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Binmaley Catholic School Inc.

Binmaley, Pangasinan

Syllabus in MAPEH 9

Prepared by MAPEH 9 Teachers


Lesson Titles Objectives Goals Pages
Student Teachers
Textbook manual
MUSIC
UNIT 1 Music of India
1 Classical music of India Students will know Students demonstrate pp.3-5 pp.5-7
1. That music in India is a sacred form of artistic expression. understanding of the
2. That Indian music has a principal music elements like raga, tala, and shrutis. music of India.

Students will be able to


1. Explain the philosophical influence to the music of India
2. Recognize the principal musical elements in the music of India such as raga, tala, shrutis
and drone.
3. Discriminate the distinct characteristics of the music in India.
4. Compare and contrast the music of India and the Philippines.
5. See the beauty if Indian music and the sound that their musical instrument produce.

2 Tala, Raga, Shruti and Students will know Students exhibit pp.6-9 pp.7-9
Drone: Elements of 1. That Indian music draw its beauty and uniqueness from the musical elements such as understanding of the
Indian music tala, raga, shurtis and drone. music of India.
2. That Indian music has two important tones, vadi and the samvadi.

Students will be able to


1. Recognize the principal musical elements in the music of India.
2. Perform example of raga, tala, shrutis and drone.
3. Describe the different elements of Indian music.
4. Reason out why raga, tala, shrutis, and the drone speak much of the beauty of Indian
music.
5. Produce music with these elements contained.
6. Talk about what inspiration one can derive from Indian music.

3 Traditional Vocal Music Students will know Students demonstrate pp.10-13 pp.9-11
of India. 1. That vocal music is the most ancient musical tradition in India. understanding of Indian
2. That Indian vocal music is a medium of communication with God. music.
3. Vocalization exercise in Indian music are an act of worship, not merely vocal exercises.

Students will be able to


1. Compare and contrast the sound of traditional and modern vocal music of India.
2. Sing examples of Indian traditional vocal music.
3. Describe traditional vocal music of India.
4. Prove that Indian music is a medium of communication to God.
5. Draw inspiration from the traditional vocal music of India.

4 Traditional Musical Students will know Students show pp.14-21 pp.11-12


Instruments of India 1. That Indian musical instruments are grouped accordingly (as non-membranous understanding of the
percussion, membranous percussion, wind-blown, plucked/stringed and bowed string) music of India through
2. That Indian musical instruments are made from such material as clay, metal, wood its traditional musical
plants and animal skin. instruments.

Students will be able to


1. Recognize visually and aurally the different musical instruments of India.
2. To create a vocal/instrument piece simulating the sound of an Indian traditional music.
3. Research material from the environment that can produce sound similar to the musical
instruments of India.
4. Identify through an illustration these Indian musical instruments.
5. Play any of these traditional Indian musical instrument.
6. Delight in the wonder of sounds produce by these instruments.

UNIT II Music of Thailand


5 Elements of the Students will know Students exhibit pp.23-27 pp.16-18
Traditional Music of 1. That Thai music is historically and geography influenced by the culture and traditions of understanding of the
Thailand many Asian countries. elements of traditional
2. That Thai musical scale, texture, form and structure are innately Thai. Thai music.

Students will be able to


1. Discuss the general characteristics of Thai music.
2. Identify the different factors that influenced Thai music.
3. Sing example of folk songs from Thailand.
4. Listen to examples of Thai music
5. Compare and contrast the music of Thailand and the Philippines.
6. Enjoy the beauty and uniqueness of Thai music.
6 Traditional Vocal Music Students will know Student exhibit pp.23-27 pp.16-18
of Thailand 1. That Thai vocal music and songs are means of expression and a form of entertainment. understanding of the
2. That there are two common vocal forms in Thailand namely: the ritual songs and the elements of traditional
entertainment songs. Thai Music.

Students will be able to


1. Deduce the themes of Thai traditional music.
2. Explain the vocal forms of Thai music.
3. Tell the purpose of Thai songs and music to the Thai people.
4. Affirm or negate that the text of Thai songs are poetic in nature.
5. Sing Thai traditional songs and vocal music for first hand exposure and enjoyment.

7 Thai Traditional Musical Students will know Students exhibits pp. 34-39 pp.20-22
Instruments and Musical 1. That there are 50 types of musical instruments found in Thailand for varied occasions appreciation of Thai
Ensemble like festivals, folk theatre, marriage ceremonies, funerals and social gatherings. music for their musical
2. That the three main musical ensemble are a combine of the theatrical musical instruments and
instruments of the Thai people. ensembles

Students will be able to


1. Recognize visually and aurally the musical instruments of Thailand.
2. Research materials from the environment to improvised musical instruments patterned
after traditional Thai musical instruments.
3. Play traditional Thai musical instruments.
4. Describe the music produces by these instruments.
5. Create a musical ensemble using any of the instrument
6. show the value for Thai musical instruments

UNIT III Traditional Music of Indonesia and the Gamelan


8 Elements Of The Students will know... Students shows pp.41-45 pp.26-27
Traditional Music Of 1. that the interaction with other cultures has brought about a wide range of musical understanding of the
Indonesia styles in Indonesian music music of Indonesia.
2. That the Javanese indigenous instruments are the base of the gamelan instruments.
3. That the Indonesians musical scales, pelog, and slendro are two scale pattern used in
Indonesian music.
Students will be able to
1. Compare and contrast slendro and pelog scales.
2. State the function of the irama in Indonesian music.
3. listen to examples of Indonesian Music
4. Sing examples of song from Indonesia
5. See the beauty and uniqueness of Indonesian music.

9 Traditional Vocal Music Students will know... Students demonstrate pp.46-49 pp. 27-29
Of Indonesia 1. That Indonesian vocal music is as important as the music understanding of and
2. That the major attraction of tourist is the variety of Indonesian vocal and instrumental appreciation to the
music. music of Indonesia

Students will be able to


1. Find delight in Indonesian music.
2. Recognize aurally the musical scales of Indonesian music: slendro and pelog.
3. Identify the factors that influenced Indonesian vocal music.
4. Compare and contrast the music of Indonesians and the Philippines.
5. Research for some other songs the Indonesian composed.
6. Sing and interpret a song that captures the Indonesian spirit.
10 The Gamelan Indonesian Students will know... Student shows pp. 50-55 pp.30-31
Instruments Ensemble 1. That the Indonesians believe that a gamelan has a supernatural power and is, appreciation to the
therefore, sacred. great talents of the
2. That there are two types of gamelan in Indonesia namely: Balinese Gamelan and Indonesians through
Javanese Gamelan. gamelan and Indonesian
Students will be able to instrumental ensemble.
1. Recognize aurally and visually the musical instruments of Indonesia.
2. Research materials from the environment to improvise musical instruments.
3. Listen to a music produced by the gamelan.
4. Justify the combination of sound from the gamelan.
5. Acknowledge the talent shown in the gamelan.
6. Interpret a gamelan music piece.
7. Play an instrument from the gamelan.
UNIT IV Music of Africa and Latin America
11 African Vocal Music Students will know... Students demonstrate pp.56-61 pp.35-37
1. That rhythmic patterns, movements and percussive sounds predominate African understanding of and
Music. sensitivity to the vocal
2. That music plays a vital elements in African culture, for it is part of daily activities of music in Africa.
the people such as worship, courtship, and a relief from hard work or an
entertainment.

Students will be able to


1. Listen to and appreciate African music.
2. Sing examples of African vocal music.
3. Identify the distinct characteristics of African music.
4. Recognize the influences that a mark African vocal music.
5. Find delight in the beauty and uniqueness of African vocal music.
12 Musical instruments of Students will know... Students shows pp.62-67 pp.37-39
Africa 1. That music in many African culture is used to communicate every task, call to war, and appreciation of the
religious events. musical instruments of
2. Hand clapping is the basic rhythmic accompaniment of nomadic tribes. Africa and the beauty of
sound preserved by
Students will be able to them.
1. Identify the different factors theta influence the music of Africa.
2. Recognize visually and aurally the musical instruments of Africa.
3. Research materials from the environment, to improvise musical instruments for a
dramatic play on animal extinction in Africa, climate change and war.
4. Define these African musical instruments by way of an illustration and eventually, an
art exhibit.
5. Value the musical tradition from Africa.
13 Music of Latin America Students will know... Students show pp.68-75 pp.39-41
1. That the music of Latin America is a mixture of European (Spanish and Portuguese), understanding of and
Amerindian (America-Indian) and African culture. sensitivity to Latin
2. That there are copious Latin American musical styles such as rumba, tango, and salsa. American music.

Students will be able to


1. Listen and appreciate Latin American music.
2. Sing examples of folksong from Latin American countries.
3. Identify distinct qualities of Latin American music.
4. Enjoy Latin American music through singing and bodily movement.
5. Express appreciation of Latin American music through singing and bodily movement.
6. Compare and contrast the music of Latin America and the Philippines.
14 Latin American Musical Students will know... Students shows pp.76-79 pp.41-43
Instruments 1. That the Latin America has a wonderful collection of musical instruments. acceptance and
That these musical instruments determine the musical styles such as tango, Salsa, Cha- Founders for Latin
cha, etc. American music and
2. musical instrument
Students will be able to
1. Recognize visually and aurally the musical instrument of Latin American countries.
2. Note the musical styles through the musical instruments.
3. Sing and dance to the beat of some instrument.
4. Realize the joy these instrument bring to an occasion or a celebration.
5. mount ant art exhibit featuring the musical instrument, dances, and songs of Latin
America
ARTS
Unit I The World Seen Through the Arts
The Subject Matter in Student will know
World Art 1. The subject matter reflects human interest, idealism, belief and culture. Student demonstrate pp. 81-87 pp.47-48
2. The different subject matter that dominated the particular art movement and eras. understanding of the
Variety of subject
Student will be able to matter in Word Art.
1. Identify the dominant subject in Word Art.
1 2. Discuss why Greek art was dominated by idealized human figures.
3. Compare the subject matter during the Roman and Medieval periods.
4. Describe the dominant subject matter of art during Renaissance, Baroque,
Neoclassicism, Romanticism, realism, Impressionism, and Expressionism.
5. do pottery painting inspire by the subject matter of Greek Vases
2 The Mediums of World Students will know...
Art 1. The different mediums used for painting, sculpture, architecture photographer, and Student demonstrate
installation. understanding of the pp. 48-49
2. How medium affects arts expression. mediums artist use of pp. 88-93
art
Student will be able to
1. Identify the art medium used in different art form.
2. Describe the effects of the medium on art expression.
3. Trace the development of art mediums in the different art forms.
4. Make a pyramid and sphinx complex.
UNIT II THE VISUAL COMPONENTS OF WORLD ART
3 The Contribution of Students will know Student demonstrate pp. 95-101 pp. 53-55
Western art to 1. the Egyptians art was largely religious, Greek was idealistic and Roman practical understanding of how
Architecture and 2. Many of their architecture and sculpture have stood the test of time. the Egyptian, Greeks,
Sculpture 3. Religion, aesthetic, and function guided the art of the western world. and Romans , laid down
the foundation for
Students will be able to World architecture and
1. Determine the characteristic of Egyptian, Greek, and Roman architecture and sculpture. sculpture
2. Explain why the Egyptian spent most of their lives constructing a monumental pyramid
for one person: the pharaoh.
3. Analyse how Greek achieved perfection of form in their art.
4. Justify how Roman democratic ideals influence their architecture.
5. Justify identify influence their architecture.
6. make a stone tablet

4. The foundation of Student will know...


Christian Art 1. That Christian art came after Roman art but its art is very different from it. Student demonstrate pp.102-105 Pp. 55-56
2. Religious symbols dominate Christian art. understanding of their
foundation of
Student will be able to symbolism, subject
1. Identify Christian churches and their characteristic. matter and style of
2. Explain why the artist did not sign their art work in the church. Christian art
3. Compare the characteristics of Roman art with Christian art.
4. Compare the architectural styles of Christian churches during the early Christian,
Byzantine, Romanesque, and Gothic periods
Student demonstrate pp. 106- pp. 56-58
5. Renaissance painting Student will know understanding of the 111
and the Development 1. That during the Renaissance era, three art masters pushed the development of characteristic and
Humanism Renaissance art: Leonardo da Vinci, Michael Angelo Bounarotti and Rafael Sanzio. development
2. That Renaissance art are religious as well as secular. renaissance painting

Student will be able


1. explain the form and style in renaissance art
2. Describe examples of masterpieces done by the three master: Da Vinci, Bounarotti, and
Sanzio.
3. Identify the art innovation introduced during the Renaissance period and explain the pp. 58-59
capabilities of the Renaissance period.
4. Argue why most of the paintings by the renaissance master are found in the churches.
6. Make a stained glass art.
6. Folk and Aboriginal Student will know Students demonstrate pp. 112-
Arts in Various parts of 1. The rituals that make use of folk and aboriginal art. understanding of the 117
the Worlds 2. the symbolism of design in folk and aboriginal art form and characteristic
3. The material used in folk and aboriginal art. of folk and aboriginal
arts different countries

Student will be able to..


1. Describe the folk and aboriginal art used in Papua New Guinea, Australia, Africa,
Canada, Latin America, and Russia.
2. Identify the materials used for the folk and aboriginal arts, their symbolism and the
rituals used.
3. make a mask

UNIT III PERFORMING ARTS AROUND THE WORLD


7 Spontaneous movement Students will know Students demonstrate
in Dance 1. The different dance style that evolved through the centuries. understanding of the pp.119-123 pp.63-64
2. The music that goes with the different dance style. development of dance
style around the world
Students will be able to
1. Differentiate among dance styles in different historical eras and countries.
2. Describe the music that goes with the different dance style.
3. Identify the influences of Western dance styles on Philippine dance.
4. Explain how body movement express a persons feelings and peoples culture.
5. Do a dance improvisation.
Students will know Students demonstrate pp.124-127 pp.64-65
Integrating various Arts 1. That the origins of theatre can be traced back the mountain sides of Greece. understanding of the
Theatre 2. That William Shakespeare is the greatest playwright. form and elements of
Students will be able to theatre arts around the
Students will know world.
1. Traced the development of theatre of ancient times to present.
2 described the Christian theatre and compare it with the Renaissance theatre led by
8 William Shakespeare.
3. Distinguish the characteristics of modern theatre and explain how technological
advancements have affected theatre plays.
4. Identify the influences of western theatre on Philippine theatre.
5. Make theatre diorama.
Students will know
1. The development of cinema from silent through digital films.
2. The characteristics of modern cinema as a result of technological advancement.
9 Image and episodes in Students will be able to Students demonstrate pp.128-131 pp.65-67
Film 1. Trace the development of cinema through the century. understanding of the
2. Describe the production process of cinema. integration of the
3. Explain the effects of technological advancements on the production of cinema. elements in music,
4. Discuss the elements of cinema and cite the use of the elements in some examples of literature and theatre in
films. cinema.
5. Make a movie poster.

10 The dynamic Style of Students will know Students demonstrate pp.133-137 pp.71-72
Baroque and 1. That despite the perfection of art in the Renaissance period, the Baroque artist were understanding of the
Neoclassicism able to develop a dynamic style. characteristics of
2. That during the Neoclassical era, there was a return of the classical Greco Roman ideals Baroque and
in art. Neoclassical arts.

Students will be able to


1. Identify the arts masters and masterpieces during the Baroque and Neoclassical eras.
2. Determine what consists the dynamic style Baroque art.
3. Explain the characteristics of Neoclassical style that inspire patriotism.
4. Make a calendar with Baroque motif.

11 Social Consciousness in Students will know Students demonstrate pp.138-143 pp.73-74


Romanticism and 1.the dominant political and social thinking in Europe in the 19th century. understanding of the
Realism. 2. That are depicted the events that resulted from the European political and social human conditions
depicted Romanticism
thinking.
and Realism.
Students will be able to
1. Identify the art master and masterpieces during the Romantic and Realistic eras.
2. Determine the characteristics of Romantic art.
3. Explain how the industrial revolution affected Realism in art.
4. Make a mural depicting an issue that confronts world youth.
12 Light, Colour and Human Students will know Students demonstrate pp.144-149 pp.75-76
Passion in Impressionism That while Impressionism was concerned about new techniques in art, the Expressionism, understanding of the
and Expressionism use the technique to express intense and violent emotions. new technique that
artist discovered in art.
Students will be able to
1. Identify the art master and masterpieces during the Impressionist and Expressionist
eras.
2. Determine the characteristics of Impressionist art.
3. Explain how the Expressionist artists used the technique of Impressionism to express
intense and violent emotions.
4. Analyse the effects of the industrial revolution on the artist and their artworks.
5. Make a music-inspired drawing.

13 Unity and Diversity in Students will know Students demonstrate pp.150-155 pp.76-78
World Art 1. That the variety of techniques and styles and materials affect the painting around the understanding of the
world. 2. That sculpture had subject matter that expressed religious, secular, patriotic, common characteristics
of World Art and how
personal expression experimentation and non-figurative themes.
these foster unity
3. That architecture house sculptures and paintings. despite diversity.
Students will be able.
1. Compare the paintings, sculpture, and architecture around the world and identify their
similarities and differences.
2. Discuss the significance of the first book in art history authored by Giorgio Vasari.
3. Determine common characteristics in fil, dance and folk arts.
4. Make a pole installation art that reflects an art motif.
14 Word art Influence on Students will know Students demonstrate pp.156 - pp.78-79
Philippine Art Culture 1. The artwork in the Philippines that carry the influences of World Art. understanding of the 159
2. The characteristics of World Art that Philippines art adopted. influences of World Art
on the Philippine arts
Students will be able to and culture.
1. Describe the artwork that carry the influences of World Art.
2. Explain how these influences reached our country and how they are sustained in our
culture.
3. Analyse the applicability of World Art in the Philippine setting and climate.
4. Make an architecture diorama.
UNIT IV HISTORICAL EVENTS AND WORLD ART
10 The dynamic Style of Students will know Students demonstrate pp.133-137 pp.71-72
Baroque and 1. That despite the perfection of art in the Renaissance period, the Baroque artist were understanding of the
Neoclassicism able to develop a dynamic style. characteristics of
2. That during the Neoclassical era, there was a return of the classical Greco Roman ideals Baroque and
in art. Neoclassical arts.

Students will be able to


1. Identify the arts masters and masterpieces during the Baroque and Neoclassical eras.
2. Determine what consists the dynamic style Baroque art.
3. Explain the characteristics of Neoclassical style that inspire patriotism.
4. Make a calendar with Baroque motif.

11 Social Consciousness in Students will know Students demonstrate pp.138-143 pp.73-74


Romanticism and 1.the dominant political and social thinking in Europe in the 19th century. understanding of the
Realism. 2. That are depicted the events that resulted from the European political and social human conditions
depicted Romanticism
thinking.
and Realism.
Students will be able to
1. Identify the art master and masterpieces during the Romantic and Realistic eras.
2. Determine the characteristics of Romantic art.
3. Explain how the industrial revolution affected Realism in art.
4. Make a mural depicting an issue that confronts world youth.

12 Light, Color and Human Students will know Students demonstrate pp.144-149 pp.75-76
Passion in Impressionism That while Impressionism was concerned about new techniques in art, the Expressionism, understanding of the
and Expressionism use the technique to express intense and violent emotions. new technique that
artist discovered in art.
Students will be able to
1. Identify the art master and masterpieces during the Impressionist and Expressionist
eras.

2. Determine the characteristics of Impressionist art.


3. Explain how the Expressionist artists used the technique of Impressionism to express
intense and violent emotions.
4. Analyse the effects of the industrial revolution on the artist and their artworks.
5. Make a music-inspired drawing.

13 Unity and Diversity in Students will know Students demonstrate pp.150-155 pp.76-78
World Art 1. That the variety of techniques and styles and materials affect the painting around the understanding of the
world. 2. That sculpture had subject matter that expressed religious, secular, patriotic, common characteristics
of Worl Art and how
personal expression experimentation and non-figurative themes.
these foster unity
3. That architecture house sculptures and paintings. despite diversity.
Students will be able.
1. Compare the paintings, sculpture, and architecture around the world.

PHYSICAL EDUCATION
UNIT I BE ACTIVE AND FIT

1 Health-related and Skill- Students will know Students demonstrate pp.161-177 pp. 85-87
related Fitness 1. The different fitness tests for health-related physical fitness components and their appreciation of the
Assessments safety measures. different physical fitness
2. how to develop a health-related and skill related fitness profile. tests.
3. How to record scores in the different tests.

Students will be able to


1. Participate actively in the conduct of the different fitness tests.
2. Observe safety measures in the conduct of the different fitness tests.
3. Measure ones performance in the different fitness tests.
4. Record the results of the fitness tests.
5. Identify the strengths and development areas of the fitness tests.
6. Make a health-related and skill-related fitness profile.
2 Basic principles of Students will know Students demonstrate pp.178-183 pp.88-89
exercises understanding of the
1. The principles of exercise that govern the physical fitness training. basic principles of
2. How to use FITT. exercises needed in the
3. How to calculate target heart rate zone. physical fitness
program.
Students will be able to
1. Discuss the basic principles of exercises.
2. Find for their pulse.
3. Find the training heart zone.
3 Exercises and Activities Students will know Students demonstrate pp. 184- pp. 90-91
for Strength 1. the types of weight training understanding on how 191
2. The resistance training guidelines. to include strength
3. Common terms used in weight training. exercises in their total
fitness program.
Students will be able to
1. Discuss the different types of weight training and the resistance training guidelines.
2. Relate in their own words the definition of common terms used in weight training.
3. Create their own weight training program.
4. Write an essay on the given topics.
UNIT II
OFFICIATING INDIVIDUAL AND DUAL SPORTS

4 Officiating Track Events Students will know Students demonstrate pp.193-199 pp.95-97
understanding of the
1. the difference track events basic rules in officiating
2. The safety measures in track events. and doing track events.
3. The duties and responsibilities of track officials.
4. The basic rules in track events.

Students will be able to

1. Identify the different track events.


2. Discuss the safety measures in track events.
3. Discuss the duties and responsibilities of the officials of the event.
4. Identify and implement the basic rules in track events.
5. Recognize the basic officiating signal specified for the track events.
6. Learn and apply the mechanics of officiating and athletics.
7. Assess their performance based on a set of criteria.
5 Officiating Field Events Students will know

1. The different field events.


2. The safety measures in the field events.
3. The duties and responsibilities of field officials.
4. the basic rules in field events

Students will be able to


1. Identify the different field events.
2. Discuss the safety measures in field events.
3. Discuss the duties and responsibilities of the officials of the event.
4. Identify and implement the basic rules in field events.
5. Learn and apply the mechanics of officiating and athletics.
6. Assess their performance based on a set of criteria.
6 Officiating Table Tennis Students will know
1. The safety measures in table tennis.
2. Duties and responsibilities of table tennis.
3. The basic rules and mechanics in officiating table tennis.

Students will be able to


1. Discuss the safety measures in table tennis.
2. Discuss the duties and responsibilities of the officials of the event.
3. Identify and implement the basic rules in table tennis.
4. Learn and apply the mechanics of officiating and playing table tennis.
5. Assess their performance based on a set of criteria.

7 Officiating a Badminton Students will know


Match 1. The safety measures in badminton.
2. The duties and responsibilities of badminton officials.
3. The basic rules and mechanics in officiating badminton.

Students will be able to


1. Discuss the safety measures in badminton.
2. Discuss the duties and responsibilities of the officials of the event.
3. Identify and implement the basic rules in badminton.
4. Learn and apply the mechanics of officiating and playing badminton.
5. Assess their performance based on a criteria.
UNIT III
OFFICIATING TEAM SPORTS

8 Officiating a basketball Students will know Students demonstrate pp.221-225


game 1. The safety measures in basketball. understanding of basic
2. The basic rules and mechanics in officiating basketball. rules in officiating and
3. The duties and responsibilities of basketball game officials. playing a basketball
Students will be able to game.
1. Discuss the safety measures in basketball.
2. Identify and implement the basic rules in basketball.
3. Discuss the duties and responsibilities of the officials of the events.
4. Learn and apply the mechanics of officiating and applying basketball.
5. Assess their performance based on a set of criteria.
9 Officiating a volleyball Students will know Students demonstrate pp.226-237 pp.115-
game 1. The safety measures in volleyball. understanding of basic 117
2. The basic rules and mechanics in officiating volleyball game. rules in officiating and
3. The duties and responsibilities of volleyball officials. playing a volleyball
game.
Students will be able to
1. Discuss safety measures in volleyball.
2. Identify and implement the basic rules in volleyball.
3. Discuss the duties and responsibilities of the officials in volleyball.
4. Learn and apply the mechanics of officiating and playing volleyball.
5. Assess their performance based on a set of criteria.
10 Officiating a Football Students will know Students demonstrate pp.232-237 pp.115-
Game 1. The safety measures in football. understanding of basic 117
2. The basic rules and mechanics in officiating a football. rules in officiating and
3. The duties and responsibilities of football officials. playing a football game.

Students will be able to


1. Discuss safety measures in football.
2. Identify and implement the basic rules in football.
3. Discuss the duties and responsibilities of the officials in a football game.
4. Learn and apply the mechanics of officiating and playing football.
5. Assess their performance based on a set of criteria.
11 Managing and Officiating Students will know Students demonstrate
Softball and Baseball 1. The safety measures in softball and baseball. understanding of basic
Games 2. The basic rules and mechanics in officiating softball and baseball games. rules in officiating and
3. The duties and responsibilities of softball and baseball officials. playing a softball and
baseball games.
Students will be able to
1. Discuss safety measures in softball and baseball.
2. Identify and implement the basic rules in softball and baseball games.
3. Discuss the duties and responsibilities of the officials in softball and baseball games.
4. Learn and apply the mechanics of officiating and playing softball and baseball games.
5. Assess their performance based on a set of criteria.

12 Minuet: A French Court Students will know Students demonstrate pp.245-251 pp.125-
Dance 1. The historical background, costume, music, counting and formation of the Minuet. understanding of the 127
2. The nature of Minuet and its relation to people, culture and heritage. steps and movements in
performing the Minuet.
Students will be able to
1. Discuss the historical background, costume, music, counting, and the formation of
Minuet.
2. Explain the nature of Minuet and its relation to people, culture and heritage.
3. Perform the Minuet gracefully.
13 Tarantella: An Italian Folk Students will know Students demonstrate pp. 252- pp.127-
Dance 1. The historical background, costume, music, counting and the formation of Tarantella. understanding of the 257 129
2. The nature of Tarantella and its relation to people, culture and heritage. steps and movements in
performing the
Tarantella.
Students will be able to
1. Discuss historical background, costume, music, counting and the formation of
Tarantella.
2. Explain the nature of Tarantella and its relation to people, culture and heritage.
3. Perform the Tarantella gracefully.

14 O Susana: American Students will know Students demonstrate pp.258-261 pp.129-


Square Dance 1. The historical background, costume, music, counting and the formation of O Susana. understanding of the 130
2. The nature of O Susana and its relation to people, culture and heritage. steps and movements in
performing the O
Students will be able to Susana
1. Discuss historical background, costume, music, counting and the formation of O
Susana.
2. Explain the nature of O Susana and its relation to people, culture and heritage.
3. perform the O Susana gracefully
15 Japanese Parasol Dance Students will know
1.the historical background, costume, music, counting and the formation of Japanese
Parasol Dance
2. The nature of Japanese Parasol Dance and its relation to people, culture and heritage.

Students will be able to


1. Discuss historical background, costume, music, counting and the formation of Japanese
Parasol Dance.
2. Explain the nature of Japanese Parasol Dance and its relation to people, culture and
heritage.
3. Perform the Japanese Parasol Dance gracefully.
HEALTH
UNIT I Community Health Program
1 Basic Health Students will know Students demonstrate pp. 269- pp. 138-
Examinations 1. What should be checked at health examinations? understanding of the 273 139
2. Some measures that prevent illness. importance of health
Students will be able to examination and
1. Identify the parts of the body to be checked at health examinations. undergoing regular
2. Take ones own pulse rate. health check-
3. Discuss the consequences of being overweight or underweight. up/examination.
4. Do simple health examinations.
2 Solutions for Students will know Students demonstrate pp.274-277 pp. 139-
Environmental and 1. The community health problems and how family members can help solve these understanding of the 141
Community Problems problems. importance of solving
2. What can be done to save the environment? environmental problems
Students will be able to for a member of the
1. Identify the community health problems and what families can do to prevent family, school and the
these. community.
2. Discuss how they can participate in solving environmental problems.
3. Identify steps to take to increase awareness of environment and community
health problems among the members of the community.
4. Design a seminar for out-of-school youth to increase their awareness of
environment and community health problems.
3 Pollution: A Health Students will know Students demonstrate pp.278-283 pp.141-
Problem 1. The result of peoples lacks of discipline and concern for our natural surroundings. understanding of the 142
2. What can be done to prevent water, air, and noise pollution? preventive measures
Students will be able to against water, air and
1. Discuss the causes of water pollution and some ways to prevent it. noise pollution.
2. Explain why the air easily gets polluted and determine ways of preventing it.
3. Identify how noise pollution affects our health.
4. Conduct a buzz session, illustrate cause of noise pollution, demonstrate proper
ways of disposal, report findings, interview people or fill in a graphic organizer.

UNIT II Population Education (Reproductive Health)

4 Reproduction Students will know Students demonstrate p.


1. The parts of the reproductive system understanding of the 291
2. How biological, psychological and socio-cultural factors affect childbirth. significance of
Students will be able to reproductive health
1. Describe the human reproductive process. relative to fertility,
2. Explain how biological factors affecting childbirth. childbirth and sterility.
3. Determine the beliefs and practices that influence reproduction.
4. Discuss the psychological factors affecting childbirth.
5 Sterility and Infertility Students will know Students demonstrate pp. 292- pp.149-
1. The difference between sterility and infertility. understanding of the 297 150
2. The cause of infertility among males and females. appropriate attitude
Students will be able to toward infertility and
1. Define some biological terms. other causes of sterility.
2. Explain how males and females become infertile or sterile.
3. Recommend ways to prevent risks factors for male and female.
4. Present a skit showing the appropriate attitude toward infertility.
6 Infertility: Prevention Students will know Students demonstrate pp. 298- pp.1550-
and Medication 1. The medical treatments for infertility. understanding of the 301 151
2. How infertility can be prevented. different ways of
Students will be able to preventing and curing
1. Differentiate between the tests for males and females. infertility.
2. Discuss the treatment and prevention of infertility.
3. Explain the process of In Vitro Fertilization after viewing the video.
4. Interview couples without a child.

UNIT III Communicable and Non-communicable Diseases

7 Health Gains From Students will know Students demonstrate pp.303-307 pp.156-
Modern Medication 1. That scientists and medical researchers have discovered modern ways of treating understanding of the 158
illness and diseases. benefits to health of
2. Who these people are. advances in science and
3. The milestones in the effort to preserve good health. technology like the use
Students will be able to of laser beam
1. Describe the modern medical treatment today.
2. Enumerate the tests conducted on humans aided by modern technology.
3. Discuss the capabilities of modern treatments and apparatuses.
4. Identify the inventions of modern scientists and medical researchers.
5. Make an album of modern scientific and medical inventions.
8 Communicable Diseases Students will know Students demonstrate pp. 308- pp.158-
1. The infectious microorganisms. understanding of the 313 159
2. Some communicable diseases and their prevention. factors that cause the
Students will be able to transfer and spread of
1. Define some medical terms used when referring to communicable diseases. communicable diseases
2. Differentiate among the types of infectious microorganisms. and undertake effective
3. Discuss the prevention of some communicable diseases. health measures to
4. Make a bubble map of the causes of communicable diseases. prevent and control
communicable diseases.
9 Non-Communicable Students will know Students demonstrate pp.314-317 pp.160-
Diseases/Lifestyle 1. The causes of death in the Philippines due to non-communicable diseases. understanding of the 161
Diseases 2. The warning signs of cancer. common-communicable
Students will be able to diseases that are often
1. Identify the cause of deaths in the Philippines due to non-communicable diseases. the cause of deaths in
2. Discuss the signs of cancers and how it can be treated. the country.
3. Explain how diabetes can affect the health of a person.
4. Report on a case of diabetes or arthritis.
10 Herbal Medicine: An Students will know Students demonstrate pp.318-323 pp.161-
Alternative Treatment 1. The medicinal plants for some illness. understanding of 163
2. The herbal medicines approved by the Department Of Health. medicinal plants or
Students will be able to herbs as a natural
1. Identify the common medicinal plants. remedy for diseases.
2. Describe the herbal medicines approved by the Department of Health.
3. Explain the preparation and use of certain medicinal plants.
4. Make an album of medicinal plants indicating their preparation and use.
11 Health Services for the Students will know Students demonstrate pp.324-327 pp.163-
Community 1. The different laws on the protection of peoples health. understanding of the 164
2. The health services provided by the professionals. regulatory laws for the
Students will be able to maintenance of
1. Enumerate the different laws on the protection of peoples health. community health and
2. Explain how health services are provided by professionals. comment on the
3. Make posters on the laws that safeguard peoples health. importance to health of
the services provided by
professional agencies.
UNIT IV Drug Education (Barbiturates and Alcohol)

12 Barbiturates: Their Uses Students will know Student demonstrate pp.392-331 pp.169-
and Effects 1. The types of depressants. understanding of the 171
2. The bad effects of depressants on the human condition. right attitude toward
Students will be able to depressant drugs like
1. Identify the slang terms for barbiturates. barbiturates.
2. Discuss the reasons why people take barbiturates.
3. Explain the results of barbiturates abuse.
4. Write a news reports about he given health problems.
13 Alcohol Abuse: Uses, Students will know Students demonstrate pp.332-337 pp.171-
Effects and Preventive 1. The different types of alcohol. understanding of effects 173
Measures 2. What alcohol does to the body? of using alcohol to
3. The reasons why people drink too much alcohol. oneself, family,
Students will be able community, criminality
1. Define alcohol and tell what it does to the body. and accidents.
2. Discuss the different types of alcohol.
3. Cite some reasons why people drink too much alcohol.
4. Recommend some prevented measures in alcohol abuse.
5. Make a graphic organizer showing the effects of alcohol on the body, the family and
the community.

14 The Comprehensive Students will know Students demonstrate pp.332-337 pp.173-


Dangerous Drugs Act of The provisions of the Comprehensive Dangerous Act of 2002. understanding of the 175
2002 Students will be able provisions of the
1. Identify the provisions of the comprehensive dangerous act of 2002. Comprehensive
2. Discuss the penalties for violation of the Act. Dangerous Drugs Act of
3. Draw conclusions on the effects of drug abuse on human life. 2002.
4. Prepare a pledge on how they intend to avoid the use of drugs.
15 Regulations and Students will know Students demonstrate pp.342-345 pp.175-
Ordinances against 1. The ordinance and penalties for the purchase of alcohol. understanding of the 177
alcohol dependence 2. Why people have to obey the rules and regulations pertaining to alcohol. regulations and
Students will be able ordinance against
1. Enumerate the ordinance and penalties on the sale of liquor. alcohol abuse.
2. Explain why there are ordinances on the sale of alcohol.
3. Discuss the effects of violation of these ordinance.
4. Report on the implementation of ordinance on the sale of liquor in ones community.
16 Good Decision Making on Students will know Students demonstrate pp.346-349 pp.177-
Drug Misuse and 1. The right and wrong use of drug and alcohol. understanding of 178
Dependence 2.the reasons why other people abuse the use of drugs and alcohol making the right
Students will be able decisions on the use
1. Explain why good decision and discipline are necessary, especially when one is barbiturates and alcohol
confronted with the use of drugs and alcohol. intake.
2. Discuss the reasons why the youth should avoid the use of drugs and alcohol.
3. Recommend whole some activities that the youth can engage to prevent them from
the use of drugs and alcohol.
4. Make a slogan on making the right decisions.