MELC
1. assess emergency situations for unintentional injuries. H9IS-IIIb-38
2. explain the principles of wound dressing,H9IS-III
3. demonstrate appropriate bandaging techniques for unintentional injuries. H9ISIIIc.d41
Objectives/Unpacked Competencies:
1. Identify the examples of unintentional injuries
2. Determine the proper procedure in doing the primary and secondary survey
3. Distinguish the roles, objectives, principles and characteristics of a good first aider.
4. Articulate ideas/opinions regarding news on unintentional injuries.
5. Execute properly through video/filming simple bandaging.
HEALTH 9 MODULE 1: Unintentional Injury, Primary and Secondary Survey
ONLINE/SYNCHRONOUS TIME
Online class routine: Moderators were assigned in leading the prayer, monitoring of the chat box,copying the attendance link, and taking screenshots for documentation
I. What I Know Pre-assessment: Using the Jamboard Apllication or Classroom Stream
Directions:
a. Go to the Jamboard link given by the teacher and go directly to the assigned group frame.
b. Follow the rules given by the teacher while working on Jamboard.
c.Give your ideas on the set of words posted in your assigned frame.
II. What's In Activity 1: Picture Analysis
Study the pictures. How are they related? What single words can you give to describe the situations. List them down in your notebook or you may type it in the chatbox.
III. What's New
Activity 2: Breaking News
Read the news and answer the quaestions given. " PNP records more than 30 deaths due to drowning Published April 20, 2019, 3:24 PM by Francine Ciasico and Aaron Recuenco"
IV. What is It
Discussion on the following using ppt presentation/google slides:
a. Unintentional Injuries
b. First Aid (Roles, Objectives, Principles, Characteristics of a Good First Aider)
c. Dressing and Bandaging
V. What I Have Learned
Choose one among the five questions and answer it briefly to what you have gained from the discussion.
a. What is unintentional injury?
b. What are examples of unintentional injury?
c. What is the first thing to do in an injury / accident?
d. What is a primary and secondary survey?
e. How will you do the primary and secondary survey?
VI. What I Can Do
What are the common injuries that you have encounter inside your house or within your community? Comment down in our classroom stream at least three including what first aid is needed to be applied.
OFFLINE/ASYNCHRONOUS TIME
I. Written Assessment (page 7 and 8)
Direction: Answer the assessment by accomplishing the google form link given by your teacher. Read each item carefully and choose the correct answer.
II. Performance Tasks
Simple Bandaging Directions:
a. Watch the YouTube link regarding "How to apply bandage" https://www.youtube.com/watch?v=b6diV7yqvYE
b. Ask a member of your family that can serve as your injured victim to practice the procedure of correct bandaging.
c. You may improvise materials for bandaging if elastic bandage is not available.
d. After practicing you may now take a video while you are doing the procedure of correct bandaging.
e. Please be guided of the rubrics that will be given to you.
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.
1. Demonstrate proper techniques in carrying and transporting the victim of unintentional injuries. H9IS-llle.f-42.
2. Demonstrate proper first aid procedure for common unintentional injuries. H9ISlllg.h-43.
Objectives/Unpacked:
a. Categorize the different ways of carrying a victim.
b. Identify the unintentional injury, prevention, safety, and first aid.
c. Examine/assess individual capability in handling and transporting rules
d. Demonstrate the proper techniques in carrying and transporting the victim of unintentional injuries.
e. Reflect on the importance of being knowledgeable on the proper carrying and transporting a victim.
HEALTH 9 MODULE 2 QUARTER 3: FIRST AID AND TRANSPORTING
ONLINE/SYNCHRONOUS TIME
Online class routine: Moderators were assigned in leading the prayer, monitoring of the chat box, copying the attendance link, and taking screenshots for documentation
I. What I Know (page 1)
Pre-assessment: Via quizziz/wordwall Identify the following ways of carrying the victim
II. What's In (page 2)
Matching Type: Match Column A with Column B. (answers may be typed on the chat box)
III. What's New (page 3)
Handling and transporting Rules Survey
IV. What is It (pages 3 -5)
Topics to be presented using EIM/ppt/google slide
a. Carrying and Transporting an Injured Person
b. First Aid for Common Unintentional Injuries Call
V. What I have Learned (page 6)
Using the stream in google classroom, finish the phrases to make a clear idea of what you have gained from the topic.
OFFLINE/ ASYNCHRONOUS TIME
I. Written Assessment (page 6 and 7)
Answer the assessment using the google form posted in google classroom.
II. What I Can do : Performance Task (page 6)
In your family household, assign one member to play as the victim and one to three members to be the first aiders to demonstrate the techniques in carrying and transporting injured persons. Document your work by making a video on how you demonstrated the proper carrying and transporting an injured persons. Please be guided with rubrics given below. After the demonstrations, how did you find each of the techniques?
The video should not exceed 2 minutes. Your output should be uploaded in our class repository.
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. Execute the skills involved in the dance PE9RD-lllb-h-4
2. Involve oneself in community service through dance activities in the community PE9PF-lllg-h-41
Objectives/Unpacked Competencies:
1. Identify the different dance festivals in the Philippines
2. Interpret the Locomotor and Non-Locomotor movements
3. Correlate the hierarchical relationship of the elements of Festival Dancing.
4. Write an essay that explains your interpretation on the hierarchical relationship of the elements.
PHYSICAL EDUCATION 9 MODULE 1: FESTIVAL DANCES ONLINE/SYNCHRONOUS TIME
Online class routine: Moderators were assigned in leading the prayer, monitoring of the chat box, copying the attendance link, and taking screenshots for documentation
I. What I Know Pre-assessment:
Using the Word Wall Application or Classroom Stream
Directions:
a. Go to the Word Wall link given by the teacher and go directly to the assigned group frame.
b. Follow the rules given by the teacher while working on Word Wall.
II. What's In Activity 1:
WARM UP DRILL
Accomplish this warm-up drill in 4 measures on each side starting with the right foot in each dance step in 2/4-time signature.
III. What's New
Activity 2: Festival Dance Participation Questionnaire
Below is a survey questionnaire that will reveal your participation in festival dances. Copy it in your answer sheet and accomplish it by putting FD corresponding to your response in each item.
IV. What is It
Discussion on the following using ppt presentation/google slides:
a. Festival Dances in the Philippines
b. Locomotor and Non-Locomotor Movements
c. Dressing and Bandaging
V. What I Have Learned
V. What I Can Do
FITT Your Weight Off!
This time get ready to FIT your weight off. This activity will reinforce your prior knowledge and understanding of the integration of the principles of FITT (Frequency, Intensity, Time and Type) in maintaining or improving your fitness, especially in maintaining or reducing weight. Copy the table in your answer sheet.
OFFLINE/ASYNCHRONOUS TIME
I. Written Assessment (page 15)
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.
II. Performance Tasks
Festival Dancing Pyramid
Directions: In this activity, I want you to integrate festival 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
1. Execute the skills involved in the dance PE9RD-lllb-h-40
2. Involve oneself in community service through dance activities in the community PE9PF-lllg-h-41
Objectives/Unpacked Competencies:
1. Identify the different exercises in fueling the body.
2. Interpret the importance in fueling the body.
3. Perform the locomotor and non-locomotor exercises using the Sapatos Festival Choreography.
4. Illustrate the importance in fueling the body.
PHYSICAL EDUCATION 9 MODULE 2: FUELING OF THE BODY FOR EXERCISE ONLINE/SYNCHRONOUS TIME
Online class routine: Moderators were assigned in leading the prayer, monitoring of the chat box,copying the attendance link, and taking screenshots for documentation
I. What I Know Pre-assessment: Using the Word Wall website Directions: a. Go to the word wall link given by the teacher. b. Follow the rules given by the teacher while working on word wall.
II. What's In
Activity 1: Warm Up Drill
Accomplish this warm-up drill in 4 measures in each side starting with the right foot in each dance step in 2/4-time signature. Before proceeding to the lesson proper, get your Heart Rate (HR) before activity and Heart Rate (HR) after activity. Record in your HR Log Notebook.
III. What's New
Activity 2: Fitness First
Instruction: Below is a survey questionnaire on how you are fueling your body before, during, and after exercise. Copy it in your answer sheet and accomplish by putting ✓ corresponding to your response in each item.
IV. What is It
Discussion on the following using ppt presentation/google slides:
a. Fueling of the body before exercise
b. Fueling of the body during exercise
c. Fueling of the body after exercise
V. What I Have Learned
Choose one among the three questions and answer it briefly to what you have gained from the discussion. a. Why festival dancers need to fuel their body before, during, and after exercise?
b. How do festival dancers prepare their body before actual participation?
c. How important body fueling to festival dancers before, during, and after participation?
VI. What I Can Do
OFFLINE/ASYNCHRONOUS TIME
I. Written Assessment 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.
II. Performance Tasks
Sapatos Festival Choreography
1. Before proceeding to the activity, get your Heart Rate (HR) before activity.
2. Try to play the music of Sapatos Festival in this link https://www.youtube.com/watch?v=xlNktGHdcqM , as it plays, perform basic locomotor movements and steps.
3. Get your Heart Rate (HR) after activity.
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.
MELCs
1. Describe musical elements of given Romantic Period pieces (MU9RO-llla-2)
2. Explain the performance practice (setting, composition, role of
composers/performers, and audience) during Romantic Period (MU9RO-lllb-h-3) ;and
3. Relate Romantic music to other art forms and its history within the era.(MU9RO-lllc-h-7)
Objectives/Unpacked Competencies
a. identify the characteristics of the Romantic period
b. listen perceptively to selected Romantic period music
c. name composers and their famous compositions from the Romantic period
d. describe the music forms of the Romantic period
Music 9 Module 1: Music of the Romantic Period ONLINE/SYNCHRONOUS TIME Online class routine: Moderators were assigned in leading the prayer, monitoring of the chat box, copying the attendance link, and taking screenshots for documentation
I. What I Know
Pre-assessment:
Using the Quizizz assessment tool or Classroom Stream
Directions:
a. Go to the joinmyquiz.com, link given by the teacher and go directly to the assigned Code.
b. Follow the rules given by the teacher while working on Quizizz.
II. What's In
Hello Grade 9 learners, before going to our new lesson, let’s see if you still remember our past topic about the music during the Classical period.Write your answer in a separate paper/ notebook.
III. What's New
Look at the pictures below. What can you say about these pictures? How are they related to the Romantic period?
IV. What is It
Read the text about Romantic period music and discover the significant characteristics of the music from the period. You are going to know the famous composers and their compositions. You will also hear their compositions which some are familiar to your ears.
A. Complete the table by putting a check mark( /) under the column that indicates your understanding of the topics.
V. What’s More
A. Let’s Compare Listen to Frederic Chopin and Peter Ilyich Tchaikovsky’s compositions attentively. Compare the music based on the images you see in your imagination while listening. Describe and write your observations on a sheet of paper.
B. “Program music”. It is an instrumental music that conveys image or scenes, music that tells a short story without text or lyrics and imaginative ideas fully developed through the imaginative effort of a great and genius composer Hector Berlioz. Given this characteristic of Romantic music, draw or make any artwork e.g scenery that you thought when you listened to the music of Frederic Chopin in Nocturne op.9 No.2.
VI. What I Have Learned
Complete the following unfinished sentence. Write your answers in the space provided.
1. My understanding about the music of the Romantic period is that...
2. I realized that most of instrumental music from the Romantic period are...
3. The reason why I really appreciate instrumental music from the Romantic period is because...
4. I love listening to the Romantic music composition because...
VII. What I Can Do
Activity 3: Concept Mapping
Direction: With the help of our readings above, complete the concept map by writing details regarding the Music of the Romantic period in the boxes.
OFFLINE/ASYNCHRONOUS TIME
I. Written Assessment (page 10)
Assessment Multiple Choices: Read the questions carefully. Encircle the letter of the correct answers.
II. Performance Tasks (page 11)
Additional Activities Direction: Art Attack!
Create a mural or a display on your own interpretation of Romantic music.
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.
3rd Quarter Week 7
Date: March 21-25, 2022
LEARNING COMPETENCIES
MELCs
1. improvises appropriate accompaniment to selected music from Romantic Period MU9RO-IIIc-h-8
2. performs selected music from the Romantic period; MU9RO-IIIe-h-6
Objectives:
1. sing an adaptation of Chopin’s Etude in E minor
2. create a story from selected program music
3. evaluates music and music performances using guided rubrics
LEARNING TASKS
Music Module 2 - Romantic Music (Performance)
For 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. a Offline/Asynchronous Activities:
Assessment
Written Task
Multiple Choice and Matching Type Test
VI. What I Have Learned
Complete the sentences
Performance Task (VII. Assessment)
Choose to sing (No Other Love) or chose the music story (Dance of the Sugar Plum Fairy). You are going to submit your story through google classroom or messenger
MODE OF DELIVERY
The teacher will discuss via Google Meet and give all the instruction for the activities. The learner`s submission of outputs must be on the following portals: Google Classroom, Messenger and/or e-learning portal
3rd Quarter Week 8
Date: March 25 - April 1, 2022
LEARNING COMPETENCIES
1. identifies distinct characteristics of arts during the Neoclassic and Romantic periods
2. analyzes art elements and principles in the production of work following a specific art style from the Neoclassic and Romantic periods
3. explains the use or function of artworks by evaluating their utilization and combination of art elements and principles
4. reflects on and derive the mood, idea, or message from selected artworks
5. identify representative artists from the Neoclassic period
6. compares the characteristics of artworks produced in the Neoclassic and Romantic periods
7. creates artwork guided by techniques and styles of the Neoclassic and Romantic periods (e.g., linear style and painterly style)
8. evaluates works of art in terms of artistic concepts and ideas using criteria from the Neoclassic and Romantic periods
ARTS MODULE 1 QUARETR 3: ARTS OF NEOCLASSIC AND ROMANTIC PERIOD
ONLINE/SYNCHRONOUS SESSION
1. What I know
Pre-assessment: Using the Quizizz assessment tool or Classroom Stream Directions: a. Go to the joinmyquiz.com, link given by the teacher and go directly to the assigned Code. b. Follow the rules given by the teacher while working on Quizizz.
2. What is It Reading and discussion (using powerpoint presentation and provided videos) on the selected text about: a. Definition of Neo-classicism and its characteristics. b. Differences between Classicism an Neo-classicism. c. Neo-classical paintings, sculptures and architectures. d. Neo-classical painters, sculptors and architects.
ASYNCHRONOUS/OFFLINE SESSION
3. What I can do Activity: MY DREAM ABODE (Performance task)
Assuming that you are an architect and a painter. Your mother wants you to draw your dream house with a touch of Neoclassical and Romantic characteristics in a bond paper or Oslo paper. Ever since, you really love artworks related to Neoclassical and Romantic arts, so you said yes. She wants you to paint it with your favorite colors. Aside from bond or Oslo paper, you also need other art materials such as pencil, ruler, sharpener, eraser, coloring materials (any of the following: water color, poster paint, acrylic paint), old newspaper and water for brush cleansing. Please be guided with the rubrics that will be given by your respective teacher.
4. Assessment Multiple choice: Read the questions carefully and encircle the letter of the correct answer.
3rd Quarter Week 9
Date: April 4- 8, 2022LEARNING COMPETENCIES
1. uses artworks to derive the traditions/history of the Neoclassic and Romantic periods
2. shows the influences of Neoclassic and Romantic period on Philippine art forms
3. describes the influence of iconic artists belonging to the Neoclassic and Romantic periods
4. applies different media techniques and processes to communicate ideas, experiences, and stories showing the characteristics of the Neoclassic and Romantic periods
ARTS MODULE 2 QUARTER 3: NEOCLASSICISM AND ROMANTICISM IN THE PHILIPPINES
ONLINE/SYNCHRONOUS SESSION
1. What I know Pre-assessment: Using the Quizizz assessment tool or Classroom Stream
Directions:
a. Go to the joinmyquiz.com, link given by the teacher and go directly to the assigned Code.
b. Follow the rules given by the teacher while working on Quizizz.
2. What is It Reading and discussion (using PowerPoint presentation and provided videos) on the selected text about:
a. Neo-classicism and Romanticism in the Philippines
b. Filipino Romantic and Neo-classicist artists
ASYNCHRONOUS/OFFLINE SESSION
3. What I Can Do
Activity: LANDSCAPE PAINTING (Performance Task)
One of the characteristics of Romantic art is landscape painting. A landscape includes the physical elements of geophysical defined landforms such as (ice-capped) mountains, hills, water bodies such as rivers, lakes, ponds and the sea, living elements of land cover including indigenous vegetation, human elements including different forms of land use, buildings, and structures, and transitory elements such as lighting and weather conditions. There are 3 parts of landscape painting (foreground, middle ground and background).
In this activity, you will need different art materials such as Oslo paper, pencil, coloring materials(water color, acrylic paint or poster paint), old newspaper and water for brush cleaning.
You can click this link in YouTube as your guide in painting:
https://www.youtube.com/watch?v=Q56YkHTnkG4
4. Assessment MULTIPLE CHOICE:
Read the statements carefully and encircle the letter of the correct answer.