9

MAPEH
QUARTER 4 – Module 5

AIRs - LM
MAPEH 9
Quarter 4 – Module 5
First Edition, 2021

Copyright © 2021
La Union Schools Division
Region I
All rights reserved. No part of this module may be reproduced in any form without
written permission from the copyright owners.

Development Team of the Module

Writers

Music : Marittess Rafael Padilla

Arts : Beverly Joyce M. Dangca
P.E : Jeremy B. Fangon
Health : Norlie Juna P. Llarenas

Illustrator: Ernesto F. Ramos, Jr., P II

Management Team:

ATTY. Donato D. Balderas, Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph.D
Assistant Schools Division Superintendent
German E. Flora, Ph.D, CID Chief
Virgilio C. Boado, Ph.D, EPS in Charge of LRMS
Delia P. Hufalar, Ph.D, EPS in Charge of MAPEH
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
 MUSIC

Lesson Vocal Music Of The Romantic

5 Period

Target

In this lesson, you are going to understand the basic concept, processes and
characteristic features of vocal music of the Romantic Period through appreciation,
analysis and performance for self-development.

Most Essential Learning Competency

 Improvises appropriate sounds, music, gestures, movements, ad costumes

for a chosen opera. MU9OP-IVb-h-5

Learning Objectives:

1. Discuss the theatrical elements of an opera.

2. Create a visual element for an opera.
Enhance skills in designing an opera.

When we talk about theater, it is important to remember that we are

focusing primarily on the Western theater tradition that started around the 6th
century BC in Athens, Greece and was formalized by Aristotle (384-322 BC). China
also has had an incredibly long run of theater history. It is quite possible that
humans have been entertaining each other in one theatrical way or another since
we first developed speech. Theater can entertain, inform or comment on some
aspect of society or the human condition.
In modern theater, it is essential to consider the characters, the plot (the
story), the theme (love, betrayal, jealousy, etc.), the dialogue, the genre (type of play)
and the audience. Through the script, an author attempts to get the audience to
engage with the theater performance. If the audience does not care about what is
going on (the conflict), the play usually does not work. This process of writing a
theater script is usually long and involves considerable rewriting and refinement.

1
 Jumpstart

Discover
Top Ten (10) Opera Houses
Each as special as an aria, here are the ten best opera houses in the world.
La Scala, Milan, Italy: Milan’s Teatro alla Scala is perhaps the most famous opera
house in the world, the one most associated with “opera.” Built in 1778 with four
tiers with separate loges, it is the home of Rossini, Bellini, Donizetti, and Verdi.

Teatro di San Carlo, Naples, Italy: Built by King Charles of Bourbon and
inaugurated in 1737, the magnificent red-and-gold theater is the world’s oldest
working theater, and until La Scala, it was the most prestigious in Italy. Some of
Gioachino Rossini’s most popular operas premiered on its stage.

Teatro Colon, Buenos Aires, Argentina: Not to be outdone by wealthy U.S.

industrialists, opera-loving Argentines completed the Teatro Colon in 1908. With so
many architects involved, it is not surprising that the building incorporates a great
many styles that are associated with European theaters.

2
The Royal Opera House, London, England: An opera house has stood in the
present location of the Royal Opera House at Covent Garden since the early 18th
century; the current building is the third. George Handel’s operas were the first
ever to be performed here, and he wrote many of his operas and oratorios for this
place in particular.

The Bolshoi, Moscow, Russia: One of Russia’s premier theaters, coupled with
one of the best symphony orchestras in the world, the Bolshoi in Moscow has
survived fire, war, and revolution. The Bolshoi closed in 2005 for extensive
interior renovations and reopened in the fall of 2011.

Sydney Opera House, Sydney, Australia: Situated on a spit of land that juts out
into Sydney’s harbor. The structure was designed by Jørn Utzon to suggest a series
of overlapping shells and sails. The grand opening took place in 1973; the first
public performance was Prokofiev’s War and Peace.

Paris Opéra, Paris, France: The main facade of the Opéra is an imposing sight,
even in Paris, a city filled with architectural marvels. The highly ornamented
building with its crowning dome was built in 1875. The grand theater within is
suitable for both ballet and opera. Some of the greatest ceremonial spaces in the
world are here at the Paris Opéra, lending their sublimity to lofty occasions.

Opéra Royal, Versailles Court Theater, France: The interior of the Opéra
Royal in the famously opulent palace of Versailles is a clever creation. Ange-
Jacques Gabriel built the theater in 1769 in preparation for the marriage of the
dauphin, the future King Louis XVI, to the Austrian princess Marie-Antoinette.

Vienna Staatsoper, Vienna, Austria: Built in 1869, the Staatsoper was

inaugurated with a performance of Mozart’s Don Giovanni. Its reputation as the
center of Viennese musical life has long been established, and the Staatsoper
remains one of the world’s top opera houses. Although much of it was destroyed on
March 12, 1945, the grand staircase and some of the other public areas
miraculously survived.

Lincoln Center, New York, New York: Home to the Metropolitan Opera, New York
Philharmonic, and New York City Ballet, Lincoln Center for the Performing
Arts also houses a library and two theaters. Operas at the Met are regularly filmed
and presented live in theaters around the world. The Lincoln Center Institute for
the Art

Theatrical Elements of an Opera

 Music – It is a composition set for a play or production
 Movement – A particular instance, change of place or position
 Space – Refers to the way the casts move through and interact with
 Props – used as a support materials/equipment/paraphernalia
 Cast – to assign the parts of a production
 Time – measurable period during an action
 Expression – vivid indication of mood/sentiments
 Costume – an outfit worn by the performers
 Gesture – a movement to express attitude or sentiment

3
  Orchestra: In most cases, operas are accompanied by a group of musicians.
Led by a conductor, an orchestra is an ensemble that is comprised of string,
woodwind, brass, and percussion instruments.
 Score: Musicians read from a score which is a notated piece of music
showing each voice or instrumental part on its own staff.
 Overture: An overture is an orchestral piece that may be played at the very
beginning of the opera before any action takes place on stage (not all operas
have overtures).
 Musical themes: Musical themes are complete ideas that are crafted to be
memorable to the listener.
Drama

 Operas unfold a dramatic or comic story involving a protagonist, antagonist,

and/or a hero/heroine.
 Principals: The primary roles of an opera. These may be heroes/heroines,
villains or other strong characters.
 Comprimarios: The secondary roles of an opera. Comprimario roles are
often confidantes, maids, servants, messengers, or medical personnel.

Spectacle

The spectacle of an opera encompasses sets, costumes, special effects, props and
staging. These elements are combined to tell the story in a multi-dimensional
manner.

 Set: The place where the action will occur on stage. Operas often have large,
spectacular sets that reflect the time and place of the story being told.
 Costumes: The outfits worn by each actor to reflect the time and place of an
opera as well as the personality of each character.
 Props: Items that may be carried onstage in an actor’s hands or that “dress”
the set (such as furniture or decorative accessories).

 Blocking: The patterns of movement of the people onstage as the opera

progresses.

BRAVO!
Audience members may shout this Italian word after an exciting aria, scene, act, or
performance.

4
 Explore

Deepen
Directions: It is your time to use your creativity and imagination to design a
play or opera. Remember the importance of applying the creative process in
every project you will present to your audience. Now, create your own story
line. You can choose from the following themes:
A. Love for country
B. Love of parents for their children
C. Love story of a young boy/girl
D. Social relevant issues
 Poverty
 OFW
 Natural Calamity
 Pandemic (COVID-19)

5
  Consider the following guide in making your story
1. What is your theme?
2. Where is the setting?
3. Who are the characters?

Gauge

What Am I?
Direction: Identify what opera house is being described, in the following
statements. Write your answer on the space after the statement.
1. George Handel’s operas were the first ever to be performed here.
___________
2. It is the home of Rossini, Bellini, Donizetti, and Verdi.
_____________________
3. Built by King Charles of Bourbon and inaugurated in 1737.
_________________

4. One of Russia’s premier theaters, coupled with one of the best

symphony orchestras in the world. ________________________

5. The structure was designed by Jørn Utzon to suggest a series of

overlapping shells and sails. __________________________

6. The highly ornamented building with its crowning dome was built in 1875.
___________________

7. Although much of it was destroyed on March 12, 1945, the grand

staircase and some of the other public areas miraculously survived.
_______________________
8. Operas at the Met are regularly filmed and presented live in theaters
around the world. _______________________________

9. Ange-Jacques Gabriel built the theater in 1769 in preparation for the

marriage of the dauphin, the future King Louis XVI, to the Austrian princess
Marie-Antoinette.
________________________________________
10. With so many architects involved, it is not surprising that the building
incorporates a great many styles that are associated with European theaters.
____________________________________

6
 ARTS

Western Classical Plays and

Lesson Operas
5 (Duties and Responsibilities in the
Production of a Play)

Target

This module was designed and written with you in mind. This will help you
understand the Theater arts of the Western Countries produced and
performed in the different periods and that had great influence from the
Western Classical Plays and Operas. The scope of this module will involve
you in different learning situations. The language used in the following
topics are appropriate to your vocabulary level as a student.

Are you ready to learn the different Theater Arts of the Western Countries?
This module will help you understand the nature, background and
characteristics of each Theater arts.

After going through this module, the learner is expected to:

Most Essential Learning Competency:

 Choreographs the movements and gestures needed in the effective

delivery of a selected piece from Western Classical plays and opera
A9PR-IVe-f-3
 Improvises accompanying sound and rhythm needed in the effective
delivery of an original performance with the use of different media
A9PR-IV-e-f-3
Learning Objectives:

• Create artworks guided by techniques and styles from different art periods
• Describe the influence of iconic artists belonging to western Classical art on
the evolution of art forms
• Apply different media techniques and processes to communicate ideas,
experiences and stories showing the characteristics of Western Classical art
traditions
• Evaluate works of art in terms of artistic concepts and ideas using criteria
from the Western Classical art tradition
• Show the influence of Western Classical art traditions to Philippine art form
• Mount an exhibit using computed Western Classical art traditions

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 Jumpstart

Activity 1: Comparison and Differentiation

Instructions:

1. List down some famous plays and operas in the Philippines that you
think has Western theater art influence.
2. Write some remarks on the given plays or operas.
3. Answer the questions below.

Theater Art Remarks Opera Remarks

Plays

Discover
Duties and Responsibilities in the Production of a Play

Actors and actresses They are the performers and the

characters in the set or play.

Lead the group properly Organize and

Director designate members to their respective
role Prepare script of the play Initiate
planning
Formulate time table of the rehearsals
up to actual performance

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Stage Manager Stage Manager
Look for a good venue of the play
Responsible for the blockings of the
performers
Assist the director
Check the props, microphones,
performers etc. during the rehearsals
and actual performance
m PRODUCTION TEAM
Costumes/Makeup/Accessories Prepare, sketch , and make designs of
(3-4 members) the costumes,
accessories and makeups.
They are the make-up artists during
the play
(Your designs must follow the designs
of the costumes, accessories and make-
ups of that era.)
Stage Décor & Props Prepare, sketch , and make designs of
(3-4 members) the stage
decoration and props
Arrange the stage décor and props on
stage
Must work hand in hand with the stage
manager and director
Advertisement / Programs & Prepare, post and construct Programs
Invitation & Invitation
announcements/advertisements and
programs of the performance

TECHNICAL TEAM
Lights/Sounds Technicians
Lights Prepare, secure appropriate lights in
every scene
Work and listen to the director’s
instructions
Music & Sounds effects Prepare, secure appropriate music and
sounds effects in every scene Work and
listen to the director’s instructions

9
 Explore
Activity 2: FIND THE WORD/S

Directions: Find and circle all of the words related to Roles in a Production
Stage that are hidden in the grid. The words may be hidden in any direction.

Director Actor Light Designer Performance Stage Manager

Producer Role Set Designer Playwright

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 Deepen

Activity 3: ROLE IDENTIFICATION

Directions: Below are the pictures related to the roles in a production stage.
Write their role and explain.

ROLE

1. _______________

2. ________________

3. ________________

4. ____________________

(Photos taken from: Grade 9 Learning Material pages 56-71)

11
 Gauge

Activity 4: IDENTIFICATION
Directions: Identify the role of a character by writing D if it is a director, C if
it is a choreography, L if it is a light designer and S if it is a stage manager.

___1. He/she plans all these and adds detailed notes on the script for the
lighting crew to follow during rehearsals and the actual performance.
___2. Like a conductor of an orchestra, he or she has a vision of the desired
total effect and impact of the performance.
___3. He or she not only plans out all the dance steps to suit the music, but
also rehearses the actors until they are able to perform the dance
skillfully—while remaining “in character” on stage.
___4. He or she is tasked with overseeing the crews for the sets and props,
the sound and music, the lighting, and the costumes.
___5. The _____ will likewise program the moves of the opposing sides so
these can be executed not only believably, but safely as well.
___6. This role ensures that each one in the production “hits all the right
notes” to create a cohesive, seamless performance that will engage the
audience.
___7. This role highlights a dramatic moment, signaling the entrance of a
character, focusing attention on a specific spot in the stage.
___8. Coordinating all the complex behind-the-scenes details of staging a
play is called ______.
___9. In cases where a play involves dance in certain scenes, a ____is
included in the production team.
___10. His/her role also coordinates closely with the set, lighting, sound,
costume/makeup designers, and the choreographer (if the play
involves dance) to create the envisioned total effect.

12
 PHYSICAL EDUCATION
Lesson
Outdoor Recreational Activities
5

Target

This module introduces you the different outdoor activities that can help you
maintain active lifestyle. The Covid-19 pandemic can be challenging to maintain a
healthy lifestyle. You will be provided with activities that can help you maintain an
active healthy lifestyle considering the minimum health safety protocols of our
government.

Most Essential Learning Competency

1. Discusses the nature and background of Indoor and Outdoor recreational

activities; (PE9GS-Iva-6)
2. Participates in active recreation; (PE9GS-IVb-h-7)
3. Practices environmental ethics (e.g. Leave No Trace) during participation in
recreational activities of the community; (PE9PF-IVb-h-44)

Jumpstart

I. Multiple Choices:
A. Directions: Choose the best answer. Write only the letter on a separate
sheet of paper.
1. It is an outdoor navigational recreational activity using specially drawn
and detailed maps?
a. Hiking c. Swimming
b. Orienteering d. Mountain Climbing
2. Which of the following aspects is NOT claimed as beneficial to orienteering?
a. Social Aspect c. Conceptual Aspect
b. Physical Aspect d. Historical Aspect
3. What do you call a picture or representation of the earth’s surface that
includes a compass rose that shows direction?
a. Map c. Compass
b. Microscope d. Telescope

13
4. It is a magnetized needle floating in a liquid and responding to the Earth’s
magnetic field consequently revealing directions.
a. Map c. Compass
b. Microscope d. Telescope
5. It refers to the direction from one spot from one another measured in
degrees from the reference line of north?
a. Hiking c. Bearing
c. Orienteering d. Cheering

Discover

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 have to be located in order in the
shortest possible time.
Orienteering as an outdoor recreational activity offers much benefit to you:
Here are some claims:

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.

Physical Aspect – 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.
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.
Social Aspects – You will learn to work cohesively with one another
Environmental aspect – It creates an avenue for you to appreciate your
environment

The fundamental skill in orienteering is orienteering the map or setting

the map. In moving the map, you have to:
 Find your approximate location on the map

14
  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,
http://www.myteacherpages.
com/webpages/ttravis/social_ northeast, southwest and southeast.
studies_class.cfm?subpage=
648434
Maps use a key or legend to explain the meaning of
each of the symbols used in the map. The key
usually shows a small picture of each of the symbols
used on the map, along with a written description of
the meaning of each symbol. Maps use a key or
legend to explain the meaning of each of the
symbols used in the map. The key usually shows a
small picture of each of the symbols used on the
map, along with a written description of the
meaning of each symbol.
Here’s the golden rule of orienteering:
Only go as fast as you can read the map
1. Know where you are (map-reading skills)
2. Know where you are going (route-choice skills)

Orienteering Compass
A 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.
Orienteering Compass Parts
1. Magnetic needle – the magnetic needles north end is painted red
and its south end is white.
2. 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
3. Transparent base plate – the base plate is marked with a ruler,
an index line as well as the direction of travel arrow.

15
Parts of an orienteering compass

http://www.summitpost.org/compass-basics-an-introduction-to-orientation-and-
navigation/358187

Bearing
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

Explore
ACTIVITY 2: Making Maps!
Instructions: In this activity, you will draw a map of your sitio. Include also the
different landforms and bodies of waters. Make sure that it has map keys or legend
and a compass rose.
RUBRIC
5 4 3 2 1
The map has a clear title
Landforms and bodies of water are correctly located
The legends explains all symbols used on the map
The map is clear and easy to read
Creativity
Neatness

16
 Deepen

Activity 3: Let’s Go!

Objectives:
 Introduce point to point orienteering.
 Perform challenging task in every control point
 Perform the activity in 30minutes or less.
Materials Needed

 P.E. attire
 Rubber shoes
 Map
 Timer

Here’s how:

1. Try to encourage a family member for you to accompany you to

do this activity.
2. Using your map on activity 2, choose 5 area points to perform
the task given.
 Lateral Trunk Stretch 10
 Push up 10
 Jog Around the area 2 laps
 Burpees 10
 Split Squats 6
3. Record the time you perform each control points using the Task
Sheet
4. On a signal, you can start by shouting LET’S GO!
Note: Provide evidences like picture or videos showing you performed the
activity. Send it to your teacher thru messenger.

Sample Passport/Task Sheet

Orienteering activity
Time start ____________ Time End ___________
Control Points Time Time Signature of Comments
in Out Facilitator

17
Processing Questions:
1. What area point you performed the shortest time? Why?
2. What area point you performed the longest time? Why?
3. What strategy did you employ in your game?
4. What skills did you employ in performing the activities?
5. What is the impact of the activity in your body?
6. What fitness components were tested?

Gauge

I. Multiple Choices:
A. Directions: Choose the best answer. Write only the letter on a separate
sheet of paper.
1. What do you call a picture or representation of the earth’s surface that
includes a compass rose that shows direction?
a. Map c. Compass
b. Microscope d. Telescope
2. It is an outdoor navigational recreational activity using specially drawn
and detailed maps?
b. Hiking c. Swimming
c. Orienteering d. Mountain Climbing

3. Which of the following aspects is NOT claimed as beneficial to orienteering?

a. Social Aspect c. Conceptual Aspect
b. Physical Aspect d. Historical Aspect
4. It refers to the direction from one spot from one another measured in
degrees from the reference line of north?
a. Hiking c. Bearing
c. Orienteering d. Cheering
5. It is a magnetized needle floating in a liquid and responding to the Earth’s
magnetic field consequently revealing directions.
a. Map c. Compass
b. Microscope d. Telescope

II. True or False: Write TRUE if the statement is correct. FALSE if not.
_________1. In orienteering, it creates an avenue for you to appreciate your
environment.
________2. Flexibility is a component needed when you go orienteering
________3. The magnetic needle of a compass is painted white in the north
end and red for the south end.
________4. Orienteering is basically a running sport so it develops
cardiovascular endurance.
________5. Engaging in physical activity is one big step that you can do to
start changing your lifestyle into a healthier and active one.

18
 HEALTH
Lesson Protective Factors Related to
5 Intentional Injuries

Target

In the first lesson, you learned the meaning of injuries and their two
classifications: intentional and unintentional injuries. You were also able to
differentiate between these two classifications. Focusing on intentional
injuries, you identified the violent actions and behaviors associated with
them and described the characteristics of each type. Finally, you
demonstrated your desire to promote a culture of non-violence through your
words and actions. For our second lesson, you will analyze the reasons why
abuse and violent acts are committed. You will also identify the protective
factors that will help you avoid becoming a victim of violent actions and
behaviors leading to intentional injuries. Finally, you should be able to put
into practice what you have learned by demonstrating the ways on how to
prevent and control intentional injuries. I hope that your learning experience
will be a fruitful one. Before you proceed, take time to look at the objectives
of our lesson.

Most Essential Learning Competency

1. Identifies protective factors related to intentional injuries.
 K to 12 BEC CG: H9IS-IVe-h-34

Lesson Objectives
At the end of our lesson, you should be able to:
1. Identify protective factors related to intentional injuries
2. Demonstrate ways to prevent and control intentional injuries

19
Jumpstart

20
 Discover

My Protection Rights Read the article presented. Then answer the

guide questions that follow. Here is an excerpt from the United Nations. The
Convention on the Rights of the Child. It focuses on articles regarding
protection rights of children to keep them safe from harm.
Article 19 (Protection from all forms of violence): Children have
the right to be protected from being hurt and mistreated, physically or
mentally. Governments should ensure that children are properly cared for
and protect them from violence, abuse and neglect by their parents, or
anyone else who looks after them. In terms of discipline, the Convention
does not specify what forms of punishment parents should use. However,
any form of discipline involving violence is unacceptable. There are ways to
discipline children that are effective in helping children learn about family
and social expectations for their behavior – ones that are nonviolent, are
appropriate to the child's level of development and take the best interests of
the child into consideration.
Article 34 (Sexual exploitation): Governments should protect
children from all forms of sexual exploitation and abuse.
Article 35 (Abduction, sale and trafficking): The government should
take all measures possible to make sure that children are not abducted, sold
or trafficked.
Republic Act 8049, known as the Anti-Hazing Law. Under this law,
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.
 Republic Act No. 7610 - Special Protection of Children Against
Abuse, Exploitation and Discrimination Act an act providing for
protection against child abuse, exploitation and discrimination providing
penalties for its violation and for other purposes. It is the policy of the state
to protect and rehabilitate children gravely threated or endangered by
circumstances which affect or will affect their survival and normal
development and over which they have no control.
 Republic Act No. 10627 - Anti-Bullying Act of 2013, this law
defines bullying as any severe or repeated use by one or more students of a
written, verbal, or electronic expression or a physical act or gesture or any
combination. Thereof, directed at another student that as the effect of
actually causing or placing the latter in reasonable fear of physical or
emotional damage to his property.

21
Explore

22
 Deepen

Direction: Write the descriptive titles of the following Republic

Acts and articles and short highlights about it. Choose the
descriptive titles on the box below.
1. Republic Act No. 10627:
______________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________

2. Republic Act No. 7610:

______________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________.

3. The Conventional on the Rights of the Child, is Article 19:

______________________________________________________________
____________________________________________________________________
_________________________________________________.

4. The Conventional on the Rights of the Child, is Article 34:

______________________________________________________________
____________________________________________________________________
_________________________________________________.

5. Republic Act No. 8049:

______________________________________________________________
____________________________________________________________________
___________________________________________________

Anti- Hazing Law

Anti- Bulling Act Of 2013
Protects all forms of violence
Sexual exploitation
Special protection of Children Against, Abuse, Exploitation and
discrimination Act

23
 Gauge

Direction: Choose one (1) of the following performance tasks. Performance should
be relevant to the theme “How will I Cheer my friend Up” (15 points). You may use
any recording device available to record your performance.
 Note: They can video/record themselves and send their
performance to the teacher.

Situation. Clara’s is a cheerful grade 9 students, a bubbly, always on smiles and a

friendly teenager. But suddenly, she become quite and distant. Cheska, her close
friend noticed it and ask what is her problem. Clara then started to open up and
tell her story. Her parents are talking about divorce and her dad became alcoholic.
Her boyfriend is also breaking up with her and she thinks that she is not loved
anymore. She is depressed and starting to think of taking her own life.
A. If you are Cheska what will you do to comfort Clara? How will you cheer her
up?
B. Make a way to cheer her up, you may use any of the following performance
task. Your performance must be dedicated to your sad friend.
a) Write a poem or essay. (Write it in a short coupon bond)
b) Create or poster. (Draw in a ¼ Illustration board)
c) Perform a dance number. (You may edit in any video editing app,
Maximum of 3 minutes)
d) Compose a song. (Write it in a short coupon bond)
e) Sing a song. (You can cover a song, Maximum of 3 minutes)
f) Create a motivational video clip. (You may edit in any video editing app,
Maximum of 3 minutes)

Rubrics for evaluating the performance of learners:

4-
Criteria 5 -Expert 3 -Capable 2 -Beginner
Accomplished
Quality of Performance Performance Performance Performance
Performance was done in was done in an was done in was done with
an interesting little style. no style. Effort
extraordinary style. Effort was was poor.
way. Effort Effort was very good.
was excellent. good.
Relevance, Relevance, Relevance, Relevance, Relevance,
Message & Message & Message & Message & Message &
Technicalities Technicalities Technicalities Technicalities Technicalities
were excellent. were very good. were good. were poor.
Time Passed earlier On-time. A day late. Months Late.
than the
passing time.

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 Answer Key

MUSIC

ARTS

25
PHYSICAL EDUCATION

HEALTH

26
27
References
 Google Scribd
 Study.com/academy/lesson/theater-elements-genres.html
 Learner’s Material for Music and Arts 9-DepEd
 Top 10 Opera Houses in the World
Nationalgeographic.com/travel/top-10/opera-houses/
MAPEH BOOK (MUSIC and ARTS)
BY: DEPARTMENT OF EDUCATION
REPUBLIC OF THE PHILIPPINES
Activity sheets of :
EUGENE D. SAMONTE TEACHER-1
SAN JUAN NATIONAL HIGH SCHOOL
SAN JUAN CLUSTER
https://contents.pep.ph/images2/guide/7bba805bc.jpg
https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Flifestyle.inquirer.net%2F213887%2Fmajest
y-and-mystery-in-the-horse-and-his-
boy%2F&psig=AOvVaw2D87500einNOrqGAChnU4Q&ust=1593935455291000&source=images&cd=vf
e&ved=0CAIQjRxqFwoTCNjs77mOs-oCFQAAAAAdAAAAABAV
https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fwww.pep.ph%2Fguide%2Farts-and-
culture%2F4571%2Fnoah-the-musical-has-a-heart-for-the-
environment&psig=AOvVaw1mrcL48BrixaVCbWyGy5IS&ust=1593935615357000&source=images&cd
=vfe&ved=0CAIQjRxqFwoTCOiy5YOPs-oCFQAAAAAdAAAAABAD
https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fthestagedoorcanteen.tumblr.com%2Fpost%
2F66930696997%2Fon-the-menu-repertory-philippines-the-
producers&psig=AOvVaw33kMsDt4mv02mvBTbo-
eSv&ust=1593935973720000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCNDR5bWQs-
oCFQAAAAAdAAAAABAD
https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fspotlighttheatre.wordpress.com%2F2010%2
F12%2F20%2Freview-reps-little-women-remembering-
jo%2F&psig=AOvVaw1LmXoPAR6YsLCBpKm6ng9p&ust=1593935853046000&source=images&cd=vfe
&ved=0CAIQjRxqFwoTCPCr6eWQs-oCFQAAAAAdAAAAABAD
https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fwww.rappler.com%2Flife-and-style%2Farts-
and-culture%2Ftheater%2F41453-trumpets-bluebird-of-happiness-theater-
review&psig=AOvVaw2pD3Xqzd3vnbkLW8N8TN0z&ust=1593935768374000&source=images&cd=vfe
&ved=0CAIQjRxqFwoTCKil3uyQs-oCFQAAAAAdAAAAABAD
Physical Education and Health 9: Learner’s Material, Department of Education
https://www.10tipsforhealth.com/10-tips-timeless-quotes-to-a-physical-activity/
http://www.myteacherpages.com/webpages/ttravis/social_studies_class.cfm?subpage=648434
http://myweb.tiscali.co.uk/magnus/orientgoldenrule.html
http://www.summitpost.org/compass-basics-an-introduction-to-orientation-and-navigation/358187
https://www.exerciseismedicine.org/assets/page_documents/EIM_Rx%20for%20Health_%20Staying
%20Active%20During%20Coronavirus%20Pandemic.pdf
References: Government of the Philippines, Department of Education. 2014. Physical Education and
Health 9 Learners Manual. pp. 381-402
https://pcw.gov.ph/republic-act-7610-special-protection-of-children-against-abuse-exploitation-and-
discrimination-act/
http://www.gov.ph/1992/06/17/republic-act-no-7610/
http://www.gov.ph/2013/09/12/republic-act-no-10627/

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