
3. Most of the dances are done by pairs or couples.
4. Hand movements play an important part.
5. Most dances are in long formation.
6. Most dances begin and end with “saludo.”
7. Dances from the lowlands have more foreign elements those found in the uplands.
8. War dances are found among non-Christian tribes.
Classification of Philippine Dances

I. General Classification
A. Geographical extent of origin
1. National dances-found throughout the islands with little or no modification.
Examples: Rigodon, Carinosa, Jota, Balitaw, Pandanggo
2. Local dances-found in a certain locality.
Examples: Tinikling-Leyte, Maglalatik-Binyang, Esperanza-Nabua, Subli-Batangas, Biniganbigat-Abra
Nature
1. Occupational-depicting action of certain occupation, industry, or human labor.
Examples: Planting, Harvesting, Pounding, Winnowing, Pabirik, Mananguete, etc.
2. Religious or Ceremonial – performed in connection with religious vows and ceremonies.
Examples: Dugsu, Sua – sua, Putong, Sta. Clarang Pinong-pino, etc.
3. Comic dances – depicting funny movements for entertainment.
Examples: Kimbo – kimbo Makonggo, Kinoton
4. Game dances – with play elements (dance mixers)
Examples: Lubi – lubi, Pavo
5. Wedding dances – performed during wedding feast.
Examples: Panasahan, etc.
6. Courtship dances – depicting love making.
Examples: Hele – hele, Bago Quiere, Maramion, Tadek, Daling – daling
7. Festival dances – suitable for special occasion or any social gathering.
Examples: Pandanggo, Habanera, Jota, Surtido
8. War dances: showing imaginary combat or duel
Examples: Sagayan, Palu-palo, etc.
C. Movements
1. Active – with fast energetic movements Examples: Tinikling, Maglalatik, Sakuting, Polkabal, etc.
2. Moderate - Examples: Cariñosa, Tagala, Habanera, Purpuri, etc.
3. Slow - Examples: Pasakat, Amorosa, Tiliday, Kundiman, etc.
4. Slow and Fast – Examples: Putritos, Ba-Ingles, Habanera Botoleña, Alcamfor, etc.
D. Formation
1. Square or Quadrille Examples: Rigodon, Los Bailes de Ayer, etc.
2. Long formation (two or more parallel lines) Examples: Lulay, Sakuting
3. Set – consisting of two or more pairs as a unit, partners facing each other or standing side by side.
Examples: Binadyong, Haplik, Kakawati, etc.
II. Special Classification-Group dances having special distinctive features.

A. Dances with Songs Examples: Aburaray, Manang Biday, Lulay, Rogelia, Lawiswis Kawayan, etc.
B. Old Ballroom Dances Examples: Polka, Mazurka Chotis, Valse, etc.
C. Dances with Implements Examples: Cariñosa, Maglalatik, Sakuting, Jota Moncadena, Tinikling, Salakot
D. Dances of Combined Rhythm Examples: Surtido, Pantomina, Los Bailes de Ayer
Factors Affecting Folk Dances

1. Geographical location
2. Economic conditions
3. Climatic conditions
4. Customs and traditions.
Do’s in Folk Dancing

1. Dance in a natural, simple and direct manner.
2. Dance with ease and smoothness.
3. Use the proper costume for the dance.
4. Follow directions and dance instructions as closely as possible.
5. Dance with feeling and expression.
Don’t’s in Folk Dancing

1. Do not exaggerate the dance steps.
2. Do not make the dances too dainty and graceful like ballet.
3. Don’t make entrance and exit long.
4. Don’t make steps too elaborate and complicated.
5. Don’t call a dance a folk dance unless steps come from traditional dances.
COMMON DANCE TERMS
1. Arms in lateral position – Both arms are at one side either right or left, at shoulder, chest or waist level.
2. Brush – Weight on one foot, hit the floor with the ball or heel of the other foot and lift that foot from the floor to any direction.
3. Crossed Arms – Partners facing each other or standing side by side join their left hands together and the right hands together; either right over left or
left over right hands.
4. Cut – To displace quickly one foot with the other.
5. Do-si-do – Partners advance forward, pass each other’s right ( left ) side, step across to the right move backwards without turning around, pass each
other left side to proper places.
6. Hayon-hayon – To place one forearm in front and the other at he back of the waist.
7. Hop – A spring from one foot landing on the same foot in place or in any direction.
8. Jaleo – Partners turn around clockwise ( with right elbows almost touching ) or counterclockwise ( with left elbows almost touching ) using walking or
any kind of dance step.
9. Jump – A spring on one foot or both feet landing on both feet in any direction.
10. Kumintang – moving the hand from the wrist either in a clockwise or counterclockwise direction.
11. Leap – A spring from one foot landing on the other foot in any direction.
12. Place – To put foot in a certain position without putting weight on it.
13. Pivot – To turn with the ball, heel or whole foot on a fixed place or point.
14. Point – Touch the floor lightly with the toes of one foot, weight of the body on the other foot.
15. Masiwak – To turn the hand from the wrist half-way clockwise then raise and lower wrist once or twice. This is an Ibanag term.
16. Panadyak – To stamp in front or at the side with the right foot and tap with same foot close to the left foot. This is a Tagalog term.
17. Patay – To bend the head downward and to support the forehead with the R
forearm or with the crook of the R elbow while the left hand supports lightly the
palm of the right hand. This is usually done with the left foot pointing in rear and
knees slightly bent. This is an Ilocano term and the movement is commonly
found in Ilocano dances.
18. Salok – T o swing the arm downward-upward passing in front of the body as
if scooping, the trunk is bent following the movement of the arm doing the salok.
This is a Tagalog term.
19. Saludo – Partners bow to each other, to the audience, opposite dancers, or to the neighbors with feet together. This is of Spanish origin and is used in
almost all Philippine dances.
20. Sarok – Cross the R foot in front of the L , bend the body slightly forward and cross the hands down in front of the R hand over the L. This is a
Visayan term.
21. Slide – To glide foot smoothly along the floor. The movement may be finished
with or without transfer of weight.
22. Stamp – To bring the foot forcibly and noisily on the floor with or without transfer of weight.
23. Tap – To rap slightly with the ball or toe of the free foot, flexing the ankle joint keeping weight of the body on the other foot. There is no change or
transfer of weight.
24. Whirl – To make fast turns by executing small steps in place to right or left.
BASIC DANCE STEPS
2/4 time dance steps

Dance Steps Step Pattern Counting
1. Bleking step heel-place, close 1,2
2. Touch step point, close 1,2
3. Close step step, close 1,2
4. Hop step step, hop 1,2
5. Cross step step, cross or cross, step 1,2
6. Change step step, close, step 1 and 2
7. Changing step jump ( one ft. in front and
The other in rear) there are two
Changing steps in a measure 1,2
8. Contraganza step leap, cross-step, step 1 and 2
9. Habanera step step, close, step 1, 2 and
10. Heel and toe
Change step heel-place, toe-point, step, close, step 1, 2/ 1 and 2
11. Shuffling step with both feet flat on floor, take tiny
Slide steps 1 and 2 and
¾ time dance steps
1. Native waltz step, close, step 1, 2, 3
2. Cross waltz cross-step, close, step 1, 2, 3
3. Waltz balance step, close-heels raise, heels down 1, 2, 3
4. Mazurka step slide, cut, hop 1, 2, 3
5. Redoba step slide, cut, cut 1, 2, 3
6. Sway balance w/
A point step, cross-step, step point 12, 3/ 1, 23
7. Sway balance w/
A hop step, cross-step, step, hop 12, 3/ 1, 23
8. Sway balance w/
A waltz step, cross-step, step, close, step 12, 3/ 1, 2, 3
9. Engano w/ a waltz step, cross-step, step, close, step 12, 3/ 1, 2, 3
4/4 time dance steps
1. Schottische step step, close, step hop( raise foot

In front) 1, 2, 3, 4
2. Escotis step step, close, step, hop( raise foot
In rear) 1, 2, 3, 4
3. Chotis step brush, raise, brush, raise/
Step, step, step, close 1, 2, 3, 4/
1, 2, 3, 4
Cariñosa
A Peasant dance from Panay . Having made a previous arrangement, farmers or workers get together to work on a project. While resting at noon, before or after
lunch, they play carinosa music and dance. There are only four figures to the dance so it maybe repeated with a slight change in formation. Maria Clara dress for
women and barong tagalog with white pants for men is the usual attire.
Figure I
1. 3 step and point. Time signature: 3. Count; 1,2,3 to a measure…
2. Touch step. Time signature: 3 Count: 1,2,3, - 2m.…
3. Waltz step. Movement: touch R (L) toes forward(cts. 1,2)…
4. 4..Manipulation of fan
Figure II
2. Repeat all……………………………………………………………………….8 M

JESUS C. ESTRELLANES KRISTINA LAWRENCE K. MELO
PE Teacher JHS Asst. Principal
HEALTH 7
TOPIC/CONTENT NUMBER of HOURS LEARNING ACTIVITIES REQUIRED OUTPUT
Prevention and control of Diseases 3 Read and understand the lesson about Introduction  Answer Health Thinking (A & B)
and Disorder (Non-communicable to Non-Communicable Disease and Common on page 332 and page 335.
Diseases) communicable diseases on pages 330-334.  Answer the 10-item multiple
Lesson 1 Introduction to Non- choice written test on your
Communicable Disease health notebook.
Lesson 2 Common Non-communicable
diseases
DISEASE - is a particular abnormal condition affecting the body of an organisms

- It is often interpreted as a medical condition associated with specific symptoms and signs.
INFECTION - is a condition in which pathogens such as bacteria, viruses, fungi, and protozoans enter the body and multiply.
MORBIDITY - refers to the disease state or the “quality of being unhealthful” of an individual.
- also a term used to describe how often a disease occurs in a specific area
MORTALITY - refers to a condition of being subject to death.
- also refer to the number of deaths in a population
Two categories of disease:

COMMUNICABLE DISEASE –can be transmitted from one person to another or from animals to people
- Caused by pathogen or disease-causing organisms
- Examples include common cold, influenza, cholera, dengue fever, tuberculosis and warts.
- These diseases can be avoided by taking preventive measures.
NON – COMMUNICABLE DISEASE - is a disease that is not transmissible directly from one person to another.
- Many of these diseases are caused by unhealthy lifestyle.
In 2012, NCDs caused 68% of all deaths.
Every year at least 5 million people die because of tobacco use and about 2.8 million die from being overweight. High cholesterol accounts for roughly
2.6 million deaths and 7.5 million die because of high blood pressure.
The WHOs World Health Report 2002 identified five important risk factors. These are the ff.
1. Raised blood pressure
2. Raised cholesterol
3. Tobacco use
4. alcohol consumption
5. overweight
Examples of NCDs with environmental causes:

Chronic obstructive pulmonary disease (COPD) – caused by smoking tobacco
Malnutrition – caused by too little food, or eating the wrong kinds of food
Skin cancer – caused by radiation from the sun
Many types of Cardiovascular disease
Diabetes Mellitus Type 2
Lower back pain - caused by too little exercise
EPIDEMIC – refers to the rapid spread of infectious disease to many people within a community or a region
PANDEMIC - occurs when there is a global disease outbreak
MULTIPLE CHOICE
______1. Which is a non- communicable disease?
A. cancer B. influenza C. dengue fever D. tuberculosis
______2. Which of the following statements does NOT describe non-communicable diseases (NCDs)
A. caused by pathogen C. cannot be transmitted from one person to another
B. consequence of unhealthy lifestyle D. consequence of behavioral and hereditary factor
______3. What is the most common cancer in women?
A. lung cancer B. breast cancer C. colon cancer D. bone marrow
______4. Laura woke up with rashes and itchy swellings of her face. She remembered that she attended a birthday party of her friend and ate foods causing
allergic reaction. What do you think is she experiencing?
A. hives B. asthma C. hay fever D. allergic eczema
______5. Your friend is asthmatic, what do you think he/she should do to prevent an attack?
A. exercise B. manage stress C. eat a balanced diet D. all of the above
______6. This treatment of cancer involves attacking the cancer cells with X-rays.
A. surgery B. chemotherapy C. drug therapy D. radiation therapy
______7. Which is NOT a causative factor for non-communicable disease?
A. virus B. poor diet C. stress D. environmental hazard
______8. Health centers are designed to render medical services nationwide. The following are the health services provided by the Department of Health.
A. Physical Therapy B. Nutrition Services C. Center for Cancer Control D. Health Education and Manpower Services
______9. You noticed that your grandmother is experiencing sudden weight loss, excessive thirst and lack of energy. What type of disease do you think is
evident?
A. arthritis B. hypertension C. diabetes D. Renal Failure
______10. Why do we need to correct myths and misconceptions about non-communicable diseases?
A. We don’t want to be labeled as backward or uneducated.
B. Following myths and misconceptions can endanger our health.
C. We need to change our beliefs to keep pace with the changing times.
D. Our medical practitioners will get mad if we don’t follow their advice.

LAICA T. ESCAÑO KRISTINA LAWRENCE K. MELO
Health Teacher JHS Asst. Principal
ELECTIVE MATHEMATICS 7 (Business Mathematics)
NUMBER
of HOURS
A. Income Statement Read and Analyze the following lectures and be guided Assessment 4.1
 Sales, Sales by these following objectives: Write on a sheet of paper the solution and
Returns and 1. Identify and recognize the different entries used in answer.
Allowances solving income statement problems.
 Net Sales 6 2. Solve for the net sales and net profit of a given
 Purchases situation.
 Selling Expenses
 Administrative Lecture #1A
Expenses What is Income Statement?
 Net Profit
Lecture #1B
Important Terms and Formulas
Lecture #1A
What is Income Statement?
Business invest their money in business primarily to make profit. Profit is realized (earned) when revenues (incoming property) exceed costs and expenses
(outgoing property). Say for example, a car bought for Php30,000 was sold for Php35,000 (incoming ) exceeds cost of Php30,000 (outgoing). A profit of Php5,000
is realized.
Lecture #1B
Important Terms and Formulas
1. Sales – The revenue from the selling of goods and services is called sales. A trading concern sells goods that he buys in the same form. Example is a
bookstore. Professionals or technicians sell their services. Examples are lawyers, accountants and repairman.
2. Sales returns and Allowances – Goods sold and returned by the buyer are called sales returns. Reduction in the selling price of good sold due to low
quality or defect is called sales allowance.
3. Net Sales – This is the total selling price of the goods sold less the amount of returns and allowances such sales.
4. Purchases – Goods bought for sale are called purchases. The cost of goods purchases includes not only the invoice price but also the incidental cost
relating to the merchandise acquisition, preparation and placement for sale. For example of incidental cost are transportation charges, duties taxes,
insurance and storage costs.
5. Inventory - Goods bought and remaining unsold are called inventory.
6. Cost of Goods sold – The cost of goods bought and sold is called cost of goods sold. This is computed by adding inventory at the beginning plus net
purchases less inventory ending.
Example1. At the beginning of the year, the inventory Erwin Gas Station was Php 1, 250. 125.55. Purchases during the year amounted to Php 698, 254.05. At
the year end, the manager verified that the station had Php 968, 056.58 remaining inventory. Determine the cost of goods sold.
Cost of Goods sold = Php 1, 250. 125.55 + Php 698, 254.05 - Php 968, 056.58
= Php 980, 323.02
7. Gross Profit – it is the excess of net sales over the cost of goods
sold. It is also called the gross margin on sales. The formula to determine the gross profit is as follows:
Example 2. A Trading company’s net sales were Php 69, 580 Purchases amounted to phpPhp 110,860. If the remaining inventory was Php 56,
GP = Net Sales – cost of Goods Sold
GP = Php 27, 895.45 - Php 26, 245
GP = 1 , 650.45
Example 3. A Trading company’s net sales were Php 69, 580 Purchases amounted to Php 110,860. If the remaining inventory was Php 56,210, how much was the
gross profit?
Gross Profit = Net Sales – Cost of goods sold
= Php 69, 580 – (Php 110,860 - Php 56,210)
Example 4: At the beginning of the year , the inventory of a grocery store was Php 680, 433.80. Purchase during the year amounting to Php 732, 058.90. At the
year end, the owner found that the store had Php 298,960.50 remaining inventory. If the net sales during the year was Php 1, 345, 820.65, how much is the
gross profit?
GP = Net Sales – Cost of Goods Sold
= Net Sales – (Beginning Inventory + Purchases - Ending Inventory)
GP = Php 1, 345, 820.65 – (Php 680, 433.80+ Php 732, 058.90- Php 298,960.50)
GP = Php 1, 345, 820.65 –Php 1,113,532.20
GP = Php232,288.45
8. Selling expenses – Expenses in connection with selling function of the business are called Selling Expenses. Example are advertising expenses, travelling
expenses of salesman, salesman’s salaries , salesmen’s commissions, expenses of delivery truck and the like.
9. Administrative expenses – These are items of expenses incurred in the administrative operations of the business which are not connected with the selling
function. Examples are insurance expense, property taxes, administrative and office salaries, travelling allowances for non-selling personnel, office
supplies and the like.
10. Net Profit – The excess of the gross profit over the total operating expenses (selling and the administrative expenses) is the net income (net profit) from
operations before income taxes.
Example 5: The gross profit of Nancy’s Grocery Store last year was
Php 346, 985.50.Operation Expenses were: Selling expenses Php56,925, light and water Php10,850, salaries and wages Php24,345.70, and repairs and
maintenance Php 61,250.46. Determine the net profit.
Net Profit = Gross Profit – Operating Expenses
Gross Profit . . . . . . . . . . Php 346,985.50
Less : Operating Expenses
Selling expenses Php56,925
Light and Water Php10,850
Salaries and Wages Php24,345.70
Repairs and Maintenance Php61,250.46
Total OE Php156,371.16
Net Profit Php192, 614.34
The life of existence of a business concern usually covers a long period of time involving many years. During this period, the businessman must be guided by
some reliable business data in order that he may be informed of the trend of his business. These summary reports are the following :
Balance Sheet or Statement of assets and liabilities – this report or statement list of assets (property). Liabilities (obligations), and the owner’s equity as of
the given date.
Income Statement or statement of operations – this statement shows the detail of the revenues, costs, expenses and losses for the period which is usually
a year.
Assessment 4.1
Directions: Solve the following word problems.
1. Mr. Rommel bought second hand car for Php8,500. He spent Php2,580 for general repair. After a couple of days he decided to sell the car with a profit of
Php3,200. How much should he sell the car?
2. Mimiyaah is a trader. She brought Php2845 worth of goods and spent Php500 in transporting the goods from Pangasinan to her store in Manila.After
selling all the goods she realized a gross of Php348.45 .How much did she sell the goods?
3. Garcia’s store: revenue from sales Php25,250; sales returns and allowances, Php 1580; cost of goods sold Php8,950; and operating expenses of
Php3,450.Determine the gross profit and the net income or loss.
4. Tandico store: revenue from sales Php95,600; sales returns and allowances, Php 1,950; cost of goods sold 82,560; and operating expenses of
Php18,250.Determine the gross profit and the net income or loss.
5. Adorado’s store: revenue from sales Php137,500; cost of goods sold Php98,260; and operating expenses of Php39,800.Determine the gross profit and
the net income or loss.
6. At the beginning of a certain year the inventory of the Susie’s Electronic supply was Php58,6675.25. Purchases during the year amount to Php 56,859.35
with transportation expenses of Php2,846.20. The return on purchases amounted to Php2,890. Find:
a. The net purchase
b. The total cost of goods available for sale during the year and
c. The cost of goods sold, if ending inventory wasPhp50,439.25
7. The gross sales of Renz Trading Co. for the year 1980 was Php258,098.25. Cost of goods sold Php98,947.35. Sales refund and allowances amounted to
Php19,256.05. Operating expense were: Salaries and wages Php 28,158.30; rent, Php12,857.75;light and water, Php 7,500 and advertisement, Php5,000.
Find:
a. Gross profit
b. Net sales
c. Total operating expense and
d. Cost goods sold

WENDY M. FORCA KRISTINA LAWRENCE K. MELO
Math Teacher JHS Asst. Principal
ELECTIVE SCIENCE 7 (Robotics)
TOPIC/CONTENT NUMBER of HOURS LEARNING ACTIVITIES REQUIRED OUTPUT

mBlock Setup and Working 5 Answer the following question.
Environment Setup and Basics Read and understand the lesson about mBlock (Robotics notebook)
setup.
What is the first thing that you do
Be ready for the setup practical test on the when you try to operate your new
resumption of classes. device?
Did you try exploring the applications
and the functions of each app?
mBlock is a free modified version of Scratch 2.0 developed by MIT Media Lab.
Some hardware related blocks have been added. Based on the original Scratch, mBlock enables users to read sensors, control motors and the whole robot with
ease.
SETTING UP THE MBLOCK PROGRAM
1. Downloading mBlock, installing drivers and connecting to mBot.
 Download the installer from http://www.mblock.cc/software/
Once the mBots have been built, these can now be programmed using mBlock. The following is an introduction on how to get set up.
2. Install and open the software.
3. Get the Arduino drivers, then go to the Connect menu in mBlock:
(TIP: If you don’t know the port ID you are connected to, make a
note of the available ports, disconnect the robot, then see which port disappears.)
Once the connection is successful, the title bar will say you are connected
and the red dot in the “Robots” Scripts will turn green.
To upgrade firmware, to reset the default program and to upload a
program onto the robot board, you MUST be connected via USB.
Next, make sure you have the appropriate board selected in the Board menu:
 mBot – mCore
The mCore board is selected:
Connecting by USB OR Bluetooth
 To run programs from the mBlock IDE, you can connect
 via Bluetooth (or USB). Here is how to connect in each of these ways:
USB cable
 1. Connect the robot to the computer via USB cable, turn the robot on, and open mBlock.
 2. The title bar should say you are disconnected.
3. Go to Connect-> Serial Port -> (port ID). (TIP: If you don’t know the port ID you are connected to, make a note of the available ports, disconnect your
robot, and see which port disappears.)
Once you have been successfully paired, open mBlock. The title bar will still show you are disconnected:
Bluetooth
1. Make sure that the robot is turned on, that the Bluetooth module is properly inserted into the board and that the blue LED is flashing.
2. The title bar should say you are disconnected.

Then you are ready to connect:
LAICA T. ESCAÑO KRISTINA LAWRENCE K. MELO

Robotics Teacher JHS Asst. Principal

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BATANGAS COLLEGE OF ARTS & SCIENCES, INC.

Banaybanay Concepcion, Lipa City, Batangas

MODULE 1 (March 13-31, 2020)

B. Subject Complement – a noun, pronoun or an

Linking Verb – a verb used to link a subject to a

Reading Material #1A

The given angle can be named ∠ BAC ,∠ CAB ,∠ A , ∠ 1.

Reading Material #1B

Reading Material #1C

Prepared by: Checked by:

III. Lesson Proper

Destruction of Marine Resources

Destructive Methods of Fishing

Destruction of Forest Ecosystems and Land Degradation.

Minimizing the Effects of Natural Disasters

Destructive Methods of Fishing

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3. Paano nakaapekto sa pamumuhay ng

PANAHON BAGO ANG IMPERYALISMONG KANLURANIN

Kahariang Mughal (1526 hanggang 1857)

Mga Pinuno ng Kahariang Mughal

Akbar (1556 hanggang 1606)

Jahangir (1605 hanggang 1627)

Shah Jahan (1627 hanggang 1658)

Aurangzeb (1658 hanggang 1707)

PAKIKIPAGKALAKALAN NG MGA BRITON SA INDIA

PAKIKIPAGKALAKALAN NG MGA PRANSES SA INDIA

Digmaang Briton-Pranses sa India

Pamumuno ng British East India Company

India sa Ilalim ng mga Gobernador-Heneral na Briton

Tuwirang Pamamahala ng mga Briton sa India

Mga Pagbabagong Dala ng Kolonyalismong Kanluranin sa Timog Asya

MGA MOTIBO NG IMPERYALISMO

PAGPASOK NG IMPERYONG OTTOMAN SA KANLURANG ASYA

Mga Dahilan ng Kolonyalismo ng Imperyong Ottoman sa Kanlurang Asya

Inihanda ni: Iwinasto ni:

Talumpati tungkol sa Edukasyon

Pagsusuri: Sagutin ang mga sumusunod na katanungan.

Rubrik para sa Poster Slogan

Inihanda ni: Iwinasto ni:

TECHNOLOGY AND LIVELIHOOD EDUCATION 7

Reading Material #1A

Gauge- use to measure short distance

Proper Care of Embroidery Thread

PROCEDURE IN CROSS- STITCHING

Self- Checking Exercises

I. Write TRUE if the statement is correct and FALSE if not.

_________3. Silk is the appropriate cloth for cross- stitching.

_________5. A simple design is recommended for a beginner.

________8. The edges of the cloth should be taped to prevent ravelling.

________9. The design of the cross stitch is transferred to the cloth.

________10. Only the right side of the project needs to be neat.

II. Situational Analysis

B. Give five articles using cross stitch

RUBRIC FOR GRADING THE CROSSSTITCH

Not so pleasing color combination

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 Make a research on other Filipino