CM 7

Contents
MUSIC
Unit I Music of the Lowlands of Luzon
Lesson 1 Sacred Music of Luzon, 2
Lesson 2 Secular Music of Luzon, 5
Lesson 3 Instrumental Music of Luzon, 8
Unit II Music of Cordillera, Mindoro, Palawan, and the Visayas

Lesson 1 Music of Cordillera, 13
Lesson 2 Music of Mindoro and Palawan, 16 Lesson 3
Music of the Visayas, 19
Unit III Music of Mindanao

Lesson 1 Palabunibunyan Ensemble, 24
Lesson 2 Lute Music of Mindanao, 27
Lesson 3 Other Instruments of Mindanao (Bamboo and Wood), 29
Unit IV Representative Festivals and Theatrical Forms of the Philippines

Lesson 1 Philippine Festivals, 33
Lesson 2 Philippine Theatrical Forms, 36
Lesson 3 Philippine Bodabil, 40
i
ART
Unit I Folk Arts and Crafts of Luzon (Highlands and Lowlands)
Lesson 1 Folk Arts and Crafts of Northern Luzon, 45
Lesson 2 Folk Arts and Crafts of Cagayan Valley and Central Luzon, 51 Lesson 3 Folk Arts
and Crafts of Southern Tagalog and Bicol Region, 55
Unit II Folk Arts and Crafts of MIMAROPA and the Visayas

Lesson 1 Folk Arts and Crafts of Mindoro, Marinduque, Romblon, and Palawan (MIMAROPA), 61
Lesson 2 Folk Arts and Crafts of Western Visayas: Panay and Negros Islands, 66 Lesson 3 Folk
Arts and Crafts of Central and Eastern Visayas, 70
Unit III Folk Arts and Crafts of Mindanao

Lesson 1 Folk Arts and Crafts of the Caraga and ARMM Regions, 75
Lesson 2 Folk Arts and Crafts of Northern Mindanao and SOCCSKSARGEN Regions, 80
Lesson 3 Folk Arts and Crafts of Davao and Zamboanga Regions, 84
Unit IV Filipino Festivals and Theatrical Forms

Lesson 1 Religious Festivals, 89
Lesson 2 Nonreligious/Regional Festivals, 93
Lesson 3 Representative Philippine Theatrical Forms, 97
ii
PHYSICAL EDUCATION
Unit I Fitness for Life
Lesson 1 Physical Fitness, 101
Lesson 2 Philippine Physical Fitness Test, 104
Lesson 3 Your Personal Fitness Plan, 106
Unit II Individual Sports

Lesson 1 Track and Field, 110 Lesson 2
Swimming, 112
Unit III Dual Sports

Lesson 1 Badminton, 120
Lesson 2 Table Tennis, 122
Lesson 3 Combative Sports: Arnis, 124
Unit IV Philippine Dances
Lesson 1 Philippine Folk Dances, 128

Lesson 2 Fundamentals of Folk Dancing, 130 Lesson 3
Local and Indigenous Dances, 132
iii
HEALTH
Unit I Growth and Development
Lesson 1 Holistic Health and Health Dimensions, 136
Lesson 2 Management of Health Concerns during Puberty, 139 Lesson
3 Health Appraisal Procedure, 141
Unit II Nutrition
Lesson 1 Nutritional Guidelines, 144
Lesson 2 Nutritional Guidelines for Filipinos Appropriate during Puberty, 147
Lesson 3 Nutritional Problems of Adolescents, 150
Unit III Personal Health

Lesson 1 Mental Health and Understanding Stress, 153
Lesson 2 Coping with Stress and Depression, 155
Lesson 3 Common Mental Disorders and Management, 157
Unit IV Prevention and Control of Diseases and Disorders

Lesson 1 Common Noncommunicable and Lifestyle Diseases, 160
Lesson 2 Prevention and Control of Noncommunicable and Lifestyle Diseases, 162
Lesson 3 Monitoring Skills, Programs and Policies,and Agencies, 165
The learner demonstrates an understanding of basic concepts and processes in music
and art through appreciation, analysis, and performance for his/her self-development,
CORE LEARNING AREA STANDARD
celebration of his/her Filipino cultural identity and diversity, and expansion of his/her
world vision.
The learner demonstrates understanding of salient features of music and art of the
Philippines and the world, through appreciation, analysis, and performance for
KEY STAGE STANDARD (7–10)
selfdevelopment, the celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision.
The learner demonstrates basic understanding of the fundamental processes in music

GRADE LEVEL STANDARD (7) and the arts through performing, creating, listening and observing, and responding
towards appreciation of the cultural richness of the different provinces in the Philippines.
QUARTER FIRST
UNIT NUMBER 1
UNIT TITLE Music of the Lowlands of Luzon
TIME FRAME 5 meetings
CONTENT STANDARD
PERFORMANCE STANDARD
The student demonstrates understanding of the musical
The student performs music of the lowlands with appropriate
characteristics of representative music from the lowlands of
pitch, rhythm, expression, and style.
Luzon.
1
ESSENTIAL
QUESTIONS ACTIVITIES VALUES AND
LEARNING
TOPICS AND ASSESSMENTS AND SUBJECT
COMPETENCIES
ENDURING STRATEGIES INTEGRATION
UNDERSTANDINGS
LESSON 1: Sacred Essential Questions: Knowledge: Pre-assessment: Discussion Values:

Music of Luzon The students will The students will know... Quick Check (How Concept Recall Artistic excellence
explore responses to Luzon: Music of the ready are you?, Socratic Approach Love for country
the following questions: Lowlands page 3)
Content Standard Orff Approach Nationalism
1. How does music Eliciting Prior
The student  Vocal Music Music Listening Care and
reflect and form Knowledge/
demonstrates history and culture? a. Sacred Music K-W-L Song/Lyrics respect for other’s
understanding of Analysis beliefs and
2. How is music  Mass
the musical traditions
created? Formative Song
 Astores Preservation of
characteristics of communicated? Assessment: Interpretation
representative  Moro-moro indigenous/
3. Why do people Matching Type Compare and
native musical
music from the sing?  Pabasa ng Contrast
(Let’s Recall, page instruments (Las
lowlands of Luzon. 4. What is sacred Pasyon 10) Venn Diagram Piñas Bamboo
music for you?  Senakulo Choral Reading Organ)
Poem Analysis/
5. What is secular Melody Individual/Group Group
Performance  Salubong
music for you? composition (Let’s Singing collaboration and
Standard  Flores de
6. How does secular Explain, pages 10 connectedness
The student performs Mayo Poem Writing
music difffer from and Improved both
music of the lowlands sacred music?  Santacruzan 11) Song Composition
verbal and
with appropriate  Film Viewing
 Tiple Interview, Data nonverbal
pitch, rhythm, Gathering, commu-
expression, and style. b. Secular Music Organizing, and nication skills
 Folk song Interpreting
 Harana
2
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
7. What is  Kumintang (Let’s Connect, Picture/Video Responsible
instrumental music  Polka page 11) analysis and technology user/
for you? interpretation digital learners
 Instrumental
8. Why do people Summative Wall Page Making
Music
play musical Assessment: Forum Subject Integration:
instruments?  Las Piñas
Bamboo Wall page of Collaborative Religion/Values
Organ Devotional Approach Education
Enduring Celebrations Innovative (sacred music
 Rondalla
Understandings: (Let’s Apply, page Approach and God’s gift of
Band
The students will 12) nature)
 Musikong Instrument
understand that… Playing Araling
Bumbong
1. music is a Self-assessment: Panlipunan
 Angklung Group Practice (history of
significant element Great contribu-
Ensemble Group Philippine culture
of the historical tion to religious
and cultural history Presentation and tradition and
Skills: music sacred music)
of people. Voice
The students will be Plan of action in Classification Filipino (pabasa
2. sacred and
skilled at… preserving ng pasyon—
secular music are Identification
liturgical and song analysis
expressed through  identifying the Interview, Data
musical devotional music and lyrics making)
vocal and Gathering,
characteristics of (Reflection:
instrumental Organizing, and
representative Looking at my
forms. Interpreting
music selections performance,
from the lowlands page 13)
of Luzon after liste
listening;
3
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
4
3. singing and analyzing the Reporting Science
playing music musical Integration of (human voice
are fundamental elements of concept areas/ classifications
and universal some lowland Interdisciplinary —boy-soprano
forms of vocal and Approach choir and
expression. instrumental frequency used
music Student —pitch of
4. music selfassessment
collaborates with selections; bamboo
different forms explaining the Journaling musical
of elements. distinguishing instrument)
5. participation in characteristics Computer (wall
an ensemble of page making
requires representative and forum on
openness, Philippine Philippine
sensitivity, and music devotional
collaboration. selections celebrations)
from Luzon in TLE/HE and Art
6. the outcome of
relation to its (costume
an ensemble
culture and designs)
performance
geography;
comes from the Art (the creative
concerted exploring ways presentation of
effort of all the of producing plan of action
players. sounds on and wall page
a variety of
making)
sources that are
similar to the
instruments
being studied;
5
ESSENTIAL
QUESTIONS
ACTIVITIES VALUES AND
AND LEARNING
TOPICS ASSESSMENTS AND SUBJECT
ENDURING COMPETENCIES
STRATEGIES INTEGRATION
UNDERSTANDING
S
improving Mathematics
simple rhythmic/ (lyrics making —
melodic syllabication/
accompaniment rhyming)
s to selected Ecology (the use
music from the and preservation
lowlands of of bamboo used
Luzon; in the Las Piñas
performing Bamboo Organ)
instruments/ Muslim’s
improvised nasheed
instruments (devotional
from Luzon music)
lowlands;
singing folk
LESSON 2: songs from the Pre-assessment: Discussion Values:
Secular Music of lowlands of Concept Recall
Quick Check Artistic
Luzon;
Luzon (How Ready Are Socratic excellence
creating Approach
You?, page 13) Love for country/
appropriate
Content Standard Eliciting Prior Music Listening Nationalism
movements
The student or gestures to Knowledge/ Music Analysis Gratefulness and
demonstrates accompany the K-W-L preservation of
Note-reading
understanding music selections Philippine
of the lowlands cultures and
of Luzon;
6
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
of the musical providing Formative Kodaly Approach
characteristics of harmonic Assessment: Individual/Group traditions and
representative accompani Concept Recall Singing nationalistic
music from the ments to (Let’s Recall, songs
selected Song
lowlands of Luzon. page 20) Interpretation Group
music of the
Song collaboration and
lowlands of Song
Interpretation connectedness
Performance Luzon; Composition 
(Let’s Explain, Respect for
Standard evaluating Film Viewing
page 20) one’s culture
music and Picture/Video
The student Song Analysis and tradition
music interpretation
performs music of performances; (Let’s Connect,
the lowlands with and analysis
and page 20) Subject
appropriate pitch, Instrument
applying Integration:
rhythm, expression, Playing
knowledge of Summative
and style. Araling
Assessment: Group Practice
musical Panlipunan (the
elements and Kumintang Song Group history of
styles. Composition Presentation Philippine
(Let’s Apply, Identification secular forms;
page 21) Integration of history of
content areas/ instrumental
Interdisciplinary forms; World
Approach War II and
EDSA
Revolution; and
the Did you
know that part)
7
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Self-assessment: Interview/Data Filipino (song
 Giving of Gathering, interpretation of
concrete Organizing, and folk songs)
contributions on Interpreting Mathematics
valuing and Student (folk song
preserving vocal selfassessment integration with
music Exit Card polka and the
(Reflection: use of time
Looking at my signature)
performance, Art (harana and
page 22) polka costumes)
Physical
Education
(secular music
dances)
Japanese music
(sakura—folk
song)
8
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
LESSON 3: Pre-assessment: Discussion Values:
Instrumental Quick Check: Concept Recall Artistic
Music of Luzon (How ready are Socratic excellence
you? page 23) Approach Love for country
Content Eliciting Prior Music Listening Care for nature
Knowledge/ Song/Lyrics/ Creativity and
Standard The
K-W-L Originality on the
student Tone Analysis 
Answering of Brainstorming construction/
demonstrates
Guide Questions creation of
understanding of Individual/Group
given in the Philippine
the musical Singing
Assignment musical
characteristics of Song instruments
representative Interpretation
Formative Group
music from the Assessment:  Poem Writing collaboration and
lowlands of Luzon. connectedness
Concept Recall Song
Composition  Resourcefulness
Listening and
Identifying of Film Viewing Promote
Performance
functions of Picture/Video self-esteem,
Standard
musical interpretation confidence,
The student and analysis leadership,
instruments
performs music of teamwork, and
(Let’s Recall, Demonstration
the lowlands with discipline
page 29) Individual/Group
appropriate pitch,
rhythm, expression, Instrument
and style. Playing
9
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Odd-Man Out Peer teaching Elevates
(Let’s Explain, collaboration performance
pages 30 and Innovative skills and
31) Approach reduces stage
fright
Performance Group Practice
analysis/ Group
Compare and Presentation Subject
contrast of the Integration:
Classification/
different Values
Identification of
instrumental Education
Instruments
ensemble (Philippine
(Let’s Connect, Integration of
instrumental
page 31) content areas/
forms and
Interdisciplinary
Approach God’s gift of
Summative nature—
Interview/Data instruments
Assessment:
Gathering,
made from
Rondalla Playing Organizing, and
bamboo/wood)
(Let’s Apply, Interpreting
page 31) Student
selfassessment
Journaling/ Exit
Card
10
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Self-assessment: Araling
 Giving of Panlipunan
concrete (history of
contributions on Philippine
valuing and instrumental
preserving vocal forms and other
music countries; Going
(Reflection: Beyond and the
Looking at my Did you know
that part)
performance,
page 34) Science (human
voice
classifications—
instrumental
functions and
frequency used
— pitch of
musical
instrument)
TLE/HE
(musicians’
uniform)
Computer (use
of software—
instrumental
interactive
activity)
11
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Mathematics
(rondalla strings
note-interval)
Western music
(integration of
classifications of
instruments)
Ecology (the
use and
preservation of
Philippine
musical
instruments)
Art (creative
presentation of
Reflection
Journal/Exit
Card)
12
world vision.
Philippines and the world, through appreciation, analysis, and performance, for
and the arts through performing, creating, listening and observing, and responding
GRADE LEVEL STANDARD (7)
towards appreciation of the cultural richness of the different provinces in the
Philippines.
QUARTER SECOND
UNIT NUMBER 2
UNIT TITLE Music of Cordillera, Mindoro, Palawan, and the Visayas
CONTENT STANDARD PERFORMANCE STANDARD

The student demonstrates understanding of the musical The student performs selected vocal and instrumental music of
characteristics of representative music from the highlands of Cordillera, Mindoro, Palawan, and the Visayas in appropriate
Luzon, Mindoro, Palawan, and the Visayas. style.
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
13
LESSON 1: Essential Knowledge: Pre-assessment: Discussion Values:
Music of Questions: The students will know... Quick Check: Concept Recall Artistic
Cordillera The students will  Music of (How ready are Socratic excellence
explore responses to Cordillera You?, page 35) Approach Love for country
Content the following a. Vocal Music Eliciting Prior Orff Approach Nationalism
questions: Knowledge/
Standard The  Salidumay Music Listening Care and
K-W-L
student 1. How do you Note-reading respect for
value your  Bad-iw
demonstrates other’s beliefs
culture and  Og-gayam b. Song/Lyrics
Formative and traditions
understanding of tradition? Analysis
Instrumental Assessment: Preservation of
the musical Song
2. How is music Music Matching Type indigenous/
characteristics of written and read? Interpretation
 Kalinga Ethnic Concept Recall native musical
representative Brainstorming instruments
3. How is music Instrument (Let’s Recall,
music from the composed and Individual/Group (bamboo and
 Music of Mindoro and page 45)
highlands of improvised? Singing wood)
Palawan Group
Luzon, Mindoro, 4. How are Film Viewing Group
Instrument
Palawan, and the different a. Vocal Music collaboration
Playing/ Picture/Video
Visayas. instruments  Ambahan Processing and
analysis and
played? connectedness
(Let’s Explain, interpretation
5. What does page 46) Promote
Performance Collaborative
traditional Music Analysis self-esteem,
Standard Approach
celebration mean (Let’s Connect, confidence,
The student to you? Innovative leadership,
pages 46 and Approach
performs selected 47)
vocal and instru-
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
14
mental music of 6. Why are town b. Instrumental Summative Instrument teamwork, and
Cordillera, celebrations Music Assessment: Pattern discipline
Mindoro, important to a Kalinga Composition Elevates
 Musical
Palawan, and the town or Ensemble Demonstration performance
instruments
Visayas in community? (Group skills and
of the Instrument
appropriate style. 7. What does music Mangyans of Composition reduces stage
Playing
do in Mindoro and Playing) fright
celebrations? Group Practice
(Let’s Apply, Resourcefulness
 Musical
8. Why promote pages 47 and Group
instruments
and develop 48) Presentation
of Palawan Subject Integration:
music? Integration of
concept areas/ Religion/Values
Self-assessment:
 Music of the Interdisciplinary Education (vocal
Enduring Completing the
Visayas Approach and instrumental
Understandings: Q&A activity forms of
a. Vocal Music Student
The students will sheet as a form Cordillera)
 Balitaw selfassessment
understand that… evaluation Araling
(Reflection: Journaling/ Exit
1. learning to read b. Visayan Panlipunan
Looking at my Card
and notate music Instrumental (cultures and
helps in performance, traditions of the
Music
understanding pages 49) people in
the expression of Cordillera and
the rudiments of information in
music.
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
15
2. knowledge and Skills: the Did you know
understanding The students will be that part)
of music skilled at… Filipino (song
rudiments are analysis of
essential to identifying the
musical vocal
music literacy. music)
characteristics
3. improvisation of Science and
and representative Ecology (the
composition selections of materials
enable the Cordillera, used and
unique Mindoro, preservation
expression of Palawan, and of traditional
musical ideas. of the Visayas instruments)
after listening; Computer
analyzing the (the music
musical notations of
elements of songs and
some vocal and instrument
instrumental patterns)
selections from TLE/HE and
Cordillera, Art (costume
Mindoro, designs)
Palawan, and
of the Visayas
after
listening;
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
16
explaining the Art (the creative
distinguishing presentation of
characteristics Journaling/Exit
of Card)
representative Mathematics
music from (instrument
Cordillera, pattern
Mindoro, composition)
Palawan, and of
the Visayas in Japanese music
relation to its (shakuhachi in
culture and Going Beyond)
geography;
LESSON 2: exploring ways Pre-assessment: Discussion Values:

of producing
Music of Mindoro Quick Check Concept Recall Artistic
sounds on
and Palawan a variety of (How ready are Socratic excellence
sources similar you?, page 50) Approach Love for country
to instruments Eliciting Prior Music Listening Preservation of
Content Standard
being studied; Knowledge ritual practices
The student Music Analysis
demonstrates improvising Improved both
simple rhythmic/ Note-reading
understanding of verbal and non-
the musical melodic Kodaly
verbal
characteristics accompaniment Approach communication
s to selected skills
music from the
Cordillera,
Mindoro,
17
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
18
of Palawan, and of the Formative Classification of Group
representative Visayas; Assessment: Instruments collaboration and
music from the performing Concept Venn Diagram connectedness
highlands of instruments/improv Recall Individual/Group Respect for one’s
Luzon, Mindoro, ised instruments Identification Singing culture
Palawan, and from Cordillera, (Let’s Recall, Song and tradition
Mindoro, Palawan, page 55) Resourceful-
the Visayas. Interpretation
and of the Visayas, ness, creativity, and
alone and/or with Identifying the Song originality on the
others’; benefits and Composition
Performance construction/creation
uses of
Standard providing Poster-making of Philippine musical
traditional
The student accompaniment to music Film Viewing instruments
selected music of Promote
performs Picture/Video
the Cordillera, Integrating
selected vocal traditional interpretation self-esteem,
Mindoro, Palawan,
and music with and analysis confidence,
and of the Visayas;
instrumental Ecology Instrument leadership,
singing songs from teamwork, and
music of the Cordillera, Classification Playing
of Instruments Group Practice discipline
Cordillera, Mindoro, Palawan,
Mindoro, (Let’s Explain,
and of the Visayas; Group
Palawan, and pages 55 and
56) Presentation
the Visayas in
Identification
appropriate
style.
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
19
creating Chant Integration of Elevates
appropriate Analysis content areas/ performance
movements to (Let’s Interdisciplinary skills and
accompany Connect, Approach reduces stage
music from the pages 56 and Data Gathering, fright
Cordillera, 57) Organizing, and
Mindoro, Interpreting Subject Integration:
Palawan, and
Summative Student Religion
of the Visayas;
Assessment: selfassessment (Mindoro rituals
and
Chant Journaling/Exit and traditions)
evaluating
music and Composition Card Values
(Let’s Apply, Education
music
page 58) (character
performances
connections)
applying
knowledge of Self-assessment: Araling
musical Panlipunan
Venn
elements and (history of
Diagram of
style. Philippine
Character ambahan
Connections and history of
(Reflection: Mindoro and
Looking at my Palawan
performance, instrumental
page 60) forms)
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
20
Filipino
(ambahan
chant/baybayin
text)
Mathematics
(ambahan chant
composition)
Art (ambahan
chant text)

Music of the Quick Check: Concept Recall Artistic
Visayas (How ready are Socratic excellence
you?, page 61) Approach Love for country
Content Standard Eliciting Prior Music Listening Care for nature
The student Knowledge/
Song/Lyrics/ Creativity and
K-W-L
demonstrates Tone Analysis originality on the
understanding of construction/
the musical Formative
creation of
characteristics of Assessment:
Philippine
representative Concept Recall musical
music from the (Let’s Recall, instruments
highlands of Luzon, page 65)
Mindoro, Palawan, Performance
and the Visayas. Analysis
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
21
Performance Short Story Individual/Group Group
Standard making Singing collaboration and
The student (Let’s Explain, Dancing connectedness
performs selected page 65) Resourcefulness
Song
vocal and Performance Interpretation Integrated
instrumental music analysis/ multiple
of Cordillera, Compare and  Poem Writing
intelligences
Mindoro, Palawan, contrast of the Song
different dance Promote
and the Visayas in Composition 
debate self-esteem,
appropriate style. Film Viewing
performances confidence,
Picture/Video leadership,
(Let’s Connect,
interpretation teamwork, and
page 65)
and analysis discipline
Demonstration Elevates
Summative performance
Assessment: Individual/Group
Instrument skills and
Dance Debate Playing reduces stage
Interpretation fright
Peer teaching
(Let’s Apply,
collaboration
page 66)
Innovative
Approach
Group Practice
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
22
Self-assessment: Group Subject
 Answering Presentation Integration:
Q&A after the Integration of Values
dance debate content areas/ Education
interpretation Interdisciplinary (Philippine
(Reflection: Approach instrumental
Looking at my Data Gathering, forms and God’s
performance, Organizing, and gift of nature—
page 66) Interpreting instruments
made from
Student
bamboo/wood)
selfassessment
Araling
Journaling/Exit
Panlipunan
Card
(history of
Philippine balitaw
and pastores;
history of
instrumental
forms)
Filipino (song
lyrics for balitaw
music)
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
23
TLE/HE (balitaw
costumes)
Art (balitaw
costumes and
the creative
presentation of
Reflection
Journal/Exit
Card)
Physical
Education
(dance debate)

and art through appreciation, analysis and performance for his/her self-development,
world vision.
24

Philippines.
QUARTER THIRD
UNIT NUMBER 3
UNIT TITLE Music of Mindanao

The student demonstrates understanding of the musical The student performs music of Mindanao with appropriate
characteristics of representative music from Mindanao. expression and style.
25
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS

Palabunibunyan Questions: The students will Quick Check: Concept Recall Artistic
Ensemble The students will know... (How ready are Socratic excellence
explore responses to Music of Mindanao you?, page 69) Approach Care and
Content Standard the following Eliciting Prior respect for
The Orff Approach
questions: Knowledge other’s beliefs
The student Palabunibunyan Music Listening
1. What do you Ensemble a. Identifying and traditions
demonstrates
know about Performance
understanding of Lute Music of pictures Preservation of
Mindanao Analysis
the musical Mindanao b. K-W-L indigenous/
music? Compare and native musical
characteristics of 2. How is it different Other Contrast instruments
representative from the music of Instruments of Formative (Palabunibunyan
Venn Diagram
music from Luzon and the Mindanao Assessment: instruments)
(bamboo and Brainstorming
Mindanao. Visayas? Identifying/
wood) Instrumental Group
3. What is a string Describing the collaboration and
instrument for Pattern
Performance Palabunibunyan connectedness
you? Composition
Standard The Skills: instruments, their
Picture/Video Promote
student 4. How do you think The students will be importance and
analysis and self-esteem,
performs music does the string skilled at… functions (Let’s
interpretation confidence,
of Mindanao instrument Recall, page 72)
identifying the leadership,
with appropriate produce sound? Collaborative
musical teamwork, and
expression and Approach
characteristics discipline
style. of representative Innovative
music selections Approach
26
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
5. What is a from Mindanao Ensemble Instrument Elevates

bamboo after listening; Playing/Processi Playing performance
instrument for analyzing the ng Group Practice skills and
you? musical (Let’s Explain, reduces stage
page 72) Group fright
6. How do you elements of Presentation
think does the some Performance
bamboo Mindanao vocal Analysis and Organizing and Subject Integration:
instrument and Formulating key Interpreting Religion/Values
produce sound? instrumental ideas Integration of Education
music; (Let’s Connect, concept areas/ (the functions
explaining the page 73) Interdisciplinary of music in the
Enduring
distinguishing Approach lives of
Understandings:
characteristics Group the Mindanao
The students will Summative
of Assessment people)
understand that… Assessment:
representative Journaling Araling
1. well-trained music music Instrumental
Panlipunan
listeners learn to selections of Pattern
(history of
describe and Mindanao in Composition and
Mindanao music)
analyze music relation to its Presentation
(Let’s Apply, Science (the
as an culture and
pages 73–75) pitches of the
expression of art geography;
different sizes of
form. exploring ways Palabunibunyan
of producing instruments)
sounds on a
variety of
sources that is
similar to the
27
instruments
being studied;
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
28
2. diversity of improvising Self-assessment: Art (instrument
beliefs, simple  Group designs and
traditions, and rhythmic/ integration of
Reflection of
cultures has a melodic malong)
Performance
unifying effect in accompaniment Ecology (the use
(Reflection:
music. s to selected and preservation
Looking at my
music from of instruments)
performance,
Mindanao
page 82) Indonesian
performing music (Gamelan
instruments/ ensemble)
improvised
instruments Western music
from Mindanao, (alternative
alone and/or instruments for
with others; Palabunibunyan
ensemble)
singing songs
from Mindanao;
creating appro-
priate
movements or
gestures to
accompany the
music
selections of
Mindanao;
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
29
LESSON 2: providing Pre-assessment: Discussion Values:
Lute Music of accompaniment Quick Check: Concept Recall Artistic
Mindanao to selected (How ready are excellence
music Socratic
you?, page 77) Approach Care for nature
of Mindanao;
Content Standard and Eliciting Prior Music Listening Creativity and
Knowledge originality on the
The student evaluating Music Analysis
demonstrates music construction/
Song
selections and Formative creation of lute
understanding of Composition
music Assessment: instrument
the musical Picture/Video
performances Concept Recall Group
characteristics of interpretation
applying (Let’s Recall, collaboration and
representative and analysis
knowledge of page 79) connectedness
music from Instrument
musical Performance Promote
Mindanao. Playing
elements and Analysis self-esteem,
style. Group Practice confidence,
(Let’s Explain,
Performance page 80) Group leadership,
Presentation teamwork, and
Standard The
discipline
student Identification
performs music Elevates
Integration of
of Mindanao performance
content areas/
with appropriate skills and
Interdisciplinary
expression and reduces stage
Approach
style. fright
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
30
Compare and Organizing and Respect for
Contrast Interpreting one’s culture
Formulation of Self-assessment and tradition
big ideas Exit Card
(Let’s Subject
Connect, page Integration:
80)
Indian music
on sitar (Going
Summative Beyond)
Assessment:
Art (physical
Eight-measure structure of
composition of
lute)
melody with
drone
(Let’s Apply,
page 80)
Self-assessment:
Enumerating
possible
contributions
in preserving
instrumental
forms; valuing
eco-friendly
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
31
LESSON 3: materials Discussion Values:
Other Instruments (Reflection: Concept Recall Artistic
of Mindanao Looking at my excellence
performance, Socratic
(Bamboo and Approach Care for nature
Wood) page 81)
Music Listening Creativity,
Tone Analysis  innovation, and
Content Standard originality on the
Pre-assessment: Brainstorming
The student construction/
demonstrates Instrument creation of
Quick Check:
understanding of making Philippine
(How ready are
the musical Picture/Video musical
you?, page 82)
characteristics of interpretation instruments
Eliciting Prior and analysis
representative Group
Knowledge
music from Demonstration collaboration and
Mindanao. K-W-L connectedness
Individual/Group
Instrument Promote
Formative Playing self-esteem,
Assessment: Peer Teaching confidence,
Identifying and collaboration leadership,
describing teamwork, and
Innovative
Mindanao discipline
Approach
instruments
(Let’s Recall,
page 86)
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
32
Performance Comparing and Integration of Elevates
Standard The contrasting the content areas/ performance
student characteristics Interdisciplinary skills and
performs music of sounds of Approach reduces stage
of Mindanao bamboos and Student fright
with appropriate gongs (Venn Selfassessment Resourcefulness
expression and Diagram)
(Let’s Explain, Journaling
style.
page 87) Subject Integration:
Integrating Music
Mindanao (instruments
bamboo and of other areas/
wood places in the
instruments Philippines)
with other Western music
Philippine (integration of
instruments classifications of
(Let’s Connect, instruments)
page 88) Ecology (use and
preservation of
Philippine
musical
instruments)
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
33
Summative  Art (creative
Assessment: presentation
Bamboo of
Instrument Reflection
Making Journal)
(own
invention of
bamboo/
wood
instrument)
(Let’s Apply,
page 88)
Self-assessment:
Realizations on
things learned
(Reflection:
Looking at my
performance,
page 89)

world vision.
34

Philippines.
QUARTER FOURTH
UNIT NUMBER 4
UNIT TITLE Representative Festivals and Theatrical Forms of the Philippines

The student demonstrates understanding and application of The student performs excerpts/selections from Philippine musical
musical skills related to selected Philippine festivals and theater. theater and songs and dances from selected Philippine festivals.
35
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
36
Philippine Questions: The students will Quick Check: Concept Recall Artistic
Festivals The students will know... (How ready are Socratic excellence
explore responses to Philippine you?, page 93) Approach Love for country
the following Festivals
Content Standards questions: Eliciting Prior Music Listening Care and
a. Ati-Atihan – Knowledge Demonstration respect for
1. The student 1. How does music
Aklan other’s rituals
demonstrates reflect history, Compare and
understanding b. Kadayawan and traditions
culture, and Formative Contrast
and sociology? – Davao Assessment: Preservation of
Rhythmic
application of c. Moriones – Philippine
2. What is festival Charting the Pattern
musical skills Marinduque festivals
for you? uses of music in Composition
related to festivals (Let’s Group
3. How is music d. Sinulog –  Film Viewing
selected Recall, page 96) collaboration and
used in a Cebu
Philippine Picture/Video connectedness
Festivals. festival? e. Ibalong – Ati-atihan analysis and
Bicol rhythmic Promotes social
2. The student 4. What is a theater interpretation
skills
performance? f. Sublian – patterns
demonstrates composition/ Collaborative
Batangas Resourcefulness
understanding 5. How is music Processing Approach
on Ati-atihan
and connected to Theatrical Forms (Let’s Explain, Innovative
theater musical
application of of the page 97) Approach
performances? instruments
musical skills Philippines
Instrument
related to 6. How can the a. Sarswela Playing
theater. study of musical b. Bodabil
theater benefit
your life?
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
37
Performance 7. What is the Skills: Music-Festival Group Practice Subject Integration:
Standards peculiar trait of The students will be Connections Group Values
1. The student Philippine skilled at: (Let’s Connect, Presentation Education
performs bodabil for you? page 98) (artists’
identifying Integration of
excerpts/ musical concept areas/ behavior during
selections from Enduring characteristics Summative Interdisciplinary performances)
Philippine Understandings: of selected Assessment: Approach Art (costumes,
musical theater. Philippine makeup, and
The students will Ati-atihan music Student
2. The student understand that… festivals and (Let’s Apply, Selfassessment props designs)
performs songs theatrical page 98) TLE/HE
1. music expression Journaling
and dances forms through (costume
is anchored to its
from selected video or live designs)
culture and Self-assessment:
Philippine performances;
tradition. Religion/Values
festivals. narrating the Valuing
2. music reveals Education (ritual
origins and festivals celebrations of
culture and
cultural (Reflection: festivals)
festivals.
background of Looking at my
3. theater selected Araling
performance,
performance Philippine Panlipunan
page 99)
is a reflection of festivals; (history of
history and town’s festival)
creating
culture.
movements
to music of a
particular
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
38
4. music expresses Philippine Mathematics
the festival; (rhythmic pattern
distinguished describing how composition)
characteristics music Ecology (use of
of Western and contributes to recycled
Philippine the performance materials for
theatrical plays. of the musical Atiatihan music)
production; African music
explaining the (Morocco Rose
distinguishing Festival—Going
characteristics Beyond)
of Government
representative programs
Philippine
(celebration of
festivals and
town’s festival)
theatrical forms;
Physical
describing how
Education
a specific idea
(movements
or story is
used in the
communicated
presentations of
through music in
a particular festivals)
Philippine
musical theater;
and
39
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
 singing  Computer
selections from (music notations
chosen of Ati-atihan
Philippine instrument
musical theater. patterns)
40
Philippine Quick Check: Concept Recall Values Education
Theatrical Forms (How ready are Socratic and etiquette on
you?, page 100) Approach artists’ behavior
Eliciting Prior during
Content Standards Music Listening
Knowledge performances
and Analysis
1. The student Artistic
K-W-L/Venn Individual/Group
demonstrates excellence
Diagram
understanding Film Viewing
Love for theater
and application Picture/Video presentations
of musical skills interpretation and
related to Improved
analysis
selected both verbal and
Singing nonverbal
Philippine
Festivals. communication
skills
41
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
2. The student Formative Song Promote
demonstrates Assessment: Interpretation self-esteem,
understanding Concept Recall Directing/ confidence,
and application (Let’s Recall, Staging/Script leadership,
of musical page 105) making teamwork, and
skills related to discipline
theater. Story and Music Character
Analysis Analysis Elevates
performance
Compare and Group Practice skills and
Performance Contrast Group reduces stage
Standards (Let’s Explain, Presentation fright
1. The student page 105)
Integration of Group
performs Analysis, content areas/ collaboration and
excerpts/ Interpreting/ Interdisciplinary connectedness
selections from Formulating Big Approach
Philippine Adaptability and
Ideas
Student flexibility
musical theater. (Let’s Connect,
Selfassessment
2. The student page 106)
Exit Card/
performs songs
Journaling
and dances
from selected
Philippine
festivals.
42
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Summative Subject Integration:
Assessment: Araling
Presenting a Panlipunan
10-minute (history of
sarswela Philippine
(Let’s Apply, theatrical plays)
page 106) Film making
(directing,
staging, and
Self-assessment:
scriptwriting)
Giving
Theater (acting)
concrete
contributions Filipino (script
on theater used in a theater
performance play)
(Reflection: Communication
Looking at my Arts
performance, (communication
page 107) skills)
Art (costumes,
makeup, and
props designs)
43
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
TLE/HE
(costumes and
props designs)
Technology (use
of sounds, lights,
props, etc.)
Mathematics
(time-budgeting
skills)
Physical
Education
(dances)
Japanese kabuki
(theatrical play)
44
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
Philippine Bodabil Quick Check: Concept Recall Artistic
(How ready are Socratic excellence
you?, page 108) Approach Promote
Content Standards
Eliciting Prior Music Listening self-esteem,
1. The student Knowledge/ confidence,
demonstrates Song/Lyrics/
K-W-L leadership,
understanding Tone Analysis  teamwork, and
and application Brainstorming discipline
of musical Formative
Directing/ Globalization
skills related to Assessment:
Staging/Script
selected Concept Recall Improved both
making
Philippine verbal and non-
Identifying Individual/Group verbal
Festivals.
uses/functions of Singing/Dancing communication
2. The student music in a
demonstrates Song skills
theater Interpretation
understanding Creativity and
presentation
and application Picture/Video Innovativeness
(Let’s Recall,
of musical interpretation in musical
page 109)
skills related to and analysis variety
theater. Innovative presentations
Approach Group
Group Practice collaboration
and
connectedness
45
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
Performance Analysis of Group Elevates
Standards musical Presentation performance
1. The student characteristics Classification/ skills and
performs of Philippine Identification of reduces stage
excerpts/ contemporary Instruments fright
selections from variety show Adaptability and
(Let’s Explain, Integration of
Philippine content areas/ Flexibility
musical theater. page 109)
Interdisciplinary
2. The student Performance Approach
analysis/ Subject
performs songs Student Integration:
and dances Compare and
contrast of the Selfassessment Values
from selected
different Journaling/Exit Education
Philippine
Philippine Card (Philippine
festivals.
contemporary instrumental
variety show forms and God’s
(Let’s Connect, gift of nature—
page 109) instruments
made from
bamboo/wood)
46
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Summative Araling
Assessment: Panlipunan
Presentation of (history of
a 5-minute Philippine
minibodabil instrumental
(Let’s Apply, forms and other
page 110) countries; Going
Beyond and the
Did you know
Self-assessment: that part)
Realization on Film making
things learned (directing,
(Reflection: staging, and
Looking at my scriptwriting)
performance, Filipino (script
page 110) used in a musical
variety
presentation)
Communication
Arts
(communication
skills)
Art (costumes,
makeup, and
props designs;
47
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
creative
presentation of
Reflection
Journal/Exit
Card)
TLE/HE
(costume and
props designs)
Technology (use
of sounds, lights,
props, etc.)
Mathematics
(time-budgeting
skills)
Physical
Education
(dances)
Australian
variety television
show In
Melbourne
Tonight (Going
Beyond)
48
world vision.
KEY STAGE STANDARD (7–10) selfdevelopment, the celebration of Filipino cultural identity and diversity, and the
expansion of one’s world vision

toward appreciation of the cultural richness of the different provinces in the Philippines.
QUARTER FIRST
UNIT NUMBER 1
UNIT TITLE Folk Arts and Crafts of Luzon (Highlands and Lowlands)

The student demonstrates... The student…
art elements and processes by synthesizing and applying creates artworks showing the characteristic elements of the
prior knowledge and skills; arts of Luzon (highlands and lowlands); and
the salient features of the arts of Luzon (highlands and exhibits completed artworks for appreciation and critiquing.
lowlands) by showing the relationship of the elements of art
and processes among culturally diverse communities in the
country; and
the Philippines as having a rich artistic and cultural tradition
from precolonial to present times.
49
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
50
LESSON 1: Essential Knowledge: Pre-assessment: What is it? Subject
Folk Arts and Questions: Quick Check Think-Pair-Share Integration:
The students will
Crafts of Northern The students will know… (How ready are Demonstration Social Studies
Luzon explore responses to you?, page (geography,
Arts and Crafts of Learning
the following 113) indigenous
Luzon Stations Filipinos, beliefs
Content Standards questions: Northern Travelogue and traditions)
Formative
1. The student 1. What makes the (highlands and Compare and Values
art of the people Assessment:
demonstrates lowlands) Contrast Education
art elements of Northern Recalling by
Cagayan (respect for
and processes Luzon Filipino? identifying and
Valley and nature and
by synthesizing 2. What makes a analyzing art culture,
Central Luzon
and applying good culture? elements and simplicity,
Southern principles in the
prior knowledge 3. What makes the patience,
Tagalog and production of
and skills. art of the people cleanliness,
Bicol Regions one’s arts and
of Cagayan resourcefulness,
Relationship of crafts inspired etc.)
Valley Filipino?
art elements by the arts of
4. What can folk Luzon (highlands Math
(line, shape,
arts and crafts of and lowlands) (patterns –
forms, color,
the Southern (Let’s Recall, linear designs,
value, space,
Tagalog and pages 124 and geometric
and texture)
Bicol region tell 125) possible shapes, etc.)
used in the arts
about the culture foreign TLE
and crafts of
of the Filipinos? influences in (handicrafts)
different
their designs by
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
51
2. The student Enduring Luzon’s cultural deriving ideas
demonstrate Understandings: communities based from the
the salient traditions and
The students will Organic,
features of the history of the
understand that… inorganic,
arts of Luzon community
curvilinear, and
(highlands and 1. a country’s arts (Let’s Explain,
geometric lines
lowlands) by and history page 125)
showing the speak of the Principles of
Explaining the
relationship of people’s Design:
characteristics
the elements of attention to a. rhythm/ of arts and
art and culture and pattern crafts of the
processes tradition. b. balance and Cordilleran
among 2. arts and crafts proportion fabrics, their
culturally reflect the arts’ moods,
diverse c. emphasis
people’s beliefs, ideas, and
communities in customs, d. variety, unity, messages;
the country. traditions, and
harmony Connecting
3. The student environment, and
art principles
demonstrates values. Processes
and elements
the Philippines 3. folk art reveals of drawing,
with authentic
as having a the people’s painting,
characteristics of
rich artistic and souls and sculpture,
arts and crafts in
cultural aspirations. assemblage,
specific areas in
tradition from and mounting an
Luzon,
pre-colonial to exhibit
(Cordilleran
present times. fabric designs)
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
52
Performance 4. the ingenuity of  Art and cultural (Let’s Connect,
Standards the Filipinos is terminologies such page 126)
1. The student evident in their as:
creates cultural a. folk arts Summative
artworks traditions. Assessment:
b. aesthetics
showing the
c. artifacts  Applying
characteristic
understanding
elements of the d. drawing
arts of Luzon by creating an
(highlands and e. painting artwork
lowlands). derived from
f. sculpting
the elements
2. The student g. assemblage exhibited in
exhibits
h. bul-ul the
completed
community’s
artworks for i. siwsiwan
traditions and
appreciation j. burnay history by the
and critiquing.
k. buri local motif
design (Let’s
l. lufid Apply page
m. Ivatan 126)
n. singkaban
o. buntal
p. callado
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
53
q. taka Self-assessment:
r. kiping  Reflecting on
one’s art
s. higantes, etc.
performance
(Reflection:
Skills: Looking at my
performance,
The students will be
page 127)
skilled at…
analyzing
elements and
principles of
one’s art
production as
inspired by the
arts and crafts
of Luzon;
identifying and
appreciating
distinct cultural
characteristics
and functions
of Northern
Luzon’s
artworks;
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
54
tracing the
external
(foreign) and
internal
(indigenous)
influences
reflected in the
design of one’s
artwork;
obtaining
historical and
traditional
elements of a
specific Luzon
community in
one’s artwork;
employing and
organizing
Luzon-inspired
design elements
and principles to
achieve planned
drawing,
painting,
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
55
sculpting, or
assembling art
compositions;
assessing
and utilizing the
properties of
various art
media and their
ability to convey
messages and
meaning;
creating
artworks and
integrating
themes found
through direct
observation,
personal
experience, and
imagination; and
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
56
LESSON 2:  reflecting on Pre-assessment: What is it?
Folk Arts and one’s artwork’s Quick Check Think-Pair-Share
Crafts of Cagayan mood, idea or (How ready are Demonstration
Valley and Central message as you?, page
inspired by a Learning
Luzon 128)
selected Stations
Northern Luzon Travelogue
Content Standards Formative
cultural arts and Compare and
Assessment:
1. The student crafts. Contrast
demonstrates Recalling by
identifying and
art elements and
analyzing art
processes by
elements and
synthesizing and
principles in the
applying prior
production of
knowledge and
one’s arts and
skills. crafts inspired
by the arts of
Luzon
(Cagayan
Valley and
Central Luzon)
(Let’s Recall,
page 134)
Explaining the
characteristics
of arts and
crafts of the
57
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
2. The student Cagayan
demonstrates Valley and/or
the salient Central Luzon
features of the folk arts and
arts of Cagayan crafts’ ideas,
Valley and and messages;
Central Luzon possible foreign
by showing the influences in
relationship of their designs by
the elements of deriving ideas
art and based from the
processes traditions and
among culturally history of the
diverse community as
communities in they write their
the country. persuasive
3. The student paragraph on
demonstrates the importance
the Philippines of folk arts
as having a rich preservation in
artistic and Cagayan
Valley and/or
cultural tradition
Central Luzon
from precolonial
(Let’s Explain,
to present
page 135)
times.
58
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
Performance Connecting
Standards art principles
1. The student and elements
creates artworks with authentic
showing the characteristics of
characteristic arts and crafts in
elements of the specific areas in
arts of Cagayan Cagayan Valley
Valley and and Central
Central Luzon. Luzon
(Let’s Connect,
2. The student
page 135)
exhibits
completed
artworks for Summative
appreciation and Assessment:
critiquing. Applying
understanding
by painting an
artwork derived
from the
elements
exhibited in the
community’s
59
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
traditions and
history by the
local motif design
(Let’s
Apply, page
135)
Self-assessment:
 Reflecting on
one’s art
performance
(Reflection:
Looking at my
performance,
page 136)
60
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 3: Pre-assessment: What is it? Social Studies
Folk Arts and Quick Check Think-Pair-Share (geography,
Crafts of Southern (How ready are Diad Activity indigenous
you?, pages Filipinos, beliefs
Tagalog and Bicol
Demonstration and traditions)
Region 137 and 138)
Learning Values
Formative Stations Education
Content Standards (respect for
Assessment: Travelogue
1. The student nature and
demonstrates Recalling by News Reporting culture,
art elements and classifying the Compare and simplicity,
processes by place of origin, Contrast patience,
synthesizing and its local term, cleanliness,
applying prior and by resourcefulness,
knowledge and identifying and etc.)
skills. analyzing art
Math
elements and
2. The student principles in the (proportions in
demonstrates production of the assemblage
the salient one’s arts and making, etc.)
features of the crafts inspired TLE
arts of Luzon by the arts of (handicrafts)
Southern Southern Music
Tagalog and Tagalog and (assemblage
Bicol Region by Bicol Region musical
showing the
instrument of
relationship of
Lirio Salvador)
61
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
the elements of (Let’s Recall,
art and pages 142 and
processes of the 143)
elements of art  Explaining
and processes characteristics
among culturally of arts and
diverse crafts of the
communities in Cordilleran
the country. fabrics, their
3. The student arts’ moods,
demonstrates ideas, and
the Philippines messages;
as having a rich possible foreign
artistic and influences in
cultural tradition their designs by
from precolonial deriving ideas
to present times. based from the
traditions and
history of the
community as
they write their
persuasive
paragraph on
the importance
of folk arts
preservation
62
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
Performance in
Standards Southern
1. The student Tagalog and
creates artworks Bicol Region
showing the (Let’s Explain,
characteristic page 143)
elements of the  Connecting
arts of Southern art principles
Tagalog and and elements
Bicol Region. with authentic
2. The student characteristics
exhibits of arts and
completed crafts in specific
artworks for areas in
appreciation and Southern
critiquing. Tagalog and
Bicol Region
(Let’s Connect,
Page 143)
63
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Summative
Assessment:
Mounting an
exhibit using
completed
Southern
Tagalog and
Bicol Region
inspired arts
and crafts in an
organized
manner
(Let’s Apply,
page 144)
Self-assessment:
Reflecting on
one’s art
performance,
(Reflection:
Looking at
my
performance,
page 145)
64
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
65
world vision.
expansion of one’s world vision

QUARTER SECOND
UNIT NUMBER 2
UNIT TITLE Folk Arts and Crafts of MIMAROPA and the Visayas

The student demonstrates... The student...
art elements and processes by synthesizing and applying creates artwork showing the characteristic elements of the
prior knowledge and skills; arts of MIMAROPA and the Visayas; and
the salient features of the arts of MIMAROPA and the exhibits complete artworks for appreciation and critiquing.
Visayan Islands by showing the relationship of the elements
of art and processes among culturally diverse communities in
the country; and
66
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
67
LESSON 1: Essential Knowledge: Pre-assessment: What is it? Social Studies
Folk Arts and Questions: The students will Quick Check Think-Pair-Share (geography,
Crafts of Mindoro, The students will know… (How ready are Demonstration indigenous
explore responses to Folk Arts and Crafts you?, pages 149 Filipinos, beliefs
Marinduque,
Learning and traditions)
Romblon, and the following of Visayas and 150)
questions: Stations Values
Palawan
Mindoro, Storytelling Education
(MIMAROPA) 1. What defines arts Marinduque, Formative (respect for
and cultures of Assessment: Travelogue
Romblon, and nature and
MIMAROPA? Palawan Compare and
Content Standards Recalling by culture,
2. What can the folk Contrast simplicity,
1. The student Visayas islands identifing the
arts and crafts of Reflection patience,
demonstrates Relationship of characteristics of
MIMAROPA cleanliness,
art elements art elements arts and crafts in Going Beyond
tell about Filipino resourcefulness,
and processes (line, shape, specific areas in
culture and etc.)
by synthesizing forms, color, MIMAROPA
society?
and applying value, space, and by Math (patterns –
3. What makes analyzing art
prior knowledge and texture) linear designs,
the folk arts and used in the arts elements and geometric
and skills.
crafts of the and crafts of principles in the shapes, etc.)
Western Visayas different production of
distinctively one’s arts and TLE
MIMAROPA (handicrafts)
Filipino? Why? crafts inspired
and the Visayas
islands’ cultural by the arts of
communities the MIMAROPA
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
68
2. The student 4. What distinctive Organic, (Let’s Recall,
demonstrates features show inorganic, page 153)
the salient that a certain curvilinear, and Explaining why
features of craft or artwork geometric lines they agree or
the arts of is made from Principles of disagree
MIMAROPA by Central and Design: based on the
showing the Eastern presented
Visayas? a. rhythm/
relationship of statements.
pattern
the elements of Explanations
art and b. balance and are backed up
Enduring proportion
processes with factual
among culturally Understandings:
c. emphasis ideas and
diverse The students will where the
d. variety, unity,
communities in understand that… ideas derived
and
the country 1. the Filipino harmony from
3. The students virtuosities in arts (Let’s Explain,
The processes of
demonstrates and crafts convey page 154)
drawing,
the Philippines its depth and Connecting the
painting,
as having a rich receptivity to traces— the
culture, beliefs, sculpting,
artistic and external
customs, assemblage
cultural tradition (foreign) and/
traditions, making, and
from pre- or internal
environment, and mounting an
colonial to (indigenous)
values. exhibit
present times. influences
2. folk arts reflect reflected in the
the people’s design of an
ESSENTIAL
LEARNING
TOPICSAND ASSESSMENTS AND SUBJECT
69
COMPETENCIES
UNDERSTANDINGS
Performance sense of wisdom  Art and cultural artwork and in
Standardsand life’s
goals.terminologies the making of
1. The student 3. the Philippines such as:a craft or an creates artwork abounds
with a. weavingartifact
showing the creative and b. weft Connecting
characteristic edifying traditions from precolonial c. warpart principles and

elements elements of
the arts of to present times. d. manunggulwith authentic
MIMAROPA. 4. the ingenuity of e.
patadyongcharacteristics
2. The student the people from f. jusiof arts and exhibits MIMAROPA g. kapiscrafts in MIMAROPA
completed and the Visayas artworks for islands are h. masskara(Let’s Connect, appreciation evident in
70
their i. Basey ,etc.page 154) and critiquing.cultural traditions.
Skills:Summative
Assessment:
skilled at… Applying their
of the
 analyzing understanding elements and principles
MIMAROPA’s
crafts by
of one’s art folk arts and production as inspired by
creating a
the
marketing
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
71
arts and brochure which
crafts of were derived
MIMAROPA from the
and the Visayas elements
islands; exhibited in the
identifying and community’s
appreciating traditions and
distinct cultural history by the
characteristics local motif
and functions design
of MIMAROPA (Let’s Apply,
and the Visayas page 154)
islands;
tracing the Self-assessment:
external  Reflecting on
(foreign) and one’s art
internal performance
(indigenous) (Reflection:
influences Looking at my
reflected in the performance,
design of one’s pages 155 and
artwork; 156)
obtaining
historical and
traditional
elements of a
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
72
specific
MIMAROPA
and the
Visayas Islands
community in
one’s artwork;
employing and
organizing
MIMAROPA
and the Visayas
Islands inspired
design elements
and principles to
achieve planned
drawing,
painting,
sculpting, or
assembling art
compositions;
assessing
and utilizing the
properties of
various art
media and their
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
73
LESSON 2: ability to convey Pre-assessment: What is it? Social Studies
Folk Arts and messages and Quick Check Think-Pair-Share (geography,
Crafts of Western meaning; (How ready are Demonstration indigenous
Visayas: Panay creating you?, page 157) Filipinos, beliefs
artworks and Learning and traditions)
and Negros
integrating Stations Values
Islands
themes found Formative Travelogue Education
through direct Assessment: Compare and (respect for
Content Standards observation, Recalling by nature and
Contrast
1. The student personal identifying and culture,
Film Viewing
demonstrates experience, analyzing art simplicity,
art elements and elements and Persuasive patience,
and processes imagination; and principles in the Paragraph cleanliness,
by synthesizing reflecting on production of Writing resourcefulness,
and applying one’s artwork’s one’s arts and etc.)
prior knowledge mood, idea, or crafts inspired Math
and skills the message as by the arts of (patterns – linear
salient features inspired by a Western designs,
of the arts of selected Visayas (Let’s geometric
Western MIMAROPA Recall, page shapes, etc.)
Visayas: and the Visayas 161)
TLE
Panay and islands’ cultural Explaining the (handicrafts)
Negros arts and crafts. characteristics
islands. of arts and
crafts of the
Western Visayan
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
74
2. The student folk arts and
demonstrates crafts’ external
by showing the (foreign) and
relationship of internal
the elements of (indigenous)
art and influences
processes reflected in the
among design of an
culturally artwork
diverse  Explaining the
communities in idea or message
the country. emanating from
3. The student selected
demonstrates artifacts and art
the Philippines objects as well
as having a as the elements
rich artistic and from traditions/
cultural history of a
tradition from community for
pre-colonial to one’s artwork
present times. (Let’s Explain,
page 162)
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
75
Performance  Connecting the
Standards relationship of
1. The student Western Visayan
creates artworks arts and crafts to
showing the Philippine
characteristic culture,
elements of the traditions, and
arts of history
MIMAROPA (Let’s Connect,
and the Visayas page 162)
islands.
2. The student Summative
exhibits Assessment:
completed  Applying
artworks for understanding
appreciation and by painting an
critiquing. artwork derived
from the
elements
exhibited in the
Western
Visayan
community’s
traditions
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
76
and history by
the local motif
design
(Let’s Apply,
page 163)
Self-assessment:
 Reflecting on
one’s art
performance
(Reflection:
Looking at my
performance,
page 164)
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
77
Crafts of Central (How ready are Diad Activity indigenous
and Eastern you?, page 165) Filipinos, beliefs
Visayas
Learning Values
Formative
Content Standards Stations Education
Assessment:
1. The student Travelogue (respect for
Recalling by nature and
demonstrates
classifying the News Reporting culture,
art elements
place of origin, Compare and simplicity,
and processes
its local term, Contrast patience,
by synthesizing
and by identi- cleanliness,
and applying
fying and analy- resourcefulness,
prior
zing art etc.)
knowledge and
elements and
skills. Math
principles in the
2. The student (proportions in
production of
demonstrates the assemblage
one’s arts and
the salient making, etc.)
crafts inspired
features of the by the arts of TLE
arts of Central Central and (handicrafts)
and Eastern Eastern Visayas
Visayas by (Let’s Recall,
showing the page 169)
relationship of
the elements of
78
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
art and Explaining the

processes characteristics
among culturally of arts and
diverse crafts of the
communities in Central and
the country. Eastern Visayas
3. The student Explaining the
demonstrates possible
the Philippines foreign
as having a rich influences in
artistic and their designs
cultural tradition by deriving
from precolonial ideas based
to present times. from the
traditions and
history of the
community as
they write their
persuasive
paragraph on
the importance
of folk arts
preservation in
Central and
Eastern Visayas
(Let’s Explain,
pages 170 and
79
171)
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
80
Performance Connecting
Standards art principles
1. The student and elements
creates artworks with authentic
showing the characteristics of
characteristic arts and crafts in
elements of the specific areas in
arts of Central Central and
and Easter Eastern Visayas
Visayas. (Let’s Connect,
page 171)
2. The student
exhibits
completed Summative
artworks for Assessment:
appreciation and Applying
critiquing. understanding
by creating
weaving
designs that
were derived
from the
elements
exhibited in the
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
81
community’s
traditions and
history by the
local motif
design (Let’s
Apply, page
171)
 Reflecting on
one’s art
performance
(Reflection:
Looking at my
performance,
page 173)

world vision.
82

QUARTER THIRD
UNIT NUMBER 3
UNIT TITLE Folk Arts and Crafts of Mindanao

art elements and processes by synthesizing and applying creates artworks showing the characteristic elements of the
prior knowledge and skills; arts of Mindanao; and
the salient features of the arts of Mindanao by showing the exhibits completed artworks for appreciation and critiquing.
relationship of the elements of art and processes among
culturally diverse communities in the country; and
83
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
Folk Arts and Questions: The students will Quick Check Think-Pair-Share Integration:
Crafts of the The students will know… (How ready are Demonstration Social Studies
Caraga and ARMM explore responses to Arts and Crafts of you?, page 177) (geography,
Learning
Regions the following Mindanao indigenous
questions: Stations Filipinos, beliefs
Caraga and Formative Storytelling and traditions)
1. Do you like the ARMM Regions
Content Standards Assessment:
Mindanao arts Travelogue Values
1. The student and crafts? Why Northern Recalling by Education
Compare and
demonstrates or why not? Mindanao and identifying the (respect for
SOCCSARGEN Contrast
art elements Does it have characteristics of nature and
and processes artistic and Regions arts and crafts in culture,
by cultural merit? Davao and specific areas in simplicity,
synthesizing Zamboanga Caraga and patience,
2. What cultural
and applying Regions ARMM cleanliness,
influences have
prior regions and by resourcefulness,
affected the Relationship of
knowledge and analyzing art etc.)
Mindanao artists art elements
skills. elements and
or artisans in (line, shape, Math
2. The student their works? forms, color, principles in the
(patterns –
demonstrates value, space, production of
3. What can linear designs,
the salient and texture) one’s arts and geometric
artworks tell
features of the used in the arts crafts inspired shapes, etc.)
about one’s
folk arts and and crafts by the arts of the
culture or TLE
crafts of the of different Caraga
Caraga and society? (handicrafts)
Mindanao
ARMM
84
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
regions by 4. What makes cultural and ARMM  Music (Mindanao

showing the one’s culture a communities regions music;
relationship of heritage? (Let’s Palabunibunyan
Organic,
the elements of 5. What defines the Recall, page designs of the
inorganic, curvilinear,
art and arts and crafts of 185) Maranao
and geometric lines
processes Mindanao? Explaining musical
among Principles of Design: instruments)
6. What for you why they
culturally a. Rhythm/pattern agree or
diverse makes an art
indigenous? b. Balance and disagree
communities in proportion based on the
the country. presented
c. Emphasis
3. The student Enduring statements.
Understandings: d. Variety, unity, and
demonstrate Explanations
harmony
s the The students will are backed
Philippines The processes of up with
understand that… drawing, painting,
as having a factual ideas
rich artistic 1. upholding the sculpture, and where
and cultural country’s assemblage, and the ideas
tradition cultural heritage mounting an exhibit derived from
from pre- is beneficiary to (Let’s Explain,
colonial to the young pages 185 and
present generation. 186)
times. Connecting
the traces—
the external
(foreign) and/
85
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Performance 2. culture reflects  Art and cultural or internal

Standards the people’s terminologies (indigenous)
1. The student passion, such as: influences
creates artwork character, and reflected in the
a. sarimanok
showing the depth. design of an
b. balanghai artwork and in
characteristic 3. advocating the
elements of the country’s c. okir the making of a
arts of Caraga cultural heritage craft or an
d. torogan artifact;
and ARMM is a preservation
regions. and protection e. malong Connecting
2. The student of one’s identity. f. cultural art principles
exhibits 4. the ingenuity of heritage and elements
completed the people from with authentic
g. tangible characteristics of
artworks for Mindanao is
evident in their heritage arts and crafts in
appreciation
cultural h. intangible Caraga and
and critiquing.
traditions. heritage ARMM
regions (Let’s
5. a person without i. T’nalak, etc. Connect, page
the knowledge
186)
of their past
history, origin,
and culture is Summative
like a tree Assessment:
without roots. Applying
understanding
86
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Skills: by creating
sarimanok or
balanghay-
skilled at…
inspired design
analyzing based from the
elements and Caraga or
principles of ARMM
one’s art culture using a
production as combination of
inspired by the monoprint and
arts and crafts relief print
of Mindanao; technique that
identifying and also combines
appreciating elements of
distinct cultural lines, shapes,
characteristics and colors
and functions applying
of Mindanao’s appropriate
artworks; principles of
tracing the design
external (Let’s Apply,
(foreign) and page 187)
internal
(indigenous)
influences
reflected in the
87
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
design of one’s Self-assessment:

artwork;  Reflecting on
obtaining one’s art
historical and performance
traditional (Reflection:
elements of a Looking at my
specific performance,
Mindanao page 189)
community in
one’s
artwork;
employing and
organizing
Mindanaoinspire
d design
elements and
principles to
achieve planned
drawing,
painting,
sculpting, or
assembling art
compositions;
assessing and
utilizing the
properties
88
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 2: of various art Pre-assessment: What is it? Subject

Folk Arts and media and their Quick Check Think-Pair-Share Integration:
Crafts of Northern ability to convey (How ready are Social Studies
messages and Demonstration
Mindanao and you?, page (geography,
meaning; 190) Learning
SOCCKSARGEN indigenous
creating Stations Filipinos, beliefs
Regions
artworks and Formative Travelogue and traditions)
integrating Assessment: Compare and Values
Content Standards themes found Recalling by Contrast Education
1. The student through direct identifying and
Film Viewing (respect for
demonstrates art observation, analyzing art nature and
elements and personal elements and Persuasive
Paragraph culture,
processes by experience, principles in the
Writing simplicity,
synthesizing and and production of
patience,
applying prior imagination; and one’s arts and
cleanliness,
knowledge and reflecting on crafts inspired
resourcefulness,
skills the salient one’s artwork’s by the arts of
Northern etc.)
features of the mood, idea, or
arts of Northern message as Mindanao and
Mindanao and inspired by a SOCCKSARGEN
SOCCKSARGEN. selected (Let’s Recall,
Mindanao page 194)
cultural arts and
crafts.
89
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
2. The student Explaining the Math

demonstrates characteristics (patterns –
by showing the of arts and linear designs,
relationship of crafts of the geometric
the elements of Northern shapes, etc.)
art and Mindanao and TLE
processes SOCCKSARGE (handicrafts)
among culturally N
diverse folk arts and
communities in crafts’ external
the country. (foreign) and
3. The student internal
demonstrates (indigenous)
the Philippines influences
as having a rich reflected in the
design of an
artistic and
artwork
cultural tradition
from precolonial Explaining the
to present idea or
times. message
emanating from
selected
artifacts and art
objects as well
as the
elements from
traditions/
90
history of a
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Performance community for

Standards one’s artwork
1. The student (Let’s Explain,
creates artworks page 194)
showing the  Connecting
characteristic the relationship
elements of the of Northern
arts of Northern Mindanao and
Mindanao and SOCCKSARGEN
SOCCKSARGEN. arts and crafts to
2. The student Philippine
exhibits culture,
completed traditions, and
history
artworks for
(Let’s Connect,
appreciation and
page 195)
critiquing.
Summative
Assessment:
 Applying
understanding
by painting an
artwork derived
from the
91
elements
exhibited
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
92
in the Northern
Mindanao and
SOCCKSARGEN
communities’
traditions and
history by the
local motif design
(Let’s Apply,
page 195)
Self-assessment:
 Reflecting on
one’s art
performance
(Reflection:
Looking at my
performance,
page 196)
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
93
Crafts of Davao (How ready are indigenous
Diad Activity Filipinos, beliefs
and Zamboanga you?, page
Regions 197)
Learning Values
Stations Education
Travelogue (respect for
Assessment:
1. The student nature and
Recalling by News Reporting
demonstrates culture,
art elements classifying the Compare and simplicity,
and processes place of origin, Contrast patience,
by synthesizing its local term, cleanliness,
and applying and by resourcefulness,
prior knowledge identifying and etc.)
and skills. analyzing art
Math
elements and
2. The student (proportions in
principles in the
demonstrates the assemblage
production of
the salient making, etc.)
one’s arts and
features of the crafts inspired TLE
arts of Davao by the arts of (handicrafts)
and Zamboanga Davao and
regions by Zamboanga
showing the regions (Let’s
relationship of Recall, page
the elements of 200)
ESSENTIAL
LEARNING
94
COMPETENCIES
UNDERSTANDINGS
art and  Explaining the processes characteristics among culturally
of arts and
diverse crafts of Davao communities in and Zamboanga the
country.regions
3. The student  Explaining the demonstrates possible foreign the Philippines
influences in as having a their designs by rich artistic and deriving ideas
cultural tradition based from the from precolonial traditions and to present
times.history of the
communities as they write

Performance
their persuasive
Standards
paragraph on
1. The student the importance creates artworks of folk arts showing the preservation characteristic in Davao
95
and elements of the Zamboanga arts of Davao regions
and Zamboanga (Let’s Explain,
regions.page 201)
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
96
2. The student  Connecting
exhibits art principles
completed and elements
artworks for with authentic
appreciation and characteristics of
critiquing. arts and crafts in
specific areas in
Davao
and Zamboanga
regions
(Let’s Connect,
page 201)
Summative
Assessment:
 Applying
understanding
by painting and
assembling
vinta-inspired
designs that
were derived
the elements
exhibited in
Davao and
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
97
Zamboanga
communities
traditions and
history by the
local motif design
(Let’s Apply,
page 202)
Self-assessment:
 Reflecting on
one’s art
performance
(Reflection:
Looking at my
performance
page 203)

world vision.
98

QUARTER FOURTH
UNIT NUMBER 4
UNIT TITLE Filipino Festivals and Theatrical Forms

how theatrical elements (sound, music, gesture, movement, creates appropriate festival attire with accessories based on
and costume) affect the creation and communication of authentic festival costumes;
meaning in Philippine Festivals and Theatrical Forms as creates/improvises appropriate sound, music, gesture,
influenced by history and culture; and movements, and costume for a chosen theatrical
theater and performance as a synthesis of arts and a composition; and
significant expression of the celebration of life in various takes part in a chosen festival or in a performance in a
Philippine communities. theatrical play.
99
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS

Religious Questions: Quick Check Think-Pair- Integration:
The students will
Festivals The students will know… (How ready are Share Social Studies
explore responses to Various Filipino you?, page Demonstration (geography,
207) indigenous
Content Standards the following religious, Learning Filipinos, beliefs
questions: regional, and Stations
1. The student and traditions)
1. Is religion part of theatrical forms Formative Storytelling
demonstrates Assessment: Values
the Filipinos’ Relationship of
how festival Travelogue  Education
elements
way of life? art elements Recalling by
Analytical (respect for
(line, shape, identifying the
(sound, music, 2. Should the art of Paragraph nature and
festivity be part forms, color, religious
gesture, Writing culture,
of religion? value, space, festivals
movement, and simplicity,
Why? and texture) celebrated all
costume) affect patience,
used in the over the
the creation 3. Are all festivities cleanliness,
costumes and country
and in the resourcefulness,
props of various throughout the
communication Philippines etc.)
Filipino year
of meaning in influenced by Math
religious and (Let’s Recall,
Philippine religion? Why? (patterns –
regional pages 212 and
religious 4. Do you think the festivals and 213) linear designs,
festivals as early indigenous theatrical forms Explaining the geometric
influenced by people in the shapes, etc.)
Principles of elements and
history and country also TLE
Design: principles of
culture. celebrate (handicrafts)
a. rhythm/ arts as seen in
festivities?
pattern Philippine
Explain.
100
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
2. The student 5. Is your regional b. balance and religious festivals Music

demonstrates festivity worth proportion Explaining what (improvising
religious festival keeping? Why? c. emphasis makes each of accompanime
performance as 6. What for you the Philippine nt of sound
d. variety, unity,
a synthesis of makes festivals unique and rhythm of
and harmony
arts and a Philippines a through a visual the Sinulog
significant The different festival)
nation of artists? presentation
expression of processes of
7. Are Filipinos (Let’s Explain, P.E. (creating
the celebration integrating art
dramatic? Why? page 213) choreography
of life in various elements and
Connecting based on the
Philippine 8. Where can you principles in
through movements
communities. find the passion making props
research on the and gestures
and soul of the and costumes
history of the reflecting the
Filipino artists? for Filipino
Performance religious festival mood of the
Explain. religious,
Standards and its Sinulog festival)
regional, and
1. The student theatrical forms evolution, and
creates Enduring describe how
Understandings: Various
appropriate the townspeople
cultural
festival attire The students will participate and
terminologies
with accessories understand that… contribute to the
such as:
based on event
1. festivals and a. pahiyas
authentic Connecting by
theatrical forms
religious festival b. moriones describing and
play a
costumes.
significant role c. ati-atihan
in the cultural
101
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
2. The student traditions and d. sinulog analyzing the

creates/ development of e. dinagyang uniqueness of
improvises the Filipinos. each group’s
appropriate f. santacruzan performance of
2. Filipinos’ love
sound, music, and passion for g. panagbenga various
gesture, the arts are Philippine
movements, h. masskara religious
evident in their
and costume religious and i. kaamulan festival
for a chosen regional (Let’s Connect,
j. kadayawan
theatrical celebrations, page 213)
composition. and various k. moro-moro
3. The student forms of l. sarswela Summative
creates a theatrical Assessment:
m. senakulo
costume for a performances.
chosen  Applying
3. The understanding
theatrical community’s Skills:
composition. by designing a
customs, The students will be t-shirt based on
4. The student traditions, the visual
skilled at…
takes part in a beliefs, and elements and
chosen values play a  analyzing
elements and components of
festival significant part the Sinulog
performance. in the principles of art
Religious
development of of one’s
Festival
the individual’s religious/
(Let’s Apply,
cultural identity. regional
page 214)
festivals and
102
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
4. Most of the theatrical Follow-up

Filipino festivals production; Activity: Perfor-
and theatrical identifying and ming in a group
forms have appreciating — showcase of
religious origins distinct cultural the Sinulog
and intertwining festivities and festival as
cultural celebrations in integrated with
significance in the Philippines; Music and PE
traditional subjects.
identifying the
activities. festivals and
theatrical forms Self-assessment:
celebrated all
Reflecting on
over the country
one’s art
throughout the
performance
year;
Analyzing the
researching
uniqueness of
on the history of each group’s
the festival and performance of
theatrical their chosen
composition and religious festival
its evolution, art activity
and describing (Reflection:
how the Looking at my
townspeople performance,
page 215)
103
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 2: participate and Pre-assessment: What is it? Subject

Nonreligious/ contribute to the Quick Check Think-Pair-Share Integration:
Regional Festivals event; (How ready are Social Studies
Demonstration
identifying the you?, page 216) (geography,
elements and Learning
indigenous
Content Standards principles of Stations Filipinos, beliefs
Formative
1. The student art as seen in Travelogue and traditions)
Assessment:
demonstrates the Philippine Compare and Values
Recalling by
how festivals; Contrast Education
identifying the
nonreligious/ tracing the (respect for
nonreligious/ Film Viewing
regional festivals external nature and
regional festivals Persuasive
elements (sound, (foreign) and celebrated all culture,
music, gesture, internal Paragraph
over the country simplicity,
movement, and (indigenous) Writing
throughout the patience,
costume) affect influences year cleanliness,
the creation and reflected in (Let’s Recall, resourcefulness,
communication the Filipino page 220) etc.)
as influenced by religious, Math
Explaining the
history and regional, and
elements and (patterns –
culture. theatrical
principles of arts linear designs,
productions;
as seen in geometric
defining what Philippine shapes, etc.)
makes each nonreligious/ TLE
of the regional (handicrafts)
Philippine festivals
festivals
unique
104
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
2. The student through a visual Explaining what Music

demonstrates presentation; makes each of (improvising
nonreligious/ assessing the Philippine accompanime
regional festival and utilizing nonreligious/ nt of sound
performance as the properties regional and rhythm of
a synthesis of of various art festivals unique the Maskara
arts and a media and through a visual festival)
significant their ability to presentation P.E. (creating
expression of convey (Let’s Explain, choreography
the celebration messages and page 221) based on the
of life in various meaning as Connecting movements
Philippine presented in through and gestures
communities. their costumes, research on the reflecting the
stage designs, history of the mood of the
Performance and props; nonreligious Masskara
Standards creating festival and its festival)
1. The student costumes, stage evolution, and
creates describe how
designs, and
appropriate the
props as
festival attire townspeople
integrated in the
with accessories participate and
themes found
based on contribute to
through direct
authentic festival the event
observation,
costumes. personal Connecting by
describing and
analyzing the
105
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
2. The student experience, and uniqueness of
creates/ imagination; and each group’s
improvises  reflecting on performance of
appropriate one’s artwork’s various
sound, music, mood, idea, or Philippine
gesture, nonreligious/
message as
movements, regional festival
inspired by
and costume (Let’s Connect,
various Filipino
for a chosen page 222)
festivals and
nonreligious/
regional festival theatrical forms.
composition. Summative
Assessment:
3. The student
takes part in a  Applying
chosen festival understanding
or in a by designing
products based
performance in
on the visual
a nonreligious/
elements and
regional
components of
festival.
the Masskara
festival
(Let’s Apply,
page 222)
106
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Follow-up
Activity:
Performing in
a group—
showcase of
the Masskara
festival as
integrated with
Music and PE
subjects
Self-assessment:
Reflecting and
analyzing on
one’s art
understanding
and performance
based on the
lesson:
nonreligious/
regional festivals
(Reflection:
Looking at my
performance,
page 224)
107
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
LESSON 3: Pre-assessment: What is it? Subject
Representative Quick Check Graphic Integration:
Philippine (How ready are organizer Social Studies
Theatrical Forms you?, page 225) (Feldman’s (geography,
Model of Art indigenous
Criticism) Filipinos, beliefs
Think-Pair-Share and traditions)
1. The student Assessment:
Dyad Activity Values
demonstrates Recalling by Education
how theatrical identifying the Demonstration (respect for
elements different design Learning nature and
(sound, music, principles in art Stations culture,
gesture, as seen in a simplicity,
Moro-moro Travelogue
movement, and patience,
theatrical play News Reporting
costume) affect cleanliness,
the creation and Explaining what Compare and resourcefulness,
communication makes each of Contrast etc.)
of meaning in the theatrical Math
Philippine forms unique (proportions in
theatrical forms through a visual the assemblage
as influenced by presentation making, etc.)
history and (Let’s Explain,
page 229) TLE
culture.
(handicrafts)
108
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
2. The student Connecting Music

demonstrates through (improvising
theater and research on the accompanime
performance history of the nt of sound
as a synthesis theatrical forms and rhythm for
of arts and a and its the Moro-moro
significant evolution, and theatrical form)
expression of describe how P.E. (creating
the celebration the choreography
of life in townspeople based on the
various participate and movements
Philippine contribute to and gestures
communities. the event reflecting the
Connecting by mood of the
Performance describing and Moro-moro
Standards analyzing the theatrical form)
uniqueness of
1. The student
each group’s
creates
appropriate performance of
festival attire various
with accessories Philippine
based on theatrical forms
authentic (Let’s Connect,
Philippine page 229)
theatrical
costumes.
109
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
2. The student Summative

creates/ Assessment:
improvises Applying
appropriate understanding
sound, music, by designing
gesture, costumes,
movements, accessories, and
and costume for stage props
a chosen (Let’s Apply,
theatrical page 230)
composition.
3. The student Self-assessment:
takes part in a
Reflecting and
chosen festival analyzing on
or in a one’s art
performance in understanding
a theatrical and performance
play. based on the
lesson:
nonreligious/regi
onal
festivals
(Reflection:
Looking at my
performance,
page 231)
110
The learner demonstrates understanding of the concept of physical fitness and physical
activity in achieving, sustaining, and promoting an active life for fitness and health.
The learner demonstrates an understanding of integrating physical activity behavior in

achieving an active lifestyle.
The learner demonstrates an understanding of personal fitness in achieving an active

lifestyle.
QUARTER FIRST
UNIT NUMBER 1
UNIT TITLE Fitness for Life

The student demonstrates an understanding of guidelines and The student designs an individualized exercise program to
principles in exercise program design to achieve personal fitness. achieve personal fitness.
111
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 1: Essential Knowledge: Pre-assessment: Analyzing Values:
Physical Fitness Questions: The students will Clarifying images on Care and
The students will know… concepts on appropriate and respect for
explore responses to physical inappropriate one’s health and
Content Standard Physical Fitness health habits
The student the following Components activity and fitness
questions: fitness Viewing video Positive outlook
demonstrates a. Health-
1. Do you consider Distinguishing documentary on
understanding of Related in life
yourself a health-related physical
guidelines and Fitness Adopt and
physically fit from skill- activities
principles in (HRF) maintain a
exercise program person? related fitness Giving
b. S kill- healthy lifestyle
design to achieve 2. What does Quick Check analytical and
Related critical Respect for
personal fitness. fitness mean to (How ready
Fitness responses to individual growth
you? are you?, page
(SRF) guide questions and
3. Why should you 237) development
Performance Physical Fitness on fitness
undergo fitness
Standard Tests components
tests? Formative
The student designs Principles of Assessment: Performing Subject
4. What does your
an individualized Physical Activity warm-up and Integration:
performance in Differentiating
exercise program to cooldown
the physical Physical Activty health-related Music (its effect
achieve personal exercises as
fitness tests tell Pyramid from skill- on one’s mood
fitness. charting
you about your Benefits of related and and behavior
level of fitness? Role-playing while performing
Physical Activty physiological
and exercises)
5. How do physical The FITT fitness (Let’s
critical analysis
activities Formula and Recall, page
on the fitness
significantly Personal 241)
cartoon image
Fitness Plan
112
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
contribute to your Skills: Listing down Venn Diagram Art (creative
desired level of The students will be and classifying Discussion preparation of
fitness? skilled at… health-related documentary
6. How does from skill- video/AVP)
demonstrating related
managing your an Ecology
time affect your activities (environmental
understanding
fitness goals? of movement, Discovering factors and their
7. Why is it concepts, own’s fitness effects on one’s
necessary to principles, (Let’s Explain, health and
have a Personal strategies, page 241) fitness)
Fitness Plan and tactics as Giving Reverence to
and monitor it? applied to evidences on God’s gift to
learning and age as factor humanity—body
performance affecting one’s as the temple
Enduring
of physical physical fitness of the spirit
Understandings:
activities; (Let’s Connect, TLE/HE
The students will applying page 242) (healthy food
understand that…
concepts and and eating
1. physical fitness is performing habits for fitness
Summative
associated with warm-up and energy level)
Assessment:
healthrelated and cooldown
Creating Computer
skill-related exercises with
slogans (preparation of
components pacing and
inspiring clients the AVP)
of the body to practice;
function to sustain their
fitness
workouts
113
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
efficiently and using fitness (Let’s Apply,
effectively. components to page 242)
2. fitness is a daily improve health
process and can and physical
activities; Self-assessment:
be fun.
 Mindfulness of
3. physical activity performing
Physical Fitness one’s own
involves
Tests and using fitness—
movements
the results to enjoyment/
and motor skills
throughout a guide changes fulfillment and
lifetime. in fitness difficulties
assessments for (Reflection:
4. the principles
designing Looking at my
and benefits of
fitness performance,
physical activity
workouts; page 243)
improve the
body’s ability to monitoring
do more with kinds of
less effort. exercises and
other health-
5. the FITT formula
related
for each
behavior;
component of
health-related using the
fitness can be Physical Activity
used as a useful Pyramid to
guide choose activities
to improve
fitness;
114
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
LESSON 2: for individual following the Pre-assessment: Administration of Values:
Philippine exercise FITT principle Quick Check the fitness tests Safety and
Physical Fitness program. to exercise (How ready are as test taker and support as test
Test 6. exercise appropriately; you?, page partner taker and
should include and 245) Objective partner
a gradual designing, assessment of Honesty and
Content Standard program of implementing, current fitness
Formative integrity of test
The student intensity and and level
Assessment: scores
demonstrates specific to a monitoring a
Computing for Analysis of the Appreciation for
understanding of training goal. Personal fitness cartoon
guidelines and Body Mass the benefits of
7. the body will Fitness image
principles in Index (BMI) physical activity
safely adapt to Program; and Inspiration on Respect for test
exercise program (Let’s Recall,
the load if the charting and fitness and
design to achieve page 248) protocol
fitness journalizing perseverance
personal fitness. principles are Analyzing
improvement
survey reports from an Wake-up call for
followed. in fitness. excellent sedentary
on physical unhealthy health
Performance 8. an appropriate athlete—Keifer
inactivity habits
Standard Personal Ravena
(sedentary
Fitness
The student designs lifestyle) (Let’s
Plan follows Subject
an individualized Explain, page
the FITT Integration:
exercise program to 248)
formula to
achieve personal effectively Explaining the Mathematics
fitness. manage one’s challenges and
fitness goals. values of the (computational
Principles of skill for BMI)
115
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Physical Activity TLE/Computer
(Let’s Connect, (AVP making)
page 249) Science (effect
of exercises on
Summative the muscles of
Assessment:
the body)
Making one’s
own Physical
Activity Pyramid
and assessing
objectively
one’s physical
activities (Let’s
Apply, page
249)
Self-assessment:
Completing the
phraseawarene
ss and attitude
on physical
activity
(Reflection:
Looking at my
performance,
page 250)
116
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 3: Pre-asssessment: Analysis of Values:
Your Personal Quick Check (How fitness cartoon Truthfulness
Fitness Plan ready are you?, image and honesty in
page 251) Discussion of charting and
the FITT monitoring
Content
Formative guidelines vis-a- fitness and
Standard The
Assessment: vis the factors wellness
student
Computing and needed to calendar
demonstrates
illustrating for the develop a Making a
understanding of
maximum personal fitness pledge to stand
guidelines and plan
principles in heart rate of a 15- for personal
exercise program year-old (Let’s Designing a fitness
design to achieve Recall, page 255) personal fitness Discernment of
Personal Fitness plan integrating one’s physical
personal fitness.
Plan Making the FITT abilities and
guidelines capabilities
Performance a. Identifying
one’s fitness Charting,
Standard journalizing,
goals
The student b. Managing and monitoring Subject
your fitness Integration:
designs an personal
individualized and wellness Computational
obstacles
exercise program calendar skill for the
(Let’s
to achieve personal Signing with maximum heart
Explain,
fitness. conviction the rate
pages 255
Personal
and
Fitness
256)
Contract
117
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Justifying why  Adjusting one’s CAE—
fitness is an personal fitness accurate
integral aspect plan to maintain reporting on
of a person’s optimum level of data or facts
holistic fitness Clinic for
development health record
(Let’s Connect, coordination
page 256)
Religion
Applying the (respect and
FITT care for the
guidelines in body as a
your Personal temple of the
Fitness Plan spirit)
Creating an
advertisement
poster to
persuade
community
residents on the
importance of
maintaining a
118
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Personal Fitness
Plan
(Let’s Apply,
page 256)
Self-assessment:
 Learning about
your strengths
and abilities
through your
Personal
Fitness Plan
(Reflection:
Looking at my
performance,
page 257)
119


lifestyle.
QUARTER SECOND
UNIT NUMBER 2
UNIT TITLE Individual Sports

120
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
LESSON 1: Essential Knowledge: Pre-assessment: Interpreting Values:
Track and Field Questions: Quick Check and analyzing Individual
The students will
(How ready are pictures sports values
The students will know…
explore responses to History of you?, page Following Relying
Content 262) video
the following Athletics primarily on
Standard The demonstration one’s own
questions: Strands of for proper
student Formative strength
demonstrates 1. What lifelong Athletics Assessment: mechanics
benefits can be Hardwork and
Track and Field and techniques
understanding of Arranging the perseverance
attained by in skill
guidelines and participating in a. Running significant Learning to
execution
principles in track and field? 1. Proper Running events in motivate one’s
and Proper athletics history Critical self positively
exercise program 2. As an athlete, analysis on
Breathing (Let’s Recall,
design to how do you focused Self-reliance
Techniques page 274)
achieve personal respond to questions Being
success and 2. Instructions for Summarizing,
fitness. responsible
failure? Safe Sprinting supporting, and Focused
practices of the with one’s
giving one’s
3. How does 3. Sprint Exercises skills errors in
Performance opinion (Let’s
swimming for training
Explain, pages Circuit Training
Standard benefit your Beginners 274 and
personal health? Mini- Subject
The student 275)
Tournament Integration:
designs an Making collage
individualized Self and Peer Computer
of learning in
exercise program Assessment (making an
running,
to achieve instructional
personal fitness.
121
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
4. Why is it b. Hurdling jumping, and video on the
important for you 1. Instructions for throwing basic skills of
to learn how to Safe Perfor- Creating own the sport)
swim? mance in mindset on Physics
Hurdling athleticism (analysis of
Enduring 2. Hurdling (Let’s Connect, time and
Understandings: Training: pages 275 and motion for
Exercises 276) peak
The students will performance)
understand that… Without
Using Summative Ethics
1. track and field Hurdles Assessment: (foundations for
can be a just and fair play;
c. High Jump Organizing
lifetime activity. positive
a mini-
2. running is an d. Long Jump
tournament competitiveness)
effective way to e. Triple Jump on 100-meter Ecology
increase f. Pole Vault Sprint, Long (maintenance of
cardiovascular Jump, and
g. Four Main a clean, safety –
endurance. Discus Throw
Principles in friendly oval for
3. jumping will Jumping (Let’s Apply, the events)
teach the body Events pages 276 and
Health Science
to center over 277)
h. Throwing (first aid
your feet or in
1. Hammer and injury
space, Self-assessment: prevention)
improving 2. Javelin
Thinking
critically on the
122
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
postural 3. Shotput process of my  Physical
efficiency 4. Exercises for training in the Education
including tempo, Throwing sport (good
rhythm, and Events (Reflection: postural
timing. Looking at my alignment in
Health Benefits of
4. throwing performance, walking,
Track and Field,
accurately and Running Events, page 278) running, and
with the correct Jumping Events, and throwing)
technique will Throwing Events
LESSON 2: allow you to hit Pre-assessment: Buoyancy Values:
your targets Swimming experiments
Swimming Quick Check Individual sports
with greater a. Factors That (How ready Video images values
consistency. Can Affect the are you?, of basic skills
Content Relying
5. participation in Learning of page and exercises primarily on
Standard The Swimming 279)
track and field Execution of one’s own
student
will enable b. Getting Started with proper strength
demonstrates development Formative
Aquatic Activity mechanics and Hardwork and
understanding of in lifelong Assessment: techniques of
guidelines and 1. Safety Rules at perseverance
physical activity the Identifying the skills
principles in that provides Learning to
Pool True or False Discussion on
exercise program vigorous activity motivate one’s
2. Swimming concepts on the importance
design to achieve self positively
and enjoyment. swimming of water safety
personal fitness. Facility Self-reliance
(Let’s Recall,
page 286)
Applying the
Archimedean
Principle
123
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
Performance 6. swimming can 3. Swimming (Let’s Explain, Relays and Being
Standard be a lifetime Essentials page 286) Races responsible with
The student activity that c. Fundamentals of Explaining Self and Peer one’s errors in
designs an offers benefits of Swimming “Fitness Less is Assessment training
both health and More” Water safety
individualized 1. Introduction to
skill-related (Let’s Connect,
exercise program Water Skills and
physical fitness. page 286)
to achieve Water
7. the technique of Subject
personal fitness. Confidence Integration:
water safety is a Exercises Summative
lifesaving skill. Assessment: Computer
2. Breathing, (making an
8. the most Breath Performing
effective the proper instructional
Holding, video on the
and efficient techniques of
Inhalation, and basic skills of
mechanics push basic stokes
Exhalation the sport)
the maximum in swimming
amount of water d. Basics in Physics
(Let’s Apply,
directly Swimming page 287) (analysis of
backward. 1. Floating in Water time and
9. a bent-arm pull 2. Treading in Self-assessment: motion for
enables a Water Reflecting on peak
swimmer to push performance)
3. Sculling lessons
water directly learned during Ethics
backward with workouts (foundations for
greatest power. just and fair
play, positive
competitiveness
124
)
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
125
e. Strokes in (Reflection: Ecology
Swimming Looking at my (maintenance of
1. Front Crawl performance, a clean and safe
2. Breast page 287) pool)
Stroke and Health Science
Backstroke (water safety)
Benefits of
Swimming
Skills:
skilled at…
demonstrating
competency
in motor skills
and movement
patterns needed
to perform basic
running,
jumping, and
throwing skills;
participating
regularly in
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
126
physical activity
to prepare the
body for the
skills in the sport;
achieving and
maintaining a
health-enhancing
level;
running for a
distance 2 out of
3 times for
fitness;
jumping by
taking off with
one foot, 3 out of
5 times;
throwing by
twisting the body
forward and
releasing the
shot to land at
least the length
of their height, 3
out of 5 times;
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
127
executing the
skill with safety;
and
assessing skills
through varied
strategies to
improve
performance.
following
instructions with
utmost focus on
excellent
mechanics and
techniques for
good stroke;
executing
warmup
exercises to
learn the skills
with energy and
mental
alertness;
demonstrating a
variety of motor
skills specific to
breathe control
and floatation;
128
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
manifesting
a safe level
of respect for
water;
following
instructions for
water safety;
following
instructions with
utmost focus on
excellent
mechanics and
techniques for
good stroke
output;
determining
which kick, arm
stroke, and
breathing
technique to use
in each of the
swim strokes;
129
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
applying the
FITT formula
in swimming;
exhibiting the
values of
patience and
perseverance
in repeated
drills for the
improvement of
performance;
and
evaluating
learning of skills
through varied
ways to monitor
significant
improvement in
performance.
130


lifestyle.
QUARTER THIRD
UNIT NUMBER 3
UNIT TITLE Dual Sports

131
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 1: Essential Knowledge: Pre-assessment; Badminton Subject

Badminton Questions: The students will Quick Check Following Integration:
The students will know… (How ready are directions of Art/Computer
explore responses to  Badminton you?, page 291) instructional (making an
Content videos on the instructional
the following a. History of
Standard The basic skills video on the
questions: Badminton Formative
student Applying the basic skills of
1. How do you feel b. Badminton Assessment: the sport)
demonstrates appropriate
playing with a Equipment Analyzing True
understanding of techniques in Physics
partner, friend, or False
guidelines and c. Grip learning the skills (analysis of
classmate, or statements
d. Skills and time and
principles in neighbor? (Let’s Recall, Concept motion for peak
exercise program Strokes instruction and
2. What do you page 300) performance)
design to achieve enjoy most about e. Serves: Low skill practice
Analyzing game
personal fitness. playing with a and High
situations Drills and leadup Ethics
partner? Serve games (foundations
(Let’s Explain, for just and fair
3. How can you f. Stroke: pages 300 and Providing
Performance play, positive
benefit from Smash, 301) feedback for
Standard competitivenes
sports that can Drive, Net consistency
Explaining the s)
The student be played with a Shot, Lob or
endurance Task Analysis Health Science
designs an partner? Lift, and
fitness level of Discussion on (first aid
individualized Clear
badminton safe performance and injury
exercise program to g. Playing Area players Let’s prevention)
achieve personal h. How to Play Connect,
fitness. Badminton page 301)
132
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
4. How does i. Faults of the Summative Mini- Physical

learning Game Assessment: Tournament Education
the skills, j. Benefits of the Sport Selecting Self and peer (good postural
techniques, and players for the assessment alignment)
 Table Tennis
game strategies badminton Ecology
in table tennis a. Significant (environmental
playing center
improve your Events in factors
(Let’s Apply,
overall Table Tennis affecting a
page 301)
wellbeing? b. Table Tennis clean and
5. Why is teamwork Equipment safe playing
a necessary Self-assessment: area)
c. Basic Skills
component of Reflecting on
1. Grip
participation in accomplishme
table tennis? 2. Spin Values:
nt, practice,
6. How does a d. Basic and value of Focus and
player nurture Strokes badminton concentration
the spirit of effort e. Basic Rules in Table (Reflection: Teamwork
in the practice of Tennis Looking at my
Patience and
arnis? performance,
f. Officials of the Match perseverance
page 302)
g. Health Respect for
Benefits of rules and
Table Tennis protocols of
the
sport
Camaraderie
133
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 2: 7. Why is it important  Arnis Pre-assessment: Table Tennis Enhanced

Table Tennis to follow a. History of Quick Check Execution of fitness level
principles of Arnis (How ready proper mechanics Honesty, just
etiquette and to are you?, page and and fair play
guard against b. Arnis
Content Standard 303) techniques of the
impulsive Equipment
The student skills
demonstrates courage in arnis? c. Arnis Subject
Posture, Formative Discussion on the Integration:
understanding of
Courtesy, Assessment: importance of
guidelines and
Enduring and Grip safe performance Art/Computer
principles in Identifying (making an
Understandings: Practice Drills
exercise program d. Arnis Stance concepts on instructional
design to achieve The students will Arnis Forms table tennis Task Analysis video on the
personal fitness. understand that… of Play (Let’s Recall, basic skills of
Mini-Tournament
1. badminton can e. Arnis pages 313 and the sport)
Self and Peer
be played at Exercise 314) Physics
Performance Assessment
beginner’s level/ Explaining (analysis of
Standard f. 12 Vital
recreational which sport time and
Striking
The student designs offering early potential will motion for peak
Points in the
an individualized satisfaction motivate performance)
Body
exercise program to without much beginners
achieve personal technical g. Kinds of
(Let’s Explain,
fitness. expertise while Blocks page 314)
at the highest h. Benefits of Justifying table
level, a very Arnis tennis as the
world’s best
sport
134
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
Skills: (Let’s Connect, Ethics

dynamic sport The students will be page 314) (foundations
with shuttles skilled at… for honest,
smashed at 350 just and fair
demonstrating Summative play, positive
kph with players
competency Assessment: competitivene
displaying the
in motor skills Conducting ss)
highest levels of
athleticism. and movement a table tennis
patterns needed Ecology
2. badminton and game play for (environmenta
to perform these beginners (Let’s
table tennis dual sports; l factors in the
are lifetime Apply, page maintenance
sports that can attaining 315) of a clean
be played at proficiency and safe
various skill levels of the playing area)
levels and all skills in the Self-assessment:
sports by Making table Physical
ages. Education
providing tennis a “Sport
3. badminton and sufficient time (good postural
for All”
table tennis for practice; alignment)
(Reflection:
build Ethics
following all Looking at my
fundamental (foundations
rules and performance,
sporting skills for honest,
protocols of the page 315)
and allow all age just and fair
groups to play dual sports;
play)
badminton for
life.
135
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 3: 4. arnis is a identifying Pre-assessment: Arnis Values:

Combative Sports: practical self- safety hazards Quick Check Discussion on Focus and
Arnis defense and in the game of (How are you?, foundational concentration
can be badminton, page 317) concepts of arnis
practiced table tennis, Teamwork
Content Standard anywhere. and arnis; Demonstration of Patience and
The student Formative arnis skills perseverance
5. arnis requires a exhibiting
demonstrates training partner cooperative Assessment: Shows videos Respect for
understanding of to practice so it play through Describing and vis-à-vis rules and
guidelines and is a fun and the dual sports; classifying arnis execution of the protocols of the
principles in great way to building terms different arnis sport
exercise program meet people. responses to (Let’s Recall, skills Camaraderie
design to achieve 6. arnis enhances manual pages 328 and Drills and Enhanced
personal fitness. any martial art dexterity and 329) exercises fitness level
integrating into conditioned Explaining that providing ample
time for practice Honesty, just
any form of responses to arnis training is
Performance and fair play
exercise. various attacks in speed and Task Analysis
Standard in arnis; and technique rather Safety Exercises
The student designs training for than strength Subject
an individualized conditioned Providing Integration:
(Let’s Explain,
exercise program to responses to feedback on
page 329) Art/Computer
achieve personal various attacks consistent basis
Justifying arnis (making an
fitness. in arnis. Self and Peer
as a complete instructional
Assessment
martial art video on the
136
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
(Let’s Connect, basic skills of

page 329) the sport)
Physics
Summative (analysis of
Assessment: time and
motion for peak
 Demonstrating performance)
membership to
the arnis Ethics
varsity team (foundations
through basic for honest,
skills in just and fair
footwork, play, positive
striking, and competitivene
blocking ss)
techniques Ecology
(Let’s Apply, (environmental
page 330) factors in the
maintenance
of a clean and
safe playing
area)
137
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Self-assessment: Health Science

 Staying focused (first aid and
in arnis is injury
primarily for prevention)
fitness purposes Physical
rather than Education
offensive/ (good postural
defensive alignment)
skill to fight
an opponent
(Reflection:
Looking at my
performance,
page 330)
138


lifestyle.
QUARTER FOURTH
UNIT NUMBER 4
UNIT TITLE Philippine Dances

139
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 1: Essential Knowledge: Pre-assessment: Venn Diagram Values:
Philippine Folk Questions: The students will Quick Check Demonstration of Increase fitness
Dances The students will know… (How ready are the positions level
Content explore responses to Folk Dances you?, page Picture Analysis Appreciation for
the following 333) Filipino culture
Standard The a. How Activity Sheets
questions:
student Philippine Discussion Enrichment of
demonstrates 1. How does Formative Filipino cultural
Dances
understanding of dancing benefit Self/Peer
Evolved Assessment: heritage and
guidelines and your personal Assessment
b. Classification of Arranging in identity
principles in health?
Philippine Folk chronological Respect for
exercise program 2. How does
Dances order the cultural history
design to achieve performing local
c. Benefits of history Integrating in
personal fitness. and indigenous
Folk Dances of Philippine folk one’s fitness
dances influence
dances the
your character The Basic Natural (Let’s Recall, benefits of folk
Performance and artistry as a Movements page 336) dance
Standard Filipino student? a. Locomotor Explaining the
The student 3. How do the basic Movements bases for the
designs an natural b. Non-locomotor Subject
classification of
individualized movements Integration:
Movements Philippine folk
exercise program help us in our
dances Computer
to achieve desired fitness
(Let’s Explain, (making an
personal fitness. level as we do
page 336) instructional
video on the
basic skills of
140
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
our activities in Dance as Rhythmic Determining the concepts
everyday life? Activities if the cultures and
4. How do the a. Fundamental of different classification of
movements of Rhythm colonizers Filipino folk
Subli and enhanced and dances)
b. Common
SuaSua blended well Physics
Dance Terms into our folk
challenge your in Folk (analysis of
fitness level as a dances (Let’s dance
Dancing Connect, page
folk dancer? techniques
c. Creative 337) for peak
Rhythmic performance)
Enduring Movement Summative
Understandings: Combina- tions Assessment: Ethics (respect,
patience, and
The students will d. Fundamental Creating a perseverance
understand that… Dance collage in individual,
1. dance is an art 2
advertisement couple, and
that expresses Steps in 4 promoting the group
what words beauty and performances)
3 richness of our
cannot, as well and 4 Time Ecology
as physical folk dances
Signatures (maintenance of
expression of (Let’s Apply,
a clean and
ideas. Local and page 337)
safe dancing
2. folk dance is an Indigenous venue)
effective Dances Self-assessment:
Health (per-
medium a. Subli Stating
sonal fitness in
b. Sua-sua realizations on
dance)
141
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
for physical Skills: things learned  Physical
activity, The students will be about folk Education
enjoyment, skilled at… dances (good postural
cross-culture, (Reflection: alignment in
and social performing the
Looking at my dancing)
interaction. movements for
performance,
basic rhythmic
3. folk dance is an page 337)
competency;
authentic
LESSON 2: demonstrating Pre-assessment: Drills and Values:
presentation of
Fundamentals of graceful and Quick Check Exercises Improvement
an ancient
heritage and rhythmic (How ready are Analysis and of healthrelated
Folk Dancing
the cultural coordination to you?, page Interpretation fitness
Content Standard identity of a folk improve one’s 338) components
Movement
The student or a nation. posture;
Analysis and Creativity in
demonstrates 4. Basic Natural fostering Formative Discovery rhythms and
understanding of Movements: patriotism and Assessment: dance
Demonstration
guidelines and locomotor and nationalism combinations
Identifying of position with
principles in non-locomotor through the
locomotor proper posture, Appreciation
exercise program movements are study and
movement mechanics, and for varied folk
design to achieve important in life performance of
from non- techniques dance music and
personal fitness. because they Philippine folk
locomotor Listening rhythm
correlate with dances;
movement Accuracy of the
one another to tracing the (Let’s Recall, performance of
provide influence of page 343) exercises on 43 the steps
foundation for different dance 2
Determining rhythm4
elements in
whether a
folk and
statement is
142
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
143
Performance recreational dances rooted in knowledge, skill, Executing dance through the use
Standard activities like the everyday or attitude (Let’s terms and of step pattern,
The student designs dances and living of the Explain, page combinations note pattern, and
an individualized games. people in the 344) Video watching counting
locality of the
exercise program to 5. Philippine Explaining and analysis
folk dance is region;
achieve personal music and Learning Stations Subject
fitness. an recognizing dance uplifting a Integration:
expression of differences of person’s spirit Self/Peer
Assessment Computer
the way of life dance cultures and promoting (making an
and culture of across the personal fitness instructional
Filipinos. regions; (Let’s Connect, video on the
6. Philippine creating and page 344) movements,
folk dances integrating rhythm, and
are vibrant varied dance Summative dance terms)
and colorful, elements to Assessment: Physics
capturing the bring out (analysis of
distinct Teaching
history of the movements,
characteristics distinct qualities
archipelago. balance, and
depicted in of folk dances—
common dance coordination for
each folk peak
dance; terms, steps, and
performance)
directions (Let’s
describing, Ethics (respect,
Apply, page 344)
analyzing, and patience, and
interpreting perseverance
dance steps during
and instructions practices)
completely; and
144
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
 enhancing one’s Self-assessment: Ecology
fitness level Realizing (maintenance
through regular improvement of a clean and
dance workouts. and safe dancing
achievement venue)
attained in Health (posture
practicing folk alignment in the
dancing execution of the
(Reflection: movements)
Looking at my
performance,
page 345)
LESSON 3: Values:
Pre-assessment:
Local and Performing warm- Personal and
Quick Check group
Indigenous Dances up exercises
(How ready are enhanced
Content Standard you?, page Video Watching fitness
The student 346) and Analysis
Appreciation
demonstrates Discussion
for rural/
understanding of Interpretation and
Formative countryside and
guidelines and Analysis of
Assessment: indigenous
principles in instructions dances
exercise program Identifying
design to achieve movements and Learning Stations Dance
personal fitness. steps of Subli Self/Peer influence on
from Sua-KuSua Assessment character
145
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Performance (Let’s Recall, Monitoring and Filipino
Standard pages 358 and of improved artistry
The student designs 359) practices Accuracy of the
an individualized Comparing Performance performance of
exercise program to the fitness level before a big the steps
achieve personal benefits of audience through the use
fitness. movements of step pattern,
from rural or note pattern,
countryside and counting
dances to Performance of
movements the dances with
from indigenous ease, grace,
dances and confidence
(Let’s Explain,
page 359)
Subject
Explaining the
Integration:
local and
indigenous Computer
dances’ (making an
contribution to instructional
the development video on the
and richness of movements,
the culture of a rhythm, and
country dance terms of
(Let’s Connect, the dances:
page 359)
146
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Summative Subli and Sua-
Assessment: Ku-Sua)
Promoting Physics:
and (analysis of
performing movements,
the Philippine balance, and
folk dance coordination for
Subli (Let’s peak
Apply, page performance)
359) Ethics (respect,
patience, and
Self-assessment: perseverance
during
Concretizing practices)
actions to
preserve our Ecology
(maintenance
folk dances
of a clean and
(Reflection:
safe dancing
Looking at my
venue)
performance,
page 360) Health (posture
alignment in
the execution
of the dances:
Subli and Sua-
Ku-
Sua)
147
Growth and Development: Emphasizes developmental milestones and health concerns
CORE LEARNING AREA STANDARD during puberty and adolescence with focus on personal health and the development of
self-management skills to cope with life’s changes.
The learner demonstrates an understanding of key health concepts related to the

KEY STAGE STANDARD (7–10) achievement, sustainability and promotion of wellness as it improves the quality of life
of the individual, the family and the larger community.
The learner demonstrates an understanding of growth and development; nutrition;

GRADE LEVEL STANDARD (7) personal health and prevention and control of diseases and disorders (Non-
communicable) to achieve, sustain, and promote personal health and wellness.
QUARTER FIRST
UNIT NUMBER 1
UNIT TITLE Growth and Development

The student demonstrates understanding of holistic health and The student appropriately manages concerns and challenges
its management of health concerns, the growth and development during adolescence to achieve holistic health.
of adolescents and how to manage its challenges.
148
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
LESSON 1: Essential Knowledge: Pre-assessment: Journaling Values:
Holistic Health and Questions: The students will Quick Check Activity Sheets Care and
Health The students will know… (How ready Picture respect for
Dimensions explore responses to are you?, Interpretation one’s health
the following Holistic health
pages 363 and and Analysis Personal hygiene
Content Standard questions: Stages of 364)
The student growth and Charting Positive outlook
1. Why is it in life
demonstrates development Venn Diagram
important to be Formative
understanding of (infancy to old Exit Cards Adopt and
healthy and well? Assessment:
holistic health and age) maintain a
its management of 2. How are the healthy lifestyle
Changes in the Identifying the
health concerns, the different health
health health
growth and dimensions
dimensions dimensions
related to one Subject
development of during (Let’s Recall,
another? Integration:
adolescents and adolescence page 368)
how to manage its 3. How can one Music (effect on
Management Listing down
challenges. maintain a one’s behavior)
of health and classifying
balanced health
concerns during behaviors and Art (creative
triangle?
adolescence practices preparation of
4. Are you healthy exit cards/AVP)
(poor eating Interpreting
or unhealthy?
habits, lack of and analyzing
5. Why should sleep, lack of a picture
adolescents be physical Diagramming
health
to show
conscious?
relationships
among
149
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Performance 6. How should activity, dental the health Physical
Standard one approach problems, body dimensions Education
The student the challenges odor, postural (Let’s Explain, (proper exercise)
of problems, as page 369) Biology
appropriately adolescence?
manages concerns well as other Providing (the parts,
and challenges 7. How should health answers/ importance, and
one manage explanations to care of the body
during adolescence problems)
health given questions parts)
to achieve holistic
concerns (Let’s Connect, Ecology
health. Skills:
during page 370) (environmental
adolescence? factors and their
8. How healthy skilled at… Summative effect on one’s
are you? Assessment: health)
describing
9. Why appraise the stages of Religion/Values
Preparing a
one’s health? growth and Education
30min Audio
10. Why is one’s development; (appreciation of
Visual
health a God’s gift of life)
explaining the Presentation
wealth? dimensions of showing the TLE/HE (healthy
holistic health importance of a food and eating
Enduring (physical, healthy school habits)
Understandings: mental/ community
The students will intellectual, (Let’s Apply,
understand that … emotional, page 370)
1. lifelong personal social, and
well being is moral-spiritual);
150
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
achieved based analyzing the Self-assessment: Psychology
on healthy interplay Looking into (emotional
attitudes and among the one’s choices changes in the
behaviors. health and describing different stages
2. holistic health is dimensions in one’s health of growth and
achieved developing compromising development)
through holistic health; and Computer
appropriate recognizing healthenhancin (preparation of
management that changes in g behaviors. the AVP)
of individual’s different health Creating one’s
concern and dimensions are personalized 7-
challenges. normal during point wellness
3. health is both a adolescence; plan
personal and explaining that (Reflection:
social the pattern of Looking at my
responsibility. change during performance,
4. an individual’s adolescence page 372)
health at is similar but the
different stages place of growth
is dependent on and
heredity, development is
environmental unique for each
factors, and adolescent;
lifestyle
choices.
151
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 2: 5. current and demonstrating Pre-assessment: Picture Analysis Values:
Management of future personal health appraisal Quick Check Dyad: ThinkPair- Personal
Health Concerns wellness is procedures (How ready are Share hygiene and
during Puberty dependent on during you?, pages 373 care for one’s
the person’s adolescence in Survey
and 374) health
Content Standard everyday order to achieve Reporting
lifestyle. holistic health; Respect for
The student Discussion
Formative health rules and
demonstrates 6. accessing and availing of Assessment: Exit Card guidelines
understanding of evaluating health services
holistic health and health in the school Matching Promptness
its management of information, and community words with their and proper time
health concerns, the in order to descriptions management
products, and
appraise one’s (Let’s Recall, for a healthy
growth and services
health; and pages 378 and lifestyle
development of contributes to a
379) Orderliness and
adolescents and person’s ability applying coping
how to manage its to make skills in dealing Analyzing a cleanliness of
challenges. healthy with health case study surrounding
decisions to concerns during (Let’s Explain,
achieve quality adolescence. page 379)
Subject
of life. Providing Integration:
answers/
Art (creative
explanation to
panel displays
given questions
(Let’s Connect,
page 379)
152
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Performance Summative Clinic (use of
Standard Assessment: facilities and
The student Creating panel availing of
displays to services)
appropriately
manages concerns show the proper Biology (body
and challenges management of parts/bone
during adolescence health concerns structure)
to achieve holistic (Let’s Apply,
health. page 380)
Self-assessment:
Developing a
plan of action
Completing a
phrase
(Reflection:
Looking at my
performance,
page 381)
153
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
154
LESSON 3:Pre- assessment: Visit a ClinicValues:
Health Appraisal  Quick Check  Data gathering,  Truthfulness
Procedure(How ready are organizing, and and honesty in Content Standardyou?,
pages
interpretingreporting and
382–384)
The student  Picture or video keeping health records
demonstrates watching and

understanding of Formative analysis Sincerity in
following health
holistic health and Assessment: Reporting
155
practices and
its management of  Identifying the  Situational guidelines
health concerns, terms Analysis the growth and (Let’s Recall,  Discerning of development of pages 390 and one’s health
adolescents and 391)practices how to manage its
challenges. Explaining
health facts
Performance (Let’s Explain,
Standardpage 391)
The student  Justifying a
appropriately healthy lifestyle(Let’s Connect,
manages concerns page 391) and challenges during adolescence to achieve holistic health.
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
156
Summative Pledge Subject
Assessment: Composition Integration:
Preparing a Card Posting Science (health
revised and Hands-On/ information/
updated Demonstration data gathering)
health record Mathematics
Learning
form of (accuracy on
students’ Stations
weighing and
fitness record Panel Display/ measuring of
(Let’s Exhibit height)
Apply, page
Communication
391)
Arts (proper oral
presentation/
Self-assessment: reporting)
Composing a
Pledge of
Commitment
(Reflection:
Looking at my
performance,
page 393)
Nutrition: Addresses the importance of eating healthy and establishing good eating
CORE LEARNING AREA STANDARD habits especially for children and adolescents as a way to enhance health and prevent
diseases.
157
KEY STAGE STANDARD (7–10) achievement, sustainability, and promotion of wellness as it improves the quality of life
of the individual, the family, and the larger community.

QUARTER SECOND
UNIT NUMBER 2
UNIT TITLE Nutrition

The student demonstrates understanding of nutrition for a healthy The student makes informed decisions in the choice of food to
life during adolescence. eat during adolescence.
158
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 1: Essential Knowledge: Pre-assessment: Eliciting of Prior Values:
Nutritional Questions: Quick Check Knowledge Care for one’s
The students will
Guidelines The students will know… (How ready are Picture Analysis health through
Content explore responses to you?, pages Diagramming proper nutrition
the following Appropriate 397 and 398)
Standard The nutrition during Dyad: Not being
questions: wasteful with
student adolescence ThinkPair-
demonstrates 1. Why should one Formative Share food (frugality)
eat? Nutritional
understanding problems of Assessments: Exit Card Eating healthy
of nutrition for a 2. What makes adolescents Identifying food and
healthy life during one’s diet terms related balanced diet
balanced? a. malnutrition and
adolescence. to nutrition Sharing food to
3. Are you micronutrient
(Let’s Recall, those who do
nutritionally fit to deficiencies pages 402 and not have
Performance live? b. eating disorders 403) (generosity)
Standard
4. How much of 1. Anorexia Comparing and
The student each nutrient contrasting the
nervosa Subject
makes informed does an food pyramid
2. Bulimia Integration:
decisions in the adolescent really and My Plate
choice of food to need? 3. Com- model Religion/Values
eat during Education
5. Why should one pulsive Using food
adolescence. (sharing with
improve the disorder labels to plan a
those who have
nutritional value balanced diet
less)
of his/her diet? (Let’s Explain,
page 403)
159
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
6. How balanced Skills: Discerning on  TLE/HE
is a Filipino the value of (different food
meal? good nutrition groups)
skilled at… and exercise
7. Why nutrition is
especially identifying the (Let’s Connect,
important in right foods page 403)
puberty? during
adolescence; Summative
8. How do you
know that one’s following the Assessment:
diet is balanced appropriate
Planning and
and healthy? nutritional
proposing a 3-
guidelines for
9. Why do we need day balanced
adolescents
to adopt a menu (Let’s
for healthful
healthy lifestyle? Apply, page
eating;
404)
explaining the
Enduring need to select Self-assessment:
Understandings: food based
on the Reflecting on
The students will one’s eating
nutritional
understand that… needs during style with the
1. good nutrition adolescence; desire to be
includes a identifying the healthy
variety of food (Reflection:
nutritional
that provides Looking at my
problems of
the body with all performance,
adolescents;
page 405)
160
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
the nutrients it describing the
needs. characteristics,
2. good nutrition is signs, and
important symptoms of
especially malnutrition and
during micronutrient
adolescence deficiencies;
when growth discussing ways
and of preventing
development and controlling
occur at a rapid malnutrition and
rate. micronutrient
3. healthy eating deficiencies;
will reduce explaining the
one’s risk of characteristics,
suffering from signs, and
diseases. symptoms of
4. healthy eating eating disorders;
is important for discussing ways
proper growth of preventing
and and controlling
development. eating disorders;
5. getting the and
proper amounts
of the essential
nutrients the
161
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 2: body  applying Pre-assessment: Picture Values:
Nutritional needs in decision-making Quick Check Interpretation/ Honesty and
Guidelines for one’s daily diet is and critical (How ready are Analysis sincerity in
Filipinos crucial for the thinking skills to you?, pages Group work following
Appropriate health. prevent 406 and 407) nutritional
Reporting
during Puberty 6. desirable dietary nutritional guidelines
practices and problems of Mini Board/Exit
Formative Cards Eating the right
healthy lifestyle adolescents.
Content Standard Assessment: amount and
improve one’s Learning kind of food
The student productivity and Identifying the Stations/Round
demonstrates quality of life. nutritional Robin Respect and
understanding guidelines honor to the
7. what one eats framers, fisher
of nutrition for a has a huge (Let’s Recall,
pages 411 and folks, and
healthy life during impact on one’s
412) workers for the
adolescence. health. food production
Identifying
Subject
lifestyle choices
Performance Integration:
that lead to
Standard
vitamin Science
The student makes deficiency (vitamins and
informed decisions micronutrients)
Listing and
in the choice of food Araling
explaining the
to eat during Panlipunan
benefits of
adolescence. (food production
advocating an
exclusive in the country)
breastfeeding
162
ESSENTIAL
QUESTIONS
AND LEARNING
UNDERSTANDING
S
(Let’s Explain,  Mathematics
page 412) (amount of
Justifying when calories)
is a lifestyle
healthy (Let’s
Connect, page
412)
Summative
Assessment:
Designing a
project that
challenges
students to
improve their
personal hygiene
geared toward
food safety
Preparing an
appropriate
advocacy
material for the
promotion of
breastfeeding
163
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
(Let’s Apply,
pages 412 and
413)
Self-assessment:
 Reflecting on
one’s beliefs
and change
in attitude on
nutrition
(Reflection:
Looking at my
performance,
page 414)
164
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 3: Pre-assessment: Article Analysis Values:

Nutritional Quick Check Reflection- Care and
Problems of (How ready are Discussion respect for one’s
Adolescents you?, pages Charting health
415 and 416) Firm in decision-
Picture Analysis
Content Standard making
Formative Freedom Wall
The student Respect for the
demonstrates Assessment: Brochure Making beliefs of others
understanding Identifying
of nutrition for a nutritional
Subject
healthy life during problems
Integration:
adolescence. (Let’s Recall,
pages 420 and Science (nature
421) of diseases)
Performance Communication
Analyzing case
Standard Arts (expression
studies on
The student makes nutritional of ideas both
informed decisions problem and written and oral)
in the choice of food giving
to eat during recommendatio
adolescence. ns
(Let’s Explain,
page 421)
Providing
answers/
explanating to
given questions
165
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
(Let’s Connect,
page 421)
Summative
Assessment:
Preparing an
information
brochure to
guide
teenagers on
how to better
manage their
eating problems
(Let’s Apply,
pages 421 and
422)
Self-assessment:
Completing a
Reflection
Pyramid of their
nutritional goal
(Reflection:
Looking at my
performance,
166
page 423)
Personal Health: Comprises personal health habits and practices that promote
CORE LEARNING AREA STANDARD physical, mental, social, emotional, and moral-spiritual health and prevent or manage
personal health issues and concerns.


QUARTER THIRD
UNIT NUMBER 3
UNIT TITLE Personal Health
167
The student demonstrates understanding of mental health as a The student consistently demonstrates skills that promote mental
dimension of holistic health for a healthy life. health.
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
168
LESSON 1: Essential Knowledge: Pre-assessment: Eliciting Prior Values:
Mental Health and Questions: The students will Quick Check Knowledge Care and
Understanding The students will know… (How ready are Mini-Survey respect for one’s
Stress explore responses to Mental Health you?, pages Video viewing mental health
the following 427 and 428) and Discussion Appreciation for
Difference
Content Standard questions: between Reflect-Pair- quiet and
The student 1. Why is there a eustress Formative Share peaceful
demonstrates need to and distress Assessment: environment
understand Evocative
understanding of Respect for
mental health Common areas Giving 3 Article Reading
mental health as a individual
and stress? of stressor examples
dimension of holistic differences/
that affect of stress
health for a healthy 2. How should one adolescents uniqueness
responses
life. manage mental
(peer, family, Identifying 3
health and
school, habitual Subject
stress?
Performance community) patterns Integration:
Standard The 3. What for you is a
Coping with leading to Psychology
stress-free life?
student consistently stress stress
demonstrates skills 4. What is Araling
Coping with Giving 3 Panlipunan
that promote mental life without
dying and death physical
health. challenges? (factors of the
Types and manifestations
5. Why should you environment that
management of that someone
cope with life’s contribute to
common mental has perceived
challenges? stress)
disorders fear
(Let’s Recall,
page 431)
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
169
6. How do you Skills: Providing
deal with The students will be answers/
stress and skilled at… explanations to
depression? given questions
explaining the (Let’s Explain,
7. Why do we factors that
need to page 432)
affect the
manage grief promotion of Defending
and good mental one’s stand
depression? health; (Let’s Connect,
8. Why should page 432)
explaining that
one’s mental stress is
health be normal and Summative
managed? inevitable; Assessment:
9. What should differentiating Creating
life be if mental eustress from a visual
health is not distress; information
managed well?
identifying campaign
10. How should situations that material
mental health cause feelings (Let’s Apply,
be managed of anxiety or page 432)
in stress;
the twenty-first
century? identifying the
common
stress-
ors that affect
adolescents;
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
170
LESSON 2: Enduring identifying Pre-assessment: Eliciting Prior Values:
Coping with Understandings: physical Quick Check Knowledge Respect for
Stress and The students will responses of (How ready are Video Viewing individual
understand that… the body to you?, pages differences
Depression Small group
stress; 435 and 436)
1. mental health sharing Appreciation
affects a identifying Reporting for a quiet and
Content Standard people who
person’s Formative peaceful
The student can provide
physical health Assessment: environment
demonstrates support in
and overall
understanding of wellbeing. stressful Listing down 3
mental health as a situations; sources of Subject Integration:
dimension of holistic 2. managing stress differentiating stress Psychology
in healthy ways
health for a healthy healthful from Drawing an (management of
can help one
life. unhealthful outline to show mental health)
stay sound
psychologically. strategies in the stages of Religion/Values
coping with the healing Education (faith
Performance 3. taking stress; process on self, family,
Standard The responsibility for
student consistently one’s personal demonstrating Listing 3 and God)
demonstrates skills various stress factors that
health is an
that promote mental management help cope with
essential step
techniques that stress (Let’s
health. toward
one can use in Recall, page
developing and
dealing with 441)
maintaining a
stress; Explaining the
healthy, active
lifestyle. role played by
the family
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
171
4. mental disorders demonstrating in helping the
prevent a person coping skills in youth cope with
from living a managing loss stress
normal life. and grief; Explaining how
5. the home plays a recognizing helpful the
crucial role in triggers and school coping
developing and warning signs of programs are
acquiring sound common mental (Let’s Explain,
mental health disorders; page 441)
practices. discussing the Supporting a
types, signs, stand on certain
symptoms and issues
prevention, (Let’s Connect,
treatment and page 441)
professional
care in
managing Summative
common mental Assessment:
health; and Preparing a
caring and program of
respecting for daily activities to
people who help cope
suffer from depression
mental disorder. (Let’s Apply,
page 442)
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
172
Self-assessment:
 Completing a
chart on how
one renews/
transforms
his/her
mental health
(Reflection:
Looking at my
performance,
page 443)
LESSON 3: Pre-assessment: Eliciting Prior Values:
Common Mental Quick Check Knowledge: Care and
Disorders and (How ready are (Bucket list) respect for those
Management you?, pages Picture/Article with mental
444 and 445) Analysis disorder
Group Patience and
Content Standard Formative Discussion understanding
The student Assessment:
demonstrates Chart
Matching Completion
understanding of mental Subject
mental health as a conditions with Reflection Integration:
dimension of holistic their signs and Exit Card Psychology
health for a healthy symptoms (mental disorder)
life. (Let’s Recall,
pages
450 and 451)
ESSENTIAL
AND LEARNING
UNDERSTANDINGS
173
Performance Using concept  Music, Art, PE
Standard The map to show (factors in the
student consistently relationships management of
demonstrates skills (Let’s Explain, stress)
that promote mental page 451)
health. Analyzing
situations,
making and
justifying their
choices
(Let’s Connect,
page 451)
Summative
Assessment:
Proposing a
mental health
program for
special
children (Let’s
Apply, page
452)
Self-assessment:
Completing a
flow chart
(Reflection:
Looking at my
performance,
page 453)
174
Prevention and Control of Diseases and Disorders: Involves the prevention and control
of both communicable and non-communicable diseases and disorders through the
development of health habits and practices and the adoption of health programs
supported by legislation with provisions on school and community health services.


QUARTER FOURTH
UNIT NUMBER 4
UNIT TITLE Prevention and Control of Diseases and Disorders
CONTENT STANDARD
The student demonstrates understanding of noncommunicable PERFORMANCE STANDARD
diseases for a healthy life. The student consistently demonstrates personal responsibility
and healthful practices in the prevention and control of
noncommunicable diseases.
175
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 1: Essential Knowledge: Pre-assessment: Eliciting prior Values:
Common Questions: The students will Quick Check knowledge Promoting a
NonCommunicable The students will know… (How ready are Evocative healthy lifestyle
and Lifestyle explore responses to Common non you?, pages Think-Pair- Advocating a
Diseases the following communicable 457 and 458) Share clean and
questions: diseases: smoke-free
Content Standard Meta Cards
1. Why should we be Formative environment
The student a. allergy Chart
concerned Assessment: Responsibility
demonstrates with b. asthma Completion
understanding of Matching for one’s
noncommunicable c. cardiovascular Video Viewing
noncommunicable the diseases health and
and lifestyle diseases Information concern
diseases for a diseases? with their
Brochure for the health of
healthy life. d. cancer descriptions
2. When is a lifestyle Reflection others
(Let’s Recall,
healthy? e. diabetes
page 462) Heeding
Performance 3. Why control and f. arthritis community
Relating high
Standard The prevent health
g. renal failure blood pressure
student noncommunicable practices and
Prevention and with heart
consistently and lifestyle policies
control of non disease
demonstrates diseases?
personal communicable Explaining how
4. How can one
diseases one’s diet may Subject
responsibility and reduce the risks of
develop Integration:
healthful practices contacting lifestyle Self-monitoring skills
in the prevention to prevent diabetes Araling
diseases?
and control of non communicable Panlipunan
noncommunicable diseases (government
diseases. health policies
and program)
176
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
5. Why change (physical Explaining how Mathematics
your lifestyle? exercise, healthy smoking and (health statistics
6. Why do we need eating, not heart disease and data)
to monitor smoking, weight are linked Religion/Values
noncommunicabl management, (Let’s Explain, Education
e diseases? routine medical page 462) (respect for one’s
checkup, and Showing the
7. What is life with body and that of
stress connection
NCD? others)
management) between one’s
Programs and lifestyle and
Enduring policies on non health
Understandings: communicable condition (Let’s
The students will disease Connect, page
understand that… prevention and 463)
control
1. the promotion of
healthy lifestyle Agencies Summative
focuses on good responsible for Assessment:
nutrition and non
Creating an
weight control, communicable
informative and
regular physical disease
interesting
activity and prevention and
information
exercise, control brochure about
smoke-free NCDs
environment, (Let’s Apply,
stress page 463)
177
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
management, Skills: Self-assessment:
and regular The students will be Charting of
health checkup. skilled at… changes
2. a healthy discussing the in attitudes
environment nature of towards lifestyle
through its noncommunicable disease
advocacies and diseases; (Reflection:
policies support Looking at my
a healthy explaining
performance,
lifestyle. noncommunicable
page 464)
diseases based on
3. promoting cause and effect,
healthy lifestyle signs and
is very much symptoms, risk
LESSON 2: needed and Pre-assessment:
factors and
Prevention and relevant as ever. protective factors, Quick Check
Control of and possible (How ready are Values:
Noncommunicable complications; you?, page 465)
Care and
and Lifestyle correcting myths respect for the
Diseases and fallacies Cooperative
Formative sick
about Learning
Assessment: Adopting a
noncommunicable Life storytelling/
Content Standard Matching terms/ healthy lifestyle
diseases; sharing
The student words with their Respect for the
demonstrates descriptions Reporting
feelings and
understanding of (Let’s Recall, Reflection condition of
page 471) Evocative others
178
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
noncommunicable demonstrating Explaining Subject
diseases for a self-monitoring to ways on how Integration:
healthy life. prevent to prevent high Religion/Values
noncommunicabl blood pressure Education (care
e diseases; Describing and love for
Performance
Standard The identifying how a others)
student agencies pacemaker Araling
consistently responsible for works Panlipunan
demonstrates noncommunicab Suggesting (health updates)
personal le disease ways on how a
prevention and Mathematics
responsibility and diabetic person
control; and (health data and
healthful practices can live a
statistics)
in the prevention practicing ways normal life
and control of to prevent and (Let’s Explain,
noncommunicable control page 472)
diseases. noncommunicab Elaborating
le diseases. how
technological
advancement
and personal
practices
influence one’s
health lifestyle
(Let’s Connect,
page 472)
179
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
Summative
Assessment:
Organizing an
info-campaign to
entice the youth
to adopt a
healthy lifestyle
(Let’s Apply,
page 472)
Self-assessment:
Completing
an evaluation
sheet of things
learned
(Reflection:
Looking into my
performance,
page 474)
180
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
LESSON 3:Pre- assessment: Small group Values:
sharing
Monitoring Skills,  Quick Check  Adopting a
Programs and (How ready are  Video Viewinghealthy lifestyle
Policies, and you?, page 475) Evocative Care and

Agencies
respect for the
Reflection
181
Formative
sick
Content StandardAssessment: Phrase  Respect and
Completion
The student  Enumerating  Cooperative trust for health agencies

demonstrates healthy Learning
understanding of alternatives  Value regular noncommunicable to cigarette medical diseases for a smoking and checkup healthy
life.alcohol drinking
Citing the
Standard
Performance benefits derived from regular The student exercise
consistently  Identifying demonstrates programs and personal policies that

responsibility and protect people healthful practices from NCDs in the prevention (Let’s Recall, and control of
page 484) noncommunicable diseases.
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
182
 Explaining the Subject
following: Integration:
a. practices that Religion/Values
contribute to Education (care
NCDs and love for
b. what people other)
can do to Araling
manage Panlipunan
stress (health updates)
c. challenges Mathematics
that the 21st (health data and
century pose statistics)
on the Clinic (health
manage- monitoring
ment of skills)
NCDs
(Let’s Explain,
page 484)
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
183
Justifying how
a healthy
weight range
strengthens
one’s overall
health
(Let’s Connect,
page 484)
Summative
Assessment:
Proposing a
health project
that will help the
youth develop
their skills in
monitoring their
lifestyle
(Let’s Apply,
page 485)
ESSENTIAL
LEARNING
COMPETENCIES
UNDERSTANDINGS
184
Self-assessment:
 Citing changes
in monitoring
skills and
attitude toward
program and
policies on non
communicable
diseases
(Reflection:
Looking at my
performance,
page 486)
185

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Contents

Unit II Music of Cordillera, Mindoro, Palawan, and the Visayas

Unit III Music of Mindanao

Unit IV Representative Festivals and Theatrical Forms of the Philippines

Unit II Folk Arts and Crafts of MIMAROPA and the Visayas

Unit III Folk Arts and Crafts of Mindanao

Unit IV Filipino Festivals and Theatrical Forms

Unit II Individual Sports

Unit III Dual Sports

Unit IV Philippine Dances

Lesson 1 Philippine Folk Dances, 128

Unit III Personal Health

Unit IV Prevention and Control of Diseases and Disorders

The learner demonstrates basic understanding of the fundamental processes in music

UNIT TITLE Music of the Lowlands of Luzon

TIME FRAME 5 meetings

LESSON 1: Sacred Essential Questions: Knowledge: Pre-assessment:  Discussion Values:

UNIT TITLE Music of Cordillera, Mindoro, Palawan, and the Visayas

TIME FRAME 6 meetings

CONTENT STANDARD PERFORMANCE STANDARD

LESSON 2:  exploring ways Pre-assessment:  Discussion Values:

LESSON 3: Pre-assessment:  Discussion Values:

The learner demonstrates an understanding of basic concepts and processes in music

The learner demonstrates basic understanding of the fundamental processes in music

UNIT TITLE Music of Mindanao

TIME FRAME 6 meetings

CONTENT STANDARD PERFORMANCE STANDARD

LESSON 1: Essential Knowledge: Pre-assessment:  Discussion Values:

5. What is a from Mindanao  Ensemble  Instrument  Elevates

The learner demonstrates an understanding of basic concepts and processes in music

The learner demonstrates basic understanding of the fundamental processes in music

UNIT TITLE Representative Festivals and Theatrical Forms of the Philippines

TIME FRAME 6 meetings

CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates basic understanding of the fundamental processes in music

TIME FRAME 6 meetings

CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates basic understanding of the fundamental processes in music

TIME FRAME 6 meetings

CONTENT STANDARD PERFORMANCE STANDARD

characteristic edifying traditions from precolonial c. warpart principles and

art and  Explaining the

The learner demonstrates an understanding of basic concepts and processes in music

The learner demonstrates basic understanding of the fundamental processes in music

UNIT TITLE Folk Arts and Crafts of Mindanao

TIME FRAME 6 meetings

CONTENT STANDARD PERFORMANCE STANDARD

regions by 4. What makes cultural and ARMM  Music (Mindanao

Performance 2. culture reflects  Art and cultural or internal

design of one’s Self-assessment:

LESSON 2: of various art Pre-assessment:  What is it? Subject

2. The student  Explaining the  Math

Performance community for

communities as they write

The learner demonstrates an understanding of basic concepts and processes in music

The learner demonstrates basic understanding of the fundamental processes in music

UNIT TITLE Filipino Festivals and Theatrical Forms

LESSON 1: Sacred Essential Questions: Knowledge: Pre-assessment: Discussion Values:

LESSON 2: exploring ways Pre-assessment: Discussion Values:

LESSON 3: Pre-assessment: Discussion Values:

LESSON 1: Essential Knowledge: Pre-assessment: Discussion Values:

5. What is a from Mindanao Ensemble Instrument Elevates

art and Explaining the

LESSON 2: of various art Pre-assessment: What is it? Subject

2. The student Explaining the Math

LESSON 1: Essential Knowledge: Pre-assessment: What is it? Subject

2. The student 5. Is your regional b. balance and religious festivals Music

4. Most of the theatrical Follow-up

LESSON 2: participate and Pre-assessment: What is it? Subject

2. The student through a visual Explaining what Music

2. The student Connecting Music

4. How does i. Faults of the Summative Mini- Physical

LESSON 2: 7. Why is it important  Arnis Pre-assessment: Table Tennis Enhanced

Skills: (Let’s Connect, Ethics

LESSON 3: 4. arnis is a identifying Pre-assessment: Arnis Values:

Self-assessment: Health Science

LESSON 3: Pre-assessment: Article Analysis Values: