MAPEH 9 4th Quarter Week 1 8
MAPEH 9 4th Quarter Week 1 8
MAPEH 9 4th Quarter Week 1 8
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of characteristic features of instrumental
Romantic music.
B. Performance Standards
The learner sings and performs themes of selected instrumental pieces.
C. Most Essential Learning Competency
MELC No. 1 – The learner explains the plot, musical and theatrical elements of an opera
after watching video samples. (MU9OP- IVa-g-1)
MELC No. 2 – The learner performs themes or melodic fragments of given selected songs.
(MU9OP- IVb-h-3)
D. Objectives
The learner…
1. narrates the plot, musical and theatrical elements of an opera after video samples,
2. listens perceptively to selected excerpts of opera,
3. performs themes or melodic fragments of selected song.
IV. PROCEDURES
A. Reviewing previous lesson/Presenting the new lesson
Activity:
Directions: Match the following musical and theatrical elements of an opera
in (Column A) with their purpose in (Column B). Write your answers on your
pad. paper.
COLUMN A COLUMN B
1. acts A. most comfortable singing range of a singer
2. libretto B. main divisions of an opera
3. tessitura C. setting or place
4. aria D. text of an opera
5. scene E. air or solo singing part sung by a principal
character
Vocal music is one of the best tools for expressing one’s feelings. This form of
expression became more evident during the Romantic period. Romanticism coincided with
the Industrial Revolution in Western Europe that brought about the rise of socialism and
capitalism. The Romantic Period’s basic quality is emotional subjectivity. Composers explore
feelings of grandiosity, intimacy, unpredictability, sadness, rapture and longing.
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
GRADE 9- MUSIC 4TH QUARTER-WEEK 1
COMPONENTS OF AN OPERA
LIBRETTO It is the text of an opera. The librettist and the composer work
closely together to tell the story.
SCORE It refers to the book that the composer and librettist put together.
RECITATIVE It is refers to declamatory singing, used in the prose parts and
dialogue of opera.
ARIA It is an air or solo singing part sung by a principal character.
ACT It is the main division of an opera.
SCENE It refers to the setting or place.
TYPES OF VOICES OF SINGERS
TENOR It refers to the highest male voice.
BARITONE It refers to the middle male voice, lies between bass and tenor
voices. It is the common male voice.
BASS It refers to the lowest male voice.
SOPRANO It refers to the highest female voice.
COLORATURA It refers to the highest soprano voice.
MEZZO SOPRANO It refers to the most common female voice; strong middle
voice, tone is darker or deeper than the soprano.
CONTRALTO It refers to the lowest female voice and most unique among
females.
DYNAMICS AND VOCAL EMBELLISHMENTS
FALSETTO It refers to a weaker and more airy voice usually in the higher
pitch ranges.
TESSITURA It refers to the most comfortable singing range of a singer.
PASSAGIO It is parts of a singing voice where register transitions occur.
A CAPELLA It refers to one or more singers performing without instrumental
accompaniment.
VIBRATO It refers to the rapidly repeated slight pitch variation during a
sustained note, to give a richer & more varied sound.
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GRADE 9- MUSIC 4TH QUARTER-WEEK 1
Romantic vocal forms like the art song and operas were about fantasy, supernatural,
romance and the nature as mirror of the human heart. Virtuoso performers are not only
instrumentalists but also singers.
FAMOUS OPERA
Music by Giuseppe Verdi (1813-1901)
• Libretto in Italian by Francesco Maria Piave,
based on “La Dame aux Camélias,” play by
Alexandre Dumas after his novel by the same
name. The play is known in English as
“Camille.” Premiere: Venice, March 6, 1853.
• romantic tragedy.
• Paris, France during 1850.
• It is originally in three acts, but present-day
productions are usually in four acts dividing
the original Act II.
• ACT I: Violetta‟s Paris salon, luxuriously
furnished
• ACT II: A Villa near Paris
• ACT III: Ballroom in Flora‟s mansion
• ACT IV: Violetta‟s bedroom
4. Madame Butterfly productions are usually in four acts dividing the original Act II.
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GRADE 9- MUSIC 4TH QUARTER-WEEK 1
ART RUBRIC
Outstanding Above average Average Below average Poor
5 4 3 2 1
Understanding Outstanding Above average Average Below average Poor
The project is planned The project is planned The project is planned The project shows little The project shows
The concepts and
carefully; understanding carefully; understanding adequately; sign of understanding no understanding
instructions are clearly
of all concepts and of most concepts and understanding of the concepts and of the concepts
understood. instructions is clearly instructions is some concepts and instructions. and instructions.
presented. presented. instructions
presented.
Craftsmanship Outstanding Above average Average Below average Poor
The project shows The project shows good The project shows The project shows The project shows
Cleanliness, Hands on
outstanding craftmanship, with some average below average poor craftmanship
craftsmanship, with attention to detail. craftsmanship. and craftmanship and slight and no attention to
clear attention to detail, attention to detail. attention to detail. detail.
Creativity Outstanding Above average Average Below average Poor
The project The project The project The project The project lacks
Resourcefulness,
demonstrates original demonstrates some demonstrates an demonstrates little indication of
originality,
personal expression and personal expression and average amount of personal expression and personal
inventiveness outstanding problem- logical problem-solving personal expression. problem-solving skills. expression.
solving skills. skills.
Effort Outstanding Above average Average Below average Poor
The student put forth The student put forth The student put forth The student put forth The student put
The determination to
extraordinary effort to the effort required to the effort required to the effort required to forth no effort or
finish the project in
complete the project complete the project finish the project; finish the project; used the project was not
time. well as possible; used well; used his/her time used his/her time his/her time completed; his/her
his/her time extremely well. adequately. adequately. time was not used
well. well.
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
GRADE 9- MUSIC 4TH QUARTER-WEEK 1
H. Generalization
I. Evaluating learning
Directions: Explain the plot, musical, and theatrical elements of the given
opera and associate the story to perform your own theme or melodic
fragments. Write your answers on your pad paper.
Synopsis of La Traviata
At one of her brilliant supper parties, the beautiful but frail demimondaine (a woman
supported by a wealthy lover –Merriam Webster Dictionary), Violetta Valéry, meets the well-
born Alfredo Germont. They immediately fall in love and she decides to abandon her life of
pleasure.
Alfredo‟s father did not approve of their lifestyle in the country and demands that
Violetta renounce Alfredo. Violetta determined to make the sacrifice, then departs and leaves
only a note for Alfredo.
She appears at a ball in Flora‟s house on the arm of an old admirer, Baron Douphol
which makes Alfredo angry. Alfredo challenges the Baron to play cards where Alfredo wins
consistently. Unable to persuade Violetta to go with him, Alfredo insults her. Violetta becomes
ill, and all her friends desert her, leaving her virtually penniless.
Alfredo returns to Violetta. His father told him of the real story behind Violetta‟s
departure from their country house and urged him to seek her forgiveness. Overjoyed at the
sight of him, Violetta attempts to rise but falls into Alfredo‟s arms. Germont and the doctor
enter as Violetta dies.
Written Work:
1. Title:
2. Style of performance (theatrical elements):
3. Rhythm and Tempo:
4. Harmony (monophonic, homophonic, or polyphonic):
5. Does the plot of the opera reflect the ideals of the Romantic period? Why?
Performance Test:
Perform your own theme or melodic fragments about either of the following themes by
composing one (1) stanza vocal poem:
A. Love for country
B. Love of parents for their children
C. Love story of a young boy and a lady
D. Social relevant issues (i.e., poverty, OFW an natural calamity)
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GRADE 9- MUSIC 4TH QUARTER-WEEK 1
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
GRADE 9-MUSIC 4TH QUARTER- WEEK 2
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of characteristic features of vocal music of the
Romantic music.
B. Performance Standards
The learner sings and performs themes of selected instrumental pieces.
C. Most Essential Learning Competency
MELC No. 3 – The learner improvises appropriate sounds, music, gestures, movements
and costumes for a chosen opera. (MU9OP- IVb-h-5)
MELC No. 4 – The learner evaluates music performances using guided rubrics. (MU9OP-
IVb-h-5)
D. Objectives
The learner…
1. differentiates vocal qualities and techniques prevalent in Romantic opera,
2. reacts to romantic music in congruence to its affection,
3. performs an excerpt of an opera using improvised instrument/s.
IV. PROCEDURES
A. Reviewing previous lesson
Activity:
Directions: Match the following components of an opera (Column A) with their
meaning (Column B). Write the letter of your answers on your pad paper.
Column A Column B
1. aria A. It refers to the book that the composer and librettist put together.
One of the widely used mediums of performance in music is vocal music. During the
Romantic era, romantics explored a universe of feelings and countless songs and operas
glorify romantic love. Hence, expressiveness is highlighted during those days. Vocal singing
has fundamentals and mastering such techniques needs a lot of effort and innate talent.
Direction: Unscramble the letters to form the word refereeing to the aspects
of vocal singing which are illustrated in the pictures below.
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
GRADE 9-MUSIC 4TH QUARTER- WEEK 2
FUNDAMENTALS OF SINGING
BREATHING It refers to the control of inhalation and exhalation during
performance. Breathing is a natural biological function, but you
can master how you breathe in order to develop your best
singing voice.
CONTROLLING TONE It refers to the skills in controlling the way you execute your
COLOR & PLACEMENT voice, either chest tone, middle tone or natural voice and head
tone.
POSTURE It is the proper position of the body to promote efficient breathing
which is essential to projection, tone quality and vocal range.
VOCAL RANGE It is the vocal pitch range where the singer could execute.
ENDURANCE It is the ability to perform well in several hours.
E. Discussing new concepts and practicing new skills #2 (VOCAL RANGES AND
QUALITIES)
Singing in an operatic way is totally different from another genre like pop and hip-hop. In
opera alone, there are considerable variety of vocal ranges and qualities which caters to different
characters in the opera.
VOICE CATEGORIES IN OPERA
COLORATURA A coloratura soprano may be a lyric coloratura or a dramatic
SOPRANO coloratura. It is a voice with a very high range.
LYRIC SOPRANO A lyric soprano is a type of operatic soprano voice that has a
warm quality with a bright, full timbre that can be heard over an
orchestra.
DRAMATIC A dramatic soprano is a type of operatic soprano with a
SOPRANO powerful, rich, emotive voice that can sing over, or cut through,
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
GRADE 9-MUSIC 4TH QUARTER- WEEK 2
VOCAL RANGES
SOPRANO
MEZZO SOPRANO
CONTRALTO
TENOR
BARITONE
BASS
1. timbre
2. breath control
3. posture
4. contralto
5. voice control and placement
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GRADE 9-MUSIC 4TH QUARTER- WEEK 2
S _
I _
N
G _
H. Generalization
Singing is the best way to express the human soul, and the distinction from one
voice to another varies. Similar with the fingerprint, each voice is unique and can be
described in many ways.
Activity No. 5: Mind, Heart, and Hand
Directions: Write what you have learned about the vocal music of the
Romantic period by completing the sentences below.
I. Evaluating learning
Activity No. 6: Evaluation
Directions: Evaluate music and music performances of any example of
opera that you have watched in TV or from any social media platform.
Answer the following questions after evaluating the music performance.
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
GRADE 9-MUSIC 4TH QUARTER- WEEK 2
Processing Questions:
1. What did you feel after listening to the song?
Similarities
Differences
RUBRIC
3 pts. 4 pts. 5 pts.
Level of Content Shows some thinking and Content indicates thinking and Content indicates synthesis of ideas,
reasoning but most ideas are reasoning applied with original in depth analysis and evidence original
underdeveloped and thought on a few ideas. thought and support for the topic.
unoriginal.
Development Main points lack detailed Main points are present with Main points well developed with high
development. Ideas are limited detail and development. quality and quantity support. Reveals
vague with little evidence of Some critical thinking is present. high degree of critical thinking.
critical thinking.
Format Fails to follow format and Meets format and assignment Meets all formal and assignment
assignment requirements. requirements; generally correct requirements and evidence attention
incorrect margins, spacing margins, spacing, and to detail; all margins, spacing and
and indentation; neatness of indentations; written output is indentations are correct; written output
written output needs neat but may have some is neat and correctly assembled with
attention. assembly errors. professional look.
Grammar & Spelling, punctuation, and Most spelling, punctuation, and Written output is free of distracting
grammatical errors create grammar correct allowing reader spelling, punctuation, and
Mechanics distraction, making reading to progress though written work. grammatical errors; absent of
difficult, fragments, comma Some errors remain. fragments, comma splices, and run-
splices, run-ons evident. ons.
Errors are frequent.
Vocal Range:
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4th Quarter MAPEH 9 ARTS-WEEK 3
OBJECTIVES
A. Content Standard
• The learner demonstrates understanding how theatrical elements (sound,
music, gesture, movement and costume) affect the creation and
communication of meaning in Western Classical play and opera as influenced
by history and culture and;
• The learner demonstrates understanding of theatre and performance as a
synthesis of arts.
B. Performance Standard
• The learner creates appropriate theatre play/opera costume and accessories
and improvise appropriate sound, music, gesture, movements and costume
for chosen theatrical composition and;
• The learner takes part in performance of a selected piece from Western
Classical plays and opera.
D. Objectives
The learner…
1. enumerates the selected theatrical forms from different art periods,
2. promotes costumes and props of Western Classical play/opera by crafting
own design,
3. creates costumes and props of Western Classical play/opera by using
recycled materials.
III. PROCEDURES
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
4th Quarter MAPEH 9 ARTS-WEEK 3
Madame
Carmen Francois Vatel Butterfly Oedipus Rex Tosca
1. 2. 3. 4. 5.
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4th Quarter MAPEH 9 ARTS-WEEK 3
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4th Quarter MAPEH 9 ARTS-WEEK 3
1. Theater means “place of listening,” but it is more than the buildings where
performance take place.
2. During Romantic period, melodramas and operas became the most popular
theatrical forms.
3. The theater of the Renaissance period is marked by the use of technology in
current Broadways or commercial plays.
4. Baroque theater arts were characterized by a return of Classical Greek and
Roman arts and culture.
5. La Scala was one of the first permanent (non-wooden) theatres in Rome, whose
structure was somewhat similar to the Theatron of Athens.
E. Discussing new concepts and practicing new skills #2
There are certain elements common to all theater. These elements are present whenever a
theater event takes place; without them, an event ceases to be theater and becomes a different art form
and different experience." (According to the book "Theater, The Lively Art".)
Elements of Theater
1. Performers
➢ They are the people onstage presenting characters in dramatic action.
➢ The audience is coming to see a performer pretend to be someone else.
➢ When the actors/actresses are on stage, they must be believable as the character
they are portraying.
➢ If they are not believable, then the audience will be less interested in the
production.
2. Audience
➢ The essence of theater is the interaction between the performer and audience.
➢ Theater needs to be experienced live. There is a "call and response" atmosphere
that cannot be witnessed in a movie theater.
➢ In a live theater experience, when the audience laughs out loud, or cries, then the
actors respond to that energy.
➢ In a movie, there is no connection between the actors and audiences, only
reactions from the audience.
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3. Director
➢ The director makes certain that the performers understand the text and deliver the
script excitingly and appropriately.
➢ The director also makes sure the blockings, costume designs, set designs and
other aspects of the show blend together to make a production that works together.
➢ All the aspects of theater should complement each other, and the director oversees
all these things.
4. Theater Space
➢ Another necessary element of theater is the space in which performers or
audiences come together.
➢ It is essential to have a stage, or some equivalent area, where actors and
actresses can perform.
➢ It is also essential to have a place for audience members to sit or stand.
5. Design Aspects
➢ Visual Aspects - costumes, lighting, and some form of scenic background
➢ Nonvisual Aspect - sound
6. Text
➢ A final element essential to theater is the text that is performed, and it must be
present for theater to occur.
➢ Another name for the text is script.
➢ One key element for writing is conflict. The characters should have a goal to
reach, but to reach that goal, they must go through a series of conflicts. Without
conflict, the story would be bland and boring.
➢ When writing your script, how can you make your story more interesting?
Identify the element which is described by the following statements. Choose the
correct answer inside the box. Write the correct answer on your answer sheet.
Design Theater
Audience Director Performers Text
Aspects Space
1. He makes that the performers understand the text and deliver the script
excitingly and appropriately.
2. There is a call and response atmosphere that can not be witnessed in the
movie theater.
3. People onstage are presenting characters in dramatic action.
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4th Quarter MAPEH 9 ARTS-WEEK 3
Neo-
No. Greek Medieval Roman Renaissance Baroque
Classical
Romantic
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4th Quarter MAPEH 9 ARTS-WEEK 3
I. Evaluating Learning
A. You Choose
Directions: Identify selected theatrical forms from the different art periods.
Choose the letter of the correct answer and write it on the space provided for.
1. It is an art form in which singers and musicians perform a dramatic work combining text
(called a libretto) and musical score.
A. melodrama C. satyr
B. opera D. tragedy
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4th Quarter MAPEH 9 ARTS-WEEK 3
2. It contains comic elements to lighten the overall mood or a serious play with a happy
ending.
A. melodrama C. satyr
B. opera D. tragedy
3. It is described as a dramatic work that puts characters in a lot of danger to appeal to the
emotions.
A. tragedy C. melodrama
B. comedy D. satyr
4. It is a religious festival/ theater play that honors the god of wine and fertility.
A. Cult of Dionysus C. Lysistrata
B. Commedia dell’arte D. The Mystery of Adam
5. It is an Italian comedy and a humorous theatrical presentation performed by professional
players who traveled in troupes.
A. Cult of Dionysus C. Lysistrata
B. Commedia dell’arte D. The Mystery of Adam
B. Directions: Classify the following theatrical forms from the different art periods. Choose the
correct answer from the choices below and write it on the space before each number.
Materials: short bond paper, pencil, glue, and any recycled materials
Procedure:
1. Draw a portrait of either a man or woman wearing a costume that is used in classical opera.
2. Design the costume using recycled materials available at home.
3. You may refer to the rubric below as your guide.
Examples:
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
4th Quarter MAPEH 9 ARTS-WEEK 3
Rubric in Artwork
Criteria Excellent (5) Good (4) Fair (3)
Art work is impeccable and Art work is neat and shows Art work is somewhat messy
shows no evidence of very little evidence of and shows either smudge
Craftsmanship
smudge marks, rips, tears, smudge marks, rips, tears, marks or rips, tears, or folds.
or folds. No erasure lines or folds. A few erasure Some erasure lines
showing. lines showing. showing.
Art work shows a mastery of
Art work shows some
advanced techniques in
technique and
composition. All objects are Art work shows good
understanding of art
Technique/ placed in correct space. technique. All objects are
concepts. Average use of
Art Concepts Negative and positive space placed in correct space.
negative and positive space.
is balanced. Paper is Negative and positive
Paper is half filled and
completely drawn on and space is almost balanced.
shows a background, mid- foreground and background
ground and foreground. is clearly shown.
Art work reflects a high level Art work shows some
Art work reflects originality.
of originality. evidence of originality.
Creativity Student uses line, shading
Student uses line, shading Student uses line, shading
or form in an original
or form in a highly original or form in a slightly original
manner.
manner. manner.
Completed art work is fully Completed art work is half
Completed art work is
shaded showing excellent shaded showing average
almost fully shaded
Shading/ placement of light and darks placement of light and darks
showing good placement
Proportion using excellent drawing using average drawing
of light and darks using
technique. Still life objects technique. Some still life
good drawing technique.
are in excellent proportion objects are in proportion
with real life objects. with real life objects.
Rubric in Research
Criteria Excellent (5) Good (4) Fair (3)
Content is very informative Content is not always
Content and and accurate. Research has Content is informative and related to the topic. Many
Details many supporting details and mostly accurate. Research inaccuracies. Few
interesting to read. has adequate details. supporting documents.
Research shows adequate
Research is well organized Research is poorly
Organization
organization. It has
with strong beginning, organized and confusing at
beginning, middle and
middle and ending times.
ending
Writing Research has few or no Research has few to Research has many errors
Mechanics errors in spelling, several errors in spelling, in spelling, punctuation,
and punctuation, and/or punctuation, and/or and/or grammar. Research
Readability grammar. Research is easy grammar. Research is
is difficult to read.
to read. readable.
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
GRADE 9: ARTS 4TH QUARTER-WEEK 4
I. OBJECTIVES
A. Content Standard
• The learner demonstrates understanding how theatrical elements (sound,
music, gesture, movement, and costume) affect the creation and
communication of meaning in Western Classical play and opera as influenced
by history and culture.
• The learner demonstrates understanding theatre and performance as a
synthesis of arts.
B. Performance Standard
• The learner creates appropriate theatre play/opera costume and accessories
and improvise appropriate sound, music, gesture, movements and costume for
chosen theatrical composition.
• The learner takes part in performance of a selected piece from Western
Classical plays and opera.
C. Most Essential Learning Competencies
MELC No. 6: The learner analyzes the uniqueness of each group’s performance
of its selected Western classical theater play and opera.
(A7PL- IVh-1)
MELC No. 7: The learner shows the influences of the selected Western Classical
play or opera on Philippine theatrical performance in terms of form
and content of story. (A7PR- IVh-2)
MELC No. 8: The learner choreographs the movements and gestures needed in
the effective delivery of a selected piece from Western Classical
plays and opera.
(A7PR- IVe-f-3)
MELC No. 9: The learner improvises accompanying sound and rhythm needed in
the effective delivery of a selected piece from Western Classical
plays and operas. (A7PR- IVe-f-4)
MELC No. 10: The learner performs in a group showcase of the selected piece
from Western Classical plays and operas. (A7PR- IVg-5)
D. Objectives
The learner…
1. describes the uniqueness of each group’s performance of its selected
Western classical theater play and opera.
2. recognizes the importance and influence of the selected Western Classical
play or opera on Philippine theatrical performance in terms of form and
content of story by making a slogan.
3. makes improvises accompanying sound and rhythm needed in the effective
delivery of a selected piece from Western Classical plays and operas using
materials available at home.
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Activity:
Directions: Identify the title of the play/opera based on the given pictures.
Choose your answer from the box provided below.
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
GRADE 9: ARTS 4TH QUARTER-WEEK 4
Madame
Carmen Francois Vatel Butterfly Oedipus Rex Tosca
1. 2. 3. 4. 5.
Theater Arts of the Western countries that were produced and performed in different periods
have had great influence from the ancient Greek and Roman Theater Arts. Some of the famous
playwrights and composers of the Western Theater Arts/ Opera were Sophocles, William
Shakespeare, Christopher Marlowe, Farinelli, Claudio Giovanni Antonio Monterverdi, Pierre
Beaumarchais, Johann Wolfgang Von Goethe, Victor Hugo, George Bizet, Wolfgang Amadeus
Mozart, Franz Schubert, Giuseppe Verdi and Giacomo Puccini.
Opera performed live is a uniquely thrilling experience – at its best, it is hugely powerful and
the most emotionally direct of all art forms. The combination of dramatic narrative, stagecraft, and
music, and especially the range and vulnerability of the human voice, make opera the art form
that comes closest to expressing pure emotion. It is storytelling which is vivid and manipulative.
Opera seeps into popular consciousness and bleeds into other forms, sound-tracking TV shows,
sports anthems, adverts, and films – where its music is often used as a shortcut to create a
heightened emotional tension at climactic moments. Those big moments in opera are usually the
ones that deal most directly in the big human themes: life, love, death, loss, passion, joy, anger –
but opera can be subtle as well as showy.
Good opera is important if it makes people feel something (other than indignation, or
disappointment!). It is especially important if those feelings incline people to higher aspiration,
greater sympathy, or more profound self-knowledge. It also has a historical voice and can be
historically expressive.
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GRADE 9: ARTS 4TH QUARTER-WEEK 4
Activity 1: My List
Directions: List down five (5) playwrights and composers under Western
classical play/opera and their famous work. Copy the table and write your
answers on your paper.
PLAYWRIGHT/COMPOSER FAMOUS WORK
1.
2.
3.
4.
5.
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
GRADE 9: ARTS 4TH QUARTER-WEEK 4
battle prolongs, Julia gives in, but her wedding is interrupted by the fatally wounded
Tenyong. He mentions his dying wish to Julia, and the play features an “unexpected twist”
that shows how Tenyong was able to outwit the persons separating him from his beloved
Julia.
• The production was directed by Ricardo Abad, under the musical direction of Josefino
Tolledo. Jonjon Villareal handled lights design while Dexter Santos choreographed. Set and
costumes were designed by National Artist, Salvador Bernal.
Dr. Ricardo G. Abad (A Director)
• He was born in Manila on August 10, 1946 of parents from Cavite and Camiguin.
• Graduated at the Ateneo de Manila, after which he obtained a Fulbright grant to finish a
doctorate in sociology at Fordham University in New York.
• He is a full-time Faculty, Department of Sociology and Anthropology; Artistic Director,
Tanghalang Ateneo Metrobank Network of Outstanding Teachers Pathways/ANI, Ateneo de
Manila University Role Players, Theater for Life Social Weather Stations
• He has been involved as actor and director in over 120 productions while at the same time
doing sociological work as teacher, researcher, and editor.
• He has also directed and acted for professional companies like Teatro Pilipino and
Tanghalang Pilipino of the Cultural Center of the Philippines, and the Metropolitan Theater.
• Many of his theater productions were classics of western drama but in terms of a Filipino
and Asian sensibility, like Shakespeare’s “Romeo and Juliet.”
Salvador F. Bernal
• He is the “Father of Theater Design” in the Philippines.
• He was born in 1945 to a family that ran a Terno shop.
• He was the first to develop theater design as a profession and to elevate it to an art form.
• Studied at Ateneo de Manila and at Northwestern University, Evanston, Illinois, USA,
practiced, and handled courses in the art and craft of theater design.
• He taught briefly at Ateneo de Manila and University of the Philippines.
• He had designed more than 250 productions in ballet, theater, and film.
• He is a “National Artist” awardee.
DIFFERENCE DIFFERENCE
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
GRADE 9: ARTS 4TH QUARTER-WEEK 4
At your age, how do you think Philippine dramas and festivals play an important role
in your life?
H. Generalization
Activity 5: Mind, Heart, and Hand
Directions: Write what you have learned about the topic by completing the
statements below.
I. Evaluating Learning
Activity 6: You Choose
Directions: Show the influences of the selected Western Classical play or
opera on Philippine theatrical performance in terms of form and content of
story by comparing an example of zarzuela and opera using a Venn diagram.
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
GRADE 9: ARTS 4TH QUARTER-WEEK 4
Student spoke
Voice was loud clearly but it was Voice and Could not
and clear; words difficult to language were not understand what
very clear; could was being said
VOICE were easily understand some
have been much due to unclear
understood. of the script; could
louder. and low speech.
have been louder.
Excellent Non-Satisfactory
Blocking Good Blocking Satisfactory Blocking
SCRIPT Notation, Beat Notation, Beat Blocking Notation, Notation, Beat
ANALYSIS Notation, and Notation, and Beat Notation, and Notation, and
Director’s Notes Director’s Notes Director’s Notes Director’s Notes
Notation Notation
Notation Notation
Script was
Script was fully Script was almost
partially Script was not at
MEMORIZATION/ memorized; fully memorized-
memorized; all memorized;
student some improv used
IMPROVISATION student did not no improvisation
improvised in to make up for
attempt used.
place of lines. missed lines.
improvisation.
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
GRADE 9: ARTS 4TH QUARTER-WEEK 4
Directions: After doing activity no. 7, answer the following questions and write
them on your pad paper.
3. How did you come up with your choreography, improvisations, and performance?
Development Main points lack detailed Main points are present with Main points well developed with high
development. Ideas are limited detail and development. quality and quantity support. Reveals
vague with little evidence of Some critical thinking is present. high degree of critical thinking.
critical thinking.
Format Fails to follow format and Meets format and assignment Meets all formal and assignment
assignment requirements. requirements; generally correct requirements and evidence attention
incorrect margins, spacing margins, spacing, and to detail; all margins, spacing and
and indentation; neatness of indentations; written output is indentations are correct; written output
written output needs neat but may have some is neat and correctly assembled with
attention. assembly errors. professional look.
Grammar & Spelling, punctuation, and Most spelling, punctuation, and Written output is free of distracting
grammatical errors create grammar correct allowing reader spelling, punctuation, and grammatical
Mechanics distraction, making reading to progress though written work. errors; absent of fragments, comma
difficult, fragments, comma Some errors remain. splices, and run-ons.
splices, run-ons evident.
Errors are frequent.
O-
P-
E-
R-
A-
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
GRADE 9: ARTS 4TH QUARTER-WEEK 4
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
Grade 9: Physical Education 4th Quarter: Week 5
I. OBJECTIVES
A. Content Standard
• The learner demonstrates understanding of lifestyle and weight management to
promote community fitness.
B. Performance Standard
• The learner maintains an active lifestyle to influence the physical activity
participation of the community.
C. Most Essential Learning Competencies
MELC No. 1 - Discusses the nature and background of indoor and outdoor recreational
activities (PE9GS-IVa-6)
MELC No. 2 - Participates in active recreation (PE9GS-IVb-h-7)
D. Objectives
The learner…
1. discusses the nature and background of indoor and outdoor recreational activities,
2. shows appreciation in participating in physical activities and proper nutrition practices
by sharing his / her thoughts about the topic, and
3. joins/participates in active recreation by listing his / her physical activities.
IV. PROCEDURES
A. Reviewing previous lesson/Presenting the new lesson
Activity: Lifestyle Check
Directions: Examine the following survey questions below. Put a
checkmark (√) on the frequency of your participation as always,
sometimes, and never.
Reaction/Analysis:
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
Grade 9: Physical Education 4th Quarter: Week 5
B. Establishing the purpose for the lesson
Recreation is a voluntary participation in an activity during free and unobligated time that
gives enjoyment. It refreshes one’s mind and body after a day’s work. Recreation embraces
both indoor and outdoor activities that refer to sports and exercises leading to the attainment of
enjoyment as well as managing our desired weight.
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
Grade 9: Physical Education 4th Quarter: Week 5
BENEFITS :
• Badminton and volleyball are good recreational activities that involve the physical
dimension.
• It enhances the metabolism of the body which in turn is a factor in losing weight. While
playing badminton, the constant racket swings in receiving birdies, leg stretches in saving
net and drop shots, and power jumps for smashing burn more calories.
• It strengthens upper body and lower extremities.
• It burns calories.
• It helps you to manage your weight appropriate for your age and height.
• It controls feelings during games.
• Emotional being is being improved.
• It builds good relationship with others.
DANCE
Zumba Fitness Dance – Zumba dance is an alternative indoor recreational activity with
fitness benefit claims. It was accidentally discovered by Alberto “Beto” Perez, a celebrity fitness
trainer of Colombia in the mid 90’s. The birth of Zumba came about during one his aerobics
classes, when he realized that he had forgotten his aerobics music. Quickly, he grabbed
whatever tape he has in his backpack. It so happened that his tapes are those of Latin music
such as merengue and salsa. With his improvisation skill, he was able to create an on-the–spot
aerobics class using the non-traditional music. That is the birth of the dance fitness craze
Zumba.
Here are some benefits of dancing Zumba /Latin aerobics:
✓ It improves cardiovascular health –The combination of cardio intervals brought about by
the fast and slow rhythms makes this dance a great cardio interval work-out. The fast and
upbeat moves of Zumba improve the delivery of blood which carries oxygen to the
different parts of the body through the veins, arteries, and heart.
✓ It helps in losing weight. – Cardio interval effect of Zumba burns more calories. Joining
Zumba workout for an hour burns approximately 600 calories.
✓ Stress Reliever – It is believed that zumba dancing releases more altering endorphins that
melts away worries away.
✓ Improved mood – It releases good hormones called “endorphin” that improves self-
esteem, self-confidence, and self-image.
✓ It tones the abdominals – The dance moves work on firmer core abdominal muscles. Basic
Zumba steps involve a combination of Latin dance steps such as salsa, samba,
reggaeton, merengue, cumbia, cha-cha-cha, mambo rumba, flamenco. Many steps have
been included to make the dance more exciting such as belly dancing, hip hop, and the
like.
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
Grade 9: Physical Education 4th Quarter: Week 5
or collectively. Outdoor recreation is a broad concept that encompasses a varying range of
activities and landscapes.
OUTDOOR RECREATIONAL ACTIVITIES
HIKING
It is going on an extended walk for the purpose of pleasure and exercise. Pleasure
includes having close encounter with nature, enjoying the beauty of the environment, smelling
the natural aroma of flowers and trees, and being one with Mother Nature. Exercise on the other
hand pertains to the fitness benefits that we get from the activity. Hiking is more of adventure.
Benefits of Hiking
✓ It offers cardiovascular fitness.
✓ It gives the feeling of relaxation.
✓ It balances your daily life routine.
✓ It is a good option for weight management activity.
ORIENTEERING
It is an outdoor navigational recreational activity using specially drawn and detailed maps.
It requires navigational skills to navigate from point to point normally moving at a speed. An
orienteering course consist of a series of control points which must be in order in the shortest
possible time. Orienteering as an outdoor recreational activity offers much benefit to you.
Here are some claims:
1. Conceptual aspects – Since it is a navigational activity, it enhances your decision-making
skills about map interpretations and using compass. It also requires you to constantly interpret
information contained in the map.
2. Physical aspects – Orienteering is basically a running sport, so it develops your
cardiovascular endurance and general fitness. Speed, endurance, and strength are essential
components necessary to successfully participate in the game. Technically, this activity
captivates the mental and physical challenge features.
3. Personal aspects – Since you are responsible in making decisions in this activity, you
develop your self-confidence and reliance. Your aims are clear that you work hard to achieve
them giving you the feeling of self-achievement.
4. Social aspects – You will learn to work cohesively with one another.
5. Environmental aspect – It creates an avenue for you to appreciate your environment. The
fundamental skill in orienteering is orientating the map or setting the map.
In moving the map, you must:
✓ Find your approximate location on the map.
✓ Recognize the pattern of features on the ground as being the same as the pattern on the
map.
✓ Always hold the map so that you are looking along the route with the map matching the
ground.
✓ The map is said to be oriented if the features on the map are in proper relation to the actual
features in the field.
The map is a picture or representation of the earth’s surface. It includes a compass rose
that shows directions. Cardinal directions are the four base parts on a compass. The top point is
north and the point at the bottom is south. The side points are called east and west. The points
in between the cardinal directions are called intermediate directions which include northwest,
northeast, southwest and southeast.
There is as key or legend in the map to explain the meaning of the symbols used in the
map. The key usually shows a small picture of the symbols used in the map, along with a written
description of the meaning of each symbol.
Orienteering compass is an invaluable tool that every backpacker should know how to
use. It is a magnetized needle floating in a liquid and responding to the Earth’s magnetic field
consequently revealing directions. Generally, a compass is used to measure bearings and to
pinpoint locations.
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
Grade 9: Physical Education 4th Quarter: Week 5
✓ Revolving compass housing – The housing is marked with the four cardinal points of
north, east, south, and west and further divided into 2-degree graduations indicating the
full 360 degrees of a circle. The bottom of the rotating housing is marked with an
orienting arrow and meridian lines.
✓ Transparent base plate – the base plate is marked with a ruler, an index line as well as
the direction of travel arrow.
Bearing refers to the direction from one spot to another measured in degrees from the
reference line of north.
How do you take the bearing?
✓ Hold the compass in front of you with the direction of travel arrow pointing at object of
interest.
✓ Hold the compass level steady and rotate the housing dial until the orienting arrow lines
up with the red end (north end) of the magnetic needle, while keeping the direction of
travel arrow pointed at the object.
✓ Read the number indicated at the index line that is your bearing.
INDOOR OUTDOOR
1. 4.
2. 5.
3.
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
Grade 9: Physical Education 4th Quarter: Week 5
G. Finding practical application of concepts and skills in daily living
Activity No. 4: My List
Directions: List down three (3) important benefits of recreational activities
in the physical, mental, emotional, and social aspect of a person. Write
your answers on the table below.
Physical Benefits Mental Benefits Emotional Benefits Social Benefits
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
#what I LEARNED
s
#what I REALIZED
#what I INTEND TO DO
I. Evaluating Learning
Activity no. 6: True or False
Directions: Discuss the nature and background of indoor and outdoor
recreational activities by identifying if the following statements about the
said topic are true or false. Write TRUE if it is correct and FALSE if it is
not.
1. Zumba dance is an alternative indoor recreational activity with fitness benefit
claims discovered by Alberto “Beto” Perez.
2. The objective of the game volleyball is to send the ball over the net and to avoid it
from grounding into your court.
3. A compass is a picture or representation of the earth’s surface.
4. Physical activity is a voluntary participation in an activity during free and
unobligated time that gives enjoyment.
5. Orienteering is going on an extended walk for the purpose of pleasure.
6. Badminton and volleyball are good recreational activities that involve the physical
dimension.
7. Emotional aspect in orienteering is being responsible in making decisions. In this
activity, you develop your self-confidence and reliance.
8. It is believed that Zumba dancing releases more altering endorphins that melt
worries away.
9. Compass is using a key or legend to explain the meaning of the symbols.
10. Participation in both badminton and volleyball helps you to manage your weight
appropriate for your age and height.
Activity No. 8: My Daily Routine
Directions: Participate in active recreational activities by listing down daily
activities, amount of time spent, and their benefits in all dimensions of
human being.
ACTIVE TIME AND FREQUENCY HEALTH BENEFITS
TIME OF THE
RECREATIONAL (EX. 20 MINS/ 3 X A (Physical, Mental, Social,
DAY Emotional)
ACTIVITIES WEEK)
MORNING
AFTERNOON
EVENING
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
Grade 9: Physical Education 4th Quarter: Week 5
RUBRIC
Excellent Very Good Satisfactory Fair
5 pts. 4 pts. 3 pts. 2 pts.
Physical Activity Specified more than Specified three Specified two Specified at least one
three developmentally developmentally developmentally developmentally
appropriate active appropriate active appropriate active appropriate active
recreational activities recreational activities recreational activities recreational activity across
across all time of the across all time of the across all time of the all time of the day.
day. day. day.
Time and All the time and Most of the time and Some of the time and Few of the time and
Frequency frequency of specified frequency of frequency of specified frequency of specified
active recreational specified active active recreational active recreational activities
activities are suitable recreational activities activities are suitable are suitable with lifestyle.
with lifestyle. are suitable with with lifestyle.
lifestyle.
Benefits The moderate to The moderate to The moderate to The moderate to vigorous
(Physical, vigorous physical vigorous physical vigorous physical physical activities (MVPAs)/
Mental, Social, activities (MVPAs) / activities (MVPAs)/ activities (MVPAs)/ active recreational activities
Emotional) active recreational active recreational active recreational promote at least one
activities promote activities promote activities promote two benefit across all
more than four three benefits across benefits across all dimensions of a human
benefits across all all dimensions of a dimensions of a human being.
dimensions of a human being. being.
human being.
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
Grade 9- Physical Education 4th Quarter- Week 6
I. OBJECTIVES
A. Content Standard
• The learner demonstrates understanding of lifestyle and weight management to
promote community fitness
B. Performance Standard
• The learner maintains an active lifestyle to influence the physical activity
participation of the community
C. Most Essential Learning Competencies
MELC No. 3 – Advocates community efforts to increase participation in physical
activities and improve nutrition practices. (PE9PF-IVb-h-43)
MELC No. 4 – Practices environmental ethics (e.g. Leave No Trace) during
participation in recreational activities of the community. (PE9PF-IVb-h-44)
D. Objective
sThe
learner…
1. discusses the environmental ethics during participation in recreational activities.
2. shows appreciation in community efforts on the recreational activities to improve
nutrition practices by accomplishing the task given in the activity.
3. practices environmental ethics during participation in recreational activities of the
community by creating a leave no trace pledge.
IV. PROCEDURES
A. Reviewing previous lesson/presenting the new
lesson Activity:
Directions: Recall and list down three (3) important points about active
recreation using the story train below.
Example:
Active Physical
Recreation fitness Wellness
RECREATIONAL ACTIVITIES
1. _ A_M_ _T_ _ 2. _ I _ I _ _ 3. O _I _ N _ E _ R _ _ G
4. S _ R _ _C _ _N _ 5. Z _ M _ A
Policy and Policy and environmental supports are what set the stage for Sidewalks, bike
environmental "downstream " health promotion activities and individual behavior lanes, zoning
supports change. In the realm of physical activity, this for parks
involves employing town/street designs, land-use policies and
local regulations in a way that enables active living.
Community- Community-based programs target neighborhoods, families, and Church-based
based other relevant social groups to increase physical activity. Effective fitness
programs programs often utilize peer-support or group-based classes to challenge
encourage a more active lifestyle among relatively homogenous
groups. Religious communities, work sites, recreation centers
and older adult groups are settings in
which physical activity promotion has been integrated into existing
social networks with success. The program itself
The following are the different environmental ethics that we need to remember when doing
outdoor activities and the concept of “Leave No Trace” Principle.
1. Plan a head. Make sure that you plan ahead of time, because planning can help you achieve
your goal even in camping, hiking, and other outdoor activities.
2. Travelling and camping on a strong and sturdy area will keep you safe for the rest of your
outdoor activities.
3. Properly dispose waste especially human waste for you not to contaminate the water.
4. Leave what you find and make sure that you will not do any harm to the environment. Leave the
rocks, artifacts, and other essential parts of the environment for others to rediscover.
5. Respect wildlife and avoid disturbing them. Store food securely and keep the food scrap away
from animals.
6. Consider and respect other visitors as well. Making loud sound and other unnecessary activities
that may disturb other visitors must be avoided. Remember other people engage in outdoor
activities such as hiking or camping to relax and enjoy nature. Just like you, they do not want to
get stressed.
Directions: Stop and reflect on the concepts and ideas about recreational
activities. Make connections from your knowledges and experiences to
complete each given phrases.
1. You are starting to feel tired of schoolwork. You can no longer focus and are starting to
get bored, but you know that you cannot quit.
• What can you do to get back in focus?
• Is it a good decision to consider giving up just because of how you feel about
schoolwork? Why?
2. You only see your friends occasionally. You planned an outdoor activity that you used
to do and enjoy with your friends. But unfortunately, the weather is not favorable with
the activity you are planning to do.
• Will you give up? What can you do to still enjoy the time with friends?
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PROPERTY OF DEPED - DIVISION OF CSFP - PAMPANGA HIGH SCHOOL
M A P E H-G R A D E 9 HE A LT H- W E E K 7
I. O BJ E CTIV E S
A. Content Standard
The learner de m onstrates understanding of the concepts and principles of safety
education in the prevention of intentional injuries.
B. Perfor ma nce Standards
The learner consistently de m onstrates resilience, vigilance, and proactive behaviors to
prevent intentional injuries.
C. M ost Essential Learning C o m petency
MELC No. 1 – The learner differentiates intentional injuries fro m unintentional injuries.
(H9IS-IVa-d- 31)
D. O bjectives
The learner …
IV. P R O C E D U R E S
A. Revie wing previous lesson/Presenting the ne w lesson
Activity: Directions: Read the ne ws headlines below then classify the m as to
w hether they refer to intentional or unintentional injuries. Write your
ans wers in table form on your worksheet.
INTENTIONAL UNINTENTIONAL
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P R O P E R TY OF D E P E D - DIVISI ON OF CS FP - PA M P A N G A HI GH S C H O OL
M A P E H-G R A D E 9 HE A LT H- W E E K 7
importance of pro moting a culture of non-violence, so that you will not be a contributor to violence
and abuse.
Activity:
Directions: Search the different intentional injuries in the word puzzle. The
w ord/s may be arranged horizontally, vertically, diagonally/inverted. Write yo ur
ans wers on your pad paper.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Intentional injuries are injuries resulting fro m violence. These can be divided into two: self -
inflicted, when a person harms himself/herself on purpose and assault, when person/persons
harm another on purpose.
Suicide and parasuicide are intentional inju ries that are self-inflicted, while assault has four
classifications: (1) those that were co m mitted within the fa mily; (2) those that were co m mitted by
peers; (3) those that were co m mitted by other groups; and (4) those that were co m mitted by the
fa mily, peers, or other groups. Within the fa mily, do m estic violence may happen.
S uicide
Suicide is the intentional taking of one’s own life. M a ny of those who atte m pt suicide d o
not receive mental and e motional counselling because their fa milies try to hide the
proble m. Because of this, the proble m is not solved and the atte mpt to co m mit suicide
happens again. Studies also indicate that other fa mily me m bers are also at risk of
co m mitting suicide. Oftentimes, the person gives clues through his/her behavior and
speech. So m e of these clues may be:
• talking about suicide or death
• writing farewell letters or giving a way valuable things to their friends and siblings
• sho wing changes in behavior, moods, and feelings
Parasuicide
On the other hand, a suicide atte mpt in which a person does not intend to die is
called parasuicide. It is often a cry for help mea ning, the person wants others to kno w
what s/he is feeling. Despite this, parasuicide should be taken seriously because it ma y
also lead to death.
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P R O P E R TY OF D E P E D - DIVISI ON OF CS FP - PA M P A N G A HI GH S C H O OL
M A P E H-G R A D E 9 HE A LT H- W E E K 7
Do m e stic Violence
There are so m e children who experience do m e stic violence in their hom es. Their
parents may think that their children do not kno w about the violence, but m ost of the time,
the children are a ware of it. They feel helpless, scared, and upset. So m e of the m bla m e
the mselves as they feel like the violence is their fault. Nevertheless, children in a violent
ho m e experience different proble ms as they grow up and these proble m s do not go away
on their o wn. They can be there even as the child gets older.
Bullying
• teasing
• na m e-calling
• m aking inappropriate sexual co m m e nts
• taunting
• threatening to cause harm
S ocial bullying – so m etim es referred to as relational bullying – hurting som e one’s reputation or
relationships. It includes:
• hitting/kicking/pinching
• spitting
• tripping/pushing
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P R O P E R TY OF D E P E D - DIVISI ON OF CS FP - PA M P A N G A HI GH S C H O OL
M A P E H-G R A D E 9 HE A LT H- W E E K 7
Cy berbullying – verbal and social bullying done through the use of technology and electronic
m e ans. It includes:
Stalking
Stalking is a pattern of behavior that makes you feel afraid, nervous, harassed, or
in danger. It is when som e one repeatedly contacts you, follows you, sends you things,
and talks to you, even w hen you do not want them to. It is very threatening to the person
being stalked because the behaviors and actions of the stalker often invade his/ her
privacy.
Stalking behaviors involve actions such as:
• kno wing your schedule
• sho wing up at places you go to
• sending mail, e-mail, and pictures
• calling or texting repeatedly
• contacting you or posting about you on social networking sites (Facebook,
Twitter, etc)
• writing letters
• da m aging your property
• creating a Web site about you
• sending gifts
• stealing things that belong to you
• any other actions to contact, harass, track, or frighten you
You can be stalked by so m eone you kno w casually, a stranger, or a past or current
friend, boyfriend, or girlfriend. Getting notes and gifts at your ho m e, in your locker, or other
places might see m s wee t and harmless to other people, but if you do not want the gifts,
phone calls, messages, letters, or e-mails, these can be scary and frustrating. So m etime s
people stalk their boyfriends or girlfriends while they are dating. They check up on the m,
text or call the m all the tim e and expect instant responses, follow the m, and keep track of
the m even when they have not made plans to be together. These stalking be haviors can
be part of an abusive relationship. If this is happening to you or so m eone you kno w, there
are people you can talk to about it.
Extortion
Extortion is the act of using force or threats to force people to hand over their
m o ney or properties, on favors. Extortion can happen outside or near schools wherein
children are victimized to give up their allowances, in exchange for the promise that they
will not be beaten up. The act is different fro m robbery. In robbery, there is a very real an d
very im m ediate violence. In extortion, a person m ay only suffer fro m the fear of harm if
he/she gives in to the dem a nd/s of the one who extorts.
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P R O P E R TY OF D E P E D - DIVISI ON OF CS FP - PA M P A N G A HI GH S C H O OL
M A P E H-G R A D E 9 HE A LT H- W E E K 7
M ost youths would also join fraternities because of the sense of belongingness
that these fraternities would provide. However, it is not easy to join fraternities. To maintain
their exclusiveness, fraternity me m bers would require an applicant to undergo a series of
initiation rites to beco m e part of the “brotherhood”. One of these is hazing, or activities
that involve harass m en t, abuse, or hu miliation. Hazing can be very dangerous to
applicants, as they will be subjected to physical and psychological suffering like being
beaten with wooden paddles and may cause them a lot of injuries. So m e even die in the
process, which is why hazing and other forms of initiation rites in fraternities, sororities
and organizations are now being regulated under the Republic Act 8049, kno wn as the
Anti-Hazing La w. Under this la w, physical hazing is prohibited.
Fraternities, sororities, and other organizations are required to inform the school
authorities regarding initiation rites that would take place and the school will send
representatives to the actual initiation rites to see to it that no physical hazing will be done.
Aside fro m the dangers of physical hazing, fraternities often get involved in riots or fight
with rival groups, which expose the m m ore to danger. Despite these, fraternities continu e
to attract applicants.
Kidna pping
Kidnapping is taking a way or forcefully moving a person against his/her will and
holding him/her in unjust captivity. The act is usually done for a motive like getting a
m o netary reward/ ransom or getting so m e sort of benefit fro m the person or their fa mily.
The kidnapper is usually a fa mily acquaintance who kno ws about the fa mily’s
wealth and influence, or a stranger who targeted the victim based on their outward
appearance of wealth or information given to the kidnapper fro m so m eone who kno ws the
victim inti mately, such as a household e m ployee or so m eone else who suspects that the
victim has a lot of cash. There are so m e cases wherein kidnappers target their victims
based on their nationality, ethnicity, religion, social status or organizational affiliation (i.e.
e m ployees of a specific co m pany or a me m ber of a political party might be targeted). Th e
kidnappers could be an acquaintance or a stranger who has the inform ation about a
person or family’s wealth and/or influences. Unfortunately, because the prim ary aim of this
type of kidnapping is to attract public attention, be visible or to make a state ment, the
percentage of hostages that are killed can be quite high. Another type of kidnapping is
based on gender , wherein the kidnapper is mentally disturb ed and has strange sexual
thoughts or behavior, which he/she has directed towards the victim.
Abduction
On the other hand, abduction is the use of deceit or force to take a person or a
child away fro m their ho m e or relatives. In abduction, the victim usually kno ws or has so m e
sort of relation with the abductor. Most of the time, the abductor is not holding the victi m
for profit or any monetary gain.
Abduction usually happens to children with separated parents, wherein the child
will be tricked by one parent to co m e with him/her and take the child away fro m the oth er
parent who has sole custody of the child. This is usually because of an e m otional disorder
created when the abductor feels that the child’s welfare and best interests are at risk or
that the child will be gone co m pletely fro m his/her life. So m etimes, abductions occur out
of revenge. People take hostages during periods of anger and deep loss, like abducting
the child of an ex-lover for revenge or to black ma il the ex -lover to think again of re su min g
their relationship.
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Acts of terror, or terrorism, is the use of violence for political goals and putting the
public or a great nu m be r of people in fear. The purpose of these terrorist groups is to
produce terror in their victims using violence, fear, and pressure. Terrorists co m mit acts
of violence that dra w the attention of the local ma sses, the govern m ent, and the world to
their cause. They plan their attack to get the greatest publicity, choosing targets that
sy mbolize what they oppose. The effectiveness of the terrorist act lies not in the act itself,
but in the public’s or govern m ent’s reaction to the act.
1. State terroris m
States or govern m ents can use force or the threat of force, without declaring war,
to terrorize their citizens and achieve a political goal.
2. Bioterroris m
It refers to the intentional release of toxic biological agents to harm and terrorize
civilians, in the na m e of a political or other cause. It includes viruses, bacteria and toxins
that could be used in an attack, such as Anthrax (Bacillus anthracis), Botulism (Clostridiu m
botulinu m toxin), The Plague (Yersinia pestis), S m allpox (Variola major), Tulare mia
(Francisella tularensis), and He m orrhagic fever, due to Ebola Virus or Marburg Virus.
3. Cy berterroris m
It is the use of information technology to attack civilians and dra w attention to the
terrorists’ cause. This m ay mean that they use co m puter syste ms or teleco m m u nications
as a tool to carry out a traditional attack. More often, cyberterrorism refers to an attack on
information technology itself in a way that would drastically disturb network services. For
exa m ple, cyberterrorists could disable network em ergency syste ms or hack into networks
housing important financial information.
4. Ec oterroris m
It is the use of violence in the interests of environ m entalism. In general,
environ m ental extre mists destroy property to inflict econo mic da m age on industries or
actors they see as harming animals or the natural environ m ent. These have included fur
co m panies, logging co m panies and animal research laboratories, for exam ple.
5. Nuclear terroris m
It refers to several different ways nuclear materials might be used as a t errorist
tactic. These include attacking nuclear facilities, purchasing nuclear weapons, or building
nuclear weapons or otherwise finding ways to diffuse radioactive materials
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6. Narcoterroris m
It is the use of violence by drug trafficker s to influence govern m ents or prevent
govern m ent’s efforts in stopping the drug trade. This may involve the assassination of
influential persons who are against drug trafficking or killing a govern m e nt official who
leads an anti-drug trafficking agency.
Verbal Abuse
Verbal abuse is a form of cruelty that involves the use of words. These words are
used to attack, control, and cause harm on another person. It includes behaviors such as
angry outburst, screaming rage, and na me -calling, which tends to bla m e, and
brainwashes and threatens a person. This is done because the goal of the verbal abuser
is to control and s way the victim.
Incest
Incest is sexual contact between persons who are so closely related that a marriage
between the m is considered illegal (e.g., parents and children, uncles/aunts and
nieces/nephe ws, etc.). Usually, incest takes the form of an older fa mily mem b er having sexual
relations or sexually abusing a child or an adolescent.
There are many reasons why the victims might not report this. One reason is that the
victims might be told that what is happening is norm al or happens in every fa mily, and do not
realize that it is a form of abuse. Also, the victims m ay not kno w that help is available, or they
do not kno w who they can talk to. The victims ma y also be afraid of what will happen to the m
if they tell so meone, especially if the abuser threatened the m. Lastly, the victims may also be
afraid of ho w the people m ay react if they hear about the abuse. They are scared that people
will accuse the m of having done so m ething wrong, or that no one will believe the m.
M olestation
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Ra pe
The sexual act may also be considered rape if it satisfies any of the following criteria:
• On e or both people are not old enough to consent, which means one or both are
belo w 18 years old.
• On e of the m does not have the capacity to consent, which means one of the m m a y
not be in his/her right mental and legal capacity to consent (i.e. with mental disability,
people who have been drugged or unconscious, etc.)
• On e of the m did not agree to take part, which m eans the rapist might use physical
force or threat to force the victim to have intercourse with him/ her
If these three considerations are met, the sexual act falls under the category of rape,
which is a criminal offense, and it is punishable by law.
1. Acts of terror, or , is the use of violence for political goals and putting the
public or a great nu m ber of people in fear.
2. Rape is forced intercourse, including vaginal, anal, or oral penetration.
3. Incest is sexual contact between persons who are so closely related that a
between the m is considered illegal.
4. is the sexual abuse of a person (whether a child or adult) by an adult for
sexual pleasure or for profit.
5. Verbal abuse is a form of cruelty that involves the use of .
I will make myself safe fro m dangers of intentional injuries by practicing the following
preventive measures:
1.
2.
3.
4.
5.
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H. Ge neralization
Activity No. 5: Mind, Heart, and Ha nd
Directions: Write what you have learned about intentional injuries by
co m pleting the sentences below.
I. Evaluating learning
A. M ultiple C hoice
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8. You heard your friend Ricky telling your other friends to shun Aaron because they recently
had a fight. What will you do?
A. Nothing. No harm will happen fro m it.
B. Nothing. I do not want to get involved.
C. I will convince all my friends to shun Ricky instead because he is a bully.
D. I will confront Ricky and tell him to stop what he is doing because it is bullying.
9. W hich of the following is N O T an exa m ple of intentional injuries?
A. vehicular accidents C. suicide atte m pts
B. fraternity hazings D. suicide bo m bings
10. Self-defense is one of the best ways to prevent intentional injuries. Which of the following
best describes it?
A. physical strategies, such as learning self-defense skills
B. m e ntal preparedness, to be alert for the possibilities of danger
C. e m otional preparedness and having self-confidence
D. All of the above
B. Situation A nalysis
Directions: Describe the types of intentional injuries and differentiate them
fro m unintentional injuries by ans wering the following situations.
1. Tony, a 19-year-old college student, and Veronica, a 16 -year-old high school student,
decided to have sex as proof of their love for each other. When Veronica beca m e pregnant,
her parents filed a rape case co m plaint against Tony. Do Veronica’s parents have a right to
file a case against Tony or not? Explain your answer.
2. W h en Peter misbehaved, his father spanked him using a s mall stick as his way of
disciplining his child. Wh en Peter’s teacher discovered it, she advised the father that what
he did was corporal punish m ent which is prohibited by the law. Is Peter’s teacher right or
wrong? Explain your answ er.
W RITTE N O UT P UT RU B RI C
3 pts. 4 pts. 5 pts.
Level of Content Content shows some Content indicates thinking and Content indicates synthesis of ideas,
thinking and reasoning but reasoning applied with original in depth analysis and evidence
most ideas are thought on a few ideas. original thought and support for the
underdeveloped and topic.
unoriginal.
Development Main points lack detailed Main points are present with Main points are well developed with
development. Ideas are limited detail and development. high quality and quantity support.
vague with little evidence of Some critical thinking is present. They reveal high degree of critical
critical thinking. thinking.
Format Fails to follow format and Meets format and assignment Meets all formal and assignment
assignment requirements requirements; generally correct requirements and evidence attention
(incorrect margins, spacing margins, spacing, and to detail; all margins, spacing and
and indentation; neatness of indentations; written output is indentations are correct; written
written output needs neat but may have some output is neat and correctly
attention). assembly errors. assembled with professional look.
Grammar & Spelling, punctuation, and Most spelling, punctuation, and Written output is free of distracting
grammatical errors create grammar are correct allowing spelling, punctuation, and
Mechanics distraction, making reading reader to progress though grammatical errors; absent of
difficult, fragments, comma written work. Some errors fragments, comma splices, and run-
splices, run-ons evident. remain. ons.
Errors are frequent.
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Activity No. 6:
Directions: Make a creative slogan that will convince people to stop
intentional injuries and violence.
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I. O BJ E CTIV E S
A. Content Standard
The learner de m onstrates understanding of the concepts and principles of safety
education in the prevention of intentional injuries.
B. Perfor ma nce Standards
The learner consistently de m onstrates resilience, vigilance, and proactive behaviors to
prevent intentional injuries.
C. M ost Essential Learning C o m petency
MELC No. 3 – The learner analyzes the risk factors related to intentional injuries. (H9IS-
IVe-h- 33)
D. O bjectives
The learner …
II.
III. .
C O NT E N T: INJ U R Y P R E V E N TI O N, S AFET Y AN D FIRS T AID (INTE NTIO N A L INJ URIE S)
IV. LE A R NI N G R E S O U R C E S
A. RE FE R E N C E S: Physical Education and Health B O O K (Grade 9)
1. Teacher’s Guide Pages: Physical Education 9
2. Learner’s Material Pages: Physical Education and Health 9 pp. 368-420
3. Textbook Pages:
4. Additional Materials from Learning Resources (LR) portal:
B. OT H E R LE A R NI N G R E S O U R C E S: Printed Materials
V. P R O C E D U R E S
A. Revie wing previous lesson/Presenting the ne w lesson
Activity:
Directions: Write TRUE if the state m ent about intentional injury is correct
and FAL S E if it is not.
1. Bullying is co m m o n in schools.
2. Rape can only happen to fe males.
3. Accidents are considered intentional injuries.
4. Intentional injuries are injuries resulting fro m violence.
5. Nothing can stop a person if s/he is determined to co m mit suicide.
6. Do m estic violence occurs in all cultures, co m m u nities, and classes.
7. Alcohol and drug use are risk factors related to intentional injuries.
8. Involve m ent in gangs m ay lead a person to com mit violent actions.
9. Kno wing proper self-defense will not help in preventing intentional injuries.
10. A person who failed in his/her atte mpt to co m mit suicide will never try to do it again.
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Activity:
Directions: Cite five (5) risk and protective factors related to intentional
injuries. Write the m on your paper.
•
•
Risk Factors •
•
•
•
•
Protective •
Factors •
•
Risk factors are characteristics linked with youth violence, but they are not direct causes
of youth violence. A com bination of individual, relationship, co m m u nity, and societal factors
contribute to the risk of youth violence. Research on youth violence has increased our
understanding of factors that make so m e populations more vulnerable to vict imization an d
perpetration. Many risk factors for youth violence are linked to experiencing toxic stress, or stress
that is prolonged and repeated. Toxic stress can negatively change the brain develop m ent of
children and youth. Toxic stress can result fro m issues like living in impoverished neighborhoods,
experiencing food insecurity, experiencing racism, limited access to support and medical services,
and living in ho mes with violence, mental health proble ms, substance abuse, and other instability.
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Protective factors may lessen the likelihood of youth violence victimization or perpetration.
Identifying and understanding protective factors are equally as important as researching risk
factors.
• possession of affective relationships with those at school that are strong and close
• co m mit ment to school (an invest ment in school and in doing well at school)
• close relationships with non-deviant peers
• m e m b ership in peer groups that do not condone antisocial behavior
• involve m ent in prosocial activities
• exposure to school climates with the following characteristics:
o intensive supervision
o clear behavior rules
o firm disciplinary methods
o engage m ent of parents and teachers
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SIT UATI O N S Q U E S TI O NS
1. You sa w your class m ate outside the a. What are you thinking?
school extorting mon ey fro m a
b. W hat are you feeling?
younger student.
c. What will you do?
2. You noticed your seatm ate has scars a. What are you thinking?
on his arms. They look like blad e
b. What are you feeling?
m arks. When you confronted him, he
told you that it was only tripping. c. What will you do?
H. Ge neralization
Activity No. 5: Stop, Continue, and Start
Directions: Write what you have learned about risk and protective factors for
intentional injuries by com pleting the sentences belo w.
I. Evaluating learning
A. Analyzation
Directions: Analyze the risk and protective factors related to intentional
injuries. Write R if it is a risk factor and P if it is a protective factor. Then,
identify their respective category (individual, fa mily, peer, or co m m u nity).
B. M a y We Suggest
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S UI CI DE
B ULL YIN G
RA P E
W RITTE N O U T P U T R U B RI C
Indicators Good Very Good Excellent
1 pt. 3 pts. 5 pts.
Level of Content Shows some thinking and Content indicates thinking and Content indicates synthesis of ideas,
reasoning but most ideas are reasoning applied with original in depth analysis and evidence original
underdeveloped and thought on a few ideas. thought and support for the topic.
unoriginal.
Development Main points lack detailed Main points are present with Main points well developed with high
development. Ideas are limited detail and development. quality and quantity support. Reveals
vague with little evidence of Some critical thinking is present. high degree of critical thinking.
critical thinking.
Format Fails to follow format and Meets format and assignment Meets all formal and assignment
assignment requirements. requirements; generally correct requirements and evidence attention
incorrect margins, spacing margins, spacing, and to detail; all margins, spacing and
and indentation; neatness of indentations; written output is indentations are correct; written output
written output needs neat but may have some is neat and correctly assembled with
attention. assembly errors. professional look.
Grammar & Spelling, punctuation, and Most spelling, punctuation, and Written output is free of distracting
grammatical errors create grammar are correct allowing spelling, punctuation, and grammatical
Mechanics distraction, making reading reader to progress though written errors; absent of fragments, comma
difficult, fragments, comma work. Some errors remain. splices, and run-ons.
splices, run-ons evident.
Errors are frequent.
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