MELC

1. Describes the drug scenario in the Philippines. H9S-lla-14

2. Discusses the risk and protective factors in substance use and abuse. H9S-llb-16

3. Analyzes situations for the use and non-use of psychoactive substances.H9S-llb-17

4. Correct myths and misconceptions about substance use and abuse. H9S-lld-19 5. Recognizes warning signs of substance use and abuse. H9S-lld-20

Health Module 1 Quarter 2: Drug Scenario in the Philippines

Online/Synchronous Time: 1.Review of the past lesson to determine prior knowledge about drug scenario in the Philippines using quizalize/wordwall/ quizziz. 2. Teacher will facilitate the following topics using the following learning materials: a. Electronic Instructional Materials (EIM)/Google slides/Powerpoint presentation b. Drug Scenario in the Philippines c. Risk and Protective Factors d. Myths and Misconception on Drugs

Offline/Asynchronous Time: The students will accomplish the following activities:

1. Assessment (page 11)

A. Multiple Choice

Direction: Read and understand the statements carefully and choose the best answer. Write the letter of your answer.

B. True or False

Direction: Write T if the statement is correct and F if incorrect.

2. Additional Activities (page 12)

Direction: Pick a class of psychoactive substances. Create a slogan on “drug addiction prevention”. A rubric is provided for your guide. Consultation Hour: Students who were not able to perceive the lesson or find it confusing will be scheduled to attend a small group discussion to be facilitated by teacher.

MELC

1. Discusses the harmful short and long-term effects of substance use and abuse on the individual, family, school, and community.

2.Explains the health, socio-cultural, legal, and economic dimensions of substance use and abuse. H9S-lle-f-22-dd

3.Discusses strategies in the prevention and control of substance use and abuse.H9S-lle-f-23

4.Applies decision-making and resistance skills to prevent substance use and abuse.H9S-llg-h-25 5. Suggests healthy alternatives to substance use and abuse. H9S-llg-h-25

Health 9 Module 2 Quarter 2: Prevention of Substance Use and Abuse

Online/Synchronous Time:

1.Review of the past lesson to determine prior knowledge about prevention of substance use and abuse via quizalize/wordwall/quizziz.

2. Teacher will facilitate the following topics using the following learning materials:

a. Electronic Instructional Materials (EIM)/Google slides/Powerpoint presentation

b. Effects of Drug Use and Abuse on the Family, School ,Community

c. Five socio-cultural factors that put people at risk for addiction.

d. Basic Prevention Strategies

Offline/Asynchronous Time: The students will accomplish the following activities:

1. Assessment (page 11)

A. True or False

Direction: Write T if the statement is correct and F if incorrect. B. Multiple Choice

Direction: Read and understand the statements carefully and choose the best answer. Write the letter of your answer.

2. Performance Task (page 10)

What I Can Do

Activity: PLAYLIST

Direction: List several alternative ways to prevent and control drug use and abuse. Use pieces of paper to write specific programs and activities which can prevent and control drug use and abuse.

Consultation Hour: Students who were not able to perceive the lesson or find it confusing will be scheduled to attend a small group discussion to be facilitated by teacher.

MELC

a. Involve oneself in community service through dance activities in the community PE9PF-IIg-h-41 Specific

Objectives:

a. Describe the nature and background of the dance

b. Appreciate and analyze the benefits of ballroom dance into one’s life

c. Differentiate and classify the characteristics of different styles of ballroom dance.

Physical Education 9 Module 1 Quarter 2: Background and Nature of Social Dances Online/Synchronous Time:

1. Teacher will facilitate the following topics using the following learning materials:

a. Electronic Instructional Materials (EIM)/Google slides/PowerPoint presentation

b. Background and Nature of Different Social Dances

c. Latin American and Modern Standard Dances

d. Social Dance Etiquette

Offline/Asynchronous Time: The students will accomplish the following activities:

1. Assessment (page 11-12)

Direction: Place the letter T before the number if you think the statement it TRUE. Place an F if FALSE. Write your answers on a separate sheet of paper.

2. Performance Task (page 12)

Additional Activity: Integrating Weight Management and Fitness to Social Dancing

In this activity, I want you to integrate social dancing, discipline, culture, and sense of community to fitness by coming up with an essay that explains your interpretation on the hierarchical relationship of the elements indicated in the diagram.

Consultation Hour: Students who were not able to perceive the lesson or find it confusing will be scheduled to attend a small group discussion to be facilitated by teacher.

MELC

a. Involve oneself in community service through dance activities in the community PE9PF-IIg-h-41

b. Describe the nature and background of Cha Cha Cha

c. Appreciate and analyze the benefits of social dance into one’s life.

d. Perform social dance with family members

Physical Education 9 Module 2 Quarter 2: Participation in Social Dances

Online/Synchronous Time:

1.Review of the past lesson to determine prior knowledge about Nature and Background of Social Dances via quizalize/wordwall/quizziz.

2. Teacher will facilitate the following topics using the following learning materials:

a. Electronic Instructional Materials (EIM)/Google slides/PowerPoint presentation

b. Basic Steps of Cha-Cha-Cha

Offline/Asynchronous Time: The students will accomplish the following activities:

1. Assessment (page 14)

Direction: Read and understand the questions carefully. Write TRUE if the statement is correct, and FALSE if not. Write your answers on a separate sheet of paper.

2. Performance Task (page 15-16)

Additional Activities Activity: Community Outreach Program

In this activity, you will extend your commitment to fitness development to your immediate community. You will be provided with an opportunity to maximize the knowledge and skills together with the understandings you have acquired in influencing your community with the value of social dances and dance mixers in improving fitness and wellness. Don’t worry because I will assist you in realizing your goals in this activity. Refer to the GRASP table given below:

Goal: Maintains an active lifestyle to influence the physical activity participation of the Immediate community.

Role: Fitness Dance Instructor

Audience: School Community

Situation: A online- social dance marathon to be participated by all interested students is initiated by the MAPEH Department and reinforcement of the fitness program of the PE curriculum. They need a Fitness Instructor to guide them in their preparations.

Product: A 60 seconds line-dance routine that you can develop through Tik Tok App that is easy for the audience to follow during the ballroom online-aero marathon. All collected videos will be used in the online-social dance marathon.

Standard: Your work will be rated according to the following criteria:

Consultation Hour: Students who were not able to perceive the lesson or find it confusing will be scheduled to attend a small group discussion to be facilitated by teacher.

MELC

In this module, the students are expected to:

1. describes musical elements of given Classical period pieces; MU9CL-IIa-f-1

2. explains the performance practice (setting, composition, role of composers/performers, and audience)

during Classical Period MU9CL-IIa-f-3

3. relates Classical music to other art forms and its history within the era; MU9CL-IIa-f-2

MUSIC 9 Module 1: Music of Classical Period

Online/Synchronous Class:

1. Evaluate learners about their prior knowledge about the topic using wordwall/quizizz/quizalize platforms.

2. Discuss the topic to the students using the available materials such as PowerPoint presentation or Google slides and sample videos to facilitate learnings. Offline/Asynchronous Activities:

1. Assessment: (page 9 - 10)

A. Multiple Choice: Read each item carefully. Answer the following questions by choosing the best answer from the box of Choices below.

B. True or False: Write T if the statement is correct and F incorrect.

2. Performance Task (page 9)

What I Can Do: Activity 3: Paint My Music

The following music are famous compositions of Classical Period Composers. Choose one composition from the list. Interpret the music you chose by creating a painting while listening to it. You will use an Oslo/bond paper and any coloring material

1. Franz Joseph Haydn – Symphony No. 101 in D Major “The Clock” https://youtu.be/Bsblr6ZTm3I

2. Wolfgang Amadeus Mozart – Symphony No 40 in G minor https://youtu.be/l45DAuXYSIs

3. Ludwig Van Beethoven – Symphony No.5 in C minor https://youtu.be/W2qW6fOtAMY

Consultation Hour: Students who were not able to perceive the lesson or find it confusing will be scheduled to attend a small group discussion to be facilitated by teacher.

MELC

In This module, the students are expected to:

1. improvises appropriate accompaniment to selected music from Classical Period; MU9CL-IIe-9

2. performs selected music from the Classical period; MU9CL-IIb-h-7

3. evaluates music and music performances using guided rubrics.

MUSIC 9 Module 2: Music of Classical Period Online/Synchronous Class:

Online/Synchronous Class:

1. Evaluate learners about their prior knowledge about the topic using wordwall/quizizz/quizalize platforms.

2. Discuss the topic to the students using the available materials such as PowerPoint presentation or Google slides and sample videos to facilitate learnings.

Offline/Asynchronous Activities:

1. Assessment: (page 6 - 7)

PERFORMANCE TASK: You will record your performance using any recording gadgets and submit it through Gmail, Google classroom or Facebook messenger. You can also perform during or synchronous session.

2. Additional Activities: (page 7)

Write a short description/observation of the music you were able to listen to;

Consultation Hour: Students who were not able to perceive the lesson or find it confusing will be scheduled to attend a small group discussion to be facilitated by teacher.

MELC

1. analyzes art elements and principles in the production of work following a specific art style. A9EL-IIa-2

2. identifies distinct characteristics of arts during the Renaissance period.A9EL-IIa-3

3. identifies representative artists from the Renaissance period.

4. creates artworks guided by techniques and styles of the Renaissance period.

ARTS 9 MODULE 1: Famous Renaissance Artworks and Artist

ONLINE/SYNCHRONOUS TIME

1. Evaluate learners about their prior knowledge about the topic using wordwall/quizizz/quizalize platforms.

2. Discuss the topic to the students using the available materials such as PowerPoint presentation or Google slides and sample videos to facilitate learnings.

OFFLINE/ASYNCHRONOUS TIME

1. Assessment (page 10 -11)

a. MULTIPLE CHOICE: Read each statement carefully. Choose the correct answer from the choices.

b. ODD-ONE -OUT: Choose from the list below which is not included in the group.

2. What's More (page 8 - 9)

a. My New Me

Instructions: Draw a portrait of yours showing something new in yourself. A manifestation of someone who got an experience of rebirth or revival. You may change your face into older ones or a face of your dreamed career. Be creative.

Consultation Hour: Students who were not able to perceive the lesson or find it confusing will be scheduled to attend a small group discussion to be facilitated by teacher.

MELC

1. reflects on and derive the mood, idea or message from selected artworks A9PL-IIh-2

2. discusses the use or function of artworks by evaluating their utilization and combination of art elements and principles A9PL-IIh-3

3. uses artworks to derive the traditions/history of an art period A9PL-IIh-4

4. compares the characteristics of artworks produced in the different art periods A9PR-IIc-e-1

5. explains the influence of iconic artists belonging to the Renaissance and the Baroque periods A9PR-IIc-e-3

6. applies different media techniques and processes to ommunicate ideas, experiences, and stories showing the characteristics of the Renaissance and the Baroque periods (Fresco, Sfumato, etc.) A9PR-IIf-4

7. evaluates works of art in terms of artistic concepts and ideas using criteria from the Renaissance and the Baroque periods A9PR-IIf-5

8. shows the influences of the Renaissance and Baroque periods on the Philippine art form A9EL-IIb-1

ARTS MODULE 2: Renaissance and Baroque Arts

Online/Asynchronous Time:

1. Evaluate learners about their prior knowledge about the topic using wordwall/quizizz/quizalize platforms.

2. Discuss the topic to the students using the available materials such as PowerPoint presentation or Google slides and sample videos to facilitate learnings.

Offline/Asynchronous Time: The students will accomplish the following activities:

1. Assessment (page 11 - 12)

True or False

Direction: Read the following items and determine if the following statements are correct or incorrect. Write True if it is correct and False if it is incorrect.

2. What I Can Do (page 11)

Collage Making:

Collage is a piece of art made by sticking various different materials such as photographs and pieces of paper or fabric onto a backing. In this activity you are tasked to create your most enticing and interesting collage on the reflection and relation of Renaissance and Baroque Arts in the short bond paper. Make sure to follow the procedures below and the given criteria.

Steps to follow:

1. Look for different artworks inspired with Renaissance and Baroque artistic images.

2. Create a collage that will signify your appreciation.

3. Use different materials to emphasize texture such as fabrics, twigs, dry leaves, egg shells, crayons and others that you can think of that will highlight your artwork.

Consultation Hour: Students who were not able to perceive the lesson or find it confusing will be scheduled to attend a small group discussion to be facilitated by teacher.