ST. VINCENT BLESSED SCHOOL OF MANILA, INC.

732 INSTRUCCION ST. SAMPALOC, MANILA

Tel #: 8741-8955 / 8788-3238/ 09771147197
Email Address: svbsm2003@gmail.com
Facebook Page: St. Vincent Blessed School of Manila, Inc.

Learning Area MAPEH (Music) Grade Level 10

LESSON Learning Fully Face to Face Quarter First
EXEMPLAR Delivery Modality
Teaching Date August 22-24,29 2023 No. of Days 4
Teaching Time 9:30- 10:30 am No. of Hours 240 minutes

I. CONTENT Musical Impressionism and Expressionism

A. Content Standards The learners demonstrate understanding of 20th century music styles
and characteristics features.
B. Performance The learners are able demonstrates resilience, vigilance and proactive
Standards behaviors to prevent intentional injuries.
C. Learning At the end of the lesson, learners are expected to described well the
Competencies musical impressionism and expressionism.
and Objectives
1. Describes distinctive musical elements of given pieces in 20th
century styles;
2. Explains the performance practice (setting, composition, role of
composers/performers, and audience) of 20th century music;
3. Relates 20th Century music to other art forms and media
during the same time period.

D. Vincentians Spirit The learners engage in activities that encourage ideas for integrating
/ Values music with other topic areas are provided, along with processes and
Integration vocabulary for music integration and a basic description of arts
integration. The learners showcase the importance of sets in
collaborations in musical integration.
II. LEARNING RESOURCES  MAPEH 10 21ST CENTURY
Author: Rosario Claridad Cruz, Ph.D.
 Honing your skills through MAPEH 10
Author: Rodelia Natividad V. Tangco
Author / Coordinator: Angelina A. Mojica
 Journey towards MAPEH 10
Author: Gilbert G. Cerezo
Maria Fe M. Limjoco
Darci Roye M. Lapuz
III. PROCEDURES
 Day 1
Objective #1: Describes distinctive musical elements of given
pieces in 20th century styles.

Ask the students what kind of musical elements they know.

 Activity 1: Let’s Familiriaze!
 Begin the lesson by reviewing the musical elements
covered in previous lessons, such as melody, harmony,
rhythm, and form.

1.) Melody- is a linear succession of musical tones that the

listener perceives as a single entity. In its most literal sense,
a melody is a combination of pitch and rhythm, while more
figuratively, the term can include other musical elements
such as tonal color.
2.) Harmony- is the concept of combining different sounds
together in order to create new, distinct musical ideas.
3.) Tempo- the rate of speed of a musical piece or passage
indicated by one of a series of directions (such as largo,
presto, or allegro) and often by an exact metronome
marking.
4.) Rhythm- the pattern of sound, silence, and emphasis in a
song.
5.) Meter- refers to regularly recurring patterns and accents
such as bars and beats. Unlike rhythm, metric onsets are
not necessarily sounded, but are nevertheless implied by
the performer and expected by the listener.
6.) Dynamics- how quietly or loudly a piece of music should be
played. Dynamics are an important way of conveying the
mood of a piece and your use of dynamics is a marked
element of your performance. Composers use dynamics to
change the mood.
7.) Form- refers to the structure of a musical composition or
performance.
8.) Timbre- is the quality of a musical note. It is what makes a
musical note sound different from another one. Words like
round, brassy, sharp, or bright can be used to describe the
timbre of a sound.
9.) Texture- is how the tempo, melodic, and harmonic materials
are combined in a musical composition, determining the
overall quality of the sound in a piece.

 Day 2
Objective #2: Explains the performance practice (setting,
composition, role of composers/performers, and audience) of
20th century music.

 Activity 2: 20th Century Musical Styles

Ask students to recall examples of 20th-century musical

styles and composers discussed in previous classes.
Group themselves into four (4).
 Match the composer with their associated style:
a) Igor Stravinsky i. Minimalism
b) Claude Debussy ii. Neoclassicism
c) John Cage iii. Impressionism
d) Miles Davis iv. Jazz

Ask the students:

What is Impressionism?
Impressionism
The sounds of different chords overlapped lightly with each other to
produce new subtle musical colors. Chords did not have a definite
order and a sense of clear resolution. Other features include the lack
of a tonic-dominant relationship which normally gives the feeling of
finality to a piece, moods and textures, harmonic vagueness about the
structure of certain chords, and use of the whole-tone scale. Most of
the impressionist works centered on nature and its beauty, lightness,
and brilliance. A number of outstanding impressionists created works
on this subject.

Who are the Impreesionism and Expressionism Artist and

What particular instrument they are using?

CLAUDE DEBUSSY (1862–1918)

One of the most important and influential of the 20th century

composers was Claude Debussy. He was the primary exponent of the
impressionist movement and the focal point for other impressionist
composers. He changed the course of musical development by
dissolving traditional rules and conventions into a new language of
possibilities in harmony, rhythm, form, texture, and color.

MAURICE RAVEL (1875–1937)

Joseph Maurice Ravel was born in Ciboure, France to a Basque

mother and a Swiss father. He entered the Paris Conservatory at the
age of 14 where he studied with the eminent French composer Gabriel
Faure. During his stint with the school where he stayed until his early
20’s, he had composed a number of masterpieces.

CLAUDE DEBUSSY (1862–1918)

One of the most important and influential of the 20th century

composers was Claude Debussy. He was the primary exponent of the
impressionist movement and the focal point for other impressionist
composers. He changed the course of musical development by
dissolving traditional rules and conventions into a new language of
possibilities in harmony, rhythm, form, texture, and color.

MAURICE RAVEL (1875–1937)

Joseph Maurice Ravel was born in Ciboure, France to a Basque
mother and a Swiss father. He entered the Paris Conservatory at the
age of 14 where he studied with the eminent French composer Gabriel
Faure. During his stint with the school where he stayed until his early
20’s, he had composed a number of masterpieces.

 Day 3:
Activity 3: Composer Biographies

Assign each student a composer from the Impressionist or

Expressionist era. Have them research the life, influences, and
key compositions of the assigned composer. They can then
present their findings to the class, fostering a deeper
understanding of the historical and cultural context.

Trumpet

Is a soprano Brass wind instrument played with a bow, with four

strings tuned at intervals of a fifth, an unfretted fingerboard, and a
shallower body than the viol.

French Horn

Is a valve brass wind instrument that produces a mellow tone from a

long narrow tube that is coiled in a circle before ending in a flaring bell.

English Horn

Is a double – reed woodwind instrument similar to but larger than the

oboe and pitched lower by a fifth.

Harp

Is an instrument having an upright triangular frame.

Celeste/Celesta

Is a keyboard percussion instrument composed of a set of steel plates

of graduated length that are struck with key – operated hammers.

Triangle

Is a percussion instrument consisting of a rod of steel bent into the

form of a triangle open at one angle and sounded by striking with a
small metal rod.

Glockenspiel

Is a percussion instrument with a series of metal bars tuned to the

chromatic scale and played with two light hammers.

Cymbal

Is a percussion instrument consisting of a concave brass plate that

makes a loud clashing tone when hit with a drumstick or when used in
pairs.

Debussy’s Major Compositions

 Claire de Lune “Moonlight” (1888/1903)
Claire de Lune is the third movement of the Suite Bergamasque which
became his most famous composition that reflects rippling water.

Pelléas and Melisande “Pelléas and Melisande” (1902)

Pelléas et Mélisande is a five – act play which is Debussy’s only
completed opera. It is about a love triangle between Melisande and
the half-brothers Peleas and Golaud.

Prélude à l’ après – midi d’ un faune “Prelude to the Afternoon of

a Faun” (1894)
Prelude to the Afternoon of a Faun is considered a turning point in the
history of music. I was based on Mallarme’s beautiful poem and
reflects the desires and dreams of a faun.

La Mer “The Sea” (1905)

Debussy’s most admired and frequently performed orchestral work is
La Mer.

Ravel’s Major Compositions

1. Pavane pour une infane défunte “Pavane for a Dead Princess”

Pavane for a Dead Princess is a slow processional dance in the courts

of Europe during the sixteenth and seventeenth centuries. It is a
reflection of how a princess might dance in the Spanish court, an
expression of a nostalgic enthusiasm for Spanish customs and
sensibilities.

2. Daphnis et Chloé “Daphne and Chloe” (1912)

It is a ballet set to music by Maurice Ravel. He described it as a

choreographic symphony.

3. Bolero (1928)

It is a ballet with one melody and rhythmic accompaniment played

throughout in a variety of orchestrations that build a steady crescendo
from the beginning to the end of the piece. It is Ravel’s most popular
and well – known piece.

 Day 4:
Objective #3: Relates 20th Century music to other art forms
and media during the same time period.

Activity 4: Comparative Analysis:

Select two compositions, one from the Impressionist era and

one from the Expressionist era, that share a similar theme or
subject matter. Have students analyze and compare the
compositional techniques, tonalities, and emotional expressions
used by the composers to convey their respective ideas.

D. Assessment
1. What are the distinctive musical elements present in a 20th-
century piece?
 Answer: Melody, harmony, rhythm, dynamics, and
timbre.
2. How do these elements contribute to the overall style and mood
 of a piece?
 Answer: They help define the unique characteristics and
emotions conveyed in the music.
3. Give an example of a distinctive musical element in a 20th-
century composition.
 Answer: The use of dissonant harmonies in Stravinsky's
"The Rite of Spring."
4. Why is it important to analyze and understand the musical
elements in 20th-century styles?

 Answer: It helps us appreciate and interpret the music

within its historical and cultural context.

5. How can distinctive musical elements enhance the storytelling

in a film score?
 Answer: They can create tension, convey emotions, and
support the narrative visually portrayed on the screen.

IV. REFLECTION Assignment:

 Ask students to research and choose a 20th-century
composition of their choice.
 Instruct them to write a short essay analyzing the distinctive
musical elements present in the selected piece and explaining
how these elements contribute to its overall style and mood.

Prepared By:
Ms. Mary Grace C. Garciano
Teacher

Checked By:
Ms. Helen B. Ancheta
Principal

ST. VINCENT BLESSED SCHOOL OF MANILA, INC.

 732 INSTRUCCION ST. SAMPALOC, MANILA
Tel #: 8741-8955 / 8788-3238/ 09771147197
Email Address: svbsm2003@gmail.com
Facebook Page: St. Vincent Blessed School of Manila, Inc.

Learning Area MAPEH (Music) Grade Level 10

LESSON Learning Fully Face to Face Quarter First
EXEMPLAR Delivery Modality
Teaching Date August 30-31-Sept. 4-5, No. of Days 4
2023
Teaching Time 9:30- 10:30 No. of Hours 240 minutes

I. CONTENT Musical Impressionism and Expressionism

A. Content Standards The learners demonstrate understanding of 20th century music styles
and characteristics features.
B. Performance The learners are able demonstrates resilience, vigilance and proactive
Standards behaviors to prevent intentional injuries.
C. Learning At the end of the lesson, learners are expected to described well the
Competencies musical impressionism and expressionism.
and Objectives
4. Performs music sample from the 20th;
5. Create their own musical compositions in the style of
Impressionism and Expressionism;
6. Evaluates music and music performances using guided
rubrics.

E. Vincentians The learners engage in activities that encourage ideas for integrating
Spirit / Values music with other topic areas are provided, along with processes and
Integration vocabulary for music integration and a basic description of arts
integration. The learners showcase the importance of sets in
collaborations in musical integration.
II. LEARNING RESOURCES  MAPEH 10 21ST CENTURY
Author: Rosario Claridad Cruz, Ph.D.
 Honing your skills through MAPEH 10
Author: Rodelia Natividad V. Tangco
Author / Coordinator: Angelina A. Mojica
 Journey towards MAPEH 10
Author: Gilbert G. Cerezo
Maria Fe M. Limjoco
Darci Roye M. Lapuz
III. PROCEDURES
 Day 5
Objective #4: Performs music sample from the 20th.

Activity 5: Impressionist vs. Expressionist Analysis

Choose a piece that exhibits elements of both Impressionism

and Expressionism. Examples include Debussy's "Prelude to
the Afternoon of a Faun."
Have students analyze and identify sections that reflect each
style, discussing how the composers achieve these effects.
 Day 6
Activity 6: Visual Representation

Ask students to create visual representations (drawings,

paintings, or collages) inspired by the music they've listened to.
This activity encourages them to connect their visual senses
with their auditory experiences and understand the synesthetic
aspects often associated with Impressionist music.

 Day 7
Objective #5: Create their own musical compositions in the
style of Impressionism and Expressionism.

Activity 7: Creative Composing

Challenge students to compose their own short pieces inspired

by either Impressionism or Expressionism. They can
experiment with non-traditional scales, dissonance, or unique
instrumental combinations. This activity allows them to apply
their understanding of the styles in a hands-on way.

 Day 8:
Objective #6: Evaluates music and music performances using
guided rubrics.

Performance Interpretation

If students play instruments or sing, encourage them to perform

a piece from the Impressionist or Expressionist repertoire.
Discuss how they approach interpreting the emotions and
expressions embedded in the music and how their performance
reflects the characteristics of the chosen style.

RUBRICS:
Impressionism Composition Rubric:
1. Creativity and Originality (30 points):

Exceptional (10): Demonstrates a highly creative and original

use of Impressionist elements, such as unconventional scales
and harmonies.
Proficient (7-9): Shows creativity but may rely on familiar
Impressionist tropes.
Basic (4-6): Demonstrates some creativity but lacks originality.
Limited (1-3): Lacks creativity and originality.
2. Use of Impressionist Techniques (30 points):

Exceptional (10): Expertly employs Impressionist techniques,

such as non-traditional scales, modal mixture, and timbral
experimentation.
Proficient (7-9): Effectively uses some Impressionist techniques
with occasional lapses.
Basic (4-6): Demonstrates a basic understanding of
Impressionist techniques but lacks consistency.
Limited (1-3): Struggles to apply Impressionist techniques
effectively.
3. Emotional Conveyance (20 points):

Exceptional (10): Successfully communicates a vivid emotional

landscape that aligns with Impressionist aesthetics.
Proficient (7-9): Effectively conveys emotion but may lack some
subtlety or nuance.
Basic (4-6): Conveys emotion to some extent but lacks depth or
clarity.
Limited (1-3): Fails to effectively communicate emotion.
4. Structure and Form (15 points):

Exceptional (5): Displays a well-structured and thoughtful form

that enhances the Impressionist character.
Proficient (4): Demonstrates a generally sound structure with
minor inconsistencies.
Basic (3): Displays a basic understanding of musical structure
but lacks coherence.
Limited (1-2): Structure is unclear or significantly detracts from
the overall composition.
5. Technical Proficiency (5 points):

Exceptional (2): Demonstrates a high level of technical

proficiency in instrument/vocal writing.
Proficient (1): Shows proficiency with occasional technical
shortcomings.
Basic (0.5): Displays basic technical skills but with noticeable
deficiencies.
Limited (0): Lacks fundamental technical proficiency.
Expressionism Composition Rubric:
1. Emotional Intensity (30 points):

Exceptional (10): Conveys a powerful and emotionally intense

atmosphere aligned with Expressionist aesthetics.
Proficient (7-9): Successfully communicates emotion with some
room for additional intensity.
Basic (4-6): Conveys emotion to a limited extent, lacking depth
or intensity.
Limited (1-3): Struggles to evoke emotion effectively.
2. Use of Atonality and Dissonance (30 points):

Exceptional (10): Expertly employs atonality and dissonance to

create tension and expression.
Proficient (7-9): Effectively uses atonality and dissonance with
occasional lapses.
Basic (4-6): Demonstrates a basic understanding but lacks
consistent application.
Limited (1-3): Struggles to use atonality and dissonance
effectively.
3. Textural Variety (20 points):

Exceptional (10): Achieves a rich textural palette with varied

orchestration or vocal textures.
Proficient (7-9): Shows effective use of texture with some areas
for improvement.
Basic (4-6): Demonstrates a basic understanding but lacks
variety in texture.
Limited (1-3): Texture is monotonous or ineffective.
4. Structural Coherence (15 points):

Exceptional (5): Displays a well-structured and thoughtful form

that enhances the Expressionist character.
Proficient (4): Demonstrates a generally sound structure with
minor inconsistencies.
Basic (3): Displays a basic understanding of musical structure
but lacks coherence.
Limited (1-2): Structure is unclear or significantly detracts from
the overall composition.
5. Technical Proficiency (5 points):
 Exceptional (2): Demonstrates a high level of technical
proficiency in instrument/vocal writing.
Proficient (1): Shows proficiency with occasional technical
shortcomings.
Basic (0.5): Displays basic technical skills but with noticeable
deficiencies.
Limited (0): Lacks fundamental technical proficiency.

D. Assessment 1. What are the distinctive musical elements present in a 20th-

century piece?
 Answer: Melody, harmony, rhythm, dynamics, and
timbre.
2. How do these elements contribute to the overall style and
mood of a piece?
 Answer: They help define the unique characteristics
and emotions conveyed in the music.
3. Give an example of a distinctive musical element in a 20th-
century composition.
 Answer: The use of dissonant harmonies in
Stravinsky's "The Rite of Spring."
4. Why is it important to analyze and understand the musical
elements in 20th-century styles?

 Answer: It helps us appreciate and interpret the

music within its historical and cultural context.

5. How can distinctive musical elements enhance the

storytelling in a film score?
 Answer: They can create tension, convey emotions,
and support the narrative visually portrayed on the
screen.

IV. REFLECTION Assignment:

 Ask students to research and choose a 20th-century
composition of their choice.
 Instruct them to write a short essay analyzing the distinctive
musical elements present in the selected piece and explaining
how these elements contribute to its overall style and mood.

Prepared By:
Ms. Mary Grace C. Garciano
Teacher

Checked By:
Ms. Helen B. Ancheta
Principal

ST. VINCENT BLESSED SCHOOL OF MANILA, INC.

 732 INSTRUCCION ST. SAMPALOC, MANILA
Tel #: 8741-8955 / 8788-3238/ 09771147197
Email Address: svbsm2003@gmail.com
Facebook Page: St. Vincent Blessed School of Manila, Inc.

Learning Area MAPEH (Arts) Grade Level 10

LESSON Learning Fully Face to Face Quarter First
EXEMPLAR Delivery Modality
Teaching Date Sept.6-7,11-12 2023 No. of Days 4
Teaching Time 9:30- 10:30 No. of Hours 240 minutes

I. CONTENT Modern Art

A. Content Standards The learners demonstrate understanding of art elements and process
by synthesizing and applying prior knowledge and skills.

The arts as integral to the development of organizations, spiritual

belief, historical events, scientific, discoveries, natural disasters/
occurrences and other external phenomenon.
B. Performance The learners are able performs/ participate competently in a
Standards presentation of a creative impression (verbal/nonverbal) from the
various art movements.

Recognize the difference and uniqueness of the art styles of the

various art movements (techniques, process, elements, and principles
of art).
C. Learning At the end of the lesson, learners are expected to:
Competencies 1. Analyzes art elements and principles in the production of work
and Objectives following a specific art style from the various art movements;
2. Identifies distinct characteristics of arts from the various art
movements;
3. Identifies representative artists and Filipino counterparts from
the various art movements.
F. Vincentians The learners engage in activities that encourage thinking creatively
Spirit / Values helps students remember things and enhances their creative abilities,
Integration which are more prized in today's industry. The learners showcase the
importance of sets in collaborations and productivity.
II. LEARNING RESOURCES  MAPEH 10 21ST CENTURY
Author: Rosario Claridad Cruz, Ph.D.
 Honing your skills through MAPEH 10
Author: Rodelia Natividad V. Tangco
Author / Coordinator: Angelina A. Mojica
 Journey towards MAPEH 10
Author: Gilbert G. Cerezo
Maria Fe M. Limjoco
Darci Roye M. Lapuz
III. PROCEDURES

 Day 1 & 2:
Objectives #1: Analyzes art elements and principles in the
production of work following a specific art style from the various
art movements;

 Activity 1: Let’s Review

Begin the lesson by reviewing the different art elements (line,
shape, color, texture, value, form, and space) and principles
(balance, contrast, emphasis, movement, pattern, rhythm, and
unity) that the students have learned in previous lessons.
 Use visual aids such as posters or slides to reinforce the
concepts.

Ask the students to make a Modern Art Drawing about what

they want to happen in the future world.

 Activity
2:

PHOTOsynthesis
 Show the students a series of images representing different art
movements, such as Renaissance, Cubism, Surrealism, or Pop
Art.
 Engage the students in a class discussion by asking them to
identify the art elements and principles present in each image.
 Encourage them to share their thoughts and observations.

 Day 3:
Objective #2: Identifies distinct characteristics of arts from the
various art movements.

 GROUP ACTIVITY: Discuss the following:

- Group 1: What is Impressionism?
- Group 2: Who are the famous Impressionism artists?
- Group 3: What is Expressionism?
- Group 4: What is Dadaism?

What is Impressionism?
Impressionism: Origins of the Movement

Impressionism was an art movement that emerged in the second half

of the 19th century among a group of Paris-based artists. The duration
of the impressionist movement it was quite short, less than 20 years
from 1872 to the mid-1880s. But it had a tremendous impact and
influence on the painting styles that followed, such as neo-
impressionism, post-impressionism, fauvism, and cubism—and even
the artistic styles and movements of today.

CLAUDE MONET
(1840-1926) was one of the founders of the impressionist movement along
with his friends Auguste Renoir, Alfred Sisley, and Frédéric Bazille. He was
the most prominent of the group; and is considered the most influential figure
in the movement. Monet is best known for his landscape paintings,
particularly those depicting his beloved flower gardens and water lily ponds
at his home in Giverny.
AUGUSTE RENOIR
(1841-1919), along with Claude Monet, was one of the central figures of the
impressionist movement. His early works were snapshots of real life, full of
sparkling color and light. By the mid-1880s, however, Renoir broke away
from the impressionist movement to apply a more disciplined, formal
technique to portraits of actual people and figure paintings.

Post-Impressionism: Works of Cezanne and Van Gogh

After the brief yet highly influential period of impressionism, an outgrowth

movement known as post-impressionism emerged. The European artists
who were at the forefront of this movement continued using the basic
qualities of the impressionists before them—the vivid colors, heavy brush
strokes, and true-to-life subjects. However, they expanded and experimented
with these in bold new ways, like using a geometric approach, fragmenting
objects and distorting people’s faces and body parts, and applying colors
that were not necessarily realistic or natural. Two of the foremost post-
impressionists were Paul Cézanne and Vincent van Gogh.

PAUL CEZANNE
(1839–1906) was a French artist and post-impressionist painter. His work
exemplified the transition from late 19th-century impressionism to a new and
radically different world of art in the 20th century—paving the way for the
next revolutionary art movement known as expressionism.

VINCENT VAN GOGH

(1853-1890) was a post-impressionist painter from The Netherlands. His
works were remarkable for their strong, heavy brush strokes, intense
emotions, and colors that appeared to almost pulsate with energy. Van
Gogh’s striking style was to have a far-reaching influence on 20th century
art, with his works becoming among the most recognized in the world.

Expressionism: A Bold New Movement

In the early 1900s, there arose in the Western art world a movement that
came to be known as expressionism. Expressionist artists created works
with more emotional force, rather than with realistic or natural images. To
achieve this, they distorted outlines, applied strong colors, and exaggerated
forms. They worked more with their imagination and feelings, rather than
with what their eyes saw in the physical world.

EDVARD MUNCH
- Munch is best – known forerunner of expressionism. His early life was
tortured by sickness, death, insanity, unhappy love affairs, and guilt a classic
way to understand his paintings.

What is the concept of Surrealism?

Surrealism- aims to revolutionise human experience. It balances a
rational vision of life with one that asserts the power of the
unconscious and dreams. The movement's artists find magic and
strange beauty in the unexpected and the uncanny, the disregarded
and the unconventional.

Abstract expressionism is the term applied to new forms of abstract

art developed by American painters such as Jackson Pollock, Mark
Rothko and Willem de Kooning in the 1940s and 1950s. It is often
characterized by gestural brush-strokes or mark-making, and the
impression of spontaneity.
  Day 4
Ojective #3: Identifies representative artists and Filipino
counterparts from the various art movements.

Activity 3: Artist Biographies

Ask students to choose a prominent Modern artist (e.g., Pablo

Picasso, Frida Kahlo, Jackson Pollock) and create a detailed
biography. Encourage them to explore the artist's life, influences,
and the evolution of their artistic style over time.

D. Assessment
1. True or False: The art movement known for its use of geometric
shapes and multiple viewpoints is Cubism. (True)

2. Fill in the blank: Balance is achieved when the elements in an

artwork are evenly distributed. (True)
 3. Multiple Choice: Which art movement focused on dreamlike
and irrational imagery?
a) Renaissance b) Surrealism c) Impressionism d) Realism (b)
Surrealism
IV. REFLECTION  Assignment:
Ask the students to research and write a short essay (200-300
words) on their favorite art movement. They should include a
description of the movement, its key artists, and how it has
influenced contemporary art.

Prepared By:
Ms. Mary Grace C. Garciano
Teacher

Checked By:
Ms. Helen B. Ancheta
Principal
 ST. VINCENT BLESSED SCHOOL OF MANILA, INC.
732 INSTRUCCION ST. SAMPALOC, MANILA
Tel #: 8741-8955 / 8788-3238/ 09771147197
Email Address: svbsm2003@gmail.com
Facebook Page: St. Vincent Blessed School of Manila, Inc.

Learning Area MAPEH (Arts) Grade Level 10

LESSON Learning Fully Face to Face Quarter First
EXEMPLAR Delivery Modality
Teaching Date Sept.13-14,18-19 2023 No. of Days 4
Teaching Time 9:30- 10:30 No. of Hours 240 minutes

I. CONTENT Modern Art

A. Content Standards The learners demonstrate understanding of art elements and process
by synthesizing and applying prior knowledge and skills.

The arts as integral to the development of organizations, spiritual

belief, historical events, scientific, discoveries, natural disasters/
occurrences and other external phenomenon.
B. Performance The learners are able performs/ participate competently in a
Standards presentation of a creative impression (verbal/nonverbal) from the
various art movements.

Recognize the difference and uniqueness of the art styles of the

various art movements (techniques, process, elements, and principles
of art).
C. Learning At the end of the lesson, learners are expected to:
Competencies 4. Uses artworks to derive the traditions/history of the various art
and Objectives movements;
5. Explains the role or function of artworks by evaluating their
utilization and combination of art elements and principles;
6. Reflects on and derive the mood, idea, or message from
selected artworks.

G. Vincentians Spirit The learners engage in activities that encourage thinking creatively
/ Values helps students remember things and enhances their creative abilities,
Integration which are more prized in today's industry. The learners showcase the
importance of sets in collaborations and productivity.
II. LEARNING RESOURCES  MAPEH 10 21ST CENTURY
Author: Rosario Claridad Cruz, Ph.D.
 Honing your skills through MAPEH 10
Author: Rodelia Natividad V. Tangco
Author / Coordinator: Angelina A. Mojica
 Journey towards MAPEH 10
Author: Gilbert G. Cerezo
Maria Fe M. Limjoco
Darci Roye M. Lapuz
III. PROCEDURES

 Day 5
Objective #4: Uses artworks to derive the traditions/history of
the various art movements;

Activity 4: Art Movement Presentations

Assign each student or group a specific Modern Art movement

(e.g., Cubism, Surrealism, Abstract Expressionism) to research
 and present to the class. Include information on key artists,
characteristics of the movement, and the historical context that
influenced its emergence.

 Day 6:

Activity 5: Art Motion

 Divide the students into small groups and assign each group a
specific art movement.
 Provide the groups with art materials (paper, pencils, markers,
etc.) and ask them to create a collaborative artwork that reflects
the assigned art movement.
 Instruct the groups to incorporate the art elements and
principles associated with the chosen movement into their
artwork.
 Allow the students to research and gather inspiration from
different artists associated with the assigned art movement.

 Day 7:
Objective #5: Explains the role or function of artworks by
evaluating their utilization and combination of art elements
and principles.

Gallery Walk:
Curate a "gallery" within your classroom by displaying prints or
images of famous Modern Art pieces. Organize a gallery walk
where students can observe, discuss, and analyze the artworks.
Provide guided questions to prompt thoughtful observations and
interpretations.

 Day 8
Objective #6:
Activity 6: Artistic Response Essays

After studying specific artworks or movements, ask students to

write reflective essays expressing their personal responses.
Encourage them to explore how the art makes them feel, what
messages they think the artist is conveying, and how the artwork
relates to broader cultural or societal themes.

D. Assessment 1. True or False: The art movement known for its use of geometric
shapes and multiple viewpoints is Cubism. (True)
2. Fill in the blank: Balance is achieved when the elements in an
artwork are evenly distributed. (True)
3. Multiple Choice: Which art movement focused on dreamlike
and irrational imagery?
a) Renaissance b) Surrealism c) Impressionism d) Realism (b)
Surrealism
IV. REFLECTION  Assignment:
Ask the students to research and write a short essay (200-300
words) on their favorite art movement. They should include a
description of the movement, its key artists, and how it has
influenced contemporary art.
Prepared By:
Ms. Mary Grace C. Garciano
Teacher

Checked By:
Ms. Helen B. Ancheta
Principal
 ST. VINCENT BLESSED SCHOOL OF MANILA, INC.
732 INSTRUCCION ST. SAMPALOC, MANILA
Tel #: 8741-8955 / 8788-3238/ 09771147197
Email Address: svbsm2003@gmail.com
Facebook Page: St. Vincent Blessed School of Manila, Inc.

Learning Area MAPEH (PE) Grade Level 10

LESSON Learning Fully Face to Face Quarter First
EXEMPLAR Delivery Modality
Teaching Date Sept. 20-21,25-26, 2023 No. of Days 4
Teaching Time 9:30- 10:30 No. of Hours 240 minutes

I. CONTENT Lifestyle and Weight Management

A. Content Standards The learners Demonstrates understanding of lifestyle and weight
management to promote societal fitness.
B. Performance The learners maintain an active lifestyle to influence the physical
Standards activity participation of the community and society.

Practices healthy eating habits that support an active lifestyle.

C. Learning At the end of the lesson, learners are expected to:
Competencies 1. Assesses physical activity, exercise and eating habits;
and Objectives 2. Engages in moderate to vigorous physical activities for at
least 60 minutes a day in and out of school;
3. Expresses a sense of purpose and belongingness by
participating in physical activity -related community services
and programs
H. Vincentians Spirit The learners engage in activities that encourage engagement in
/ Values regular physical activity to improve fitness levels and sustain it. The
Integration learners showcase the importance of sets in collaborations, unity
and service.
II. LEARNING RESOURCES  MAPEH 10 21ST CENTURY
Author: Rosario Claridad Cruz, Ph.D.
 Honing your skills through MAPEH 10
Author: Rodelia Natividad V. Tangco
Author / Coordinator: Angelina A. Mojica
 Journey towards MAPEH 10
Author: Gilbert G. Cerezo
Maria Fe M. Limjoco
Darci Roye M. Lapuz
III. PROCEDURES
 Day 1
Objectives #1: Assesses physical activity, exercise and eating
habits.

 Activity 1: Clip It
 Show a short video or present a slideshow highlighting the
benefits of regular physical activity and healthy eating
habits.
  Engage students in a brief discussion about their current
physical activity levels and eating habits, encouraging them
to reflect on areas that may need improvement.

What is weight management?

Weight management is the phrase used to describe both the
techniques and underlying physiological processes that contribute to a
person's ability to attain and maintain a certain weight. Most weight
management techniques encompass long-term lifestyle strategies that
promote healthy eating and daily physical activity. Moreover, weight
management involves developing meaningful ways to track weight
over time and to identify ideal body weights for different individuals

Due to the rising obesity rates in many parts of the world, proper
weight management strategies most often focus on achieving healthy
weights through slow but steady weight loss, followed by maintenance
of an ideal body weight over time.

Rising obesity rates are a major concern around the world, especially
in North America. About 60% of Americans and Canadians are either
overweight or obese Understanding the basic science of weight
management and some of the strategies for attaining and maintaining
a healthy weight is very important to a person's overall health because
obesity is a risk factor for many chronic diseases, like Type 2
diabetes, hypertension and cardiovascular disease.

Lifestyle is the interests, opinions, behaviors, and behavioral

orientations of an individual, group, or culture.

Day 2 & 3:
Objective #2: Engages in moderate to vigorous physical
activities for at least 60 minutes a day in and out of school

 Activity 2: "My Fitness Journal"

 Instruct students to create a fitness journal to track their
physical activity and eating habits for one week.
 Provide a template or guide for students to record their
daily activities, exercise routines, and meals.
 Encourage students to set specific goals for
improvement based on their journal entries.

The following are some of the health benefits of physical activity:

Back Pain: Regular exercise helps to prevent back pain by making

your back more flexible and stronger, and by improving your posture.

Diabetes: Regular physical activity can help to prevent and control

type 2 diabetes by reducing body fat. Emotions: Daily physical activity
can help you feel better, reduce depression and anxiety, and help you
manage stress.

Heart Disease: Daily physical activity can help prevent heart disease
and strokes by improving blood flow, strengthening your heart,
lowering your blood pressure, raising the level of your good
cholesterol, and lowering the level of your bad cholesterol.

High Blood Pressure: Regular physical activity can lower your blood
pressure if it is too high. It can also reduce body fat, which is
associated with high blood pressure.

Obesity: Daily physical activity helps to reduce body fat by

 strengthening your muscles and helping you to burn calories with less
effort. If you eat well, physical activity can help you control your
weight.

Osteoporosis: Regular weight-bearing exercise strengthens bones

and slows down bone loss associated with aging.

Stroke: Regular physical activity lowers your risk of getting a stroke

and helps to lower your risk of getting heart disease. Experiences an
individual’s past experiences will play a factor in their choice to live an
active lifestyle. If a person has had positive experiences being
physically active, they are more likely to want to be physically active
again. For example, if going for a walk after a stressful day makes you
feel better you may choose to do it the following day. A negative
experience with physical activity sometimes has the opposite effect
and individuals may not want to do it again. For example, if someone
decided to go skiing with a friend and broke their leg because of a
nasty fall, they may never want to go skiing again. Having positive
experiences with activity is a very powerful factor in future activity
participation.

 Day 4:
Objective #3: Expresses a sense of purpose and belongingness
by participating in physical activity -related community services
and programs
Activity 3: "Nutrition Detectives"
 Divide students into small groups and provide them with
food labels from various packaged products.
 Instruct each group to analyze the labels and identify the
nutritional content and ingredients.
 Encourage students to discuss the health implications of
the products and suggest healthier alternatives.

Activity 4: Fitness Challenges

Implement fitness challenges like a step-count challenge or a month-

long fitness commitment.
Track progress and discuss the relationship between consistent
physical activity and weight management.

D. Assessment  Multiple-choice questions:

i. Which of the following is an example of moderate-
intensity physical activity? a) Jogging b) Walking c)
Sprinting d) Climbing stairs
ii. True or False: Consuming a balanced diet is essential
for maintaining good health.
iii. Fill in the blank: The acronym SMART stands for
_______.
iv. Which of the following is a benefit of regular physical
activity? a) Improved cardiovascular health b) Increased
risk of chronic diseases c) Decreased energy levels d)
Weakened muscles
v. True or False: It is recommended to engage in at least
150 minutes of moderate-intensity physical activity per
week.
IV. REFLECTION  Assignment:
Students are required to create a one-week meal plan that
includes balanced and nutritious meals. They should consider
the recommended daily intake of essential nutrients and dietary
guidelines.
Prepared By:
Ms. Mary Grace C. Garciano
Teacher

Checked By:
Ms. Helen B. Ancheta
Principal
 ST. VINCENT BLESSED SCHOOL OF MANILA, INC.
732 INSTRUCCION ST. SAMPALOC, MANILA
Tel #: 8741-8955 / 8788-3238/ 09771147197
Email Address: svbsm2003@gmail.com
Facebook Page: St. Vincent Blessed School of Manila, Inc.

Learning Area MAPEH (Health) Grade Level 10

LESSON Learning Fully Face to Face Quarter First
EXEMPLAR Delivery Modality
Teaching Date September 27-28- Oct.2- No. of Days 5
3, 2023
Teaching Time 9:30- 10:30 No. of Hours 300 minutes

I. CONTENT Consumer Health

A. Content Standards The learners understand the guidelines and criteria in the selection
and evaluation of health information, products, and services.
B. Performance The learners are able to demonstrate critical thinking and decision-
Standards making skills in the selection, evaluation and utilization of health
information, products and services.
C. Learning At the end of the lesson, learners are expected to:
Competencies 1. explains the guidelines and criteria in the selection and
and Objectives evaluation of health information, products and services
2. discusses the various forms of health service providers and
healthcare plans
3. selects health professionals, specialists and health care
services wisely
I. Vincentians Spirit / The learners engage in activities that encourage the main part of our
Values Integration spiritual health is played by the connections between health skills
(such as understanding influences, making decisions, setting goals,
and advocating) and the various aspects of health since they are
produced, fostered, and expressed throughout all areas of life. The
learners showcase the importance of sets in optimism and
collaborations.
II. LEARNING RESOURCES  MAPEH 10 21ST CENTURY
Author: Rosario Claridad Cruz, Ph.D.
 Honing your skills through MAPEH 10
Author: Rodelia Natividad V. Tangco
Author / Coordinator: Angelina A. Mojica
 Journey towards MAPEH 10
Author: Gilbert G. Cerezo
Maria Fe M. Limjoco
Darci Roye M. Lapuz
III. PROCEDURES
 Day 1
Objectives #1: Understand basic Health Information that
people needed.

 Activity 1: Let’s Review

 Begin the lesson by reviewing the importance of making
informed decisions regarding health information, products, and
services.
 Discuss the potential consequences of relying on inaccurate or
unreliable health information.
Health information

Is the data related to a person’s medical history, including symptoms,

diagnoses, procedures, and outcomes. Health information records
include patient histories, lab results, x-rays, clinical information, and
notes. A patient’s health information can be viewed individually, to see
how a patient’s health has changed; it can also be viewed as a part of
a larger data set to understand how a population’s health has
changed, and how medical interventions can change health outcomes.

Personal health record

Play a key role in the move to a safer, more efficient, consumer-driven

US healthcare system. It will be a valuable asset to individuals and
families, enabling them to integrate and manage their healthcare
information using secure, standardized tools.

Health information technology

The area of healthcare that oversees the technology systems

healthcare providers uses to manage patient data.

 GROUP ACTIVITY: Identify the following:

- Group 1- Health Services
- Group 2- Health Insurance

Choosing health services

Consist of medical professionals, organizations, and ancillary health

care workers who provide medical care to those in need. Health
services serve patients, families, communities, and populations. They
cover emergency, preventative, rehabilitative, long-term, hospital,
diagnostic, primary, palliative, and home care. These services are
centered around making health care accessible, high quality, and
patient-centered. Many different types of care and providers are
necessary in order to offer successful health services.

Health insurance

A type of insurance coverage that typically pays for medical, surgical,

prescription drug and sometimes dental expenses incurred by the
insured. Health insurance can reimburse the insured for expenses
incurred from illness or injury, or pay the care provider directly. It is
often included in employer benefit packages as a means of enticing
quality employees, with premiums partially covered by the employer
but often also deducted from employee paychecks. The cost of health
insurance premiums is deductible to the payer, and the benefits
received are tax-free, with certain exceptions for S Corporation
Employees.

 Day 2:
Objective #2: Explains the guidelines and criteria in the
selection and evaluation of health information, products and
services.

 Activity 2: Video Presentation

 Show a short video or present a case study highlighting the
impact of misinformation on health decisions.
  Engage students in a brief discussion about their own
experiences with health-related information and products.

Medicine
treatment for illness or injury, or the study of this

Dietary supplement

A product taken orally that contains one or more ingredients (such as

vitamins or amino acids) that are intended to supplement one's diet
and are not considered food.

 Day 3:
Objectives #3: Discusses the various forms of health service
providers and healthcare plans.

Activity 3: The Boat is Sinking

 Divide the students into small groups.
 Provide each group with a set of health-related websites,
articles, or advertisements.
 Instruct the groups to evaluate the credibility, accuracy, and
relevance of the provided information using a checklist or
rubric.
 After evaluating the information, each group should present
their findings to the class, explaining their reasoning and
justifying their evaluations.

Comprehensive health service

Providing for the full range of personal health services for diagnosis,
treatment, follow-up and rehabilitation of patients.

Alternative health care services

A variety of health care practices, such as homeopathy, naturopathy,

and Reiki, whose tenets often differ from those of mainstream
medicine and are not generally taught in conventional medical
schools.

 Day 4

Activity 4: Consumer Rights Simulation

Create scenarios where students navigate consumer rights related

to health products and services.
Discuss how laws protect consumers and their rights in various
health-related transactions.

D. Assessment 1. True or False: It is important to evaluate the credibility of health

information before making decisions. Answer: True

2. Fill in the blank: Evidence-based health information is based on

___________. Answer: Scientific research and reliable sources
 3. Multiple Choice: Which of the following is a reputable source of
health information? a) Personal blog b) Government website c)
Social media post d) Wikipedia Answer: b) Government
website.

IV. REFLECTION  Assignment:

 Ask students to research and find a health-related article or
advertisement.
 Instruct them to evaluate the credibility, accuracy, and
relevance of the information using the guidelines and criteria
discussed in class.
 Students should submit a written report or presentation
summarizing their evaluation and explaining their reasoning.

Prepared By:
Ms. Mary Grace C. Garciano
Teacher

Checked By:
Ms. Helen B. Ancheta
Principal
 ST. VINCENT BLESSED SCHOOL OF MANILA, INC.
732 INSTRUCCION ST. SAMPALOC, MANILA
Tel #: 8741-8955 / 8788-3238/ 09771147197
Email Address: svbsm2003@gmail.com
Facebook Page: St. Vincent Blessed School of Manila, Inc.

Learning Area MAPEH (Health) Grade Level 10

LESSON Learning Fully Face to Face Quarter First
EXEMPLAR Delivery Modality
Teaching Date Oct.4-5, 9-10, 2023 No. of Days 4
Teaching Time 9:30- 10:30 No. of Hours 240 minutes

I. CONTENT Consumer Health

A. Content Standards The learners understand the guidelines and criteria in the selection
and evaluation of health information, products, and services.
B. Performance The learners are able to demonstrate critical thinking and decision-
Standards making skills in the selection, evaluation and utilization of health
information, products and services.
C. Learning At the end of the lesson, learners are expected to:
Competencies 4. Reports fraudulent health services;
and Objectives 5. Explains the different kinds of complementary and
alternative health care modalities;
6. Discuss the importance of consumer laws to protect public
health.
J. Vincentians The learners engage in activities that encourage the main part of our
Spirit / Values spiritual health is played by the connections between health skills
Integration (such as understanding influences, making decisions, setting goals,
and advocating) and the various aspects of health since they are
produced, fostered, and expressed throughout all areas of life. The
learners showcase the importance of sets in optimism and
collaborations.
II. LEARNING RESOURCES  MAPEH 10 21ST CENTURY
Author: Rosario Claridad Cruz, Ph.D.
 Honing your skills through MAPEH 10
Author: Rodelia Natividad V. Tangco
Author / Coordinator: Angelina A. Mojica
 Journey towards MAPEH 10
Author: Gilbert G. Cerezo
Maria Fe M. Limjoco
Darci Roye M. Lapuz
III. PROCEDURES

 Day 5
Objective #4: Reports fraudulent health services.

Activity 5:

4 Pics 1 Word

Ask the students what word they can guess base on the
picture.
Quackery

Quackery, a form of a health fraud, is any advertisement, promotion,

or sale of products and services that have not been scientifically
proven safe and effective. It is being operated by a quack. A quack is
an individual that has little or no professional qualifications to practice
medicine. His/her also pretentiously uses meaningless medical jargon
and relies on scare tactics, paranoid accusations, and quick fixes
there are three major characteristics of health quackery. First, it is a
big business. A huge amount of money is spent on fraudulent health
products and services. Second, it multiplies and spreads fast. Lastly, it
thrives on individuals who are diagnosed with illnesses that are known
to have no cure.

 Day 5 &6
Objective #5: Explains the different kinds of complementary
and alternative health care modalities.

Activity 6: Research and Presentation

Assign each student or small groups a specific CAM therapy
(e.g., acupuncture, herbal medicine, chiropractic care).
Have them research the history, principles, and potential
benefits or risks associated with their assigned therapy.
Conduct presentations to the class, fostering discussion and
questions.

 Day 7
Objective #6: Consumer Rights and Responsibilities:

Explore the rights and responsibilities of consumers in the

health context.
Discuss issues like informed consent, privacy, and the
importance of seeking reliable healthcare information.

Activity 7: Food Advertising Evaluation

Show students various food advertisements from different

media sources.
Discuss the persuasive techniques used in advertising and
how they can influence food choices.
Have students create their own advertising campaign
promoting a healthy food product.
  Day 8
Activity 8: Consumer Health Debate

Assign topics related to controversial health products or practices.

Have students research and participate in a debate, presenting
different perspectives.

D. Assessment 1. True or False: It is important to evaluate the credibility of health

information before making decisions. Answer: True

2. Fill in the blank: Evidence-based health information is based on

___________. Answer: Scientific research and reliable sources

3. Multiple Choice: Which of the following is a reputable source of

health information? a) Personal blog b) Government website c)
Social media post d) Wikipedia Answer: b) Government
website.

IV. REFLECTION  Assignment:

 Ask students to research and find a health-related article or
advertisement.
 Instruct them to evaluate the credibility, accuracy, and
relevance of the information using the guidelines and criteria
discussed in class.
 Students should submit a written report or presentation
summarizing their evaluation and explaining their reasoning.

Prepared By:
Ms. Mary Grace C. Garciano
Teacher

Checked By:
Ms. Helen B. Ancheta
Principal